Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
November 2013
Addis Ababa
Ethiopia
Contents
Background ................................................................................................................................ 1
Philosophy.................................................................................................................................. 2
Vision and Mission .................................................................................................................... 4
Justification of the Curriculum Harmonization and revision ..................................................... 5
Purpose....................................................................................................................................... 5
Objectives .................................................................................................................................. 5
Resources ................................................................................................................................... 6
Human Resource .................................................................................................................... 6
Teaching Aids ........................................................................................................................ 7
Professional profile .................................................................................................................... 8
Graduate Profile ......................................................................................................................... 8
Program profile ........................................................................................................................ 10
Admission criteria .................................................................................................................... 10
Mode of Delivery ..................................................................................................................... 11
Duration of the training ........................................................................................................ 12
Method of Teaching ................................................................................................................. 12
Quality Assurance (The guideline is annexed) ........................................................................ 14
Graduation requirement ........................................................................................................... 15
Degree nomenclature ............................................................................................................... 15
Core Courses and Clinical Practices ........................................................................................ 15
Module Distribution ................................................................................................................. 18
Curriculum Summary........................................................... Error! Bookmark not defined.
Course Map .............................................................................................................................. 18
Modules and their prerequisites ............................................................................................... 26
List of Modules and Courses ................................................................................................... 27
English Language Skills Module ............................................................................................. 27
Communicative English Skills Course Syllabus.................................................................. 28
Basic Writing Skills course syllabus.................................................................................... 35
Module Name: Civics and Ethics studies ................................................................................ 40
Psychosocial module ................................................................................................................ 49
Module Name: Computer Application..................................................................................... 65
Module Name: Human body science ....................................................................................... 72
Module Name: Disease causation and Diagnosis .................................................................. 118
II
Pharmacology module ........................................................................................................... 150
Foundations of Nursing module............................................................................................. 158
III
Background
Attainment of optimum health is the desire of every individual. Health of the people is an
Index of the level of development of a country. The achievement of a country in preventing
disease and promoting health depends upon the contribution of all members of the health
team particularly that of nurses, who form a major group.
Education is the key of all progress and achievement. Educational preparation of nurses at
higher institutional baccalaureate level, who contribute primarily towards the health of the
community, needs constant attention keeping in mind the changing health needs of the
society.
Nursing education rendered in the country was only at the lower level since the year 1949 and
at the post-basic baccalaureate level since 1994. Diploma graduates were expected to perform
more varied and complex nursing tasks at any level and settings that need strong educational
backgrounds and competency. Nurses in the country work in all health infrastructures and
their areas of responsibilities vary from client caregivers to management positions, educators
in the school of nursing health education and in participating or carrying out some basic
research activities.
Nursing curriculum development and revision has been going on for many years and in
different institutions. But changes were not basic; containing irrelevant courses, repetitive
contents and fragmented learning that avoids the facilitation and integration of principles
from the natural social, public health and medical sciences into nursing practice. Likewise,
most of the changes on contents were not based on the graduate profile and strongly were not
related to problem solving approach, student centered as well as on mastery of competency.
This is supported by new education system and training policy of 1994(Federal Democratic
Republic of Ethiopia), stating the revitalizing tertiary education through the expansion of
higher education to meet the immediate needs of the country such as the health workers. The
new policy statement also focuses changing the curriculum to increase the relevancy of
education to communities and improving the quality of education throughout the system.
Such policy by the education sector development program needs better and more relevant
curricula in-order to produce highly qualified nurses. Addressing to the policy, the Ministry
of Education decided to start nursing at the baccalaureate degree level in a higher education
institutions by modifying the existing ongoing post-basic nursing curricula, which was a
stepping- stone to a generic Post-basic baccalaureate program that started at Jimma
University.
As nursing is a practice-oriented profession that deals with the life of individuals, it needs
competency through community based team training, and hospital based in different settings
by ongoing integration of theory and practice followed by an internship or professional
practice.
Nurses also deal with preventive, promotive, curative and rehabilitative roles. This is true
with the minimum internationally acceptable standard as seen in the nursing curriculum of
India, Kenya and Tanzania. Based on these justifications the duration of the nursing course
1
shall be four years for generic (regular) students with the preparatory origin and with
exemption of some courses for advance standing students (registered nurses admitted with
previous basic nursing diploma).
Ministry of health and Ministry of education generally believe that the nurse prepared at the
baccalaureates level is a generalist who functions as a practitioner, scholar and leader. In
clinical practice, the nurse collaborates with other health care professionals and serves as
direct caregiver, health teacher, and client advocate. By functioning autonomously, the nurse
implements the nursing process for individuals, families, groups and communities throughout
the life cycle.
Baccalaureate nursing education has, as its foundation, the study of general education courses
from natural and social sciences as well as basic courses from the biomedical sciences.
Nursing courses provide for the attainment of knowledge and skills and the development of
attitudes and values essential to competent nursing practice and beginning professional
leadership. The goal of this particular program is to prepare a competent professional nurse
and to provide a foundation for graduate education programs in nursing.
Philosophy
Because nursing is a research-based discipline, the department participate in generating,
disseminating, and using research findings for solving societal health problems. The
department believes that service includes participation in academic, professional, and
community organizations, and practice of the discipline.
The nursing curriculum is based on the nursing metaparadigm of person, environment, health,
and nursing. Additionally the curriculum is based on the following sub concepts health
patterns, development, communication, critical thinking, ethics, and role development.
We believe that nursing exists to meet the health care needs of individuals, families,
communities, and society. We believe that individuals, families, communities, and society are
open systems and that health is a dynamic process conceptualized as a multidimensional state
of relative well-being. We believe social, emotional, and cultural influences are reflected in
response patterns observed in clients and that the role of the nurse in the delivery of health
care evolves to meet ever-changing health care needs.
We believe that nursing is an art and a science expressed in interactional processes in which
the nurse assists clients across the life span in the prevention of diseases, promotion,
maintenance and restoration of health or coping with illness or death. Nursing includes a
knowledge base, an intellectual approach to problem analysis, and the therapeutic use of self.
Successful implementation of the nursing process requires personal commitment, application
of knowledge, and recognition of the dignity and diversity of each individual, family, and
group. We believe in supporting and protecting human rights and dignity including the right
to health care.
We believe professional nurses are prepared for changing and expanding roles through
education as an active continuing process of lifelong learning, which occurs in a climate with
2
opportunities for interaction between learner and teacher. We believe the uniqueness of all
learners forms the basis of the learning process and provides a focus for building on personal
capabilities, goals, and life experiences of learners. Lastly, we believe in the advancement of
nursing.
To this end, the staff demonstrates exemplary leadership abilities through commitment to the
strengthening of nursing. To assure health opportunities for everyone, we believe in the
appropriate utilization of nurses in health care delivery to promote an equitable distribution of
health resources which are accessible, available, acceptable, and affordable: Nurses there by
make major contributions to meeting the health needs of the society.
The following statements reflect the philosophical values of the faculty in relation to the
concepts of person (client), environment, health, nursing, learning and nursing leadership.
Client or persons are complex, unique, dynamic, holistic individuals who have the ability and
the right to make life choices. The complexity of individuals relates to their abilities to think
and perceive experiences, which are influenced by group membership, culture, ethnicity, and
life experiences. They have inherent worth and dignity, and should be treated by professional
nurses with warm, positive regard and unconditional care.
The environment is the accumulation of physical, social, cultural, spiritual, economic, and
political conditions that influence lives. Humans are in constant interaction with a dynamic
internal and external environment that can be harmful, neutral, or healthful at any given time.
Throughout the lifespan, individuals interact with the reality of their environments to
construct meaning, gain knowledge, and make decisions. Nursing has an invaluable role in
assessing the internal and external environments; recognizing patterns and detecting subtle
changes; identifying, providing, and evaluating interventions; and providing information to
help individuals cope and adapt.
3
Beliefs about Nursing
Nursing is a scientific, professional service based on values of caring and has a role to play in
preventive, promotive, curative and rehabilitative services.
The ultimate aim of nursing is to help the individuals attain independence in self care.
Nursing process is a systematic method focusing on solving problems and making decisions
and is applicable to all nursing situations.
Nurse is an important member of the health team and works cooperatively with other
members for the well being of individuals, families and community.
Nurses have a responsibility to advance new nursing knowledge and improve the quality of
care through nursing research.
Nurses should be guided by ethical standards in their personal and professional life.
Teacher has the responsibility to create a conducive learning environment and to act as a role
model to learners.
Learner should have initiative and an inquiring mind and be an active participant in the
learning process.
Learning is effective when it is problem based and has direct application to problems in real
life situation in the hospital or community nursing practice.
Learning is a lifelong process; student should assume responsibility for advancing his/her
learning.
Nursing leaders should nurture a commitment to the profession and to the professional
growth.
Nurses should assume leadership in directing the progress of their profession and
professionals, and should be involved decision-making and problem solving related to the
professional all levels.
As per University.
Mission:
As per University.
4
Justification of the Curriculum Harmonization and revision
Ministry of education's (MOE) primary objective in preparing curriculum has been to
encourage the Universities in the field of nursing to provide guidance in revising curriculum
for their institutions.
In most of public universities, nursing programs are running with independent curricula
which not easy transfer of students from institution to institutions. the previous curriculum
doesn’t show the effort of students clearly in their education. Again, for industries to recruit
the professional it creates confusion. This and other reason initiate ministry of education to
facilitate harmonization of curricula at national level in February 2013 at Addis Ababa
Management institute.
Purpose
The main purpose of the undergraduate degree in nursing is to provide an educational
program through which the graduates will be prepared to assume responsibility in the
primary, secondary and tertiary care of people as professional nurses. It is expected that
graduates are capable of teaching and supervising appropriate nursing and health care in
different settings and participate in the administration of nursing service and education.
Objectives
Upon completion of these courses for generic B.Sc. nursing program, the graduates are
expected to:
Provide nursing care for individuals, families and communities following sound scientific
ways of nursing processes.
Demonstrate competence in the skills and techniques of nursing based on concepts and
principles from selected areas of physical, biological and behavioral sciences.
Recognize the need for continued learning for their personal relations and professional
development.
5
Practice ethical values in their personal and professional life.
Resources
Human Resource
S.No Qualification Academic Rank Number Remark
MSC 8
MSC 2
MSC 4
MSC 2
BSC 5
TOTAL 51
Consideration;
6
Practicum = 15 students per instructor
Teaching Aids
Text books
Lecture notes
Modules
Chalk board
Learning Facility
Well equipped Class Rooms with Movable Chair and Fixed LCD
Seminar Presentation and Morning Session Rooms in the Hospital and health centers
7
Professional profile
Graduate professionals are expected to give quality patient care by applying ethical and legal
principles and also counseling and teaching of patient with regard to existing health problem
of the community. Beside to this they have to involve in teaching and learning process,
conduct research, take leadership and managerial role and contribute for the development of
profession. Generally, they are expected to provide curative, preventive and rehabilitative
services at primary, secondary and tertiary level of health care system.
Graduate Profile
Upon completion of the B.Sc. nursing program, the graduates will be able to:-
• Provide basic holistic care for individuals, families and communities at large
• Use critical thinking to collect and analyze relevant data, establish priorities, make
appropriate decision for implementation, raise questions and make assumptions, etc
• Communicate effectively, both verbally and non-verbally including written
documentation and record keeping.
• Use the nursing process as framework for nursing care practice, which promotes
maintains and /restore optimum function of clients of all ages and in a variety of
health care settings.
• Apply professional, ethical and legal principles as well as evidence based practice in
providing care to clients.
• Guide, counsel and teach clients based on the need at all health settings including the
community
• Demonstrate nursing leadership and management skills in all work settings and
function as a leader and change agent concerning standards and quality of nursing in
the nation.
• Perform activities in prevention(including counseling), control and management of
HIV/AIDS in all health settings
• Function effectively as a member of a primary, secondary, tertiary and community
health care team.
• Diagnose and Manage communicable and non communicable disease(Chronic
Illnesses)
• Perform basic and advanced nursing procedures using latest evidences as stipulated
in the logbook
• Diagnose and manage both normal and abnormal pregnancy, labor and refer all
major/high risk/complications.
• Work effectively as a team member in the operating room as scrub, circulating nurse
and organizing operation Room Theater.
• Manage Clients in MCH Clinics particularly in the under-five sick and well baby
clinics, nutrition, immunization, and family planning.
• Conduct need-based research in the identified problems
• Utilize the latest research findings for evidence based nursing practice of any nursing
interventions to improve the quality of care provided to clients.
8
• Demonstrate awareness of own values and beliefs and respect for the rights and
beliefs of others; Appreciates the importance of cultural influences on life style and
health practices.
• Participate in the nursing curriculum development processes. Apply all the different
methodological skills and teaching aids in the teaching/learning process and
evaluation techniques in the school of nursing.
• Demonstrate the need for continuing learning for professional and personal
enrichment.
• Perform health promotion, disease prevention and treatment, control and restoration
activities at any health setting and community level
• Make the care of the patient her/his first concern, treat patients with politeness and
consideration, respect their dignity, privacy and point of view without regard to
background, culture, language, religion, race and point of view.
9
Program profile
For completion of this baccalaureate-nursing program, a total of four years study duration is
required. There are 49 courses clustered in to 18 modules with a total of 248 ECTS. On the
first year of study module 1-6 in semester base and on the second year of study period
module 7-11 will be covered. On the third clinical and theoretical course in module 12-14
will be covered in year base. Finally, for the fourth year, modules 12-18 will be covered.
After student finish, this all module National comprehensive examination will be given
before engaging to industry or health care practice.
Admission criteria
Generic
Candidates must be a natural science student in secondary school & preparatory classes and
full fill the following criteria
Meet the set criteria of the Ministry of Education for degree students to join higher learning
institution
Standing/Post Basic
The applicants for advance standing program should fulfill the following screening and
admission criteria:
• To be eligible for admission into the advance standing Nursing B.Sc. program, a
candidate should:
• Fulfilled the stated criteria by the Ministry of Education;
• Have graduated from an accredited college/school of nursing with diploma in nursing.
• Have obtained a minimum of 2 or 60% cumulative Grade Point Average (CGPA) in
previous diploma program.
• Have served in nursing for a minimum of two years but sponsoring organization may
raise this within their custody.
• Should bring COC certificate where it applied.
• Present letter of sponsorship. If self sponsored, it will be based on the rules and
regulations of the registrar.
• Age not more than 45(As per the legislation of the university)
• Physically and mentally fit to practice nursing
• Entrance examination more on professional subjects
10
The office of the registrar will send the applicants to the department
The department will select the eligible candidates and notify to the office of the registrar and
will be approved by academic commission through the office of registrar.
After admission candidates have the right for course drop and add according to the rule of the
registrar if they fulfill the prerequisite courses
Mode of Delivery
Mixed Approach will be used; parallel for English language and Civics and Ethical Education
module and Block for the rest.
Module 7 up to 18 will be provided on year base on second, third and fourth year
11
13 Nurs-M3131 Maternity and reproductive health Block
nursing module
Method of Teaching
The teaching - learning process will be mainly through
Assignments
Demonstration
Group discussion
Role play
Simulation
Reflective practices and project works designed to encourage student centered active
learning.
12
Correspondi
Correspondi
Description
Description
ng Fixe d
Number
Raw Mark Interval-[100 %]
Grade
Grade
Status
Letter
Class
ng
Active learning Methods
Method of Assessment
Continuous assessment will be used for both formative and summative assessment
Summative assessment will take the form of end of each course examinations,
assessment of project papers, internal and external evaluation (Internship qualified
exam and comprehensive exam).
13
[90,100] 4.0 +
A
distinction
First class
Excellent
[85, 90) 4.0 A
Great
with
[80, 85) 3.75 -
A
[75, 80) 3.5 +
Distincti
B
Good
Very
First class
First
on
[65, 70) 2.75 -
[60, 65) 2.5 B+
G
o
o
d
C
Class
Very Unsat Sati
Poor isfact sfac
[50, 60) 2.0 C
ory tor
y
[45, 50) 1.75 -
Class Class er r
[40,45) 1.0 D
[30,40) 0 Fx
*Fail
[<30) 0 F
Fail
Grading System
Quality Assurance (The guideline is annexed)
It will be assured by regular assessment of student performances according to the
components of quality assurance.
Structure evaluation: focus on the environment in which care is provided (skill lab facilities,
equipment, Units [Fundamentals of Nursing, Adult health nursing, Mental health nursing,
community health nursing], Policies, Procedures etc...)
Process evaluation: focus on the nature & sequence of activities carried out in training
nurses as stipulated in the curriculum and course syllabus
Outcome evaluation: focus on measurable changes in the students status and change.
In addition to these, examination (oral, written & practical exam.) will be given in regular
bases that is;
• In the course of the semester,
• At the end of the semester,
At the end of the year,
• Before starting the internship program
• The student should pass the comprehensive exam before passing (starting) to the
internship program and at the end of the program.
The student should complete the requirement in the log book to present in the external
examination and national qualification examination.
14
Internal and external examination (oral, written & Practical examination) will be given.
Graduation requirement
A student cannot graduate with a grade of less than 2.0 out of the 4-scale grading system.
Therefore, he/she should at least score a minimum of C grade for the major/Professional
course
• A student with ‘C-‘can pass to the next semester if it is first semester period and it
increases with level/year of students. A student with a good stand can graduate if
he/she scores ‘C-‘in any course under module. However, if the ‘C-‘grade is for a
Module or for a course as a module, he/she must re-sit for another exam to remove ‘C-
• A student with all ‘Ds’ cannot pass to the next semester. A student with a good stand
can pass to the next semester and even can graduate if he/she scores D in any course
under module. However, if the ‘D’ grade is for a Module or for a course as a module,
he/she must re-sit for another exam to remove ‘D’.
• A student with F must repeat the course/module for two times and the grade will be
any of what a student can score
• The students should complete the skills and activities written in the logbook which
annexed at the end curriculum.
• The details of all of the above will be done in the harmonized Academic Policy.
Degree nomenclature
Upon successful completion of this program the graduate will be given "THE DEGREE OF
BACHELOR OF SCIENCE IN NURSING" in English and “yÆClR úYNS ÄþG¶ bnRSnT”
in Amaharic.
• Fundamental of nursing
• Medical-Surgical nursing
• Pediatric nursing
• Psychiatric Nursing
15
• Courses with Demonstration
Clinical attachments/practicum
Based on the above identified major courses and clinical attachments the following academic
standings should be applied:
Any student who scores less than C in any of clinical based theoretical core courses
(Fundamental of nursing, Medical-Surgical nursing, Obstetrics and gynecology
nursing, Pediatric nursing and Psychiatric Nursing) shall repeat the course/s before
internship.
Any student who scores less than C in any of remaining core courses shall clear the
course/s before graduation.
Any Nursing student who scores less than C in any clinical attachment or practicum
(Fundamental of nursing, Medical-surgical nursing, Oby/Gyn nursing, Pediatrics
nursing and Psychiatric Nursing) shall repeat the attachment/s with the same duration
before internship.
Any Nursing student with less than C in any internship practice (Medical nursing
practice, Surgical nursing practice, Obstetrics and gynecology nursing practice and
Pediatric nursing practice) shall repeat the same duration of attachment. But can
attend graduation ceremony.
Any nursing student who fails pre-internship exam (Medical nursing practice, surgical
nursing practice, Obstetrics and gynecology nursing practice and Pediatric nursing
practice) shall repeat each attachment for one month before re-examination pre-
internship.
16
Any nursing student who fails national qualifying examination shall delay for 3 months and
take re-examination after 3 months of clinical attachment.
Written examination
17
Module Distribution
S Year/Sem Module Module Course title Course Credit hour EtC Duration
N ester Code title code TS in day s
Th Lab/p
o.
eor ractic
y um
1 EnLa- English Communicative English EnLa 1011 3 - 5 14
M1014 Language
Skill
Basic writing skill EnLa 1012 3 - 5 2nd
Module
2 Civics and Civics and Ethical studies CvEt 1021 3 - 5 14
CvEt- Ethical
M1024 studies
module
Semester I
Disease
BiMe- causation & Clinical Laboratory Method CLab1063 1 1 3 8
M1063 diagnosis
module Pathophysiology Nurs1064 3 - 5 14
Semester II Total 16 -2 29 80
7 Phar- Pharmacolo Pharmacology for nurses Phar2071 4 - 7 19
M2073 gy module
8 Nurs- Foundation Ethics & theoretical aspects Nurs2081 3 - 5 14
M2081 of Nursing of nursing
module Fundamentals of nursing Nurs2082 5 3 13 35
Nursing health assessment Nurs2083 2 1 5 14
First Aid and Emergency Nurs2084 1 1 3 8
Nursing
Operation room techniques Nurs2085 2 3 8
Fundamentals of nursing Nurs 2086 - 2 3 18
Year Based
practicum
18
1 M2111 education curriculum development
module
Year II Total 39 7 75 214
Nurs- Medical Nutrition in health and Nurs3121 2 - 3 8
M3121 surgical illness
Nursing Medical surgical nursing Nurs3122 10 - 17 46
module
Curriculum Summary
CourseOne
MapECTS = 27 study hours for theory
One ECTS demonstration or laboratory/class practice = 27hrs
One ECTS hospital/clinical practice/TTP= 61hrs
One ECTS for CBTP/ TTP =42hrs
19
Course Map
Module WEEKS
Course
Cr. Hr
ECTS
Name
10
11
12
13
14
15
16
17
18
19
21
20
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
1
2
3
4
5
6
7
8
9
English Communicativ 3
lang. skills e English skills 5
Basic Writing 3
Skill 5
Civics & Civics & 3
Ethical Ethical Studies
Studies 5
Int. to 2
Sociology 3
Psychosoci
al Nursing
General 2
Psychology 3
Computer Health 2
application Informatics 3
Human Human 5 8
Body Anatomy
Science
Human 5 8
Physiology
Biochemistry 3 5
Disease M.Microbiolog 3
causation & y &
diagnosis Immunology 5
20
M. 2
Parasitology 3
Clinical Lab. 1
Method 2
Pathophysiolog 3
y 5
Year I Total 37 60
Course Map of second seme
Pharmacol Pharmacolog 4
ogy y 7
Foundatio Ethics & 3
n of theoretical
Nursing aspects of N. 5
Fundamentals 8
of nursing 13
N. Health 3
assessment 5
F. Aid & 2
accid. Prev 3
ORT 2 3
21
Fund. Of 2
Nursing
practicum 3
Community 2
health
nursing 3
Env’t al 2
Communit
Health 3
y health
nursing
H. Education 2 3
Communicabl 4
e disease
control 7
Biostatistics 3 5
Health
System Epidemiology 3 5
Research
N. research 2 3
Nursing N. Edu & 4
Education Curr. Dev’t 7
22
Year 2 Total 46 77
Medical & Nut. in health 2
Surgical & illness 3
Nursing
Med-surg 1 1
nursing 0 7
Med- surg 6 1
practice 0
RH nursing 2 3
Maternal Obs. & Gyn 5
Health Nursing 8
Nursing
Obs & Gyn 3
practice 5
Child Pediatric 4
Health Nursing 7
Nursing &
Pediatrics Pediatric N. 3
N. Practice 5
3 6
Year 3 Total 5 6
23
Psychiatric 3
nursing 5
Mental
Health Psychiatry 1
Nursing Practicum 2
Nursing H.service mgt 2 3
leadership
& Mgt H. economics 1 2
Profession Nursing 2
al Practice service admn 3
Nursing 1
service pract 2
Pre- Pre-internship P/
internship preparation & F P/
Exam F
Internship Medical N. 3
Practice 5
Surgical N. 3
practice 5
Pediatrics N. 3
practice 5
Oby/gyni N. 3
practice 5
Communit CBTP 3 5
y based
Nursing TTP 4 7
Prac
Student
research
Project 3 5
24
Comprehensi
ve Exam
(Written
exam & P/ P/
OSPI/OSCI) F F
Year 4 Total 32 68
15 27
Grand Total 0 2
*
25
Modules and their prerequisites
Module Prerequisite or Co-requisite*
Foundation of Nursing Human body science
Pharmacology Human body science
Disease causation and diagnosis module
Medical surgical nursing Human body science
Disease causation and diagnosis
Foundation of Nursing
Pharmacology module
Child Health and pediatrics Human body science
Nursing Disease causation and diagnosis
Foundation of Nursing
Pharmacology module
Community health nursing Disease causation and diagnosis (Microbiology & Parasitology)
Maternity and reproductive Human body science
health nursing Disease causation and diagnosis
Foundation of Nursing
Pharmacology module
Psychiatric nursing Psychosocial
Foundation of Nursing
Nursing Internship Foundation of Nursing
Medical-Surgical Nursing
Maternity and reproductive health
Child health and pediatric nursing
Mental health nursing
26
List of Modules and Courses
English Language Skills Module
Module Description
The module focuses on enhancing students’ language competencies. The first course
comprehensively presents students with the opportunity to develop their language skills
(Listening, Speaking, Reading, Writing, Vocabulary and Grammar). The course focuses on the
development of communication skills of the students both in academic and non-academic
contexts. As a result it has a big contribution to the success of students in their other university
courses. The second course entirely focuses developing the students’ writing skill in both
academic and non-academic contexts. Both courses must be given on semester basis as the
development of the skills that the courses provide is enhanced with the extension of the period
at least to the extent that they can associate them with other courses.
27
Communicative English Skills Course Syllabus
University: _____________________ University
College: _______________________________
Instructors
ECTS: 5
Student workload
48 87 135 hrs
Year/semester: I/I
Pre-requisite: None
Developing basic functions of English language skills: reading (scanning, skimming, reading for
details, summarizing, understanding the structure of a text); listening (listening for the gist,
listening for details, recognizing discourse markers, noticing the structure of a lecture,
understanding speaker intentions, recognizing signposting, attending and following skills);
writing (summarizing a text, synthesizing choppy sentences, writing argumentative texts,
writing research report, writing a project report); speaking (introducing oneself and others,
interviewing, discussions, stating and supporting propositions, stating one’s opinions,
organizing and taking part in a debate, making a persuasive speech, questioning); vocabulary
(working out meanings from context, synonyms, antonyms, collocations, definitions); grammar
(relative clauses, modals, voice, conditionals, tense, reported speech).
Course Objectives
Express their ideas in various communicative contexts (in group/ pair discussion, in public
speaking settings)
Course Details
29
4hrs 10hrs 1.Introductory Unit Course outline
1st 1hr 1.1. Listening and Speaking College English VL.I
1.1.1. Finding out about other people PP 4-10
2hrs 1.2. Vocabulary
1.2.1. Learning to learn vocabulary English
2hrs 1.3. Grammar Communicative
1.3.1. Learning to use grammar for Grammar pp 34-48
facilitating meaning
1hr 1.4. Reading College English VL.I
1.4.1. What is involved in understanding
text?
3hrs 1.5. Speaking Communicative
1.5.1. Introducing oneself and others English Skills II-
3hrs 1hr 1.6. Writing unpublished
1.6.1. A short Personal description or
story Writer’s Choice
nd
2 24 hrs 2.AIDS College English-
2hrs 4hrs 2.1. Listening and Speaking Teacher’s Guide
2.1.1. Understanding markers of
addition and relating
2.1.2. Listening for gist
2.1.3. Responding to the speaker's
purpose College Reading +
2.1.4. Writing a brief summary of a talk McCarthy
4hrs 2.2. Vocabulary
2.2.1. Using component parts of a word
as clues to meaning
2.2.2. Using topic relationships in order Advanced Grammar
to learn words in Use + Grammar
2.2.3. Being aware of how words for English Language
collocate with each other Teachers 350-79
2.2.4. Working out word meanings from
3rd 2hrs context
3hrs 2.3. Grammar College English VL.I
2.3.1. Using relative clauses
2.3.2. Expressing warning and advice
3hrs 2.4 Reading College English VL.I
2.4.1. Identifying the intended audience College English VL.I
of a text and other critical reading skills +
2.4.2. Relating a diagram to a text Public Speaking for
4th 6hrs 8hrs 2.5 Speaking College and Career
5th 2.4.3. Brain storming
2.4.4. Public speaking
6th 2hrs 2hrs 2.6 Writing College English VL.I
30
2.6.1. Writing a short summary of a talk
Make sure that the total hrs distributed to the different components for all chapters is equal
to 135 hrs
In delivering this course, a variety of teaching and learning methodologies (approaches) will be
employed. There will be: Gapped lecture, students’ presentation, Pair/ group work, Questioning
and answering, Dictation, personal interactions among students and instructors, involving
32
students in public speaking in a role play form, debate, group discussions and other confidence
building sessions are required. Thus, to the end of delivering this course, students will be given
home study assignments, reading assignment, class works, writing assignments and group work
assignments to prepare for contextual public speaking hoping to boast their oral/aural skills and
to involve them in debates to enhance their persuading skill too. Therefore, to successfully
deliver this course, it needs an organized arm both from students and instructors.
Assessment Mechanisms:
Students will be assessed out of 100% in this course. Of which 60% will be allotted for the
Continuous Assessment (CA) that will be done throughout the semester. The remaining 40 %
will be for the final examination. The CA includes varied types of activities that will allow the
students to express themselves like real speaker or communicator. Thus, Students will be
assessed continuously at least once in each of the six components. A final exam is administered
to assess students’. Break down of the assessment can be seen bellow:
Continuous Assessment
Debates 10%
Listening 10%
100%
References
Dean, M. (1988). Write it; Writing Skills for intermediate learners of English. Cambridge:
Cambridge University Press.
Gregory. (1999).Public speaking for college and career (Fifth Ed).New York: McGraw Hill
College.
33
Hewings, M. (1999).Advanced Grammar in use: self-study Reference Practice Book for
Advanced Learners of English. Cambridge: CUP.
MOE, (2005).Improve Your English: A Course for Ethiopian Teachers (Grade 1-4)-Face to Face
Learner's Books 1&2.Addis Ababa: EMPDE.
Name ……………………..signature………………….
34
Basic Writing Skills course syllabus
Course Title: Basic Writing Skills
Course No: Enla1012
Program: Nursing
Course Title: Basic Writing Skills
Degree Program: BSc in Nursing
Module Name: English language Skills
Module Code: EnLa1014
Course team leader Email Cell phone Office
Instructors
ECTS: 5
Student workload
48 37 50 135 hrs
Year/semester: I/II
Pre-requisite: None
Course Description:
This course will focus on developing the learners’ basic writing skills in both academic and non-
academic contexts. Emphasis will be on sentence development, writing paragraphs and
composing essays. Sentence level writing includes constructing different types of error free
sentences. At paragraph level, the course covers basic paragraph writing skills. Finally, the essay
part treats the basic structure of an essay and its different types.
35
Course Objectives:
Compose a paragraph that has clearly stated topic sentence and supporting details
ASSESSMENT
37
Classroom Active Participation 10%
Students who are registered to learn this course has to follow the following points.
They should prepare themselves for tests, individual/ pair/group activities and exam based on
the schedule.
They can see their results, such as tests, assignments and others based on the scheduled time.
They have to avoid any disagreement or disturbance that can hinder teaching and learning.
38
REFERENCES
Clouse ,Barbara Fine (1996) Jump Start, A Work Book for Writers, McGraw-Hill Book Company,
U.S.A
Ezor, Edwin,and Lewis (1984) From Paragraph to Essay. McGraw-Hill Book Company, USA.
Hult, Christine and Huckin (1999) The New Century Hand Book, A Viacom Company.
John S. (2000). The Oxford Guide to Writing and Speaking. Oxford: OUP.
Langan, John .(2005) ) Fifth Edition. Writing Skills.
Langan, John (1997) Forth Edition. College Writing Skills with Readings.
Leggett , Mead , and Charvat (1978)Prentice-Hall Handbook for Writers( Englewood Cliffs, New
Jersey, Seventh Edition.
Ploeger , Katherine (2000) Simplified Paragraph Skills. NTC / Contemporary Publishing Group. U
SA
Mc Crimmon (1976) Writing with a Purpose. Sixth Edition. Florida State University.
Needleman , Morris H. (1968). Handbook for Practical Composition, McGraw-Hill Book
Company, New York.
Rorabacher, Louise E. (1963) A Concise Guide to Composition, Second Edition , New York.
Schiffhorst , Gerald j. (1997) The Short Hand Book for Writers ,McGraw-hill
Solomon G/Giorgis. (1991). Writing for Academic Purposes. Addis Ababa: AAU
Tyner ,Thomas E. (1987).College Writing Basics, Wads Worth Publishing Company, California.
Wiener, Harvey S. (1984) Creating Composition, Fourth Edition , McGraw-Hill Book Company
Tekle Ferede introduction to writing skills Jimma University, February 2012
Name ……………………..signature………………….
39
Module Name: Civics and Ethics studies
Module Module Course Title Course ECTS Module EtCTS
name Code code
Module Description: This course introduces students the basic concepts of Civics and Ethics at
higher education level. It deals with concepts like citizenship, morality, profession and
professional ethics. The course also acquaints students with fundamental concepts of
professional ethics, society and state, development issues, environmental, democracy, good
governance and globalization.
Module Objectives:
After completion of this module student nurse should acquire the key concepts like ethics,
ethics and profession and familiarize them with basic knowledge, skills and attitude towards the
origin of state, society and government as well as the principles and values of democracy and
good governance.
Module competency: after completion of this module student nurse will apply ethical principles
and utilize the knowledge of civics and ethics in all aspects of providing professional services.
Department _____________
Program Undergraduate
Module
coordinator
40
ECTS Credit 5 ECTS
Pre-requisite(s) None
Course Description This course introduces students the basic concepts of Civics and Ethics at higher
education level. It deals with concepts like citizenship, morality, profession and
professional ethics. The course also acquaints students with fundamental
concepts of professional ethics, society and state, development issues,
environmental, democracy, good governance and globalization.
41
Schedule
Days Contact Topic to be discussed Reading assignment Guided study questions
Hrs
Day 4 hrs First class meeting Bayles (1989), pp1-6 After introducing students the objectives
1 (morning) General introduction Civics and Ethics of learning civics and ethics they attempt
about the course, and Teaching Material, to address the questions: What do we
setting ground rules Module mean by Civics and Ethics? What about
Chapter One: Civics and , Chapter One, pp 1- by morality?? Why you take this course?
Ethics for Professionals 9
Conceptualizing
Citizenship and
Morality; Civics and
Ethics: meaning;
Definition; Why Civics
and Ethics?; Historical
Development of Civics
and Ethics in Ethiopia,
Sources of civics and
ethics, goals of civics
and ethics.
2 hrs Profession and Bayles (1989), pp 6- Students reflect on the meaning of
(afternoon Professional Ethics in 18 profession, and elements that are to be
) Ethiopia; What is Civics and Ethics considered in defining profession
profession; and who are Teaching Material, Identifying the distinguishing features of
professionals? Module , Chapter profession; and enumerating the
Distinguishing Features One, pp 9-29 attributes of ethical and moral principles
of profession of profession will be made by students
Day ½ hrs Quiz-I
2 (morning)
2 hrs CHAPTER TWO Teaching Material, Students reflect on the meaning of,
(morning) Perspectives on Society, Module Society, state and government and the
state and government, Johari, J.C (1987), pp triangular relationship among them.
Definition and essential 1-20 Students describe the elements of
elements of state, The 1933 modern state and reflect views on
theories on the origin of Montevideo theories on the origin of state.
state Convention on the
Rights and Duties of
States
Civics and Ethics
Teaching Material,
42
Module , Chapter
Two, pp 30-34
4 hrs Structures of State, Teaching Material, Identify the two structures of state.
(afternoon Forms of Government Module , Chapter Compare and contrast the structures of
) Two, pp 34-44 state in Ethiopian context.
Reflect view on the different forms of
government, emphasis on parliamentary
and presidential systems as well as
sovereignty.
Day 3 hrs Tutorial-I
3
Day 4hrs Society, State and Civics and Ethics Reflect view on the form and structure
4 (morning) Government in Teaching Material, of the successive Governments of
Ethiopia. Module , Chapter Ethiopia
Two, pp 44-73 Discuss the state-society relations of
Johari, J.C (1987), pp successive governments of Ethiopia
1-20 Students reflect their views on rationales
The 1933 Montevideo and dynamics of federalism in Ethiopia.
Convention on the
Rights and Duties of
States
Chapter Three: Civics and Ethics Students understand the concepts of
Citizenship, Teaching Material, citizen and citizenship;
Patriotism and civic Module , Chapter Discuss on the historical survey of
Participation. Three, pp 74-89 citizenship;
Definition of Explain the aspects of citizenship;
Citizenship, Historical Know ways of acquiring and losing
survey of Citizenship, citizenship;
aspects of Citizenship,
qualifications for
citizenship: ways of
acquiring and loosing
citizenship
4hrs The rights and Duties Civics and Ethics To assess students’ ability to know their
(afternoon of Citizens, Citizenship Teaching Material, rights and duties as well as governments’
) and Patriotism in the Module , Chapter rights over them and duties towards;
Ethiopian Context, Three, pp 89-112 identify their responsibilities towards
Civic Participation. FDRE constitution their community.
(Articles 13 -44), Explain the concept of patriotism and its
Protections of linkage with citizenship
Nationality under the Describe the forms and forums of civic
43
2003 Nationality participation
Proclamation Articles
14-17)
Criminal Code of
Ethiopia (Arts 561-600
Day ½ hr Quiz-II
5 (afternoon
)
Day 1 st Week Break
6&7
Day 3 hrs Tutorial-II
8
Day 4hrs CHAPTER FOUR: Civics and Ethics Students reflect their views on the
9 (morning) Democracy and Good Teaching Material, concept and meaning of democracy;
Governance in Module , Chapter Describe the forms and types of
Ethiopia Four, pp 113-116 democracy
Definition and the
Historical Survey of
Democracy, Forms
and Types of
democracy
Fundamental Civics and Ethics List down the basic fundamental values
principles and values Teaching Material, and principles of democracy; Evaluate
of democracy, Actors Module Chapter the role of different actors in the
in the democratization Four, pp 116-133 democratization process
process FDRE constitutions ,
basic principles
of the constitution,
(Articles 8-12)
4hrs Democracy and good Civics and Ethics After introducing the foundations of
(afternoon governance in the Teaching Material, democracy in general, students reflect
) context of Africa and Module , Chapter their views on foundations of democracy
Ethiopia. Four, pp 133-137 in Africa and Ethiopia; attributes of good
Johari, J.C (1987 ) governance, the conditions required for
pp95-122 a political system to qualify as a
democracy
Day ½ hrs Quiz-III
10 (afternoon
)
Day 3hrs Tutorial-III
11 (morning)
4hrs Chapter five: Civics and Ethics Students identify the basic features of
44
(afternoon Constitution and Teaching Material, constitution and constitutionalism; list
) constitutionalism Module Chapter the major purposes and function of
Definition of five, pp 138-146 constitution; appreciate why countries
constitution, needs to have constitution ;distinguish
definition of modern classification of constitutions;
constitutionalism, describe the contents and validity of
purposes and constitution
classification of
constitution, Contents
and validity of
constitution,
The Constitutional Civics and Ethics The students evaluate the major
Experience of Teaching Material, achievements of traditional constitution
Ethiopia, the pre-1931 Module , Chapter of Ethiopia; explain the motives and
traditional Five, pp 146-153 progressive political elements of the
constitutional The 1931 constitution, 1931 and the 1955 Ethiopian
experience, The 1931 the Revised constitution;
Constitution, The 1955 Constitution compare the 1931 and the 1955 revised
1955 Revised constitution.
Constitution.
Day ½ hr Quiz IV
12 (afternoon
)
13- 2 nd Week Break
14
Day 3hrs Tutorial-IV
15 (morning)
4hrs The 1987 PDRE Civics and Ethics The students reflect their views on the
(afternoon Constitution, the Teaching Material, silent features of the 1987 PDRE
) Transitional Charter of Module , Chapter constitution; 1991 Transitional Charter
1991, The 1995 FDRE Five, pp 153-163 and 1995 FDRE constitution; Compare
Constitution. The 1987 PDRE and contrast the ideological basis of
constitution and The Ethiopian constitutions under the three
1995 FDRE successive regimes.
constitution. ;
Day 4hrs CHAPTER SIX : Civics and Ethics Identify the major value cracks which are
16 (morning) Globalization Teaching Material, believed to supply the ever worsening
Introduction, Module , Chapter value crises over work as a spiritual and
Globalization and the Six, pp 164-180 material source of ethical problems in
changing world, Douglas, S., and Y. Ethiopia.
dimensions and values Wind (1987)
of globalization, major The Myth of
actors of globalization. Globalization. NY:
www.ingentaconnect.
45
com/content/mcb/03
6/2001.
4 hrs Challenges of Civics and Ethics Reflect views on the meaning by
(afternoon globalization in Teaching Material, globalization and its drivers
) developing countries, Module, Chapter
Ethiopia; a state in a Six, pp 180-187
globalized world, Swann, D. (1999) The
Global citizenship Economics of the
Common Market, 6th
ed., London: Penguin
Books
Day One day break for final exam preparation
17
Day 2hrs Final Exam
18 (morning)
Course Delivery The mode of the delivery of the course includes lecture, tutorials, home study, group
Mode discussions, intensive readings, role play and class debates, independent assignments.
Based on these methodologies of teaching, the course should have highly participatory
that helps students to develop habits of critical thinking, inquisitive, critical, analytic,
integrative and morally balanced student, and exhibits higher ethical standards like open-
mindedness, rational thinking, evidence-oriented personality and problem solving skills.
Assessment Evaluation will be made based on continuous assessment (50%) and final exam (50%)
results. The continuous assessment comprises group and individual assignments,
Mechanism
presentation, class attendance and participation, and quizzes. In all kinds of assessments
students are expected to clearly demonstrate their horizon of thinking, rational reasoning
proper use of language by ensuring clear, effective and meaningful communication.
Quiz III Day 10 …… 10% Explaining their rights and duties as well as
governments’ rights over them and duties
Quiz IV Day 12 ..…. 10% towards them.
Final exam Day 18……… 40% Demonstrating their understanding of
government institutions, policies, strategies and
46
legal provisions of their country
Course The course involves lecture, presentation, role play, and debate and class discussion. Thus,
Expectation students must familiar themselves with each reading and contribute to class discussions.
Students’ attendance and class participation are expected. Input from members of the
class, who may have divergent views on many topics, is necessary for meaningful and
productive class for this course. In this regard, tolerance and respecting others’ views are
expected from each student. Attendance is required for satisfactory performance. After
two unexcused absences, your grade will be lowered by 2% for each additional unexcused
absence. Examinations will consist of questions drawn from required readings, lecture
material, and class discussions. When an exam is missed because of an unavoidable and
verifiable emergency, a make-up exam will be given. You are expected to contact the
instructor in advance if possible. You must notify the instructor of the emergency before
the next scheduled class period.
Course All acts of dishonesty in any work constitute academic misconduct. This includes but is not
limited to, cheating, plagiarism, fabrication of information, misrepresentations, and
Policy
abetting of any of the above. Any academic misconduct is treated in accordance with the
Academic Misconduct Policy of the University. Students should refer to the University’s
academic misconduct policy. Students are expected to strictly observe the rule and
regulation of the University. Any act of dishonesty in any work constitutes academic
misconduct.
Reference Assefa Fiseha (2005) Federalism and the Accommodation of Diversity in Ethiopia: A
Comparative Study, Netherlands, Wolf Legal Publishers.
Bahru Zewde, (1991), A History of Modern Ethiopia: 1855-1974. Addis Ababa: AUU Press.
Fasil Nahum (1997), Constitution for a Nation of Nations: The Ethiopian Prospect. Asmara:
47
The Red Sea press.
Johari, J.C (1987) Contemporary Political Theory: Now Dimensions, Basic Concepts and
major Trends. New Delhi: Sterling publishers Put. Ltd.
Merera Gudina, (2003) Ethiopia: Competing Ethnic Nationalities and the Quest for
Democracy, 1960-2000. Chamber printing house: Addis Ababa
Tesfaye Molla (2010) Civics and Ethics Distance Learning Material, Hawassa University,
Department of Governance and Development Studies.
Name ……………………..signature………………….
48
Psychosocial module
Module Module Code Course Title Course ECTS Total Module
name code EtCTS
Module Description
This module is introduces BSc nursing students with an overview of the current body of
knowledge and methods of the science of psychology and sociology. It focuses on scientific
study of both the behavioral and mental processes of human beings and animals, more
specifically historical foundations of psychology, scientific thoughts in psychology, biological
basis of behavior, human development, sensation and perception, learning, memory and
forgetting, motivation and emotion, personality, psychological disorders and psychotherapy. In
addition it also introduces basic concepts, terminologies, perspectives and research methods in
sociology, origin and development of sociology, the pioneers of sociology, its difference and
similarities with other social sciences and perspectives in sociological analysis.
Module Objectives: after completion of this module student nurses will acquire basic
knowledge on a basic concepts of psychology and sociology which will help them in the
application of psychological and sociological aspects of human being during provision of nursing
care to the individual clients/patients, family and the society at large.
Module competency: After completion of this module student nurse will be competent utilize
of the concepts of psychology and sociology in providing psycho-social nursing care to the
individual clients/patients, family and the society at large.
49
Introduction to Sociology course syllabus
Email: _______________________
Email: ____________________
ECTS: 3
Student load
48 27 60 135 hrs
Prerequisite: None
Course description
50
This course introduces basic concepts, terminologies, perspectives and research methods in
sociology. The course teaches students about the origin and development of sociology, the
pioneers of sociology, its difference and similarities with other social sciences and perspectives
in sociological analysis. It also acquaints students with the concept of social institution, culture
and its components, the socialization process, deviance and social control, social structure,
social group, social organization, social movement and change.
Course objectives
Appreciate the contributions of different social thinkers for the development of the discipline
Apply sociological perspectives to understand the social world in their daily life
Appreciate the existence of cultural diversity and develop the ability to live with diverse groups
peacefully
Apply their understanding to analyze different social phenomena and happenings in the social
world
51
Use their sociological knowledge to comment ,criticize and evaluate different events in their
society
52
Course Schedule
53
5-8 3 Conflict perspective 1. Schafer, Richard. (2003). Sociology, New York:
Symbolic interactionism McGraw Hill, Inc. page 30
Research methods in sociology
Research and theory
Steps of conducting research
3 Basic research designs 1.Diana Kendal, Rick Linden, J. Lothain Murry
Principles of sociological research (2001), sociology in our times: the essentials ,
Ethics of research 2nd ed., Nelson Thomson learning page 17
3 Chapter two: culture 1.Diana Kendal, Rick Linden, J. Lothain Murry
2.1 Definition of culture (2001), sociology in our times: the essentials ,
2.2 Components of culture 2nd ed., Nelson Thomson learning page 37
None material culture
Symbols
Norms
Values
Sanction
Material culture
Technologies
2.3 Features of culture
9 3 2.4 Basic concepts and terminologies of culture 1. Schafer, Richard. (2003). Sociology, New York:
Cultural relativism McGraw Hill, Inc. page 58
Sub culture
Counter culture
Culture shock
Ethnocentrism
Xenocentrism
2.5 Culture change
Mechanisms of culture change
Transmission
Innovation
Diffusion
54
10-12 3 Chapter 3: socialization 1. Schafer, Richard. (2003). Sociology, New York:
3.1 Concepts of socialization McGraw Hill, Inc. page 82
3.2 Phases of socialization
3.3 nature vs nurture debate
3.4 Socialization and self
3.4.1 Sociological approaches to self
Cooley ;looking glass self
Mead ; role taking
3.4.2 Psychological approaches to self
Sigmund Freud; human personality
3 3.4 Agents of socialization 1.Diana Kendal, Rick Linden, J. Lothain Murry
3.5 resocialization and total institutions (2001), sociology in our times: the essentials ,
3.6 Social control and deviance 2nd ed., Nelson Thomson learning page 67
3.6.1 Strain theory of deviance
13 3 Chapter 4: social structure, social group and social 1. Schafer, Richard. (2003). Sociology, New York:
organizations McGraw Hill, Inc. page 106
4.1 concepts of social structure
4.2 components of social structure
Status
Roles
14-17 3 4.3 social groups 1.Diana Kendal, Rick Linden, J. Lothain Murry
4.3.1 Definitions of social group (2001), sociology in our times: the essentials ,
4.4 Types of social group 2nd ed., Nelson Thomson learning page 137
Primary group
Secondary group
In group and out group
Reference group
Group dynamics
55
3 4.5 social organization 1. Schafer, Richard. (2003). Sociology, New York:
4.5.1 Concepts of social organizations McGraw Hill, Inc. page 139
4.5.2 Types of social organizations
Formal
Informal
4.5.3 origin ,characteristics and short comings of
bureaucracy
3 Chapter 5: social stratification and social mobility 1. Schafer, Richard. (2003). Sociology, New York:
5.1 meaning of social stratifications McGraw Hill, Inc. page 210
5.2 Types of social stratifications
Closed stratification
Open stratification
5.3 Sociological perspectives on social
stratification
Functionalism perspective
Conflict perspective
18-20 3 5.4 Stratification based on age, sex , ethnicity and 1. Macaronis John J. (2008). SOCIOLOGY, 12th
race ed. Pearson prentice hall. page 329
5.5 Social mobility
5.5.1 Concepts of social mobility
5.5.2 Types of social mobility
56
3 Chapter six: collective behavior, social movement 1. Schafer, Richard. (2003). Sociology, New York:
and social change McGraw Hill, Inc. page 524
6.1 the concept of collective behavior 2. Macaronis John J. (2008). SOCIOLOGY, 12th
6.1.1 Types of collectivities ed. Pearson prentice hall. Page 605
Localized collectives
Dispersed collectives
6.2 social movement
6.2.1 the Concept of social movement
6.2.2 Types of social movement
Redemptive social movements
Alterative social movements
Reformative social movements
Transformative social
movements
6.3 social change
6.3.1 The concept of social change
6.3.2 Mechanisms of social change
57
Delivery mode/methodology: Block
Gapped lecture
Group discussion
Assessment mechanisms
Class participation
Attendance
Viva-voice
Quiz
Tests
Assignment
Final exam
Course policies
To successfully complete the course learners should obeyed the course policies outlined
below. Any form of disturbance like side talk and laughing while the session is carried
out is strictly forbidden. Students are required to switch off their cell phone to attend
the class. In addition being punctual and active participant is also highly observed. All
forms of assignments and project work should be submitted on the specified date.
Finally students should attend at least 80% of the class to sit for final exam.
References
Sullivan J. Thomas (2004). Sociology: concepts and applications in diverse world, 6thed;
USA: Pearson education
58
Scrambler, Graham (1991). Sociology as applied to medicine .3rd ed. London: bailliere
Tindal
Kendal D., Linden R., Murry L. J (2001), Sociology in our times: the essentials, 2nd ed.,
Nelson Thomson learning
Zerihun Doda,( 2005), Introduction to sociology for health students , Debub University
Name ……………………..signature………………….
59
General Psychology Course Syllabus
Program: Nursing
Email: __________________
Phone: ________________
Office: _________________
ECTS Credit: 3
Year: I
Semester: I
Course Description
This introductory course will provide students with an overview of the current body of
knowledge and methods of the science of psychology. It is a general overview course
focusing on the scientific study of both the behavioral and mental processes of human
beings and animals. More specifically, topics will be covering: historical foundations of
psychology, scientific thoughts in psychology, research methodology, biological basis of
behavior, human development, sensation and perception, learning, memory and
60
forgetting, motivation and emotion, personality, psychological disorders and
psychotherapy.
Course Objectives:
Explain the process of learning a new behavior from different theoretical basis
Course Schedule
61
3:12 hrs Unit 2: Biological Basis of Behaviors Robert S. Feldman (1996).
3 Heredity (gene) Vs Behavior Essentials of Understanding
Nerve system Vs Behavior psychology. Pp.39-79
Endocrine system Vs Behavior Morgan C. (2003). Introduction to
Psychology. 6th ed. Pp 25-79
4 3:12 hrs Unit 3: Human development Robert S. Feldman (1996).
The nature of human development Essentials of Understanding
Issues or controversies in psychology. Pp.331-376
development Morgan C. (2003). Introduction to
th
3:12 hrs 3.3. Theories of human Psychology. 6 ed. Pp461-126
5 development
cognitive development
psychosexual development
psychosocial development
moral development
6 3:12 hrs Unit 4: Sensations and Perception Robert S. Feldman (1996).
4.1 Definition: Sensation and Essentials of Understanding
Perception psychology. Pp.81-126
4.2 Sensing the environment Morgan C. (2003). Introduction to
4.3 Perceptual processes Psychology. 6th ed. Pp 80-136
4.3.1 Attention
4.3.2 Organization
4.3.3 Interpretation
3:12 hrs Unit 5: Learning Robert S. Feldman (1996).
7 5.1 Definition and characteristics of Essentials of Understanding
learning psychology. Pp.163-201
5.2 Theories of learning Morgan C. (2003).). Introduction
5.2.1. Pavlov’s classical to Psychology. 6th ed , Pp 137-
conditioning 180
5.2.2. Operant conditioning
3:12 hrs 5.2.3. Social learning theory
8 5.2.4. Cognitive view of learning
9 3:12 hrs Unit 6: Memory and forgetting Robert S. Feldman (1996).
6.1 Processes of memory Essentials of Understanding
6.2 Sensory memory psychology. Pp.203-234
6.3 Short term memory Morgan C. (2003).). Introduction
6.4 Long term memory to Psychology. 6th ed. Pp 181-224
6.5 Theories of forgetting
10 3:12 hrs Unit 7: Motivation and Emotion Robert S. Feldman (1996).
7.1. The nature of motivation Essentials of Understanding
7.2. Theories of motivation psychology. Pp.293-330
7.3. Conflict motives & frustration Morgan C. (1999). Introduction to
7.4. Definition of emotions Psychology. 6th ed. Pp 265-306
7.5. Components of emotion
7.6. Theories of emotion
62
11 3:12 hrs Unit 8: Stress and Coping Robert S. Feldman (1996).
mechanisms 8.1. The nature of Essentials of Understanding
stress psychology. Pp.411-451
8.2. Sources of stress (stressors) Morgan C. (2003). Introduction to
8.3. Coping mechanisms of stress Psychology. 6th ed. Pp307-338
12 3:12 hrs Unit 9: Personality Robert S. Feldman (1996).
9.1. The nature of personality Essentials of Understanding
9.2. Theories of personality psychology. Pp379-409
3:12 hrs 9.3. The measurement of Morgan C. (2003).). Introduction
personality to Psychology. 6th ed. Pp 563-611
13 Unit 10: Abnormal Behaviors and Robert S. Feldman (1996).
psychotherapy Essentials of Understanding
10.1. Criteria/approaches of psychology. Pp.411-451
abnormality Morgan C. (2003). Introduction to
14 3:12 hrs 10.2. Classifications of abnormal Psychology. 6th ed. Pp-612-724
behaviors
10.3. Treatment of psychological
disorders
15 3:12 hrs Exam Preparation week
Method Hrs
Lectures 48
Group discussion 20
Presentation 14
Independent study 35
Assessment 8
Total 135
Assessment Method
63
Dominantly, there will be formative continuous assessment (quizzes, individual and
group work, discussion, class activity, assignments) just at the end of each week.
Moreover, summative assessments such as mid semester and final examination will be
carried out.
Assessment Arrangement
Quizzes/Tests 20%
Course Policies
You are responsible young adults and can prioritize your lives accordingly. We will take
attendance randomly, but we encourage you to attend since you are responsible for all
inconveniences due to missed classes. Class participation is encouraged. Your
comments, questions, and ideas will help you, and others, understand the subject.
References
Lahey, B. (2004) Psychology: An Introduction (8th ed.) Boston: McGraw Hill Book
Company.
McMahon, J, McMahon, F, and Ramano, T. (1995). Psychology & you (2nd ed.) New York:
McGraw Hill Book Company.
Miles H., Frank D. and Jonathan F. (2005). Psychology. Alden Press, Oxford, UK.
Note: Students are also recommended to read other possible sources like the research
articles, newsletters, magazines, etc
Name ……………………..signature………………….
64
Module Name: Computer Application
Module Module Module Course Title Course code ECTS Delivery Mode
Category name Code
Module description
This module will focus on an introduction to computer with emphasis on the practical
usage of personal computers; concepts of recorded programs, data representation in
computers, computer networks and communications with description of modern
networking technologies, Introduction to computer security and some application areas
of computes.
Module Objective: after completion of this module student nurse will apply concepts
associated with computer hardware and software, use computer system in numerous
working areas and identify historical evolution of the computer, types and the
classification of computers.
Module competency: after completion of this module student nurse will competently
utilize basic computer knowledge and skills in different setting.
65
66
Introduction to Computer Applications –course syllabus
Course schedule
Weeks Topics Contact hrs. Required reading
Chapter 1 Introduction to Computers 6 References 1,2,3
1,2 & 3 Introduction to computer science and
information technology
Data vs. Information
Characteristics of Information
Definition of computer
Classification of computers
Characteristics of computers
Applications of computers
Historical development of Computer
4,5,6, 7& 8 Chapter 2 Computer System 10 References 1,2,3
Introduction
Computer hardware
Input device
Output device
Central processing unit (CPU)
Storage devices
Primary memory
Secondary storage device
Motherboard overview
Computer software
System software
Application software
Utility program
9,10&11 Chapter 3 Data Representation and the 8 References 1,2,3
Number System
Number system
Number system conversion
Units of data representation
Coding methods
Binary Arithmetic
Representation of negative numbers
68
floating point representation
69
Lab content
Weeks Topics Contact hrs
70
9-16 Spreadsheets 16
Create, open, save, and close a spreadsheet
Adding and Renaming Worksheets
Switching between sheets
Data Entry
Formatting Cells
Create simple formulas.
Use simple built-in functions
Auto fill
Create a chart (graph)
Chart formatting
Saving a document
Exiting a document
Creating an Equation
Creating Mail Merge Documents
Inserting Comments
Printing
Editing Text in Print Preview
71
Module Name: Human body science
Module Module Course Title Course ECTS Module Total
name Code code ETCTS
Module objective
Explain the functions of human body parts and their physiological changes.
Explain the functions of body parts and possible functional changes of this structure.
Describe the basic Biomolecules, there chemical structure, metabolism, and regulation
with respect to its clinical correlation, enzymology, nucleic acids with respect to its
clinical correlation.
72
73
University/institute _________ University
Department/School Nursing
Module coordinator:
Pre-requisite none
General Information
ECTS 8 ECTS
80 25 35 - 76 216
Credit hrs 5
Hours/semester Lecture(80)
74
Course Delivery: Block
Course Description
This Human anatomy- course is designed to prepare Generic Nursing students who are
competent providers of health services.
Week1 Contact Topic/sub topic/chapter Reading
The majorhrs materials
goal is to enable students to increase knowledge and build upon their professional
skills through understanding the relationships of the human body structure & their clinical
relevance, which addressees the structural concept & clinical correlations of different systems
of the human body.
Course objectives
Course objectives:
To provide the basic anatomical knowledge of human body, this lay a foundation for
understanding clinical medicine
Specific objectives
Acquire the working knowledge of the human structures and the vital organs associated to
systemic human anatomy.
Apply the knowledge they equipped during the course to the profession
Course schedule
75
Day 1 2hr CHAPTER-I Human
anatomy
GENARAL ORIENTATION TO HUMAN ANATOMY
and
History, Definition and divisions of Anatomy physiology
,Tortora(1
Divisions of Anatomy 1edition)p
p.1-107
a. Gross anatomy(macroscopic anatomy)
Systemic anatomy
Regional anatomy
b. Microscopic anatomy
Surgical anatomy
Surface anatomy
Radiological anatomy
Anatomical planes
Frontal(coronal)plane
Sagital planes
Midsagital
Parasagital plane
Transverse Plane
76
*Terms of movement
77
2hr 1.4. Body regions and regional names
Body regions
abdominopelvic regions
abdominopelvic quadrants
Regional names
The head
The Neck
The trunk
The upper limb
The lower limb
1.5. Body cavities and membranes
Body cavities
Dorsal /posterior
cranial cavities
Vertebral cavity
Ventral/anterior body cavities
Thoracic cavity
The Abdominopelvic cavity
1.6 Levels of structural organization
Chemical level of organization
The cellular levels of structural organization
The tissue levels of organization
The organ levels of organization
The system levels
The organismal level
78
Human
anatomy
1hr CHAPTER-II
and
Day 2 CELLULAR ORGANIZATION OF THE BODY physiology
,Tortora(1
2.1 Ultra structure of generalized animal cell 1edition)p
p.60-106
2.2. The cytoplasm, cytoplasmic organelles and cytoplasmic
inclusions.
80
Day 4 2hr 3.1.4. Nervous tissue, structure, properties
&5 Neurons, Neuroglia
CHAPTER-IV
GENERAL EMBRYOLOGY
4.1 Introduction to male and female Reproductive
organs
4.2 Gametogenesis: Spermatogenesis, Oogenesis
4.3 Fertilization
4.4 1st Week of development
Fertilization
Cleavage of the zygote
Morula
Blastocyst formation
Implantation
Formation of syncytiotrophoblast
Formation of cytotrophoblast
Ectoderm
Mesoderm
Endoderm
Fetal membranes
Premature infants
81
2hr Premature infants
Birth defects
Teratogens:
cigarette smoking
radiation
Ectopic pregnancies
Twins
Fraternal twins
Identical twins
82
1hr CHAPTER-V Fundamentals of
anatomy and
THE INTEGUMENTARY SYSTEM
physiology,F.H.martini
5.1 Skin and subcutaneous glands
7th edition pp.153-178
Skin function
Keratinocytes
Melanocytes
Merkel cells
Langerhans cells
Stratum spinosum**
Stratum granulosum**
Stratum lucidum **
Stratum corneum **
Stratum spinosum*
Stratum granulosum*
Stratum corneum*
Papillary
Reticular
Fiber types:
83
2hr collagen
elastic
reticular
Hypodermis(superficial fascia)
Skin Color
Melanin
Carotene
Hemoglobin
Hair
Parts:
Medulla (core)
Types of hair:
Intermediate hairs
Nails
84
Sweat glands
1hr
Types of sweat glands:
Day 7 THE SKELETAL SYSTEM Human
&8 Eccrine or merocrine anatomy
6.1 Functions of the skeletal system
and
Apocrine
6.2 The Structure of a Typical Bone physiolo
Sebaceous glands gy,
Compact bone
Ceraminous glands* Tortora(1
The Histological Features of compact bone: 1edition)
Mammary glands* pp.171-
Osteon (Haversian System)
289
*Modified apocrine glands
Central (Haversian) canal
Applied Anatomy
Perforating (Volkmann’s) canal
85
The Histological Features of Spongy Bone:
Lamellae
Trabeculae
Osteoblasts
Osteocytes
Osteoclasts
Classification of Bones:
Long bones
Short bones
Flat bones
Irregular bones
Sesamoid bones
Accessory bones
8 cranial bones
14 facial bones
Malleus
incus
stapes
Vertebral column
86
7cervical vertebrae
12 thoracic
5 lumbar
1 sacrum (5 fused )
1 coccyx (4 fused)
Sternum
Ribs
Thoracic vertebrae
costal cartilages
87
2hr
6.6 Appendicular skeletons
Bones of Pectoral girdle
Clavicle (collarbone)
Scapula (shoulder blade)
The bones of upper limbs
humerus
ulna
radius
Carpal
metacarpal
phalanges
Bones of the pelvic girdle
Formed by:
hipbones(Ilium, Ischium and Pubis)
sacrum of the
coccyx
Difference b/n male & female pelvis
Types of pelvis
-True pelvis(lesser)
-False pelvis(greater)
The bones of lower limbs
curural (Leg) bones-tibia & fibula
The foot (Pes)
Tarsus – ankle
Metatarsals – sole
Phalanges – toes
Bone Fractures
Blood and nerve supply to bones
1hr
6.7 Joints /Articulations
1. Structurally are of three types (i.e., based on
presence or absence of joint cavity).
Fibrous- Immovable
Cartilaginous- slightly movable
Synovial- freely movable
Hinge
Ball & socket
Gliding
Saddle
2. Functionally are three types of joints (i.e. based
on the degree of movement)
Synarthroses –immovable joints
Amphiarthroses – slightly movable
Diarthroses – freely movable
88
Applied Anatomy
89
2hr CHAPTER-VII
endomysium
perimysium
epimysium
Sarcolemma
Sarcoplasmic reticulum
Myofibril
Sarcomere
shape
location,
attachment
orientation of fibers
90
relative position, or function
Synergistic Muscles
Origin
Insertion
Action
Innervations
Blood supply
Applied Anatomy
91
Day 1/2hrs Quiz1
10
1hr CHAPTER-VIII Human
anatomy
THE NERVOUS SYSTEM
and
8.1 Types and structures of the cells of the nervous physiolo
system (30minit) gy,Tortor
a(11editi
8.2 The central nervous system(30minit) on)pp.40
3-573
Spinal nerves
Cranial nerves(I-XII)
nerve plexus
Spinal nerves
Applied Anatomy
92
Day 1hrs CHAPTER-IX Fundame
12 & ntals of
THE ENDOCRINE SYSTEM
13 anatomy
9.1 Introduction and
physiolog
9.2 The pituitary gland y,F.H.mar
tini
7th
edition
pp.590-
616
93
2hr
9.7 Pancreas
2hr Fundamentals of
anatomy and
9.8 Thymus and Pineal glands(30min)
physiology,F.H.m
Applied Anatomy(30min) artini
components: or
b. Lymphatic system
Lymph nodes
Lymphatic capillaries
Lymphatic vessele
Conducting system
2hr types
structure
Arterial system
Venous drainages
Capillarie
95
Day 2hr Circulatory roots
14 &
Systemic circulation
15
Pulmonary circulation
Fetal circulation
Cerebral circulation
Lymphatic system
Lymph
Vessels
Nodes
Circulation
edema
1hr Spleen
Thymus
Respiratory pathways
Respiratory portion
Conducting portion
Nose
Pharynx
Larynx
Laryngeal muscles
Laryngeal innervation
Trache
1hr Bronchi
Primary Bronchi
secondary Bronchi
Lungs
Applied Anatomy
97
Day 2hr Human
16 anatomy and
CHAPTER-XII
physiology,Tort
DIGESTIVE SYSTEM ora(11edition)p
p.895
General organization
Structure
tongue
salivary glands
ii. Pharynx
2hr
iii. Esophagus
iv. Stomach
Parts:
Fundus
Body
Cardia
Pylorus
tongue
salivary glands
teeth
2hr Human
CHAPTER-XIII anatomy and
URINARY SYSTEM physiology,Tort
Urinary system organs ora(11edition)p
Kidneys -external structure p.999
-internal structure
Ureters
Urinary bladder
Urethra
99
1hr d) Urethra: -Male & female urethra
- Innervations &Blood supply to major urinary
systems
-Applied Anatomy
hormone pp.1029-
1062
Epididymis
Consists:
Head
Body
Tail
efferent ductules
100
Day 2hrs Ducts and spermatic cord
19
Ducts:
Accessory glands
Prostate gland
4 surfaces
4 lobes
Seminal Vesicles
101
Day 2hrs Female Reproductive system
20
Ovaries
Uterus
Applied anatomy
Quiz2 1/2hrs
Attendance at all classes and active participation is expected. Student gets a grade after the
final exam.
Teaching Methods
Demonstrations
Group discussions
First test
Second test
Mid examination
102
Course policies: Every student should attend all class and should participate actively.
Recommended References
Tortora, G.J. & Bryan D. 11th edition. Principles of Anatomy & Physiology
After the last lecture of the course students will be asked to fulfill a questionnaire about the
quality of the lectures. At the end of each semester results of the exams will be analyzed.
Name ……………………..signature………………….
103
Human Physiology course syllabus
ECTS: 8 ECTS
Module number: IV
Course instructors
Student load
80 76 25 35 216
Year/semester: I/II
Course description
Course objectives
104
At the completion of this course the students will be able to recognize the general
principles of human physiology and its clinical application.
Enabling objectives:
List the various physiological regulatory mechanisms of the body towards homeostasis
Describe the normal function and pathology of the gastro intestinal tract
Explain functions of both male and female reproductive organs and contraception
method
Course schedule
105
potential)
Action potential (nerve impulse)
Propagation of nerve impulse
Synapses
Synaptic transmission at neuronal synapses
4 Physiology of the Muscle Tortora Text Book and
Classification others included in the
Muscle structure references
Mechanism of muscle contraction
Neuromuscular junction
Excitation-Contraction coupling mechanism
Tetanus & clonus
Myasthenia gravis
Rigor mortis
General aspects of cardiac & smooth muscles
106
Hypertension: causes, types, complications, Rx
Hypotension (Shock): stages and types
108
Reproductive function of female
Functional structures and their abnormalities
Ovarian cycle, endometrial cycle/menstrual
cycle
Contraception and Pregnancy
Parturition and lactation
Evaluation:
References:
Ganongy WF. Review of Medical physiology. Mc Graw Hill 22nd ed, 2006.
Tortora GJ. Principles of Human Anatomy and physiology. 8th edition, 1996.
John Bullock, Joseph Boyle and Michael B. Wang. Physiology, National Medical Series
(NMS) for Independent Study. Williams & Wilkins. 3rd edition 1992
109
Berne R.M. and Levy M.N. Physiology. 3rd edition.
Name ……………………..signature………………….
110
Biochemistry course syllabus
University: _________
Program: Undergraduate
Course title: Biochemistry
Course code: Bioc1053
Degree Program: BSc Nursing
Module Name: Human body science Module
Course team leader (coordinator):
Name _______________________ Email___________________ cell phone
_______________
H. Course instructor:
Name Email Cell phone Office
Course description:
This Biochemistry course is designed to prepare B.Sc. graduate anesthesia students who
are competent providers of anesthesia services. Students will be able to explain the
biochemical aspects of human life & describe the biochemistry of carbohydrates,
proteins, lipids and nucleic acids. It contains only the theoretical part that the trainee
should pass through to acquire the basic competence in accomplishing organizational
activities relating to its coverage.
Course objectives:
111
After completing this course, the student will be able to explain the biochemical aspects
of human life; describe the chemistry and metabolism of biomolecules (carbohydrates,
lipids, proteins and nucleic acids); explain central metabolism; outline the transmission
& expression of genetic information and correlate the biochemical processes with
health & disease.
Supporting Objectives
Outline the metabolic pathways for anaerobic glycolysis, pentose shunt, and
gluconeogenesis, including substrates, unique enzymes and regulatory mechanisms.
Explain the rationale for the pathway of ketogenesis and identify the major
intermediates and products of this pathway.
Outline the sequence of reactions in the tri carboxylic acid cycle and explain the purpose
of the cycle.
Outline the mitochondrial electron transport system and define membrane potential
and explain its role in ATP synthesis and thermogenesis.
Describe the mechanisms used by humans for removal of the nitrogen from amino acids
prior to the metabolism of their carbon skeletons.
Discuss the structure and composition of enzymes, including cofactors, and conditions
that affect enzymatic reactions.
Compare and contrast the structure and biosynthesis of purines and pyrimidines,
highlighting the differences between de novo and salvage pathways.
112
Describe the compositions and structures of DNA and RNA.
Explain how replication of DNA is achieved with high fidelity in a bidirectional manner
and in a semi-conservative fashion.
Describe how the different RNAs involved in protein synthesis interact to produce a
polypeptide.
Course Schedule
113
Day 5 4 hrs 4. LIPIDS 1(Pages, 171-198
(morning) Structure and classification of lipids )
Biological membranes
Digestion & absorption of lipids
Metabolism of fatty acids:
Biosynthesis and storage of fatty acids
4 hrs
(afternoon) Oxidation of Fatty Acids
Ketogenesis & Ketolysis
Lipid transport and storage:
Structure and function of Lipoproteins
Cholesterol synthesis, transport, & excretion
Day 6 & 1st Week break
7
Day 8 ½ Quiz-II
hrs(morning)
Day 9 3 hrs Tutorial-II
4 hrs 5. CENTRAL METABOLISM
Day 10 (morning) Tricarboxylic acid (Krebs') cycle 1 (Pages, 69-82;
Bioenergetics (thermodynamics): 107-114)
Related to nutrition and obesity
The Electron transport system
Oxidative phosphorylation.
2 hrs 6. AMINO ACIDS AND PROTEINS 1 (Pages: 1-43;25-
(afternoon) Structure and classification of amino acids 34;243-258;280-
Physico-chemical properties of amino acids 283)
114
7. ENZYMES & COENZYMES
Day 12 4 Enzymes:
(morning) Definition and Classification
General properties
Kinetics of enzymes 1(Pages, 53-68;
Factors affecting enzyme activities 371-392 )
Enzyme inhibition
Regulation of enzyme activities
Cofactors & Coenzymes
Clinical applications of enzymes
8. VITAMINS
2 Classification of vitamins
(afternoon) Structure and function of: 1( Pages: 371-
Water & Fat soluble vitamins 392 )
T. Delivery mode/methodology:
Active learning methods (brain storming, discussion, etc), Lecture, group and individual
presentation, assignment.
U. Assessment mechanisms:
Quiz (30%)
Assignments (10%)
V. Course policies:
Student should take all continuous assessments as scheduled. If he/she misses quiz or
assignment, no make up will be arranged for her/him.
Student should do his/her own work. If he/she is caught red-handed while cheating,
he/she will get zero for that particular work
References:
Learning materials
Reference& Textbooks:
Pamela C.C, and Richard A.H., Lippincott's Illustrated Reviews: Biochemistry 3rd edition,
J.B. Lippincott Company Philaderphia, 1998.
116
Lehninger A.L, Principles of Biochemistry, CBS publishers and distributors, 1987 or
recent edition.
Murray R.K et. al. Harper's Biochemistry 24th edition a Large Medical Book, 1996
Zubay, Parson, Vance, Principles of Biochemistry, WM.C. Brown Publishers USA, 1995.
Name ……………………..signature………………….
117
Module Name: Disease causation and Diagnosis
Module Module Course Title Course ECTS Total Module
name Code code EtCTS
Module description
This module is prepared to equip BSc. nursing students with knowledge with grounding
in the basic principles of Biochemistry microbiology, parasitiology, pathophysiology and
basic clinical laboratory methods. It aims to provide an understanding of the basic
chemical properties of molecules that make life possible and a description of the key
components of the cell and their biochemical interactions.
The students will learn about the processes that allow energy to be harvested from
sunlight, converted and stored in food and released to drive biochemical reactions
within cells. Students will also acquire knowledge of structural and functional changes
because of the disease processes. This module also helps students to identify the
normal and abnormal laboratory findings.
Module objective/competency
Differentiate the normal and abnormal laboratory values and interpret the results.
Describe the most common disease causing agents and cellular response to the agents.
Discuss the important pathological process which affects the organs of interest
118
Medical Microbiology course syllabus
Department ________
Corse title/code Medical Microbiology and immunology/ Mbio1061
Degree program BSc Degree in nursing
Module Name Disease causation & diagnosis
ECTS 5 hr
Student Work Load Lecture Tutorial Lab practice Home study individual work Total
119
Schedule
120
examples for each: sterilization, disinfection
What factors influence the effectiveness of
sterilization with moist heat, dry heat, and Murray PR. et al.,
ethylene oxide? Medical Microbiology,
Make a list of the disinfectants that are used in 4th ed. Chapt 10
your university hospital
First exam
121
6 3 hrs Hypersensitivity reactions Boyd RF. Basic
Immunization Medical Microbiology,
Questions 5th ed. Chapt 12 & 13
Outline the basic differences between
anaphylactic, immune complex, and cytotoxic Jawetz, Melnick, &
hypersensitivity reactions Adelberg's Medical
Describe the cell types and mediators Microbiology, 22nd ed
associated with delayed-type hypersensitivity Chapt 8
What is the difference between active
immunization and passive immunization?
Make a list of all the vaccinations
Second exam
7, 8 &9 4hrs Specific Bacteriology Murray PR. et al.,
Staphylococcus Medical Microbiology,
Streptococcus and Pneumococcus 4th ed. Chapt 22, 23,
Neisseriae and 28
Questions
What toxins have been implicated in Jawetz, Melnick, &
staphylococcal diseases? Which staphylococcal Adelberg's Medical
enzymes have been proposed as virulence Microbiology, 22nd ed
factors? Chapt 21
Make a list of the suppurative streptococcal
diseases
What are the major virulence factors of S.
pneumonia?
Which virulence factor is responsible for the
diffuse vascular damage associated with
meningococcal infections?
122
6 hrs Corynebacterium, Clostridia, and Bacillus Boyd RF. Basic
Enteric gram negative rod: E,coli, Shigella, and Medical Microbiology,
Salmonella 5th ed. Chapt 19 & 20
Questions
What characteristics differentiate cutaneous Murray PR. et al.,
diphtheria from respiratory diphtheria? Medical Microbiology,
Make a list of the major pathogenic clostridial 4th ed. Chapt 25, 27,
species, indicating the mechanism of action of 29, & 37
their toxins or other components associated
with infection.
What are three virulence factors found in B.
anthracis and their modes of action?
Name the six groups of E. coli that can cause
gastroenteritis.
10 & 11 2hr Vibrio, Campylobacter, and Helicobacter Jawetz, Melnick, &
Haemophilus, Bordetella, and Brucella Adelberg's Medical
Questions Microbiology, 22nd ed
What are the characteristic clinical symptoms Chapt 18 & 19
of cholera?
H. pylori has multiple virulence factors. Which Murray PR. et al.,
factors are responsible for interfering with Medical Microbiology,
gastric acid secretion? 4th ed. Chapt 30, 31,
What virulence factors are produced by B. 33, & 34
pertussis, and what are their biologic effects?
Which species of brucella is the most common
cause of brucellosis?
What is the major virulence factor in H.
influenzae type b?
3hr Pseudomonas Murray PR. et al.,
Mycobacteria Medical Microbiology,
Questions 4th ed. Chapt 32 & 40
What virulence factors possessed by P.
aeruginosa make it a particularly serious
pathogen? What are the biologic effects of
these factors?
What is unique about the cell wall of
mycobacteria and what biologic effects can be
attributed to the cell wall structure?
What is the recommended therapy for M.
tuberculosis?
123
What are the two clinical presentations of M.
leprae infections?
124
Chapt 45
125
Day 2 “ Sterilization and disinfection
126
Course Policy Attendance: Students are expected to attend each class. Your
attendance grade will be reflected as effective performance. It will start
at 100% and with each absence it will cost 5 points and a tardy will be
worth 2 points.
Assignment: You must do your assignment on time. No late assignment
will be accepted
Cheating/plagiarism: You must do your own work and not copy and get
answers from someone else. Also, please do not chew gum, eat, listen to
recorders or CD players, wear sunglasses, or talk about personal
problems. Please be sure to turn off pagers and cell phone before class
and exam sessions.
References Required texts:
Boyd RF. 5th ed. Basic Medical Microbiology, Lippinctt Williams &
Wilkins, Philadelphia, USA. 1995.
Brooks GF, Butel JS, Morse SA. Jawetz, Melnick, & Adelberg’s 22nd ed.
Medical Microbiology, McGraw-Hill, New York, USA. 2001.
Murray PR, Rosenthal KS, Kobayashi GS, Pfaller MA. 4th ed. Medical
Microbiology, Mosby-Inc, St. Louis, USA. 2002.
Greenwood D, Slack R. Preutherer J, Barer M. 7th ed. Medical
Microbiology, Churchill Livingstone Elsevier. 2007.
Collee JG, Fraser AG, Marmino BP, Simmons A. Mackie & McCartney
14th ed. Practical Medical Microbiology, Churchill Livingston, New York,
USA. 2007.
Approved by (school/department head)
Name ……………………..signature………………….
Module credit 13
127
Course code Para1062
ECTS 3
Student load Lecture Tutorial Home study Individual work Total
32 8 41 81
Contact date Lecture: _________________
Laboratory practice: ____________________
Class room Lecture: _______________
Laboratory Demonstration room
Instructors Name Email Cell phone office
128
129
Course Schedule
130
Cestodes /The tape worms/ countries. Part I -2nded updated. 1998. Tropical Health
General characteristics Technology. Cambridge
Taeniasaginata Judith S. Heelan, Frances W. Ingersoll. Essentials of Human
Taeniasolium Parasitology. 2002. Delmar Thomson Learning
Hymenolepis nana Mohammed AwolAdem and WaqtolaCheneke. Medical
Echinococcus granulosus Parasitology: Lecture note for medical laboratory technology
Tematodes /The flukes/ students: upgraded lecture note serious. 2006
General characteristics Markell, Voge, Jhon. Medical Parasitology. 6th ed. 1986. W.b.
Classification (blood, liver & intestinal flukes) Saunders company
Blood flukes David L. Belding. Text book of Parasitology. 3rd ed. 1965
Schistosoma mansoni
Schistosoma haematobium
Mid Exam
Day 4 Chapter IV – Introduction 2 Monica Cheesbrough. District Laboratory Practice in Tropical
Protozoa countries. Part I -2nded updated. 1998. Tropical Health
General Morphology Technology. Cambridge
Life Cycle Judith S. Heelan, Frances W. Ingersoll. Essentials of Human
Classification Parasitology. 2002. Delmar Thomson Learning
Mohammed AwolAdem and WaqtolaCheneke. Medical
Parasitology: Lecture note for medical laboratory technology
students: upgraded lecture note serious. 2006
Markell, Voge, Jhon. Medical Parasitology. 6th ed. 1986. W.b.
Saunders company
David L. Belding. Text book of Parasitology. 3rd ed. 1965
Chapter V - The Amoeba: 2 Monica Cheesbrough. District Laboratory Practice in Tropical
Alimentary canal countries. Part I -2nded updated. 1998. Tropical Health
General characteristics Technology. Cambridge
Entamoeba histolytica/dispar Judith S. Heelan, Frances W. Ingersoll. Essentials of Human
Parasitology. 2002. Delmar Thomson Learning
131
Mohammed AwolAdem and WaqtolaCheneke. Medical
Parasitology: Lecture note for medical laboratory technology
students: upgraded lecture note serious. 2006
Markell, Voge, Jhon. Medical Parasitology. 6th ed. 1986. W.b.
Saunders company
David L. Belding. Text book of Parasitology. 3rd ed. 1965
Day 5-6 Chapter VI - Flagellate Protozoa: 6 Monica Cheesbrough. District Laboratory Practice in Tropical
Digestive and urogenital tract countries. Part I -2nded updated. 1998. Tropical Health
General characteristics Technology. Cambridge
Giardia lamblia Judith S. Heelan, Frances W. Ingersoll. Essentials of Human
Trichomonasvaginalis Parasitology. 2002. Delmar Thomson Learning
Hemoflagellates / Blood and Tissue/ Mohammed AwolAdem and WaqtolaCheneke. Medical
The Leishmania Parasitology: Lecture note for medical laboratory technology
Leishmaniatropica complex students: upgraded lecture note serious. 2006
L. tropica minor Markell, Voge, Jhon. Medical Parasitology. 6th ed. 1986. W.b.
L. tropica major Saunders company
L. aethiopica David L. Belding. Text book of Parasitology. 3rd ed. 1965
Leishmaniamexicana complex
L. m. mexicana
L. m. Amazonensis
L. M. pifanoi
Leishmaniabraziliensis complex
L. B. braziliensis
L. B. guyanensis
L. B. panamensis
L. peruviana
Leishmaniadonovani complex
L. d. donovani
L. d. chagasi
L. infantum
132
The Trypanosome
Trypanosoma brucei complex
T. b. Gambiense
T. b. Rhodesiense
Day 6-8 Chapter VII – Apicomplexa 8 Monica Cheesbrough. District Laboratory Practice in Tropical
The Plasmodium Species countries. Part I -2nded updated. 1998. Tropical Health
General characteristics Technology. Cambridge
Plasmodium falciparum Judith S. Heelan, Frances W. Ingersoll. Essentials of Human
Plasmodium vivax Parasitology. 2002. Delmar Thomson Learning
Plasmodium malariae Mohammed AwolAdem and WaqtolaCheneke. Medical
Plasmodium ovale Parasitology: Lecture note for medical laboratory technology
Drug resistance in malaria students: upgraded lecture note serious. 2006
The Coccidia and related Protozoa Markell, Voge, Jhon. Medical Parasitology. 6th ed. 1986. W.b.
General characteristics Saunders company
Genus Cryptosporidium David L. Belding. Text book of Parasitology. 3rd ed. 1965
Genus Isospora
Genus Sarcocystis
Genus Toxoplasma
Genus Pneumocystis
133
Course Expectation Make active participation during discussions (you must participate in class). If you are working in a group or with a
partner, you must be a part of the group.
Complete the assignments and other activities on time. Use your time for group work and home study effectively
Course Policy Attendance: Students are expected to attend each class. Your attendance grade will be reflected as affective
performance. It will start at 100% and with each absence it will cost 5 points and a tardy will be worth 2 points.
Cheating/plagiarism: you must do your own work and not copy and get answers from someone else. Also, please
do not chew gum, eat, listen to recorders or CD players, wear sunglasses, or talk about personal problems. Please
be sure to turn off pagers and cell phones before class and exam sessions.
Reference Markell, Voge, Jhon. Medical Parasitology. 6th ed. 1986. W.b. Saunders company.
Paul Chester Beaver, Rodney Clifton jung, Eddie Wayne Cupp. Clinical Parasitology. 9th ed. 1984. K.M. Varghese
company
Herbert M. Gilles. Protozoal Diseases. 1999. Arnold
David L. Belding. Text book of Parasitology. 3rd ed. 1965.
Monica Cheesbrough. District Laboratory Practice in Tropical countries. Part I -2nded updated. 1998. Tropical Health
Technology. Cambridge
Judith S. Heelan, Frances W. Ingersoll. Essentials of Human Parasitology. 2002. Delmar Thomson Learning
VigarZaman. Atlas of Medical Parasitology. 1979
Harold W. Brown, Franklin A. Neva. Basic Clinical Parasitology. 5th ed. 1983
Mohammed AwolAdem and WaqtolaCheneke. Medical Parasitology: Lecture note for medical laboratory
technology students: upgraded lecture note serious. 2006
Modern Parasitology A text book of Parasitology ( Cox 2ndedn)
Clinical parasitology (Beaver et. al 9thed.)
Atlas of Medical Helminthology and Protozoology (Jaffeey and Leach 2nd edition)
District laboratory practice in tropical counties (Monica CheesbroughVol I)
Essentials of Parasitology (Murray D. Dailey 6th ed. 1996)
Essentials of parasitology (Gerald D. Schmidt 4th ed. 1994)
Parasitology for medical Laboratory Technology students – Lecture note series (GirmaM. and Mohammed A. 2003)
Craig ad Faust’s clinical parasitology (Ernest C. Faust 8th ed. 1977)
Web materials – DPDX
134
Approved by (school/department head)
Name ……………………..signature………………….
135
Harmonized BSC Nursing Curriculum
March 20, 2014
Pathophsiology Course Syllabus
Department Nursing
Course title Pathophysiology
Course code Nurs1064
Course team Name:
leader Phone:
Email:
Course instructor Name:
Phone:
Email :
ECTS 5/135 hrs
Student Work Lecture Tutorial/seminar demonstration Home total
Load study
48hrs - 3.25hrs 91.75hrs 135hrs
Year/Semester Year I/Semester II
Prerequisite Anatomy , Physiology ,Biochemistry
Course status Basic
This course provides a general overview of human pathological processes and their
effects on homeostasis beginning from cellular level and proceeding through major
body systems. Etiological, pathogenic, and presenting patterns are explored using
Course theoretical bases. The course emphasizes on alternation induced. Fundamental
description concepts of anatomy, physiology and biochemistry provide the foundation for study of
pathophysiologic changes across the lifespan. Upon completion of this course,
students will understand pathophysiological changes, including how pathological
process are manifested, progress in the body.
After the successful completion of this course, the student will be able
to:
Course objectives Describe the aetiology, pathogenesis and presenting symptoms and sign of
common health problems in humans.
Discuss normal and abnormal compensatory mechanisms of the body that
occur in response to disease processes.
Describe causes, mechanisms and manifestation of disorder of pregnancy and
child birth.
Analyze rationale for treatment modalities based on aetiology, pathogenesis,
and clinical manifestations of common health problems..
136
Harmonized BSC Nursing Curriculum
March 20, 2014
Week Day Topics and subtopics(Duration of a Lecture) Reading material
137
Harmonized BSC Nursing Curriculum
March 20, 2014
138
Harmonized BSC Nursing Curriculum
March 20, 2014
III Exam 1
IV Unit Twelve Endocrine alteration in pregnancy and
gestational diabetes mellitus( 3hrs)
12.1 Gestational Diabetes
12.2 Common endocrinopathies
Quiz: Innumerate the diagnosis of GDM
Reading assignment: Thyroid gland disorders
V Unit Thirteen Anemia in pregnancy( 1.5hrs)
Unit Fourteen Complication of early pregnancy(1.5hr)
I Unit Fifteen Placental abnormalities(1.5hrs) ]
4 Unit Sixteen Central nervous system alteration(1.5hrs)
16.1 Meningitis
16.2 Seizure
Quiz: List types of epilepsy
Demonstration(30min)
Reading assignment: coma, brain hernation
II Final Exam
Teaching methodology: Lecture, demonstration, tutorial sessions, independent home study
Assessment mechanisms Continuous assessment
Assignment 9pts Assignment 1 : Elaborate mechanisms of cell death in HIV
Quiz(6pts) Assignment 2: Illustrate immunologic alterations in HIV
Attendance(5pts) Assignment 3: Abortion
Examination one(30pts)
Final exam(50pts)
Course policy Strict attendance
Strict punctuality
Any form of cheating on exam is strictly forbidden
References 1. Barbara L. Bullock (1992). Pathophysiology: Adaptation
and Alteration in Function. 3rd edition.J.B. Lippincott Company.
Philadelphia.
2. Carol Mattson porth. (1990). Pathophysiology: Concept of
altered health state.
3. Catherine paradise (1992). Lippincott’s review series thophysiology.
J.B Lippincott Company, Philadelphia.
3. Robin’s Pathologic Bases of Disease
2.Rubin’s pathology
3. James.C.E Underwood(2004), general and systemic pathology
4. General Pathology lecture note
139
Harmonized BSC Nursing Curriculum
March 20, 2014
Clinical Laboratory Methods course syllabus
Code: BioM1055
Course coordinator:
Course ECTS: 3
Course Information:
Instructors
Student Work Load Lecture Tutorial Lab practice Home study Total
Individual work
32 8 32 9 81hrs
140
Harmonized BSC Nursing Curriculum
March 20, 2014
Course objective Upon the completion of this course students will be able to:
Indicate the normal values of the different tests of the bleeding disorders
Explain the Normal and abnormal organized urine sediments with their
diagnostic features
Course Description CLCH 206 Clinical lab methods introduction to the theory and practical
application of routine and special laboratory tests both manual and
automated methods, normal and abnormal laboratory results and
associated diseases.
Pre-requisite(s) No prerequisites
Schedule
141
Harmonized BSC Nursing Curriculum
March 20, 2014
1&2 2 Introduction to lab. Bauer,D.John, Clinical
th
-Selection of Lab. Tests Laboratory Method 9 ed,1982.
-Interpretation of test results Hlasted, The Laboratory in
-Patient approach clinical medicine interpretation
and application, 2nd ed, 1981.
4 hematology Thompson R.B.S.I. Proctor, A
Basic hematological tests short test book of Hematology
CBC 6th ed. 1985.
Reti. Count
B/F preparation and staining
ESR
3, 4, 5 & Anemia
6 4 -Introduction
- Classification of anemia
-Basic Laboratory tests for diagnosis
anemia
4 Malignant and non malignant WBC
disorders and their differential diagnosis
Questions:
Describe quantitative leukocyte
disorders
Describe morphological abnormalities
of mature granulocytes
Describe qualitative/functional
leukocyte disorders
Briefly describe Leukemia and
classification of Leukemia
Explain the laboratory diagnosis of
different form of leukemia
4 Homeostasis;
-General principle of Blood coagulation
-Tests to discover etiology of
hemorrhage and thrombosis.
Questions:
Describe normal and abnormal
hemostasis
Discuss how the components of normal
hemostasis interact with each other
to bring about normal blood flow within
142
Harmonized BSC Nursing Curriculum
March 20, 2014
the vascular system
Explain the intrinsic and extrinsic
pathways of blood coagulation
Discuss the normal control of the
clotting process and the fibrinolytic
system
State the principles of the different tests
of the bleeding disorders
Indicate the normal values of the
different tests of the bleeding disorders
7&8 4 Immunohematology
Principle of Immunohematology
-Blood group antigens and antibodies
-Immunohematologic reaction
-Test to discover etiology of
-Blood transfusion
Questions:
Discuss the historical overview of the
ABO system.
Describe the general characteristics of
the ABO antigens and antibodies.
Discuss the pattern of inheritance and
development of the A, B and H antigens
Discuses the general characteristic of
the human anti-A and anti-B antibodies
Perform ABO and Rh blood grouping
using different methods.
Explain the cross-match and its primary
purpose
Perform cross matching
2 Urinalysis and Renal function test
143
Harmonized BSC Nursing Curriculum
March 20, 2014
questions:
Explain about formation and
composition of urine
Carry out physical examination of urine
such as odour, volume, color,
transparency, foam, specific gravity of
District laboratory practicein
urine and interpretation of the test
tropical countries. 2nd ed. Part I.
result.
Monica Cheesbrough, 2005
Discuses the abnormal constituents of
Text book of urinalysis and body
urine( Glucose, protein,
fluids. Doris LR, Ann EN, 1983
ketone bodies, bilirubin , bile salts etc.
Explain the Microscopic examination of
urine sediment
Explain the Normal and abnormal
organized urine sediments with their
diagnostic features.
9 & 10 2 Liver & biliary tract tests Norbert L W. Tietz,
-Diagnosis of liver disease by lab Fundamental of clinic
methods Chemistry, 2nd ed, 1984
-Plasma enzyme test in liver disease
Questions:
a. Describe methods of analysis of
serum bilirubin And interpret the result
b. . Discuss the pattern the serum
enzyme with liver diseases,
Questions:
Norbert L W. Tietz, Fundamental
Explain the glucose metabolism
of clinic Chemistry, 2nd ed, 1984
regulation
Discuss hyperglycemia and
hypoglycemia
144
Harmonized BSC Nursing Curriculum
March 20, 2014
Describe the normal appearance of Jean JL. 1995
normal CSF. Clinicalchemistry: Principles,
Define xanthochromia and state its procedures, correlation. 3rd ed.
significance Michael L. Bishop et al. 1996
List the normal range of glucose,
protein, and cell count for a CSF.
Evaluate abnormal laboratory results
with a pathological condition related to
CSF.
Discuss difference between exudates
and transudes
Describe the appearance of synovial
fluid in normal
and abnormal states.
Discuss the normal and abnormal
cellular composition
Practical Schedule
Days Contact Practical topics
hr
1 3 Blood sample collection
- Venous blood sample
- Capillary blood sample
Blood film preparation
-thin blood film
-thick blood film
2 3 Staining of blood films (Wright stain)
identification of cells in stained peripheral blood film
5 3 Homeostasis
-bleeding time
-clotting time
145
Harmonized BSC Nursing Curriculum
March 20, 2014
-coagulation time
6 4 - Immunohematology
-Blood grouping (ABO and Rh typing)
-Compatibility test
7 3 Urinalysis
-physical examination of urine
-chemical examination of urine
-microscopic exam of urine
8 3 ESR (erythrocyte sedimentation rate)
-Pregnancy test (detection of HCG)
146
Harmonized BSC Nursing Curriculum
March 20, 2014
Exam 1 15% week 7
Exam 2 15 % week 12
Practical exam 20%.
Practical exam 20% week 17
147
Harmonized BSC Nursing Curriculum
March 20, 2014
Course Policy Attendance: Students are expected to attend each class. Your
attendance grade will be reflected as affective performance. It will start
at 100% and with each absence it will cost 5 points and a tardy will be
worth 2 points.
Assignments: you must do your assignment on time. No late
assignment will
be accepted.
Cheating/plagiarism: you must do your own work and not copy and get
answers from someone else. Also, please do not chew gum, eat, listen
to recorders or CD players, wear sunglasses, or talk about personal
problems. Please be sure to turn off pagers and cell phones before
class and exam sessions.
Reference Bauer,D.John, Clinical Laboratory Method 9th ed,1982.
Sonnwith Alex C, Jarett Leonard, Drahdwohl’s Clinical Laboratory
Methods & Diagnosis, 8th ed, 1980
Hlasted, The Laboratory in clinical medicine interpretation and
application, 2nd ed, 1981.
Thompson R.B.S.I. Proctor, A short test book of Hematology 6th ed.
1985.
Ravel Richard, Clinical Laboratory Medicine, 4th ed, 2983
L.G. Whitby, I.W. percy-Robb, A.F. Smith Lecture notes on clinical
chemistry methods, Vol.I 17th ed , 1984.
Henry John Bermard, Clinical Diagnonosis and management by
Laboratory Methods, Vol. I 17th ed, 1984.
Calliner, shaila T. Blood sisorders: the facts 1985.
Norbert L W. Tietz, Fundamental of clinic Chemistry, 2nd ed, 1984.
Linne , Jean Jorgenson, Basic Techniques for the medical Laboratory, 2nd
ed. 1979.
Frances Fischback, A manual of laboratory & Diagnostic Tests, 4th ed,
1992
John Bernard Henry,MD Clinical Diagnosis & management by Laboratory
Methods 20thed.
Name ……………………..signature………………….
148
Harmonized BSC Nursing Curriculum
March 20, 2014
149
Harmonized BSC Nursing Curriculum
March 20, 2014
Pharmacology module
Module Module name Course title Course code Cr ECTS Days Mode
code hr of
delivery
Module description:
The module will cover: Introductory parts of pharmacological sciences; general principle of
pharmacology, pharmacokinetics and pharmaco-dynamics of drugs; mode of action of drugs on
all body system; clinical use, mode of administration and action of drugs; dosage, adverse
effects, contraindication and precaution of drugs and principle of chemotherapeutic agents.
Module objective
Upon completing the course, students will competently explain drug therapy of infectious
diseases factors contributing to the irrational use of antimicrobial drugs, emergence of
antimicrobial resistance, clinically useful drug-drug interactions, drug-food interactions and
drug-herb interactions.
150
Harmonized BSC Nursing Curriculum
March 20, 2014
Pharmacology for nurses course syllabus
Program: Nursing
Placement: year II
ECTS : 7
Instructors
Student load
64 16 61 48 189
151
Harmonized BSC Nursing Curriculum
March 20, 2014
Tutorial: - __________, __________, Place: --__________
Course description:
The course will cover: Introductory parts of pharmacological sciences; general principle of
pharmacology, pharmacokinetics and pharmcodynamics of drugs; mode of action of drugs on
all body system; clinical use, mode of administration and action of drugs; dosage, adverse
effects, contraindication and precaution of drugs and principle of chemotherapeutic agents.
Course objectives:
Describe mechanism of action, pharmacokinetics, clinical uses, adverse effects, cautions and
contraindications of :-
Autonomic pharmacology
Cardiovascular drugs,
CNS drugs,
Respiratory drugs
Gastrointestinal drugs
Chemotherapeutic drugs.
152
Harmonized BSC Nursing Curriculum
March 20, 2014
Summarize clinically useful drug-drug interactions, drug-food interactions and drug-herb
interactions.
Schedule of contact time, contents/topics & reading/reference materials for each topic
153
Harmonized BSC Nursing Curriculum
March 20, 2014
Six 5 Pathophysiology and classification of angina 3,4
Therapeutic approaches (nitrites –beta blockers –, calcium
antagonists)
Pharmacotherapy of congestive heart failure
Pathophysiology of CHF
Principles of therapy (positive ionotropics – digoxin,
diuretics, vasodilators
Antiarrhythmics (introductory note)
Seven 5 Unit four: Blood pharmacology 1,3
Pharmacotherapy of anemia
Coagulants & anticoagulants
Inhibitors of platelet aggregation
Eight 5 Unit Five: GIT Pharmacology 2
Pharmacotherapy of peptic & duodenal ulcer
Pharmacotherapy of emesis
Symptomatic treatment of constipation
Nine 5 Unit Six: Pharmacology of Broncho–pulmonary systems 1
Pharmacotherapy of acute bronchial asthma
Pathophysiology of asthma
Classification of anti asthma drugs
Management of acute, chronic & status asthmaticus
Nasal decongestants, cold & cough preparations
Treatment of acute & chronic rhinitis
Ten 5 Unit Seven: Central Nervous system Pharmacology 4
Sedative – hypnotic( anexiolytics )drugs
Pharmacotherapy of epilepsy
Psychotropic and antiparkinson drugs
Eleven 5 Pharmacotherapy of pain 1,4
classification of analgesics
Treatment of pain with narcotic
Treatment of pain with non-narcotic
Pharmacotherapy of rheumatic arthritis
Treatment of acute & chronic gout
General & local anesthetics
154
Harmonized BSC Nursing Curriculum
March 20, 2014
Treatment of type II
Management of thyroid gland dysfunction (introductory)
Sexual hormones (hormonal contraceptives)
Corticosteroids
Oxytocic drugs (ergometrine, oxytocin)
Thirteen 5 Unit nine : Chemotherapy 3,4
Chemotherapy of microbial infections
General considerations (mechanisms, drug resistance,
misuse & failure of therapy)
Individual drug class
sulphonamides,
penicillin, cephalosporins,
tetracycline,
chloramphenicol,
aminoglosporins,
quinoline and others
Drugs used in the treatment of tuberculosis & leprosy
Choice of antimicrobial to treat common diseases (anaerobic
infections, chronic lung disease, UTI, STD, trachoma,
salmonellosis, shigellosis, meningitis, gallbladder,
endocarditis, gastroenteritis, etc)
5 Chemotherapy of protozoal infections 2,3
Fourteen Antimalarial (prophylaxis & treatment); chloroquine,
fansidar, primaquine, quinine
Antigiardiasis & trichomoniasis (metronidazole)
Drugs for leishmaniasis, trypanosomiasis (sodium
stibogluconate, suramin)
Fifteen 5 Chemotherapy of fungal infections 3,4
Chemotherapy of helminthiasis (core drugs: mebendazole,
piperazine citrate, metronidazole, diethylcarbazepine,
ivermecitin, thiabendazole, praziquntel, levamisole,
niclosamide)
155
Harmonized BSC Nursing Curriculum
March 20, 2014
Delivery mode/methodology:
Active learning methods (brain storming, discussion, etc), Lecture, group and individual
presentation, assignment.
Assessment mechanisms:
Attendance (%)
Assignments (%)
Course policies:
Student should do his/her own work. If he/she is caught red-handed while cheating, he/she will
get zero for that particular work
References
Rang, H.P, dale, M.M; Ritter, J.M, Pharmacology, 6th ed. Chwchill Livingstone, 2007.
Betram G.Kazung, Basic and clinical pharmacology, 10th and later ed.
Harold kalant, Denis M. Grant, Iame Mitchell, principles of medical pharmacology, 7thed, 2007.
Goodman and Gilman’s, the pharmacological basis of therapeutics, 10th and later ed.
Name ……………………..signature………………….
156
Harmonized BSC Nursing Curriculum
March 20, 2014
157
Harmonized BSC Nursing Curriculum
March 20, 2014
Module description
This module is designed to equip BSc. Nursing students with knowledge, skills and attitude
needed to identify patient problems and provide nursing care required to maximize the human
body function. It has both theoretical and practical contents including basic and advanced
nursing procedures, application of infection prevention and patient safety, patient assessment
techniques, professional nursing ethics, and principles of emergency case management.
Module Objective
After completion of this module, the students will be able to identify appropriate equipments
for the patient care, assess the patients’ condition, diagnose the patients’ problems and
provide appropriate nursing intervention for the patient with recommended infection
prevention and patient safety practices and apply knowledge and skill of first aid and accident
prevention and management using a scientifically sound ethical approach.
Module core competency
The students will be competent in assessing, diagnosing and providing basic and advanced
Nursing care and first aid. They will also be competent in ethical decision making practice.
Approved by (school/department head)
Name ……………………..signature………………….
158
Harmonized BSC Nursing Curriculum
March 20, 2014
Ethics & theoretical aspects of nursing course syllabus
Course title: Ethics & theoretical aspects of nursing
Program: Nursing
Course code: Nurs2071
Degree Program: BSc Nursing
Module Name: Foundations of Nursing
Module Code: NursM2071
Course team leader /coordinator. Email Phone number Office
Course instructors
1
2
ECTS credits: 5 ECTS
Time allotted
Contact hours Home study hours Tutorial Total
48 hrs 77hrs 10hrs 135hrs
159
Harmonized BSC Nursing Curriculum
March 20, 2014
Describe Nursing profession and its underlying principles.
Demonstrate effective communication system that enables to foster health Promotion wellness
and health development.
Teaching Methods
Case studies
Role play
Assessment Methods
Formative Assessment
Quizzes #2
Case study #2
individual assignment #1
Seminar presentation #1
Summative Assessment
Exam I………………………………………………..15%
160
Harmonized BSC Nursing Curriculum
March 20, 2014
Essay
Exam II………………………………………………15%
Case studies
Exam III……………………………………………..15%
Case studies
Final Examination……………………………………40%
Essay examination
Course Policy
Attendance: It is compulsory to come to class on time and every time. The students are
allowed to attend the class 100%. If you are going to miss one class during the term without
valid reason, you aren’t allowed to seat in the final examination.
Assignments: you must do your assignment on time. No late assignment will be accepted.
Cheating/plagiarism: Students must do their own work and not copy and get answers from
someone else. Any sort of cheating/plagiarism will result in disqualification that work and
disciplinary measures as per the university’s legislation
Course schedule
161
Harmonized BSC Nursing Curriculum
March 20, 2014
Concepts of nursing and characteristics of Nursing; 2nd ed., 2001, delmar
nursing thomson learning
The concept of nursing process
Components of nursing process
The role of nursing
3 Philosophy of nursing theory
Over review of theory
Definition of terms related to theory
Relationship of theory to practice and
research
Exam I
4 Major nursing theories used for nursing Quiz 1 Fundamental of nursing, In
practice Human Health and functions
Foundations of nursing practice
5 Non-nursing theories used for nursing Seminar Taylor C. Lillis C. Lemone P.
practice (2001). Fundamentals of
Nursing. 4td edition
Margaret A. Burkhardt.: Ethics
and Issues in contemporary
Nursing; 2nd ed., 2001, delmar
thomson learning
Health, illness and Health care system Case study 1 Margaret A. Burkhardt.: Ethics
6 Health and illness and Issues in contemporary
Models of health and illness Nursing; 2nd ed., 2001, delmar
Health-illness continuum thomson learning
Wellness
Holistic view of health
162
Harmonized BSC Nursing Curriculum
March 20, 2014
8 Exam II
9 Ethics-legal aspects to nursing Quiz 2 Taylor C. Lillis C. Lemone P.
Ethics issue in nursing (2001). Fundamentals of
Normal value and ethics Nursing. 4td edition
Ethical principles Margaret A. Burkhardt.: Ethics
Ethical philosophy and Issues in contemporary
Nursing; 2nd ed., 2001, delmar
thomson learning
10 Analysis of Ethical Dilemma Taylor C. Lillis C. Lemone P.
Legal issue in nursing (2001). Fundamentals of
Sources of law Nursing. 4td edition
Standardized of care Margaret A. Burkhardt.: Ethics
and Issues in contemporary
11 Patient bill of right Case study 2 Nursing; 2nd ed., 2001, delmar
Informed consent thomson learning
Torts and crimes
13 Component of communication
The basic characteristics of communication
Techniques of effective communication
14 The nursing process in human health and Seminar Fundamental of nursing, In
function presentation Human Health and functions
Historical development of nursing process Foundations of nursing practice
Taylor C. Lillis C. Lemone P.
(2001). Fundamentals of
15 Component of nursing process Nursing. 4td edition
Assessments Margaret A. Burkhardt.: Ethics
Nursing Diagnosis and Issues in contemporary
Planning Nursing; 2nd ed., 2001, delmar
Implementation thomson learning
163
Harmonized BSC Nursing Curriculum
March 20, 2014
Evaluation
16 Final Exam
References
Gloria Grippanda (1986) Nursing perspective &issues
OZANIC I (1961) Nursing in Ethiopia by the Ethiopian nurse association Addis Ababa
U.S.A
Name ……………………..signature………………….
164
Harmonized BSC Nursing Curriculum
March 20, 2014
Institutions:_________________University
Instructors
Course Description
This fundamental of nursing course is designed to prepare nursing students who will be
competent providers of nursing service with the fundamental knowledge, skills and attitude
needed. The basic and advanced nursing skills and the nursing process required to maximize
the human body pattern (function) will be discussed & demonstrated in practical sessions
,through independent/home study, and apply the infection prevention practices in the health care
settings through integration of medical surgical nursing knowledge and skills with related to the
past background knowledge of anatomy , physiology, microbiology and pharmacology .
Course Objective: After completion of this course, the student will be able to identify
appropriate equipments for the patient care, assess the patients’ condition, diagnose the patients’
problems and provide appropriate nursing intervention for the patient with recommended
infection prevention and patient safety practices.
Instructional objectives
At the end of the course the nursing students will able to:
define nursing based on definitions given by nursing associations (ena, ana, icn) and nurse
165
Harmonized BSC Nursing Curriculum
March 20, 2014
theoreticians (florence nightingale).
apply the components of standard precautions to prevent health care associated infections based
on national ipps guidelines.
demonstrate appropriate transmission based precautions for hospitalized patients based on the
standard guideline.
166
Harmonized BSC Nursing Curriculum
March 20, 2014
neurologic system
list down possible nursing diagnosis for each pattern of gordon’s approach
develop nursing care plan for patient having oxygenation problem secondary to cardiovascular
problem
Content By
Definitions of Nursing
167
Harmonized BSC Nursing Curriculum
March 20, 2014
1 Chapter 2: Recording and reporting
Hand hygiene
Hand washing
Hand antisepsis
Surgical scrub
Eye protection
Instrument processing
Decontamination
Cleaning
Sterilization
Storing
168
Harmonized BSC Nursing Curriculum
March 20, 2014
Health waste management
Waste segregation
House keeping
Concurrent
Terminal
Linen processing
Applying foot-board
Applying pillows
Applying bed-cradle
169
Harmonized BSC Nursing Curriculum
March 20, 2014
Applying Splint
170
Harmonized BSC Nursing Curriculum
March 20, 2014
Measuring patient's body weight
Taking patient's height
Pain assessment
Specimen collection
Urine
Timed urine specimen Collection
Midstream/Clean voided
Sterile urine specimen
Random urine specimen
Double voided urine specimen
Stool
Blood
Vein puncture
Arterial
capillary
Wound drainage specimen
Nose, throat, sputum
6 Chapter 7: Bed making
Stripping bed
Unoccupied bed
Closed bed
Open bed
Occupied bed
Fracture bed
Anesthetic bed
Cardiac bed
Amputation bed
Baby crib
7 Chapter 8: Hygiene & Grooming
Giving bed bath
Giving tub bath
Giving back care
Giving mouth care
Offering and receiving bed pan and urinals
Giving perennial care
Sitz bath
Giving pediculosis treatment
Giving Hair shampoo
Nail care (fingers and toes)
Foot care
171
Harmonized BSC Nursing Curriculum
March 20, 2014
Care of prosthetics (eyeglasses, contact lens , eye prosthesis, hearing aid,
artificial limbs, Dentures)
Eye, ear, and nose care
Shaving
Dressing/clothing
8 Chapter 9: Medication and fluid therapy
Medication preparation
Withdrawing Medication from a Vial
Withdrawing Medication from an Ampoule
Mixing Medications from Two Vials into One Syringe
Preparing an IV Solution
Medication administration
Administering Oral, Sublingual, and Buccal Medications
Administering Eye and Ear Medications
Administering Skin/Topical Medications
Administering Nasal Medications
Administering Rectal Medications
Administering Vaginal Medications
Administering Nebulized Medications
Parenteral
Administering an IntradermalInjection
Administering a Subcutaneous Injection
Administering an Intramuscular Injection
Administering Medication via IV Injection
Adding Medications to an IV Solution
Administering Medications via IV Bolus or IV Push
Fluid therapy
Setting an IV line
IV fluid therapy
Blood transfusion
9 Chapter 10: Skin integrity and wound healing
Wound care
Clean wound
Septic wound
Wound irrigation
Dressing with drainage tube
Suturing
Stitch removal
Clip application & removal
1 Chapter 11: Heat and cold application
172
Harmonized BSC Nursing Curriculum
March 20, 2014
Cold
Moist
Compress
Applying tepid sponge
Dry
Applying ice bag
Ice collar
Heat
Moist
Applying hot compress
Warm soak
Dry
Hot water bottle
Heat pad
Chapter 12: Nutrition & Metabolism
Feeding a helpless patient
Gastrostomy feeding
Parenteral feeding
Naso Gastric Tube
Insertion
Gastric Lavage
Aspiration
Gavage
Removal
Chapter 13: Elimination
Urinary Elimination
Indwelling catheter (Female & Male)
Plain catheter
Applying a condom catheter
Bladder irrigation
Catheter removal
Cystostomy care
Bowel Elimination
Enema
Cleansing enema
Retention Enema
Rectal wash out
Insertion of flatus tub
Colostomy irrigation
Colostomy care
173
Harmonized BSC Nursing Curriculum
March 20, 2014
Digital removal of fecal impaction
13 Chapter 14: Peri-operative care
Preoperative care
Intraoperative care
Post operative
14 Chapter 15: Oxygenation
Measuring oxygen saturation
Oxygen Administration
Air way suctioning
Nasopharyngeal
Oropharyngeal
Endothracheal
Tracheostomy care
Postural drainage
CPR
Endotracheal intubation
15 Chapter 16: Therapeutic and diagnostic procedures
Thoracentesis
Chest drainage system
Water-Seal drainage
Dry system drainage
Bronchoscopy care
Paracenthesis abdominous
Liver biopsy
Bone marrow puncture
Cast
Application
Care
Removal
Care of a patient with Traction
Skeletal traction
Skin traction
Lumbar puncture
16 Chapter 16: Care Of The Terminally ill And Post Mortem Care
Care Of The Terminally Ill
Post mortem care
Chapter 17: Health perception and management pattern
Normal safety function
-Altered safety function
Application of nursing process
174
Harmonized BSC Nursing Curriculum
March 20, 2014
Health maintenance
Normal health maintenance
Altered health maintenance
Application of nursing process to the pattern
Chapter 18: Nutrition and metabolism pattern
Thermoregulation
Normal thermoregulations
Altered “
Application of nursing process
Perioperative nursing
Surgical interventions
Classification of surgery
Phases of perioperative nursing
Impact of surgery on functional health
Lifespan consideration
Pre operative nursing
Application of nursing process
Intraoperative nursing
Post operative nursing
Chapter 19: Elimination
A/ Urinary elimination
Normal urinary function
Altered urinary function
Application of nursing process
B/ Bowel elimination
Normal bowel function
Altered bowel function
Application of Nursing process
175
Harmonized BSC Nursing Curriculum
March 20, 2014
Chapter 20: Activity and Exercise pattern
Self care & hygiene
Normal self care function
Altered self care function
Application of nursing process
Body mechanics & mobility
Normal mobility
Altered mobility
Application of nursing process related to the pattern
Oxygenation: Respiratory function
Normal respiratory function
Altered respiratory function
Application of nursing process
Oxygenation: Cardiac function and tissue perfusion
Normal cardiovascular function
Altered “ “ “
Application of nursing process
Cardio pulmonary resuscitation
Chapter 21: Sleep and rest pattern
Normal sleep /rest function
Altered “ “ “
Application of Nursing process
Chapter 22: Cognition and perception pattern
A/- Pain perception & comfort
Pain mechanism
Altered function resulting in pain
Application of nursing process
B/ Sensory perception
Normal sensory perception function
Altered sensory function
Application of nursing process
C/ Cognitive processes
Normal Cognitive processes
Altered “ “
Application of nursing process
Chapter 23: Cognition and perception pattern
A/- Pain perception & comfort
Pain mechanism
Altered function resulting in pain
Application of nursing process
176
Harmonized BSC Nursing Curriculum
March 20, 2014
B/ Sensory perception
Normal sensory perception function
Altered sensory function
Application of nursing process
C/ Cognitive processes
Normal Cognitive processes
- Altered “ “
Application of nursing process
Chapter 24: Self perception and self concept
Normal functional Self concept patterns
Self esteem
Altered self concept
Application on nursing process
Chapter 25: Role and relationships pattern
A/ Communication
Normal communication
Altered “
Application of nursing process
B/ Families & their relationships
Normal family function
Altered “ “
Application of nursing process
C/ Loss & grieving
Normal grieve function
Altered “ “
Application of Nursing process
Chapter 26: Coping and stress management.
Normal coping & adaptation to stress
Altered “ “ “
Application to nursing process
Chapter 27: Sexuality and reproduction pattern
Normal human sexuality
Altered sexual function
Application of nursing process
Chapter 28: Value and belief pattern
Altered “ “
177
Harmonized BSC Nursing Curriculum
March 20, 2014
Assignment
Learning material
Printed material
Fundamentals of nursing skill lab manual for health science student by Univesity and Aidstar one
Ethiopia.
Kozier, B, Erb. G., Berman A., (2008). Fundamentals of Nursing: Concept, process, and practice
(8th Ed.), Prentice Hall: NJ.
Ruth. F. Craven, Constance j. Himel: Fundamental of Nursing: Human Health and function
DeLaune S C & Ladner P K. Fundamentals of nursing: standard and practice. 2002 .Ed 2nd .also
available on http://delaune.DelmarNursing.com.
Brunner and Suddarth’s. Test book of Medical surgical nursing .10th ed. 2006
Dossey MA, Keegan L, & Guzzeta C. Holestic nursing a handbook for practice. 4th ed. 2005.
Jones
Computer based
178
Harmonized BSC Nursing Curriculum
March 20, 2014
Computer
CD-ROMs
Visual aids
Medical equipments
transparencies
White board
Assessment methods
Continuous/Formative assessment:
Quiz # 10
Demonstration #10
Summative assessment
Mid 15%
Essay
Objective question
Case
179
Harmonized BSC Nursing Curriculum
March 20, 2014
Essay
Objective question
Case
Grading system: as per the legislation of the university (fixed scale system)
180
Harmonized BSC Nursing Curriculum
March 20, 2014
Nursing health assessment course syllabus
Program: Nursing
ECTS 5
181
Harmonized BSC Nursing Curriculum
March 20, 2014
Describe the components of nursing process
Identify between normal and abnormal findings of body structures and systems by
using physical examination
Schedule
182
Harmonized BSC Nursing Curriculum
March 20, 2014
The Nursing process
First exam
5th 3hrs Measuring Vital signs Barbara Bates (1995), a guide to
physical examination and history
Examination of HEENT
taking.
Overview of anatomy and physiology
Fente Ambaw ()Lecture note on
Subjective assessment Health assessment for health science
students
Physical examination techniques
183
Harmonized BSC Nursing Curriculum
March 20, 2014
1.5hrs Examination of breast and axilla, Barbara Bates (1995), a guide to
physical examination and history
Overview of anatomy and physiology
taking.
Assessment for risck factors for breast
Fente Ambaw ()Lecture note on
disease
Health assessment for health science
Inspection and palpation of the breast students
for abnormalities of the nipple,
masses, mastitis, breast cancer, axillary
7th - 3hrs Examination of thorax and the lungs Fente Ambaw ()Lecture note on
8th Health assessment for health science
Overview of anatomy and physiology
students
Extracting history of risk factors for
respiratory diseases and the present
health concern
Interpreting findings
Interpreting findings
184
Harmonized BSC Nursing Curriculum
March 20, 2014
th
10 & 2hrs Examination of abdomen Barbara Bates (1995), a guide to
11th physical examination and history
Overview of anatomy and physiology
taking.
Extracting history of risk factors for
Fente Ambaw ()Lecture note on
abdominal diseases and the present
Health assessment for health science
health concern
students
Inspection, auscultation, palpation,
and percussion of the abdomen
(detecting abnormalities in the viscera
based on physical findings-
hepatomegally, splenomegally,
masses, ascities, appendicitis,
cholicystitis, bowel sounds, etc)
Interpreting findings
Interpreting findings
Interpreting findings
185
Harmonized BSC Nursing Curriculum
March 20, 2014
Extracting history of risk factors for taking.
neurological abnormalities and the
Fente Ambaw ()Lecture note on
present health concern
Health assessment for health science
Physical examination techniques students
Assessment of the level of
consciousness, the cranial nerves, the
sensory system, the motor system the
reflexes)
Interpreting results
Interpreting findings
Interpreting findings
186
Harmonized BSC Nursing Curriculum
March 20, 2014
Days Hrs Practical topics
Genitourinary system
Interactive lecture
Brain storming
Facilitated practice
Demonstration
Discussion
Video show
Simulation
Pair work
Seminar
187
Harmonized BSC Nursing Curriculum
March 20, 2014
Teaching materials
Reference books
Checklists
Quizzes #2
Exam I……………………………………………………………….10%
Short answer
Exam II………………………………………………………………10%
Short answer
Exam III……………………………………………………………..15%
Essay
Exam IV……………………………………………………………..15%
188
Harmonized BSC Nursing Curriculum
March 20, 2014
Final written Examination………………………………………….20%
- Essay examination
Practical examination……….……………………………………...20%
Course Expectation Make active participation during discussions (you must participate in class).
If you are working in a group or with a partner, you must be part of the
group
Complete the assignments and other activities on time. Use your time for
group work and home study effectively
Course Policy Attendance: Because this course will involve different activities and
discussion, students are expected to attend all classes; absence of more
than 20% of the total class will result in repeating the course.
Cheating/plagiarism: You must do your own work and not copy and get
answers from someone else. Also, please do not chew gum, eat, listen to
recorders or CD players, wear sunglasses, or talk about personal problems.
Please be sure to turn off pagers and cell phone before class and exam
sessions.
189
Harmonized BSC Nursing Curriculum
March 20, 2014
Elizabeth Burns (1992), health assessment in nursing practice
Name ……………………..signature………………….
190
Harmonized BSC Nursing Curriculum
March 20, 2014
Emergency and First aid Nursing course syllabus
Course title: First aid and accident prevention
Program: Nursing
Course code: Nurs2084
Degree Program: BSc Nursing
Module Name: Foundations of Nursing
Module Code: Nurs-M2081
Year: II
Prerequisite: Anatomy and physiology
Status of the course: core
ECTS: 3 ECTS
Course team leader Email Cell phone Website
Course instructors
1
2
Time allotted
Contact hours Home study hours Practical & lab hours Total
16 33 32 81
Lecture room: _____________
Course description:
This First aid and accident prevention course is designed for BSc degree nursing students as a
competent provider of victims in emergency situation and also helps the students to avoid
hazards to self and others. The basic first aid and accident prevention skill and knowledge and
attitude required to sustain human body function and/or prevent premature death will be
discussed, demonstrated and through independent home study and applied in and out of health
care settings.
Course Objectives:
After completion of this course, the student will be able to apply knowledge and skill of first and
accident prevention anywhere.
Supportive objectives
• At the end of each topic the student will be able to
• Define first aid and accident prevention.
• Explain principles of first Aid
• Identify the respiratory emergency and artificial respiration
• Discuss cardiac arrest and cardiopulmonary resuscitation
• Determine the wound, types of bleeding and arrest bleeding
• Explain dressing and bandages
• Discuss injuries and caring for the causality with shock, suddenly illness
• Determine the importance of lifting and transporting of casualty safety
• Determine first aid approach for fracture, poisoning and disaster.
• Demonstrate artificial respiration, CPR, bleeding control.
• Differentiate between what to do and what not to do
Course schedule
191
Harmonized BSC Nursing Curriculum
March 20, 2014
hours hours ts due
1,2 Chapter I- Introduction of first aid 1hr - Assignmen
and 3 • Define first aid and accident prevention t1
• Identify reasons for First Aid
• Explain principles of first aid
• List value of First Aid Training
• Define infection prevention and patient safety
• Adopt general directions for given first aid
Chapter II- Respiratory Emergencies and Artificial 8hrs Case study,
respiration, Cause of 3hrs Re-
Respiratory failure demonstra
• Definition respiratory Emergency tion
• Cause of Respiratory failure
• Anatomic obstruction
• Mechanical obstruction
• Air depleted of oxygen or containing toxic gases
• Artificial respiration
• Cardiac arrest
• Cardiopulmonary resuscitation
4 Chapter III - Wound & bleeding control 2hrs 4hrs Asinment.2
• Define wound
• Wound classification based on skin integrity and
cause
• List types of open wound
• Common causes and symptoms wound infection
• First Aid for open wounds
• First aid for severe bleeding
• Prevention of contamination and infection of
wounds
5, 6 Chapter IV - Dressing and Bandages 1hrs 2hrs Re-
and 7 • Definition of dressings Demonstra
• Principles of clean dressing tion.
• Bandages
• Types of commercially available bandages
• Application of bandages
• First Aid kits and supplies
Chapter V - Specific injures & moving and lifting 4hrs 8hrs Case study
of causality 2
• Eye injuries
• Head injuries
• Neck injuries
• Open Wounds of the chest
192
Harmonized BSC Nursing Curriculum
March 20, 2014
• Abdominal injures
Burns
Definition
Causes and effects
Classification based on Extent and location
First aid measures
Prevention of heat emergencies
193
Harmonized BSC Nursing Curriculum
March 20, 2014
Teaching methods:
Lecture
Discussion
Demonstration and role play
Video show
Teaching aids and materials (course logistics)
Human Anatomic Models/dolls
Demonstration equipment and Instruments
Chalk and board, white board
Audiovisual aid (LCD, OHP, Laptop)
Assessment:
Formative Assessment
Quizzes #2
Reading assignment #3
Direct observation #1
Summative Assessment
Individual Assignment……………………………………………...10%
Exam I……………………………………………………………….10%
Objective written examination
Short answer
Exam II………………………………………………………………10%
Objective written examination
Short answer
Exam III……………………………………………………………..15%
Objective written examination
Essay
Exam IV……………………………………………………………..15%
Final written Examination………………………………………….20%
- Objective written exam
- Essay examination
Practical examination……….……………………………………...20%
Course policy:
• A student who is unable to pass 50% of the continuous assessment should not be allowed
to sit for final exam
Attendance:
• The student who is absent from over 20% of the contact hours should not be eligible for
final examination and is enforced to repeat the course
• 100% attendance for practical/skill/lab hours
References
1. Skeet, M. First Aid for Community health worker to developing countries.
Macmillan/tong Kong 1984.
2. American Red Cross standard first Aid and Personal Safety, 2nd ed. New York 1979.
3. Caroline L. Nancy. Emergency care in the streets U.S.A. 19979.
4. Warner. C. Germanie. Emergency cares Assessment and intervention 3rd Ed. The C.V
5. Mosey Comp. London 1983
194
Harmonized BSC Nursing Curriculum
March 20, 2014
6. Infection prevention and patient safety guideline
7. Brunner & Sunddarth’s. Medical Surgical nursing. 10th & 11th editions.
8. British Red Cross Society, 9th edition, ABC of First Aid
9. Haramaya University, Upgraded lecture note series, Alemayehu Galmessa, First Aid and
Accident Prevention for Health Science Students
10. Alemaya University, lecture notes, Alemayehu Galmessa, First Aid and Accident
Prevention for Nurses
Approved by (school/department head)
Name ……………………..signature………………….
195
Harmonized BSC Nursing Curriculum
March 20, 2014
Operation room technique Course Syllabus
Program: Nursing
Year: II
ECTS: 3 ECTS
Course instructors
Time allotted
Lecture hours Practice hours Tutorial hours Home Study Hrs Total
32 10 10 29 81Hrs
Course Description
This course is designed to prepare nurses to equip with appropriate knowledge, attitude and
skill for perioperative patient care experiences, surgical instrument processing, principles of
aseptic and sterile techniques and operation room management. The course will also help the
nurses to apply aseptic technique during patient care activities. For the protection of the
196
Harmonized BSC Nursing Curriculum
March 20, 2014
patient, emphasis is placed on meeting the psychological as well as the physical needs of the
surgical patient.
Course Objective
At the end of this course the student will be able to describe the physical and personnel
organization of the operating room and apply the perioperative nursing protocol during
preoperative, intra-operative and post-operative phases of nursing practices. Students are also
expected to apply aseptic and sterile techniques during the care of patients in the operating
room as well as in any surgical setup of patient care.
4. Instructional Objectives
list the members of the operating room team with respect to their responsibilities
Describe the roles of nurses in the pre -, intra - and postoperative phases of patient care.
Apply the principles of aseptic and sterile technique when practicing patient care activities
explain the basic principles of operating room technique related to infection prevention
Use personal protective equipment (ppe) in the operating room when required
197
Harmonized BSC Nursing Curriculum
March 20, 2014
count items used during operation e.g. Sponges, needles and instrument
record, label and send specimens and cultures to proper area without delay
5. Course Prerequisite
The students must have completed Fundamentals of nursing and Professional nursing and
ethics
6. Teaching Methods:
7. Learning Materials
Joanna R. Fuller: Surgical Technology, Principles and Practice 2nd edition, W.B. Saunders
Company Philadelphia 1986.
Mosby, 1995.
198
Harmonized BSC Nursing Curriculum
March 20, 2014
Ministry of Health, Disease Prevention and Control Department: Infection
Carol Tayler, Carol Lillis, Prescilla LeMone: Fundamentals of Nursing, The Art and Science of
Nursing Care, third edition, Lippincott, 1997.
Neolon F.: Fundamental Skills in Surgery, fourth edition, Philadelphia W. B. Saunders 1994.
C. Barrie Williams: Basic Practical Surgery, Bristol Johnwright and Saunders 1971
Lichtiger Monte: Introduction to the Practice of Anesthesia, Hagerstown, Harper and Row 1974.
Adriani John: Techniques and Procedures of Anesthesia, third edition, Springfield Charles and
Thomas 1964.
Nash D. F. Elison: The Principles and Practice of Surgery for Nurse and Allied Professions,
London Edward Arnold 1976.
Audio-visual
199
Harmonized BSC Nursing Curriculum
March 20, 2014
Video show
Clinical equipment
- Surgical instruments (cutting and dissecting, grasping and holding, retracting and exposing,
8. Assessment Methods
Formative Assessment
Quizzes …………………………………………… 2
Summative Assessment
Practical exam……………………………………………10%
Exam III………………………………………………....10%
Case studies
Oral examination
Final Examination………………………………………50%
200
Harmonized BSC Nursing Curriculum
March 20, 2014
Oral exam - ………………………………………10%
9. Course Policy
Attendance: It is compulsory, for the student, to come to class every day on time. If you
miss more than three classes (25%) during the semester, you will not sit for the examination.
Assignments: the student must do his/her assignment and submit on time. Delayed submission
will lead to rejection.
Cheating/plagiarism: the student must do his/her own work. The act of copying and getting
answers from someone else is absolutely forbidden. The only way to learn is to do the work
yourself.
201
Harmonized BSC Nursing Curriculum
March 20, 2014
Week/dat Assignment Due Required reading
Topic
e
Room
introduction
Infection prevention
SSource of Contamination
Standard Precaution
202
Harmonized BSC Nursing Curriculum
March 20, 2014
Week/dat Assignment Due Required reading
Topic
e
Surgical scrubbing
Barbara M. Soule: Infections and
Gowning Nursing Practice, Prevention and
Reading:
control, Mosby, 1995.
Gloving (types of gloves) Microbiology
Antimicrobial agents
203
Harmonized BSC Nursing Curriculum
March 20, 2014
Week/dat Assignment Due Required reading
Topic
e
204
Harmonized BSC Nursing Curriculum
March 20, 2014
Week/dat Assignment Due Required reading
Topic
e
patients
205
Harmonized BSC Nursing Curriculum
March 20, 2014
Week/dat Assignment Due Required reading
Topic
e
Criminal responsibilities
Classification of wound
Methods of suturing
206
Harmonized BSC Nursing Curriculum
March 20, 2014
Week/dat Assignment Due Required reading
Topic
e
Methods of administering
Choices of anesthesia
Premedication
Classification of Hazards
NATN: Principles of Safe Practice
Regulation of Hazards in the Perioperative Environment;
Revised 1998.
207
Harmonized BSC Nursing Curriculum
March 20, 2014
Name ……………………..signature………………….
208
Harmonized BSC Nursing Curriculum
March 20, 2014
Course title: Fundamentals of nursing practicum
Program: Nursing
Year: II
ECTS: 3 ECTS
Description:
This clinical practice course is designed to prepare nursing students to be competent providers
fundamental nursing skills and perform Nursing health assessment. This practice is intended to
provide opportunities for students to observe and practice nursing skills and practice nursing
health history and physical examination skills in different approaches in real hospital
environment and to receive feedbacks.
Course Objective
209
Harmonized BSC Nursing Curriculum
March 20, 2014
After completion of this clinical practice course, students will be able to practice the
fundamental nursing and health assessment skills in ethical manner under supervision and
support in the hospital environment.
Instructional Objectives
At the end of this clinical attachment, the students will be able to:
Perform complete health history and techniques of physical examination in real patient based
on different approaches
Explain indication of each basic nursing clinical skill according to nursing standards
List the important steps of each basic nursing skill/procedures performed in the hospital
Practice basic nursing care for the patient under the supervision of clinical
instructors/preceptors and receive feedbacks
Apply infection prevention principle in the hospital environment according to National infection
prevention and patient safety guideline
Apply basic principle of good interpersonal communication (active listing, paying attention to
non-verbal communication, and using clear and concise language).
Perform selected advanced nursing procedures(Crutch walking, cast application, gastric Lavage
and Gavage) in hospitals hospital policy
Prevent and manage complications with possible nursing interventions using the nursing
process by recognizing social and psychological aspects of patient care
Teaching Methods
Case study
210
Harmonized BSC Nursing Curriculum
March 20, 2014
Bedside teaching
Demonstration
Independent work
Report writing
Learning Materials
- Printed Materials
Text Book
Ruth F. Craven. Fundamentals of Nursing; Human Health and Function. 2nd edition, Taylor C.
Lillis AND C. Lemone P. Fundamentals of Nursing. 4th edition, 2001.
Guidelines
Assessment Method
Formative Assessment
Case study…………………………………….#3
211
Harmonized BSC Nursing Curriculum
March 20, 2014
Group /individual report
Care plan.............................................#3
Group Presentation..............................#3
Summative Assessment
OSPE- 40%
Course Policy
Attendance criteria:
Hundred percent (100%) attendance is mandatory in clinical sessions. Students those who will
have concrete & legal evidence for their absence should compensate for the missed practice
days.
Assignments:
Students must do their assignment on time and must submit it on or before the predetermined
deadline. No late assignment will be accepted.
212
MEDICAL WARD Attachment
1 Performing health history taking and physical exam. Reading assignment on physical Basic clinical skills manual, Abraham Alano
examination and vital sign.
Vital sign RuthF. Craven. Fundamentals of Nursing;
2 Medication administration Reading assignment on medication Basic clinical skills manual, Abraham Alano
administration
Collection & care of specimen RuthF. Craven. Fundamentals of Nursing;
Assignment on care plan
Care of hospital equipment Taylor C. Lillis AND C. Lemone P.
Fundamentals of Nursing
Admission & discharging of patients
213
3 Urinary Catheterization - Reading assignment on types of Basic clinical skills manual, Abraham Alano
4 Preparing and observing procedures for gastric gavages, - Group presentation Manual on clinical nursing, Doris Smith
gastrostomy feeding , gastric lavage, gastric aspiration Suddarth: The Lippincott Manual of Nursing
- Assignment on care plan
Practice, fifth edition, Lippincott Company,
Preparing equipment and observing bone marrow
1991.
puncture
5 Preparing equipment and observing lumbar puncture - Direct observation with checklist Manual on clinical nursing, Doris Smith
Suddarth: The Lippincott Manual of Nursing
Preparing equipment & observing paracentesis during clinical practice
Practice, fifth edition, Lippincott Company,
abdominous
1991.
Preparing equipment & observing Thoracentesis
OPD Attachment
214
Day Skills Assignment due Required reading
1 Performing health history taking Reading assignment on adult Barbara Bates guides to physical
nursing assessment examination
5 Urinary Catheterization Direct observation with checklist Basic clinical skills manual, Abraham
215
Enema during clinical practice Alano
1 Performing health history taking and physical exam. Reading assignment on V/S Basic clinical skills manual, Abraham
and bed making Alan
Vital sign
Barbara Bates guides to physical exam.
Bed making
National infection prevention guideline
Infection prevention and patient safety practice
216
2 Medication administration Case study Basic clinical skills manual, Abraham
Alan
Collection & care of specimen
RuthF. Craven. Fundamentals of
Care of hospital equipment
Nursing;
Admission & discharging of patients
Yeshaneh and Birara, Clinical skills
manual
4 Preparing and observing procedures for gastric gavages, Group presentation/ Manual on clinical nursing, Doris Smith
gastrostomy feeding , gastric lavage, gastric aspiration seminar on selected Suddarth: The Lippincott Manual of
advanced nursing Nursing Practice, fifth edition,
Preparing equipment and observing bone marrow puncture
procedures Lippincott Company, 1991.
Preparing and observing setting chest-water seal drainage
bottle
observing Thoracentesis
217
5 Preparing patient and observing cast application Assignment on care plan Manual on clinical nursing, Doris Smith
Suddarth: The Lippincott Manual of
Participating in crutch walking teaching Direct observation with
Nursing Practice, fifth edition,
checklist
Lippincott Company, 1991.
218
Name: Community health module
Module Module name Module Course Title Course ECTS Delivery Mode
Category Code code
Module description: This module is designed to equip BSC nursing students with necessary
knowledge attitude & Skills in Provide care for the community in line with early case detections,
management of cases, surveillance, and transmission of communicable disease, outbreak
investigation, control and prevention of common communicable disease. `It contains both the
theoretical part and practical activities the trainee should pass through to acquire the basic
competence (skill, knowledge and attitude) in accomplishing organizational activities relating to
its coverage. It also enables the students to comprehend basic concepts and principles of
Environmental Health and Ecology applicable to disease prevention and health promotion. It
also introduces students to history of health and health education, its current status and future
trends, basic concepts and principles of health education. It touches on the theoretical and
philosophical backgrounds and its application. This course also addresses role and place of
health education in PHC and health policy of the country.
Module objective
After completion of this module e the students will be able to acquire knowledge and skills of
basic concepts and theory regarding communicable disease using nursing process as frame
work. And also be familiar with the concept, terms and theories that helps them to identify and
intervene environmental and ecological factors to human health, Solve the health and safety
problems encountered in industries, various occupational and recreational areas, apply basic
concepts, theoretical and philosophical foundations of Health Education
219
After completion of this module the student/learners’ will be competent provider of Quality
health care for community using problem solving approach according to community health
needs, manage patients with communicable disease, involved in disease prevention and health
promotion activities by applying the basic concepts, knowledge and principles of environmental
health and health education.
220
Course title: Community Health Nursing
Program: Nursing
Module number: IX
32 14 35 81
Prerequisite: None
Course description:
The course focus on the principle, concepts and theories of community health nursing with an
emphasis of on the application of the nursing process related to health promotion, risk
prevention, health need assessment, and health management of the individuals, families and
communities. This is not intended to be a “stand alone “course. But it is integral with other
221
courses in the curriculum like community-based-training, team training and epidemiology.
Teaching and learning strategies emphasize independent directed study, and active
participation of students in class discussion.
Course objectives: Upon completing the course, students will be able to:
Apply nursing theories to assess community health needs with particular reference to
Neumann’s theory of “Community as a prater”
Apply the nursing process to aggregate in community health & home visit.
Analyze, interpret and use epidemiological and statistical measures in the community health.
Identify the factors affecting health in child, adolescent and women and promote health in
them in the community.
Plan and implement health promotion program to prevent & control spread of infectious
disease or risk behaviors.
Evaluate community health care program using formative & simulative methods.
Course Schedule
222
4 Unit 2 - Over view of the health Public health nursing for
care delivery system in Ethiopia – nursing students.
Development of PHC
Epidemiology
Demography
Planning Nursing
Implementation
Evaluation
223
instrument, indicator
224
7-8 4 Unit 7 - Home visit and home Primary Health care Alm-Ata
health care- USSR; WHO
Methods of teaching
225
Active learning methods (brain storming, buzz group, discussion, etc), Lecture, group and
individual presentation, assignment
Assessment mechanisms:
Course policies:
Student should take all continuous assessments as scheduled. If he/she misses quiz or
assignment, no makeup will be arranged for her/him.
Student should do his/her own work. If he/she is caught red-handed while cheating, he/she will
get zero for that particular work
REFERENCE
1. Anderson, ET, MC Farlane Jm, 1996 community as a partner, theory & practice in
2. Cook fair, J.M. 1996 Nursing care in the community. 2nd edd. Mosby. London.
5. Bullough B and Bullough V. ( 1990) Nursing in the Community St. Louis; Mosby
Saunders
226
8. UNICEF (1978) ‘Alma Ata’ Declaration Geneva; WHO
9. Word Health Organization (1878) Health for All Series 1-7 Geneva; WHO
10. Word Health Organization (1978) Primary Health Care: Report on the International
Conference
12. Zein & Kloos. (1993). The ecology of health & disease in Ethiopia.
13. Mesfine N & Hana A. 2003.Public health nursing for nursing students.
14. Joan. G; Turner, Katherine H. Chagigny 1998 Community health nursing Lippincott. London.
Name ……………………..signature………………….
227
Environmental Health course syllabus
ECTS 3
Study load Contact Tutorial Assignment Home Study Total
hours
32 hrs 10 hours 19 20 hours 81
Target group BSc Nursing students
Academic year Second year
Prerequisite None
Course The course is designed to enable the learners acquire knowledge and skills,
Description required to identify and intervene environmental and ecological factors to
human health. It also enables the students to comprehend basic concepts and
principles of Environmental Health and Ecology applicable to disease
prevention and health promotion.
Course The main objective of this course is to make students familiar with the concept,
Objectives terms and theories that helps them to identify and intervene environmental
and ecological factors to human health.
Realize the practical techniques in planning, Development and maintenance of
safe water supplies, waste disposal facilities.
Identify vectors of health importance and introduce appropriate control
measures.
Know the basic requirements of healthful housing and institutions.
Solve the health and safety problems encountered in industries, various
occupational and recreational areas.
Course schedule
Days Contact Topic/Sup topic/ chapter Remark
Hours
1 Introduction to environmental health
228
4 Definitions of terms focus and scope of Environmental health
and its relationship with other disciplines
Approaches, boundaries and disciplines of Environmental
Health.
Global aspects, issues and history of environmental health.
2 4 Introduction to safe water supply
Source of water
Importance
Water and water related diseases
Protection and treatment of water sources ----
Water pollution and its effects
229
7 4 Introduction to Housing and institutional Health
Housing and institutional health
Housing
Definition of terms
Basic housing principles
Public health importance
Criteria for an adequate village house
Certain basic elements of housing standards
Institutional health or sanitation
School health
Prison Health
Hospital, Health centre, etc
8 2 Introduction to Occupational Health and Safety
Introduction
Definition of terms
The scope of occupational health, and safety
Elements of the work environment
Classification of occupational health hazards
Occupational health hazard control
Teaching methods:
Lecture
Active learning methods (brain storming, buzz group, discussion, group and individual
presentation, assignment etc),
Assessment mechanisms:
Reference
Morgan P., (1999) Rural water Supply and Sanitation, McMillan education
Panchandhari, A. (2002) Water supply and sanitary installations, Wiley Eastern Ltd.
230
Bekele Kebede. Introduction to environmental health, lecture note series.
Name ……………………..signature………………….
Course
instructor/s/:
ECTS 3
231
It introduces students to history of health and health education, its
current status and future trends, basic concepts and principles of health
education. It touches on the theoretical and philosophical backgrounds
Course description and its application. This course also addresses role and place of health
education in PHC and health policy of the country. Finally, the course
addresses the role of communication in health education and the
communication Aids and major models in health communication.
Course objectives: At the end of this course the students will be able to:
Define health and public health and identify the determinant factors of
health and ill –health-as a health layman and scientific approaches
Explain the roles and place of Health Education in PHC and the country’s
health policy.
Basic definitions
232
Health education in Ethiopia
Communication
principles of communication
Types of communication
Models of communication
Barriers of communication
BASNEF Model
PRECEDE-PROCEED model
Group dynamics
Teaching methods
233
Designing and organizing group training
234
Course title: Communicable Disease Control (CDC)
Module number: IX
64 32 93 189
Course description
235
This course is designed to prepare graduate BSc. nurses who are competent providers of
community health services with regard to early case detections, management of cases,
surveillance, outbreak investigation, control and prevention of common communicable disease.
Course objective
After completion of this course the students will be able to acquire knowledge and skills of
basic concepts and theory regarding communicable disease, methods of surveillance, control of
outbreak, early case detections, and managements of cases, prevention and control of
communicable diseases and be able to provide nursing care for patients with communicable
disease using nursing process as frame work.
Specific objectives
Apply nursing process in management of patients with disease that are transmitted by
contaminated water and food
Apply nursing process in management of patients with disease that are transmitted by
inhalation
Apply nursing process in management of patients with disease that are transmitted by
vector
Apply nursing process in management of patients with disease that are transmitted
sexually
Apply nursing process in management of patients with disease that are transmitted
from animals
Explain specific prevention and control measures of disease of public health important
in Ethiopia
236
Describe epidemiology, risk groups, modes and rate of transmission in different age
groups, control measures, relationship between TB and HIV, common OIs, and initiation
of PEP of HIV/AIDS
237
Course outline and Schedule
Source of infection
238
Importance of Studying Communicable Diseases
Epidemiology
unit ten:
Surveillance
Bacillary dysentery
Amoebic dysentery
Giardiasis
Cholera
Poliomyelitis
Infectious hepatitis
Ascariasis
Enterobiasis
239
Hookworm
Strongloidiasis
Trichuriasis
Tapeworm
Schistosomiasis
Gina worm
Pulmonary tuberculosis
Leprosy
Exam 2
Diphtheria
Pertusis
Measles
Common cold
Swine flue
SARS
Trypanosomiasis
240
Typhus fever
Yellow fever
Relapsing fever
Food-borne infection(salmonellosis)
Brucellosis
Trichinellosis or trichinosis
Toxoplasmosis
Rabies
Anthrax
Scabies
Gonorrhoea Case
study 4
syphilis
condylomata acuminata,
Chancroid
241
Chlamydia
LGV
LGI
genital herpes,
hepatitis B
AIDS
Candidasis
Interactive Lecture
Group discussion
Role play
Case studies
Presentation
Seminar
Reading assignments
Teaching aids
LCD
Audio visual
Hand out
Lecture note
242
National guideline on HIV/AIDS
Course Assignment
Methods of Assessment
Combined score on presentations of case studies: consists of 10% of the final grade
Combined score on submission of scholarly papers: consists of 10% of the final grade
Course policy:
A student who is unable to pass 50% of the continuous assessment should not be allowed
to sit for final exam
Attendance:
The student who is absent from over 20% of the contact hours should not be eligible for
final examination and is enforced to repeat the course
Learning materials
James Chin. Control of communicable diseases in Man 17th ed. Washington, American public
Health Association, APHA, Washington DC; 2000.
Zein Ahmed Z & Helmut Kloos. The Ecology of Health and disease in Ethiopia 1993. Addis
Ababa, Ethiopia.
Getachew S, Tegegn A: Communicable disease control for health officer students, The Carter
Centre, Addis Ababa, 2006
Alemayehu M. Communicable disease control for nursing students, lecture note series the
carter center 2004
Standard treatment guidelines for zonal hospital 1st ed. Drug administration and control
authority of Ethiopia, 2004
243
David L. Heymann, MD, editor. Control of communicable disease manual, 18th ed.
Last, JM. Maxcy-Rosenau. Preventive Medicine and Public Health Connecticut, Appleton-
Century – Crofts- Norwalk; 1986.
Holland WW. et al (edit). Oxford Textbook of Public heath, Volumes I-IV. Oxford, Oxford
University Press; 1985
Robinson D. (edit). Epidemiology and the community control of disease in warm climate
countries 2nd ed. New York, Churchill Livingstone; 1985.
Name ……………………..signature………………….
244
Health Module Name: health system module
Module description
This module is designed to equip nursing students with the basic concepts of epidemiology,
measures of disease occurrence, establishment of disease causation, epidemiological study
designs, outbreak investigation and management, screening in disease control and
epidemiological surveillance and introduce students the basic statistical knowledge on data
collection and presentation methods, Measures of Central Tendency and Variation,
probability and probability distributions, one sample inference, regression and correlation.
In addition it intended to equip the students with a basic knowledge of health research
methods and research proposal writing, critical appraisal of scientific paper and application
of common statistical packages.
Module Objective: after completion of this module the student nurse will be demonstrate
the importance and practical usefulness of probability and statistics in real life and enable
students to communicate the results of their analyses in clear non-technical language. It also
helps students to be familiar with the principles of Epidemiology, concepts of disease
causation, calculate the measures of disease and death. In addition it helps students to
identify the major types of study designs, conduct and present a research and describe
common statistical packages useful for data processing and analysis.
Module competency: after completion of this module student nurse will use the principles
of biostatistics, epidemiology and research methods in the areas of health and health
related studies.
245
Module Title: Health Systems Research Module Module Code: NursM2101
Course EtCts: 05
45 11 7 18 7 36 11 135
Course Description: This course is designed to equip the undergraduate nursing student
with a basic working knowledge of statistics as it applies to the field of nursing and the
broader field of health sciences. The course will introduce the learner to the definition and
importance of biostatistics, and basic biostatistical methods, managing health and health
related data in research and in the delivery of health services with emphasis to the nursing
profession.
Course Objective:
At the end of the course the student will be able to describe the importance of biostatistics,
differentiate different types of statistical data, identify and make use of different types of
data collection methods and calculate different descriptive statistics and present results of
246
data analysis using appropriate presentation techniques. The student should also be able to
interpret results of data analysis and apply simple inferential techniques to generalize
results obtained from a sample to the appropriate reference population.
Discuss the role of statistics in health sciences and explain the main uses of statistical
methods in the broad field of health care.
Describe and use methods of data collection, data organization and presentation, and data
summarization.
Identify the relative merits and demerits of the different ways of data presentation.
Carryout statistical estimation viz. point estimation, interval estimation and sample size
estimation.
Prerequisite: none.
Learning Methods:
Lectures
Tutorial sessions
Individual reading
Group discussion
Presentations
247
Learning Materials:
Printed materials
Handout
References
Degu G. and Tessema F. Biostatistics for health science students, Lecture Note series
Universty of Gondar. 2005.
Astatkie A and Muktar E. A brief lecture note on biostatistics for medicine and health
science students. Hawassa University. December 2009.
Knapp RG & Miller MC III. Clinical Epidemiology and Biostatistics. Williams and Wilkins,
Baltimore, Maryland. 1992.
*Training module on Health Research Methods, module II. Ethiopian Science and
Technology commission in collaboration with Regional Health Bureaus and EPHA. Nov. 2004.
Daniel WW. Biostatistics: A foundation for analysis in the health sciences. John Wiley &
Sons, Inc. 1999.
*McClave JT& Benson PG. Statistics for Business and Economics. Dellen Publishing Company,
San Francisco, California. 1991.
Note:
The references marked by an asterisk (*) are not available in the University’s library.
Computer-based aids
LCD Projector
Visual aids
248
Summary of Assessment Methods: Assessment of a student's performance will be done
through the use of formative and summative problem-oriented, in-class tests, successful
completion of assigned homework problems, ability to present problem solutions to the
class during problem-solving sessions, and a final written exam. There will be two exams in
class on the days noted in the lecture schedule. Exams will cover only the material
presented since the previous exam. Exams are closed book and closed note and will require
a scientific calculator.
To consolidate the subject matter, students are given a set of problems from to solve as a
homework assignment plus a set of suggested problems. There will be time devoted in class
(tutorial session) to working on solutions to assigned problems. If there is not enough time
to examine all assigned problems in class, which problems get classroom attention will
depend on requests from students. Homework will be collected and graded. Note that
credit is given for presentation of problem solutions in class as well. Presenting a solution
includes both writing it on the chalk board and explaining it to the class and answering
questions about the solution from either the class or the instructor.
Formative
Worksheet (5)
Quiz (1)
Summative
249
presentation plus tutorial contributions
Schedule:
Scales of measurement
(2) Worksheet 1 (on
(types of data)
scales of measurement)
Methods of data
collection
3rd week Methods of data Worksheet 2 (on data References ‘a’ or ‘b’ or
organization and organization and ‘d’ or ‘h’ or
presentation: graphical presentation) combination.
250
Week Topic Assignment Due Required Reading
methods.
251
Week Topic Assignment Due Required Reading
reading assignment
1st exam
9th
week Probability theory and Worksheet 3 (on References ‘a’ or ‘b’ or
probability rules probability theory & ‘d’ or ‘g’ or
comb. & perm.) combination.
Permutation and
Combination
16th Evaluation
week
Final summative written
exam
Name ……………………..signature………………….
252
253
Epidemiology course syllabus
ECTS Credit: 5
Pre-requisite: Biostatistics
Course instructors
Activity Hours
Lecture 48
Home study 61
254
Tutorial 16
Assignment 10
Total 135
Course description: This course is designed to equip health officer students with the basic
concepts of epidemiology (definition of epidemiology), communicable disease
epidemiology, measures of disease occurrence, establishment of disease causation,
epidemiological study designs, outbreak investigation and management, screening in
disease control and epidemiological surveillance.
255
Learning objectives
Course Schedule
Basic assumptions of
epidemiology Kifle Wolde Michael, Yigzaw
Kebede, Kidist Lulu.
Theories disease causation
Epidemiology for health science
Levels of disease occurrence students: Lecture Note Series.
In: chapter 2 and 3. Ethiopia.
Branches of epidemiology
2003; p(10-28)
256
stages in the natural history In: chapter 4. Ethiopia. 2003;
disease p(29-38)
portal of entry
host
Measures of mortality
Standardization of rates
257
6 4 Source of epidemiologic data Kifle Wolde Michael, Yigzaw
Kebede, Kidist Lulu.
Census
Epidemiology for health science
Vital records students: Lecture Note Series.
In: chapter 6. Ethiopia. 2003;
Data from health institutions p(49-56)
Data from morbidity surveys
Other sources
Modifiable diseases
258
analytical studies p(91-106)
259
and Wilkins, USA. 1987;p(30-53)
Delivery mode/method: brain storming, buzz group, discussion, Lecture, group and
individual presentation, assignment
Assessment mechanisms:
260
References
Kifle Wolde Michael, Yigzaw Kebede, Kidist Lulu. Epidemiology for health science students:
Lecture Note Series.
Lilienfield, MA. Lilienfield ED. Foundations of epidemiology, 1980, Oxford University Press,
New York.
Zein Ahmed Zein and H. Kloos. The Ecology of Health and Disease in Ethiopia, 1993.
Abramson JH. Survey Methods in Community Medicine. 1984, Churchill Living Stone, New
York.
Last, Maxcy- Rosenau- Preventive medicine and Public Health, 1986, Appleton century-
Crofts- Norwalk, Connecticut.
Robinson, D.(ed), Epidemiology and the Community Control of Disease in warm Climate
Countries, 1985, Churchill Livingstone, New York.
Fletcher. Principles and Practices of Epidemiology. 1992, EMDPA, Addis Ababa, Ethiopia.
Shiferaw M. Fenta H. Epidemiology, A Manual for Students and Health Workers in Ethiopia.
Name ……………………..signature………………….
261
Course syllabus: Nursing Research
ECTS Credit: 3
Course instructors
Activity Hours
Lecture 32
Home study 33
Tutorial 16
Total 81
Course Description
262
This course will be accompanied by preparing a research proposal and describing findings
fully for the partial fulfillment for graduation.
Course General Objective:- At the end of the course the student nurse be able to prepare a
complete research proposal and evaluate the quality of research proposals
Specific Objectives: At the end of the course the student is able to:
Choose an appropriate research project after considering important criteria for selection
Prepare a background statement concerning the problem selected for the study
Course Content:
Sources of problem
263
Research example
Summary
Wording hypothesis
Testing hypothesis
Experimental
Non experimental
264
. All systems functions
Observational methods
Measurements principle
Levels of measurement
Advantages of measurements
Research example
Unit X. Reliability
Errors of measurements
Reliability
Validity
UnitXI. Sampling
265
Probability sampling
Sample size
Steps in sampling
Research example
Interpretation of results
Teaching methods
Assessments
Individual critics of the published and the unpublished research reports 15%
References
1. The Nursing Research principles and method Denis Polit and etal 2nd edition
266
Module Module Module Course Title Course ETCT Delivery
Category name Code code S Mode
Name ……………………..signature………………….
Module Coordinator
Instructors Name
Phone
Office hour
Student Work Load Lecture Seminar and Field visit/ Home study Total
Discussion Practice
267
64 20 20 89 189
This module is structured to introduce the learner to basic concepts, principles and methods
of the teaching and learning process. It also will introduce the learners to the process of the
design, implementation and evaluation of any course or curriculum in nursing. The module
also focuses on the development of philosophy, conceptual framework, curriculum, teaching
methods and evaluation activities. Module activities will focus on preparation of lesson plans
appropriate to each domain of learning and to the characteristics of the learner.
Module competency: After completion of this module, the student nurses will play competent
roles in the areas curriculum development and nursing education.
At the end of this module, the student will be able to teach and modulate varies teaching
session at individual and group level and apply proper method of assessing learner.
Course Objectives: On completion of this course the learner will be able to:
Describe the general principles and concept of education, teaching, training and learning:
Formulate and write general and specific objectives using all the criteria;
Illustrate common instructional aids used in a classroom teaching and use it for classroom
teaching;
Use an item analysis for evaluation of relative based multiple choice examinations;
Analyze the philosophical and historical aspect of nursing practice and education;
Describe the conceptual framework and process of curriculum development and revision;
Develop a nursing or others curriculum using all the necessary components and standards;
Prerequisites: None
268
Teaching methods:
Group discussion
Library/Internet search
Class participation
Independent study
Case studies
Written assignments/project
Assessment methods
Continuous/Formative assessment:
Quiz # 2
Summative assessment
Total = 100%
Course schedule
Types
Functions of education
269
Aims of education
Purpose of teaching
Teaching approaches
What is learning?
Steps in learning
Intermediate objectives
Specific objectives
Domains of objectives
Levels of objectives
Lecture method
270
nursing education
Advantages
Conceptual framework
271
Conceptions of a curriculum
Definition of curriculum
development
Curriculum design
Curriculum Change
Definition
Resistance to change
Curriculum Implementation
Situational Analysis
Graduate profile
Course contents
Methodology
272
Assessments
References
Delivery mode/methodology:
Lecture
Discussion
References:
Guilbert JJ. (1998). Educational Handbook for Health Professionals, WHO, Jeneva.
Matiru, B., G. Schlette, R. (1995). Teach Your Best.. A handbook, for University
Davis, B.G. (2009). Tools for Teaching. 2nd Edition, San Francisco: Jossey Bass.
Berhane G., Asrat D. (2005). The Principles and Methods of Teaching for Health
Barbara Ann Mayor, Ruth A. Whitman- Price (2008): Nursing education: foundation for
practice excellence,
273
Module Name: Medical Surgical Nursing Module
Module Module Module Code Course Title Course ETCTS Delivery Mode
Category name code
Module objective: After completion of this module the students will be able to identify and
explain various medical and surgical disorders and their treatments and be competent to
provide individualized nursing care using nursing process as a frame work.
Module competency: After completion of this module the student nurses will be the
competent providers of medical and surgical nursing care.
274
Nutrition in Health and Illness course syllabus
Program: Nursing
Instructors
ETCTS: 3
32 8 8 33 81
Year: III
Course description:
275
This course is designed for BSc nursing students to help understand and practice the
principles of nutrition as future health professionals. It equips students with the knowledge,
attitudes, and skills required to deliver quality nutritional care for patients in health and
illness in their future professional carrier. It is also help students develop an understanding
of nutrition as an integral part of the overall health care system. The course includes
different aspEtCTS of nutrients: their food sources; how the body handles them; their role
for optimal health and productivity with special emphasis to issues related with pregnancy
and early lifetime; the body's requirements in different stages of life and physiological
states; their deficiency states and the consequences; how to identify, treat, prevent, and
control specific nutritional disorders; the relationship between nutrition and different
health conditions; and nutrition as component of obstetric care services. In addition,
different strategies and activities in nutrition interventions will be covered including the
National Nutrition Strategy and the different programs and guidelines available in the
country.
Course objectives:
At the end of the course, students should be able to acquire the following knowledge,
attitudes and skills:
Major nutrients including their food sources, digestion, absorption, metabolism, function,
and deficiency diseases
Nutrition as a risk factor for as well as outcome of different health conditions and how to
use nutrition as one component of disease management and patient care.
The role of nutrition for optimal growth, development, and health during the fetal stage,
maternal period, and infancy
The different nutrition and related health problems during the fetal stage, maternal period,
and infancy and their consequences as well as how to prevent and treat them.
The different methods and options of nutritional interventions, the national nutrition
strategy, and the different currently available programs and guidelines in the country.
Food spoilage and deterioration with associated food born diseases and the methods of
preserving food safety and quality and prevention of food born diseases
276
To initiate students to:
Perceive the human and economic costs of nutritional problems in the country
Develop the concern about the need for effective nutrition intervention in the country
Assessing and identifying specific nutritional problems at individual and a community level
Providing appropriate nutritional care and counseling during the delivery of antenatal and
postnatal cares
Providing nutrition counseling and education that are specific to the needs of target
individual and community
Promoting and supervising activities that improve food safety and quality in a specific
community.
Conducting nutritional surveillance, and detecting, and reporting early warning signs of
nutritional problems in a community.
Schedule of contact time, contents/topics and reading/reference materials for each topic
277
Ethiopia?
278
Organization of the United Nations (FAO), ISSN
1014-3181 Rome. (Part I; Chapter 6)
8 2 Food safety and quality Tefera B. Lecture notes on Human Nutrition for
Ethiopian Health science students. 2002; p(230-
Food borne diseases (food
237)
infection &
Michael C. Latham (1997). Human Nutrition in the
279
intoxication/poisoning) Developing World. Food and Agriculture
Organization of the United Nations (FAO), ISSN
Methods of food preservation
1014-3181 Rome. (Part V; Chapter 34)
Food additives and preservatives
& health implications
Delivery mode/methodology:
Active learning methods (brain storming, discussion, etc), Lecture, group and individual
presentation, assignment
280
Assessment mechanisms:
Course policies:
Student should do his/her own work. If he/she is caught red-handed while cheating, he/she
will get zero for that particular work
Name ……………………..signature………………….
281
Medical Surgical nursing course syllabus
Program: Nursing
Course instructors
ETCTS: 17 ETCTS
Time allotted
282
Course Description:
This course is designed to help students to acquire knowledge of various medical and
surgical disorders and their treatment and to enable students to assess a patient, diagnose,
plan, implement, monitor and evaluate the outcomes of nursing interventions as per the
patient’s medical and/or surgical disorder.
Course objective
After completion of this course the students will be able to identify and explain various
medical and surgical disorders and their treatments and be competent to provide
individualized nursing care using nursing process as a frame work.
Supportive Objectives:
Apply the general principles of Medical Surgical Nursing to provide nursing care to patients
with medical and/or surgical problems.
Use nursing process in managing nursing care of patients with respiratory disorders.
Use nursing process in managing nursing care of patients with endocrine disorders.
Use nursing process in managing nursing care of patients with cardiovascular disorders.
Diagnose AIDS, initiate ART and follow up patients according to national guidelines.
Provide nursing care for patients with HIV/AIDS using nursing process.
Be able to counsel clients for HIV testing using non judgmental language.
Use nursing process in managing nursing care of patients with gastrointestinal disorders.
Use nursing process in managing nursing care of patients with musculoskeletal disorders.
Use nursing process in managing nursing care of patients with genitourinary disorders.
Use nursing process in managing nursing care of patients with neurological disorders.
Use nursing process in managing nursing care of patients with eye disorders.
Use nursing process in managing nursing care of patients with ear and nose disorders.
Apply knowledge from basic, behavioral, medical, and nursing sciences to manage nursing
care of patients.
283
Teach individuals and families how to promote and maintain their health and prevent illness
and involve them in planning and implementation of nursing care.
Define HIV/AIDS
Use nursing process as a frame work in provision of nursing care for patients with HIV/AIDS.
Provide post exposure prophylaxis as per the national infection prevention and patient
safety guideline
Use nursing process as a frame work in provision of nursing care for patients with
cardiovascular disorders.
284
Use nursing process as a frame work in provision of nursing care for patients with
musculoskeletal disorders.
Use nursing process as a frame work in provision of nursing care for patients with neurologic
disorders.
285
Course Schedule
Adult development
Pain
Body image
Human sexuality
231
Nursing Intervention of Patients with References 1,2,3, 4,
Respiratory Tract Disorders 5,6 &7
4-6 18 Case Study 1
Review of anatomy and physiology of
Case Study 2
respiratory system
Exam 2
Assessment of patient with respiratory
disorder Submission of
scholarly paper 1
Upper respiratory disorders
Tonsillitis
Laryngitis
Bronchitis (acute)
Pneumonia
COPD
Chronic Bronchitis
Bronchiectasis
Emphysema
Asthma
Lung abscess
Pneumothorax
TB
Atelectaisis
Cor pulmonale
232
Pulmonary embolism
Pulmonary oedema
Pluerisy
233
Nursing Intervention of Patients with 16 Case study 3 (Long References 1,2,3, 4,
Endocrine Disorders term complications of 5&7
DM)
Review of anatomy and physiology of
endocrine system Case Study 4 (All
types of goiter)
Assessment of patient with endocrine
disorder Exam 3
Incidence
Classification
Complication:
Insulin shock
DKA
HHNKS
234
Disorders of parathyroid gland
Physical examination
Diagnostic studies
235
Allergic conditions
Epidemiology
Causes
Risk factors
Pathophysiology
Mode of transmission
Clinical manifestations
Opportunistic infections
Diagnostic evaluations
Medical management
Management of OI
236
Nursing Intervention of Patients with 20 Case study 2 (Heart References 1,2,3, 4,
Cardiovascular Disorders Failure) 5&7
15-19
Review of anatomy and physiology of Exam 2
cardiovascular system
237
Nursing Intervention of Patients with 24 Case Study 4 (PUD) References 1,2,3, 4,
Gastrointestinal track disorder 5&7
Scholarly Paper 2 (GIT
Anatomy and physiology review of GUT Ca)
25-29
Assessment of pt with GUT problem Exam 3
Disorder of esophagus
Appendicitis
Peritonitis
238
Nursing Intervention of 14 Exam 1 References 1,2,3, 4,
musculoskeletal disorders 5&7
Case Study 1 (bone
Anatomy and physiology review of MSS Ca)
30-32
Assessment of pt with MSS problem
Sprain
Strain
Dislocations
Fracture
Amputation
Rheumatoid arthritis
Gouty Arthritis
Osteomyelitis
Osteoporosis
239
Neurological manifestations
Loss of consciousness
Seizures
Headache
Bells palsy
Neuropathy
Neuritis
Traumatic lesions
Head injury
Intracranial tumor
Degenerative disorders:
Parkinsonism
240
Nursing Intervention of Patients with 18 Case study 3 (Nursing References 1,2,3, 4,
skin disorders interventions of 5&7
patients with burn of
Anatomy and physiology review of the
different stages)
skin
Acne
Eczema
Bacterial
Boils
Carbuncle
Impetigo
Viral
Fungal
Burn
241
41-43 Nursing Intervention of Patients with 14 Exam 3 References 1,2,3, 4,
eye disorders 5&7
Scholarly Paper 2
Anatomy and physiology review of the
eye
Refractive errors:
Myopia
Hypermetropia
Hordeolum (stye)
blephritis
Dacrocystitis
Acute conjunctives
Trachoma
242
Nursing Intervention of Patients with 12 References 1,2,3, 4,
ear, nose and throat disorders 5&7
Impaction of cerumen
Growth
Infections
otitis media
mastoditis
Rhinitis
Sinusitis
Throat infections
Delivery mode/methodology:
Active learning methods (brain storming, discussion, etc), Lecture, group and individual
presentation, assignment
Assessment mechanisms:
243
Continuous exam in class (60%)
Attendance (---%)
Quizzes (…%)
Assignments (%)
Course policies:
REFERENCES:
Brunner and Suddarth’s Text Book of Medical Surgical Nursing, 11th Edition
Name ……………………..signature………………….
244
Medical Surgical Practicum course syllabus
Program: Nursing
ETCTS: 10 ETCTS
Course instructors
Time allotted
245
Clinical Practice Home Study Total
Hrs
Year: III
Course description
This clinical practice will offer students the opportunities to learn how to assess a patient,
diagnose, plan, implement, monitor and evaluate the outcomes of nursing interventions as per
the patient’s medical and/or surgical disorder to individuals, and families by using the nursing
process as a frame work and through establishing optimal nurse-client relationships.
Course Objective
Demonstrate the application of their effective, psychomotor and intellectual capabilities acquired
in class on real and ethical patient care.
Exercise teamwork with other health professionals in the provision of “individualized” patient
care and group learning at practical areas.
Demonstrate autonomy at their level of practice, and accountability and responsibility for the
nursing care they provide to patients and families.
Accept responsibility and accountability for own learning needs and for effectiveness of own
nursing practice.
Incorporate legal, ethical and moral principles in application of the nursing process.
Clinical performance
246
Proficiency in nursing art skills
for example, vital signs, bed making, patient assessment and appropriate
Enema
Catheterization
247
Nasogastric tube insertion/and feeding
Oxygen administration
Blood transfusion
Note Like any professional courses, earning of a grade less than ‘C’ (i.e., D or F) in the clinical
experience will result in one-year delay.
232
Explaining current patient
condition (3%)
Readiness to manage
cleanliness of ward and
bedside (5%)
Documents assessment
findings, interventions, skills,
medication administration and
progress towards patient
outcomes according to agency
protocol (3%)
Participates in admissions,
transfers, and discharges (3%)
Pretest (3%)
233
Participation (3%)
prior preparation
Pretest (3%)
234
Clear and realistic planning
(2%)
Implementation (4%)
Total (100%)
Reference
School of nursing caritas medical centre. Higher diploma in nursing clinical study evaluation
form
Miami Dade College Medical Center Campus School of nursing clinical evaluation tool
advanced medical-surgical nursing
Instructors Name
__________________________________________________Sign_____Date________
I. Course Requirements
235
A) During the study period a student is expected to practice nursing procedures (which are
listed on the student’s experience record (blue) book) in actual settings. A student must
perform the following procedures in order to be graduated. To be graduated, any nursing
student irrespective of the grade obtained in clinical area must meet as a requirement the
minimum set number of the procedures as follows. Any student should:
11. Give nasal feeding (gavage) by inserting NG tube for at least 3 clients
B). Attendance
Absenteeism without justifiable reason (e.g. medical certificate/sick leave) will end up with one-
year delay.
236
If a student is absent with a medical certificate or other justifiable reason, he or she needs
compensate for the lost days.
Chronic lateness, refusing patient care and/or failure to meet scheduled obligations may result
in grade alteration reflected in clinical evaluation.
In the event of an unavoidable absence from clinical practice, the student will notify the clinical
instructor prior to the scheduled experience; make-up experiences will be arranged at the
discretion of the instruction.
A student who misbehaves against any health or the patients/clients or their families is treated
according to the rules and regulations of the University.
Name ……………………..signature………………….
237
Module Name: Maternity and reproductive Health nursing Module
Module Description:
This module is designed for BSc Nursing students to acquire necessary knowledge, attitude and
skills necessary for assessing, diagnosing and managing mothers with pregnancy and pregnancy
related problems, labour and related complications and postnatal care using nursing process as
frame work.
Module objective:
Assist the woman and her family in planning and preparing for the birth experience and early
parenting
Conduct births and provide nursing care for the woman and the newborn on her /his own
responsibility
Identify risk factors before and during pregnancy, labour, birth and the postpartum period; take
appropriate action; and/or consult or refer as appropriate
Develop, implement and evaluate, with the woman, an individualized plan for nursing care
Critically review, appraise and apply new information, including research findings, relevant to
nursing practice
238
Provide collaborative maternal care with other professional
Module competency: at the end of this module student nurses will be the competent provider
of nursing care for mothers with pregnancy and pregnancy related conditions.
239
Reproductive health nursing course syllabus
Program: Nursing
Instructors
ETCTS: 3
Student workload
32 8 8 33 81
Year: III
Pre-requisite: None
Course Description: This course is designed for BSc Nurse Students to be introduced to the new
concepts of Reproductive Health and able to provide holistic reproductive health care including
PMTCT, Post abortion care, HIV/AIDs counseling …etc. It will also help students to apply
240
knowledge, skills and insights emerging from this course to their research project, and foresee
the implication of reproductive health on health and development.
Course objectives:
General objectives:
Manage clients and families who have various Reproductive health problems
Specific Objectives:
Determine the international and national magnitude of maternal morbidity and mortality
Compare and contrast safe motherhood initiative against mother baby package
Elaborate Gender based Violence and its implication on health and development
Course schedule
241
Gender and Reproductive Health/Gender
differences:
Demographic Transition
242
Fertility Trends and Contraceptive
Respiratory Infections
Growth Monitoring
Student Assessment:
243
Continuous assessment 60 %
Final exam 40 %
Teaching methods:
Interactive Lecture
Role Play
Group discussions
Seminars
References
Reproductive Health: A Family Planning Training Manual for Health Professionals in Ethiopia.
1992
Name ……………………..signature………………….
Program: Nursing
244
Instructors
ETCTS: 8
Student workload
100 16 30 70 216
Year: III
Course Description :This course is designed to prepare BSc nursing students to provide nursing
care using nursing process for mothers with normal & abnormal pregnancy, labour ,
puerperium and gynecological cases, while identifying and referring complicated obstetric
and gynecological cases for better management. Moreover, this course also covers ANC ,
PNC, family planning , Post abortion care , VCT , PMTCT , provision of ART prophylaxis & plan
for follow up and infant feeding options.
Course Objective: At the completion of this course the student nurses will be able to acquire
knowledge, skill and attitude on how to identify and provide nursing care for clients with
obstetric and gynecological conditions.
Specific Objectives: At the end of the completion of the course, the student should be able to
245
Relate the bony pelvis and other reproductive organs to pregnancy and delivery
Provide PMTCT service for pregnant, labouring and post natal mothers (S, K,A)
Demonstrate infection prevention and patient safety while managing obstetric and
gynecological clients (S).
Describe the sign symptom ,management , nursing responsibility of women with hyperemesis
graviadrum
Analyzed the etiology, sign symptom, nursing role in the case of Polyhydramniuos
Provide nursing care for pregnant women with Hypertensive disorders of pregnancy
246
Recognized, the etiology pathophysiology and the nursing care of women with Antepartum
hemorrhage
Provide nursing care for a pregnant women with A.B.O and Rhesus incompatibility
247
Course Schedule
Placenta,
Fetal circulation
Placenta at term,
Fetal skull
248
4-5 10 NORMAL PREGNANCY,
Antenatal care
Focused ANC
Adolescent Pregnancy
Maternal Nutrition
249
5-9 22 Normal Labour
stage of labour
Birth-Related Procedures
250
Physiologic Responses and adaptation of the Newborn
Newborn Nutrition
10 2 Normal puerperium
Management of puerperium
251
10 2 Lactation
Physical examination
Calendar method
Symptho-thermal method
Breast feeding
Abstinence
252
Coitus interrupts/Withdrawal
Hormonal Contraceptives
Implanon
Jaddle
Sinoplant
Emergency contraception
Mechanical Contraceptives
contraceptive sponge.
Foams/Spermicides IUCD
Surgical Contraceptives
Vasectomy
Tubal ligation
253
12-13 8 INTRODUCTION TO MTCT
Epidemiology of PMTCT
counseling)
Placenta abruption
254
A.B.O and Rhesus incompatibility
MALPRESENTATIONS:
COMPLICATIONS OF LABOUR
PPH
255
Adherent placenta, Retained placenta, Amniotic fluid
embolism, Obstetric shock
256
21-22 18 GYNAECOLOGY Newborn Nursing and
Women's Health Care,
Introduction, Definitions and description of terms
Assessment mechanisms:
Summative assessment
Deliver mode/methodology
257
Interactive Lecture ,
Demonstration
Case study
Student presentation
Learning material
Model
Chalk
Course policies
Absence from lectures, Skill Lab and/or tutorials shall not allowed , Students who absent
without a medical or emergency excuse acceptable to and approved by the teacher &
coordinators of courses shall not be allowed to take the final examination and shall receive a
mark of zero for the course.
Academic honesty is expected of all students. Cheating and plagiarism are violations of
academic honesty. If academic dishonesty is suspected, a student may receive a zero on a test
or paper.
Always clean the work station after every skill lab session
References
258
Sally Olds / Marcia London / Patricia Ladewig / Michele Davidson .(2007) Maternal-Newborn
Nursing and Women's Health Care.(7th edition)
Ruth Johnson& Wenday Taylor. (2010) Skill for Midwifery practice.(3rd edition) .Edinburgh
London New York .Elsevier Ltd. Pa
Arthur. T. Evans. Manual for obstatrics( 2007) Manual for Obstatrics.(7th edition). Wolters
kluwer/Lippincot Williams and Wilikins
G. Justus, James .p, Nelsone , Zarok. Cochrane Pocket book .pregnancy and child birth
Name ……………………..signature………………….
259
Obstetrics and gynecology Practicum course syllabus
Program: Nursing
ETCTS: 5 ETCTS
Course instructors
Time allotted
Year: III
260
Course Description: This course is designed for Generic BSC nurse students to enable them
provide nursing care in maternity ward that encompasses cognitive, psychomotor and affective
domain. This clinical practice is based on the assumption that they have been given the
theoretical aspEtCTS of gyn/obs and Nursing art, which will help them in the process of its
clinical practice.
General objective: At the end of the attachment period the student will be able to identify the
physiological, psychological and social needs of the client and develop basic skills of obstetric
nursing, nurse patient relationship, sense of responsibility, effective communication skills, and
show responsible behavioral changes towards the care of mothers.
Specific objectives:
Observe the general condition of the mother and fetus and meet the psychological and
physiological needs of the mother
Follow the principles of infection prevention and standard precaution while performing any
procedure.
261
of the clinical area
Remark:
Throughout your stay in maternity ward, you are expected to conduct five normal deliveries
and observe ten abnormal deliveries.
Course policy
If a student is absent without justifiable reasons i.e., without reporting to the instructor and/
having medical certificate he/ she will end up with one year delay and repeat that particular
practicum course.
If a student is absent with medical certificate or justifiable reasons he/ she compensates it.
If a student is absent for one or two days without justifiable reasons s/he compensates double
for each day of absenteeism and earn “C” grade in that specific ward.
262
PRACTICAL EVALUATION FORMAT FOR MATERNITY WARD
Score____________________
Instructor_________________________ Sign___________________
1.1 Punctuality
263
2.5 Keeps the client’s unit as clean and in order as
possible
Of the newborn
264
2.19 Carries out systematic physical examinations for
the mother before discharge
3.5 Evaluation
4.1 Organization
4.2 Comprehensiveness
265
4.3 Use of relevant references
V CASE PRESENTATION
5.2 Organization
5 = Excellent
4 = V. good
3 = Good
2 = Fair
1 = Poor
EVALUATORS:
1) Instructor______________________________
Sign_____________
Date____________
I. History:
266
Onset of labour: Date______________ Time________________
Abdominal palpation:
Fundal ht in weeks_______
Lie_______________
Presentation_______
Position------------
Descent___________
FHB/mt________
Contraction: Frequency_____Length_____Strength-------------
Effacement____________________________
Consistency___________________________
Ischial spines--------------
267
268
FOLLOW UP OF THE 1st STAGE OF LABOUR
CONTRACTION Dilatn.
Delivery Summary
Mother:
269
Ergometrine/oxytocin given: Yes_No_Time of administration ---
Episiotomy, Yes----No-----Indication---------------
Laceration_________
NEWBORN
Sex______Weight______Ht_________H.C________
Assisted by----------------------------------Sign----------------Date-------------
270
HEENT________________________________________________________
CHEST: CVS________________________________________________________
LUNGS____________________________________________________
BREASTS: Engorgement________________________________________________
Nipple conditions____________________________________________
Mastitis____________________________________________________
Lump______________________________________________________
ABDOMEN:
If any operation scar, (e.g. c/s), (is the wound healing or healed, bleeding, reddened, swollen,
dehisced, or has discharge?) _____________________________________________________
Tenderness__________________________
Warts________________________________________
RECTUM: Hemorrhoids________________
EXTREMETIES: Symmetry____________________________________________________
Dilated veins___________________________________________________
Thrombosis______________________________________________
Tenderness____________________________________________________
Foot drop_____________________________________________________
271
Any other abnormalities__________________________________________
Swelling______________________________________________________
272
NEONATAL ASSESSMENT BEFORE DISCHARGE
Colour_____________________________________________
Bleeding___________________________________________
Hernia_____________________________________________
Clean and/dry_______________________________________
Infected___________________________________________
273
GENITALIA: Passage of urine__________________________________________________
Discharge (female)________________________________________________
Clubfoot______________________________________________________
Paralysis_______
Any deformity_________________________________________________
Passage of meconium_____________
Sign_____________Date____
274
NURSING CARE PLAN FORMAT
Investigations________________________________________________
Medical diagnosis_____________________________________________
Medical managements___________________________________________
student
Clinical
(10%)
(20%)
(15%)
(15%)
100%
Case
275
Module Name: Child health and Pediatrics Nursing
Name ……………………..signature………………….
Module description: This module is designed to enable BSc nursing students to acquire
knowledge, skill and attitude in areas of child health nursing both theoretically and practical
settings through full description of growth monitoring, identifying children with protein energy
malnutrition and preventive measures like immunization, ORT, and health education, various
neonatal and child hood disease conditions and offer students the opportunity to give nursing
care to individuals, families and caregivers by using nursing process and IMNCI protocols.
Module Objectives:
After completing this module, the student will be able to assess, assist, demonstrate and
monitor the growth and development of newborns, infants and children, promote normal
growth and development, determine and treat or refer and report deviation from normal
growth and development.
Module competency: after completion of this module student nurses will be competent
providers of pediatric and child health nursing care during health and illness, as well as to be
able to manage children with HIV/AIDS.
276
Pediatric nursing course syllabus
Program: Nursing
Instructors
EtCTS: 7
Student workload
80 24 20 65 189
Course description: This course is designed for BSc nursing students to acquire necessary
knowledge, skill and attitude through full description of growth and development, children
with protein energy malnutrition, preventive measures (immunization, ORT, and health
education) and various neonatal and child hood disease conditions using nursing process and
IMNCI protocols.
Course Objectives:
After completing this course, the students will be able to assess, assist, demonstrate and
monitor the growth and development of newborns, infants and children, promote normal
growth and development, determine and treat or refer and report deviation from normal
growth and development.
Specific objectives:
Determine eligibility for ART or to start Prophylaxis at the right clinical stage
278
Provide nursing care for common systemic childhood disorders
Provide appropriate nursing care for HIV exposed and infected children using standard
precaution
Administer first line ART drugs and manage its unwanted effects
Course schedule
279
2, 3 Unit II- Child growth and development 12 1. Marlow, Dorothy,
&4 Textbook of
Growth and development from birth to
pediatric Nursing,
adolescence
2.Teaching material,
Value of play and selection of play material
3.Module chapter
Growth monitoring two
280
Protein Energy Malnutrition (PEM)
GIT disorders
281
13 & Unit VII. Expanded program of immunization 8 1. Marlow, Dorothy,
14 Text book of
Objectives and targets
pediatric Nursing,
Strategies
2.Teaching material,
Schedule 3.Module chapter
seven
Concepts and rates
Adherence in children
Nutrition in HIV
Palliative care
282
guidelines
Teaching Methods:
Illustrated Lecture
Reading Assignment
Group discussion
Case study
Seminar presentation
Demonstration
Role play
Drills
283
Course assignments
Assessment:
Continuous assessment
Formative assessment
Summative assessment
Final exam=40%
References
1. Marlow, Dorothy, Textbook of pediatric Nursing, W.B. Saunders co. Philadelphia, London.
2. Whale and Wong, essentials of pediatric Nursing, The C.V Mosby Co. st Louis
3. Leiffer, Gloria, principles and Techniques in pediatric nursing W>B> Saunders Co. Philadelphia,
London
5. Teklebrhan T., Chernet H., Pediatric and Child Health Nursing, Lecture Note, EPHTI, Carter
Center, Sept. 2006.
6. Guidelines for pediatric HIV/AIDS care and treatment in Ethiopia, MOH 2007.
Name ……………………..signature………………….
303
Pediatrics Nursing Practicum course syllabus
Program: Nursing
Course Description:
This course is designed to enable to students to develop knowledge, attitude and practical skill in
child health nursing in the practical areas. The experiences in the clinical area will offer students
the opportunity to give nursing care to individuals, families and caregivers using nursing process.
It will also enhance students’ acquisition of knowledge and skills in the care of under five children
in illness and health including IMNCI, assessing growth and development of children, , growth
monitoring, measuring anthropometric measurements, identifying children with protein energy
malnutrition and participate in preventive measures like immunization, ORT, and health
education; and discuss various neonatal and childhood disease conditions and nursing
management in the clinical areas.
Course Objectives:
After completing this course, the student will be able to assess, assist, demonstrate and monitor
the growth and development of newborns, infants and children, promote normal growth and
development, determine and treat or refer and report deviation from normal growth and
development
Supporting Objectives:
304
Exercise teamwork with other health professionals in the provision of individualized patient care
and group learning at practical areas.
Be able to identify the need of sick neonate and children, develop appropriate nursing care plan
and apply them using the nursing process approach.
Understand, identify and differentiate the growth and development of children in different age
group.
Develop skill in IMNCI: assessing, classifying, identifying treatment and treating the common
neonatal and childhood illnesses and counseling the mother or caregiver.
Identify the various aspects of preventive pediatric nursing and practice them in providing
nursing care to children in the practical areas.
Teaching methods
Bedside discussion
Simulation
Case presentation
Case studies
Demonstration
Facilitated practice with feedback in the outpatient departments of the hospital and nearby
health centers
Learning materials
Course policy
Absenteeism without justifiable reason (e.g. without medical certificate) will repeat the course
If a student is absent with medical certificate or other justifiable reason, he or she needs to
compensate for the attendance lost days.
305
Repeated lateness, refusing patient care and or failure to meet scheduled obligation may result in
grade alteration reflected in clinical evaluation.
In the event of unavoidable absence from clinical practice, the student will notify the clinical
instructor and the instructor will arrange make up practice.
A student who misbehaves against the health team, patients/families etc, will be treated
according to the rules and regulation of the university.
306
CLINICAL EVALUATION TOOL
NOTE: Each item will be marked based on the performance of the trainees:
2 Punctuality
7 Act ethically
307
5 Ability in evaluating pt. care and re-plan timely
C TEACHING/COUNSELING (10%)
1 Assessment
2 Classification
Name ……………………..signature………………….
308
Module Name: Mental Health Nursing
Module description: This course is intended to help the student nurses in understanding human
behavior and in differentiating between normal and abnormal behavior. It also will help students
to develop skills in therapeutic communication and in developing nurse- patient relation- ship
and to manage, support, and rehabilitate patient with mental illness in the hospital and in the
community.
Course objectives: after completion of this module student nurses will acquire the basic
knowledge, attitude and skill of approaching to and nursing management of clients with mental
health illnesses.
Module competency: after completion of this module student nurses will be competent
providers of mental health services at institutional and community settings for individual clients,
family and the community.
Program: Nursing
ECTS: 5
309
Course team leader Email Cell phone Office
Instructors
Student Work Contact Hrs Tutorial Hrs Home Study Hrs Total
Load
48hrs 16hrs 71hrs 135 Hrs
Course description
This course is intended to help the student nurses in understanding human behavior and in
differentiating between normal and abnormal behavior. It also will help students to develop skills
in therapeutic communication and in developing nurse- patient relation- ship and to manage,
support, and rehabilitate patient with mental illness in the hospital and in the community.
Course objectives: At the end of this course the students will be able to: -
Recognize mental health and mental illness in individual in the health institution and in the
community.
Identify psychiatric disorders and provide treatments in the health institutions and in the
community. Use of nursing process, to provide appropriate care for mentally ill patients in the
health institutions and in the community.
Teach the community about preventive, curative and promotive aspects of mental health
problems and maintenance of mental health.
310
Course Schedule
Reading
Days Topics Contact hours
materials
Nurse-patient-relationship
Affective disorders
311
7, 8 & Unit 5: Psychosomatic disorders 13 Reference 1, 2,
9 (Anxiety disorders) 3, 4, & 6
Phobic disorders.
Somatoform disorders.
Conversion
Hypochocdoriasis
Dissociative disorders.
Psychogenic fugue
Multiple personality
Drug dependence
Cluster B
Cluster C
312
Geriatric psychiatry
HIV/AIDS in psychiatry
Counseling
Psycho-pharmacology
E. C. T. (Electroconvalsive therapy)
Crisis intervention
REFERENCES
3. C.R. Swift. 1985. Mental health AMREF. Nairobi. A.P.A. DSM 4. 1994. A.P.A. Publications.
Bergers, Ann, W. 1989. Psychiatric nursing in the hospital and in the community. Prentice hall
Inc. Englewood cliffs. New Jersey.
Gelder, Metal. 1989. Oxford text book of psychiatry 2nd ed. ELBS. London.
313
W. l. Linford Rees. 1978. A short text book of psychiatry. 2nd.ed. Hodder and Stoughton
educational division. London.
Kaplan and sandock. 1994. Synopsis of psychiatry. 7th. ed. Williams & Wilkins New York.
The ICD – 10. 1991. Classification of mental health disorder. WHO. Geneva.
Name ……………………..signature………………….
314
Psychiatric Nursing practicum course syllabus
Program: Nursing
ECTS: 2
Instructors
Course description
This psychiatric nursing clinical practice course will offer BSc nursing students the opportunities
to learn how to assess a patient, diagnose, plan, implement, monitor and evaluate the outcomes
of nursing interventions as per the patient’s mental health problems to individuals, and families
by using the nursing process as a frame work.
Course Objective
315
Demonstrate the application of their effective, psychomotor and intellectual capabilities acquired
in class on real and ethical patient care.
Exercise teamwork with other health professionals in the provision of “individualized” patient
care and group learning at practical areas.
Demonstrate autonomy at their level of practice, and accountability and responsibility for the
nursing care they provide to patients and families.
Accept responsibility and accountability for own learning needs and for effectiveness of own
nursing practice in the areas of mental health services.
Incorporate legal, ethical and moral principles in application of the nursing process for clients
with mental illnesses.
Course policy
Students are expected to attend the whole practical sessions 100 percent.
One to two days absence from clinical practice session will end up with double compensation
days for each day of absence and grade reduction/alteration.
More than two days absenteeism without justifiable reason shall end up with repetition of the
whole clinical practice.
Like any professional courses, earning of a grade of ‘C’ or ‘F’ in the clinical experience will result in
one-year delay.
Course schedule: Students will be assigned to psychiatric clinic of the hospitals for two weeks
period.
316
EVALUATION TOOL Student’s ID NO. (Name )
A. Ethics
2. Harmonious relationship
4. Act ethically
1. Effective communication
317
7. Ability to evaluate patient care and to replant timely
1. Punctuality
318
Total (out or 100%)
319
NURSING LEADERSHIP AND MANAGEMENT MODULE
Module number 16
Module EtCTS 11
Email:
1 Lecture 64
2 Tutor 0
3 Group work 61
231
4 Home study 87
5 orientation 2
6 Presentation 20
7 Paper writing 40
8 Discussion 8
Assessment 27
Total 309
Module description This module is designed to equip students with necessary skill attitude and knowledge that ena
bles to organize and present health data by identifying organizational problems related to manag
ement , basic principles of management and administration,manage and mobilize resources, equi
p with the basic concept of economics and health care financing .In addition to this it enables the
trainee to communicate with stakeholders at different level.
Module objective (comp Mobilize individuals, groups, and communities on proper human excreta and refuse disposal.
etency)
plan,implement and evaluate organizational acivites
(General objective)
organize health team activities
232
Lecture
Seminar presentation
interactive discussion
Project work
Brain storming
Pair work
Formative assessment
Quizzes
Presentation
Summative assessment
Written exams
Department: Nursing
Course Title/Code: Nursing service administration and health service managment/ Nurs4161
233
Degree program: BSc Degree in nursing
Email: ................................................................................................
Course EtCTS: 5
Course description
The course is designed to develop basic concept and principle of mgt that enables students to plan, and impl
ement nursing activities with emphasis of organizing health team activities, exercise leadership and communi
cation skill, enables learners to apply management principles and theories plus mobilize resource in nursing s
ervice and health care delivery system.
234
Competencies
After competeion of this course, the stuents will be able to identify and describe concepts and principles of m
anagement and leadership styles. Operate within a health team and effectively communicate with their co wor
kers. In addition they will be able to manage risks and deal with changes.
Course objectives
Up on the completion of this course, students will be able to apply basic concepts and principles of mgt that e
nables students to plan, organize and implement nursing activities.
Course prerequisite
None
TEACHING METHOD
Brain Storming
235
Gapped lectures
group discussion
Seminars
Pair work
LEARNING MATERIALS
References
1.B.L marquis,C.J. Huston, leadership role and management function in Nursing(theory and appilication 4th e
di.)
Formative assessment
Class activity
Quiz
236
Summative assessment:
Quizes
Quiz 1 (5%)
Quiz 2 (5%)
Course Policy
Attendance Criteria: Students are expected to attend all of the course sessions, absence in >20% of theoreti
cal classes results in repetition of the course.
Grading:
Cheating(obtain information, for instance copying from another’s test paper etc) and plagiarism(imitating the l
anguage and ideas of another without acknowledging, and presenting them as one’s work E.g.: Copied paper
s, abstracts, etc) results an “F” grade
237
chewing gum, eat, listen to recorders or CD players, wear sun glasses or side talk is not allowed in class roo
m or skill lab
during exam sessions turning off cell phones and obey exam instructions
Attendance Criteria: Students are expected to attend all of the course sessions, absence in >20% of theoreti
cal class results in repetition of the course.
Course schedule
Day 1 Unit one-Introduction Reading assign Health service management lecture note for
ment on manag health sciences students
Definition of management
ement theories
Nursing Leadership and management lectu
Importance of management and thoughts
re note
Organization and Environment
Management theories
Planning
Definition of Planning
SWOT analysis
238
Decision Making and Problem Solving
Types of decisions
Organizational structures
Organizational effectiveness
Leading (Leadership)
Motivation
Communication
Conflict resolution
Controlling
Program evaluation
239
Day 2 Unit two- Resource Management Take home Assi Health service management lecture not e for
gnment 1 health sciences students
Human Resource Management(health human r
esource planning, recruitment and selection, ori “Discuss challen
entation and socialization, supervision, perform ges of human re
ance appraisal, promotion, transfer and, separat source manage
ion ) ment “
Time management
HMIS
Financial Management
Logistics Management
Day 2 UNIT- THREE -Organizing patient care Take home assi Goddard. Principle of Nursing administration
gnment
Introduction
“discuss best mo
Modes of organizing and organizational culture Nursing Leadership and management lectu
del to organize p
re note
Developing deatil project activity atient care in our
country ”
Staffing and scheduling
Benefit of deligation
Deligation process
240
Types of deligation
Day 3 UNIT FIVE - Health Delivery System in Ethio Reading assign Effective management in Nursing
pia ment on FMOH
Nursing leadership& Management
HMIS document
Health institutions and health services
Historical dev t
PHC strategies
241
Source of stress ss and it solution
”
Consequence of stress
Managing stress
Day 5 UNIT EIGHT- Critical thinking Take home assi Goddard. Principle of Nursing administration
gnment 3
CT- definition
Compare
-Components
“critical thinking
-Models
Vs problem solvi
Problem solving-steps in problem solving ng “
Creativity
Day 6 UNIT NINE - Initiating and managing change Reading assign Health service management lecture note for
ment on BPR a health sciences students
Change- definition
nd BSC
Planned change
242
Reason for change
Change theory
Response to change
Day 7 UNIT TEN-Managing conflict Reading assign Health service management lecture note for
ment on terroris health sciences students
Conflict-definition
m
Type
Benefit
Day 8 UNIT ELEVEN- Risk management & Quality a Exercise 3 discu FMOH Injection safety and health waste ma
ssurance ss risks related nagement guide line
to our profession
Introduction hiatory and qaulaity assurance proc
S
ess
243
Department Nursing
Course EtCTS 2
Module EtCTS 9
Email:
16 11 20 7 54 hour
s
Course description:
This course will cover the basic concept of Economics as it is applied to the health context. It describes Demand and sup
244
ply, Health care Financing, Health care markets, Health And Development, cost concepts through introducing economic id
eas and financing approaches.
Competencies
After completion of this course the student will be able to Identify and describe elementary concepts of economics and its
significance, economic principles for the planning and managing of health programmers and health services.
Course objective
At the end of this course, students will be able to state the basic concepts and principles of economics; opportunity cost, c
ost benefit analysis, economic stewardship, and Health care financing in the health services delivery system.
Identify economic techniques to the planning and managing of health programmes and health services.
Apply the concepts of marginal analyses and opportunity cost to health care programs.
Describe the roles and limitations of markets and government in the finance and organization of health care (health care fi
nancing).
Compare different systems of funding and organizing health care in terms of cost containment, equity, efficiency and ince
ntives.
Course expectation
Students must come to class prepared by bringing with them the appropriate materials like lecture notes and completed a
ssignments. Students must also complete the reading assignments and other activities on time.
245
Active participation by all students during discussions (you must participate in class) is expected.
Teaching Methods
Brainstorming, Interactive lecture, group assignment and presentation, individual reading, interactive discussions, and gro
up discussions
Academic policies
Attendance: It is compulsory. Come to class on time and every time. If you are going to miss more than 20% of the classe
s and any of presentation sessions during the term, you should not take the final evaluation of this course.
Tests/Quizzes: you will have short quizzes and tests. If you miss the class or, are late to class, you will miss the quiz or te
st. No makeup tests or quizzes will be given.
Cheating: you must do your own work and not copy and get answers from someone else. Also, please do not chew gum,
eat, listen to recorders or CD players, or talk about personal problems. Please be sure to turn off pagers and cell phones
before class and exam sessions.
246
Days Topics to be covered/contents Assignment Due Required reading
Day 1 Unit one: Introduction to economics and Reading assignment Feldstein; health care econ
health economics omics
Classification of economics
Day1 Unit two: Health care production , and H Test 1 Wonderling D.,et al; Introdu
ealth care markets ction to Health Economics
Reading assignment
Demand and Supply Gizachew; Introduction to h
ealth economics
Factors influencing demand
Elasticity of demand
Perfect competitions
Day 1 Unit two: Health care production , and H Reading assignment Feldstein; health care econ
ealth care markets omics
Group assignment
Medical care market Gizachew; Introduction to h
Exercise (worksheet 1)
ealth economics
Need versus demand
247
Theoretical model for the analysis of the
demand of health care, the role of profes
sionals in the demand of health care, iss
ue of equity in the provision of health car
e
Day 1 Unit three: Justification for Government Reading assignment Gizachew; Introduction to h
stewardship over health care. ealth economics
Group assignment prese
Uncertainty ntation
Externalities
Information asymmetry
Investment elements
Day 2 Unit four: Health care financing Reading assignment Gizachew; Introduction to h
ealth economics
Forms of financing health care Group assignment prese
ntation EPHA; financing health car
Crisis in financing health care
e and its option.
test 2
Efficient use of available resources
Day 2 Unit five: Allocating resources for health Reading assignment Feldstein; health care econ
care omics
Group assignment
Cost concepts Muennig P. Cost effectiven
248
Allocating costs between programmes Exercise (worksheet 2) ess Analyses in Health
Assessing costs
Shadow pricing
Day 2 Unit six: Measuring and improving efficie Group assignment prese Feldstein; health care econ
ncy in health care ntation omics
Day 2 Unit seven: Health and Development Reading assignment Gizachew; Introduction to h
ealth economics
Meaning of health and development Test 3
Day 3 Unit seven: Health and Development Reading assignment Feldstein; health care econ
omics
Sources of poverty
Gizachew; Introduction . . .
Attacking poverty and inequality
Assessment methods
Continuous Assessment
Test 1 (10%)
Test 2 (15%)
249
Group Assignment and Presentation 1 (10%)
Test 3 (15%)
Formative Assessment
Worksheet 1
Worksheet 2
Grading:
The grading system to be used in rating students’ performance is fixed (Criteria referenced).
Text book:
Introduction to health economics for health science students. The Carter center. Gizachew Ashagre, 2000.
References
The Ethiopian health care financing secretariat notes on financing health care and its option, 2000. EPHA
Wonderling D.,et al Introduction to Health Economics. Understanding public health. Open University press, 2005.
Muennig P. Cost effectiveness Analyses in Health A practical approach. Second edition.Jossy-Bass USA, 2008
Ceri J. Phillips. Health Economics: an introduction for health professionals. Centre for Health Economics and Policy Studi
es, School of Health Science, University of Wales Swansea, Swansea, UK Blackwell puiblishing, 2005
Barbara McPake and Charles Normand. Health Economics; An international perspective. Second edition, London and Ne
w York, 2008
Peter Z. et al. Health Economics; Second Edition, Oxford University Press, 1997
250
251
Module Title Nursing leadership and management Module
Module EtCTS 9
Course EtCTS 2
Name of Instructor
E-mail: ....................................
Semester: ................................
252
Workload 2 8 50 40 10 10 120
Course Description
This project course is designed to make students knowledgeable and skillful on the principles, concept and th
eory nursing service administration for having better organizational change by doing an assessment, analysis
and set possible solution for the identified problem related to administration and leadership.
Competencies
After the completion of the course students will be able to familiarize themselves with the health administratio
n environment and assess activities related to health. In addition they will be able to identify the gap in the he
alth care setup and forward respective solutions.
Course Objectives
After Completion of this project, the student will be able to make situational analysis through developing asse
ssment tools, identify an administrative problem that hinder the service quality and take possible measure in
order to solve the defined problem.
To make students familiar with the new concept of health service administration.
To enable students assess the existing health facility through the lenses of the health service administration c
oncept.
To enable students assess the health related activities, review available literatures and documents against th
e healthy service administration approach and make relevant recommendations
253
Prepare an activity plan (Gant Chart)
Set an action plan which includes objectives, strategies, duration of implementation and responsible bodies
Prerequisites:
Teaching method:
Presentation findings
Learning materials:
Printed Material (Provision of project guide line, Text Book, organizational profile)
254
Required text books:
1. Mary Ellen Grohar-Murray and Helen R. DiCroce. Leadership and Management in Nursing 1997.
2. Lecture notes on Nursing leadership and management by Berhane Kidane and Amsale Cherie
Additional reference:
1.On Being In charge- A Guide fro middle – level management in PHC, WHO,
Course Policy:
Attendance:
Any absence without justifiable reasons will result in the repetition of the course.
Grading policy:
The grading system to be used in rating students’ performance is fixed (Criteria referenced).
Assessment method:
255
Formative Assessment
Attendance
Summative Assessment
Paper reporting:………………………………………………20%
Total……………………………………… 100%
Practicum Schedule:
Day 1 and2 Orientation on project paper de Brief Orientation on project paper Leadership and Management in Nursi
velopment ng book
Evaluate background development a
Develop the background informati nd assessment tools Organization profile
on
256
Day 3,4,5 Perform situational analysis Evaluate their activity progress like t Lecture notes on Nursing leadership a
&6 heir situational analysis and SWOT nd management
Make SWOT analysis
analysis and observe their action pla
Identify the problem and prioritize n
based on criteria
Day 7,8,9 Observe the result and give correcti Lecture notes on Nursing leadership a
& 10 ve measure nd management
Perform/implement action plan
Day 11 & 1 Submission of report in paper bas Timely receive their final paper and Lecture notes on Nursing leadership a
2 ed and set symposium presentatio organize seminar presentation nd management Lecture notes on Nur
n sing leadership and management
257
Module Name: professional practice
Module description: This module is designed for final BSc nursing students to undertake
independent, dependent and collaborative nursing practices in areas of Medical nursing surgical
nursing, OBs &GYN nursing and Pediatric nursing practices in the respective units of hospital
settings.
Module objective: After completion of this module student nurses will be able to provide quality
professional nursing care for patients/clients, family and community at large using nursing
process as a frame work and principles of professional ethics.
Module competency: After completion of this module student nurses will be competent
providers of medical, surgical, maternal and child health nursing care to patients/clients, family
and community at large using nursing process as a frame work and principles of professional
ethics
258
Medical nursing practice course syllabus
Program: Nursing
Course code: XX
ECTS: 7
Course instructors
Time allotted
259
Clinical Practice Home Study Hrs Total
hours
Year: III
Course description
This professional l practice will offer students the opportunities to learn how to assess a patient,
diagnose, plan, implement, monitor and evaluate the outcomes of nursing interventions as per
the patient’s medical disorder to individuals, and families by using the nursing process as a frame
work and through establishing optimal nurse-client relationships.
Course Objective
Demonstrate the application of their effective, psychomotor and intellectual capabilities acquired
in class on real and ethical patient care.
Exercise teamwork with other health professionals in the provision of “individualized” patient
care and group learning at practical areas.
Demonstrate autonomy at their level of practice, and accountability and responsibility for the
nursing care they provide to patients and families.
Accept responsibility and accountability for own learning needs and for effectiveness of own
nursing practice.
Incorporate legal, ethical and moral principles in application of the nursing process.
Clinical performance
260
i. Routine nursing procedures for example, vital signs, bed making, patient assessment and
appropriate nursing interventions, medication administration, etc.
Enema
Catheterization
Oxygen administration
Blood transfusion
Note Like any professional courses, earning of a grade less than ‘C’ (i.e., D or F) in the clinical
experience will result in one-year delay.
261
EVALUATION TOOL Student’s ID NO. (Name )
A. Ethics
2. Harmonious relationship
4. Act ethically
1. Effective communication
231
the care of the assigned patient
1. Punctuality
232
VIII. Course Requirements
A) During the study period a student is expected to practice nursing procedures (which are listed
on the student’s experience record (blue) book) in actual settings. A student must perform the
following procedures in order to be graduated. To be graduated, any nursing student irrespective
of the grade obtained in clinical area must meet as a requirement the minimum set number of
the procedures as follows. Any student should:
11. Give nasal feeding (gavage) by inserting NG tube for at least 3 clients
B). Attendance
233
Absenteeism for three (03) or more days without justifiable reason (e.g. medical certificate/sick
leave) will end up with one-year delay.
If a student is absent with a medical certificate or other justifiable reason, he or she needs
compensate for the lost days.
If a student is absent for only one or two days without justifiable reason then s/he will
automatically get a grade of maximum of D (only in that specific wards) plus s/he will also
compensates double for each days of absence.
Chronic lateness, refusing patient care and/or failure to meet scheduled obligations may result in
grade alteration reflected in clinical evaluation.
Clinical written work deadlines will be observed. Late assignments will be penalized 2 points per
day including weekends and holidays.
In the event of an unavoidable absence from clinical practice, the student will notify the clinical
instructor prior to the scheduled experience; make-up experiences will be arranged at the
discretion of the instruction.
A student who misbehaves against any health or the patients/clients or their families is treated
according to the rules and regulations of the University.
Course schedule: Students will be assigned to different units of the hospital for one month
period.
Name ……………………..signature………………….
234
Surgical nursing practice course syllabus
Program: Nursing
Course code:XX
ECTS: 7
Course instructors
235
Time allotted
Year: III
Course description
This professional practice will offer students the opportunities to learn how to assess a patient,
diagnose, plan, implement, monitor and evaluate the outcomes of nursing interventions as per
the patient’s Surgical disorder to individuals, and families by using the nursing process as a frame
work and through establishing optimal nurse-client relationships.
Course Objective
Demonstrate the application of their effective, psychomotor and intellectual capabilities acquired
in class on real and ethical patient care.
Exercise teamwork with other health professionals in the provision of “individualized” patient
care and group learning at practical areas.
Demonstrate autonomy at their level of practice, and accountability and responsibility for the
nursing care they provide to patients and families.
Accept responsibility and accountability for own learning needs and for effectiveness of own
nursing practice.
Incorporate legal, ethical and moral principles in application of the nursing process.
Clinical performance
236
i. Routine nursing procedures
for example, vital signs, bed making, patient assessment and appropriate
Enema
Catheterization
Oxygen administration
Blood transfusion
Note Like any professional courses, earning of a grade less than ‘C’ (i.e., D or F) in the clinical
experience will result in one-year delay.
237
EVALUATION TOOL Student’s ID NO. (Name )
A. Ethics
2. Harmonious relationship
4. Act ethically
1. Effective communication
238
the care of the assigned patient
1. Punctuality
239
VIII. Course Requirements
A) During the study period a student is expected to practice nursing procedures (which are
listed on the student’s experience record (blue) book) in actual settings. A student must
perform the following procedures in order to be graduated. To be graduated, any nursing
student irrespective of the grade obtained in clinical area must meet as a requirement the
minimum set number of the procedures as follows. Any student should:
11. Give nasal feeding (gavage) by inserting NG tube for at least 3 clients
B). Attendance
240
Absenteeism for three (03) or more days without justifiable reason (e.g. medical certificate/sick
leave) will end up with one-year delay.
If a student is absent with a medical certificate or other justifiable reason, he or she needs
compensate for the lost days.
If a student is absent for only one or two days without justifiable reason then s/he will
automatically get a grade of maximum of D (only in that specific wards) plus s/he will also
compensates double for each days of absence.
Chronic lateness, refusing patient care and/or failure to meet scheduled obligations may result
in grade alteration reflected in clinical evaluation.
Clinical written work deadlines will be observed. Late assignments will be penalized 2 points
per day including weekends and holidays.
In the event of an unavoidable absence from clinical practice, the student will notify the clinical
instructor prior to the scheduled experience; make-up experiences will be arranged at the
discretion of the instruction.
A student who misbehaves against any health or the patients/clients or their families is treated
according to the rules and regulations of the University.
Course schedule: Students will be assigned to different units of the hospital for one month
period
Name ……………………..signature………………….
241
Obstetrics and gynecology nursing practice syllabus
Program: Nursing
Course code: XX
ECTS: 7 ECTS
Course instructors
Time allotted
Year: IV
242
Course Description: This course is designed for Generic BSC nurse students to enable them
provide nursing care in maternity ward that encompasses cognitive, psychomotor and affective
domain. This professional practice is based on the assumption that they have been given the
theoretical aspects of gyn/obs and Nursing art, which will help them in the process of its clinical
practice.
General objective: At the end of the attachment period the student will be able to identify the
physiological, psychological and social needs of the client and develop basic skills of obstetric
nursing, nurse patient relationship, sense of responsibility, effective communication skills, and
show responsible behavioral changes towards the care of mothers.
Specific objectives:
Observe the general condition of the mother and fetus and meet the psychological and
physiological needs of the mother
Follow the principles of infection prevention and standard precaution while performing any
procedure.
Demonstrate nursing skills and professional attitude in the daily activities of the clinical area
243
Remark:
Throughout your stay in maternity ward, you are expected to conduct five normal deliveries
and observe ten abnormal deliveries.
5 = Excellent
4 = V. good
3 = Good
2 = Fair
1 = Poor
Course policy
If a student is absent is absent for three or more days without justifiable reasons i.e., without
reporting to the instructor and/ having medical certificate he/ she will end up with one year
delay and repeat that particular practicum course.
If a student is absent with medical certificate or justifiable reasons he/ she compensates it.
If a student is absent for one or two days without justifiable reasons s/he compensates double
for each day of absenteeism and earn “C” grade in that specific ward.
244
PRACTICAL EVALUATION FORMAT FOR MATERNITY WARD
Score____________________
Instructor_________________________ Sign___________________
1.1 Punctuality
245
2.5 Makes accurate observations on mother in
labour
Of the newborn
246
2.19 Carries out systematic neonatal physical
examination before discharge
3.5 Evaluation
4.1 Organization
247
4.2 Comprehensiveness
V CASE PRESENTATION
5.2 Organization
248
EVALUATORS:
1) Instructor______________________________
Sign_____________
Date____________
2) Head nurse_____________________________
Sign ___________
Date___________
I. History:
249
If ruptured; Date___________ Time_____________
Abdominal palpation:
Fundal ht in weeks_______
Lie_______________
Presentation_______
Position------------
Descent___________
FHB/mt________
Contraction: Frequency_____Length_____Strength-------------
Effacement____________________________
Consistency___________________________
Ischial spines--------------
250
FOLLOW UP OF THE 1st STAGE OF LABOUR
CONTRACTION Dilatn.
251
252
Delivery Summary
Mother:
Episiotomy, Yes----No-----Indication---------------
Laceration_________
NEWBORN
Sex______Weight______Ht_________H.C________
253
Conducted by ------------------------------Sign-------------- Date--------
Assisted by----------------------------------Sign----------------Date-------------
HEENT________________________________________________________
CHEST: CVS________________________________________________________
LUNGS____________________________________________________
BREASTS: Engorgement________________________________________________
Nipple conditions____________________________________________
Mastitis____________________________________________________
Lump______________________________________________________
ABDOMEN:
If any operation scar, (e.g. c/s), (is the wound healing or healed, bleeding, reddened, swollen,
dehisced, or has discharge?) _____________________________________________________
254
Tenderness__________________________
Warts________________________________________
RECTUM: Hemorrhoids________________
EXTREMETIES: Symmetry____________________________________________________
Dilated veins___________________________________________________
Thrombosis______________________________________________
Tenderness____________________________________________________
Foot drop_____________________________________________________
Swelling______________________________________________________
255
Mouth: (Cleft lip/palate, tongue tie, sucking activity)_________________________
Colour_____________________________________________
Bleeding___________________________________________
Hernia_____________________________________________
Clean and/dry_______________________________________
Infected___________________________________________
Discharge (female)________________________________________________
Clubfoot______________________________________________________
Paralysis_______
Any deformity_________________________________________________
256
RECTUM: Anus (patent, impatent)
Passage of meconium_____________
Sign_____________Date____
Investigations________________________________________________
Medical diagnosis_____________________________________________
Medical managements___________________________________________
257
Postnatal H/E
Nsg.Care plan
activity (40%)
S.NO Name of the
Eth.standard
presentation
student
Clinical
(10%)
(20%)
(15%)
(15%)
100%
Case
Name and Sign of the supervisor---------------------
Course schedule: Students will be assigned to different units of obstetrics and gynecology
wards in the hospital for one month period
Name ……………………..signature………………….
Program: Nursing
Module Number: XX
Course Description:
This course is designed to enable to students to develop knowledge and practical skill in child
health nursing in the practical areas. The experiences in the clinical area will offer students the
opportunity to give nursing care to individuals, families and caregivers using nursing process. It
will also enhance students’ acquisition of knowledge and skills in the care of under five children
in illness and health including IMNCI, assessing growth and development of children, , growth
monitoring, measuring anthropometric measurements, identifying children with protein energy
malnutrition and participate in preventive measures like immunization, ORT, family planning
258
and health education; and discuss various neonatal and child hood disease conditions and
nursing management in the clinical areas.
Course Objectives:
After completing this course, the student will be able to assess, assist, demonstrate and
monitor the growth and development of newborns, infants and children, promote normal
growth and development, determine and treat or refer and report deviation from normal
growth and development
Supporting Objectives:
Exercise teamwork with other health professionals in the provision of individualized patient
care and group learning at practical areas.
Be able to identify the need of sick neonate and children, develop appropriate nursing care plan
and apply them using the nursing process approach.
Understand, identify and differentiate the growth and development of children in different age
group.
Develop skill in IMNCI: assessing, classifying, identifying treatment and treating the common
neonatal and childhood illnesses and counseling the mother or caregiver.
Identify the various aspects of preventive pediatric nursing and practice them in providing
nursing care to children in the practical areas.
Rotation prerequisites
Students must have completed basic and advanced nursing art course practicum for Bachelor of
Science degree program
Rotation logistics
Teaching methods
Bedside discussion
259
Case presentation
Case studies
Demonstration
Facilitated practice with feedback in the outpatient departments of the hospital and nearby
health centers
Learning materials
Rotation assignments
Read selected section of the IMNCI handbook and IMNCI chart booklet
Complete case studies, nursing care plan and other written assignments
Course policy
Absenteeism for three (03) or more day without justifiable reason (e.g. without medical
certificate) will end up with one year delay.
If a student is absent with medical certificate or other justifiable reason, he or she needs to
compensate for the attendance lost days.
If a student is absent for only one or two days without justifiable reason, he/she will
automatically get a grade of maximum of “C” only in that specific ward plus he/she will
compensate double for each days of absence.
Repeated lateness, refusing patient care and or failure to meet scheduled obligation may result
in grade alteration reflected in clinical evaluation.
Clinical written work deadlines will be observed. Late arrival will result in penalty of two points
per day.
In the event of unavoidable absence from clinical practice, the student will notify the clinical
instructor and the instructor will arrange make up practice.
260
A student who misbehaves against the health team, patients/families etc, will be treated
according to the rules and regulation of the university.
Method of assessment
Grade system:
Note: Earning of a grade < C+ in the clinical experience will result on one-year delay.
261
CLINICAL EVALUATION TOOL
For BSc. Nursing Students (Year III, Sem I) Attached to Pediatrics Ward of JUSH from
_________________________ to ______________________
NOTE: Each item will be marked based on the performance of the trainees: Very
unsatisfactory= 0,
2 Punctuality
7 Act ethically
262
3 Ability in prioritizing pt’s problems
C TEACHING/COUNSELING (10%)
1 Assessment
2 Classification
1ST
2ND
263
Course schedule
Students will be assigned to different units of pediatric wards for one month period.
Name ……………………..signature………………….
Module number 18
1 CBTP Nurs4181 5
2 TTP Comh4182 7
Module EtCTS 17
Module Office:
coordinator’s
Phone:
contact Information
Email:
264
Total study hours Ser. No Method Hours
1 Orientation 4
3 Field Visit 40
6 Contact Hours 65
7 Practice 380
Total 762
Module description This module is designed to equip students with necessary skill attitude and
knowledge that enables to organize and present health data by identifying
organizational problems related to management , basic principles of management
and administration,manage and mobilize resources, equip with the basic concept of
economics and health care financing .In addition to this it enables the trainee to
communicate with stakeholders at different level.
Module objective (comp Mobilize individuals, groups, and communities on proper human excreta and refuse disposal.
etency)
plan,implement and evaluate organizational acivites
(General objective)
organize health team activities
265
apply nursing process in the community
Lecture
Seminar presentation
interactive discussion
Project work
Brain storming
Pair work
Formative assessment
Quizzes
Presentation
Summative assessment
Written exams
Department: Nursing
266
Module title Community Based Nursing Practice and Research Module
Email: ................................................................................................
4 21 40 70 135 hours
Prerequisite: Biostatistics
267
Course description
CBTP is designed for undergraduate BSc nursing students who are assigned to urban, semi-urban & rural
communities for three weeks and engage themselves in developmental activity needs of the community. D
uring their attachment students develop and identify data collection instrument, collect baseline data, condu
ct Situation analyses (includes surveys on socio-economic, socio-demographic, Cultural practices, Resourc
e endowment, community productivity, climatic & geographic data mapping & zoning of the community), C
onstraint analyses, setting priority , data analysis , scientific report writing and presentation in a symposium.
Competencies
After the completion of this course the student will be able to develop and understand data collection and a
nalysis skills. In addition, the student will be able to gain some basic knowledge abouit scientific paper writi
ng and seminar presentation skills.
Course objective
After completion of this course the students will be able to acquire knowledge and skills of basic concepts r
egarding community problem identification, data analysis using statistical principles, priority setting, action p
lan development and scientific report writing and presentation
Specific objectives
Do community diagnosis & identify prevailing development problems related to profession do Constraint an
alyses
Define/Characterize the community by their, resource endowment, Productivity cultural practices, socio-eco
nomic, socio-demographic and geographic political & environmental aspects
268
Course Schedule
Proposal development
269
Data summarization
Rehearsal
Orientation
Group discussion
Group work
Teaching aids
LCD
Methods of Assessment
Students should be evaluated continuously or graded as follows in CBTP based on the evaluation format
Peer Evaluation 5%
270
Supervisor 25 %
Written Exam 10 %
Final Report 30 %
Grading:
The grading system to be used in rating students’ performance is fixed (Criteria referenced).
Course policy:
Attendance:
Department of Community Health Community ? based Training Program Manual part II Jimma: Jimma Insti
tute of Health Sciences, 1981; 1-25
Department of Community Health, Manual for Student Research Project Jimma: Jimma Institute of Health S
ciences, 1985; 1 ? 71
Jimma Institute of Health Sciences (JIHS). Manual for Student Research Project, Department of Communit
y Health JIHS 1996; 1 ? 71
Department: Nursing
271
Course Title/Code: TTP/Nurs4182
Email: ................................................................................................
272
Course description
To be able to work as a member of a team in solving community health problems by applying the knowledge a
nd skills of one?s profession and integrating these with the knowledge and skills of other members of the team
Competencies
After the completion of this course the student will be able to develop skills to work as a community in solving pr
oblems faced in the society. He/she will be able to face and adapt the real working scenario after graduating a
djust themselves for their careers.
Course objectives:
Apply the knowledge and skills of their profession by integrating with the knowledge and skills of their mem
bers of the team and service personnel.
Identify priority hearth problem, plan, implement, and evaluate team activities according to the needs and re
sources of the community.
Develop communication skills so that to involve the community and other sectors in the activities
Course content
273
1st wee Orientation to TTP 5 8 48 CBTP guidel
k ine
Collecting and arranging reasonable logistics
274
k Case presentation and defense ine
275
Comments and feedbacks by senior and resident su
pervisors Gaining feedbacks
Orientation
Group discussion
Group work
Presentation
Seminar
Reading assignments
Teaching aids
LCD
Audio visual
Hand
276
out
Course Assignment
Team/group research
Methods of Assessment
Peer evaluation 5%
Course policy:
Attendance:
Course policies:
Student should take all continuous assessments as scheduled. Student should attend daily, fortnight meeti
ngs, presentations and attend all health center activities, no make-up will be arranged for her/him.
Misconduct in TTP
Severe disciplinary measures against academic nuisance, dishonest misbehavior, cheating, plagiarism, imp
ersonation, will be taken.
Any student in TTP attachment who misbehaves towards, the health center staff, community members and
supervisors shall appear before the disciplinary committee
233
Damage or loss of any material taken for the TTP program shall be paid back/replaced by the student who
did the act with disciplinary measure
The grading system to be used in rating students’ performance is fixed (Criteria referenced).
World Health Organization (WHO). Community Based Education of Health Personnel. WHO Technical Rep
ort Series, No. 276; Geneva, Switzerland, 1987.
Jimma University. Guidelines and procedures for research, grant and consultancy, publication and extensio
n, community based education and graduate programs (draft); August, 2011; Jimma, Ethiopia.
Kalishman S. Evaluating Community-based Health Professions Education Programs; Education for Health,
Vol. 15, No. 2, 2002, 228?240.
Asefa M. Community-based education: Concept and practice; Ethiop. J. Health Dev. 2000;14: 227-237.
Tegegne M, Asefa M., Tessema F. & Kebede K. Assessment of the community-based training programme
at Jimma University, Ethiopia; Ethiop. J. Health Dev. 2000; 14:239-252.
Asefa M., Ayele F, Teshome M. & Haile G. Assessing the impact of an innovative curriculum on medical gr
aduates: the Jimma experience, Ethiopia; Ethiop. J. Health Dev. 2000; 14: 253-267.
WHO. Maternal Health and Safe Motherhood Programs: Midwifery Practice: Measuring, Developing and M
onitoring Quality Care. WHO/MCH/91.12
Federal Democratic Republic of Ethiopia, ministry of health: national Reproductive health Strategy 2006 ?
2015; March 2006
234
STUDENT RESEARCH PROJECT COURSE SYLLABUS
Department: Nursing
Email: ................................................................................................
30 60 45 135 hours
235
Course description
Student?s research projects are aimed to serve as springboard to develop future elaborated research skill.
Research advisors are assigned for each student. All graduating students undertake a research activity as
requirement course for graduation. The student research project should be problem based which can be a
n individual work or may be group work At the end of each year, the university prepares a symposium wh
ere the best researches selected by the relevant departments can present their work and at college level, th
ree research work will be selected for award. At the end of the year, abstracts of all students research work
compiled and distributed.
Competencies
After the completion of this course the student will be able to gain basic knowledge about problem identifica
tion, hypothesis formulation and testing, Data collection, organization, analyses and interpretation and deve
lop a comprehensive skill on research undertaking that will help them in their future careers.
Course objectives:
Proposing solutions
236
Nursing Logbook
Log Book for Learning Practical Skills and Monitor the Progressive Development of Student’s Clinical Skills
August, 2013
Ethiopia
237
Pediatric
Neonatology
Temperature(Axillary) 2 0 5
Pulse (radial) 2 0 5
Pulse (apical) 2 0 5
Respiration Rate 2 0 5
Cord care 2 2 5
Care of infant on 1 2 3
Phototherapy
Intra-nasal O2 2 2 5
administration
Infant feeding 2 2 5
counseling, BF,
ATTACHEMENT
AND POSITIONING,
Documentation 2 0 5
admission and
discharge recording
Nice to know
238
Exchange blood transfusion/umbilical catheterization
Polio 2 1 5
BCG 2 1 5
Pentavalent 2 1 5
Measele 2 1 5
Vit A 2 1 5
PCV 2 1 5
IMNCI(asses, classify 2 2 10
& manage <5 Child
Temperature (axillary 2 0 5
Pulse (radical) 2 0 5
Pulse (apical) 2 0 5
Blood pressure 2 0 5
239
Cleansing enema 1 1 1
Bed making 2 2 5
Catheterization (M/F) 1 1 1
IV secure 2 2 5
Medication
administration
IM 2 1 5
IV 2 1 5
Rectal 2 1 5
Blood transfusion 2 2 5
Dressing 2 2 5
Preparing and 2 2 5
administering resomal
or ORs solution
Growth monitoring 1 1 5
Wt for age 1 1 5
Wt for height 1 1 5
MUAC 1 1 5
240
Formula milk 2 2 5
preparation
&administration
Nice to know
Skin test
Intraosious infusion
OR/Recovery
Pre-
Pre-operative Phase
Hand washing 2 5
Use of PPE 2 5
3 Physical preparation
Pre-operative patient 2 5
241
preparation procedures*
4 Psychological preparation 5 1
0
Intra-operative Phase
242
S. Procedure Observe Assist Perform
No
Hand washing 5 1
0
Use of PPE 5 1
0
Appropriate waste 5 1
disposal 0
Drying hands 2 5
Put on gowns 2 5
Put on gloves 2 5
243
Prepare sterile 2 5
instruments
Prepare/organize the 2 5
OR
8 Perform instrument
processing
Sorting instruments 3 2 2
Decontaminate 3 2 2
9 Document the 3 2 3
performed activities
Post-operative Phase
244
1 Apply the principles of 5 - 10
universal precautions in
their appropriate places
(see in preop phase)
2 Preparation of anesthetic 2 2 10
bed
6 Carryout prescribed 2 2 5
orders (IV fluids,
medications, etc)
245
Medical
1 Temperature
Oral 2 2 5
Axillary 2 2 5
Tympanic 2 2 5
2 Pulse
Radial 2 2 10
Apical 2 2 5
Caritoid 2 2 5
Femoral 2 2 5
Poplitial 2 2 5
Dorsalis pedis 2 2 5
3 Respiration 2 2 5
4 Specimen collection
Sterile urine 2 2 5
Urine analysis 2 2 5
Sputum 2 2 5
5 Enema
Cleansing 2 2 5
Retention 1 2 5
246
Mouth care 2 2 5
Backrub 2 2 5
Bed bath 2 2 5
7 Pediculi Rx 1 1 3
8 Bed making
Unoccupied 2 2 5
Occupied 2 2 5
Cardiac 2 2 5
Positioning 2 2 5
9 Range of motion 2 2 3
exercise
11 Admission 2 2 3
12 Discharge 2 2 3
13 Feeding helpless - 1 3
14 NGT feeding 2 5 10
15 Male catheterization 4 5 10
16 Condom catheterization 2 2 5
17 Female catheterization 3 5 10
18 O2 –
therapy/Administration
Nasal cannula 2 3 5
247
Mask 1 1 3
19 Medication
administration
Oral 1 5 10
Eye ointment 1 5 10
application
Iv Push 3 5 10
IM 3 5 10
SC 2 5 10
20 Chemotherapy 5 5 -
preparation
21 Tepid sponging 2 2 3
22 B/d Transfusion 2 3 5
24 Paracentesis 2 3 -
25 Lumbar puncture 2 3 -
26 Thoracentesis 2 3 -
27 Bone marrow 2 3 -
28 Phelebotomy 2 3 -
29 Spleen aspirate 2 3 -
31 IV cannula insertion 2 2 5
248
32 Suctioning 2 2 5
33 NGT insertion 2 2 10
34 CPR 2 2 5
35 Patient education 2 2 5
36 Postural drainage 1 1 5
37 Death care 1 2 5
Surgical
1 Bladder irrigation 2 3 5
3 Amputation bed 1 1 5
4 Fracture bed 1 1 5
5 Wound dressing
Clean 4 4 5
Contaminated 2 2 5
6 Wound irrigation 2 2 5
9 Instrument 3 5 1
processing and 0
249
supply preparation
10 Preparation of 2 3 5
patients for
surgery(elective)
12 Stich removal 2 1 5
13 Nursing 1 1 5
management of a
patient with burn
15 Care of a patient 3 3 5
with cast
16 Cast application 5 5 0
17 Cast Removal 5 5 0
1 Wear gloves 3 0 3
(surgical)
3 Intrapartum Care
250
Parthograph 3 0 5
SVD 5 1 1
0 5
4 Instrumental Delivery
Forceps 3 3 0
Vacuum 3 3 3
Destructive 2 2 0
5 Essential Newborn
Care
Cord Care 3 0 3
Vit K administration 3 0 3
Weighting the 3 0 3
newborn
6 Newborn 3 3 3
Resuscitation
7 PNC 5 3 5
8 Vaginal Swab 2 3 3
9 Abortion Care
Threatened Abortion 5 0 0
Complete Abortion 5 5 0
Incomplete Abortion
251
MVA 3 3 0
MA 3 3 0
Missed Abortion 5 3 0
Safe Abortion 3 3 0
10 Retained Placenta 3 3 2
11 Speculum 3 3 3
Examination
12 Family Planning
FP Counseling 2 0 5
IUCD Insertion 3 3 2
IUCD Removal 3 3 2
Implant Insertion 3 3 2
Implant Removal 3 3 2
Tubal Ligation 3 3 0
OCP 3 0 3
Injectable 3 0 5
Condom 3 0 5
Post Pill 3 0 3
252
OPD
Systemic approach 2 2 5
Gordon’s approach 2 2 5
2 Physical examination 2 2 5
3 Temperature 2 1 5
measurement
4 BP measurement 3 3 6
5 Pulse assessment 3 3 5
253
6 Assessing respiration 2 1 5
8 Gastric Lavage 2 2 5
11 Hot compress 1 1 5
12 Cold compress 1 1 5
13 Immobilization 3 2 5
14 Control of bleeding 2 3 6
15 Management of 2 3 6
epistaxis
16 Nose irrigation 1 1 3
17 Ear irrigation 1 1 3
18 Eye irrigation 1 2 3
20 Artificial respiration 2 1 2
21 Mgt of shock
Anaphylaxis 3 3 5
Hypovolemic 3 3 5
22 Setting up and 2 2 5
performing minor
surgery
23 Patient Teaching 2 3 8
24 Health education 2 1 5
254
25 Counseling 2 3 5
26 Suturing 4 2 8
28 Stitch removal 2 2 5
29 Male circumcision 2 5 0
31 Psychiatric 2 2 2
Assessment
32 Biopsy 2 3 0
33 Tooth extraction 2 3 0
34 Mgt of Hypoglycemia 4 2 5
35 Mgt of DKA 2 1 5
36 Mgt of common 20 10 20
illnesses:
36 Management of 2 1 2
Common Illnesses 0 0 0
Please write the type of illnesses you observed/assisted/managed here in this page in the white
255
GUIDELINE FOR COMPREHENSIVE QUALIFICATION EXAM ALL
UNDERGRADUARE NURSIGN STUDETNS (DRAFT PROPOSAL)
256
November, 2013
Justification
This document is prepared as a part of implementing what it there in the curriculum to assure
quality.
It is mentioned in the curriculum that structure, process and outcome evaluation will be
conducted to assure quality of graduates in the program.
As part of the outcome evaluation, internal and external examination (oral, written &
Practical
Examination) will be carried out at the completion of the study years (end of 4th year) based
on
257
would take comprehensive exam before they start internship program.
Course Number: _
Written Examination(MCQ)
Oral Examination
Base;
The base for the courses are competency and major courses,
Written Examination;
The written examination will be 100 multiple-choice questions which includes the following
courses;
Professional Ethics = 5
Paediatric Nursing = 15
Health Assessment =5
Pharmacology =10
Community Health Nursing (CDC, Community health nursing, RH, Nursing service
administration and leadership) = 15
258
Oral Examination
gyn/obs
Community based nursing practice/Community health nursing; RH, Community health nursing,
nursing service administration and leadership
Practical Examination
Bed making
Catheterization
Blood Transfusion
NG – Tube insertion
CPR
Suturing/Stitch removal
Wound care
SV Delivery(Normal delivery)
259
S.No Items with specification Unit Qty.
Grade;
Students who fail for the comprehensive qualifying exam will be given additional time for
READING AND PRACTICING IN THE CLINICAL SETT UP INCLUDING THE
SKILLS LAB FOR THREE MONTHS.
The students will take re- exam after 3 months. This will confirm completion of the program.
List of material for equipping to instruct 50 students in two skill Lab room
260
Ambubugs (different size) Pcs 10
Baby catch No 1
Basin (Large) 5L 15
Basin (Medium) 3L 15
Basin (Small) 1L 25
261
Bowel (Small) 300CC 15
Bowl (Medium) 5L 10
Breast pump No 6
Bucket 10L 12
262
Dust bin No 10
Embryology chart ‘’ 3
Embryology model ‘’ 3
Epsiotomy scissor No 15
Eye ointment ‘’ 10
Face mirror ‘’ 2
Fetoscope ‘’ 10
Flatus/rectal tube 16 fr 10
Fork 4 forks 8
Funnel 100cc 6
263
Hamper (with wheel & bag) 80x40x40cm 4
Heater pcs 4
264
Human lung picture No 3
Interactive doll No 2
Laging clothes ‘’ 3
Matress Foam 8
265
Medication cups (meal) No 10
Medication tray No 10
Mucus extractor ‘’ 3
Nail cutter - 3
Name tag ‘’ 8
Needle holder ‘’ 10
Ophtahemoscope No 8
Otoscope 8
Pill Crusher No 2
266
Pillow No 8
Placental model No 3
Placental picture No 3
Purcussion hammer No 12
Safety pin No 10
Savalon Littre 10
Section machine No 4
Snnels chart No 4
Sphygmomanometer Anroid 25
Steam tent 3
267
Stethoscope ‘’ 150
Stretcher 80x190cm 2
(of 100)
Thoracenthesis set No 2
Needle holder No 20
gallypot metal No 20
Refrigerator(chest) No 2
Endotracheal tube No 50
Suction catheter No 50
Chlorhexidine(sedex) Littre 20
268
Towel ( different size) No 60
Vaccination cord No
Vaccination equipment No 2
Wall clock ‘’ 1
269
Wire splint 10+100cm No 10
The workshop was started with 11 nursing professionals from different universities and Ministry of
Health:
Participants:
270