ACTIVITY DOCUMENT

[insert your name here]

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 OVERVIEW
Nurses as leaders in public health are needed to effectively implement
health care services with the universal health care and primary health
care approach. Nurses can help improve health outcomes by bringing
people-centered care closer to individuals and communities. Nurses who
practice their advanced roles in public health nursing contribute to
strengthening the health system towards the achievement of sustainable
development goals.

This module will help public health nurses develop competencies needed
in their advanced roles in public health. These competencies include
strategic planning for development and implementation of programs and
policies, managing organizational change, making policy
recommendations and advocacies, and ensuring continuous professional
development among public health workers.

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 MODULE OUTCOMES
At the end of the module, the learner will be able to:

1. Explore leadership styles for transformational leadership in public

health nursing;
2. Examine the challenges and solutions in the implementation of
health programs and policies through systems thinking;
3. Discuss issues in organizational development and change
management for continuous improvement in public health systems;
4. Analyze the role and contribution of nurse leaders in
developing and implementing policy and advocacy in public
health; and
5. Explore opportunities for professional development for
individuals and teams in public health

MODULE TOPICS
1. Strategic Leadership
2. Systems Thinking
3. Organizational Development and Change Management
4. Policy
5. Advocacy
6. Professional Development

MODULE ACTIVITIES
To complete this module, you are required to complete the 40 contact
hours, divided into 36 hours of asynchronous sessions and 4 hours of
synchronous sessions.

Typically, asynchronous sessions are conducted through UPCN Open Learning, a virtual learning
environment (VLE) based on MOODLE. However, due to ongoing server issues, the course site
remains inaccessible.

As a result, participants must complete the module materials and activities using the provided
documents in place of the VLE activities. Completion of these activities is mandatory to fulfill
the course requirements. The Professional Regulation Commission (PRC) requires all
participants to complete synchronous, asynchronous, and face-to-face activities to qualify for the
credited 45 CPD units.

ACCESS TO THE MODULE 1 MATERIALS

Access the Module 1 Handout through this link:
https://drive.google.com/file/d/1pWpbnyMkY2072m89W6DATWjRSTY5LEWL/view?
usp=sharing
Access the Module 1 Materials through this link:
https://drive.google.com/drive/folders/14oC64Wl6VI9XWo7ncedEvxxoI2X8UIKD?usp=sharing

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Enero, Giovanni N. – Western Leyte College of Ormoc City

TOPIC 1 | Strategic Leadership

Strategic leadership is the ability to influence others to make decisions for the organization’s long-term success; not only
providing a sense of direction but also building ownership and alignment within workgroups to implement change.
Nurse leaders need to be cognizant of the global health challenges. And in the face of all these challenges, strategic
leaders need the skills and tools for strategy formulation and implementation to effect change.

Transformational leaders are needed to create the vision and direction of growth and change, particularly in public
health. Some nursing leaders and luminaries serve as role models for nursing in public health in the Philippines.
Reflecting on one’s leadership style and setting goals on becoming transformational leaders in public health is an act of
rising to the challenge of the times.

LEARNING OBJECTIVES
At the end of this session, you will be able to:
1. Describe the challenges in public health and leadership of nurses
2. Discuss transformational leadership in public health nursing
3. Examine the contributions of public health leaders and role models in nursing
4. Reflect on own leadership style and potentials
5. Set goals and objectives on becoming transformational leader/s in public health

LEARNING RESOURCES
View the lecture of Dr. Cora A. Añonuevo on Strategic Leadership in this link:
https://drive.google.com/file/d/1iWhtohN0hJq7h8sTROQ_W8oPbaAEI0bw/view?usp=sharing

In her presentation, she emphasized several key areas:

● Global public health challenges
● Challenges in nursing leadership
● Transformational leadership in public health nursing
● The contributions of public health leaders and role models in nursing

After viewing the lecture, read/ browse through the resources below and work on
the activity that follows.

1. WHO (2020). Urgent health challenges for the next Decade 2021-2030. Geneva, Switzerland, 13 Jan. 2020.
Retrieved from: https://www.who.int/news-room/photo-story/photo-story-detail/urgent-health-challenges-for-the-next-decade

In January 2020, WHO released a list of urgent, global health challenges, developed with input from experts around the world.
● elevating health in the climate debate
● delivering health in conflict and crisis
● making health care fairer
● expanding access to medicines
● stopping infectious diseases
● preparing for epidemics
● protecting people from dangerous products
● investing in the people who defend our health
● keeping adolescents safe
● earning public trust
● harnessing new technologies
● protecting medicines that protect us
● keeping health care clean
These global health challenges remain and are even amplified because of the current COVID-19 pandemic. As the world continues to face
the impact of COVID-19, there is a need to face the other global health challenges to meet the 2030 Sustainable Development Goals.

2. Intrahealth, et al (2021). Investing in the power of nurse leadership.

Retrieved from: https://www.who.int/publications/m/item/investing-in-the-power-of-nurse-leadership

This report is based on research involving 2,537 nurses from 117 countries who responded to the nurses’ survey to find out the challenges
they face and what they need to succeed, and eight nurse leaders who agreed to share their personal and professional leadership journeys. It
highlights the need for investment in nurses and addressing gender-related barriers to leadership.

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Enero, Giovanni N. – Western Leyte College of Ormoc City
The key recommendations include:
● Work to change the perception of the nursing profession as a “soft science” and to elevate the status and profile of nursing in the
health sector
● Address occupational sex segregation and eliminate the perception of nursing as “women’s work”
● Eliminate employer discrimination on the basis of gender or child- bearing status
● Build nurses’ self-confidence and sense of preparedness to assume leadership positions
● Ensure workplace environments that are safe and responsive to work/ life balance and allow for employee flexibility to fulfill both
formal work and unpaid care responsibilities
● Ensure opportunities for nurses to access funding for leadership development, higher education, or other professional development
● Foster increased access to professional networks and mentoring schemes for nurses

3. Transformational Leadership
Retrieved from: https://www.verywellmind.com/what-is-transformational-leadership-2795313

Transformational leaders are able to inspire followers to change expectations, perceptions and motivations to work towards common goals.

Read about the four different components of transformational leadership:

● Intellectual stimulation
● Individualized consideration
● Inspirational motivation
● Idealized influence

LEARNING OBJECTIVES
To enhance your understanding and complement what you learned, read the resources in the following link:
● ICN: Nurses A Voice to Lead Nursing the World to Health, 2020.
Available from: https://www.nursing.upenn.edu/live/files/1221-icn-2020-report
● WHO Global Strategic Directions for Nursing and Midwifery (2021-2025).
Available from: https://www.who.int/publications/m/item/global-strategic-directions
● Doody O. Transformational leadership in nursing practice. British Journal of Nursing (Mark Allen Publishing) •
November 2012. DOI: 10.12968/bjon.2012.21.20.1212 • PubMed •
● Renjith V., George A. & Pushpagiri, R.G. Transformational Leadership in Nursing. International Journal of
Scientific Research & Management Studies. May 2015.

ACTIVITY 1. Reflection on Leadership Journey

Answer the following questions:

1. What is the most notable challenge have you faced so far?
The most notable challenge I’ve faced so far as a Clinical Instructor is helping students connect what
they’ve learned in the classroom to what actually happens in the hospital. Many of them know the
theories, but when they exposed to real patient’s and real-life situations, they often feel nervous,
unsure, or overwhelmed.
As their Clinical Instructor it can tough to guide through that process. I have to be patient,
encouraging, and at the same time, make sure they learn the right way to care for patients. Every
student is different, some catch on quickly, while others need more time and support. Finding the right
way to reach one of them is a challenge, but it’s also where I grow the most as a Leader.
Its not just about teaching skills, its about building confidence, being a role model, and showing them
that it’s okay to make mistakes as long as they learn from them.

2. What do you think you should do to manage these challenges and succeed?
To manage these challenges and succeed, I believe the most important thing I can do is to stay patient
and supportive. Students look up to us not just for knowledge, but for guidance and reassurance,
especially when they’re feeling unsure or scared. I need to be approachable, so they feel safe asking
questions or admitting when they don’t understand something.
I also remind myself to keep learning. Every day in the clinical setting is different, and I learn a lot

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Enero, Giovanni N. – Western Leyte College of Ormoc City
from my students too. By improving my own skills and being open to feedback, I can become a better
mentor for them.
Most of all, I want to create a positive learning environment, one where students feel respected,
encouraged, and inspired to grow. If I can do that, I believe they’ll carry those lessons not just in their
studies, but into their careers as caring and confident nurses.

3. Ask yourselves: Am I ready to lead my transformation and lead the change?

Yes, I believe I am ready. But I also that readiness doesn’t mean having all the answers. It means being
willing to grow, to step out of my comfort zone, and to learn from every experience.
Leading change starts from within. I know there’s still so much to learn, but I’m ready to take the steps
whether it’s improving hoe I guide my students, adapting to new teaching strategies, or being more
mindful in how I support others.
Change is never easy, but if I want to be a better Clinical Instructor, a better leader, and a better nurse,
I need to keep moving forward. And yes, I’m ready to do that, one step at a time.

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TOPIC 2 | Systems thinking

Systems thinking has been said to be one of the key management competencies for the 21st century. This is particularly
useful in addressing complex problem situations, particularly in public health when examining the factors that affect the
delivery of public health services. Through systems thinking, public health nurses can propose sets of solutions to
identified priority public health problems. Every public health nurse leader should use systems thinking both as a
principle and a tool to contribute to improving the public health system.

LEARNING OBJECTIVES
At the end of this session, you will be able to:
1. Discuss systems thinking concepts and principles
2. Analyze internal and external facilitators and barriers that affect the delivery of public health services through
systems thinking approach
3. Identify specific priority public health problem in local area
4. Propose sets of solutions to address identified public health system problem
5. Explain how public health nurse leaders can contribute to improving the public health system

LEARNING RESOURCES
View the lecture of Dr. Erlinda C. Palaganas on Systems Thinking in this link:
https://drive.google.com/file/d/1ickgsm_qzfp4QS3KQ3Kovw_oF5NbNf0D/view?usp=drive_link

After viewing the lecture, read/ browse through the resources below and work on the activity that follows.
● Learning for Sustainability (2021). Systems thinking
Retrieved from: https://learningforsustainability.net/systems-thinking/

In this online resource, systems thinking is defined as “an approach to integration that is based on the belief that the component parts of a
system will act differently when isolated from the system’s environment or other parts of the system.” It encourages exploration of the inter-
relationships (context and connections), perspectives (each actor has their own unique perception of the situation) and boundaries (agreeing
on scope, scale and what might constitute an improvement).

● Kim, D. (2018) Introduction to system thinking

Available from: https://thesystemsthinker.com/introduction-to-systems-thinking/

This is a useful introduction to systems thinking which aims to give the language and tools needed to start applying systems thinking
principles and practices. He defined the characteristics of systems and examined what systems do and what are systemic behaviors to help
understand systemic problems.
● Ackoff, R. (1999). A lifetime of systems thinking
https://thesystemsthinker.com/a-lifetime-of-systems-thinking/

Russell L. Ackoff was widely recognized as a pioneering systems thinker. Read his six revelations from his works on systems thinking:

○ Improving the performance of the parts of a system taken separately will not necessarily improve the performance of the whole; in
fact, it may harm the whole.
○ Problems are not disciplinary in nature but are holistic.
○ The best thing that can be done to a problem is not to solve it but to dissolve it.
○ The healthcare system of the United States is not a healthcare system; it is a sickness and disability-care system.
○ The educational system is not dedicated to produce learning by students, but teaching by teachers—and teaching is a major
obstruction to learning.
○ The principal function of most corporations is not to maximize shareholder value, but to maximize the standard of living and quality
of work life of those who manage the corporation.

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Enero, Giovanni N. – Western Leyte College of Ormoc City

ACTIVITY 2. Examining health system weaknesses during the COVID-19 pandemic

COVID-19 exposed health system weaknesses in many countries.

1. In your local health system, what are the challenges in the COVID-19 response?
2. What are the reasons for these challenges in terms of health system weaknesses?
3. Propose how these health systems weaknesses can be addressed to help address the COVID-19
pandemic.

1. During the COVID-19 pandemic, one of the biggest challenges we faced in our local health
system was being unprepared for something so big and fast-spreading. At Western Leyte
College of Ormoc, especially in the College of Nursing, we struggled with limited access to
protective equipment like masks and face shields in the early months. Students and faculty
were anxious about safety, and we had to quickly adjust how we taught and learned.
Another challenges was the sudden shift to online learning. Not all students had stable
internet or gadgets at home. Some had to share phones or go to neighbors just to attend
classes or submit assignments. It was emotionally and mentally draining, especially for
those who were used to hands-on training in hospitals.
There was also a lack of mental health support. The stress, fear of infection, and uncertainty
took a toll on everyone, students, teachers, and even families. We did our best to support
each other, but it showed that our system wasn’t fully ready to handle a crisis like this.
Despite these challenges, the experience taught us how to be more resilient, creative, and
compassionate with one another.

2. The reasons for these challenges during the COVID-19 response mainly come from
weakness in our health system. First there was lack of preparedness. No one expected a
pandemic of that scale, so we didn’t have enough supplies like PPE, alcohol, or even proper
training on infection control at the start.
Second, our technology and online learning systems were not fully ready. As a nursing
school, we were so used to face-to-face, hands-on learning that we didn’t have strong online
platforms or backup plans for virtual classes. Not all students had equal access to gadgets
or internet, which made it even harder.
Another issue was limited coordination and support systems. There were delays in getting
clear guidelines, and mental health services were not readily available. The system focused
mostly on physical health, and emotional or psychological needs were not given enough
attention.
These challenges showed us that our health system needs to be more flexible, better
equipped, and more student-centered, especially in times of crisis.

3. To address these health system weaknesses, we need to start by strengthening our

preparedness. That means making sure we have enough protective equipment, clear safety
protocols, and proper training even before a crisis happens. Schools like Western Leyte
College can partner more closely with local health authorities and hospitals to plan ahead
and share resources.

We should also invest in better technology for online learning. This includes stable platforms
for virtual classes, training for teachers, and support for students who may not have internet

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Enero, Giovanni N. – Western Leyte College of Ormoc City

or gadgets at home. Making learning accessible to everyone is key during emergencies.

Another important step is to build mental health support systems. Simple things like peer
counseling, regular check-ins, or access to professional help can make a big difference in
helping students and staff cope with stress and fear.

Lastly, we need to improve communication and coordination. Quick, clear updates and
teamwork among schools, health workers, and government units will help avoid confusion
and keep everyone informed.

By learning from our experience during COVID-19, we can build a stronger, more responsive
health system that puts both safety and compassion first.

SUPPLEMENTAL READINGS
To enhance your understanding and complement what you learned, read the resources in the following link:
● Professor Ockie Bosch and Dr Nam Nguyen 2014
https://www.scribd.com/document/457188371/2014module1introductiontosystemsthinkingvss-141029133824-conversion-gate02

● World Health Organization. (n.d.). Social determinants of health.

Retrieved from World Health Organization: https://www.who.int/health-topics/social-determinants-of-health#tab=tab_1

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Organizational Development and Change

TOPIC 3 | Management

Organizational development and change management in public health is critical to help build capacity in people and
institutions to achieve the goals of improving the health of the Filipinos. This goal is accomplished by developing,
improving, and reinforcing the organization’s strategies, structures, and processes. Public health nursing leaders need an
understanding of organizational development to effectively manage change and continuously innovate rapidly changing
and complex environments.

LEARNING OBJECTIVES
At the end of this session, you will be able to:
1. Discuss the challenges for continuous improvement and quality assurance in public health agencies and
organizations
2. Plan for organizational development and change to address identified challenges
3. Choose appropriate evaluation methods and tools to monitor change management progress and results
4. Contribute to public health development and change management toward the attainment of Universal Health
Care goals

LEARNING RESOURCES
View the lecture of Dr. Annabelle R. Borromeo on Organizational Development and Change Management in this
link:
https://drive.google.com/file/d/1YVKbZ273XEeDD1joG0W2FFjAZ0k1eNvi/view?usp=drive_link

She highlights the following aspects:

● Challenges for continuous improvement, quality assurance and innovation in public health
● Design thinking and Innovation
● Monitoring, evaluation and learning
● Public health nursing leaders’ contribution to change management

After viewing the lecture, read/ browse through the resources below and work on the activity that follows.
1. Altman, M., Huang, T.T.K., & Breland, J. (2018). Design thinking in health care. Systematic Review.
Retrieved from https://www.cdc.gov/pcd/issues/2018/18_0128.htm

In this systematic review, it was shown how design thinking was used in varied health care settings and conditions. It was shown that
applying design thinking to health care could enhance innovation, efficiency, and effectiveness by increasing focus on patient and provider
needs.

2. Schwartz, A. (2016). Design as a tool for public health innovation.

Retrieved from https://cpb-us-e1.wpmucdn.com/sites.northwestern.edu/dist/6/2724/files/2019/01/2016-2-2-schwartz_updated-2lf6opb.pdf

In this article, design thinking is defined as a problem-solving approach to help create innovative solutions by inspiring new ways of framing
problems and expanding the public health armamentarium with new tools and methods.

3. Shapiro, A. (n.d.). Applying lessons from public health to organizational change.

Retrieved from https://thesystemsthinker.com/applying-lessons-from-public-health-to-organizational-change/

This article identifies effecting organizational change to spread of flu. It includes understanding the four attitudes toward change: apathetics,
incubators, advocates, and resisters. some strategies that can be done to effect organizational change:
● Motivating and supporting change
● Leveraging resistance
● Supporting advocates
● Creating critical mass
● Developing advocate skills
● Moving forward

ACTIVITY 3. Design-thinking

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Enero, Giovanni N. – Western Leyte College of Ormoc City

Think of an innovation that you want to happen in your local health setting and use the process of designing
thinking in shaping your intervention.

Steps in Design Thinking “My ideas”

Define the challenge (either a concern / problem to My concerns…
be addressed or a wish to improve something)
My wishes…
Understand user needs and insights (by observing Observe
people and/ or interviewing them about the ● what people are doing
challenge ● how they are doing it
● why are they doing it this way
Generate solution sketches, share sketches with Draw a sketch reflective of above and your
user and get feedback own personal insights to the challenge

Define key insights on what people most value or People seem to value…
need and define key opportunities to address the People are motivated by…
challenge People need…
Create ideas Use simple drawings, called storyboards, to
explain how your top idea works

DEFINE THE CHALLENGE My concern:

Many nursing students struggle to connect theory with
real-life clinical experience, especially after long periods
of online learning during the pandemic. This affects their
confidence and readiness in hospital duties.

My wish:
I wish to create a safe, supportive, and practical learning
environment where students can practice their clinical
skills and critical thinking in a more hands-on and guided
way—before they enter actual hospital settings.
UNDERSTAND USER NEEDS Observations:
AND INSIGHTS
 Students often hesitate to ask questions during
clinical duties because they fear being judged.
 Some feel lost when facing real patient scenarios
because they lack actual exposure.
 Instructors sometimes find it hard to monitor and
support all students at once in busy hospital
settings.

Why are they doing it this way?

 Students are adjusting to post-pandemic learning.

 There’s limited time for individual coaching in
actual clinical settings.
 Traditional methods often focus on observation
rather than active student involvement.

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Enero, Giovanni N. – Western Leyte College of Ormoc City

GENERATE SOLUTION Innovation idea:

SKETCHES AND GET “Clinical Simulation Lab + Peer Coaching
FEEDBACK Program”
This will be a dedicated space where students can
practice clinical scenarios using mannequins, case
studies, and role-playing under the guidance of Clinical
Instructors and selected peer mentors. This gives
students a chance to make mistakes, ask questions, and
build confidence before actual hospital duties.

Students and peers who’ve tried the idea in pilot

sessions say they feel more prepared and less anxious
during clinical exposure.
DEFINE KEY INSIGHTS AND People seem to value:
OPPORTUNITIES
 Hands-on experience in a safe and non-
judgmental space.
 Being guided step-by-step.
 Learning through doing rather than just watching.

People are motivated by:

 Gaining confidence before real hospital exposure.

 Being part of a supportive learning group.
 The feeling of being “ready” for the clinical
setting.

People need:

 A bridge between theory and practice.

 A space to ask, try, fail, and improve.
 Mentors who can support them without pressure.

CREATE IDEAS – STORYBOARD Imagine this:

1. Students enter the simulation lab weekly.

2. Peer coaches (upperclassmen or selected skilled
students) and Clinical Instructors guide small
groups through scenarios like IV insertion, vital
sign monitoring, or responding to a critical patient.
3. Students reflect on what went well and what could
be improved.
4. Instructors give constructive feedback.
5. A short debrief follows with positive reinforcement
and take-home notes.

MY INNOVATION: The “Practice with Confidence” Program – a

simulation-based clinical readiness program with peer
coaching to prepare students emotionally and skillfully
before actual hospital exposure. It addresses the
challenge of bridging theory and practice while
promoting teamwork, confidence, and safe learning.

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Enero, Giovanni N. – Western Leyte College of Ormoc City

SUPPLEMENTAL READINGS
To enhance your understanding and complement what you learned, read the resources in the following link:
● Head, B.W. & Alford, J. (2013). Wicked problems: Implications for public policy and management.
Retrieved from: https://doi.org/10.1177%2F0095399713481601
● Niang, M., Dupere, S., Alami, H. & Gagnon, M.P. (2021). Why is repositioning public health innovation towards
a social paradigm necessary? A reflection on the field of public health through the examples of Ebola and Covid-
19. Global Health 17, 46. DOI: https://doi.org/10.1186/s12992-021-00695-3
● Abookire, S., Plover, C., Frasso, R., & Ku, B. (2020). Health design thinking: An innovative approach in public
health to defining problems and finding solutions.
Retrieved from: https://www.frontiersin.org/articles/10.3389/fpubh.2020.00459/full
● CARE (n.d.). Monitoring, evaluation, and learning framework for social analysis and action.
Retrieved from: https://www.care.org/wp-content/uploads/2020/08/saa_mel_framework.2jan.pdf

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TOPIC 4 | Policy

Nurses are often the link between the health system and the patient in the community. This gives them the vantage point
of knowing how policy and politics impact individuals and communities. Yet, it is very seldom that nurses immerse
themselves in policy development. Nurses are acknowledged as key policy implementers, but are rarely central to health
and social policy development (White, 2014). It is therefore important that public health nurse leaders know about policy
change. Nurses have a moral obligation to speak out and get involved in promoting the health of families and
communities, and shaping the health and social policies to end disparities in health and create healthy places to live,
work, and play (Mason, 2016).

LEARNING OBJECTIVES
At the end of this session, you will be able to:
1. Explain the frameworks and process of policy development and implementation
2. Provide examples of policies that contribute to achieving public health goals
3. Reflect on the role of nurses in policy development and implementation

LEARNING RESOURCES
View the lectures of Dr. Fely Marilyn E. Lorenzo on Policy Development in this link:
https://drive.google.com/drive/folders/136ZKuWAW3lwNCIvf0WnzMJWpZJP4LVLY?usp=drive_link

There are two parts to this introductory module to health policy development. The first video focus on understanding the
design of policies and the process of policy development, toward their effective implementation. The second video is on
policy tools skill development.
● Video 1. Understanding policy development and implementation
○ What is policy and types of policy
○ Frameworks of policy development
■ policy making
■ policy analysis
■ policy research
○ Policy development process
■ needs assessment
■ policy making
■ policy implemen tation
○ Policy implementation
■ models
■ potential strategies
● Video 2. Policy tools skill development
○ Policy mapping
○ Policy memo
○ Press releaseText

After viewing the lecture, read/ browse through the resources below and work on the activity that follows.

● Salvage, J, & White, J. (2019). Nursing leadership and health policy:everybody’s business. International Nursing
Review, 66 (2), June 2019, pp147-150.
Retrieved from: https://onlinelibrary.wiley.com/doi/full/10.1111/inr.12523

This article points out the need for nurses to be involved in policy development. It argues that nurses must be active rather than passive to
shape the present and future of the nursing profession and to influence and lead policy. It cites the unique opportunity of the 2020
International year of the nurse and midwife as declared by the World Health Organization and the International Council of Nurses.

● RA 11223. An Act Instituting Universal Health Care for All Filipinos, Prescribing Reforms in the Health Care
System and Appropriating Funds Therefor.
Retrieved from: https://www.congress.gov.ph/legisdocs/ra_17/RA11223.pdf

R.A. 11223 or the Universal Health Care Act signed into law last February 20, 2019 means all Filipinos are guaranteed equitable access to
quality and affordable health care goods and services, and protected against financial risk.

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● Oxford Business Group (2021). A look at the Philippine health sector during and after Covid-19.
Retrieved from: https://oxfordbusinessgroup.com/overview/expanded-coverage-pandemic-response-and-ongoing-challenges-necessitate-
collaborative-approach-across

The first year of implementation of UHC in 2020 is tested with the Covid-19 pandemic. This article highlights the challenges of limited
financing and shortage of medical personnel while the Covid-19 pandemic placing further pressure on health care infrastructure.

ACTIVITY 4. Policy mapping

Browse through the list COVID-19 related policies from https://doh.gov.ph/COVID-19-policies

Choose one policy and try to analyze it by doing the following:

Steps in Policy mapping Write your answers in this column.

1. Define the policy content (major goals, The goal of this policy is to keep communities safe by setting
mechanisms, goals and indicators) clear rules (public health standards) on wearing masks, hand
hygiene, social distancing, and limiting mass gatherings.
Mechanisms include LGU enforcement, health facility
compliance, and community education.
Indicators include fewer new COVID-19 cases, increased
public awareness, and proper implementation of safety
measures.

2. Identify the major players involved in  Department of Health (DOH): Sets the policy and
the policy, including each player’s guidelines (high influence).
position and power.
 Local Government Units (LGUs): Enforce the policy in
the barangays and cities (moderate to high power depending
on capacity).

 Public Health Nurses and Frontliners: Implement the

policy on the ground, especially in BHS/RHU (high
responsibility, but limited decision-making power).

 Community Members: Follow the policy and give

feedback (low power, but high impact on success).
3. Identify opportunities and obstacles to Opportunities:
change.
 Community cooperation and growing health awareness
 Involvement of nurses and barangay health workers in
advocacy
 Local support from barangay leaders

Obstacles:

 Misinformation and fear

 Inconsistent implementation across LGUs
 Limited staff, supplies, or budget for full enforcement

4. Design and assess strategies for change  Strengthen health education at the community level,

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Enero, Giovanni N. – Western Leyte College of Ormoc City
in the policymaking process. especially using nurses and trusted health workers.
 Engage community leaders to serve as role models
and influencers.
 Recommend feedback loops (like surveys or
community talks) so that people’s voices can guide
policy improvement.

5. Assess each strategy’s likely impacts  Nurses and barangay health workers may gain more
on the power and position of major trust and visibility by leading education efforts.
players.  LGUs may gain greater public support if they listen
and adjust based on community feedback.
 DOH will still lead, but more grounded support makes
policies more realistic and effective.

6. Evaluate strategies. The best strategies are those that are people-centered, simple,
and empowering. When we focus on clear communication,
local leadership, and frontline nurse involvement, the policy
becomes more accepted and sustainable. Nurses, even with
limited political power, have the trust of the people—and
that’s powerful for real change.

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TOPIC 5 | Advocacy

Nurses’ leadership role in public health is not complete without advocacy skills. An understanding of the social
determinants of health gives nurses the perspective to advocate for patient’s health and support population health goals.
Appreciation of the steps becoming a public health advocate and having role models in public health advocacy is
important jumpstarts to engaging in advocacy work. Knowing the advocacy framework will also guide nurses in
developing an advocacy plan to promote and protect the health of populations.

LEARNING OBJECTIVES
At the end of this session, you will be able to:
1. Develop greater appreciation and understanding of public health advocacy
2. Discuss the key steps in advocacy framework to guide the development of an advocacy plan
3. Develop an advocacy plan on a public health issue

LEARNING RESOURCES
View the lecture of Dr. Josefina A. Tuazon on Advocacy in Public Health in this link:
https://drive.google.com/drive/folders/17q75o3N4J9ZNu1xF3HqVLTbWaYyV4Ypq?usp=drive_link .

She presents the following topics:

● Understanding advocacy and the need for public health advocacy
● Examples of successful advocacy
● Advocacy framework
● Developing effective advocacy messages
● Types of advocacy activities
● Develop a beginning advocacy action plan

After viewing the lecture, read/ browse through the resources below and work on the activity that follows.

1. Five short steps to becoming a public health advocate

Retrieved from: https://blogs.bmj.com/bmj/2019/04/29/training-to-be-unpopular-five-short-steps-to-becoming-a-public-health-advocate/

This is an opinion piece on becoming a public health advocate highlighting having a role model, a coalition with the third sector, evidence
supported by highly-respected academics, message(s) delivered in a great narrative, and ability to harness passion and understanding for
courageous action is essential to improve population health.

2. Advocacy in action: A toolkit for public health professionals

Retrieved from: https://www.phaiwa.org.au/wp-content/uploads/2019/09/2019_Advocacy-in-Action-A-Toolkit-for-Public-Health-
Professionals-1.pdf
This Toolkit can be used when planning an advocacy work, gaining a better understanding of how advocacy is used, or learning what to
include in a letter to a local politician. Part 1 discusses why advocacy is important, and summarizes some of the key components to consider
before jumping into developing an advocacy program. Part 2 provides a summary of the key steps in the Advocacy Framework, the
importance of each component when undertaking advocacy, and the ways in which these steps can be practically applied. Part 3 gives
practical tips and tools to guide the advocacy program.

ACTIVITY 5. Developing an Advocacy Plan

You are asked to develop an advocacy plan on COVID-19 vaccination for your local government. Answer
the following questions in developing the advocacy plan.
1. What’s the issue/s? At your community?
2. Who’s the target audience? At what levels?
3. Allies? Opponents?
4. Appropriate activities?

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Enero, Giovanni N. – Western Leyte College of Ormoc City

5. Appropriate materials?
6. What’s the key advocacy message?

1. Some people in the community are still hesitant or afraid to get vaccinated due to fear of side effects,
lack of trust in the vaccine, or misinformation. Others simply don’t see the importance of it anymore now
that COVID-19 cases are low.

2. Barangay level: Unvaccinated adults and elderly, especially those in remote areas.
Family level: Parents who are unsure about vaccines for their children.
Youth level: Teenagers and young adults who are active online and may be misinformed.
Community influencers: Barangay leaders, health workers, and teachers.

3. Allies:
Barangay health workers and nurses
Local government officials
Faith-based and community leaders
School teachers and youth leaders
Opponents:
Individuals spreading false information online
Some residents with strong anti-vaccine beliefs
Those who had bad experiences or fears about side effects

4. Community forums and house-to-house education led by nurses and health workers
Short talks in churches, schools, and markets
Social media posts and videos with testimonials from vaccinated community members
Health fair or vaccine day with raffles, snacks, and entertainment to attract people

5. Easy-to-understand flyers and posters in Cebuano/Waray and Filipino

Infographics or short videos for Facebook and group chats
Testimonies and short interviews with local leaders or residents who got vaccinated
Q&A sheets to answer common concerns in a friendly, non-technical way

6. "Ang bakuna, proteksyon para sa tanan. Para sa imong pamilya, para sa imong komunidad—
magpabakuna na!"
("The vaccine is protection for everyone. For your family, for your community—get vaccinated now!")

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Enero, Giovanni N. – Western Leyte College of Ormoc City

TOPIC 6 | Professional Development

Professional development is the process of improving practice by continuing education and training. Staying current in
nursing practice is a key component of professional development. As a public health nurse leader, it is important that one
is updated on what is the latest in nursing practice in terms of issues and trends, policies and laws, innovations and
technology. Knowing the health care laws, policies, trends and technology can affect delivery of care. Public health
nurse leaders are also in the unique position of supervising and mentoring other health care workers. Helping others in
understanding the health system and the challenges therein can impact the effectiveness of health care workers in
fulfilling their roles and responsibilities.

LEARNING OBJECTIVES
At the end of this session, you will be able to:
1. Define professional development for public health workers
2. Identify activities for professional development of public health workers
3. Demonstrate supervision and mentoring roles of public health nurse leaders
4. Develop a training program for staff and other stakeholders
5. Reflect on the role of public health nurse leaders in providing professional development

LEARNING RESOURCES
View the lecture of Dr. Sheila Bonito on Professional Development in this link:
https://drive.google.com/file/d/1_Gh676dcVELdXHryd_5tgVbNYU-DYemn/view?usp=drive_link

She highlights:
● Professional development in public health
● Supervision and mentoring
● Developing training programs

After viewing the lecture, read/ browse through the resources below and work on the activity that follows.
● Mlambo, et al (2021). Lifelong learning and nurses’ continuing professional development
Retrieved from: https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-021-00579-2

This metasynthesis explores how nurses experience and perceive continuing professional development. Results include: (1) organizational
culture shapes the conditions, (2) supportive environment as a prerequisite, (3) attitudes and motivation reflect nurse’s professional values,
(4) nurse’s perceptions of barriers, (5) perceived impact on practice as a core value. This paper highlights the perceived benefits and
challenges of continuing professional development that nurses face and offers advice and understanding in relation to continuing professional
development.

● Department of Health (2020). Guidelines on the Certification of Primary Care Workers for Universal Health
Care
Retrieved from: https://www.prc.gov.ph/sites/default/files/2020-01%20PRC-DOH%20published.PDF

In order to implement the provision of the Universal Health Care Act on the access to primary care providers and creation of primary care
provider networks, there is a need to reorient health professional certification and regulation towards producing health workers with
competencies in the provision of primary care services. This administrative order provides the procedural guidelines for qualifying
assessments and certification of primary care workers in the delivery of primary care services for UHC.

● Avotri, et al. (2019). Supportive supervision to improve service delivery.

Retrieved from: https://gh.bmj.com/content/bmjgh/4/Suppl_9/e001151.full.pdf

This paper contributes to a deeper understanding of the concept of supportive supervision and how reorganization of the approach can
contribute to improved performance. It emphasizes the need to focus on internal supportive supervision and address the factors that may
affect supportive supervision, such as cultural, social, organizational and context factors.

● Center for Community Health and Development. (2021). Chapter 10, Section 7: Developing Training Programs
for Staff. University of Kansas.
Retrieved from the Community Tool Box: https://ctb.ku.edu/en/table-of-contents/structure/hiring-and-training/training-programs/main

This website contains important tips and tools on how to develop a training program that meets the needs of staff members and organization
which can also be used in public health settings. The topics include:
○ What is a staff training program?

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Enero, Giovanni N. – Western Leyte College of Ormoc City
○ Why run a staff training program?
○ When should you run a staff training program?
○ Who should be in charge of the staff training program?
○ How do you actually plan and run a staff training program?

● Rural Health Information Hub. (2021). Training materials for community health worker programs.
Retrieved from https://www.ruralhealthinfo.org/toolkits/community-health-workers/4/training/materials

This website offers teaching and learning resources that can be used when planning for the training of community health workers. The
context might be different from the original intention of the tools and processes so some modifications may be done to be more appropriate.

ACTIVITY 6. Develop a training program

Identify an issue in your community where you think a training program for staff would be needed to help
address the issue. Use the worksheet provided in planning for the training program for staff members.

Evaluation
Learning Learning Resources
Content topics methods and
objectives activities needed
tools
1. Understand the - Types of waste - Group discussion - Oral Q&A - Printed materials
health risks of and their impact - Sharing of local - Visual aids
improper waste on health experiences (charts/posters)
disposal - Common
diseases linked to
poor sanitation

2. Learn proper - 3Rs: Reduce, - Demonstration of - Checklist - Sample bins

waste segregation Reuse, Recycle segregation observation during - Colored trash
and disposal - Barangay waste - Hands-on group activity bags
methods management rules practice - Markers/labels

3. Encourage - Role of - Role-playing - Group - Audio-visual

community community in - Planning a mock presentation of presentation
participation in cleanliness clean-up drive plans - Planning
clean-up drives - Organizing and - Peer feedback worksheets
leading clean-up
activities

4. Identify ways to - Monitoring waste - Workshop: - Submitted action - Templates for

sustain cleanliness disposal Making action plans action planning
in the barangay - Working with plans per purok - Feedback from - Pen and paper
local leaders and trainers
youth groups

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