PART 1.

RE-ORIENTATION OF NSTP LAW (RA9163): FREQUENTLY ASKED QUESTIONS (FAQs)

1. What is the NSTPtwo? NSTPtwo is a course designed for Community immersion. It is an important
requirement of NSTP prescribed to students, male and female, in private and public higher education
institutions and technical-vocational schools. It is the practicum-based element of NSTP where lessons
learned are acquired in NSTPone are applied in the enhancement of trainees’ capabilities, civic
consciousness and defense preparedness in the service of the nation. Through the CWTS & LTS components,
NSTPtwo aims to strengthen the students’ active participation and involvement in the programs and
activities intended to uplift the different dimensions of development in the community in accordance with
the Lasallian Core Values (Faith, Service & Communion in Mission).

2. What is Community Immersion? Community Immersion is a strategy in community organizing that is sought
to imbibe among the NSTP trainees a better understanding and realization of the different community
concerns through exposure on actual life situations specifically in the deprived, depressed, and the
underprivileged (DDU) communities. These experiences will allow them to integrate with other people
who may facilitate them to undergo certain changes that will make them civic-conscious and socially
responsible citizens.

3. What is the National Service Training Program Law? The National Service Training Program (NSTP) Law as
embodied in Republic Act 9163 is a program aimed at enhancing civic consciousness and defense
preparednessin the youth by developing the ethics of service and patriotism while undergoing training in any
of its three (3) program components specifically designed to enhance the youth’s active contribution to the
general welfare.

4. What are the Program components of the NSTP?

a. The Reserve Officers Training Corps (ROTC) is designed to provide military training to tertiary
level students in order to motivate, train, organize, and mobilize them for national defense
preparedness.
b. The Literacy Training Service (LTS) is designed to train the students to teach literacy and numeracy
skills to school children, out-of-school youth and other segments of society in need of their services.
c. The Civic Welfare Training Service (CWTS) refers to activities contributory to the general welfare
and the betterment of life for the members of the community or the enhancement of its facilities,
especially those developed to improving health, education, environment, entrepreneurship, safety,
recreation and moral of the citizenry and other social welfare services.

5. Who shall take the NSTP? All incoming freshmen students, male and female, enrolled in any baccalaureate
and in at least two (2) year technical-vocational or associate courses, are required to complete one (1)
NSTP component of their choice as a graduation requirement.

6. How will the NSTP be taken up? Each of the NSTP components shall be undertakenfor an academic period of
two (2) semesters and credited for three (3) units per semester with 54 to 90 training hours per semester.

7. What will become of NSTP Graduates? Graduates of the non-ROTC components shall belong to the National
Reserve Corps (NSRC) that could be tapped by the State for literacy and civic welfare activities. Graduates
of the ROTC component shall form only part of the AFP Citizen Armed Force, subject to DND
requirements.

8. What if the NSTP Program component chosen by a student is not offered in his/her school? For clustering, grouping
of students enrolled to different schools taking up the same NSTP component into one (1) group. On the
other hand, for cross enrollment, a student who is officially enrolled in an academic program of an origin
school is allowed to enroll in the NSTP component of another accepting school.

9. How much fee will be charged for an NSTP component? No fees shall be collected for any of the NSTP
component except basic tuition fees, which should not be more than fifty percent (50%) of the charges of
the school per academic unit.

10. Who is responsible for supervising the NSTP? School Authorities shall exercise academic and administrative
supervision over the design, formulation, adoption and implementation of the different NSTP components
in their respective schools. In the case of ROTC, the School Authorities and DND shall exercise joint
supervision over its implementation.

11. What lead agencies will monitor the implementation of the NSTP? Commission on Higher Education
(CHED) Regional Offices, Technical Education and Skills Development (TESDA) Provincial and District
Offices, and the Department of National Defense (DND)-AFP through the major Service Reserve
Commands and their ROTC Units shall oversee if the trainings conducted are in consonance with the
Republic Act

12. When must a student select the specific NSTP program component that he/she will pursue? Upon
completion of the common module phase, the student must select the specific NSTP program component
that he/she will pursue
13. What are the subjects covered by the common NSTP module? Students enrolled in NSTPone shall be made
to undergo a common module phase for 25 hours training period. Subjects covered are: citizenship
training; drug education; disaster awareness, preparedness and management; environmental protection;
and the other national security concerns.

NOTE: Visit the RA 9163 copy and CHED Memo Order No. 27, 2015 copy after the last page of the 3rd
topic.

PART 2. THE 25 HOUR COMMON MODULE PHASE

A. Citizenship Training
NSTP as a citizenship training scheme focuses on translating the good citizenship valuesas reflected in
the Preamble of the Constitution into concrete action in building a better Philippines.

The Filipino people possess certain values, shared perceptions on what we hold dear, what we regard
as most important to us. Every Filipino child needs to be helped to form his own values consistent with the
basic Filipino values, if he is to grow into a citizen who is “maka-Diyos, maka-tao, maka-bayan, and maka-
kalikasan.” We can become good citizens by living in accordance with the good citizenship values which we
can derive from the preamble of the Constitution such as: in the “maka-Diyos” are faith in Almighty God,
respect for life, order, work, and concern for the family and future generations. In the “maka-tao” are love,
freedom, peace, truth, and justice. In the “maka-bayan” are unity, equality, patriotism, respect for law and
Government, and promotion of the common good. Lastly, in the “maka-kalikasan” is the concern for the
environment. These values of the Filipino people serve as the guiding principles in our life as a nation and
provide the underlying framework for all the provisions of the Constitution.

The good fruit of good citizenship actions will not only benefit us personally but will benefit our
country as well. The good fruit of good citizenship is what contributes to nation-building. Through good
citizenship, we show our love for our country and we develop our senseof nationhood.

For adults, these basic values can be seen in their outward manifestations as well as in decision- making.
There is always a consistency on what they think, how they feel and what they say.

B. Environmental Awareness Protection

There is a dire need to address the environmental problems in our country in order to prevent the
harsh effects of environmental damage, most notably water and air pollution, deforestation, and loss of
terrestrial and marine biodiversity. Perhaps the most dangerous of all these effects is the imminent threat
of climate change and global warming because the country is significantly at risk, where “about half of the
total area and more than 80 percent of the population are vulnerable to natural disasters.” Unfortunately,
when flash floods, typhoons, and changing weather patterns occur, the marginalized sectors are especially
affected and are the hardest hit. There is a snapshot prepared by the UN Office for the Coordination of
Humanitarian Affairs (OCHA) on November 14, 2020. (Next page to see the picture)

The Philippine environment is presently in crisis. The country’s rich landscape is experiencing a
drastic decline on account of human activities. Most of the country’s forest cover is already depleted and
about 23 percent of the endemic species are threatened with extinction. Poor environmental quality has
adversely affected human health and welfare by lowering the quality of life and resulting in productivity
loss.

The primary environmental problem in our country’s waters is water pollution. The current state
of water in the country has shown a rapid decline in quality due to poor water management. The increasing
number of pollutants in the bodies of water has led to the destruction of the country’s groundwater, lakes,
rivers, and other coastal areas.

Deforestation in the Philippines has reached alarming new heights. The country’s forest cover has
dropped from 270,000 square kilometers at the end of 1898 to only about 8,000 square kilometers in
2006. Increasing urbanization, commercial logging, kaingin or slash and burn agriculture, and forest fires
all contribute to the country’s deforestation problem. There is also a rapid conversion of forest lands and
grass lands to urban use prompted by the needs of the growing population. This leads to severe soil erosion
and water pollution (e.g., river siltation).

Loss of biodiversity is a prevailing problem in the country. It does not only occur in terrestrial areas
but also in our coastal waters. The deforestation problem of our forest lands contributes to the loss of
biodiversity in our land. Many of the Philippines’ species, a lot of which are endemic and depend on the
forests, are gradually becoming extinct. The reason for this is that forest lands that were once occupied by
these species are grazed and converted into residential or agricultural areas. The loss or alteration of their
critical habitats gravely affects the resident species’ chance for survival. They are not only driven out of
their habitat but are also deprived of their food source. The scarcity of their food supply eventually leads
to their extinction. Furthermore, loss of habitat threatens to destroy the ecological balance of whole
communities and ecosystems.
 The onset of industrialization played a critical role in the increase of environmental problems in
the country. The growing need of Filipinos to sustain themselves has clearly taken its toll on the
environment. Effluent from both commercial and domestic activities led to increasing levels of water
pollution and frequent bouts of water scarcity. Human migration resulted in the conversion of forest lands
to residential and industrial areas, and the demand for transportation services and the increase in the
number of factories and industrial plants have all contributed to the worsening air pollution.

Recent tragedies brought about by natural disasters merely highlight the country’s need to enhance
its efforts to protect and rehabilitate the environment. These concerns must be brought to the forefront of
the country’s concerns before the effects of human activities on the environment become irreversible.
C. Drugs and Substance Abuse, Prevention and Education
Drug use affects the family and the overall community in many ways. It can tear apart families due
to ruined relationships, prolonged illnesses, and lost productivity. It can even result in homelessness for
families, and worse, premature death losses.

It is the policy of the State to safeguard the integrity of its territory and the well-being of its citizenry
particularly the youth, from the harmful effects of dangerous drugs on their physical and mental well-
being, and to defend the same against acts or omissions detrimental to their development and preservation.
The government shall pursue an intensive and unrelenting campaign against the trafficking and use of
dangerous drugs and other similar substances. The State needs to enhance further the efficacy of the law
against dangerous drugs, they being one of today’s more serious social ills.

Countries across the globe are implementing their drug prevention and control interventions using
varied strategies that are relevant to their context. In general, what should be pursued is a balanced drug
policy as evidence-based public health does contribute to public security.

The Anti- Illegal Drugs Strategy Statement states that by 2022, the Philippines will be able to achieve
drug- free communities through supply reduction efforts involving strong law enforcement with consistent
adherence to and observance of human rights, coupled with comprehensive demand reduction initiatives
and supported by strong international ties.

This means that the country will be able to achieve drug-free communities through supply reduction
efforts involving law enforcement with strong adherence to and observance of human rights, coupled with
comprehensive demand reduction initiatives and supported by strong international ties. It also means that
effective drug laws, regulations, policies and programs are implemented, thereby contributing to peace
and order. Thus, by 2022, the Philippines is envisioned to have attained drug-free communities with
institutionalized anti-drug policies, systems and processes.

D. Disaster Risk Reduction and Management

Disaster is a serious disruption of the functioning of a community or a society involving widespread
human, material, economic or environmental losses and impacts, which exceeds the ability of the affected
community or society to cope using its own resources.

The concept of disaster risk reduction and management (DRRM) accepts that some hazard events
may occur but tries to lessen the impact by improving the community’s ability to absorb the impact with
minimum damage or destruction. Disaster risk reduction and management is a series of actions (programs,
projects, and/measures) and instruments expressly aimed at reducing disaster risk in endangered regions,
and mitigating extent of disasters.

Operationally, it includes risk assessment, disaster prevention and mitigation and disaster
preparedness. It is used to underscore the current trend of taking a proactive approach to hazards posed
by extreme natural phenomena.

Disaster Management Cycle

Disaster management refers to the efficient and effective utilization of resources and the application
of measure that will mitigate the impact of unfortunate events and facilitate return to normalcy and
redevelopment.
1. Disaster management occurs before, during and after disaster.
2. Disaster management consists of the DRM component as well as relief, response, early and long-
term recovery, including rehabilitation, and reconstruction.
a. Disaster response, including relief activities, is conducted immediately after a disaster
occurs primarily to save lives and for humanitarian purposes
b. Recovery occurs over the short, medium and long term in the aftermath of a disaster.
Rehabilitation and reconstruction, on the other hand, are long term activities necessary
to restore public infrastructures, services and critical facilities.
Natural Hazards: What to Do During, Before, and After
1. Earthquake
An earthquake (also known as a quake, tremor or temblor) is the result of a sudden release
of energy in the Earth's crust that creates seismic waves. The Philippines, which lies between
two of the world’s most active tectonic plates, experiences an average of five earthquakes per
day, most of which are imperceptible.
a. What to do BEFORE:
 Familiarize yourself with your place. Identify relatively strong parts of the building
where you can take refuge during an earthquake.
 Learn to use fire extinguishers.
 Learn to use first aid kits, alarms and emergency exits.
b. What to do DURING:
 If inside a structurally sound building, stay there. Protect your body from falling debris.
Duck, Cover and Hold.
 If outside, move to an open area. Get away from power lines, post, walls, and other
structures. Stay away from building with glass panes.
 If along the shore and you feel an earthquake strong enough to make standing difficult,
run away from the shore towards a higher ground.
 If on a mountain or near a steep hill slope, move away from steep escarpments which
may be affected by landslides.
 When driving a vehicle, pull to the side of the road and stop. Do not attempt to cross
bridges or overpasses which may have been damaged.
c. What to do AFTER:
 If inside an old, weak structure, take the fastest and safest way out. Get out calmly in
an orderly manager. Do not rush to the exit! Use the stairs. Do not use the elevators!
Check yourself and others for inquiries.
 Check surroundings. Clean up chemical spills, toxic flammable materials to avoid any
chain of unwanted events. Check for fire and if any, have it controlled. Check water
and electrical lines for defects. If any damage is suspected, turn the system off in the
main valve or switch.
 If you must evacuate your residence, leave a message stating where you are going. Take
with you your earthquake survival kit.
 Help reduce the number of casualties from the earthquake. Don’t enter partially
damaged building. Strong aftershocks may cause these to collapse. Gather information
and disaster prevention instruction from battery-operated radios. Obey public safety
precautions.

2. Volcanic Eruption
During a volcanic eruption, lava, tephra (ash, lapilli, volcanic bombs and blocks), and
various gases are expelled from a volcanic vent. The Philippines has 21 active volcanoes.
a. What to do DURING/AFTER volcanic eruption?
 Follow the evacuation order issued by authorities and evacuate immediately from the
volcano area to avoid flying debris, hot gases, lateral blast, and lava flow.
 Be aware of mudflows. The danger from a mudflow increases near stream channels and
with prolonged heavy rains. Mudflows can move faster than you can walk or run. Look
upstream before crossing a bridge, and do not cross the bridge if a mudflow is
approaching.
 Avoid river valleys and low-lying areas.
 Remember to help your neighbors who may require special assistance - infants, elderly
people, and people with disabilities.
b. Protection from falling ash
 Listen to a battery-powered radio or television for the latest emergency information.
 If you have a respiratory ailment, avoid contact with any amount of ash.
 Use goggles and wear eyeglasses instead of contact lenses.
 Use a dust mask or hold a damp cloth over your face to help with breathing.
 Stay indoors until the ash has settled unless there is a danger of the roof collapsing.
 Close doors, windows, and all ventilation in the house.
 Clear heavy ash from flat or low-pitched roofs and rain gutters.
 Avoid running car or truck engines. Driving can stir up volcanic ash that can clog
engines, damage moving parts, and stall vehicles.
 Avoid driving in heavy ash fall unless absolutely required. If you have to drive, keep
speed down to 35 MPH or slower.

3. Tsunami
Tsunamis, tidal waves generated by earthquakes, affect many of the coastal areas of the
region, including those of Japan, Indonesia and the Philippines. Tsunami also called a tsunami
wave train and at one time referred to as a tidal wave, is a series of water waves caused by the
displacement of a large volume of a body of water, usually an ocean, though it can occur in
large lakes.
 a. What to do DURING/AFTER tsunami?
 Turn on your radio to learn if there is a tsunami warning if an earthquake occurs
and you are in a coastal area.
 Move inland to higher ground immediately and stay there.
 Stay away from the beach. Never go down to the beach to watch a tsunami come
in. If you can see the wave you are too close to escape it.
 If there is noticeable recession in water away from the shoreline this is nature's
tsunami warning and it should be heeded. You should move away immediately.

4. Landslides
A landslide or landslip is a geological phenomenon which includes a wide range of ground
movement, such as rock falls, deep failure of slopes and shallow debris flows, which can occur
in offshore, coastal and onshore environments. In addition to the influence of topography,
landslides are aggravated by human activities, such as deforestation, cultivation and
construction, which destabilize the already fragile slopes.
a. What to do DURING landslide or debris flows?
 Stay alert and awake.
 If you are in areas susceptible to landslides and debris flows, consider leaving if it is
safe to do so.
 Listen for any unusual sounds that might indicate moving debris, such as trees
cracking or boulders knocking together.
 If you are near a stream or channel, be alert for any sudden increase or decrease in
water flow and for a change from clear to muddy water.
 Be especially alert when driving.
b. What to Do if You Suspect Imminent Landslide Danger?
 Contact your local fire, police, or public works department. Local officials are the
best persons able to assess potential danger.
 Inform affected neighbors.
 Evacuate. Getting out of the path of a landslide or debris flow is your best
protection.

5. Typhoon
A tropical cyclone (or tropical storm, typhoon or hurricane, depending on strength and
location) is a type of low-pressure system which generally forms in the tropics. While some,
particularly those that make landfall in populated areas, are regarded as highly destructive,
tropical cyclones are an important part of the atmospheric circulation system, which moves
heat from the equatorial region toward the higher latitudes.
a. What to do BEFORE:
 Store an adequate supply of food and clean water. Prepare foods that need not be
cooked.
 Keep flashlights, candles and battery-powered radios within easy reach.
 Examine your house and repair its unstable parts.
 Always keep yourself updated with the latest weather report.
 Harvest crops that can be yielded already.
 Secure domesticated animals in a safe place.
 For fisher folks, place boats in a safe area.
 Should you need to evacuate, bring clothes, a first aid kit, candles/flashlight, battery-
powered radio, food, etc.
b. What to do DURING:
 Stay inside the house
 Always keep yourself updated with the latest weather report.
 If safe drinking water is not available, boil water for at least 20 minutes. Place it in
a container with cover.
 Keep an eye on lighted candles or gas lamps.
 Do not wade through floodwaters to avoid being electrocuted and contracting
diseases.
 If there is a need to move to an evacuation center, follow these reminders:
o Evacuate calmly.
o Close the windows and turn off the main power switch.
o Put important appliances and belongings in a high ground.
o Avoid the way leading to the river.
c. What to do AFTER:
 If your house was destroyed, make sure that it is already safe and stable when you
enter.
 Beware of dangerous animals such as snakes that may have entered your house.
 Watch out for live wires or outlet immersed in water.
 Report damaged electrical cables and fallen electric posts to the authorities.
 Do not let water accumulate in tires, cans or pots to avoid creating a favorable
condition for mosquito breeding.
 6. Thunderstorms
A thunderstorm is a form of severe weather characterized by the presence of lightning and
its attendant thunder. It is often accompanied by copious rainfall, or, on occasion, snowfall.
a. Lightning Safety Precautions
 Go inside a home or building
 Avoid using electrical appliances such as telephones, computers, television sets. Etc.
 If stuck outside do not take shelter under a tall, isolated tree
 Stay away from bodies of water

7. Fire
a. How to Survive and Get Out of a Burning Building
 Do not open the door that feels warm. Super-heated air might quickly kill you. Try to
get out some other way
 If there is a panic-rush fir the main exit, keep out of the crowd and attempt to find
some other means of escape. Above all, keep calm.
 A temporary refuge may be secured behind any door. Even a thin, wooden door will
temporarily stop smoke and hot gasses and may not burn though for several minutes.
 Stuffs clothes in the cracks under and around the door to keep out smoke and gasses.
Open the window, break it if necessary and shout for assistance
 When forced to remain in a smoke-filled building, remember that the air is usually better
near the floor. If you must dash through smoke or flame, hold your breath.
 If there is a dense smoke but no flame, crawl and if possible, get a wet towel and wrap
it around yourself. Cover your nose and mouth with a damp cloth.
 If you are cut-off stairs, make a rope out of bed clothes or clothing. You can utilize
porch and garage roofs or trees to get to the ground.

Family Emergency Evacuation Pack: Things to Bring

 Start with a lightweight, waterproof backpack or duffel bag that you can pack everything inside of.
 Clean, drinkable water will be essential. Be ready to boil it, or have a portable water filter or
purification tablets on hand.
 Have at least a three-day supply of nonperishable food.
 Include a kitchen or mess kit with plastic cups, plates, and utensils.
 For your fur buddies, have a stash of pet food and extra water on hand, too.
 Don't forget a manual can opener.
 Pack a tarp and nylon cord, which can be used for a makeshift shelter, among other things.
 Stay warm with a sleeping bag or emergency survival blanket. Pack one for each person in your
family.
 Don't forget a fire starter. Include a couple of lighters and waterproof matches.
 Pack a laminated list of phone numbers, a local map, a battery-powered or hand-crank radio, a
flashlight, and extra batteries.
 Be sure to include a first aid kit with safety pins and tweezers.
 Include any of your family members' essential medications.
 Pack moist towelettes, garbage bags, and plastic ties for sanitary needs.
 Include a few whistles to signal for help. These whistles double as compasses and thermometers,
too.
 Don't forget a high-quality multi-tool, duct tape, and a really good knife.
 Include plastic sheeting and dust masks, in case you need to filter contaminated air while waiting
for help.

E. National Security
We are entering a new era of human security where the concept of security will change, and change
dramatically. Security will be interpreted as:
1. security of people, not just of territory;
2. security of individuals, not just of nations; and
3. security through development, not through arms.

Security is a national concern that every Filipino must consider to ensure peaceful existence of the
state. It shall be the State’s primordial concern as well to secure its constituents. It is a condition or state of
being where the Filipino peoples’ values, way of life, institutions, welfare and well-being, sovereignty and
strategic locations are protected and enhanced.

There are seven fundamental elements that lie at the core of, and therefore further amplify our
definition of national security. At the same time, they constitute the most important challenges we face as
a nation and people. These are:
1. Socio-Political Stability
The government and the people must engage in nation- building under the rule of law,
Constitutional democracy and the full respect for human rights.
 2. Territorial Integrity
We must ensure the permanent inviolability of our national territory and its effective
control by the Government and the State. This includes the preservation of our country’s
Exclusive Economic Zone (EEZ) and its protection from illegal incursions and resource
exploitation.

3. Economic Solidarity and Strength

We must vigorously pursue a free-market economy through responsible
entrepreneurship based on social conscience, respect for the dignity of labor and concern for
the public interest.

4. Ecological Balance
National survival rests upon the effective conservation of our natural environment in
the face of industrial and agricultural expansion and population growth.

5. Cultural Cohesiveness
Our lives as a people must be ruled by a common set of values and beliefs grounded
on high moral and ethical standards, drawn from our heritage and embodying a Filipino
standard, drawn from our heritage and embodying a Filipino identity transcending religious,
ethnic and linguistic differences.

6. Moral-Spiritual Consensus
We must be propelled by a national vision inspired, and manifested in our words and
deeds, by patriotism, national pride and the advancement of national goals and objectives.

7. External Peace
We must pursue constructive and cordial relations with all nations and peoples, even
as our nation itself must chart an independent course, free from external control, interference
or threat of aggression.

PART 3. BASIC FIRST AID TRAINING

A. Definition of First Aid

First aid is an immediate care given to a person who has been injured or suddenly taken ill. It
includes self- help and home care if medical assistance is not available or delayed.

B. Roles and Responsibilities of a First Aid

1. Bridge that fills the gap between the 3. Gain access to the victim.
victim and the physician 4. Determine any threats to patient’s life.
a. It is not intended to 5. Summon advanced medical care as
compete with, or take the needed.
place of the services of the 6. Provide needed care for the patient.
physician. 7. Assist advanced personnel.
b. It ends when the services 8. Record all findings and care given to
of a physician begin. the patient.
2. Ensure safety of him / herself and that
of bystanders.

C. Objectives of First Aid

1. To alleviate suffering 3. To prolong life.
2. To prevent added/further injury or 4. To provide reassurance
danger

NOTE: The Cardinal Principle: Do No FURTHER Harm

D. Characteristics of A Good First Aider

1. Gentle - should not cause pain.
2. Resourceful - should make the best use of things at hand.
3. Observant - should notice all signs.
4. Tactful - should not alarm the victim
5. Emphatic - should be comforting.
6. Respectable - should maintain a professional & caring attitude

E. Hindrances in Giving First Aid

1. Unfavorable surroundings. 3. Pressure from victim or relatives.
2. Presence of crowds.

F. Transmission of Diseases and the First Aider

1. Direct contact 3. Airborne
2. Indirect contact 4. Vector
G. Emergency Action Principles
 Scene safety  Role of bystander
 Knowing what happened  Number of casualties
 Cause of injury  Asking permission or Consent
 Nature of illness

1. Survey the Scene

 Is the scene safe?  Identify yourself as a trained First
 What Happened? Aider
 How many people are injured?  Get consent to give care
 Are there bystanders who can
help?

Primary Survey
 CHECK for CONSCIOUSNESS  CHECK for Signs of Life
 CHECK AIRWAY o Coughing
o Breathing
o Movement
2. Activate Medical Assistance (AMA) or Transfer Facility
Depending on the situation:
 A bystander should make the  Somebody will be asked to
telephone call for help (If arrange for transfer facility.
available).  Care First or Call First. (Lone
 A bystander will be requested to Rescuer)
call for a physician.

If a lone responder
 CALL FIRST (Activate Medical Assistance before providing care) If:
o An unconscious infant or o An unconscious adult
child known to be at a victim or child 8 years old
high risk for heart or older.
problems.
 CARE FIRST (provide first aid for 1-2 minutes and then call fast) If:
o An unconscious victim less o Any victim of submersion
than 8 years old; or near drowning
o Cardiac Arrest in children o Any victim of arrest
known to be at high risk of associated with trauma
arrhythmias o Any victim of drug
overdose
Information to be remembered in activating medical assistance:
 What happened?  The telephone number from
 Location? where you are calling?
 Number of persons injured?  Person who activated medical
 Extent of injury and First Aid assistance must identify
given? him/herself and drop the phone
fast.
Secondary Survey
1. Interview the victim
 Ask victim’s name
 Ask what happened
 Assess the SAMPLE History
o Signs & symptoms o Last oral intake
o Allergies o Events prior to the
o Medications episode
o Past medical
history
2. Check vital signs.
 Pulse Rate  Blood Pressure
 Respiratory Rate  Skin Appearance
 Temperature  Pupil Reaction
3. Perform head-to-toe examination.

3. Emergency Transfer
A rapid movement of patient from unsafe place to a place of safety.
a. Danger of fire or explosion d. Risk of drowning
b. Danger of toxic gasses or asphyxia e. Danger of electrocution
due to lack of oxygen f. Danger of collapsing walls
c. Serious traffic hazards
 Transfer
 One-man carries/ assists
o Assist to Walk o Carry in Arms

 Two-man Carries
o Carry by Extremities o Hand as a litter  Three-man Carries
o Hammock Carry

H. Common Trauma Cases

1. Bleeding

a. Management:
 Remove any clothing over the wound so you can see where the bleeding is coming
from, and if there is anything embedded in the wound.
 Apply firm direct pressure with sterile gauze.
 Add dressings as they become soaked with blood.
 Treat for shock: lay the victim flat and maintain body temperature.
 Once bleeding has stopped, use an elastic or roller bandage to secure dressings in
place and apply pressure

Call EMS
 Bleeding is severe or does not stop
 Signs of internal bleeding or shock
 Suspect head, neck or spine injury

2. Wounds
a. Closed wound
 First Aid Management
o C - Cold Application
o S – Splinting
b. Open Wound (Puncture, Abrasion, Laceration, Avulsion)
 First Aid management
o Control Bleeding
o Cover the wound with dressing and secure with a bandage.
o Care for shock.
o Consult or refer to physician.

3. Burns
a. Types of burn injuries:
 Thermal Burns  Partial-thickness
 Chemical Burns (Second-degree)
 Electrical Burns burns
 Superficial (First-  Full-thickness (Third-
degree) burns degree) burns

4. Specific Body Injuries

a. Blows to the Eye e. Impaled Objects
b. Chemical Burns f. Amputations
c. Foreign Object g. Sucking Chest Wound
d. Nose Injuries h. Abdominal Injuries
 5. Fainting (Shock)
a. Signs and Symptoms of Shock
 Face – pale or cyanotic  Pulse – rapid and weak.
in color.  Nausea and vomiting
 Skin – cold and  Weakness
clammy.  Thirsty
 Breathing – irregular.

6. Ingested Poison
a. Signs and Symptoms
 Altered mental status.  Odd breath odors.
 History of ingesting  Nausea, vomiting.
poisons.  Abdominal pain.
 Burns around the  Diarrhea
mouth.
b. First Aid for Ingested Poisoning
 Try to identify the poison. Call the National Poison Control Center.
 Place the victim on his or her left side.
 Monitor ABCs.
 Save any empty container, spoiled food for analysis.
 Save any vomitus and keep it with the victim if he or she is taken to an emergency
facility.

7. Heat cramps
a. First aid management
 Transfers the victim to a cool place
 Have the victim rest with his/her feet elevated
 Cool the victim (do not use an alcohol rub)
 Give the victim an electrolyte beverages to sip.
 Massage affected muscle gently and firmly until they relaxes.

8. Sprain
a. First aid management
 Remove all clothing or jewelry around the joint.
 Apply cold compress at once.
 Immobilize, Rest and Elevate the affected joint.
 Seek Medical Help if needed.

9. Dislocation and Broken Bones

a. First aid management
 Check the victims sign of life (if unconscious)
 Keep the victim still
 If there is bleeding, cover and control bleeding
 Immobilize the affected part
 Get medical help

I. Bandaging Techniques
1. Open Phase
a. Head top side b. Chest c. Burned hand
d.

2. Cravat Phase
a. Forehead b. Arm / Leg c. Palm Pressure d. Elbow Bended e. Elbow Straight

J. Basic Life Support (BLS)

An emergency procedure that consist of recognizing respiratory or cardiac arrest or both and the
proper application of CPR to maintain life until a victim recovers or advanced support arrived.
1. Chain of Survival
EARLY EARLY EARLY EARLY
ACCESS CPR DEFIBRILLATION ADVANCED CARE
2. Cardiovascular Disease
a. Risk factors that cannot be changed (Non-modifiable)
 Heredity  Gender
 Age
b. Risk factors that can be changed (Modifiable) :
 Cigarette smoking  Lack of exercises
 Hypertension  Obesity
 Elevated  Stress
cholesterol  Diabetes mellitus
c. Signs and Symptoms

 Chest Discomfort  Shortness of

 Sweating Breathe
 Nausea  Tingling Sensation
d. First aid management of heart attack
 Recognized the signals of heart attack and take action.
 Have patient stop what he or she is doing and sit or lie down in a comfortable
position. Do not let the patient move around.
 Have someone call the physician or ambulance for help.
 If patient is under medical care, assist, him/her in taking his/her prescribe
medicine/s
e. Foreign body airway obstruction
 Common causes
o Improper Chewing
o Excessive Intake of Alcohol
o Presence of Dentures
o Running while eating
o Children hand to mouth stage left unattended
 Types of Obstruction:
o Mild Obstruction - with good air exchange
 Mgt: Encourage Coughing
o Severe Obstruction - with poor or no air exchange
 Mgt: Back Blows, Abdominal Thrusts, Chest Thrusts
f. Cardiac Arrest
The condition in which circulation ceases and vital organs are deprived of oxygen.
g. Cardiopulmonary Resuscitation (CPR)
A combination of chest compression and ventilation.

Criteria for Not Starting CPR

 The patient has a valid “Do Not Attempt Resuscitation” (DNAR) order.
 The patient has signs of irreversible death

When to STOP CPR:

1. SPONTANEOUS signs of circulation are restored.
2. TURNED OVER to medical services or properly trained and authorized
personnel.
3. OPERATOR is already exhausted and cannot continue CPR.
4. PHYSICIAN assumes responsibility (declares death, take over, etc.).

Sequence in Performing CPR

1. Survey the Scene.
2. Check Responsiveness
3. Check Airway (Head- Tilt-Chin Lift)
4. Check Signs of Life (Look, Listen & Feel) for more than 10 seconds.
5. Give 2 initial breaths
6. Start CPR if still no signs of life
7. Place in Recovery Position if Victim has signs of life.
 Republic of the Philippines
Congress of the Philippines
Metro Manila
Twelfth Congress

First Regular Session

Begun and held in Metro Manila on Monday, the twenty-third day of July two thousand one.

[REPUBLIC ACT NO. 9163]

AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM (NSTP) FOR
THE TERTIARY LEVEL STUDENTS, AMENDING FOR THE PURPOSE REPUBLIC ACT NO. 7077
PRESIDENTIALDECREE NO. 1706, AND FOR OTHER PURPOSE

Be it entered by the senate and House of Representatives of the Philippines in

Congress assembled.

SEC. 1. Short Title. This Act shall be known as the “National ServiceTraining Program (NSTP) Act of
2001”.

SEC. 2. Declaration of Policy. – It is hereby affirmed the prime duty of the government to serve and
protect its citizens. In turn, it shall be the responsibility of all citizens to defend security of the state and in
fulfillment thereof, the government may require each citizen to render personal, military or civil service.

Recognizing the youth’s vital role in nation building, the state shall promote civic consciousness among
the youth and shall develop their physical, moral, spiritual, intellectual and social well-being. It shall inculcate
in the youth patriotism, nationalism, and advance their involvement on public and civic affairs.

In pursuit of these goals, the youth, the most valuable resource of the nation, shall bemotivated, trained,
organized and mobilized in military training, literacy, civic welfare and other similar endeavors in the service
of the nation.

SEC. 3. Definition of Terms. – For purposes of this Act, the following are hereby defined as follows:

a) “National Service Training Program (NSTP)” is a program aimed at enhancing civic

consciousness and defense preparedness in the youth by developing theethics of services and
patriotism while undergoing training in any of its three (3) program components. Its various
components are especially designed to enhance the youth’s active contribution to the general
welfare.
b) “Reserve Officers’ Training Corps (ROTC)” is a program institutionalized under sections 38 and
39 of Republic Act No. 7077 designed to provide military training to tertiary level students in order
to motivate, train, organize and mobilize them for national defense preparedness.
c) “Literacy Training Service” is a program designed to train students to become teachers of literacy
and numeracy skills to school children, out of school youth, and other segments of society in need
of their service.
d) “Civic Welfare Training Service” refers to program or activities contributory to the general welfare
and the betterment of life for the members of the community or the enhancement of its facilities,
especially those developed to improving health, education, environment, entrepreneurship, safety,
recreation and morals of the citizenry.
e) “Program components” shall refer to the service components of the NSTP as enumerated in Section
4 of this Act.

SEC. 4. Establishment of the National Service Training Program. – There is hereby established a
National Service Training Program (NSTP), which shall form part ofthe curricula of all baccalaureate degree
courses and of at least two (2) year technical –vocational courses and is a requisite for graduation, consisting
of the following servicecomponents:

1) The Reserve Officers’ Training Corps (ROTC), which is hereby madeoptional and voluntary
upon the effectivity of this Act.

2) The Literacy Training Services; and

3) The Civic Welfare Training Service

 The ROTC under the NSTP shall instill patriotism, moral virtues, respect for rights of civilians, and
adherence to the Constitution, among others. Citizenship trainingshall be given emphasis in all three program
components.

The Commission on Higher Education (CHED) and technical education and Skills Development
Authority (TESDA), in consultation with the Department of National Defense(DND), Philippine Association
of State Universities and Colleges (PASUC), CoordinatingCouncil of Private Educational Associations of the
Philippines (COCOPEA) and otherconcerned government agencies, may design and implement such other
programcomponents as may be necessary in consonance with the provisions of this Act.

SEC. 5. Coverage. – Students, Male and female, of any baccalaureate degree course or least two (2)-
year technical-vocational courses in public and private educational institutions shall be required to complete
one (1) of the NSTP components as requisite for graduation.

SEC. 6. Duration and Equivalent Course Unit. – Each of the aforementioned NSTP program
components shall be undertaken for an academic period of two (2) semesters.

In lieu of the two (2)-semester program for any of the components of the NSTP, a one (1)-summer
program may be designed, formulated and adopted by the DND, CHED andTESDA.

SEC. 7. NSTP Offering in Higher and Technical-Vocational Educational Institutions. – All higher
and technical-vocational institutions, public and private, must offer at least one of the program components:
Provided, That State universities and collegesshall offer the ROTC component and at least one other component
as provided herein: Provided, further, That private higher and technical-vocational education institutions may
also offer the ROTC if they have at least three hundred and fifty (350) cadet students.

In offering the NSTP whether during the semestral or summer periods, clustering of affected students
from different educational institutions may be done, taking into account logistics, branch of service and
geographical considerations. Schools that do not meet the required number of students to maintain the optional
ROTC and any of the other components shall allow their students to cross-enroll to other schools irrespective
of whetheror not the NSTP components in said school are being administered by the same or another branch
of service of the Armed Forces of the Philippines (AFP), CHED and TESDA to which schools are identified.

SEC. 8. Fees and Incentives. – Higher and technical-vocational institutions shall not collect any fee
for any of the NSTP components except basic tuition fees, which shall not be more than fifty percent (50%) of
what is currently charged by schools per unit.

In the case of the ROTC, the DND shall formulate and adopt a program of assistance and/or incentive
to those students who will take the said component.

The school authorities concerned, CHED and TESDA shall ensure that group insurance for health and
accident shall be provided for students enrolled in any of the NSTPcomponents.

SEC. 9. Scholarship. – There is hereby created a Special Scholarship Program for qualified students
taking the NSTP which shall be administered by the CHED and TESDA. Funds for this purpose shall be
included in the annual regular appropriations of the CHED and TESDA.

SEC. 10. Management of the NSTP Components. – The school authorities shall exercise academic
and administrative supervision over the design, formulation, adoption and implementation of the different
NSTP components in their respective schools: Provided, That in case a CHED or TESDA – accredited non-
government organization (NGO) has been contracted to formulate and administered a training module for any
of the NSTP components, such academic and administrative supervision shall be exercised jointly with that
accredited NGO: Provided further, That such training module shall be accredited by theCHED and TESDA.

The CHED and TESDA regional offices shall oversee and monitor the implementation of the NSTP
under their jurisdiction to determine if the training are being conducted in consonance with the objectives of
this Act. Periodic reports shall be submittedto the CHED, TESDA and DND in this regard.

SEC. 11. Creation of the National Service Reserve Corps. – There is hereby created a National
Service Reserve Corps, to be composed of the graduates of the non- ROTC components. Members of this
Corps may be tapped by the State for literacy and civic welfare activities through the joint effort of the DND,
CHED and TESDA.

Graduates of the ROTC shall form part of the Citizens Armed Forces, pursuant to Republic Act No,
7077.
 SEC. 12. Implementing Rules. – The DND, CHED and TESDA shall have the joint responsibility
for the adoption of the implementing Rules of this Act within sixty (60) days from the approval of this Act.

These three (3) agencies shall consult with other concerned governmentagencies, the PASUC and
COCOPEA, NGOs and recognized student organizations in drafting the implementing Rules.

The implementing rules shall include the guidelines for the adoption of the appropriate curriculum for
each of the NSTP components as well as for the accreditation of the same.

SEC. 13. Transitory Provisions. – Students who have yet to complete the Basic ROTC, except those
falling under section 14 of this Act, may either continue in the programcomponent they are currently enrolled
or shift to any of the other program components of their choice: Provided, That in case he shifts to another
program component, the Basic ROTC courses he has completed shall be counted for the purpose of completing
the NSTP requirement; Provided further, That once he has shifted to another program component, he shall
completed the NSTP in that component.

SEC. 14. Suspension of ROTC requirement. – The completion of ROTC training as a requisite for
graduation is hereby set aside for those students who despite completing all their academic units as of the
effectivity of this Act have not been allowed to graduate.

SEC. 15. Separability Clause. – If any section or provision of this Act shall be declared unconstitutional
or invalid, the other sections or provisions not affected thereby shall remain in full force and effect.

SEC. 16. Amendatory Clause. – Section 35 of Commonwealth Act No. 1, Executive Order No. 207
of 1939, Section 2 and 3 of Presidential Decree No. 1706, and Section 38 and 39 of Republic Act No. 7077, as
well as all laws, decrees, orders, rules andregulations and other issuances inconsistent with the provisions of
this Act are hereby deemed amended and modified accordingly.

SEC. 17. Effectivity. – This Act shall take effect fifteen (15) days after its publication in two (2)
newspapers of national circulation but the implementation of this Act shall commence in the school year of
2002-2003.

Approved:

(SGD) (SGD)
FRANKLIN M. DRILON JOSE DE VENECIA
President of the Senate Speaker of the House of Representative

This Act which is a consolidation of H.B. No. 3593 and S.B. No. 1824 was finally passed by the House of
Representatives and the Senate on December 19, 2001.

(SGD) (SGD)
OSCAR G. YABES ROBERTO P NAZARENO
Secretary of the Senate Secretary General House of Representative

Approved: January 23, 2002

(SGD)
GLORIA MACAPAGAL ARROYO
President of the Philippines

A CERTIFIED TRUE COPY:

LT ERWIN P CALIMAG PN
Actg AC of S for Educ & Trng, R8
Date: 15 May 2002