NCM 113

Community Health Nursing 4. Community

EVALUATION :
 the making of a judgment about the
MONITORING & EVALUATION OF amount, number, or value of
COMMUNITY HEALTH PROGRAMS something;
IMPLEMENTED  In CHN, evaluation is specifying the
worth of the implemented:
MONITORING  health programs
 to watch and check a situation carefully  performance of health facilities/human
for a period of time In order to resources
discover something about it:  nursing care given to clients
 to observe and check the progress or  Analysis of the effectiveness, quality,
quality of (something) over a scope, and timeliness of services given
period of time; keep under systematic  “the process for determining
review. systematically and objectively the
 to maintain regular surveillance relevance, efficiency, effectiveness, and
impact of activities in the light of their
MONITORING – (United Nations-1978) objectives (UN, 1978)
 “the continuous or periodic review and  Done during planning stage
surveillance by management at every
level of hierarchy of the PROGRAM EVALUATION
implementation or an activity to ensure aims to:
that :  discover how well the objectives are
 input deliveries being fulfilled
 work schedules  determine the reasons for specific
 targeted outputs successes and failures
 other required outputs are proceeding  Uncover principles underlying a
according to plan successful program
 Done during the implementation phase
EVALUATION
PURPOSE OF MONITORING:  Help prevent costly mistakes
 Identify deviations or problems so that  Improve program planning/
corrective measures/actions or implementation in the future
interventions can be instituted
immediately. RESPONSIBLE FOR EVALUATION IN
 Implies reporting to appropriate CHN:
persons/offices at regular intervals.  Head of the Unit (Physician)
 Local health programs
 Community Health Nurse
 Nursing care rendered to
clients/Midwives performance
 Midwife
 Assist in the evaluation of BHW

STEPS IN THE EVALUATION OF

NURSING CARE:

NURSING PROCESS IN CHN

1. Family

2. Individual

3. Population Group
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 Interview –related to client’s condition

THE STEPS WILL:
 Guide the nurse in deciding whether SAMPLE FORM IN DESIGNING AN
to: EVALUATION FORM
 continue
 modify
 terminate the nursing care plan
 Compare “what actually is” and “what
should be”
 Specify Objectives and Criteria

OBJECTIVES: something toward which

effort is directed : an aim, goal, or end of
action
should be:
 client-centered
 outcome-focused

CRITERIA: a standard by which something

SAMPLE EVALUATION CHECKLIST
can be judged or decided.
 Objective
 Measurable
 Relevant
 Flexible
EXAMPLES:
 Objective: During home visit, Mr.
Rodrigo will be able to collect a good
sputum sample for microscopy
CRITERIA: Mr. Jaime collects sptum
specimen as instructed:
 breaths air deeply
SAMPLE EVALUATION INTERVIEW
 coughs strongly at the height of
Criterion:
inspiration
- The mother will be able to identify the
 spits the sputum into a sterile container
consequence of Vit. A deficiency
 (35ml/mucopurulent)
Question:
 covers the sputum cup
- “Misis pwede mo ma sugid sa akon ang
nabal an mo kung ano matabo sa bata mo
OUTCOMES:
nga kulang sya sa Bitamina A?
 Evaluation of nursing care given to
Criterion:
clients focuses on outcomes
- The mother will be able to identify food
 Outcomes can easily pinpoint nursing
sources of Vit. A
interventions that are effective and
Question:
those that are not
- “Misis pwede ka kahatag sa akon lima ka
 Show value of care/services
halimbawa sang pagka-on nga masustansya
Example: Mr. Jaime was able to collect
sa Bitamina A?
sputum specime for microscopy correctly.
If skills are the focus of evaluation:
DESIGNING AND IMPLEMENTING
 let client demonstrate the specific skill
EVALUATION PLAN AND
 can ask significant others for their
MONITORING EVALUATION
observation
 Tools/Instruments for evaluating
Attitude:
outcomes of nursing interventions:
 can be assessed through qualitative or
 Thermometer
structured interviews
 BP app/stethoscope
 “Kwentuhan” –informal talks but will
 Weighing scale
make client more relax, open
 Tape measure
with their feelings and not
 Checklist – post CVA patient
NCM 113

threatened by the presence of the  undertaken from 6-12 months after the
evaluator project completion
 a substitute for ex-post evaluation of
FEEDBACK: the project with short duration
 serves many purposes:  assess the achievement of overall
 motivates and reinforces positive results in terms of efficiency, outputs,
behavior effect and impact
 enhances client’s self image  learn lessons for future planning
 increases client’s awareness of the need
to improve their behaviors 3. Ex post:
 provide client the opportunity to  undertaken some years after project
articulate their thoughts regarding completion; impact have been realized
tasks on hand
 Should be properly documented INDICATORS:
 Family health record should be  is a performance measure
updated regularly  Indicator should be:
 valid
PROGRAM EVALUATION  reliable
PROGRAM:  objective
 An organize set of activities, projects,  sensitive
processes or services which aims for  specific
the realization of specific objectives.  cost-effective
 Has a broader scope, magnitude, and  timely
diversity than a project
EXAMPLES OF INDICATORS:
FOCUS OF EVALUATION 1. Input indicators
 number of Vit. A capsules procured
 number and type of
education/information materials
developed/reproduced
 number of BHWs trained on the
prevention of Vit. A

2. Process Indicator
 percentage (%) of Vit. A capsules
distributed to field offices
 percentage (%) of
education/information materials
THREE TYPES OF PROGRAM actually
EVALUATION  distributed to field office
1. Ongoing:  percentage (%) of BHWs actually
 analysis during implementation of the trained
activity of its continuing relevance,
efficiency, effectiveness 3. Output Indicators:
 present and like future outputs,  number of preschoolers weighed
 effects, impact  number of school children given Vit. A
 number of BHWs completed the
training

4. Effect Indicators:
 number of preschoolers who increased
weight
 number of school children having good
eyesight
 number of trained BHWs doing health
teaching
2. Terminal:
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5. Impact Indicator:  lessons learned from the

 mortality rate : decreased by 10% in the program/project?
number of
 children with Vit. A deficiency 5. Make decisions if:
 BHWs manned the BHC during  program is effective/efficient =
consultation continued or applied to another
program or group
STEPS IN PROGRAM EVALUATION  there is another phase of the program =
1. Deciding what to evaluate: positive
 what should be evaluated?  result serves as a go signal to start the
 content next phase (guided, modified,
 objectives of the program/project improved)
 not relevant = recommend
modification or termination

5 Dimensions of program performance for

evaluation:
 relevance
 progress
 effectiveness
 impact
 efficiency 6. Report/Give Feedback
 should be submitted to:
2. Design the Evaluation : specifying  Local authorities (Mayor)
- data collection methods  Sanggunian Bayan Chair (Health)
Tools:  Local Health Board
 questionnaire
 interview SAMPLE FORMAT FOR EVALUATION
 checklist REPORT
Sources of data:  Executive Summary of Program
 records/reports Evaluation
 surveys  Brief Description:
 interview  Focus/Coverage/Objectives
 Summary and Interpretation of Results:
3. Collect relevant data (based on facts)  Conclusion:
Why relevant data is important?  Recommendation(s):
 indisputable
 creates strong strategies DETERMINING FOCUS OF
 necessary for optimization EVALUATION:
 builds better relationship Basic Components of Focus of Evaluation:
 strengthen internal team
 quantifies the purpose of work 1. For which audience is the evaluation
 helps cover yourself being conducted?
 Ex.: patient and families, groups, peers
4. Analyze data:
What to analyze: 2. For what purpose is the evaluation
 is the program relevant? conducted?
 progressing according to program  > answer the questions > why is the
plan? evaluation being conducted?
 is it effective?
 is it efficient? 3. Which question will be asked in the
 did it make an impact on evaluation?
beneficiaries/community?  must be directly related to the purpose
 do benefits outweighs the problem of the evaluation
created?  must be specific
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 must be measurable 2. Lack of ability – often results from lack

of:
4. What is the scope of the evaluation  knowledge
 > extent of what is being examined  interest
(mothers or entire population)  confidence
 > time frame  resources needed to carry out the
evaluation process
5. Which resources are available to conduct 3. Fear of punishment or loss of self esteem
the evaluation?  evaluation might be perceived as a
 time judgment of someone’s value or
 expertise personal worth
 personnel  both teacher and learner may fear that
 materials anything less than perfect will result to:
 equipment  criticism
 facilities  punishment
 being labeled as incompetent

4 LEVELS OF PROGRAM EVALUATION:

1. Process (Formative) Evaluation
make necessary adjustments to an activity RECORDS IN FAMILY NURSING
as soon as they are identified such as: HEALTH PRACTICE
 personnel
 materials HEALTH RECORDS – is a written
 facilities document about a target client, whether:
 methods  individual person,
 objectives  family,
 attitude  a group or
 a whole community
2. Content Evaluation
 determine whether learners have  Relates an event pertinent to health
acquired knowledge or skills care services:
 during the learning experience  clinic
 focus on how the teaching-learning  hospitalization
process affected  Immunization
 immediate  consultation
 short term outcomes  home visit
 focus on collecting internal evidence to  births/marriages/deaths
determine whether objectives for a
specific group of learners were met HEALTH REPORTS – account or summary
of the services rendered to the clients and
3. Outcome (Summative) Evaluation rationalizes the continued existence of the
 determine the effects of teaching effort program.
 measures that changes that results from
teaching efforts  Gives a description and analysis of the
problem(s) encountered
4. Impact Evaluation  The measures or actions
 determine the relative effects of taken/implemented
education on the community  The accomplishments and degree to
 obtain information that will help which objectives are met and the
decide whether continuing the activity quality of service rendered
is worth its cost (cost effective)
PURPOSES OF HEALTH RECORDS:
BARRIERS TO EVALUATION 1. Patient care
1. Lack of clarity 2. Communication
 if focus of evaluation is unclear, 3. Legal documentation
unstated, or not well defined= 4. Billing and Reimbursement
unknown result 5. Research and Quality Assurance
NCM 113

in the DOH facilities and in each of the

USES OF HEALTH RECORDS: program areas
 Empower health care professionals to  aims to monitor national health
treat patients to the best of their ability. service delivery system act as:
 Safety can be increased  source of referral
 Processes can be sped up  evaluation
 Claims processes and reimbursement  legal document in court cases
can be improved  validation
 Effectiveness of treatments and  delivery of quality patient care
therapies can be monitored and
tracked OBJECTIVES OF FHSIS:
 With growing amount of information, 1. Provide summary of data on health
outcome predictions can be made services and selected program indicators in
 Liability is reduced as a result of all levels
oversight 2. Provide data for program monitoring
 With IT, loss of information, errors, and and evaluation purposes
omission can be significantly reduced 3. Ensure that data reported are useful,
accurate, and easy to understand
TIPS FOR RECORD KEEPING: 4. Minimize recording and reporting
1. Always date and sign your name burden at the service delivery level
2. Correction must be shown clearly as:
 alteration IMPORTANCE OF FHSIS:
 complete with date  Helps local government to determine
 amendments public health priorities
 name of nurse  Basis for monitoring and evaluating
3. Making good notes should become a health program implementation
routine  Basis for planning, budgeting,
4. Document all: logistics, and decision-making at all
 decisions made levels
 discussion  Source of data for detecting unusual
 information given occurrence of illness
 relevant history  Helps in monitoring the health status
 clinical findings of the community
 patient progress  Helps midwives/ CHN nurses in
 results monitoring clients
 investigation  Helps in documentation of RH
 Referrals Midwives/CHN Nurse day-to-day
5. DO NOT WRITE offensive or activities
gratuitous comments
6. Patient can access to his/her record DOH PROGRAMS AS FOCUS OF FHSIS:
7. Maintain best practice aiding clear  Maternal and Child Health (MCH)
communication  Maternal Care
8. Essential for good medical practice  Expanded Program on Immunization
and continuity of care (EPI)
9. Appropriate record keeping is  Control of Diarrheal Disease (CDD)
recognized as important to professional  Leprosy
standard  Nutrition
 Tuberculosis/Malaria,
FIELD HEALTH SERVICES  Schistosomiasis
INFORMATION SYSTEM  Dental Health
FHSIS – is a network of information source  Family Planning
developed by the Department of  Environmental health
Health.
 intended to address the short-term COMPONENTS OF FHSIS:
data needs of the DOH staff with A. Recording:
managerial and supervisory functions 1. Individual Treatment/Family
Treatment Record
NCM 113

 most basic record which must be kept  serves as source of data for reports
in the facility prepared by midwives
 Fundamental building block of FHSIS  serves as data source for survey, study,
it contains: or research
 client’s data: name, address, date of  serves as a tool for the midwife to
birth, religion, assess her own accomplishment
 weight
 chief complaints, vital signs, diagnosis, 4. MONTHLY CONSOLIDATION
treatment(s) TABLE– show monthly trend of disease
 date of treatment, consultation occurrence

FORMAT OF TREATMENT RECORD B. REPORTING:

1. Tally/Reporting Forms- data are
transmitted from one health facility to
another
* weekly * monthly* quarterly*
annually* or even few minutes

Target/Client List:
A. Constitute the second building block
of the FHSIS
4 Purposes:
2. Output Reports/Tables – produced at
1. Plan and carry out patient care and
the PHO back to BHS/BHC to RHO
service delivery to prevent duplication or
redundancy
THE STAGES OF GROUP
2. Facilitate monitoring and supervision
DEVELOPMENT (Dependency Stage)
3. Report services delivered, information or
 Task confronting group members
tally sheets for easy reporting
during initial stage:
4. Provide clinic-level data base for further
1. They must determine a way of achieving
studies
their primary task (the purpose to which
they join the group)
B. Programs to be maintained in the
target/client list:
2. They must find a place for themselves in
 EPI
the group ( gratification from the pleasure
 Eligible Population
of group
 Children 9-59 months (risk, Under 5
membership)
Children)
 Nutrition
BEHAVIORAL PATTERNS OF INITIAL
 Pre-Natal Care
GROUP MEMBERS:
 Post Partum Care
A. “in” or “out” of the group
 Family Planning
B. Liked, respected or ignored by the
 TB Symptomatic/TB Patients under
group
SCC/TB Patients under Standard
C. Communication are limited,
Regimen
repetitious, and restrained
 Leprosy/Malaria/Schistosomiasis
 members are careful with their words
Patients
 discuss topics with little substantive
interest
3. SUMMARY TABLE
 vehicle to explore how they are
a) Is a form with 12-month column
perceived by co-members=discovers
retained at the Barangay Health
who eventually:
Station (BHS)
 responds favorably
- Midwives made relevant monthly report
 sees things the way she/he does
b) parts of the summary table:
 whom to fear
 health program accomplishment
 whom to respect
 midwives record all data found in the
D. Members search for similarities (group
target client list (TCL)
cohesiveness)
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E. Giving and seeking advice

 Early group members can be described
as a groping, testing, or reluctant
group
 Lines of interaction within the group
are leader-centered

THE STAGE OF CONFLICT: (authority)

 Characteristics :
 dominance
 control
 power
 judgmental
 emergence of hostility towards the
leader ( imperfections, limitations,
THE TERMINATION STAGE:
favoritism)
 Experience a sense of ending
 groups may be divided into competing
 Tasks on this stage includes:
groups
 finishing the agenda
THE STAGE OF COHESIVENESS:
 establishing key decisions
 Characteristics:
 completing the group product
 Increase of morale and mutual trust
 tying up loose ends
 Feel group belongingness
 writing off unfinished business
 Intensification of personal
 Key emotions are joy and sadness
involvement
 Celebrates work achievements
 Group intimacy and closeness
(party/graduation)
 Freedom to talk about themselves
 Unite against the world
 Consider others outside the group as
“enemies”
= becomes a mature work group

THE WORK GROUP STAGE: (true

teamwork)
 The uniqueness of the
members/leaders are seen and
expected INTERVENTIONS TO FACILITATE
 Conflict exist on substantive issues GROUP GROWTH
rather than emotional ones I. PROVIDE THE NECESSARY
 Emerging of mutual support for ORIENTATION, STRUCTURE, AND
individuality DIRECTIONS
 May last for the remainder of the  preliminary introductions should be
group’s life made
 The tension in the work group is  opportunities to clarify or elucidate:
between “work” or progress, and  on the goals and purposes of the
regression to an early stage which can group,
be minimizes through:  expectations and perceptions on roles
 nursing interventions and responsibilities
 tasks  lines of interaction can be changed
 techniques from leader-centered to group-
centered
STAGES OF WORK GROUP  Help group members meet their
DEVELOPMENT: interpersonal needs:
 Acknowledge importance of the
presence and contributions of each
group member (feeling of belonging)
 Leader encourage productive group
participation
NCM 113

 Observe member for signs/effort to be Steps to better Problem-Solving

heard 1. Identify the problem
 Giving opportunity to contribute 2. Generate potential solutions
 Identify those too eager to talk (take up 3. Choose one solution
all groups time) 4. Implement solution
 Encourage and support members who 5. Evaluate results
actively participate
 Summarizing and clarifying
contributions
 Not monopolizing the discussion or
 Commenting frequently

II. PROCESS, NEGOTIATE, AND

RESOLVE CONFLICTS TO
MEMBERS SATISFACTION:
A. Understanding nature of conflict
a) Conflict is natural of any
relationships and of any group
b) Conflict is desirable and extremely
valuable D. Decide upon and implement
 encourages inquiry, promotes agreement satisfactory to the group
objectivity, and sharpens analysis E. Evaluate the success of the action
 stimulates interest and curiosity, taken
increases motivation and energy of
group members C. GENERATING NEW WAYS OF
 reduce natural tension and frustration LOOKING AT THE SITUATION OR
of working together PROBLEM
 achieve greater self  Creative problem-solving is
understanding/self-awareness traditionally based on the following
c) Conflict can be handled key principles:
constructively through: 1. Balance Divergent and Convergent
 developing specific norms/rules Thinking
conducive to healthy  Divergent thinker- thinks of all
management of conflicts possible ways to reach a solution.
 encourage group cooperation  Involves more creativity and accepts
 use problem-solving techniques multiple solution to a problem
 Convergent Thinker- thinks of a final
B. Conflict Resolution Through the solution
Problem-Solving Approach  Focuses on reaching on well-defined
Basic steps: solution to a problem.
 Clarify Issues – opposing view points 2. Reframe Problems as Questions
must be clarified 3. Defer Judgment of Ideas
 Diagnose the dimension and causes of 4. Focus on "Yes, And" Instead of "No,
conflict But"
 cognitive or intellectual (differences in 5. Creating a Problem Story
information, beliefs, opinions, ideas, 6. Brainstorming
assumptions) 7. Alternate Worlds
 psychological or emotional
D. HELPING MEMBERS ANALYZE THE
HERE-AND NOW EXPERIENCE
 The feelings and experiences of the
members in the present moment
 Intervention helps members recognize,
examine, and understand the “what”
And “how” Of interactions or behavior
soon after they are experienced by the
group members
C. Explore ways to settle the conflict
NCM 113

FILIPINO CULTURE, VALUES,

PRACTICES IN RELATION TO HEALTH
CARE
 Is directed towards a concrete other
and is based on free choice, albeit often
accompanied by a strong sense of
personal duty.
 The most human value because it
makes it possible to resist the
adversities that arise throughout life
 It is synonymous with support,
III. BE AWARE OF THE EFFECTS OF backing, help and protection.
OWN BEHAVIOR ON THE GROUP:
 Use self for group growth CHARACTERISTICS OF SOLIDARITY
 Facilitator- model of the group  An awareness of shared interests,
 on time for meetings objectives, standards, and sympathies
 keep appointments creating a psychological sense of unity
 keep promises of groups or classes, which rejects the
 do not railroad group decisions (turn class conflict.
aside/differ)  It refers to the ties in a society that bind
people together as one.
IV. ACT AS THE GROUP’S 7 WAYS TO SHOW SOLIDARITY
COMPLETER/RESOURCE PERSON 1. Take care of the elders
 Facilitator performs the necessary task 2. Reconnect with family and friends
functions or group-building functions 3. Stay
not being performed by the group 4. Pay attention to your behavior
 Facilitator acts as a resource person 5. Be the bearer of good news
when expertise or information is not 6. Don’t buy like crazy
available to the group for good 7. Stay together locally and globally
decision-making
FILIPINO FAMILY VALUES
FILIPINO VALUES:
 Family orientation. The basic and most
important unit of a Filipino's life is the
family.
 Filipino family consists of a husband,
wife and children, extending to
include grandparents, aunts, uncles
and cousins.
 Joy and humor
 Flexibility, adaptability, and creativity
 Religious adherence
 Ability to survive – capacity for
endurance despite difficult times
 Ability to survive – capacity for
endurance despite difficult times
V. DERIVE OPPORTUNITIES TO APPLY  Hospitality
LEARNING ON ANOTHER 
 Situation FILIPINO FAMILY CULTURE AND
 Facilitator help group members TRADITIONS
undergo successfully the stage of Family Culture
termination  Filipinos are known for having:
 Facilitator help group members to  Strong and close family ties
realize the advantages of investing  Place high regard and put importance
resources, efforts, and feelings for a on their family before anything else.
successful group work far outweigh  Work all day and do all they can to
the unpleasant emotions of separation feed and provide for their family.
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 Respect for oneself

1. Filipinos are resilient 7. Bayanihan – being a bayan
 Always manage to rise above challenge spirit of community unity/ cooperation
 Manage to pick themselves up and 8. Hospitality- the friendly and generous
smile reception and entertainment of guests
 Overcoming experiences of suffering 9. Ningas Cogon
and trauma due to disasters. 10. Respect to elders- demonstration of
respect
2. Filipinos take pride in their families –
family first FILIPINO HEALTH PRACTICES
Health beliefs are:
3. Filipinos are very religious  What people believe about their health,
 Images of crosses and other religious  What they think constitutes their
paraphernalia health,
 Go to church every Sunday  What they consider the cause of their
illness,
4. Filipinos are respectful  And ways to overcome an illness.
 Using catchphrases – PO and OPO  These beliefs are, of course, culturally
(pagmamano) determined, and all come together to
form larger health belief systems
5. Filipinos help one another (Bayanihan
Spirit) Traditional medicine refers to:
 Health practices, approaches,
6. Filipinos value traditions and culture knowledge and beliefs incorporating
 Set aside a specific day for a celebration plant, animal and mineralbased
plus preparing sumptuous foods medicines, spiritual therapies, manual
techniques and exercises,
7. Filipinos love to party  Applied singularly or in combination
to treat, diagnose and prevent illnesses
8. Filipinos have the longest Christmas or maintain well-being.
celebration
FILIPINO TRADITIONAL HEALTH
9. Filipinos love to eat PRACTICES
1. Midwifery - is the health science and
10. Filipino loves art and architectures health profession that deals with
 love to design creatively, to think  Pregnancy
intuitively, and have a passion for  Childbirth
anything different and unique  Postpartum period (including caring of
the newborn)
11. Filipinos love to sing 2. Pulse diagnosis - allows one to retrieve
 to express their happiness detailed information about the internal
functioning of the body and its organs
The ten most depicted Filipino traits: through signals present in the radial pulse.
1. Pakikisama - “getting along with 3. Bone Setting - treats musculoskeletal
others” disorders with the conjunctive use of TCM
2. Hiya -shy, timid, sensitive rather than orthopedics, osteopathic and chiropractic
ashamed. approaches. Bone setting procedures are
3. Utang na loob- means "debt of prime mostly non-invasive, thus leaving mild to
obligation." no damage to the human body
4. Close family ties- results to extended  Traditional bone setter is a lay
family having regular meals together practitioner who practices management
taking holidays as family of dislocations and fractures without
5. Bahala na- unable to decide their next having had any formal training.
course of action 4. Herbology - the study or collecting of
6. Amor propio herbs
 Personal pride/reputation 5. Suction cupping- an ancient healing
 Self-esteem therapy that some people use to ease pain.
NCM 113

A provider places cups on your back,

stomach, arms, legs or other parts of your 4. Integrity - the quality of being honest and
body. Inside the cup, a vacuum or suction having strong moral principles; moral
force pulls skin upward. uprightness.
6. Skin scraping – also called spooning or 5. Honesty - the quality or fact of being
coining used to scrape over the skin and  honest;
improve circulation in the area  upright and fair
7. Herbal steam and smoke  truthful
8. Energy medicine - is a branch of  sincere
alternative medicine based on a pseudo-  frank
scientific belief that healers can channel  free from deceit or fraud.
"healing energy" into a patient and effect 6. Social justice
positive results.  Is justice in terms of the distribution of
wealth, opportunities, and privileges
Path to improved health within a society
 Eat healthy. What you eat is closely  Fairness as it manifests in society.
linked to your health  Includes fairness in healthcare,
 Get regular exercise employment, housing, and more
 Lose weight if you're overweight  Applies to all aspects of society,
 Protect your skin including race and gender, and it is
 Practice safe sex closely tied to human rights.
 Don't smoke or use tobacco
 Limit how much alcohol you drink PRINCIPLES OF ETHICS IN NURSING
 Have regular medical check up 1. Justice- the quality of being just;
righteousness, equitableness, or moral
NURSING CORE VALUES AS CHN rightness
 Shared within the global community 2. Beneficence
 Reflection of the human and spiritual  to act for the benefit of others,
approach to the nursing profession  helping them to further their important
1. Altruism and legitimate interests
 The principle and moral practice of  preventing or removing possible harms
concern for the happiness of other 3. Nonmaleficence
human beings or other animals  obligation of a physician/nurse not to
 The unselfish concern for other people harm the patient.
—  do not kill
 Doing things simply out of a desire to  do not cause pain or suffering
help, not because you feel obligated to  do not incapacitate
out of duty, loyalty, or religious  do not cause offense
reasons.  do not deprive others of the goods of
2. Autonomy – freedom/independence life.
4. Accountability
 When an individual or department
experiences consequences for their
performance or actions
 Is equated with answerability,
blameworthiness, liability, and the
expectation of account-giving

3. Human dignity-
 The recognition that human beings
possess a special value intrinsic to
their humanity and as such are worthy
of respect simply because they are
human beings.
 Every human being, regardless of age,
ability, status, gender, ethnicity, etc., is
to be treated with respect 5. Fidelity
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 Allegiance, fealty, loyalty, devotion,

piety mean faithfulness to something
to which one is bound by pledge or
duty.
 Fidelity implies strict and continuing
faithfulness to an obligation, trust, or
 Duty.
6. Autonomy
 Independence or freedom
 Ability of the person to make his/her
decision
7. Veracity
 is the quality of being true or the habit
of telling the truth
 credibility
 fairness
 genuineness
 honesty
 impartiality
 probity
 sincerity
 truthfulness