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NSTP 2 MODULE - Reviewed

This document outlines the course objectives and content for NSTP-CWTS 2, which focuses on equipping students to contribute to community welfare and development through hands-on service activities. The course covers three main modules: 1) an introduction to SLU's NSTP program guidelines and community engagement initiatives, 2) first aid training, and 3) guidance on planning, implementing, and evaluating a community service project. Upon completing the course, students should be able to demonstrate their understanding of community service, apply basic first aid skills, and design a community-focused project that upholds their commitment to service.

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0% found this document useful (0 votes)

3K views74 pages

NSTP 2 MODULE - Reviewed

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azziebriones

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COURSE NUMBER

NSTP-CWTS 2
COURSE LEARNING OUTCOMES
At the end of the course, you should be
able to:
1. demonstrate understanding of
community welfare involvement
through actual social activities;
2. demonstrate competency of the
basic skills required by community
immersion, project identification,
planning and implementing while
exhibiting Christian values ;
3. design a project in line with their
program that will uphold their
commitment in promoting
community welfare and service to
one‘s academic and workplace as
professional or to the community;
and
4. execute a well -planned community
welfare projects with evaluation for
its sustainability.

SOCIAL AWARENESS AND

EMPOWERMENT FOR
SERVICE

“Our Mission Starts at Home” (Rev.Fr. Macwayne Maniwang, 2020)

Dear Louisians,

The realization of one‘s existence is his contribution to his community and how he
played his various roles to improve this community and all the people within. As future
professionals, it is proper and right that theories and skills you acquired in the four walls of
the learning arena must be concretized and actualized through the different welfare
focused activities and contributions for the community. Noble should be the purpose of
every future professional that is to put the welfare of the community before his personal
gains. As recipients of this module of learning, we must go beyond merely understanding
but rather to ensure that productive outputs will be realized. Such outputs should help
improve the situation in the place where it is utilized.

This module for the course National Service Training Program- Community Welfare
Training Service 2 (NSTP-CWTS) is designed to help you as a future professional to immerse
in the different activities that will equip you with the capability to contribute in the
improvement of the general welfare and the quality of life of the community that devotes
in improving education, health, environment, entrepreneurship, health and safety and the
moral development of the members of the community where you render service. These
activities further aim to develop your skills and understandings of the basic but optimum
experience of Community Service Involvement (CSI).

To ensure that you will demonstrate the above cited course learning outcomes at the end
of the term, this module is divided into the following:

Module 1: SLU NSTP PROGRAM: This module aims to introduce to you the general
principles, guidelines, and the different activities in NSTP Program with its grading system
and the nature of evaluation. Overview of community engagement in Saint Louis
University with the CICM and CEAP advocacies will also be introduced.

Module 2: First Aid Training: Involving oneself in the community is also extending our help to
stop the person from being injured (prevent injury), to heal their injuries (promote recovery),
and to stop the person from dying (preserve life). This module aims to equip the students
with the basic knowledge and skills required to provide appropriate first-aid treatment in
the family and community.

Module 3: Project Planning, Implementation, Supervision, Monitoring and Evaluation: The

realization of project implementation is the focus of this module. This will allow you to plan
for your project related to your discipline or any project feasible in your house or
community. This module will help you and serve as a guide on how you will be supervised,
monitored and evaluated during your project implementation.

MODULE 1 SLU NSTP-CWTS PROGRAM

SLU-NSTP Manual of Operations, Procedures and Guidelines (MOPG)……..7
SLU Community Engagement……………………………………………………….15
Summative Assessment …………………………………………………………........26

MODULE 2 FIRST AID TRAINING

Defining First Aid………………………………………………...................................31
Basic Life Support……………………………………………………….………….......35
First Aid for Medical Emergency…………………………………………………….38
First Aid for Injury Related Conditions……………………………………………….39
Emergency Move………………………………………………………………………39
Bandaging……………………………………………………………………………….43
Summative Assessment …………………………………………………………….... 49

MODULE 3 COMMUNITY SERVICE INVOLVEMENT (CSI)

Project Planning…………………………………………………………………………56
Service Learning Plan…………………………………………………………………..59
Project Implemention…………………………………...……………………………..61
Project Supervision and Monitoring..…………………..........................................62
Summative Assessment ………………………………………………………….........64
References ……………………………………………………………………………….71

O SLU-NSTP Community
Engagement and Immersion

D Learning Objectives:
Having successfully completed this module,
you will be able to:

U a. identify the important concepts, principles,

guidelines and procedures of SLU-NSTP;
b. realize the identity of a Louisian based on the
principles underlying the nature of SLU-NSTP;

L
c. explain the concepts and principles
underpinning community engagement and
community immersion; and
d. practice the standard operating procedures
and establish protocols governing community
immersion.

E
1
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means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 5
ENGAGE

Activity 1: Self-assessment: Complete the following statements based on your NSTP-CWTS 1

learning and experiences.

1. NSTP-CWTS 1 makes me ____________________________________________.

2. My unforgettable experience in NSTP is when ________________________.

3. I learned to be _____________________________________________________.

4. It made me realize that _____________________________________________.

5. As a Louisian, I must _________________________________________________.

6. Only in NSTP that ____________________________________________________.

7. I am a Louisian who is/who can ______________________________________.

8. Because of NSTP I am inspired/motivated to___________________________.

9. I can make difference through/by ___________________________________.

10. I had difficulty in ____________________________________________________.

Activity 2: Pre-Assessment:

Answer the following assessment to know your knowledge on the nature of NSTP-CWTS in Saint Louis
University. Put a check mark on the blank provided before the number.

________1. SLU-NSTP offers Civic Welfare Training as its component for the reasons that these
are closely related with the nature and vision-mission of Saint Louis University.
________2. The major goal of NSTP is civic consciousness, defense preparedness, ethics of
service, patriotism, and good citizenship.
________3. The focus of SLU-NSTP is to maintain cleanliness in the campus.
________4. SLU-NSTP has the same program with the other institutions.
________5. NSTP-CWTS 2 is mostly classroom-based.
________6. SLU-NSTP program encourages community involvement.
________7. NSTP-CWTS 2 is the application part of NSTP-CWTS 1.
________8. SLU-NSTP 1 and NSTP 2 cannot be enrolled at the same time in a given term
even in a special case.
________9. SLU-NSTP training is providing the students the exposure to be an independent
missionary worker and to prepare themselves for the world of work or
employment.
________10. Manner of evaluating activities and grading system in NSTP is the same as with
your other subjects.

Before we discuss the different topics in this course, let us first understand the guidelines,
procedures and the nature of Saint Louis University- National Service Training Program.

NATIONAL SERVICE TRAINING PROGRAM – CIVIC WELFARE TRAINING SERVICE 2

(NSTP-CWTS 2) SOCIAL AWARENESS AND EMPOWERMENT FOR SERVICE:

MANUAL OF OPERATIONS, PROCEDURES AND GUIDELINES (MOPG)

I. GENERAL PRINCIPLES:

1. NSTP-CWTS 2 is the second part of a training subject that aims to deepen the orientation of
students on the foundations of the service they must practice with communities or persons in
need. This service engages the students to learn to use their respective professional
specialization/courses together with their other capabilities in competently and creatively living
the Christian Spirit of living with others. And this is the Louisian‘s meaningful social involvement in
a genuine Filipino and Missionary culture. SLU-NSTP also gears itself with the excellence and
missionary character of the University. Through NSTP, Louisians will continue to learn and live their
mission for transformation.
2. NSTP-CWTS 2 is mostly off-campus training. It employs various community/agency, immersion,
group dynamics and other creative social involvement strategies/procedures that can provide
students the basic but optimum experience of Community Service Involvement (CSI). It also
incorporates various training requirements as stipulated in the NSTP Implementing Rules and
Regulations (IRR). It further incorporates the purposes of RA 9418 or the National Volunteer Act of
2007.
3. SLU-NSTP underscores service or work ethics and character which are also of competitive
advantage later when the Louisian graduate applies for work or when already employed. SLU-
NSTP emphasizes building service or work ethics and character. What makes Louisians essentially
who they are wherever and whenever they practice what they have learned in school is their
―workplace spirituality‖ –the sum total of their learning and character building in action.
4. Community service involvement (CSI) is among the trademarks of a Louisian. SLU was
established with a mission to transform. Not only must Louisians be competent, creative and
imbibing the Christian Spirit, but they must also be socially involved in community service.
Hence, NSTP, just like any community service involvement program in the University, is an integral
subject of a Louisian. NSTP may be perceived as an ordinary subject. But it is not ordinary for a
Louisian who wishes to genuinely live his Louisian identity. SLU students are required to equally
give their best. Community service as a trademark of a Louisian is a character that understands
and respects the individual differences of persons that make them unique and significant. It is a
character that helps discover and enable every person‘s capabilities or potentials. Community
service is enabling each one to live well with others in their unique and individual differences.
5. The major goal of Community Service Involvement (CSI) is building a community where all
people, regardless of differences, can live together in solidarity through people empowerment,
social collaboration, and improved quality of life for all.
6. CSI is generally off-campus. However, civic concerns of utmost attention in the campus are
likewise pursued. Charity begins at home. The university is our home we must promote its welfare
as this is the same welfare we benefit.
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7. CSI is immersing one‘s self with the community. Go to the people and live among them.
Community service providers cannot significantly help a community if they just stay and work
within their offices. Service providers must integrate themselves to genuinely feel and respond to
community concerns.
8. CSI engages community participation and teamwork. Every community member or a worker
has great potentials and capabilities. When given the chance, everyone becomes significant in
the community.
9. CSI targets the various and holistic conditions of persons in the community: physiological,
intellectual, socio-cultural, technological, spiritual, and psycho-emotional, among others.
10. Start with and build on what the people have and know: CSI is beginning with the indigenous
resources, technologies and structures that a community has. Being an innovator is
advantageous as long as one‘s action conforms to what the community believes in and does,
and which does not adversely affect the physical environment.
11. CSI requires a relevant level of technical competency or specialization, and maturity. ―One
cannot give what one does not have.‖ Else, one can best serve with what one already has
(intellectual or practical skills, or other personal resources). Hence, it is best that students should
enroll their NSTP 2 only when their capabilities and maturity are ready for the said involvement.
With the varied courses and apostolates of students, CSI can help address the integrated
concerns of a community.
12. Organizing, planning, and implementing CSI apostolate require following appropriate
procedures, guidelines, format, and action plans.
13. CSI is likewise dependent on the feasibility of an activity and the capability of the participants.
14. CSI is establishing a working rapport with the concerned partners and clients.
15. CSI is providing the NSTP student the exposure to be an independent missionary worker: to
explore, discover and maximize his creativity under minimum but substantial supervision and
working under pressure while personally observing command of activity success and safety.
16. CSI provides experience to the NSTP student to prepare himself for the world of work or
employment after graduation. Employment and work are highly competitive. Work applicants
should display capabilities for minimum supervision, self-reliance, working under pressure,
multiple capabilities for multi-tasking, mature, teamwork, personality, attitude, etc.
17. CSI incorporates value transformation in well-off communities for them to appreciate and
pursue the concern of reaching out to the needy communities.
18. Transformative service is illustrated by delivering relevant or much needed assistance through
one‘s competent capabilities, creativity and resourcefulness. It is helping ensure that a society
recognizes respects and readily provides opportunities and capabilities for every person to be
significant, functional, or self-reliant in the society. Transformative service is promoting an
inclusive society.
19. SLU-NSTP CSI is called a missionary apostolate. It is one concrete way of evangelizing others by
letting them feel or encounter Divine providence and presence through the meaningful services
rendered with them. SLU was established as a missionary institution. As Louisians, it is our mission
to help ourselves and other people transform lives, in its various dimensions, according to God‘s
teachings. As missionary service providers, Louisian students are considered to be apostles –
―ambassadors of goodwill‖ (the word ―apostles‖ originated from the Greek word ―apostolos‖
which in Hebrew word is called ―Shalliack‖. Shalliack means ambassadors of goodwill.
20. Missionary service is illustrated by delivering services characterized by the virtues of simplicity –
living and being contented with basic needs only so that any extras could be shared to the
needy, loyalty-obeying and practicing the vision-mission and culture of an institution or
organization one is affiliated with, availability-responding to a need with one‘s actual presence
and participation, Preferential option for the needy-greater compassion and prioritization of the
real needy or the most in need, Volunteerism-giving of unconditional service, Frontiership-
responding to a critical concern or issue or
standing by a critical principle, Self-sacrifice and charity-―going beyond borders‖ to help the

II. GENERAL PROCEDURE AND GUIDELINES:

1. Process Online Enrolment: enrolment of NSTP-CWTS 2 is done at your respective schools.
2. Your NSTP schedule in your enrolment form or portal is as is. Your actual project schedule will
merely depend on the nature of your feasible apostolate or project to be accomplished on the
given period of time.
3. Complete/accomplish properly the enrolment requirements:
a. NSTP-CWTS 1 passing grade: you must have finished and passed your NSTP 1 first before
enrolling NSTP 2. Any NSTP 2 taken without passing NSTP 1 is invalidated and must be
repeated after finally passing NSTP 1 first.
b. Enlistment/verification of name in the class code or enrolment list/ portal.
c. Secure, read, understand, and master this copy of the procedures and guidelines of NSTP
CWTS.
d. Journal (short bond paper or intermediate pad paper – hand written or encoded).
Record your weekly accomplishments. Specify the date covered per week, place, and two
paragraphs for the content (first paragraph – your accomplishments or activity done and
second paragraph – your reflection). Submission should be done at the end of the week/month.
Other instruction will be given by your respective Supervising Instructor.
4. Attend the scheduled Google discussion with your Supervising Instructor (for online-OBL). Answer
and submit all the activities given in the printed modules and respond to text messages and
calls (for correspondence-CBL).
5. Observe and check the availability of resources and feasibility of the listed projects in your
community apostolate or project. You are allowed to choose your project and suggest to your
Supervising Instructor. It is required that in facilitating or implementing the projects, you should
be able to relate or use the learning you have in your respective courses in the implementation
of your projects. This is aside from your other personal potentials and skills. Be reminded of our
Louisian mission and identity of ―wisdom builds‖ and ―mission to transform‖ where we come to
the University and together with the learning activities and requirements we are pursuing in our
various subjects, we explore and develop to their best our potentials, knowledge, attitude and
skills and use them to build or transform ourselves further and our community or society.
Meanwhile, giving your best in any assignment given to you now in the NSTP is your exercise in
doing the same when you scout for employment or for promotion in your employment later on.
It has been an experience of many graduates that when they are too choosy of work or
employment that they could hardly scout for better opportunities. It is with the same context
that adjusting yourself to the assignment given and to this NEW NORMAL kind of education is
your opportunity to challenge, explore and further develop your skill of creativity also being one
of the core values of a Louisian; when we are able to productively or successfully respond to a
certain ―call of the moment‖ or any situation.
6. Planning of Apostolate Project feasible in the community should be done by the students and to
be checked by the Supervising Instructor. Service Learning Program (SLP) should be sent to your
Supervising Instructor and his/her approval is needed before implementing the project.
7. Apostolate proper and monitoring: a documentation or video recording of the step-by-step
development of the project should be done. Telephone calls or messages services or the use
monitoring form are also part of the monitoring. Consultation via online or text should be arrange
with their respective supervising instructor. Be sure that family members or any reliable resources
are willing and honest to cross validate the development of the project.
8. Submission of Apostolate Accomplishment Service Learning Program and performance of basic
life activities are required at the end of the term which will serve as your term end requirement
and clearance.
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means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 9
9. Cross-enrolment of NSTP to other schools is restricted. Louisians should enrol it in the University
since it has a special leaning on the Louisian way of life. Cross enrolment is allowed only if NSTP is
not offered in the University. Meanwhile, completion of NSTP in other schools is allowed only in
the case of transferees who finished such before transferring to SLU.
10. Cross enrolees from other schools taking their NSTP in SLU are required to follow the NSTP as
programmed in the University.
11. NSTP-CWTS 1 is a prerequisite to NSTP 2: NSTP-CWTS 1 should be completed first before enrolling
NSTP-CWTS 2. Hence, NSTP-CWTS 1 and NSTP-CWTS 2 cannot be enrolled at the same time in a
given term, even in the same or different schools. NSTP 1 and 2 can be enrolled at the same
time if it is a crash course specific offered by the school.
NSTP students are expected to strictly observe and practice the SLU Code of Discipline (Student
Manual) during their NSTP even if they are in their respective homes. Do not make NSTP project
and activities as an excuse to go out, loiter, and expose you to the community. Always
communicate with your Supervising Instructor if the project requires community involvement.
12. NSTP students are required to be familiar and to observe family and community safety and
emergency guidelines.
13. As the need arises, students are given deadlines throughout the training or apostolate. It is
expected that such deadlines are met. When a given deadline is not met, students concerned
should inform immediately their respective supervising instructors for updates and instructions.
14. In every scheduled NSTP online discussion meeting or activity, the students are required to
participate in the discussion whether oral or in the chat box.
15. Attendance is monitored based on the approved NSTP apostolate and consultation schedule
with the submission of required activity or output. For students who incurred absences, policy of
the school/OSA shall apply.
16. With the extremely peculiar and varying attendance system in the NSTP 2 brought about by the
varying projects and project situations, attendance monitoring is done correspondingly.
17. As per the RA 9163 and its IRR, a student should complete an attendance of not less than 54
hours but not more than 90 hours in the enrolled NSTP training for the current term.
18. Campus Grantees and Volunteers Apostolate (CGVA): NSTP students who belong to the SLU
Varsity, SLU Band, SLU CCA, SLU Parish, Sangguniang Kabataan are no longer accommodated
this term because all students are required to do a Home-based project/ Stay at home project.
This project apostolate will not be included in the options and will no longer be offered as one
project this term until further notice.
19. Students applying for staff must coordinate directly to their respective Supervising Instructor.
Supervising Instructors may or may not need staff with this kind of learning. If the SI planned to
have staff, they must submit to the NSTP Coordinator guidelines on the duties and limitation of
staff this term.
20. Learn to trouble shoot your concerns in the NSTP. This is to train you to be creative. If you are
encountering any problem, constraint or concern in your NSTP or apostolate, exhaust analysis
and understanding of said concern. You come up with your proposed remedies or solutions
and present them to your Supervising Instructor and the NSTP coordinator for approval before
implementing your proposal.
21. Never ever implement something that was not presented to and approved by your Supervising
Instructor.
22. Follow additional specific instructions or precautions given to you for the success of the
apostolate and in the observance of your safety and security while having your NSTP
apostolate or activity in your respective community.

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23. SLU-NSTP aims to train students to be self-reliant and become independently responsible.
College students should prepare themselves for their employment work where ultimately only
them are responsible in accomplishing their job; no work place or employment has so far
allowed parents or guardians or other persons to still ―cuddle‖ their children or perform the tasks
of their children in their children‘s workplace. Hence, NSTP students should accomplish or
process requirements or activities strictly by themselves. Parents, guardians or anyone except
the concerned student himself/herself are by all means NOT ALLOWED to accomplish, be
involved or process said requirements or activities in behalf of a student. In the case, parents or
any other person, if allowed or consented by the concerned student, will follow up the standing
or performance of said student, it is the discretion of the Supervising Instructor how to
accommodate said parent/person.
24. Meanwhile, any student who has concern about his NSTP should settle things first with his/her
supervising instructor before discussing it with the higher authorities in the University. Follow
certain procedure/process in expressing your concerns. Any concerns that did not follow this
procedure shall not be entertained. Also, should there be concerns of students and/or their
parents or guardians regarding the NSTP of said students, such concern should be put in proper
writing and address to the CEOPO Director or the Vice President for Mission and identity for
proper attention. NSTP concerns or grievances if any should be processed following applicable
procedures and guidelines set by the University. Such written letter should properly be signed by
the concerned and send via mail or email. Photocopy of valid identification of authorized
guardians or parents must be included.
25. Be responsible Louisian students in using or/and expressing yourself in the social media. NSTP or
individual concerns should not be posted or aired without informing your Supervising Instructor.
26. Other instructions shall be given by your assigned Supervising instructors or other attending
supervising instructors as the need arises and in accordance with your respective apostolate.
27. Be mindful of your manners and decorum at all times. Staying and learning at home is where
your mission starts. You will know more about your family and your community where respect,
love and the character of Louisian are being practiced.
28. ―Caritas christi urget nos‖ – the love of Christ urges us on (2 Corinthians 5:14). This love, seen in
small and large gestures of hope and solidarity, is calling us to a new future and a new way of
living. COVID-19 knows no borders but neither do faith neither hope nor love. As a Catholic
University in our Louisian community solidarity, participation on live mass schedule will be
monitored, processed, and contextualized by your respective Supervising Instructor.
29. The apostolate grading system is the earning of passing scores in the apostolate evaluation
exercises (see the grading system below). No major examinations (Midterm and Finals) for
NSTP.
32. The passing grade should be not less than 75.00 %.

III. Nature of Evaluation and grading system:

Definition of evaluation:

According to Labuguen, et al. (2019), evaluation is a systematic assessment of the value or

worth of something. This something could be the NSTP projects or other program, a technique used
in the fieldwork or a situation prevalent in a community.

Evaluation is a process that critically examines a program. It involves collecting and

analyzing information about a program‘s activities, characteristics, and outcomes. Its purpose is to
make judgments about a program, to improve its effectiveness, and/or to inform programming
decisions (Patton, 1987).

Based on the given definitions, evaluation should be systematic, needs information and
needs good judgement. Evaluating the different NSTP 2 projects can be troublesome but being an
open-minded Louisian, this will not be a problem if you will collaborate with your supervising
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means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 11
instructor and with the aid of your family members since you will be working on your own pace but
need to follow the schedule.

Nature of Evaluation:

Evaluation is giving value. Value is about worth. And in giving worth is showing effort. To
show effort in the NSTP 2 project is showing strenuous physical or mental exertion. ―Strenuous
physical exertion‖ is to exert physical action in implementing the project while mental exertion is to
exert critical thinking through planning and proper evaluation of the project.

There are six identified nature of evaluation according to Kumar (2016)

1. Evaluation is a science of providing for decision making.

- It is a systematic way in making decisions or consideration.

Application in NSTP 2 project:

There is a need of going through a process to implement the project. Thus, you need to
understand the WRAP conditions which are weather, resources, ability, and place. These
are the conditions that will help you in deciding your project.

2. It includes measurement, assessment, and testing.

- Measurement is to quantify on something while assessment pertains to estimation on the
value of something and testing refers to application of judging or for measuring.

Application in NSTP 2 project:

Quantifying the NSTP 2 project will mean on looking at the size, length, or amount.
Example on how many plants that you tried to sustain within the short-term period or let
us say, measuring on the height of the produced plants within the period.

3. It is a process.

- It is about the series of action or steps taken to achieve a particular end.

Application in NSTP 2 project:

There should be a step by step way of completing the project using the STAIR
principle. First is to set your goal, that is you need to finish the project within the
short-term; second is to target a plan of action; third, apply the guidelines or
concepts that you will learn in NSTP 2 in making a project, fourth is to interpret the
guidelines by putting into action and last is to record and report the achievement
of your project.

4. Information gathering

- This is the process of acquiring knowledge and gaining information or learning.

Application in NSTP 2 project:

There should be a consultation with your SI about your plan or project to do, what will you
do and how will you do about it. Consultation to partners and target beneficiaries can also
be done. Researching and reading articles about your project is also very helpful.

5. Information processing

- This is about the acquisition, recording, organization, retrieval, display and dissemination of
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information.

Application in NSTP 2 project:

Your responsibility is to list all the information needed for your project, arrange your schedule, or
time frame and consult again your SI for further information.

6. Judgment forming

- Act of process of establishing an opinion or decision after a careful thought of something.

Application in NSTP 2 project:

Open-up with your SI in terms of opinions or any decisions that you need to act upon in order
that your SI will be aware with your decisions about your project. Also, in doing the decision, it is
better also to consult your family members so that they will be aware about your project. Family
members are also members of the community that you need to cooperate with.

7. Decision making

- It pertains to cognitive process resulting in the selection of a belief or a course of action

among several possible alternative options. In addition, it can be a process of identifying
and choosing an alternative based on the values, preferences, and beliefs of the decision-
maker.

Application in NSTP 2 project:

Skills like solving problem, practical, intuition, creativity and emotional intelligence (SPICE)
skills are needed in order to achieve the success of the NSTP 2 project. Your evaluation will
be basis for future decision.

Importance of evaluating NSTP activities and projects (Labuguen, et al., 2019)

1. It provides students and other people an idea of the activities‘ progress and accomplishments.

NSTP 2 Application:

Evaluation will help you how are doing with the project. It will also help you in what to
improve in your project.

2. Results serve as basis for empowerment in carrying out activities.

NSTP 2 Application:

Evaluation will weigh the outcome of your project, thus, the effect will give you the
confidence to continue with your project.

3. It provides an avenue of making program revision and adjustments.

NSTP 2 Application:

Evaluation will aid you to make certain changes if it is necessary or to undergo the process
of adaptation. Example, if you have an outdoor herbal plant, you have to consider
variations or changes in the regular watering of plants especially if it is not in the shaded
area. Hence, there must be considerations in the schedule of watering and others. Such
decision or adaptations in making an adjustment needs report or documentation.

4. It provides opportunity for the trainees or students to experience and develop skills in
conducting evaluation.

Evaluation will give an opportunity for you to gain more experiences aside from the
experiences on discovering your own ability to make your project successful. Do not forget
that different projects will not expect same outcomes because it depends on how you will
strategize to make your project successful. But again, do not forget that you have your SI
and family members to help you discover your ability in confronting situations that will be
challenging in achieving your project.

What to evaluate? Five aspects in evaluating the NSTP project

1. Effort
- In measuring the efforts exerted in the project, the trainees use the Input evaluation type
which identifies available resources both in human (personal), material resources such as
money, educational tools, methods or techniques, and the activities undertaken.

2. Effect

- In assessing effect, trainees or students and the like measure the outcomes of the efforts
made.

3. Adequacy

- In measuring adequacy, trainees need to look into the effectiveness of the project in
terms of the number of clients being served.

5. Efficiency

- This is done by determining the cost benefit analysis by the trainers of the trainees, and
identifying the benefits derived from the program.

6. Process

- In evaluating the NSTP project, one should answer the questions on how and why the
project worked or did not work. It also responds to the question on how the different project
inputs can be utilized to arrive at good outcomes.

-It must be considered that evaluation of projects is a continuous process and it has no end
unless the project ceases to exist.

Who will conduct evaluation of the NSTP projects?

1. The implementers/students themselves.

2. The facilitators/Supervising Instructors

3. NSTP office personnel (not applicable this second semester)

4. With a given reference, CHED/ TESDA as outside evaluators

5. Family members or member of the community

A. ATTENDANCE (includes participation in the mass) 10 %

B. CLASS STANDING (activities, assignment) 15%

C. PROJECT PLANNING 15%

D. IMPLEMENTATION, SUPERVISION AND MONITORING 35%

E. PROJECT EVALUATION 25%

1. SUPERVISING INSTRUCTOR ‗S EVALUATION 7%

2. STUDENT EVALUATION 5%

3. QUALITY OF PROJECT OUTPUT (compliance to non- 13%

negotiable requirement)
a. project
b. basic life support activities
TOTAL 100%

SLU- NSTP COMMUNITY ENGAGEMENT AND IMMERSION

Community

The word 'community' is a broad term used to define groups of people, whether they are
stakeholders, interest groups, or citizen groups. A community may be a geographic location
(community of place), a community of similar interest (community of practice), or a community of
affiliation or identity such as industry or sporting club. The linking of the term 'community' to
'engagement' serves to broaden the scope, shifting the focus from the individual to the collective,
with the associated implications for inclusiveness to ensure consideration is made of the diversity
that exists within any community.

Community Engagement

Community engagement therefore is the process of working collaboratively with and

through groups of people affiliated by geographic proximity, special interest, or similar situations to
address issues affecting the well-being of people. It is a powerful vehicle for bringing about
environmental and behavioral changes that will improve the health of the community and its
members. It often involves partnership and coalitions that helps mobilize resources and influence
systems, change relationships among partners, and serves catalyst for changing policies, programs
and practices.

Principles of successful community engagement (Bassler et al, 2008) include those that:

 Increase citizens‘ knowledge about a community and/or the issue you are seeking to
address.
 Encourage citizens to co-create additional knowledge and understanding and applying
that knowledge.
 Use that knowledge to improve the community or address the identified problem.
 Create future opportunities for citizens to engage each other.
 Ensure that these opportunities and effective communications becomes a regular and on-
going component of the process.
To realize these principles, a number of shared perspectives should permeate your engagement
efforts. The following broad perspectives underpin this framework and are important to consider
when responding to the needs of stakeholders and the community:

 Change is a fundamental part of growth and effective change must come from within
individuals and groups.
 Community engagement/growth starts by first changing ourselves, our attitudes, language
and the way we view the world around us.
 Communities are most successful when true partnerships exist and power or control is
delegated and vested effectively within the community.

What Makes Community Engagement Successful?

These include ensuring:

 Capability: The members are capable of dialogue.

Establishing Your Engagement Goals

This section introduces the five primary goals your engagement planning will want to consider:
informing, consulting, involving, collaborating, and empowering (Bassler et al, 2008). Each of these
goals provides you with an opportunity to assess what‘s most important to your engagement efforts
as well as the ability to develop the strategies and tools necessary to make these efforts successful.

Inform

At its core, ‗informing‘ is the most elementary and simplest goal of an engagement
process.
Consult

The second level of engagement entails stakeholder consultation – in essence providing

some mechanism to gather input on the issue, problem, or process you are concerned
about.
Involve

The third potential goal of your engagement efforts is to involve stakeholders, to the
degree appropriate, in decision making.
Collaborate

At its core, collaboration refers to the engagement of stakeholders in order to create an

environment conducive for solving complex issues with plausible solutions for which they
take responsibility – and catalyzing the contributions and assets of stakeholders into
action.
Empower

Ultimately empowerment refers to placing either the decision making authority or the
responsibility for implementing a particular solution in the hands of stakeholders.
Planning Your Community Engagement Efforts
Engaging a community to address any issue is a long term process not a one-time event. You will
need to understand citizens‘ and stakeholders‘ concerns, aspirations and ideas for undertaking the
project. All this effort will be of little value unless the engagement effort identifies stakeholders and
citizens that are willing to contribute to implementing the solution. Planning your community
engagement will increase your ability to:

1. Frame the issue or problem – The first step in developing your community engagement plan is
framing the issue or problem in a way that the community can discuss alternatives, solutions
and consequences. Take care to not propose a specific solution to the issue or project. (ex.
Enhancing your opportunities – rather than youth curfews, retail development strategies -
rather than the proposed ―big-box‖ store, waste management options – rather than the
proposed landfill, invasive animal management – rather than baiting)
2. Identify your engagement goals – Why do you need or want people to get involved in your
project? What do you want to accomplish by getting people involved? You will likely identify
a mix of goals to include in your plan. Consider the following question to help you identify your
goals:
 Inform—Do you want to inform people about a project, or help them understand a
problem or opportunity? Do you need more information from citizens to make a
decision? What are the key things you want stakeholders to understand? What do they
need to know to make this effort successful? What information is missing?
 Consult—Do you want to get public feedback about a project, program or decision?
Do you want to stimulate public debate about the issue? What specific types of
information do you want from your participants? Is the goal to simply gather input into a
pre-developed proposal, or is it general perceptions and values related to the issue you
are seeking to address?
 Involve—Do you want to work directly with citizens throughout the decision-making
process, drawing on their knowledge and expertise to make recommendations? If you
are expecting stakeholders to make decisions, what specifically do they have the
purview over? How will their input be incorporated into the process or outcomes?
 Collaborate—Do you want to create long-term partnerships among stakeholders
(participants and community groups) that will implement the solutions they create?
What specific contributions and partnerships do you want from your stakeholders? What
can they realistically contribute? What authority are you willing to relinquish if
necessary?
 Empower—Do you want the public to take leadership for implementing actions that
address the purpose? What specifically do you expect stakeholders to do on their own?
3. Develop Your Engagement Project Team—at this stage it is a good idea to develop a project
team or advisory group to help plan and implement your engagement process. The team's
responsibilities might include: (not applicable during this pandemic)
 Selecting tools and designing the process for citizen participation
 Identifying and recruiting participants
 Publicizing the effort
 Developing background information
 Designing benchmarks and criteria for evaluation
 Reporting the outcomes of the process
 Making recommendations based on the outcomes
4. Participant recruitment and retention – Develop a participant recruitment and retention plan
that describes how you will reach, prepare for, and communicate with your target audience.
5. Plan for activities, before, during after and evaluation – Identify activities and your evaluation
strategy. How will you measure if you‘ve been successful? What constitutes success for the
engagement team and the participants?
6. Communication plan – What is your plan for maintaining open lines of communication

WHY IS IMMERSION AN IMPORTANT APPROACH (STRATEGY) IN GIVING SERVICE TO THE

COMMUNITIES?

Community immersion is one important requirement of the National Service Training

Program prescribed to students. This serves as a practicum-based element of the NSTP
where lesson learned and acquired in nstp1 are applied. Community immersion is a
strategy in community engagement that is sought to imbibe among the NSTP trainees a
better understanding and realization of the different community concerns through the
exposure in actual life situations. Through community immersion students will be exposed
in further and other realities of life which they may or may not belong to. The role of the
youth in the national/local development cannot be overemphasized. To reinforce this,
are the very words of our national hero, ―The youth is the hope of the Fatherland.

WHOM DO YOU IMMERSE WITH IN THE COMMUNITY?

 When one goes to a community, he associates with the people whom he intends
to work with a partners or allies in the community.
 We do not just work for and serve the people but rather we encourage their
participation.
 Confucius‘s philosophy of ―give man a fish and he will live for a day: teach him how
to fish and he will live for a lifetime.‖
 Community immersion is empowering the people towards development of the
locality.
 Is vital to the development of the students‘ knowledge, skills, values and attitudes in
realizing the penultimate (last but one) ends of NSTP.

WHAT CONDITIONS MAY QUALIFY ONE TO GO INTO COMMUNITY IMMERSION?

 It is so desired that one fundamental pre-requisite qualification among those who

intend or are tasked to undergo community immersion is a full understanding of the
concepts and theories behind the dynamics of groups and community.
 Training-wise, community developer/organizers and social workers are most
qualified because it is assumed that they have more or less formal background on
carrying out these kinds to organizing work.
 As for NSTP, students enrolled in NSTP-CWTS/LTS 2 are mandated to undergo
community immersion for a period covering a minimum of 54 hours to a maximum
of 90 hours a cited from CHED – prescribed Program of Instruction (OPI), 2007
edition.

WHAT PERSONAL GAINS MAY A STUDENT GET FROM COMMUNITY IMMERSION?

 Community Immersion improves the students‘ understanding of himself in relation to

others;
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 Opportunity for the students to comprehend people‘s lives
 Gain social acceptance derived from the community
 Enhance experiences in conducting asset mapping
 Establish rapport and relationship
 Acquire first-hand experience
 Chance to learn life skills

SLU’s Community Engagement Program

SLU as a CICM educational institution of higher learning is an extension of the CICM mission. As a
CICM institution it envisions a community imbued with hope, empowered by transformative
power of the gospel, and committed to promoting and building inclusive, empowering, and
sustainable institutions in the political, economic, and cultural realms of society; the building of
the Kingdom of god, here on earth; a community who believe in the democratic processes and
do not shy away from seeing politics as a legitimate course of action and expression of god‘s
love. (CEAP JEEPGY Manual)

JEEPGY and Transformative Education

Catholic Education is Transformative Education. It allows the individual to participate in the

fulfilment of God‘s dream for all peoples — a world that is just, peaceful, and harmonious. CEAP
believes that Justice and Peace, Ecological Integrity, Engaged Citizenship, Poverty Reduction,
Gender Equality and Youth Empowerment (JEEPGY) are the pillars of Transformative Education.
The general orientation of the JEEPGY is in righting relationships with GOD, HUMANITY and
all of CREATION. The pillar programs are guided by the values of Stewardship, Human
Dignity, Integrity, Equity, Love, Dialogue, Solidarity and Spirituality, among others. CEAP‘s means to
achieve Justice and Peace, Ecological Integrity, Engaged Citizenship, Poverty Reduction, Gender
Equality and Youth Empowerment through education are:

1) CEAP believes that transformative Education aims to enable the youth to act and lead
for the Common Good with compassion, freedom, and responsibility;

Therefore, an excellent Catholic School is a JEEPGY school. The WHOLE SCHOOL

APPROACH which ensures that the JEEPGY themes are included in the entire school
culture from policies, research, campus practices, physical facilities, and curriculum
(which recognizes the significant role that media education plays);
2) capacity building programs;
3) networking and partnership-building; and
4) having a mechanism to monitor and evaluate these programs.

 Justice & Peace

CEAP believes in a society free from war and the threat of it; protects and promotes the
rights and dignity of every human person, through economic, political and socio-cultural
systems, structures, policies and practices that serve the common good and not merely the
interests of a privileged few; accepts and respects diversity; and resolves conflicts through
Jesus' way of nonviolence. Social justice brings forth and sustains Peace.

 Ecological Integrity
CEAP believes that the environment is our Common Home from which all benefit, and
which warrants the cooperation of all in its preservation and protection. Catholic Education
seeks to form students who respect the environment as our Common Home.
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 Engaged Citizenship
CEAP believes that Catholic education aims to form citizens who are committed to Social
Justice and the Common Good through active engagement in efforts that respond to the
concrete problems and challenges facing the community.

 Poverty Alleviation
CEAP believes that Catholic schools engage themselves in poverty reduction to make the
lives of our less fortunate brothers and sisters better through programs that foster the
creation of wealth and its equitable distribution, thereby promoting the good and dignity of
all.

 Gender Equality
CEAP believes that transformative Catholic Education works against gender discrimination
and violence against women and girls thus works towards gender equality, respect for and
integration of LGBT (lesbians, gays, bisexual and transgender persons) into society as
demanded by gender justice.

 Youth Empowerment
CEAP believes that transformative Education aims to enable the youth to act and lead for
the Common Good with compassion, freedom, and responsibility.
Concretizing the unique CICM Missionary Characteristics of every Louisian is denoting his
services and interests to a specialized section of a certain community - ST. LOUIS Niche
(Students – Teachers Louisians on Unified Immersion Synergy) The niche is a unified
community engagement program composed of eight nexus where all sectors of the
university can extend their knowledge, skills, and know-how.

Nexus 1: Buklod ng Pag-asa ni Padre Theophile Verbist (Justice and Peace, Engaged Citizenship,
Poverty Alleviation
Objective: Give hope and life to the marginalized, vulnerable, and unloved of the society

Nexus 2: #ILOVEYOUth (Integrated Louisians on Values Empowerment of the Youth)(Integrity of

Creation, Youth Empowerment, Engaged Citizenship)
Objective: Assist, nurture, and empower the youth in the civic and social involvement

Nexus 3: LOUISIAN CARES (Concrete Actions and Response for Emergency Services) (Integrity of
Creation, Justice, Peace, Engaged Citizenship
Objective: Respond effectively to the needs of the immediate community in terms of medical and
health services

Nexus 4: Pen, Book, and Chalk (PBC) Program ( Justice, Integrity of Creation, Youth Empowerment,
Engaged Citizenship)
Objective: Support diocesan and public school teachers in improving their teaching and school
needs and other agencies who need academic assistance

Nexus 5: Gangsa School of Living Traditions (Indigenous Peoples Advocates, Justice, Peace)
Objective: Promote culture, heritage, and values of the indigenous communities especially of the
Cordilleras

Nexus 6: Hapag ng Pagkakaisa (Peace, Interfaith Dialogue, Justice, Engaged Citizenship)

Objective: Strengthen camaraderie, partnership, and brotherhood among different religious
denominations
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means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 21
Nexus 7: C.I.C.M - N Program (CICM Initiatives to Care for Mother Nature) (Integrity of Creation,
Ecological Integrity)
Objective: Demonstrate concrete ways on how to protect and rehabilitate the environment

Nexus 8: RAINBOW Program (Justice, Peace, Gender Equality)

Objective: Promote ways and means on how to respect, value, and empower gender sensitivity

EXPLAIN

Understanding the Nature of NSTP-CWTS 2

SLU- NSTP-CWST 2 project apostolates are usually done off campus and in campus or the
ad-extra and ad-intra projects. Example of ad-intra projects are the following: re-greening
projects, blood donation, reforestation, recycling, tutorials, inclusion choir, fitness program, crowd
control management, school of living tradition documentations, organizing and planning of
campus forums, planning and facilitating talent beyond borders shows.

But this term, the following are suggested home projects that you can choose but you can
also identify other projects feasible and relevant in your home or community:
a. Recycling
b. Gardening
c. Plant nursery
d. Composting
e. Solid waste management
f. Cultural learning documentation of local values that promotes service and
bayanihan
g. Landscaping
h. Entrepreneurship projects – home-based business
i. Academic Tutorials
j. Making of Dishwashing Liquid, Soap Making and others
k. Catechetical work, church work
l. Others __________________________________.

NSTP-CWTS 2 is project-based course. You are being evaluated according to the progress
and success of your project implementation. Aside from the aspects or items given as basis of your
evaluation, your Service Learning Program (SLP) is evaluated with the following items/categories:

10 9-6 5-4 3-1

Organization (logically organized and

coherence)

Grammar and mechanics (free from

grammatical errors, spelling, punctuations)

Format ( follow given format)

Completeness ( the presence of the parts of SLP)

Documentation (the presence of proper

documentation)

SWOT analysis ( analysis of project implemented)

Appendices (organized attachments)

You are also evaluated according to your performance during your project
implementation using the following criteria/rating:

Items Scale

5- highest, 1 - lowest

Effort exerted

Effect attained

Adequacy

Efficiency on the use of resources

Process of conduct

Where do I start? Assess yourself and your resources, then start choosing and deciding for your
project.

Name: ________ Program:

Home Address: ______________________________________________________________________

Location area of your house (mountainous, near the sea, lowland, city proper, others
specify)______________________________________________________________

Province: __________________________________________________________________

Proposed Project: ___________________________________________________________

Considerations/Questions Self-analysis

1. Is the project aligned to my skills and

capabilities?

2. Is the project aligned to my discipline?

3. Is the project doable within 3-4 weeks?

5. Will I devote all my time in the project?

6. How much will I spend to the entire

project implementation?

7. Do I need help (family members or

other people in the community) in
implementing the project?

8. Am I be happy in doing the project?

9. Can I apply the Louisian core values

and missionary spirit in the project?

10. What is the expected impact to

you/family or community of the project?

Instruction: After having an in-depth understanding of the nature of SLU-NSTP-CWTS 2, think of

how you concretized and apply those principles and guidelines in your life. Explain how you will
use those programs in your daily encounter with your family and community. Be guided with the
following criteria:
Content: 15
Clarity: 10
Mechanics: 5

TOTAL: 30 pts.

O Support Activities

D Learning Objectives:
Having successfully completed this module

U
you will be able to:

a. explain the importance of learning the basic

first aid skills in order to serve the community.;
b. understand the role and responsibilities of
youth in assisting emergencies; and

L
c. perform CPR and basic first aid skills
d. that enables one to extend acquired skills to
others.

E
2
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means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 28
ENGAGE

Activity Instructions:
1. List down 10 items/ objects that you see from the compilation.
2. After listing the items, explain the use/importance of these objects in first aid.

https://www.surefirecpr.com/essential-first-aid-items-car/

A. DEFINING FIRST AID

First aid is the temporary and immediate care given to a person who is injured or
who suddenly becomes ill. It can also involve home care if medical assistance is delayed or not
available. First aid includes recognizing life-threatening conditions and taking effective action
to keep the injured or ill person alive and in the best possible condition until medical treatment
can be obtained or until the chance for recovery without medical care is assured.

First aid does not replace the physician, nurse, or paramedic. In fact, one of the
primary principles of first aid is to obtain medical assistance in all cases of serious injury.

Specifically first aid aims to accomplish the following objectives:

1. Save/Prolong life
2. Prevent further injury
3. Lessen human suffering
4. Lessen medical expense

RECOGNIZING A MEDICAL EMERGENCY

Everyone should be able to perform first aid since most people will eventually find themselves in
a situation requiring it, either for another person or for themselves. Since you might be the
person to respond first at the scene of an emergency, you need to know how to recognize
emergencies and how to respond in a way that best protects and aids the victim.

In general, laypersons have a great deal of difficulty deciding when an emergency exists. This
difficulty can lead to delays in providing the necessary first aid and contacting the Emergency
Medical Service (EMS).

The initial step in recognizing an emergency is noticing that something is wrong. But generally,
you will know when an emergency happens. You can tell by the type of injuries or by how the
victim looks.

PREVENTING TRANSMISSION OF INFECTIOUS DISEASES

Of greatest concern to First aiders and others in emergency setting are infectious diseases
especially Hepatitis B, meningitis, tuberculosis and AIDS.
You can minimize your risk of infection by;
 wearing protective gloves; wearing other protective gear as appropriate;
 using pocket mask during mouth-to mouth resuscitation; and
 washing your hands thoroughly after any contact with a victim.

GENERAL SEQUENCE OF FIRST AID RESPONSE

First aid is the immediate help provided to a sick or injured person until professional or better
equipped team arrives. Although mostly associated with physical injuries it also deals with the
psychosocial support needs and the emotional distress suffered from witnessing traumatic

Step 1: SAFETY

Make SURE YOU ARE SAFE if you get hurt then you cannot help
 try to find out what has just happened; - Ask, shout, call
 Look around, up and down for any danger (is there a threat from traffic, fire,
electricity cables, etc.?);
 never approach the scene of an accident if you are putting yourself in danger;
 do your best to protect both the injured person(s) and other people on
the scene; e.g traffic accident – stop the traffic without endangering yourself,
ask for help from bystanders/ Police/put cones/ triangles or branches on
road to indicate a problems

Step 2: Seek help

Once you have evaluated the sick or injured person‘s condition you can decide if help is
needed urgently. If help is needed, ask a bystander to call for help. An ambulance is the best
way to transport ill or injured persons, but they are not always and everywhere quickly
available. Always remember the emergency no in your area. If Ambulance is not available,
you will have to arrange transport yourself (in a van, a truck, a car, an auto-rickshaw, a
motorbike, a scooter, a bike-rickshaw, a bike...). Always move the sick or injured person with
great care.

 Essential information to be given in sequence after calling Ambulance:-

1. What happened? (Type of emergency- chief complains?)
2. Number of patients
3. Locality of incident including
4. What is the nearest landmark?
5. Informer‘s name and telephone number

Step 3: Evaluate the condition of the sick or injured PERSON:-

Always check that he is conscious and breathing normally. Situations in which consciousness or
breathing are abnormal are often life threatening. Hence, check for airway and breathing to
maintain patency of the airway to ensure breathing and also circulation. Bleeding, spinal
injuries can also be life-threatening. Techniques of the recovery position, resuscitation (CPR
(Cardio Pulmonary Resuscitation) – chest compressions), and measures to stop bleeding and
immobilization of broken bones etc. are life saving measures.

When providing first aid, try to protect an ill or injured person from cold and heat. Do not give
anything to eat or drink to a person who is severely injured, feeling nausea, becoming sleepy,
or falling unconscious. Be aware that experiencing an emergency situation is a very stressful
experience for the injured or sick person. To support him through the ordeal, follow these simple
tips:
 TALK TO THE injured/ sick ……REASSURES this is PSYCHOLOGICAL SUPPORT
 Tell the sick or injured person your name; explain how you are going to help/ whether
you know first aid and reassure him. This will help him to relax ;
listen to the person – the casualty can tell you what happened and what is wrong
make him as comfortable as possible;
 if he/she is worried, tell him that it is normal to be afraid;
 if it is safe to do so, encourage family and loved ones to stay with him; and
 Explain to the sick or injured person what has happened and what is going to happen.

How to observe responsiveness and consciousness?

Unconsciousness occurs when a person is suddenly unable to respond to stimuli like sound or
pain, and appears to be asleep. A person may be unconscious for a few seconds (as is the
case with fainting) or for longer periods of time.
Always react to what you see – you are not a doctor so do not try to diagnose

CHECK RESPONSE:
 By shouting or asking his name (if you know) or just ask hello how you are (in language
which you know) from a distance if victim doesn‘t responds then go near him and
 By tapping/ shaking (not in trauma patient) /pinching shoulder or any part of body
 By pinching on any body parts
 The person is unconscious if the person does not give any eye movement, voice or
response to voice or pain.
 Checking if a casualty is conscious or unconscious should only take a few seconds and
should not delay checking for the breathing.
How to observe the breathing?
 The airway may be narrowed or blocked making breathing noisy or impossible.
 It is essential to establish a clear airway immediately. Unblocking the breathing passage
takes priority over concerns about a potential spinal injury.

To observe the breathing do following:

1. If the person is unconscious and is not on his back, turn him on to his back.
2. Kneel beside the casualty.
3. GENTLY lift the chin forwards (Should be avoided in trauma patient) with the index
and middle fingers of one hand while pressing the forehead backwards with the palm
of the other hand. This maneuver will lift the tongue forward and clear the
airways.
4. After opening the victim's airway, check to see if the victim is breathing. Observe
breathing by listening, feeling and looking. This should be done quickly (max. 10
seconds). Place your cheek in front of the victim's mouth (about 3-5 cm away) while
looking down his chest (towards his feet). You can also gently place a hand on the
centre of the victim's chest. This allows you to observe whether the victim is
breathing in the following ways:
4a. look for chest/abdominal movement,
4b. listen to breathing sounds,
4c. Feel the air coming out of the nose or mouth.

If the Person is NOT BREATHING or NOT BREATHING NORMALLY

1. The resuscitation guidelines for laypeople if a person is not breathing OR not breathing
normally (like you do) then immediately start Chest Compressions (CPR) DO NOT TAKE THE PULSE
– this wastes time and for unskilled people it is difficult to do during an emergency and not
necessary for teachers and school students

2. Resuscitation (basic CPR – chest compressions) Reviving someone who is unconscious and/or
not breathing or not breathing normally is called resuscitation and it includes chest
compressions and rescue breathings. The chest compressions ensure a small but crucial supply
of blood to the heart and brain. For babies and children under one year, compressions with
breaths are always recommended.

Skill Set: First aid action for CPR

1. Turn the casualty on his back on a hard surface, if not already.

2. Kneel next to the casualty, beside his upper arm.
3. Place the heel of one hand in the center of the person‘s chest. Do not apply pressure to
the person‘s ribs or the abdomen
4. Place the heel of the other hand on top of your firsthand.
5. Lock your fingers of both hands together.
6. Make sure your shoulders are directly above the person‘s chest.
7. With straight arms, elbows locked, push five to maximum six centimeters downwards –about
the size of someone‘s thumb. (Push hard)
8. Release the pressure and avoid leaning on the chest between compressions to allow full
chest recoil. The compression and release should be of equal duration. Each time you
press down allow the chest to rise fully again. This will let blood flow back to the heart.
9. Do not allow your hands to shift, bounce or come away from the chest.
10. Push Fast: Give 30 chest compressions in this way at a rate of 100 compressions a minute
(you may go faster, but not more than 120 compressions a minute). This equates to just
fewer than two compressions a second.

If a RIB breaks do you stop?

NO Because CPR takes priority over broken bones
Carry on but don‘t lean on the ribs
How to give rescue breaths?

 Rescue breathing is optional for non -medical people

 If for some reason you cannot or do not want to give rescue breaths, you can just
continue giving chest compressions (five to maximum six centimeter deep at a rate of
100 compressions a minute).

1. Put one hand on the person‘s forehead and tilt back his head.
2. Put your other hand on the bony part of the chin and lift the chin.
3. Then pinch the person‘s nose with one hand that is on his forehead. Take a normal
breath and then put your mouth completely over the person‘s mouth and seal
with your mouth. Calmly blow your air into the mouth of the person‘s and
simultaneously First aider can check chest rise while s/he blows air into the mouth of
victim and remove your mouth for next rescue breath to fill fresh air(but don‘t
waste much time on doing this).
4. Give a second rescue breath and start IMMEDIATELY another series of 30 chest
compressions prior to trying to blow air into the person‘s mouth again. Make no more
than two attempts to blow air into the person.
5. Continue with chest compression and rescue breaths at a ratio of 30:2.

The question arises when your first aid ‗duty‘ comes to an end? Within first aid, CPR is a
lifesaving activity. But when you can stop giving CPR?
There are four reasons allowing you to stop CPR:
 you see a sign of life, such as breathing;
 someone trained in first aid or a medical professional takes over;
 you are too exhausted to continue; or
 The scene becomes unsafe for you to continue.

C. First Aid for Medical Emergency

CHOKING
Choking is partial or complete blockage of the windpipe Unintentional swallowing of small
objects (toys, coins, balloons, marbles, broken teeth, dentures, etc.) usually happens when
somebody speaking while eating
Seek medical help if:-
 The victim displays the universal choking sign
 The victim is unable to speak, cry (for infants), breathe, or cough.
 The victim has sudden difficulty breathing after taking Food/liquids/small items
 The face becomes blue [illustration]
 The victim breathes noisily The victim becomes unresponsive
 The victim is continuously coughing after taking something in the mouth.

Partial choking:
If the victim appears to be choking but is coughing continuously
 Encourage him/her to continue coughing to expel item.
 Avoid any chest/abdominal thrust or back blows

For adults

 Ask if the victim if he/she is choking and can he speak

 If he/she is unable to speak, Seek medical help
 Reassure the victim that you know how to help him/her.
 Stand behind the victim and tell him/her to spread their feet slightly apart.
 At the same time, use your own foot to tap the inside of their feet to help them spread
their feet apart.
 Place your foot in between the victim‘s feet.
 Make a fist with one hand and place it below the bottom of the chest bone and above
the navel. Make sure your thumb is pressed against the victim‘s body
 Grasp the fist tightly with the other hand.
 Pull your clenched fist and hand firmly inward and upward until the item is expelled or
the victim becomes unresponsive.
 Continue this until the item is expelled from the mouth or the victim becomes
unresponsive

If the victim becomes unresponsive:

 Start CPR
 Before giving breaths during CPR open the mouth to see if the item is inside and
remove it.
 If you do not see the object, continue doing CPR.

Do NOT
 Do NOT attempt to do abdominal thrusts or back blows/chest thrusts if the victim can
cough, speak, or cry.
 Do NOT attempt to blindly sweep your finger in the victim‘s mouth to remove any
obstructing item. Only remove an item if you can see it and if it is easily within reach.

D. First aid for Injury Related Conditions

Bleeding
Blood circulates in blood vessels (arteries, veins, and capillaries). Bleeding is defined as blood
coming out from the blood vessels either into the body (internal bleeding- you can‘t see it) or
outside of the body (external bleeding-you can see it). A person who has an injury which is
bleeding severely is in a life-threatening situation and needs immediate help. Therefore,
stopping the bleeding is a core first aid activity. In addition, bleeding in the face or neck may
impede the air flow to the lungs.

What do I do?

Safety first and call for help

1. Make sure there is no danger to you and the person.
2. The person urgently needs help. Shout or call for help if you are alone but do not leave the
person unattended. Ask a bystander to seek help or to arrange urgent transport to the
nearest healthcare facility. Tell him to come back to you to confirm if help has been
secured.

1. Ask the injured to sit or lie down or put him in comfortable position.
2. Comfort the person and explain what is happening to him. Tell the person to relax and rest.
He should not try to exert.
3. Try to stop or slow down the bleeding, press with both hands on the wound with a clean
cloth or bandage.
4. Alternatively, if possible, ask the injured to press on the bleeding wound himself to stop the
bleeding.
5. If you have a piece of clean (cotton) cloth, then cover the wound with it.
6. If you have no bandages, improvise with other materials.

Remember mnemonic in case of bleeding Mnemonic ICE or RED

I: - Immobilize the bleeding area
C: - Compress (apply direct pressure)
E: - Elevate the area above heart level.

R - Rest
E - Elevation (Above heart Level)
D - Direct compress (apply direct pressure)

5. You can also wrap a bandage around the wound to slow down the bleeding, but
continue to apply pressure until the bleeding stops.
Make sure the bandage is firm enough so it stops the bleeding but doesn‘t cut off all
the blood flow.

E. EMERGENCY MOVE
 One Rescuer Techniques
A rescuer may be required to move a victim on his own during flood, fire, building collapse, or
other life threatening situations.

1. Walking Assist
A method of moving a victim in which a single rescuer functions as a ―crutch‖ in assisting
the injured victim to walk
a. Stand at the victim‘s side and drape the victim‘s arm across your shoulder.
b. Support the victim by placing your arm around his or her waist
c. Using your body as a crutch, support the victim‘s weight as you both walk.

2. Blanket Drag
A method of moving an injured victim in which a rescuer places the victim on a blanket
and drags the victim to safety.
a. Spread a blanket alongside the victim; gather half the blanket into lengthwise pleats.
b. Roll the victim away from you, then tuck the pleated part of the blanket as far beneath
the victim as you can.
c. Roll the victim back onto the center of the blanket on his or her back; wrap the blanket
securely around the victim.
d. Grab the part of the blanket that is beneath the victim‘s head and drag the victim
toward you; if you have to move on a stairway, keep the length of the victim‘s body in
contact with several stairs at once to prevent the victim from bouncing on the steps.

4. Firefighter’s Carry
A method of lifting and carrying a victim in which one rescuer carries the victim over his or
her shoulder, is not as safe as most ground level moves because it places the victim‘s
center of mass high-usually at the rescuer‘s shoulder level- and because it requires a fair
amount of strength. It is, however, preferred if a rescuer will move a victim over irregular
terrain. Unless there is life threatening situations, do not attempt this move especially if neck
or spinal injuries are suspected.
a. Position the victim on his or her back with both knees bent and raised; grasp the back
side of the victim‘s wrists.
b. Stand on the toes of both the victim‘s feet; lean backward and pull the victim up
toward you. As the victim nears a standing position, crouch slightly and pull the victim
over your shoulder, then stand upright.
c. Pass your arm between the victim‘s legs and grasp the victim‘s arm that is nearest your
body.

Two and Three-Rescuer Techniques

1. Seat Carry
A method of lifting and moving a victim in which two rescuers form a ―seat‖ with their arms.
a. Raise the victim to a sitting position; each First Aider steadies the victim by positioning
an arm around the victim‘s back.
b. Each First Aiders slips his or her other arm around the victim‘s thighs, then clasps the wrist
of the other First Aider. One pair of arms should make a seat, the other pa a backrest.
c. Slowly raise the victim from the ground, moving in unison. In one variation, the First
Aiders make a seat with all four hands; the victim then supports him or herself by placing
his or her arms around the First Aider‘s shoulders.

2. Extremity Lift
A method of lifting and carrying a victim in which two rescuers carry the victim by the
extremities. Do not use this method if the victim has back injuries.
a. One First Aider kneels at the victim‘s head; the other kneels at the victim‘s knees.
b. The First Aider at the victim‘s head places one hand under each of the victim‘s
shoulders, the second First Aider grasps the victim‘s wrists.
c. The First Aider at the victim‘s knees pulls the victim to a sitting position by pulling on the
victim‘s wrists; the First Aider at the victim‘s head assists by pushing the victim‘s
shoulders and support his back.
d. The First Aider at the victim‘s head slips his or her hands under the arms, grasps the
victim‘s wrists.
e. The First Aider at the victim‘s knees slips his or her hands beneath the victim‘s knees.
f. Both First Aider crouch on their feet and then simultaneously stand in one fluid motion.

This may also be done by four rescuers positioned at the victim‘s head, chest, hips and knees.
Support is then given to the head, chest, hips, pelvis, knees and ankles.

Walking Assist 1

https://www.redcross.org/content/dam/redcross/atg/PHSS_UX_Content/FA-CPR-AED-Part-
Manual.pdf

DRESSING
Dressings are used to cover wounds, prevent contamination and control bleeding. In
providing first aid we commonly used self-adhesive dressings or gauze dressings:
 Adhesive dressings are used mainly for small wounds. They come in many different sizes,
including specific types for placement on fingertips.
 Gauze dressings are thick, cotton pads used to cover larger wounds. They are held in
place with tape or by wrapping with a gauze strip (bandage). Dressings must be sterile
and absorbent to deter the growth of bacteria, and should be left in place until the
wound heals, unless it needs to be regularly cleaned.

BANDAGE
The three major types of bandages are: roller
bandages, tubular bandages and triangular
bandages. They are necessary for:
• covering wounds,
• applying pressure controlling bleeding, or
• supporting a strain or sprain.

Head Bandaging 1

Sling Bandaging 1

Arm Bandaging 1

Leg Bandaging 1

EXPLAIN

VIDEO FILE: Watch the videos for the Webinar series on First Aid by Sir Caluza on
your memory stick (for CBL mode) or attend the first Aid Webinar (for OBL
mode)
Links:
https://mail.google.com/mail/u/0/#inbox/FMfcgxwJXLgzHLFjBQTzcqktTgGrGNWT?proje
ctor=1 (OBL) to be posted in the Google classroom

***a webinar series will be scheduled for the question and answer portion. Feel free to
write your questions on your daily log journal.

MEMORY STICK: FILE NAMES

*PART 1 FIRST AID WEBINAR
*PART 2 FIRST AID WEBINAR

Read and analyze the situational example then answer the question:

If you were the rescuer in the scenario, would you do the same? Why or Why not?
Explain.

Scenario A: A Scout zigzagging on a bicycle is hit by a car. They receive

a cut on their left forearm that severs an artery. They also sustain a simple
fracture of their right leg.
 Make sure that the scene is safe (Away from the road and to a safe
open area)
 Call for help (if there are bystanders, call a bystander and ask him/her to
call for help and ask him/her to come back to me after calling for help
for assurance. If there is no one around call an emergency number and
provide information such as what happened? (Type of emergency-
chief complains?), number of patients‘ locality of incident including,
what is the nearest landmark, informer ‗s name and telephone number
 Check the status of the patient (Conscious or unconscious, heartbeat,
breathing, if normal.)
 Apply pressure into the left arm to stop the bleeding (using 75mm flexible
bandages rolled in a reverse spiral pattern to stop the bleeding)
 Elevate the left arm of the patient in a higher angle than the heart (this is
to decrease pressure of blood going to the arm and decrease bleeding)
 Immobilize the left leg to avoid further injury (using 100mm flexible
bandages rolled in a spiral pattern to immobilize the leg)
 Check circulation after applying bandage.
 Position the patient appropriately (elevate leg and arm to prevent
edema or to stop bleeding
 Stay with the patient until help arrives. (while continuously monitoring
his/her situation)
 Hand out the patient to rescuers (give all information such as what
happened, type of emergency to chief complains, actions you have
done to the patient and his/her current situation to the rescuers)

1. Wounds and wound management

2. NSTP Fainting and Epistaxis
3. NSTP Bandaging
4. NSTP CPR

Return Demonstration (Video Making)

Instruction: Choose three (3) scenarios from the different situations below and simulate
the course of action detailing the correct approach in administering appropriate first
aid.
The demonstration will be presented through video and be saved on a flash drive or
send via email/messenger. (Note: Other instruction maybe given by your Supervising
Instructor)
(Please be guided with the rubric below). (50 Points)

1. Scenario A: A driver is speeding along a country road when one of their tires blows
out. The car crashes into a pole. The driver receives a simple fracture of the right
forearm and a gash on their right shoulder, causing arterial bleeding.
2. Scenario B: While on a hike, a Scout patrol finds an electrical repairman lying at the
bottom of a transformer pole. They are not breathing and have burns on both hands.
3. Scenario C: While swimming in a country pond, one Scout jumps from a rock ledge
and does not come back up to the surface. The other Scouts notice they are gone,
jump in, and pull them out. They are not breathing and have a gash on their forehead
that is bleeding profusely.
4. Scenario D: A Scout is riding their bicycle when a dog bites them on the right ankle.
The Scout swerves to get away, and falls heavily on the road. They lacerate a large
area of their left elbow into which dirt and sand are ground. Their left wrist is swollen
and painful.
5. Scenario E: A woman is pinned under a pickup truck that has overturned at the side
of the road. When she is released, it is found that she has a cut over her right eye and
is spurting blood. Her right ankle is very painful and swelling rapidly.

Safety Took Reacted to Remembered Either forgot

Practices preventative safety issues 50% of safety the majority
safety measures immediately rules and of safety
procedures prior, when needed checked rules or
prior to instructed surroundings remembered
(10- 12 pts.)
commencing others, was upon initial after treating
treatment able to do all discovery of the victim
this before victim
(15 pts.) (6 pts. &
treating the
(7- 9 points) below)
victim

(13-15 pts.)

Identifying Described Identified with Explored Has

the Situation accurately surroundings possible attempted
what the what the scenarios to identify
scenario was scenario the that the the scenario
Takes in for the victim victim is in, in victim is in,
(6 pts. &
surroundings drawing a timely took too
below)
and makes quickly on manner much time
possible any
(10- 12 pts.) (7- 9 points)
conclusions surrounding
of what has resources
transpired
(13-15 pts.)
(15 pts.)

Performance Identified Showed 75% Showed 50% Showed

each proper proper some of the
Participates
problem and technique , technique proper
in a
was able to victims but did not technique,
purposeful
show 90%+ problem(s) draw correct many steps
manner,
technique were well conclusions were missed
consistent in
identified as to injury
treatment to (13-15 pts.) (6 pts. &
competently
victim (7- 9 points) below)
by rescuer
(15 pts.)
(10- 12 pts.)

(5 pts.)

TOTAL

D
U
Learning Objectives:
Having successfully completed this module,
you will be able to:

a. apply basic principles, concepts and skills in

L
project planning;
b. demonstrate skills and knowledge in
formulating a project proposal based;
c. use effectively the community resources to
aid in monitoring the community project;

E
d. exhibit social understanding in the supervision
of community project;
e. manifest the Louisian values in the process of
implementing their community project by
showing respect, discipline, resiliency,
teamwork and supportive attitude to their
beneficiaries and partner community

Self-assessment Activity:

Instruction: Carefully read the following statement, then arranged it being 1 as the first
step and so on to be able to come up with a step by step process of project planning.

Start planning the project. Use whatever project planning tool that works
for you.

Create a list of tasks that need to be carried out for each identified
deliverable.

Create a strong, shared vision; it‘s hard to gather the momentum needed to
get the project off the ground.
Create a list of tasks that need to be carried out for each identified
deliverable.

Set achievable goals.

Identify as many risks to your project as possible and be prepared if something

bad happens.
Have a clear understanding of your role in project implementation is an
important pillar of a successful project.

Calculate the approximate direct and indirect costs/expenditures of the

project.
Determine the project‘s stakeholders, particularly those affected indirectly.

Update plan as the project makes progress, and continually measure progress
against the plan.
Find out what resources are available for the project, now and in the future.

Keep your project plan attached to other project-related documents such as

the proposal, time logs, work reports, meeting notes, or anything else that
might come in handy.
Create a clear communication of the project goals and the effort required to
meet them.
Consider your priorities when performing the activity.

From the activity above, answer this question in your journal: Why did you arrange the
following steps this way? Explain. (Give your reflection)

PROJECT PLANNING
It is a plan that you create to successfully move your project plan into action.
This document identifies your goals and objectives (both short and long-term), lists the
project tasks, defines roles and responsibilities, outlines the budget and necessary
resources, and lists any assumptions. Project planning sometimes includes a rough
schedule, but teams usually set the hard timeline in the execution plan.

Components of Project Planning

The following are the key components of and questions that drive a successful
plan:
 Define Goals/Objectives: What do you want to accomplish? The scope of these
goals will depend on the size of your undertaking.
 Schedule Milestones: While task deadlines and project timelines will be formally
set in the execution plan, it‘s a good idea to outline your schedule in the
implementation phase.
 Allocate Resources: One of the core purposes of an implementation plan is to
ensure that you have adequate resources (time, money, and personnel) to
successfully execute. So, gather all the data and information you need to
determine whether or not you have sufficient resources, and decide how you
will procure what‘s missing.
 Designate Team Member Responsibilities: Assign roles. This doesn‘t necessarily
mean you must define who will execute each individual task, but you should
create a general team plan with overall roles that each team member will
play.
 Define Metrics for Success: How will you determine whether or not you are
successful? What data (whether quantitative or qualitative) will you use to
measure your results, and how will you accrue the necessary data?
 Define How You Will Adapt: Make a plan for how you will adapt, if necessary, to
changes in your plan. Be sure to consider factors outside your control that could
significantly alter the schedule or success of your project, and create emergent
strategies ahead of time, so you don‘t get derailed down the road — doing so
helps build a culture of flexibility, agility, and fast action.
 Evaluate Success: In addition to defining your metrics for success, decide how
often you will evaluate your progress (e.g., quarterly reviews).

 Create a Designated Implementation Team: An implementation team is the

team responsible for ensuring successful implementation of a particular
initiative. While it‘s possible to move through implementation without creating a
specific, organized body to oversee the processes, doing so heightens your
chances of success.
 Create a Shared Vision among All Team Members: Establish ―why‖ you are
making strategic changes so that team members have both a greater
understanding of the root cause and a deeper connection to their work. Ensure
individual compliance, so people don‘t feel like their voices went unheard. It is
important to involve people who will actually be implementing the change
during the planning phase. Ideally, the idea will even come from them. This
inclusion greatly increases the buy-in and commitment that the team has to
actually getting the project implemented.
 Choose a Strong Team Leader: The team leader should coach and educate
team members along the way and seek out guidance from past
implementation plan leaders to improve upon existing implementation
processes within the organization. The team includes a ‘champion,‘ someone
who is ultimately responsible for getting the thing done. They should also have a
‘management sponsor,‘ someone that can help the team get through any
blocks they might have.
 Define Actionable Goals: Stay specific, define current issues, and identify root
causes. Methods for defining current problems include brainstorming, surveys,
and new member information forms. You can also use the note card method:
Ask each team member to answer three questions anonymously (What is the
single biggest issue facing our team?, What will be the most important issue in
five years?, What is the best way for our team to be involved in these issues?),
separate the cards into piles with similar answers, and count which answers are
the most common within the group. Use the highest ranking similar answers to
stimulate discussion of how to proceed.
 Create an Action-Oriented Plan: Regardless of the size or predicted duration of
your goals, create a plan focused on incremental action (rather than on
continual planning). Small steps add up, so stay positive and focus on the
future. Your plan must be realistic: ―Make sure your plan a reality-based‖ . You
need to know what problem you really should be solving so that you don‘t end
up solving proxy problems (problems you think are your problem but really
aren‘t — an example of this is praying for rain when your real problem is that
you need water on your field). You need to know what is really going to impact
your problem so that you don‘t pray for rain, which doesn‘t affect anything.
And, finally, you need to know what you really need to do to get the work
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 56
done. What resources do you need? Do you have the resources you need?
Can you get the resources you need? If not, your plan won‘t work.
 Value Communication: Your team leader should not only value others‘ input,
but also make active participation an expectation. Open, honest
communication keeps processes transparent and helps generate new ideas.
 Continually Monitor Incremental Success: Perform analysis and hold regular
progress meetings to analyse your development. Closely monitoring your
progress enables you to make adjustments before crisis hits and allows you to
adapt before processes or expectations become solidified. Additionally,
treating incremental milestones as successes helps foster a culture where
employees feel valued for their contributions. Building a culture where
expectations about the projects will be successfully implemented is important.
 Involve the Correct People at the Correct Times: This includes defining when and
why it is appropriate to involve upper management. Include the critical
stakeholders that are part of the project. The beginning of planning should only
include the decision makers and not every team member that is part of the
project. Outline the critical tasks that are needed first. Once the tasks are
outlined, dictate the personnel who will be responsible for the tasks. Once you
identify the personnel, then bring in the additional resources to find what other
tasks are needed to complete the larger tasks. To draft a proper
implementation plan, it is imperative to include the critical stakeholders to
outline the initiative.
 Publicize Your Plan: While you don‘t necessarily want every stakeholder‘s input
at all times during implementation planning, you do want to maintain
transparency with other teams and management. Make your plan available to
higher-ups to keep your team accountable down the line.

Difficulties in Implementation Planning

While planning is critical to successful execution, there are several hurdles:
 Unless you are disciplined about moving into the execution phase, you can get
stuck in planning and never get your project off the ground.
 In any project, you may struggle to gain buy-in from key stakeholders.
 It can also be difficult to break down every goal into an actionable step. If you
keep your goals tangible, you can more easily identify targeted actions that will
move you toward them.
 No matter how well you plan, all projects have a high propensity for failure.
Don‘t get discouraged, though — dedicated, strategic implementation
planning will raise the likelihood of project success.
Although the above hurdles can be time-consuming and tedious, they are
investments that will help you create a culture of trust. Because implementation is an
ongoing team effort, you can‘t afford to lack buy-in and commitment from any
member of your team or direct stakeholders. So, communicate often and honestly,
and prioritize teamwork when implementing your strategic plan.
Still, even though inclusion and teamwork are key to a successful strategy,
implementation planning won‘t work if too many people are involved. Implementation
planning often gets derailed due to the input from various people that are not

Figure: Project Planning

Service Learning Program (SLP)

 SLP enables in putting thoughts and ideas into paper for consideration for
research.
 It is from the concept paper that one develops the research proposal which
can either be business or academic oriented.
 The SLP aim is to capture the thoughts and ideas while the research proposal
captures the ideas in a structured manner for approval to research.
 A short summary that tells the reader what the project is, why it is important, and
how it will be carried out. Or a SLP is a prelude to a full paper. What is the full
paper all about? The full paper may be a thesis, a program, a project, or

FORMAT OF SLU-NSTP SLP

Title: (of the project)

I. SLU‘S VMO Statement
II. Core Values
III. School: (If there‘s more than one then indicate all the school the members come
from)
IV. Program: ( If there‘s more than one then indicate all programs the members
enrolled in)
V. Partner Community:
VI. Profile of Partner Community (Rationale) (this part needs further communication
with your Supervising Instructor)
What is the partner community? Where it is located? Who are the people in the
partner community (leaders, businessmen,)? What are the sectors present in the
partner community (religion, economic, political, education, social)? What are the
needs/problems seen in the community? (These can be answered through your
observation or assessment in your community))

VII. Matrix of Service Learning Program Activities

Matrix of Service Learning Program Activities

Program Nexus Activities Competencies Persons In-

Outcome Charge and their
Responsibilities

Detailed Daily Activities , person involved and responsibilities (you can include
member of the family or community if needed)

VIII. Appendices
A. Plant Design/Program of Activities
B. Consent from Partner Community (if applicable)
C. Budget proposal

Date and Venue Activity Competencies Assessment

IX. Impact Assessment Plan: The group will plan possible impact of the project to the
community.

X. End-of-Activity Report: 500-word summary report of the conducted activity (intro

(who, what, when where-identified problem (why)-activity/method/conducted
intervention (how) – impact assessment result)

XI. Documentations

Approved by:

SALLY P. TABEC, LPT, MAFIL CHARMAINE P. MENDOZA, LPT, MAED

Supervising Instructor Director, CEOPO

Project Implementation

Project implementation (or project execution) is the phase where visions and
plans become reality. During the implementation phase, the project plan is put into
motion and the work of the project is performed. It is important to maintain control and
communicate as needed during implementation. Progress is continuously monitored
and appropriate adjustments are made and recorded as variances from the original
plan. In any project, a project manager spends most of the time in this step. During
project implementation, people are carrying out the tasks, and progress information is
being reported through regular team meetings. The project manager uses this
information to maintain control over the direction of the project by comparing the
progress reports with the project plan to measure the performance of the project
activities and take corrective action as needed. The first course of action should
always be to bring the project back on course (i.e., to return it to the original plan). If
that cannot happen, the team should record variations from the original plan and
record and publish modifications to the plan. Throughout this step, project sponsors
and other key stakeholders should be kept informed of the project‘s status according
to the agreed-on frequency and format of communication. The plan should be
updated and published on a regular basis.

The implementation phase involves putting the project plan into action. It‘s here
that the project manager will coordinate and direct project resources to meet the
objectives of the project plan. As the project unfolds, it‘s the project manager‘s job to
direct and manage each activity, every step of the way. That‘s what happens in the
implementation phase of the project life cycle: you follow the plan you‘ve put
together and handle any problems that come up.
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 60
The implementation phase is where you and your project team actually do the
project work to produce the deliverables. The word ―deliverable‖ means anything your
project delivers. The deliverables for your project include all of the products or services
that you and your team are performing for the client, customer, or sponsor, including
all the project management documents that you put together.

Project Supervision and Monitoring

Supervision is a process which aims to support, assure and develop the

knowledge, skills and values of the person being supervised (supervisee), team or
project group. It provides accountability for both the supervisor and supervisee in
exploring practice and performance.
Supervision is a process by which one worker is given responsibility by the
organization to work with another worker(s) in order to meet certain organizational,
professional and personal objectives which together promote the best outcomes for
service users.‘ (Morrison, T.) An accountable, two-way process, which supports,
motivates and enables the development of good practice for individual social care
workers. As a result, this improves the quality of service provided by the organization.
Monitoring provides information as to what the status of a particular
program, project or policy is at any moment, or is going to be over time, and how well
the functioning of various processes in the project, including the resources allotted for
it relate to targets and deliverables.
Monitoring can be defined as control of the project implementation in order to
keep the project on track and achieve the end results of the project.

Why projects should be monitored?

 Get sound visibility into project execution.

 Determine what actions need to be taken to determine that project objectives
and goals are successfully met.
 How project goals relate to team efforts, delivery schedules and quality of
deliverables.
 Allow the team to educate and learn for itself from its past experiences and
improve its productivity levels.
 Make the team accountable for the work it carries out by evaluating the
performance metrics.
 Justify the capital invested by the stakeholders and investors.

B. Read and understand the following guidelines and general principles for your
project implementation and monitoring.

1. Supervision and monitoring co-exist alongside with each other. When we supervise,
we monitor the implementation of your project. Both are synonyms for the act of
overseeing the execution of a task or activity. Some speakers use them
interchangeably, but they do differ in connotation. Supervise implies more interaction
than monitor. Supervisors have the responsibility of informing and directing, while
monitors observe without instructing.
2. The Supervising Instructor will be the supervisor which monitors you, and you, the
student, is the supervisee, who will also monitor the progress of your home-based
project. We will work together distantly in fulfilling your project to make it successful.
3. Collaboration and communication is very important for the success of your
community engagement learning project.
4. Please be guided with the following on the implementation of your project:
a. Familiarize yourself with the content of your Service Learning Plan
Follow your timetable or program of activities in your Service Learning Plan while
honestly updating your Project Monitoring Checklist.
b. Establish a support group - create learning partnerships with your supervisor and
other supervisees through a group chat/scheduled text messaging for you to share
your common problems.
c. For online (OBL), you may show or share (documented also) your everyday
activities/accomplishment to your Supervising Instructor and you may suggest
alternatives or solutions which are supported with credible source/s if problem arise.
d. For correspondence (CBL), record and document your everyday activities and
accomplishment to be included in your final output.
e. Collaborate with other stake holders in the supervisory arrangements - e.g., your
family members, neighbours, organizations or community members that you can
collaborate with your home-based project (where applicable). They will serve also as
your witnesses in your project implementation.
f. Perform the best service possible for your project.
g. Write your everyday activity and learning or reflection in your journal.
h. Share to your family/ neighbour or community members your projects‘ product or
output and get feedback from them.
i. Before, during, and after project implementation is well-documented. (video, photo
or other)

Be guided with the following monitoring form:

Project Implementer: ________________________________ Program:

_____________________
Home Address: __________________________________________
Partner (if any) ___________________________________

Start date: _______ Target completion date: _

Schedule/date/time Activity/accomplishment (can be Attested by: name

lifted from your SLP) and signature

Day 1: September 7,
2020 : 3:00 pm

ELABORATE

Read and understand the following additional readings found in your memory stick for
CBL and posted in your Google classroom for OBL students.

1. Impact of project planning on project success

2. The importance of planning
3. Community and Project Implementation
4. Project Implementation
5. Why Is Project Monitoring Very Crucial? You may click this
linkhttps://guide.quickscrum.com/why-is-project-monitoring-very-
crucial/?fbclid=IwAR1CV4HFlwQ1G18Vxh

Submit the following to your Supervising Instructor for your evaluation:

1. Completed Self Learning Program with attached video of the project

implementation
2. Video of your Basic Life Support demonstration (Attached rubrics)
3. Evaluation from your two witnesses for your project with the Rubrics for
Performance and Project rating (1 family member and 1 neighbor with valid
ID‘s attached)
Rubrics attached for the evaluation:

1. Rubrics for NSTP Journal

2. Rubrics for Performance and Project Rating
3. Rubrics for Basic Life Support
4. Rubrics for SLP

Rubrics for Journal Entries 50 points

Grading Criteria Excellent Acceptable Minimal Unacceptable

Content ( 15 pts) Response to Response Response Response

assigned thoughtful adequately consists of
topic and fairly well addresses unsupported
thorough written; most some aspects opinions only
and well opinions of the marginally
written, with supported assigned related to
varied with facts topic; opinions the topic.
sentence sometimes
structure and based on
vocabulary; incorrect
opinions information.
always
supported
with facts.
Idea Excellent Good Incomplete Ideas not
Development use of reliance upon developmen clearly stated
15 pts examples examples t of ideas; or
and details and details to details and developed.
to explore illustrate and examples not
and develop always
develop ideas and evident.
ideas and opinions.
opinions.

Rubrics for Performance and Project Rating

5 4 3 2 1

ITEM
Achievement of objective of the program or project such as:
1. Enhance and broaden the knowledge of the people about
maintaining the project (example: maintain cleanliness on their place)
2. Work with the people in making the project
Methodology used:
1. Included community people (family members) in activities like
planning and implementation.

2. Utilized community needs assessment and verified appropriate

methodology for use in activity.

3. Validated needs assessment and verified appropriated

methodology for use in activity.

4. Used varied techniques for the attainment of the project objectives.

ITEM 5 4 3 2 1
1. Changes in the physical structures or infrastructures and
improvements are visible.
2. Impact on social structures.
3. Participation of community people and local agencies. (like family
members)

5. Encouraged critical thinking to the project/ activity.

6. Sustainability of the program

ITEM 5 4 3 2 1
1. Materials used for demonstrations and other works were adequate.
2. Participation of community people and local agencies was solicited
3. Program can be maintained with minimal use of other resources

ITEM 5 4 3 2 1
1. Made use of local resources and personnel during project
implementation.
2. Activities are cost-effective and well budgeted.
3. Alliance and partners were able to help in project implementation

ITEM 5 4 3 2 1
1. Communication and information are well served to the participants
and partners in the projects/ activities
2. Documentations are recorded and kept.
3. Monitoring and evaluation are continuously conducted.

Evaluated by:

___________________________________________

Name and Signature of The evaluator (Attach on this page a photocopy of valid ID, if possible)

Relationship to the implementer/student: _________________________

Date accomplished: __________________________

Rubrics for Basic life support

Categories Good Fair Poor

5 4-3 2-1

Check scene for Checks scene for Must be prompted Student does not
safety safety successfully to check the scene check the scene
for safety for safety

Check Checks for the Needs prompting to Student does not

responsiveness and responsiveness and check for check for
breathing breathing without responsiveness or responsiveness
prompting and does breathing or does so and breathing
so correctly incorrectly (doesn‘t tap and
shout; doesn‘t
look, listen and
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 66
feel)

Activate emergency Calls 911 and gets Needs prompting to Student forgets to
response AED, or directly call 911 call 911
instructs someone to
call 911

Check pulse Correctly checks the Needs prompting to Student forgets to

pulse on the check the pulse. check for a pulse
patient‘s carotid Checks for less than
artery 10 seconds or
checks incorrectly

Chest compressions Successfully Needs prompting to Student forgets to

performs 30 do 30 compressions do 30
(if no pulse is found)
compressions at or performs compressions
100/ minute, incorrectly
compressing the
chest 2 inches
before giving
breaths

Breathing Successfully Needs prompting to Student forgets to

performs 2 breaths, do 2 breaths, fails to do 2 breaths
lasting 2 seconds open the airway first
each, allowing the or performs
chest to rise and fall incorrectly
with each breath

Rescue breathing Successfully Breathing is done Student is unable

performs rescue incorrectly (too fast, to perform rescue
breaths, 1 every 5-6 too slow, too much breathing
seconds, for 1 air, not enough air)
second each

Verbal response Successfully satisfies Answers questions Student is unable

questions posed with partial to answer
regarding variations accuracy questions or
in CPR methods for 1 perform additional
and 2 rescuers and skills
for infant CPR

Video presentation on the performance of basic life support

Concept The video clearly The video was not The video does not
demonstrates the so clear in demonstrate clear
key concept or demonstrating the concept
performance key concept or
performance

Total

Rubrics for SLP ( 70 points )

Categories Exemplary=A Above Adequate=C Inadequate=D

Average=B (Meets
(Far Exceeds (Below Standard)
(Exceeds Standard)
Standard)
Standard)

10 9-6 5-4 3-1

O Writing shows Writing is Writing is Writing lacks logical

high degree of coherent coherent and organization. It
R shows some
attention to and logically logically
logic and organized organized. coherence but
G
reasoning of with Some points ideas lack
A points. Unity transitions remain unity. Serious errors.
clearly leads the used misplaced and
N
reader to the between stray from the
I conclusion and ideas and topic. Transitions
stirs thought paragraphs evident but not
Z regarding the to create throughout the
A topic. coherence. project report.
Overall unity
T of ideas is
present.
I

F Meets all formal Meets format Meets format Fails to follow

and assignment and and assignment format and
O
requirements assignment requirements; assignment
R and evidences requirements; generally requirements;
attention to margins, correct margins, incorrect margins,
M detail; all spacing, and spacing, and spacing and
margins, indentations indentations; indentation;
A
spacing and are correct; neat but may neatness needs
T indentations are neat and have some attention.
correct; neat correctly assembly errors.
and correctly assembled.
assembled with
professional
look.

Completen All necessary One part of Two parts of the Three or more parts
ess parts of the SLP SLP is missing SLP are missing of SLP are missing
is present

Documenta Presence of Presence of Presence of No documentation

tion proper proper proper showed
documentation documentati documentation
on (showed
(showed per (showed per
per week
week week
documentati
documentation documentation
on as part of
as part of the as part of the
the appendix
appendix) appendix but
but one
two weeks
week missing
missing in the
in the
documentation)
documentati
on)

Appendices Very organized Organized Incomplete No appendices

content of the content of content of the
appendices the appendices
appendices

Total

AOD & CMMH Clinical Supervision Guidelines. Accessed May 28, 2020 from
http://www.clinicalsupervisionguidelines.com.au/Attachments/Spvisee%201.pdf

Babler, T. (2015). Building the field of community engagement partners. Evaluation and
community engagement: Everyone is an evaluator. Retrieved from
https://www.nexuscp.org/wp;content/uploads/2015/10/BTF-Evaluation-and-
Comm-Engagement- WEB.pdf

Buddeberg, E. (2018). Thinking the other, thingking otherwise: Levinas‘ Conception of

Responsibility. Interdisciplinary Science Reviews, 43(2), 146-155.

Center for economic and community development. (2020). What is community

engagement?. Retrieved from
https://aese.psu.edu/research/centers/cecd/engagement-
toolbox/engagement/what-is-community-engagement

Depczyńska, K.& Lanfranchi, G. (2016). The Importance of Planning in Project

Management - Theoretical Approach.Reports on Economics and Finance,
Vol. 2, no. 1, 83 - 91 HIKARI Ltd, www.m-hikari.com
http://dx.doi.org/10.12988/ref.2016.61110

Gopichandran,V. & Krishna, A.K.I. (2013). Monitoring ‗monitoring‘ and evaluating

‗evaluation‘: An ethical framework for monitoring and evaluation in public
health. doi:10.1136/medethics-2012-100680

Labuguen, F. C., Vidal, C. J. E., Moralde, R. P. E., Placer, R. B. & Rendorio, E. V. (2019).
NSTP 2 Understanding the national service training program. Mutya Publishing
House, Inc.

Naeem, S.,Khanzada, B.,Mubashir, T.& Sohail, H. (2018).Impact of Project Planning on

Project Success with Mediating Role of Risk.International Journal of Business
and Social Science: Volume 9 • Number 1.Center for Promoting Ideas: USA

Project Implementation Overview. Retrieved from

https://opentextbc.ca/projectmanagement/chapter/chapter-17-project-
implementation-overview-proje

Morrow, S. (2019). Turning mistakes into opportunities a blog post for Keep them
thinking: igniting creative and critical thinking. Accessed May 28, 2020 from
https://keepemthinking.com/2017/06/flip-that-flop-turn-mistakes-into-
opportunities/

Watt, A. Project management (2014). Accessed June 5, 2020 from

https://opentextbc.ca/projectmanagement/

Why is project monitoring very crucial? Accessed May 28, 2020 from
https://www.quickscrum.com/Article/ArticleDetails/5186/1/Why-Is-Project- Monitoring-
Very-Crucial

Module 6: Project Implementation:

https://www.who.int/substance_abuse/activities/global_initiative/en/module6.p
df?ua=1

https://www.smartsheet.com/implementation-plan

https://www.linkedin.com/in/raymondmckenzie

https://www.projectmanager.com/project-planning
https://www.who.int/ihr/IHR_Monitoring_Framework_Checklist_and_Indicators.pdf

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