Pamantasan ng Lungsod ng Maynila

University of the City of Manila

Gen. Luna cor, Muralla St.
Intramuros, Manila, Philippines
Course No. and Title: NUR 201 MATERNAL AND CHILD NURSING I
Professor: Professor Ronie M. Tiamson, Professor Marilyn S. Agravante, Professor Janet
Lacsa
General Objectives:
At the end of the discussion, the students will be able to identify and understand the
different terms and topics associated with labor and delivery, stages of labor and puerperium.
Specific Objectives:
At the end of the discussion, the students will be able to:
Describe common theories explaining the onset of labor and the role of passenger,
passage, and powers in labor.
Use critical thinking to analyze ways that nurses can make labor and birth more family
centered.
Establish expected outcomes to meet the needs of a family throughout the labor
process.
Implement nursing care for a family during labor such as teaching about the stages of
labor.
Integrate knowledge of nursing care in labor with nursing process to achieve quality
maternal and child health nursing care.
Describe the psychological and physiologic changes that occur in a postpartal woman.
Implement nursing care to aid the progression of physiologic and psychological
transitions occurring in a postpartal woman.
Integrate knowledge of the physiologic and psychological changes of the postpartal
period with the nursing process to achieve quality maternal and child health nursing
care.

Participants: BSN II 1
Date: August 18, 2016

LESSON OUTLINE AND TIME PLAN

Content Outline

Method of
Instruction

Opening Prayer

Pre-Test

II.

Labor and Delivery

A. Terms associated with labor and
delivery
B. Theories of Labor
C. Prodromal Signs of Labor
D. Signs of True and False Labor
E. Critical Factors of Labor
1. The Birth Passage
2. The Passenger
3. Relationship bet. Passage
and Labor
4. Powers of Labor
5. Psychosocial Status of
Mother
Stages of Labor
A. Stage 1:
a. Latent Phase
b. Active Phase
c. Transition Phase
B. Stage 2: Fetal Stage
C. Stage 3: Placental Stage
D. Stage 4: Recovery Stage

III.

Nursing Care of a Postpartal Woman

and Family
A. Psychological
changes
of
the
Postpartal period
B. Phases of the puerperium
C. Development of parental love and
positive family relationships

Instructional
Resources

Method of
Evaluation

10
minute
s

Orientation to the class and introduction of

activities and topics

I.

Time
Frame

Lecture
and
Discussion

10
minute
s
3 hours

Paper and Pen

Visual Aids

Recitation

D. Maternal concerns and feelings in the

Postpartal period
E. Physiologic changes of the Postpartal
period
F. Reproductive system changes
G. Systemic changes
H. Effects of retrogressive changes
I. Vital sign changes
J. Progressive changes
Post-Test

10
minute
s

Paper and Pen

LABOR AND DELIVERY

I.

Intrapartum Care
A. Extends from the beginning of contractions that cause cervical dilatation to the first 1
to 4 hours after delivery of the newborn and placenta.
B. Refers to the medical and nursing care given to the pregnant woman during labor
and delivery.
C. Admitting the laboring mother.
1. Personal Data
2. Baseline Data
3. Obstetrical Data
4. Physical Exams
5. Pelvic Exam

II.

Essential knowledge of the Intrapartum Process

A. Theories of the onset labor
1. Uterine Stretch Theory any hallow organ once stretched to its maximum
potential will always contract and expel its content.
2. Prostaglandin Theory due to stimulation of arachidonic acid a substance
prostaglandin is produced that causes contraction of the uterus thus initiating
labor.
3. Progesterone Deprivation sudden drop of progesterone near delivery
stimulates labor.
4. Theory of Aging Placenta as the placenta begins to degenerate by 36 weeks,
the body perceives it as a foreign body hence makes his own defense to expel it
by contraction of uterus.
5. Oxytocin Stimulation Theory the production of posterior pituitary gland of this
substance will cause uterine contractions.

B. 4 Ps of Labor
1. Passenger (fetus)

a. Fetal Head: Largest part of the newborns body representing of newborns

length.
b. Bones:

Sphenoid

Ethmoid

Temporal

Frontal Sinciput

Occipital or Occiput

Parietal

c. Suture Lines
Sagittal connect 2 parietal bones
Coronal connects parietal and frontal bones
Lambdoidal connects parietal and occipital bones

Molding the overlapping of sutures of the skull to permit passage

d. Fontanels: 2 are palpable

Anterior Fontanel (Bregma)
Diamond in shape, 3x4 cm in size.
Closes at 12-18 months
Posterior Fontanel (Lambda)

 Triangular in shape, 1x1 cm in size.

Closes at 2-3 months

e. Important measurements of fetal head

2. Passageway (Vagina and Pelvis)

a.) 4 Main Pelvic Types
Gynecoid
Anthropoid

 Android
Platypelloid
3. Power the forces acting to expel the fetus and placenta
a. Involuntary contractions
b. Voluntary bearing down efforts.
c. Characteristics: wave like.
d. Timing: frequency, duration, intensity.
4. Psyche and Person psychological stress exists when mother is fighting the
labor experience.
a. Cultural interpretation
b. Preparation
c. Past experience
d. Support System

III.

Normal Labor and Delivery

A. Pre-eminent Signs of Labor
1. Lightening settling of presenting part into the pelvic brim. Occurs 2 weeks prior
to delivery in primi.
a. Signs and Symptoms:
Shooting pain radiating to the legs
Urinary frequency
b. Engagement
2. Braxton Hicks Contractions painless or irregular contractions
3. Increased activity of the mother
a. Also known as the nesting instinct, cause by hormone epinephrine.
b. Nursing Intervention: let the mother save her energy as fatigue can affect
the type of analgesia needed.
4. Ripening of the cervix butter softness of the cervix
5. Decrease in weight 1.5 3.0 lbs prior to labor
6. Bloody show pinkish vaginal discharge (leukorrhea, operculum, and blood
combined)

7. Rupture of the membranes

a. Nursing intervention: Check FHT
b. Check temperature every 2 hours because mother is more prone to
infection after membrane ruptures.

B. Difference between true labor and false labor

STAGES OF LABOR AND DELIVERY

Definitions
E. Stage 1: from onset of labor until full dilation of cervix
d. Latent Phase: from 0-4 cm
e. Active Phase: 4-8 cm
f.

Transition Phase: 8-10 cm

F. Stage 2: from full dilation of cervix to birth of baby (Fetal Stage)

G. Stage 3: from birth of baby to expulsion of placenta (Placental Stage)
H. Stage 4: from period of delivery until uterus remains firm on its own (Recovery Stage)

I.

Stage 1
Latent Preparatory Phase

The latent stage starts at the onset of regularly perceived uterine contractions and ends when
rapid cervical dilation begins. This is also called the preparatory phase.
Contractions

Duration of

Cervical Dilation

Duration

0-3 cm

Nullipara: 6

Contractions
Mild and short

20 to 40 seconds

hoursMultipara: 4.5
5-30 mins

hours

Nursing Considerations

Woman with a non-ripe cervix will have a longer than usual latent phase

Analgesia given too early during this period may prolong this phase

Woman who is psychologically prepared for labor only have minimal discomfort

Best time to reinforce health teachings

Assist woman to cope with contractions.

Help in concentrating on breathing techniques.

Active Phase
During the active phase, cervical dilatation occurs more rapidly and contractions grow stronger.
Contractions

Duration of

Cervical Dilation

Duration

4 to 7 cm

Nullipara: 3

Contractions
Stronger, longer and

40 to 60 seconds

causes true

every 3 to 5 minutes

discomfort

hoursMultipara: 2
hours

Nursing Considerations:

It is an exciting time because a woman realizes something dramatic is happening

Administration of analgesic at this point has little effect on the progress of labor

Show and spontaneous rupture of membranes occur during this time

Transition Phase

During this phase, the contractions reach their peak intensity, cervix to maximum dilatation and
to full effacement.
Contractions

Duration of

Cervical Dilation

Duration

8 to 10 cm

Until full cervical

Contractions
At peak intensity

60 to 90 seconds
every 2-3 minutes

dilation

Nursing Considerations:

If membranes have not previously ruptured or been ruptured by amniotomy, they will
rupture as a rule at full dilation.

Both full dilation and cervical effacement have occurred at this stage

Woman may have intense discomfort and may be accompanied by nausea and
vomiting.

Woman may experience a feeling of loss of control, anxiety, panic or irritability.

Her focus is on the entirety of delivering her baby.

This stage ends at 10 cm of dilatation and feels a new sensation (i.e., irresistible urge
to push).

II.

Second Stage

The second stage starts from full dilatation and cervical effacement to birth of the infant;
with uncomplicated birth, this stage takes about 1 hour. Contractions change to an
overwhelming, uncontrollable urge to push or bear down with each contraction as if to move her
bowels.

Patient may experience nausea and vomiting at this point.

Effacement is shortening and thinning of the cervical canal. Normally, the canal is
approximately 1 to 2 cm long.

Dilatation refers to the enlargement or widening of the cervical canal from an opening a
few millimeters wide to one large enough (approximately 10 cm) to permit passage of a
fetus

The circle enlarges from the size of a dime, then a quarter, then a half-dollar. This is
called crowning.

The fetal head touches the internal side of the perineum; the perineum begins to bulge and
appears tense. The anus may become everted and stool may be expelled.
As the fetal head pushes against the perineum, the vaginal introitus opens and the fetal scalp
appears at the opening to the vagina. At first, it appears slit-like then becomes oval and then
circular. This is called crowning.
All of her energy and her thoughts are being directed towards giving birth. As she pushes, using
her abdominal muscles to aid the involuntary uterine contractions, the fetus is pushed out of the
birth canal.
III.

Stage 3
A. Care of the Baby
Clear airway of mucus
Observe frequently and use APGAR scoring to determine respiratory effort and
physical status
Keep thermoregulated
Assess for visible abnormalities
Administer antibiotic ophthalmic medication into each eyes to prevent ophthalmia
neonatorum
B. Assist with the delivery of placenta

Placenta is delivered about 3-10 minutes after the delivery of the baby

Signs of Placental Separation

Fundus become globular and firm again, rising high to the level of the umbilicus
(Calkins sign) earliest sign of placental separation
Lengthening of the cord
Sudden gush of blood from the vagina

Types of Placental Delivery

Shultz: from center to edges and presents the fetal surface which is shiny

 Duncan: from edges to center and presents the maternal surface which is red
beefy and dirty

Nursing Interventions
Do not hurry the expulsion of the placenta by forcefully pulling out the
cord or doing vigorous fundal push as this can cause Uterine Inversion.
Just watch for the signs of placental separation
Tract the cord slowly, winding it around the clamp until placenta
spontaneously comes out, rotating it slowly so that no membranes are left
inside the uterus, a method called Brandt Andrews maneuver.
(mechanical manipulation of the placenta)
Inspect for completeness of cotyledons (15-28)

C. Palpate the uterus to determine degree of contraction. If relaxed, boggy, or noncontacted, first action is to massage, gently and properly. An ice cap over the abdomen
will also help contract the uterus.
D. Check the vital signs especially BP
E. Administer medications as ordered:
Methylergonovine Maleate (Methergine) ergotrate derivatives
- Prevents or controls excessive bleeding after delivery
- If BP is high, never give Methergine because it may lead to hypertension
- Administer IM or IV
Oxytocin
- Maintains uterine contraction post-delivery to prevent hemorrhage
- Administer via piggy-back
Oxytocins are not given before placental delivery because placental
entrapment may occur unless it is used to induce labor
F. Inspect the perineum for lacerations
G. Assist the physician in doing episiorrhapy (repair of episiotomy or lacerations)
In vaginal episiorrhapy, packing is done to maintain suture line, thus preventing
futher bleeding
Vaginal packs have to be removed 24-48 hours because it becomes medium for
bacterial growth which may lead to puerperal sepsis.
IV.

Stage 4:
A. Monitor vital signs. Blood pressure and pulse rate maybe slightly increased from
excitement and effort of delivery but normalizes within one hour
B. Immediately after delivery, it is palpable between umbilicus and symphysis pubis; two
hours after delivery, the fundus is at the same height with umbilicus

C. Palpate fundus every 15 minutes for firmness and height in relation to umbilicus; if
relaxed and dextroverted
Check for bladder distention; determine voiding pattern; a full bladder can lead to
uterine atony leading hemorrhage
D. Monitor mother as body gradually regains homeostasis
Lochia post-partum vaginal discharge, containing blood, mucus, and placental
tissue.
Should be moderate in amount
Types:
1. Rubra (reddish): 1-3 days postpartum
2. Serosa (brownish): 4-10 days
3. Alba (whitish): 10-14 days can be up to weeks to 2 months
Lochial discharge typically continues for 4 to 6 weeks after childbirth

Observe perineum for: (R-E-E-D-A)

Redness
Edema
Ecchymosis
Discharges
Approximation

E. Make mother comfortable

Do perineal care and apply sanitary napkin snugly to prevent its moving forward
from the anus to the vagina
Soiled napkin should be removed from front to back
Position the newly-delivered mother Flat on Bed to prevent dizziness due to
decreased oxygen supply resulting from a change in intraabdominal pressure
The newly-delivered mother may suddenly complain of chills due to rapid
decrease of pressure, fatigue, or cold temperature in the delivery room (Provide
additional blankets)
May give initial nourishment progressing to a regular diet as ordered
Clear liquid diet flavored gelatin, tea, ginger ale, Gatorade, cool aid
Full liquid diet (or general liquids) milk, ice cream, soup, vanilla
pudding
Soft diet
Regular diet (DAT)

Allow mother to sleep and regain energy

F. Promote maternal-infant bonding

The original mother-infant bond is the wellspring for all the infants subsequent
attachments and is the formative relationship in the course which the child
develops a sense of himself

The strength and character of this attachment will influence the quality of all
future bonds to other individuals
There is a sensitive period in the first hours of life during which it is necessary
that the mother and father have close contact with their neonate for later
development to be optimal.
G. Adhere to Rooming-in concept as stated per hospital protocols
Strict baby stays with mom the whole time
Partial baby stays with the mother in the morning and stays in the nursery at
night
NURSING CARE OF POSTPARTAL FAMILY

Postpartal period or puerperium

Puer child
Parere to bring forth

Nursing Process Overview

For a Postpartal Woman and Family
* Assessment
During the puerperium, assessment of a woman is accomplished by health interview,
physical examination, and analysis of laboratory data. It is important to ensure that physical
changes, such as uterine involution, are occurring by evaluating uterine size and consistency
and lochia ow amount.
Assessment of a womans psychological adjustment begins with her reaction at birth
(Was she disappointed or happy with the appearance of her baby? Is she glad to be through
with the pregnancy or still longing to be back in it?) and continues with every contact made with
the family during and after a hospital stay. Assess the extent and quality of the womans
interaction with her child (Does she hold the infant and talk to him or her?), her overall mood
(Do you observe her crying? Does she have long periods of staring into space or not talking?),
and her ability to begin infant care. Observe also for self-care. A woman who feels good about
herself, even though she is exhausted from childbirth, usually will try to maintain her
appearance. On the other hand, if she is depressed, she probably has little energy to do things
such as comb her hair or worry about her appearance.
*Nursing Diagnosis
Nursing diagnoses during the postpartal period usually are concerned either with a
familys inability to accept and bond with a new child or with physiologic considerations.
Examples might include:
Health-seeking behaviors related to care of newborn
Risk for impaired parenting related to disappointment in the sex of the child

 Fear related to lack of preparation for child care

Risk for decient uid volume related to postpartal hemorrhage
*Outcome Identication and Planning
Be certain that outcomes established during this time are realistic in light of a womans
changed life pattern. Most postpartal families remain in the hospital for a relatively short time,
only 48 to 72 hours. The postpartum stay in an alternative birth center can be as short as 4
hours. That means outcomes must be devised that can be accomplished and evaluated during
this short period of client contact. If an outcome cannot be evaluated within this short timeframe,
follow-up home care or ambulatory visits may be necessary. When planning care in the
postpartal period, try to arrange procedures to allow optimal time for family infantinteraction
and yet provide adequate time for a woman to rest, to prevent exhaustion. Prevention of
exhaustion can improve coping ability and plans for self-care. After adequate instruction, a
woman should be prepared to monitor her own health after she returns home. Planning should
also include ample time for health teaching. An important part of teaching related to care of the
newborn is preparation for the unexpected and the need for exibility, because parents do not
yet know what their new life will be like (whether their child will sleep deeply or tfully at night,
whether their child will become hungry at long or short intervals) or how tired they will become
after being awakened frequently during the night.
*Implementation
All interventions in the postpartal period should be family centered, to enhance family
functioning and bonding. Interventions also should be geared toward increasing a womans selfesteem and allowing her to view herself as a new mother and her new infant as part of her
family. Teaching new mothers is important, but it is also important to explore what they already
know about child care and what they think would be a sensible solution to a problem. Giving
advice only solves an immediate problem; helping a woman learn good problem-solving
technique improves her ability to handle the many challenges that will arise with childrearing.
*Outcome Evaluation
If a woman fails to make an adequate adjustment to her new life changes, she may have
difculty integrating an infant into the family. This could affect a childs mental health, selfesteem, and ability to form a sense of trust. Evaluation in the postpartal period involves being
certain not only that a woman and her baby are safe but also that the woman knows how to
maintain her own health. Such follow-up evaluation can be done by telephone, during home
visits, or during postpartal and well-child assessments.
Examples of expected outcomes include:
Parents spontaneously make at least one positive comment about their childs
characteristics before hospital discharge.
Client states that she believes she will be able to manage newborn care with
the support of her signicant other.

 Clients lochial ow is no more than one saturated perineal pad (50 mL) every 3
hours. Client states she is tired but feels able to manage her newborn and
family care.
Psychological Changes of the Postpartal Period
I. Phases of the pueperium
A. Taking in-phase

It is a time of reflection
Woman is passive during 2-3 day period
She prefer the nurse to minister her because of physical discomfort of after pains,
hemorrhoids and partly from her uncertainty in caring for her newborn and from
exhaustion that follows childbirth
Usually a woman wants to talk about her pregnancy.

B. Taking-Hold Phase

Woman begin to initiate actions and decision and become independent

Last from 3rd to 10th day postpartum
Woman begins to take strong interest on how to take care of her child and sometimes
she may feel insecurities about her ability to take care of her own child
Mothers needs praise for the things she does on supporting her baby to give her more
confidence
This phase must not be rush or prevent because this is the most difficult phase of
motherhood.

C. Letting-Go Phase

Woman redefines her new role

Last for 10 days to 6 weeks postpartum
She gives up her old role of being childless or the mother of only one or two
This process requires some grief work and readjustment because It is extended and
continuous.
Development of Parental Love and Positive Family Relationship

Claiming or Bonding - Mother begins to express more warmth and touch to her child

She begins to play with her child and become more comfortable

En Face position - Mother is directly looking at her newborns face with direct eye contact
-

Fathers can be observed staring at the newborn for long interval

Engrossment it is term how actively the parents are bonding with the newborn
Rooming-In

Infants stays in the room with her mother to become more acquianted and to feel more
confident about her ability to care for the newborn

2 Types of Rooming-IN
Complete infant stays with mother for 24 hours
Partial infant stats with the mother for such time and return to a central nursery

Sibling Visitation

Siblings get the feeling of separation if a mother is gives birth to a new child they feel
their mother cares for the new child and not them.
Taking the sibling to the hospital is helpful for the sibling to see her mother and the
newborn reduces the feeling that their mother cares more about the newborn than them.
Maternal Concerns and Feelings in the Postpartal Period

Abandonment

Women can get jealous about her own baby and feel abandonment because people only
talk about the newborn and as if she was less important
Examination of competitive feelings for both mother and father involve some
compromise in favor of babys interest and should start during the start of pregnancy or
early in postpartal period.

Disappointment

Common feelings of the parents when they experience that their expectation from the
was not achieved
They may felt unattractive and the feeling of inadequacy all over again
Nurse can help by comment on childs good points during the period of crisis and also
support them to accept the situation to cope with new circumstances

Postpartal Blues

Feeling of overwhelming sadness, may be caused by hormonal changes particulary the

estrogen and progesterone that occurs on delivery of placenta
This may be a response to dependence and low self-esteem caused by exhaustion,
being away from home etc.
It is evidence by tearfulness, feeling of inadequate, mood lability, anorexia and sleep
disturbance
This is normal but mother should have a support person to let her understand the
situation. verbalizing the feelings of the mother helps to express her emotions
Keeping lines of communication of this stage is important because postpartal blues may
become serious and become postpartal depressions.

LESSON OUTLINE AND TIME PLAN

Course Outline

Method of
Instruction

Introduction to class
Opening Prayer
Orientation to the class
of activities and topics
I.

Singing a song
(insert song)

II.

Community
Helpers

Proper hand
washing

10 minutes
(10:10 10:20)

Lecture,
Discussion

Caring for our

teeth

Methods of
Evaluation

20 minutes
(10:20 10:40)

Performing the
song

Visual aids

Recitation

Visual aids

Recitation

Visual aids

Recitation

15 minutes
(10:40 10:55)

Demonstration,
Lecture

Games/Activity

IV.

Instructional
Resources

10 minutes
(10:00 -10:10)

BREAK

III.

Time Frame

20 minutes
(10:55 11:15)

10 minutes
(11:15 11:25)

Demonstration,
Lecture

20 minutes
(11:25 11:45)

Summary of topics,
closure, closing prayer

10 minutes
(11:45 11:55)

Subject: Preschool Microteaching

Topic: Community Helpers and Proper Hygiene (Hand Washing, Teeth Care)
Students/Participants: Moving Every Morning Learning Center Kinder I Students
Time Allotment: 2 hours
Teacher: Mrs. Melinda Rodriguez
Placement/Location: Moving Every Morning Learning Center
3460 A.C Herrera Street, Tondo Manila

Date: September 9, 2016 (Friday)

Time: 10:00 am 12:00 nn

General Objectives:
At the end of the discussion, the Kinder I students will be able to understand the basic concepts
of different community helpers; along with acquiring knowledge with regards to importance and
performance of proper hand washing and caring for teeth.

Specific Objectives:
At the end of the discussion, the participants will be able to:

State different community helpers and their functions and importance in the

community
State and understand the importance of hand washing
Discuss the possible effects of not doing proper hand washing technique
Demonstrate proper hand washing techniques
State and understand the importance of caring of our teeth
Demonstrate proper brushing of teeth

CARING FOR OUR TEETH

Objectives:
- To be able to know the importance of teeth
- To understand the ways in keeping the teeth clean and healthy
- To be introduce dentist as a friendly doctor that takes care of teeth
I

Importance of teeth
A Why do we need teeth
1 Ask students what we do with our teeth. (smiling, talking, chewing)
2 Have the students chew and smile at each other.
3 Teeth also helps us make our food into little pieces that prevents us from
choking
4 Our teeth are important because they help us talk properly, chew our food and
give us beautiful smiles!

B Teeth Characteristics
1 What are your teeth? Are they soft or hard? Are they strong? Our teeth are
hard and are strong.
C Baby teeth and Permanent teeth
1 When did you get your teeth? (When you were a baby) Why do babies need
teeth? (To learn how to talk and so that they can eat solid food) How many
baby teeth do children get? (20 strong teeth)
2 When you get older, your 20 baby teeth will be replaced by 32 permanent
teeth. Your permanent teeth are bigger and stronger than your baby teeth.
They are made to last the rest of your life.
II

Keeping the teeth clean and healthy

A Brushing teeth
1 What do you do to keep your teeth clean and healthy? (Brush teeth) Who
brushes their teeth? (Raise your hands) When do you brush your teeth? How
do you brush your teeth? What do you use? (Toothbrush, toothpaste, water)
How much toothpaste do you put in your toothbrush? (Find out and
demonstrate how much should be used pea-sized amount) What do you do
with toothpaste on mouth? (Toothpaste is used for cleaning teeth. Dont
swallow it)
2 Brush your teeth at least twice a day. Dont swallow toothpaste. Keep our teeth
lean and healthy.
B Brushing techniques
1 Ask who taught them how to brush their teeth. How do you brush your
teeth?

Proper brushing of teeth

III

What plaque is. When you brush your teeth at night, they feel clean and
your mouth tastes good, right? Well, if you dont brush your teeth before
going to bed, how does your mouth feel when you wake up in the
morning? (Tastes bad, smells bad, teeth feel sticky). That is because there
is something else that gets on your teeth besides the food you eat. Its
called plaque. Can you say plaque? Although you cant see it, plaque is a
sticky film that is forming on your teeth all the time. Plaque is a sticky, clear
film that forms on your teeth all the time.
Healthy food. Eating healthy and nutritious food will keep our teeth clean
and strong. Eat vegetables and fruits. Dont eat t much sweets as this will
weaken you teeth.

Dentist
A Role of dentist
1 Doctor who keeps our teeth clean and healthy
B Importance of visiting dentist
2 Who visits their dentist? (To make our teeth clean and healthy)
3 The dentist is our partner in caring for our teeth.
Reference: https://www.manitobadentist.com

COMMUNITY HELPERS

Community helpers are important people whose job is to help others. Everyone who
lives in a community can be a community helper. Some examples of community helpers
are grocery store clerks, teachers, firefighters, paramedics, police officers, and bakers.
There are a lot more community helpers than this, but these are just a few examples.
But, the important thing about community helpers is they work together to create a
community.

House Painter
They are painters who know how to paint a house. They
have tools to paint a house. Building a school, maybe
drawing designs

Astronaut
They go into space. They have 4 jobs that are commander,
pilot, mission specialists and payload specialists. They wear
a spacesuit and have a helmet.

Baker
Bakers make
baked goods and
they send the food
to the market
where people buy
the goods that the
bakers made.
Most bakers work
at bakeries,
grocery stores,
and restaurants.
Most bakers go to work before sunrise. Another job of
a baker is to keep their bakeries clean. Bakers wear
white uniforms and tall white hats. Some bakers wear
aprons to keep food off their clothes. Most bakers
wear white gloves so when they make pastries the
food does not stick to their hands. Also, when the
bakers wear their gloves the dirt on their hands does
not get on the food or pastries.

Carpenter
Carpenters use wood to build things. They
use hand tools such as hammers and screw
drivers. They also use electronic tools such
as power drills. They also use levels to make
sure their work is straight. They work with
architects. Also, they work with contractors.

Chef
Some chefs place their
orders. Most buy their
food at the store.
Chefs cook food for other
people and sometimes
present their food. They
experiment
with
new
ingredients or a new
recipe.
Chefs
wear a white hat and apron and shirts and
pants.

Grocer

workers

to

The grocers job is to get food and products

that people might need to buy, be a kind man
and help the customers, and lastly get
help him/her with the grocery store.

Construction Worker
A Construction Worker helps our community by building
houses, apartments, and buildings. A Construction
worker usually wears boots, a vest, a tool belt, gloves, a
hard plastic hat, and their plans. Their equipment is a
saw, a water jug, a cord, a wheelbarrow, cones, a tool box, and a ladder.

Dentist
They use tools like a toothbrush and a special
light. Dentist wear gloves, a white coat, a mask
and magnifying glasses. Makes sure that your
teeth are healthy and clean and shows how to
properly brush our teeth.

Doctor
A doctor takes care of peoples health by
giving checkups and helping sick or injured
patients. Before students can be doctors they
have to go to college and four years of
medical school. Some doctors work at
hospitals and do operations on people.
Doctors wear a long white coat so that they
dont get germs. When doctors do operations
they wear gloves so that no germs get into other peoples bodies.

EMT
An E.M.T.s job is to help people that are
hurt. When they are not helping patients
they rest and eat at the station. Today
E.M.T.s teach children how to ride bikes
and play safely. E.M.T.s wear uniforms
to show that they are emergency
workers. Their pants have many pockets
to hold supplies. They wear gloves to
treat a cut. The gloves help stop the
spread of germs.

Fire fighter
Fire fighters are very brave. They fight fires. They are
like heroes. They are total protectors. They wear
protective clothing. They help our community by
saving people from dangerous fires. They have
walkie-talkies to communicate with other fire fighters.
They have a big hose to put out giant fires. They
usually wear red and yellow hats and red boots.
Lastly they wear red jackets.

Teacher
Teachers jobs are to teach kids new
stuff like reading, writing, and spelling.
She also teaches us math and other
subjects. Teachers wear shoes, pants
and shirts. Teachers tools are pens,
chalk board, and books. The book helps
the teacher by telling the her what to do
with the kids today. The pens help
teachers by writing with them and
grading stuff. The chalk board helps the
teacher by writing math problems to the
kids.

Mailman
A mailman's job is to deliver important letters
and bills to people. They wear a short sleeved
shirt and short pants in summer.
In winter
they wear a long jacket and long pants and
boots. They can be women too.

Mayor

Mayors make speeches to get their message out.

He/she does this so nobody gets crazy about the laws.
Mayors also represent the people of the town. He/she
sometimes has broadcasts of exiting or terrible news
speeches. Mayors sometimes wear tuxedos.

Nurse
My community worker job is helping
people when they are sick or hurt.
Nurses give papers that tell you what
kind of medicine to take. Nurses give
special food for women that are having
babies.
Nurses wear uniforms called scrubs. Nurses also wears clean
comfortable shoes.

Pharmacist
They read about new medicines. They also
count pills, weigh medicines, and measure
liquid medicines. They label medicine bottles.
A pharmacist fills your prescription. They wear
a white shirt and white pants.

Plumber
Plumbers put pipes in buildings.
Plumbers put sinks, toilets, and bathtubs.
Plumbers fix pipes that leak.

Police officer
They work to keep the townspeople safe. They stop fights. They
catch criminals. They wear uniforms, nametags, and a bulletproof
vest. They carry guns, handcuffs, pagers, notebooks, pens, and
telephones. They investigate crimes. They take reports. They give
speeding tickets. They put bad people in jail. Those are some things
police officers do.

Sanitation Worker
They pick up trash that is stinky and they
sometimes pick up leaves. Sanitation
workers work in all different places and
weather. They wear gloves to keep their
hands safe from sharp trash. They wear a
hard shirt to protect their stomachs.

Veterinarian
There are many different jobs of a
veterinarian and one job of a
veterinarian is to help animals when
animals are sick. Another thing a
veterinarian does is bury animals when
they
are
dead.
Sometimes
veterinarians have kennels so when
the owners have to go away they take
care of them in the kennel. Here are
some of the tools a veterinarian
uses\wears. They use lights, x-rays,

light box, scopes, table, charts, stethoscope and a coat.

veterinarians do and wear.

That is what a

Zoo keeper

Zoo keepers keep animals safe and

healthy at the zoo. They clean up the
animals areas. They feed the animals
and give them water. Most zoo keepers
wear uniforms. Most zoo keepers wear
protective clothing, so the animals do not
bite them.

PROPER HAND WASHING:

Washing your hands properly is one of the most important things you can do to help
prevent and control the spread of many illnesses. Good hand hygiene will reduce the
risk of things like flu, food poisoning and healthcare associated infections being passed
from person to person.
To properly wash your hands using the superior six-step method begin by wetting
hands with water and grab either a dollop of soap or hand rub.
Begin rubbing your palms together with your fingers closed, then together with
fingers interlaced.


Move your right palm over left dorsum with interlaced fingers and vice versa
make sure to really rub in between your fingers.

Then interlock your fingers and rub the back of them by turning your wrist in a
half circle motion.
Clasp your left thumb in your right palm and rub in in a rotational motion from the
tip of your fingers to the end of the thumb, then switch hands.
And finally scrub the inside of your right hand with your left fingers closed and the
other hand.
Hand hygiene is regarded as the most important intervention to reduce healthcareassociated infections, but there is limited evidence on which technique is most effective.

Subject: Special Education Microteaching

Topic: Pagkain ng Almusal, Kahalagahan ng pag-inom ng tubig,
Students/Participants: Barrio Obrero Elementary School Silahis ng Pag-asa Students
Time Allotment: 2 hours
Teacher: Mrs. Salvacion Cornes and Mrs. Eva Binuya

Placement/Location: Barrio Obrero Elementary School

3247 Narra Street, Tondo Manila
Date: September 15, 2016 (Thursday)
Time: 1:00 pm 3:00 pm
General Objectives:
At the end of the discussion, the SpEd students will be able to understand the basic concepts of
nutritious food; along with acquiring knowledge with regards to importance eating breakfast and
drinking water.
Specific Objectives:
At the end of the discussion, the participants will be able to:

State the basic concepts of nutritious food

State and understand the importance of eating breakfast
Discuss the possible effects of not eating nutritious food, skipping breakfast, and

not drinking enough water

Show pictures of healthy and unhealthy food
Display pictures of common food for breakfast
State and understand the importance of nutritious food

LESSON OUTLINE AND TIME PLAN

Course Outline

Introduction to class
Opening Prayer
Orientation to the class
of activities and topics

Method of
Instruction

Time Frame

10 minutes

Instructional
Resources

Methods of
Evaluation

I.

Singing a song

II.

Masustansiya at
Dimasustansiyang
Pagkain

10 minutes

Lecture,
Discussion

BREAK

III.

Pagkain ng
Almusal

Kahalagahan ng
pag-inom ng
tubig

Summary of topics,
closure, closing prayer

Visual aids

Recitation

Visual aids

Recitation

Visual aids

Recitation

15 minutes

Lecture,
Discussion

Games/Activity

IV.

20 minutes

Performing the
song

20 minutes

10 minutes

Demonstration,
Lecture

20 minutes

10 minutes

Pagkain ng Almusal

Ang almusal ang pinakamahalagang pagkain natin sa buong araw

Kahalagahan ng pagkain ng almusal

Para lumakas - Parang kotse na kulang sa gasolina, ang ating katawan ay
manghihina kapag wala tayong pagkain. Kailangan ng utak natin ang pagkain
para gumana. Tandaan natin na halos 10 oras nang walang laman ang ating
tiyan pagdating ng umaga. Kaya dapat lang na lagyan ng pagkain o enerhiya sa
umaga.
Para tumalino ang bata Ang mga batang kumakain ng almusal ay nakakakuha
ng mas mataas na grado sa eskuwelahan kumpara sa mga batang gutom. Mas
alerto, matalino, at mabilis sumagot ang mga batang busog, kumpara sa hindi
nag-almusal. Bigyan lamang ng masustansyang almusal ang mga bata tulad ng
itlog, gulay, isda, kanin, gatas, yogurt o cereals.
Para hindi magka-ulcer Ang mga taong madalas malipasan sa pagkain ay
maaaring magkaroon ng ulcer o pananakit ng tiyan. Para makaiwas dito,
kailangan tayong kumain ng pakonti-konti pero madalas sa isang araw. Kumain
ng 5 hanggang 6 na beses sa isang araw, pero konti lang. Mas hindi mahihirapan
ang iyong tiyan sa pagtunaw nito at mapapanatili pang tuloy-tuloy ang daloy ng

lakas sa iyong katawan

Hindi nakatataba ang pagkain ng almusal May maling paniniwala na papayat
ka kapag hindi ka nag-almusal. Sa katunayan, lalo ka pang tataba kapag hindi ka

nag-almusal! Bakit po? Ang mga taong hindi nag-almusal ay mas gutom sa
tanghalian, kaya siguradong mapaparami ang kanilang makakain.

Magbigay ng isang tula tungkol sa almusal.

UMAGA NANAMAN
Akoy inaantok pagkamulat ng mata
Itlog at pandesal sa lamesay nakita
Ito ay aking paborito, nakakapag bigay ng talino
Sa bawat kagat, ramdam ko ang sarap nito.

Binili ako ng aking ina ng munting champorado

Itoy nakakabusog at talagang gusto ko
Pagkain ng almusal ay talagang masaya
Hindi dapat kaligtaan tuwing umaga.

Carl Wilson A. Santos

2316 Granate St. San Andres Bukid
09363269853
carlwilson.santos0721@gmail.com

If you dont risk, you cant create a future

PERSONAL INFORMATION:
Date of Birth: December 7, 1994
Place of Birth: Philippine General Hospital, Manila
Citizenship: Filipino
Religion: Roman Catholic
Gender: Male
Mothers Name: Carina A. Santos
Occupation: Nurse Attendant
Fathers Name: Wilfredo R. Santos
Occupation: Utility Worker
EDUCATIONAL BACKGROUND:
Tertiary
2012-Present

Pamantasan ng Lungsod ng Maynila

Gen. Luna St. Intramuros, Manila

Bachelor of Science in Nursing
Secondary
2008-2012

Paco Catholic School

Paco, Manila

Primary
2001-2007

Paco Catholic School

Damong Maliit, Novaliches, Quezon City

RELATED LEARNING EXPERIENCES

Bo. Fugoso Lying-In Center
Gat Andres Bonifacio Memorial Medical Center

Ospital ng Maynila Medical Center

ENT

Surgery Ward

ICU

Nursery

OB Gyne Ward

Pedia Ward

Operating Room

Pamana Health Center

Philippine General Hospital
Psychiatric Ward
Operating Room
COMPETENCIES AND INTEREST
Computer Skills:

Personal Interest:

Microsoft Word

Music

Microsoft PowerPoint

Movie

Basic Troubleshoot

Cooking
Driving
Esports

Sports