This document is a creative slumbook-style self-assessment by a nursing student named Cyrene Lian P. Ramos. It uses the ADPIE nursing process framework (Assessment, Diagnosis, Planning, Intervention, Evaluation) to explore her identity, motivations, strengths, and expectations for community health nursing. The content includes personal reflections, community observations, and goals for the NCM…
This document is a personal slumbook created by a nursing student named Cyrene Lian P. Ramos. It is intended as a self-introduction and reflective exercise for a Community Health Nursing course (NCM 104). The slumbook uses the ADPIE nursing process framework to structure the exploration of the student's identity, motivations, and expectations.
Part 1 (Assessment) includes basic personal information: name, nickname, birthday (02-21-2007), hometown (Igulot, Bocaue, Bulacan), self-descriptors (beautiful, intense, sentimental), hidden talent (creative journaling), alternative career interests (Psychology, Philosophy), ultimate dream, and life motto (Virtus Essendi: To love and to be).
Part 2 (Diagnosis) explores why the student chose nursing (practical choice with opportunities abroad, later genuine love for the program), what she enjoys (connecting dots, 'That's why!' moments), challenges (fear of incapability, responsibility), strongest quality (empathy), skill to improve (time management), and the kind of nurse she wants to become (vulnerable, resilient, hopeful).
Part 3 (Planning) asks the student to describe her community in three words (resilience), what she likes most (resilience despite storms), a common health concern (improper waste disposal, worsened by flood-proneness), a desired change (responsible waste management), and who is responsible for community health (everyone, including neighbors).
Part 4 (Intervention) defines a community health nurse as someone with the heart to care, understand, and help the community. It lists expected qualities (empathetic, compassionate, responsible, adaptable, advocate) and responsibilities (use knowledge to create change, educate, promote health, prevent illness, understand needs, advocate). The student commits to learning these qualities.
Part 5 (Evaluation) covers the student's prior perceptions of CHN (barangay visits, hoping not to be asked unknown questions), expectations for NCM 104 (communication, health teaching, advocacy skills; field activities and community immersions), expectations from the instructor (role model, guide), expectations from classmates (shared learning and growth), and what the instructor can expect from her (willingness to learn, grow, and give her best). The document ends with a 'Nursing Instincts'…