MASTER OF PUBLIC HEALTH
A.Y. 2024-2025
PH 218- FIELD PRACTICE (PUBLIC HEALTHPROGRAM MANAGEMENT)
VISION:
To be the pre-eminent medical and allied health school in Southeast Asia by 2032.
The region’s top-tier institutions are also the most exclusive. FEU-NRMF seeks to redefine excellence
by developing world-class health professionals at scale. We believe that true pre-eminence is
measured not by how many we turn away, but by the collective global impact of our graduates.
MISSION:
To uplift the Filipino by providing accessible, world-class health professions education.
While our roots are firmly Filipino, FEU-NRMF is a global institution. We are dedicated to
empowering individuals from all backgrounds to uplift their communities as world-class health
professionals. As the world’s leading source of nurses and the second-largest provider of physicians,
the Philippines carries a massive responsibility. We strive to be the premier training ground that
ensures our nation remains a globally respected benchmark for medical excellence.
Quality Policy
“At the FEU-NRMF Institute of Medicine, we aim to exceed our stakeholders' expectations by providing quality education, medical services,
and research, adhering to the highest global standards in compliance with all applicable regulatory and statutory requirements.
We are committed to continuously improving our Quality Management System, and implementing relevant best practices.”
Graduate Attributes Institutional Learning Outcomes
A. Professional Competence
1. Exhibit expertise in the practice of his Profession
2. Demonstrate compassion and fidelity
3. Manifest critical thinking and problem-solving skills
4. Adhere to safe, ethical (integrity) and legal standards in the practice of the profession
5. Develop effective communication skills
B. Collaboration and Social Responsibility
1. Demonstrate leadership and teamwork capabilities
2. Exhibit sensitivity and resilience
3. Advocate and participate in socio-civic activities
C. Adaptability to Global Standards 1. Engage in lifelong learning to keep abreast with global standards and relevant scientific advances
2. Create new knowledge and opportunities through research and development
PROGRAM VISION
The FEU-NRMF School of Graduate Studies aspires to be a higher level educational institution that nurtures advanced scholarship in the
health sciences expanding the fields of expertise and specializations critical to academic, national and global development.
PROGRAM MISSION
The FEU-NRMF School of Graduate Studies serves as a seat of foundational knowledge and specialized skills to prepare and support the
advancement of graduate students, nurture career development and mine for the next generation leaders and managers in healthcare.
FEU-NRMF School of Graduate Studies promotes the following educational goals for each graduate student:
• Demonstrate mastery of the discipline commensurate with post-baccalaureate education.
• Develop and apply specialized skills relevant to research activities in addressing health and health-related issues of the complex health
system.
• Acquire an understanding of and commitment to professional ethical standards.
• Communicate effectively in ways that are professionally appropriate.
CORE VALUES:
Karangalan refers to a state of being highly esteemed or respected due to one’s achievements and
integrity. It represents an earned sense of dignity. Furthermore, it conveys a healthy sense of pride,
often reflecting the honor an individual brings to their alma mater, profession, and country.
Laban is a fighting spirit, an indomitable will. FEU-NRMF is dedicated to shaping leaders who are
tenacious in the pursuit of their goals. Our graduates are defined by their resilience, embodying a
culture of fortitude that transforms adversity into opportunity for the communities they serve.
Malasakit is the bridge between clinical expertise and genuine healing. It goes beyond compassion
to proactive empathy—taking on the burden of another as if it were your own. It is about giving
back to your families, your alma mater, and your country.
Program Intended Learning Outcomes
1. Demonstrate thorough understanding of the interrelatedness and interdependence of the various ecological factors influencing health, illness and the
delivery of health services.
2. Assess health situation of the population, design, implement and evaluate priority public health programs.
3. Design, implement and evaluate health promotion programs.
4. Conduct a public health research addressing current and emerging health problems.
5. Practice good leadership and governance in public health.
I. BASIC COURSE INFORMATION
Course Code : PH 218
Course Title : FIELD PRACTICE (PUBLIC HEALTH PROGRAM MANAGEMENT)
Course Credit : 3 units
Course Placement : Second Year, Second Trimester
Pre-Requisites : PH 201 – PH 210, PASSED COMPREHENSIVE EXAM
Co-Requisites : None
II. BASIC FACULTY INFORMATION
Name of Subject Professor: Ria M. Raborar, RSW, MPH/ Felina P. Calimbo, RND, MPH
Title : RSW, MPH / RND, MPH
Rank : Assistant Professor
Office Address : SGS Office NRTower
Email Address : rmraborar@feu-nrmf.edu.ph /fpcalimbo@feu-nrmf.edu.ph
III. COURSE DESCRIPTION:
This field practice is a structured and practical experience in a professional public health setting which allows the student to apply and integrate the
knowledge and skills acquired during the didactic period into public health practice. The purpose of which is to gain first-hand public health experience
of students assisting or leading in projects that meet the needs of the community. It allows them to apply their academic knowledge to “real world”
situations, projects or tasks and make meaningful contributions to a public health organization.This culminates in the presentation of the capstone project
by the students before a panel of Public Health faculty members for grading and evaluation. The final written report would serve as the documentation
of the public health program management with provision for publication (if meritorious).
IV. ENTRY COMPETENCIES: Passed Comprehensive Examination
V. COURSE INTENDED LEARNING OUTCOMES:
By the end of this course, the student will be able to:
1. Integrate and apply public health theory, concepts, knowledge, skills, and the social justice perspective in a public health setting (adopted community/place of
work/academe)
2. Demonstrate an understanding of public health practice as it relates to administrative, organizational, and policy issues, funding mechanisms, community
relationships, program coordination, and challenges faced by the community in addressing critical public health issues.
3. Identify, collect, analyze, and summarize data relevant to public health issues of the community.
4. Demonstrate an understanding and skills used in the planning, implementation, and evaluation of one or more public health projects at the practicum site.
5. Complete defined project(s) in core public health functions and defined areas of public health practice (e.g., health needs assessment, policy development,
social marketing or educational campaigns).
COURSE LEARNING OUTCOMES AND PROGRAM LEARNING OUTCOMES MAPPING TABLE
COURSE LEARNING OUTCOME (CLO) PLO1 PLO2 PLO3 PLO4 PLO5
1 Integrate and apply public health theory, concepts, knowledge, skills,
and the social justice perspective in a public health setting (adopted
community)
✓ ✓ ✓ ✓ ✓
2 Demonstrate an understanding of public health practice as it relates to
administrative, organizational, and policy issues, funding mechanisms,
community relationships, program coordination, and challenges faced
by the community in addressing critical public health issues.
✓ ✓ ✓ ✓ ✓
3 Identify, collect, analyze, and summarize data relevant to public health
issues of the community.
✓ ✓ ✓ ✓ ✓
4 Demonstrate an understanding and skills used in the planning,
implementation, and evaluation of one or more public health projects at
the practicum site.
✓ ✓ ✓ ✓ ✓
5 Complete defined project(s) in core public health functions and defined
areas of public health practice (e.g., health needs assessment, policy
development, social marketing or educational campaigns).
✓ ✓ ✓ ✓ ✓
VI. COURSE OUTLINE:
TOPIC LEARNING OUTCOMES TOPIC LEARNING
STRATEGIES
TIME
ALLOTMENT
ASSESSMENT
Orientation to the Course Overview of the Course
Requirements
Leveling of expectations 1 Hour
Exhibit proper courtesy call to the
community (population-based setting)
Endorsement Ocular Survey
Getting to know the
community
Class
Participation
Demonstrate Situational Analysis
Program Planning
Needs Assessment
Community Feedback
Prioritization of Problem to
be addressed
Program Planning
Community Immersion Field work
Implement Program Monitoring and Control
Program Implementation
Monitoring
Progress Report
Evaluate a Program Program Evaluation Progress Report
Apply appropriate disengagement and
endorsement procedure
Disengagement and
Endorsement
Progress Report
Final Presentation Final Presentation
Written Report
RESOURCES: LCD projector; computer/laptop; whiteboard, whiteboard marker, and eraser, Community (population-based setting)
LEARNING ENVIRONMENT: Community immersion/ Field Practice (Population-based)
COURSE REQUIREMENTS:Oral Presentation of Public Health Management Program/Project and Public Health Program Management Paper
GRADUATE SCHOOL GRADING SYSTEM: FINAL GRADE RATING:
Situational Analysis 20%
Program Planning 20%
Program Implementation 20%
Program Evaluation 20%
Overall PH Management 10%
Peer Evaluation 10%
TOTAL 100%
• The highest possible grade a student gets is 1.00 while the lowest is 2.00.
VII. REFERENCES/RESOURCES
• Howell, M. D., & Stevens, J. P. (2020). Understanding Healthcare Delivery Science. McGraw-Hill.
• Hayden, J. (2021). Introduction to public health program planning. Jones & Bartlett Learning.
• Fertman, C. I., & Grim, M. L. (2022). Health promotion programs from theory to practice. Jossey-Bass, a Wiley brand.
• Bowie, M. J. (2023). Essentials of health information management: Principles and practices. Cengage.
• Seabert, D., & McKenzie, J. F. (2022). McKenzie’s an introduction to Community & Public Health. Jones & Bartlett Learning.
• Issel, L. M., Wells, R., & Williams, M. (2022). Health Program Planning and evaluation: A practical, systematic approach for Community Health. Jones et
Bartlett Learning.
• Birkhead, G. S., Morrow, C. B., Pirani, S., & Turnock, B. J. (2020). Essentials of public health. Jones & Bartlett Learning.
• Castrucci, B. C., & Fraser, M. R. (2024). Building strategic skills for better health: A Primer for Public Health Professionals. Oxford University Press.
• Weiss, D., Tilin, F. J., & Morgan, M. J. (2023). The Interprofessional Health Care Team: Leadership and Development. Jones & Bartlett Learning.
• Lloyd, R. C. (2019). Quality Health Care: A Guide to developing and using indicators. Jones & Bartlett Learning.
• McMurray, A., Munns, A., & Clendon, J. (2019). Community Health and Wellness: Principles of primary health care. Elsevier Australia, a division of Reed
International Books Pty Ltd.
• Langabeer, J. R. (2018). Performance improvement in hospitals and Health Systems: Managing analytics and quality in Healthcare. Productivity Press.
• Community Diagnosis ofCommunity (Population-based setting)
• Local Health Reports, etc
Learning materials/other resources
● EBSCOhost
● Pro Quest 5000
● UptoDate
● Clinical Key
● AccessMedicine
VIII. GRADE DISTRIBUTION
The graduate students will be assessed, evaluated, and graded based on the following:
Grade Component Allocated Percentage
Percentage Grades Grades in
Decimal
Interpretation
98-100 1.00 Excellent
95- 97 1.25 Superior
92- 94 1.50 Very Good
89- 91 1.75 Above Average
85- 88 2.00 Good
Below 85 5.00 Failure
Situational Analysis (Community Diagnosis, Needs Assessment) 20%
Program Planning (Community Feedback, Prioritization of Problem to be addressed, Program
Objectives, Strategies, Activities, Focus of Responsibility, Success Indicators)
20%
Program Implementation (Community Participation, Monitoring, Adjustments, Timeliness, Barriers,
Enablers)
20%
Program Evaluation (Process and Summative) 20%
Overall PH Management (Participative, Innovative, Appropriate, Sustainable Outcome) 10%
Peer Evaluation 10%
TOTAL 100%
IX. POLICIES AND GUIDELINES
The graduate students shall abide by the following policies and guidelines set forth by the graduate school:
1. Class Cancellation: If a class is canceled, the graduate student is expected to do the readings and complete the objectives for that day. The content will still be included in examinations. The material in this syllabus and the dates identified in the course calendar are subject to change.
2. Proper decorum is expected when attending the class, a graduate student is expected to wear decent clothing (no sando, sleeveless) and observe proper grooming in the same manner when attending school activities.
3. Examination Protocol: Exam dates are listed in the course syllabus, and the graduate student is expected to be present for exams. In the event that the graduate student is absent, the faculty must be notified in advance. Failure to do so will result in the graduate student receiving a zero for the missed exam or quiz.
4. Attendance.Students are expected to attend face-to-face and online instructions (Blended learning). Attendance is called at the start of class and students who are late are considered absent. There are no excused absences unless there is a valid reason such as but not limited to an illness or family emergency.
5. Punctuality of Submission of Requirements. Examinations/Activities are given at the start of the class. Students who arrive after the quiz has been given will not be given a make-up quiz. Papers due on the date designated in the syllabus are announced in class. Late papers will not be accepted and a zero will be recorded for any missed requirement.
6. Accepted Integrity. The rules on academic integrity will be strictly followed in this class. The copying, in part or in the whole of work that is not one’s own, without acknowledgment, will cause the student to get a zero for the requirement. The instructor may opt to report the student to the discipline office for the offense. Cheating at quizzes through the copying of a classmate’s work will also be considered a violation of the policy on academic integrity.
7. Conduct During Class. Students are expected to conduct themselves professionally during class.
a. Participation in class discussions is essential.
b. As an adult learner, the graduate student is responsible for reading and completing assignments before class and is expected to be prepared to participate in discussions over the assigned material.
c. It should not be expected that all material will be covered in class.
d. Students are expected to come to class on time.
e. A graduate student should create a dedicated workspace. If possible, create a separate learning/working space, away from distractions such as TV/video games/cell phones, street noise, and dog barks.
f. Graduate students should refrain from slouching, sleeping, and lying in bed during online classes. (for online discussion)