Ethiopian Ministry of Education

Harmonized Modular Curriculum for Bachelor of Science in

Nursing Program

Prepared by: Expert Group of Nurses From Universities, Ministry Of

Education And Education Experts
Facilitated by: Ministry of Education

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.

Beliefs about Client (person)

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.

Beliefs about Health

Health is a dynamic, multidimensional state that reflects continual human-environment

interaction. Holistically, health is an integration of the physical, psychological, spiritual,
cognitive, and socio-cultural well being of individuals, families, groups, and communities.
Health is also a human value that varies within and between cultures, and across the lifespan.
A healthy system has the necessary resources, the knowledge and abilities to use those
resources and the willingness to make choices that contribute to improved health within the
system. An understanding of global health is based on these core beliefs about health and the
connectedness of humankind. Professional nursing encourages clients, whether individuals,
groups, or communities, to embrace the concept of health, and to appreciate the unique role
health plays in the quality of life and in reaching the maximal potential for which one is
capable.

Beliefs about Environment

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.

Beliefs about learning

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.

Beliefs about Nursing Leadership

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.

Vision and Mission

Vision:

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.

Quality of training of nurse professionals is obvious to have an impact in the quality of

nursing/patient care provision and in combating effectively the health problems of the
country. It is clear that the new trends in health care needs, as well as changes in educational
philosophy, call for curriculum reform in terms of mode of delivery of courses. Thus, with
the initiative of the Federal Ministry of Education the existing curriculum, conventional
curriculum, is made to be revised to provide courses with modular approach.

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.

Participate as members of health team in the promotive, preventive, curative and

rehabilitative health care delivery system of the country.

Demonstrate leadership qualities and decision-making abilities in various situations.

Recognize the need for continued learning for their personal relations and professional
development.

Demonstrate skills in teaching, management, inter-personal relations and communication.

5
Practice ethical values in their personal and professional life.

Resources
Human Resource
S.No Qualification Academic Rank Number Remark

Adult Health Nursing PHD 2

MSC 8

Psychiatry nursing PHD 1

MSC 2

Maternity Nursing PHD 1

MSC 4

Pediatrics Nursing PHD 1

MSC 2

Emergency and PHD 1

critical Care nursing
MSC 2

Community Health PHD 1

Nurse
MSC 1

Nurse with Public PHD 2

Health specialty
MPH 3

BSc Nurse BSC 6

Technical Assistant BSC 2 They are

not
Diploma 3 academic
Clinical Preceptor MSC 5 staff

BSC 5

TOTAL 51

Consideration;

Class rooms= 50 students per class room

Skill lab = 25 students per session

6
Practicum = 15 students per instructor

Material and facilities

Dolls Vehicles Lap top Computers

Models Lecture rooms Duplicating machines

Video, Photo Slides, etc… Computer laboratory Health assessment equipments

Recent published Books Photocopiers Different medical equipment for

nursing demonstration (laboratory).
Nursing Journals Simulation Dolls

Teaching Aids
Text books

Lecture notes

Modules

Nursing equipments and materials

Audiovisuals such as LCD, and laptop computers

Chalk board

White board and Marker

Flip chart and Marker

Learning Facility

Well Equipped Nursing skill development laboratory at least two

Central Skills Development laboratory

Affiliated Hospitals for clinical Practice

Affiliated Health Centers for clinical Practice

Well equipped Class Rooms with Movable Chair and Fixed LCD

Seminar Presentation and Morning Session Rooms in the Hospital and health centers

Computer laboratory and Nursing Library(Both in the university and hospital)

Nursing office for in the hospital for preceptors and instructors

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

Physically and mentally fit for nursing service.

Preferably, those who choose to enter the profession.

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

C. Procedure for Application

The applicants should apply to the office of registrar

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

Candidate can be exempted from non-professional courses if s/he scored A or B on that

specific course

Mode of Delivery
Mixed Approach will be used; parallel for English language and Civics and Ethical Education
module and Block for the rest.

Semester base for module 1 up to 6 to be given on year I

Module 7 up to 18 will be provided on year base on second, third and fourth year

Full time four year regular program

S No. Module Code Module title Mode of delivery

1 EnLa-M1014 English Language Skill Module Parallel

2 CvEt-M1024 Civics and Ethical studies module Parallel

3 PsyS-M1034 Psychosocial module Block

4 Comp -M1043 Computer application module Block

5 BiMe-M1053 Human Body science module Block

6 BiMe-M1063 Disease causation & diagnosis module Block

7 Nurs-M2071 Foundation of Nursing module Block

8 Phar-M2083 Pharmacology module Block

9 Nurs-M2091 Community health module Block

10 Nurs-M2101 Health system research module Block

11 Nurs-M2111 Nursing education module Block

12 Nurs-M3121 Medical surgical Nursing module Block

11
 13 Nurs-M3131 Maternity and reproductive health Block
nursing module

14 Nurs-M3141 Child health and pediatric nursing Block

15 Nurs-M4151 Mental health nursing Block

16 Nurs-M4161 Nursing leadership and management Block

Module

17 Nurs -M4171 Nursing Internship Module Block

18 Nurs-M4181 Community based nursing practice and Block

research module

Duration of the training: will be Four (4) years

Method of Teaching
The teaching - learning process will be mainly through

Lecture and or discussion

Assignments

Demonstration

Group discussion

Role play

Clinical case studies

Simulation

Clinical (nursing rounds)

Seminar presentations (student led seminars)

Community based practices

Problem solving (research based)

Problem based learning

Bed side teaching

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

Evaluation will be in the form of formative and summative assessments.

Continuous assessment will be used for both formative and summative assessment

Continuous assessment consists of practical write-ups, clinical case studies,

assessment of practical skills (reports from supervisors and objectively structured
clinical examination), quizzes, spot-tests and group exercises.

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).

Log book is used in both formative and summative assessment

Before attaching nursing internship there will be pre-internship examination, which

includes practical examinations (OSPE/OSCE).

At the end of fourth year there will be national qualification 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

ClassClass Second class with

[70, 75) 3.0 B

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 -

Lowest Lowest Low Lowe

C

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

• At the completion of the study years (end of 4th year)

• 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.

Sitting for the national qualifying examination

Tracing graduates performance at their work place for effectiveness evaluation.

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.

Core Courses and Clinical Practices

Theoretical professional nursing courses include:

• Fundamental of nursing

• Medical-Surgical nursing

• Obstetrics and gynecology nursing

• Pediatric nursing

• Psychiatric Nursing

15
 • Courses with Demonstration

Clinical attachments/practicum

• Fundamental of nursing practicum

• Medical-surgical nursing practicum

• Oby/Gyn nursing practicum

• Pediatrics nursing practicum

• Psychiatric Nursing Practicum

Attachments in professional practice

• Medical nursing professional practice

• Surgical nursing professional practice

• Obstetrics and gynecology nursing professional practice

• Pediatric nursing professional practice

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.

NB: National qualifying examination may include:

Written examination

Oral examination on relevant Professional courses

Practical exams: OSPE/OSCE

Module and Course List Generic Nursing BSc

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

3 PsyS- Psychosoci Introduction to Sociology Soci1031 2 - 3 8

M1034 al module General Psychology Psyc1032 2 - 3 8
4 Computer Health informatics Hinf1041 2 - 3 8
Comp-
application
M1043
module
5 Human Human Anatomy Anat1051 4 1 8 22
Body
BiMe- Semester I Total 19 1 32 88
science
M1053 Human Physiology Phys1052 5 - 8 22
module
Biochemistry Bioc1053 3 - 5 14
6 Medical Microbiology & Mbio1061 2 1 5 14
Immunology
Medical Parasitology Para1062 2 - 3 8
Semester II

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

9 Nurs- Community Community health nursing Nurs2091 2 - 3 8

M2091 health Environmental health Enva2092 2 - 3 8
module Health education ComH209 2 - 3 8
3
Communicable disease Nurs2094 4 - 7 19
control
1 Biostatistics ComH210 3 - 5 14
0 Health 1
Nurs- system Epidemiology ComH210 3 - 5 14
M2101 research 2
module Nursing research Nurs2103 2 - 3 8
methodology
1 Nurs- Nursing Nursing education & Nurs2111 4 - 7 19

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

Medical surgical nursing Nurs3123 - 6 10 61

practice
Nurs- Maternity Reproductive health nursing Nurs 3131 2 3 8
M3131 and Obstetric & Gynecology Nurs 3132 5 8 22
reproducti Nursing
ve health Obstetrics & Gynaecology Nurs3133 3 5 30
nursing Nursing practice
module
1 Nurs- Child Pediatric nursing Nurs3141 4 7 19
2 M3141 health and
pediatric Pediatric nursing practice Nurs3142 3 5 30
Nursing

Year III Total 23 12 58 224

1 Mental Psychiatry nursing Nurs4151 3 5 14

3 Nurs- Health
M4151 Psychiatry nursing Nurs4152 1 2 12
Nursing
practicum
1 Nurs- Nursing Health service management Comh4161 2 3 8
6 M4161 leadership
and Health economics Comh4162 1 2 5
manageme Nursing service Nurs4163 2 3 8
nt Module administration
Nursing service practicum Nurs4164 1 2 12
1 Nurs- Nursing Pre-internship exam Nurs4171 P/F P/F 30
7 M4171 Internship Medical nursing practice Nurs4172 3 5 30
Module Surgical nursing practice Nurs4173 3 5 30
Paediatrics nursing practice Nurs4174 3 5 30
Obstetric and gynae Nurs4175 3 5 30
cology nursing practice

1 Nurs- Communit Community based training CBTP4181 3 5 14

8 M4181 y based program
nursing Team training program TTP4182 4 7 43
practice Student research Project Nurs4183 3 5 14
and
research
module
Year IV total 8 24 54 875

National qualifying exam

Total EtCTS = 248

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 Module Clustered Courses Course ECTS Module EtCTS

name Code code

English EnLa-M1014 Communicative English EnLa1011 5 10

Language Skills
Skills
Basic Writing Skills EnLa1012 5

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.

Module Objectives and Competencies

By the end of the module, students will be able to:

Involve in various communicative contexts

Read and understand texts with ease

Distinguish and practice the different roles and types of communication

Differentiate oral and written discourse

Listen to conversations (communications) in English and decode message easily

Write reports (paragraphs, essays) in academic contexts

Use appropriate coordination and sub-coordination skills to relate ideas

27
Communicative English Skills Course Syllabus
University: _____________________ University

College: _______________________________

Department: English Language and Literature

Program: BSc Nursing

Course Title: Communicative English Skills

Course Code: EnLa1011

Degree Program: BSc in Nursing

Module Name: English language Skills

Module Code: EnLa-1014

Course team leader Email Cell phone Office

Instructors

ECTS: 5

Student workload

Lecture/contact hours Home study hours Total

48 87 135 hrs

Lecture contact days, hrs and room/s: _______________

Target group: First Year BSc. nursing Students

Year/semester: I/I

Pre-requisite: None

Status of the Course: General

28
Course Description: It is obvious that English is a medium of instruction in higher institutions of
Ethiopia. Besides, it is also a widely used language around the world, and has become the
language of communication at different levels and forms. Thus, this course is intended to
develop and improve students' language competence. To this end, this course gives students a
chance to improve the major language skills namely reading, speaking, listening and writing. It
also enables them to develop their vocabulary and grammar awareness. Hence, this course is
aimed at developing trainees’ communicative abilities in English which will help students to
develop their communicative skills and oral language competence in English. Generally, this
course will cover the specific language aspects described below.

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

After the completion of this course, trainees will be able to:

Express their ideas in various communicative contexts (in group/ pair discussion, in public
speaking settings)

Present oral reports

Write short reports

Read various materials and make their own notes

Identify the structure of oral and written discourses

Attend their academic work at ease and with clarity

Course Details

Week Lectur study Main Topic/Sub topic/s/ Chapter Reading Remar

s e hrs hrs material/assignmen ks
ts

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

25hrs 3.Culture and Values

7th 3hrs 3hrs 3.1. Listening and Speaking College English-
3.1.1. Identifying the structure of a talk Teacher’s Guide
3.1.2. Completing a note framework
3.2. Vocabulary College English VL.I
3hrs 3.2.1. Using topic relationships to learn
new words
3.2.2. Words of Greek and Latin origin
3.2.3. Using a vocabulary network to
learn words
3.3. Grammar Grammar for English
3.3.1.Using active and passive Language Teachers
8th 2hrs 3hrs constructions for descriptive writing p287
3.3.2. using time clauses for descriptive
writing
3.4. Reading College English VL.I
3.4.1. Critical reading
3.4.2. Reading for main ideas
3hrs 3.4.3. Reading for detail Public Speaking for
3.5. Speaking College and Career
3.5.1. Understanding reference
3.5.2. Brainstorming
9th 5hrs 3.5.3. Organizing and taking part in a
10hrs debate
3.6. Writing Writer’s Choice +
3.6.1. Writing a brief summary of key Essentials of Writing
3hrs ideas from a text
3.6.2. Writing a descriptive essay about a
marriage ceremony
10th 2hrs 15hrs 4.Improving Study Practices
4.1. Listening and speaking College English-
2hrs 4.1.1. Thinking about what you do when Teacher’s Guide
you listen to a lecture and take notes
4.1.2. Understanding listing and
sequencing markers
4.1.3. Listening for a main sections of a
talk
4.2. Vocabulary College Reading +
4.2.1. Using a dictionary Objective English
31
 4.2.2. Working out word meanings from
2hrs context
2hrs 4.3. Grammar Grammar for English
th
11 4.3.1. Using Conditional I,II and III Language Teachers
4.4. Reading p231 + College
4.4.1. Skimming for gist English
3hrs 4.4.2. Critical reading and evaluating
4.4.3.Using reference/textual markers College English VL.I
4.5. Speaking
4.5.1. Brainstorming and discussing on
3hrs 3hrs what makes a good learner
12th .Writing College English VL. I
2hrs 4.6.1. Summarizing a talk
4.6.2. Summarizing an academic article
3hrs 4.6.3. Writing an essay on learning Writer’s Choice
English
13th 3hrs 13hrs 5.
2hrs 5.1 Listening and Speaking College English VL. II
5.1.1. Noticing the structure of lectures,
5.1.2. responding to lectures
3hrs 5.2 Vocabulary
5.2.1.Working out meanings of core College Reading +
words related to Theme I from context McCarthy
2hrs 5.3. Grammar
th
14 2hrs 5.3.1. Reporting clauses
5.4. Reading College English VL. II
2hrs 5.4.1. Interpreting tables and figure
4hrs 5.5. Speaking
th
15 5.5.1. Discussions and interviews College English VL. II
2hrs 5.6. Writing
5.6.1 Assessing problems and proposing College English VL. II
2hrs solutions
16th 3hrs Final Exam

Make sure that the total hrs distributed to the different components for all chapters is equal
to 135 hrs

Final Exam Date ______________

Course delivery mode/Methodology:

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%

Speech Delivery (2) (Impromptu & Prepared) (5×2) 10%

Group Assignment 10%

Report (Oral & Written) 10%

Summary & Review 10%

Listening 10%

Final Examination 40%

100%

References

Dean, M. (1988). Write it; Writing Skills for intermediate learners of English. Cambridge:
Cambridge University Press.

DEFLL. (1996).College English: volume I and II.AAU: AAU Printing 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.

Mohammedtahir and Tibebe Kasahun, (2005).Communicative English Skills II (unpublished).

Jimma: University Press Strong, W. (1991). Writer's Choice: Grammar and Composition. Illinois:
McGraw Hall

Approved by (school/department head)

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

Lecture/contact hours Group work hours Home study hours Total

48 37 50 135 hrs

Lecture contact days, hrs and room/s: _______________

Target group: First Year BSc. nursing Students

Year/semester: I/II

Pre-requisite: None

Status of the Course: General

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:

Upon completing the course, students will be able to:

Construct meaningful sentences in English

Use appropriate coordination and subordination skills to relate ideas

Identify and correct faulty sentences

Identify and correct agreement problems

Punctuate sentences correctly

Compose a paragraph that has clearly stated topic sentence and supporting details

Write a well-structured essay of different types.

Wee Hours Topics delivered References Pages

k
1 10hrs Sentence Types The Oxford Guide to Writing 112-163
Sentence Kinds in terms of and Speaking John S. (2000)
lecture=2hrs usage College Writing Skills 18-76
presntn’=1 Language, J(2001)
Grou.wor=2hrs Introduction to writing skills 8-30
assess’t=2hrs Tekle F Jimma University,
Ind.study=3hr February 2012
2 &3 15hrs Faulty Sentences
lecture=4hrs Fragments
presntn’=2 Run-ons
grou.wor=3hrs Comma splices
assess’t=2hrs Dangling modifiers
Ind.study=4hr Misplaced modifiers
Agreement errors
4 10hrs Diction
lecture=2hrs Sentence Variety
presntn’=1 Punctuation and Capitalization
Grou.wor=2hrs
assess’t=2hrs
Ind.study=3hr
5,6 & 25hrs Structure of a paragraph The Oxford Guide to Writing 190-217
7 Characteristics of a Good and Speaking John S. (2000)
36
 Paragraph
Unity College Writing Skills
lecture=6.8hrs Cohesion Language, J(2001), Writing
presntn’=3 Transition words for academic purpose
Grou.wor=5hrs Synonyms Solomon G/Giorgis(1991).
assess’t=3hrs Pronouns 85-102
Ind.study=6hr Coherence Introduction to writing skills
Chronological Tekle F Jimma University,
Spatial February 2012
Emphatic 1-12
Completeness
8&9 25hrs Basic Types of Paragraph
lecture=4hrs Expository
presntn’=2.5 Narrative
Grou.wor=5hrs Descriptive
assess’t=4hrs Argumentative
Ind.study=8.5h
r
10, 30hrs Techniques of Paragraph
11 lecture=7hrs Development
&12 presntn’=3 Definition
Grou.wor=7hrs Exemplification
assess’t=4hrs Classification
Ind.study=8hr Cause and Effect
Compare and Contrast Process
13,14 20hrs Narration
What is an Essay? The Oxford Guide to Writing 255-271
, 15 lecture=4hrs Structure of an Essay and Speaking John S. (2000)
& 16 presntn’=2 Types of an Essay College Writing Skills 105-200
Grou.wor=6hrs Expository Langan, J(2001)
assess’t=3hrs Descriptive Writing for academic 64-74
Ind.study=5hr Argumentative purpose Solomon
Narrative G/Giorgis(1991).
introduction to writing skills 80-97
Tekle F Jimma University,
February 2012
MODE OF DELIVERY:
The teacher can prepare any methodology that he or she thinks important for the delivery of
the course. It might be: Brainstorming, Icebreaker, Gapped Lecture, demonstration,
individual/pair/group activities, problem solving, creative writing etc.

ASSESSMENT

Continuous Assessment ___________________________________50%

37
Classroom Active Participation 10%

Sentence Level Quizzes 10%

Paragraph Level Writing 20%

Essay Level Writing 10%

Final Exam ______________________________________________50%

Rules and Regulations

Students who are registered to learn this course has to follow the following points.

They should be punctual in their schedule.

They are expected to be active participants.

They should attempt any given assignments and class works.

They should prepare themselves for tests, individual/ pair/group activities and exam based on
the schedule.

Everybody should involve in the given group works.

They should feel free to ask any questions if unclear.

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

Approved by (school/department head)

Name ……………………..signature………………….

39
 Module Name: Civics and Ethics studies
Module Module Course Title Course ECTS Module EtCTS
name Code code

Civics and CvEt-M1024 Civics and Ethical CvEt1021 5 5

Ethical studies
studies

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.

Civics and Ethics Course Syllabus

Department _____________

Program Undergraduate

Course Title Civics and Ethics

Course Code CvEt 1021

Degree Program BSc. Nursing

Module Name Civics and Ethics studies

Module
coordinator

40
ECTS Credit 5 ECTS

Student Work Contact Tutorial Group Work Lab Home total

Load hrs hrs hrs practice study hrs

48hrs 12hrs 5hrs - 70hrs 135 hrs

Instructors Name: E-mail Cell phone Office

Target Group BSc nursing students

Year/Semester 1st year and 1st semester

Pre-requisite(s) None

Course status General

Course Delivery Block wise (135/50=2.7 weeks).

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.

Course objective At the end of the course, students will be able to

know key concepts like civics, ethics and profession;

explain government institutions, policies, strategies and legal provisions of your

country;

analyze the dynamics of socio-economic and political transformations of your

country;

comprehend the foundations of democracy and good governance and tools of

democratization process;

gain an increased awareness of the opportunities and challenges of 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.

1. Continuous assessment Competence to be measured

Group assignment with (Knowledge, skill and attitude)

presentation ……………... 20% Describing key concepts like civics, ethics,

democracy, profession and so on; institutions,
Quiz I Day 2 …… 10%
policies, strategies and legal provisions of the
Quiz II Day 5 …... 10% country;

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.

Bayles, Michael (1989). Professional Ethics.2d ed. Belmont, Calif : Wadsworth.

Bahru Zewde, (1991), A History of Modern Ethiopia: 1855-1974. Addis Ababa: AUU Press.

Clapham, C., Haile-Sellasie`s Government, (London: Longman, 1969).

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.

Kassahun Berhanu (1998) 'Democracy, State-Building and Nations in Ethiopia: 1974-1995.'

In Gros, Jean- Germain (ed.) Democratization in Late Twentieth- Century Africa coping with
Uncertainity.

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.

Tsegaye Regassa, (2001). Ethnic Federalism and The Right to Self-Determination As A

Constitutional Legal Solution to the Problem of Multi-Ethnic Societies: The Case of
Ethiopia (LLM Thesis, Ethiopian Civil Service College, Law Library, Unpublished) Policy/legal
Documents

The Federal Democratic Republic of Ethiopia Constitution of 1995 Proclamation No.

1/1995, 21st August, 1995, adopted on 8th of December

Approved by (school/department head)

Name ……………………..signature………………….

48
Psychosocial module
Module Module Code Course Title Course ECTS Total Module
name code EtCTS

Psychoso PsyS-M1034 Introduction to Soci1031 3 6

cial sociology

General psychology Psyc1032 3

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

Program: Undergraduate Bachelor of Science in Nursing

Course title: Introduction to sociology

Course code: Soci1031

Degree program: Bachelor of Science in Nursing

Module name: Psychosocial

Module Code: PsySM1034

Course team leader: ___________________

Cell phone: ____________________

Email: _______________________

Course instructor: __________________

Cell phone: ____________________

Email: ____________________

ECTS: 3

Student load

Lecture/contact hours Tutorial Home study hours Total

48 27 60 135 hrs

Contact day: ___________________

Target group: BSc. nursing students

Academic year: ___________

Year/ semester: I/I

Prerequisite: None

Status of The course: General

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

After successfully completing the course students will be able to:

Analyze the nature of the subject matter of sociology

Explain the origin and development of the discipline

Appreciate the contributions of different social thinkers for the development of the discipline

Understand major sociological theories

Apply sociological perspectives to understand the social world in their daily life

Understand research process and designs in sociology

Describe the concept of culture and its various components

Appreciate the existence of cultural diversity and develop the ability to live with diverse groups
peacefully

Explain how human personality develops

Understand how macro and micro sociologist analyze social life

Describe social groups and its major types

Understand nature, character, disadvantage of bureaucracies

Explain social stratification and social mobility

Assess major types of social intuitions and their functions

Understand collective behaviors, social movements and social change.

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

Day Contact Hour Chapter/Topic/Sub Topic Reading Material Remark

1-3 3 Chapter one: meaning ,nature and scope of 1.Zerihun Doda,( 2005), Introduction to
sociology sociology for health students , Debub University
Definitions and subject matter of sociology Page 1
levels of analysis and types of sociology 2.Diana Kendal, Rick Linden, J. Lothain Murry
sociological imaginations (2001), sociology in our times: the essentials ,
2nd ed., Nelson Thomson learning Page 4
3 origin and development of sociology 1. Schafer, Richard. (2003). Sociology, New York:
1.4.1 factors contributed for the development of McGraw Hill, Inc. page 10
sociology 2. Macaronis John J. (2008). SOCIOLOGY, 12th
Industrial revolution ed. Pearson prentice hall
French revolutions 3.Diana Kendal, Rick Linden, J. Lothain Murry
Enlightenment (2001), sociology in our times: the essentials ,
Growth of cities 2nd ed., Nelson Thomson learning
founding fathers of 4.Zerihun Doda,( 2005), Introduction to
sociology sociology for health students , Debub University
Auguste Comte
Herbert Spencer
Emile Durkheim
Karl Marx
Max Weber
4 3 sociology and other social sciences 1. Schafer, Richard. (2003). Sociology, New York:
sociology and anthropology McGraw Hill, Inc. page 13
sociology and psychology 2. Macaronis John J. (2008). SOCIOLOGY, 12th
sociology and economics ed. Pearson prentice hall. page 14
sociology and political science
sociology and history
major sociological perspectives
functionalism

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

Questioning and answering

Presentation /individual and group

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

Schafer, Richard. (2003). Sociology, New York: McGraw Hill, Inc.

Macaronis John J. (2008). SOCIOLOGY, 12th ed. Pearson prentice hall

Giddens, Anthony (2000). Sociology, 4th ed. polity express

Sullivan J. Thomas (2004). Sociology: concepts and applications in diverse world, 6thed;
USA: Pearson education

Hensilin, M .James (2005). Sociology: A down –to-earth approach.7th ed. Pearson

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

Approved by (school/department head)

Name ……………………..signature………………….

59
General Psychology Course Syllabus

Program: Nursing

Course Title: General Psychology

Course Code: Psyc1032

Degree program: BSc in Nursing

Module Name: Psychosocial

Module Code: PsySM1034

Course Team Coordinator: Name:__________________

Email: __________________

Phone: ________________

Office: _________________

Course Instructors: _________________

ECTS Credit: 3

Lecture/Contact Days: _________________________

Target Group: 1st year BSc. Nursing students

Academic Year: _______________

Year: I

Semester: I

Prerequisite course: None

Status of the course: General

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:

An overriding course goal is to introduce students about the basic concepts of

psychology and to provide access about the ways psychologists apply psychological
knowledge, principles, and theories to understand their lives and the lives of others.
Toward this goal, upon completion of this course, students will be able to:

Clearly describe psychological concepts

Compare and contrast the major perspectives in Psychology

Explain the various research methods in Psychology

Recognize the link between human biology and behavior

Discuss different aspects of human development

Comprehend how people sense and give meaning to their environment

Explain the process of learning a new behavior from different theoretical basis

Elucidate about memory and forgetting processes

Describe motivational and emotional processes

Discuss personality theories

Describe the characteristics of major psychological disorders

Appreciate the practical value of psychology

Course Schedule

Days Contact Topic/Subtopics/ Chapters Reference Remar

Hrs
Unit 1: Introduction to Psychology
Definition of psychology
The Goals of Psychology
1 3:12 hrs The subject Matter of psychology
Historical development of psychology
3:12 hrs Perspectives in psychology
2 Major Areas in psychology
Research Methods in Psychology
k
Robert S. Feldman (1996).
Essentials of Understanding
psychology. Pp.4-238
Morgan C. (2003). Introduction to
Psychology. 6th ed. Pp1-24

61
 3:12 hrs Unit 2: Biological Basis of Behaviors
3 Heredity (gene) Vs Behavior
Nerve system Vs Behavior
Endocrine system Vs Behavior
4 3:12 hrs Unit 3: Human development
The nature of human development
Issues or controversies
development
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
4.1 Definition: Sensation and Essentials of Understanding
Perception
4.2 Sensing the environment
4.3 Perceptual processes
4.3.1 Attention
4.3.2 Organization
4.3.3 Interpretation
3:12 hrs Unit 5: Learning
7 5.1 Definition and characteristics of Essentials of Understanding
learning
5.2 Theories of learning
5.2.1. Pavlov’s classical to Psychology. 6th ed , Pp 137-
conditioning
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
6.1 Processes of memory
6.2 Sensory memory
6.3 Short term memory
6.4 Long term memory
6.5 Theories of forgetting
10 3:12 hrs Unit 7: Motivation and Emotion
7.1. The nature of motivation
7.2. Theories of motivation
7.3. Conflict motives & frustration
7.4. Definition of emotions
7.5. Components of emotion
7.6. Theories of emotion
Robert S. Feldman (1996).
Essentials of Understanding
psychology. Pp.39-79
Morgan C. (2003). Introduction to
Psychology. 6th ed. Pp 25-79
Robert S. Feldman (1996).
Essentials of Understanding
in psychology. Pp.331-376
Morgan C. (2003). Introduction to
th
Robert S. Feldman (1996).
psychology. Pp.81-126
Morgan C. (2003). Introduction to
Psychology. 6th ed. Pp 80-136
Robert S. Feldman (1996).
psychology. Pp.163-201
Morgan C. (2003).). Introduction
180
Robert S. Feldman (1996).
Essentials of Understanding
psychology. Pp.203-234
Morgan C. (2003).). Introduction
to Psychology. 6th ed. Pp 181-224
Robert S. Feldman (1996).
Essentials of Understanding
psychology. Pp.293-330
Morgan C. (1999). Introduction to
Psychology. 6th ed. Pp 265-306

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

Mode of Delivery and Students Work Load

Method Hrs

Lectures 48

Group discussion 20

Presentation 14

Tutorial and problem 10

solving

Independent study 35

Assessment 8

Total 135

Final Exam Date: ___________________

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%

Group/ individual Assignments with presentation 30%

Class participation and attendance 10%

Final Examination 40%

Course Policies

Attendance and Class Participation

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

Feldman, R.S. (1999). Essentials of Understanding psychology: McGraw Hill college

Lahey, B. (2004) Psychology: An Introduction (8th ed.) Boston: McGraw Hill Book
Company.

Morgan C. (2003). Introduction to Psychology. 6th ed 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

Approved by (school/department head)

Name ……………………..signature………………….

64
 Module Name: Computer Application
Module Module Module Course Title Course code ECTS Delivery Mode
Category name Code

Basic Computer Comp-1062 Int. to computer Comp1062 3 Block

application science

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

Module name Computer Application

Module code Comp 1062
Course No. Comp 1061
ECTS Credits 3
Course Title Introduction to Computer sciences
Degree Program BSc in Nursing
Module No. VI
Course team Name email Cell phone Office
coordinator.
Instructors

Mode of delivery Semester based

Student load contact hrs Lab hrs Home Study hrs Total hrs
32 32 17 81
Course Objectives The course will enable the student to:
Describe and apply concepts associated with computer hardware and
computer software
Use computer system in numerous working areas
Provide basic understanding of the historical evolution of the computer,
types of computers and the classification of computers.
Enable the students understand the components of the computer – the
hardware and software.
Help students to identify the different categories of computer software
and their uses.
Enable students to identify and appreciate the areas of application of
computers in the society, thereby stimulating their thought to regard
computer as a tool for human use rather than a master.
Create awareness at the early stage of the study of computers about the
potential threats that computer viruses poses to the smooth operations of
computers.
Course Description The course will focus on an introduction to computing 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
67
 computes.

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

12,13&14 Chapter 4 Data communication and 9 References 1,2,3

Computer networks
Data communication (definition)
Elements of communication
Data transmission mode
Types of transmission media
Computer network
Components of computer network
Types of computer network
Network topology
The Internet
Advantages of the Internet
Internet Connectivity
Applications and Services on the Internet
Internet Protocols
Internet addressing
15 & 16 Chapter 5 Computer Viruses 5 References 1,2,3
Introduction to Computer Viruses
Characteristics of viruses
Different Malware Types
Symptoms of computer virus
Virus preventions
Anti-virus
Practice of safe computing

69
Lab content
Weeks Topics Contact hrs

1-8 Windows Operating System 16

Logging into Your Computer
The Windows Desktop
Using Windows Explorer
Using the Mouse Windows Programs and Settings
Windows- control panel
Windows -my computer
Exiting windows
File management
File names and extensions
Folder creation
Copying and moving files
Deleting files
Windows desktop shortcut and keyboard shortcut
Working with applications
Using notepad

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

Teaching & Learning Methods

Lectures, tutorials and lab exercises
Assessment/Evaluation & Grading System
Assessment 1 ………….10 %
Assessment 2 ………….15 %
Assessment 2 ………….15 %
Practical test 1…………..10 %
Practical test 2………… 10 %
Final Exam ………………………...40 %
Attendance Requirements
Minimum Attendance 80 %
Textbook:
DidaMidekso. 2003. Introduction to Computer Science and its applications
References :
Sinha, Pradeep K. 2003. Foundations of Computers.
Black, Uyless. 2003. Computer network protocols, standards, & Interfaces. S; Stallings,
William.
Williams, brain, Stacey and Sara Hutchinson. Using Information technology (boston,
1999).
Approved by (school/department head)
Name ……………………..signature………………….

71
Module Name: Human body science
Module Module Course Title Course ECTS Module Total
name Code code ETCTS

Human BiMe- Human anatomy Anat1051 8 21

body M1053
Human physiology Phys1052 8
science
Biochemistry Bioc1053 5

Module Description: This module contains Anatomy and physiology courses. It is

prepared to equip BSc. nursing students with knowledge about structure and function of
the human body. The students will acquire the nomenclature of the body parts with
their physiological function.

Module objective

After completing this module, the students will be able to:

Identify the structure of human body and its systems.

Explain the functions of human body parts and their physiological changes.

Module Core competency

Describe the different structures of the human body

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

Course title Human anatomy

Course code Anat1051

Module name Human bodyScience

Module coordinator:

Pre-requisite none

General Information

Degree program Bachelor of Science in Nursing

Program Undergraduate course in nursing Year I semester I group All

Course status Supportiv

e

Credits and Teaching

ECTS 8 ECTS

Students work load Contact hrs Tutor Group La Home Total

work b Study
hrs

80 25 35 - 76 216

Target group: BSc nursing students

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

At the end of the course, the students should be able to:

Acquire the working knowledge of the human structures and the vital organs associated to
systemic human anatomy.

Assess the basic knowledge of the development of each system

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

Other subdivisions of anatomy

Applied (Clinical) anatomy

Surgical anatomy

Surface anatomy

Radiological anatomy

1.2 Anatomical terminologies

Body Parts, Planes and Body Movement

1.3.1 Anatomical positions

1.3.2 Anatomical planes and sections

Anatomical planes

Frontal(coronal)plane

Sagital planes

Midsagital

Parasagital plane

Transverse Plane

1.3.3 Directional terms in Anatomy

*Terms of relationship (position)

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.

2hrs 2.3. The plasma membrane

2.4. Cell nucleus
2.5. Cell cycle
2.6. Cell extensions and connection
Cilia
Flagella
cytoskeleton

2hr CHAPTER-III Fundamen

BASIC HISTOLOGY tals of
3.1 The study of tissue anatomy
The primary tissue classes and
Embryonic tissues physiology
3.1.1. Epithelial tissues 7th edition
Covering epithelium and epithelial membranes pp.106-141
Glandular epithelium
1hr 3.1.2 Connective tissues
Day 3 Overview
Fibrous connective tissue
Cartilage
Hyaline Cartilage
Elastic Cartilage
Fibrocartilage
2hr
Bone
Compact bone
Spongy bone
Blood
Red Blood Cells (erythrocytes)
79
White Blood Cells (leukocytes
Platelets
3.1.3 Muscle tissues, structure, properties
Skeletal muscle
Cardiac muscle
Smooth muscle

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

1hr 4.5 2nd Week of development

Formation of syncytiotrophoblast

Formation of cytotrophoblast

2hr 4.6 3rd Week of development

4.7. Differentiation of germ layers.

Ectoderm

Mesoderm

Endoderm

4.8. Fetal period

Fetal membranes

The umbilical cord

4.9 Placenta formation, Structure and functions

Premature infants

81
2hr Premature infants

Birth defects

Teratogens:

Chemicals and drugs

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

Epidermis : Four types of cells

Keratinocytes

Melanocytes

Merkel cells

Langerhans cells

Day 6 2hr Layers (from deep to superficial)

Stratum basale or germinativum

Stratum spinosum**

Stratum granulosum**

Stratum lucidum **

Stratum corneum **

(**Thick skin only)

Stratum basale or germinativum*

Stratum spinosum*

Stratum granulosum*

Stratum corneum*

(*Thin skin only)

Dermis: Two layers:

Papillary

Reticular

Fiber types:
83
2hr collagen

elastic

reticular

Hypodermis(superficial fascia)

Skin Color

Three skin pigments:

Melanin

Carotene

Hemoglobin

5.2 Hair and nails

Hair

Parts:

Root imbedded in skin

Shaft projecting above skin surface

Three concentric layers:

Medulla (core)

Cortex (surrounds medulla)

Cuticle (single layers, overlapping)

Types of hair:

Vellus: fine, short hairs

Intermediate hairs

Terminal: longer, courser hair

Nails

5.3 Cutaneous glands

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

2hr Spongy bone

85
The Histological Features of Spongy Bone:

Lamellae

Trabeculae

Types of Bone Cells

Osteoblasts

Osteocytes

Osteoclasts

Classification of Bones:

Long bones

Short bones

Flat bones

Irregular bones

Sesamoid bones

Accessory bones

6.4 Divisions of the skeletal system

6.5 Axial skeletons

The skull (cranium & facial bones)

8 cranial bones

14 facial bones

The hyoid bone(1)

The Auditory ossicles(3pairs)

Malleus

incus

stapes

Vertebral column

86
7cervical vertebrae

12 thoracic

5 lumbar

1 sacrum (5 fused )

1 coccyx (4 fused)

The thoracic cage

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

MUSCULAR SYSTEM Human

anatomy
7.1 Functions of Muscles
and
Three basic muscle types are found in the body: physiolo
gy,
Skeletal muscle
Tortora(1
Cardiac muscle 1edition)
pp.325-
Smooth muscle
420
7.2 Connective tissues of Muscles

endomysium

perimysium

epimysium

Day 9 2hr 7.3 General Anatomy of skeletal

muscles(microscopic anatomy)

Sarcolemma

Sarcoplasmic reticulum

Myofibril

Sarcomere

7.4 Intrinsic & Extrinsic muscles

1hr 7.5 Naming of skeletal muscles

Named on the basis of:

shape

location,

attachment

orientation of fibers

90
 relative position, or function

7.6. Coordinated action of Muscle groups

1hr Antagonistic Muscles

Synergistic Muscles

7.7 Major skeletal 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

8.2.1 The Brain

2hr General structures, coverings, Brain ventricles

Principal parts and their functions

Formation and circulation of CSF

1hrs 8.2.2 Spinal cord

Structure and function

Protection and coverings

Spinal nerves

Day 2hr 8.3 The peripheral nervous system (PNS)

11
Neural pathways

Autonomic nervous system (ANS)

2hr Divisions and structures

Cranial nerves(I-XII)

nerve plexus

Spinal nerves

Ramis(dorsal and ventral)

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

9.3 The thyroid gland

9.4 The Parathyroid gland

9.5 The Adrenal glands

9.6 The Gonads

9.7 Pancreas

2hr Fundamentals of
anatomy and
9.8 Thymus and Pineal glands(30min)
physiology,F.H.m
Applied Anatomy(30min) artini

CHAPTER-X 7th edition

1.Introduction: CIRCULATORY SYSTEM pp.639-730

components: or

a. Cardiovascular system Human anatomy

and
Heart physiology,Tortor
a(11edition)pp.6
Blood
66-804
Blood vessels

b. Lymphatic system

Lymph nodes

Lymphatic capillaries

Lymphatic vessele

1hr Heart- structure

Location and coverings

Major parts & heart wall

Conducting system

Innervations & Blood supply

94
 Blood Vessels

2hr types

structure

main blood vessels

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

Lymphoid organs and tissues:

1hr Spleen

Thymus

2hr Tonsils(25mini) Human

anatomy
peyr’s patches(tissue) (20mini)
and
Applied anatomy(15mini) physiolo
gy,Tortor
CHAPTER-XI a(11editi
on)pp.84
RESPIRATORY SYSTEM
6
Function and structures

Respiratory pathways

Anatomical divisions of respiratory system:

Upper respiratory zone

lower respiratory zone

96
2hr Functional divisions of respiratory system:

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

Organs oral cavity ( mouth )

tongue

salivary glands

ii. Pharynx

2hr

iii. Esophagus

iv. Stomach

Parts:

Fundus

Body

Cardia

Pylorus

oral cavity ( mouth )

tongue

salivary glands

teeth

Day v. Small intestine & Large intestine

17 & Parts of Small intestine:
18 1hr Duodenum
jejunum
ileum
parts of Large intestine:
Cecum
98
 Colon
Rectum
Anal canal
2hr
vi. Accessory organs
liver
gall bladder
pancreas
Innervations &
Blood supply to major digestive systems
Applied Anatomy

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

2hrs CHAPTER-XIV Human

anatomy
REPRODUCTIVE SYSTEM
and
Perineum physiolo
gy,Tortor
Male reproductive System a(11editi
on)pp.10
Scrotum and penis
36
Testes
Fundame
.Tunica albuginea ntals of
anatomy
.Tunica vaginalis
and
Parietal layer physiolog
y,F.H.mar
visceral layer tini
Productions: 7th
Sperm edition

hormone pp.1029-
1062
Epididymis

Consists:

Head

Body

Tail

efferent ductules

100
Day 2hrs Ducts and spermatic cord
19
Ducts:

The Ductus Deferens

The Ejaculatory Ducts

Accessory glands

Prostate gland

4 surfaces

4 lobes

Seminal Vesicles

1hr Bulbourethral(Cowper’s) gland

101
Day 2hrs Female Reproductive system
20
Ovaries

Fallopian ( uterine ) tubes

Uterus

2hrs Endocrine relations – menstrual and ovarian cycles

Vagina and vulva

Breast ( mammary glands )

Innervations & blood supply to major reproductive

organs

Applied anatomy

Quiz2 1/2hrs

Attendance at all classes and active participation is expected. Student gets a grade after the
final exam.

Teaching Methods

Brief, precise & learner- centered lecture

Demonstrations

Group discussions

Evaluation and Assessment

Continuous assessments…………………………….. 50%

First test

Second test

Assignment, Group work & Oral presentations

Mid examination

Final examination………… …….. ……………… 50%

102
Course policies: Every student should attend all class and should participate actively.

Females should motivate.

Recommended References

Tortora, G.J. & Bryan D. 11th edition. Principles of Anatomy & Physiology

Van de Graaf Kent 4th ed. and above. Human Anatomy

Langman J & Woerdeman M.W (1978). Atlas of medical Anatomy

W.Henry Hollinshead 4th ed. Text Book of Anatomy

Frederic H.Martini,7th edition.Fundamentals of human anatomy & physiology

Quality assurance of course

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.

Approved by (school/department head)

Name ……………………..signature………………….

103
Human Physiology course syllabus

Module Name: Human body science

Module Code: BiMe-M1053

COURSE NO: Phys1052

ECTS: 8 ECTS

Degree program: BSC in nursing

Module number: IV

Course team leader /coordinator. Email phone number Office

Course instructors

Student load

Contact hours Home study hours Tutorial Group work Total

80 76 25 35 216

Lecture room: _________________

Target group:1st year BSc nursing students

Year/semester: I/II

Prerequisite Basic Sciences

Status of the course: Basic

Course description

This course is designed to prepare students understand physiology including general

introduction to human physiology; homeostasis; the cell; cell membrane transport, body
fluid, physiology of excitable tissues (nerve and muscle), autonomic NS; physiology of
blood, cardiovascular physiology; respiratory physiology; renal physiology. In addition, it
will also cover the gastro intestinal tract and associated disorders, energy and
metabolism, physiology of the endocrine system and malfunctions, physiology of the
reproductive system, and physiology of the nervous system.

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:

At the end of this course students will be able to:-

Describe the composition of human body and structural levels of organization

Explain the basic principles and normal values of physiological parameters

Analyze the basic principles of homeostasis and homeostatic regulatory mechanisms

Describe the functional importance of each organ and organ system

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 hormones and associated disorders

Explain functions of both male and female reproductive organs and contraception
method

Describe function of the nervous system and abnormalities

Course schedule

Days Contact Topic Reading Materials

Hrs

1 4 General Introduction and Cell Physiology Tortora Text Book and

Composition of human body others included in the
Homeostasis references
The Cell
Cell membrane, functional structure
Cell organelles
Intracellular connections and Communications
Transport across cell membrane
2 2 Body fluid and electrolytes Tortora Text Book and
Fluid compartments: ECF, ICF others included in the
Composition of body fluid references
Water and electrolyte homeostasis
2,3&4 4 Physiology of the nerve Tortora Text Book and
Functional structure of neurons others included in the
Classification of neurons and neuroglia cells references
Membrane potential (resting membrane

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

5,6,7&8 4 The Autonomic Nervous System

General organization of the NS
Basic difference between Somatic NS and ANS
Autonomic ganglia, Autonomic reflex
Divisions of ANS: Basic features of Sympathetic NS
Effect of ANS in various organs of the body
Autonomic transmitters and receptors their mechanism action
Pharmacology of the ANS
8 Physiology of Blood
General Introduction: functions and composition of blood
Plasma and plasma proteins
RBCs; normal count, Hb, anemia’s and polycythemia
WBCs & Immunology
Homeostasis, blood coagulation and disorders
Blood groups and blood transfusion
9,10& 11 10 Physiology of Cardiovascular System
General Introduction; functional structure of the heart
Electrophysiology of the heart muscle
The cardiac cycle
The E.C.G
The heart sounds
Ischemic heart disease and heart failure
The heart rate and its regulation
The cardiac output in normal and in failing heart
The arterial blood pressure and its regulation
Tissue fluid formation and drainage, Edema
The coronary circulation

106
 Hypertension: causes, types, complications, Rx
Hypotension (Shock): stages and types

12&13 6 Physiology of the Respiratory System Tortora Text Book and

Introduction others included in the
Mechanism of breathing references
Diffusion and gas transport (O2 and CO2)
Regulation of breathing
Hypoxia, cyanosis
Pathophysiology of respiratory system
14&15 6 Renal Physiology and Acid base balance Tortora Text Book and
Function of the kidneys others included in the
Structural function of kidneys, nephrons references
Urine formation, GFR, tubular load, Tm &
Plasma clearance
Concentration and dilution of urine
Micturition and its abnormalities in some
diseases
Pathophysiology of the renal system
Acid-base balance
Chemical and physiological regulation
Acid-base imbalance
16 & 17 2hrs Physiology of Digestive System Guyton A. C Textbook of
Introduction, a general overview, histology, Medical physiology p(769-
embryology, blood supply, innervation, and 825) .
regulation +
Functional structures Ganongy W.f
GIT motility, vomiting Review of
2hrs Secretary function of GIT Medical
107
 Salivary Secretion Physiology
1Gastric secretion p(467-512) .
Pancreatic secretion
Intestinalsecretion
Bile secretion, jaundice
Digestive & absorptive function of GIT
Pathophysiology of GIT
Energy and Metabolism Guyton A. C Textbook of
2hrs The metabolic rate Medical physiology p(827-
Energy balance 901) .+
Feeding and its regulation Ganongy W.f
Body temperature regulation Review of
Obesity and the balance diet Medical
Physiology p(279-316) .

Physiology of Endocrine glands Tortora G. J Principles of

18,19&20 2hrs Introduction, regulatory system of the body Anatomy and physiology
Chemical nature of hormones p(328-356) .
Mechanism of action of hormones +
Hypothalamus and its hormones Guyton A. C Textbook of
2hrs The pituitary gland: location, parts, blood Medical physiology p(903-
2hrs supply 995)
Posterior pituitary gland and its hormones
2hrs Anterior pituitary gland and its hormones
GH and prolactin: functions, abnormalities
The thyroid gland function and malfunction
The adrenal gland function and malfunction
Calcium homeostasis: PTH, calcitonin, Ca-level
disturbances
Pancreatic hormones and glucose
homeostasis, associated abnormalities
Reproduction Guyton A. C Textbook of
Reproductive organs: functions, Medical physiology p(996-
21 &22 2hrs embryogenesis 1052) .
Reproductive and hormonal function of the +
male Ganongy W.f Review of
Functional structures: gonads and accessory Medical physiology p(411-
2hrs organs 453) .
Spermatogenesis +
Function of seminal vesicles Tortora G. J Principles of
2hrs Function of the prostate gland Anatomy and physiology
The male sexual act p(571-591) .
Male sex hormones and their function
Abnormalities of male sex:impotence,
infertility

108
 Reproductive function of female
Functional structures and their abnormalities
Ovarian cycle, endometrial cycle/menstrual
cycle
Contraception and Pregnancy
Parturition and lactation

23,24&25 2hrs Physiology of Central Nervous System Salah Abu-Sitta. Handouts

General organization of the NS containing Physiology of
General tissue; neurons and neuralgia Central Nervous System
2hrs Generation and transmission of nerve impulse +
Sensory function of the NS Guyton A. C Textbook of
Sensory receptors, classification Medical physiology p(671-
Somatic sensation and their pathways 768) .
2hrs Motor function of the NS +
Reflexes; arcs, examples Ganongy W.f Review of
Higher motor centers Medical physiology p(192-
Cerebral cortex 276) .
2hrs Basal ganglia function and disease +
Hypothalamus function and disease Tortora G. J Principles of
Thalamus function and disease Anatomy and physiology p
Cerebellum function and disease (255-279) .
The brain stem; reticular formation
Pyramidal and extra pyramidal tracts, lesion
The limbic system function
Sleep, memory

Final Exam Date:______________________

Methodology: Class room lectures

Evaluation:

Written Examinations (Mid and Final Examinations)

Class activity and attendance

References:

Guyton A C. Textbook of Medical physiology. Guytom &Hall 11th ed, 2006

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.

Mackenna B.R and Callander R. 1991. Illustrated Physiology 5th edition.

Parth C.M. 1990. Pathophysiology. 3rd edition.

Hawker R.W. Notebooks of medical physiology.

Findlag A.L.R. Physiological principles of Reproduction and the foetus.

Salah Abu-sitta. Handouts containing different chapters (eight separate handouts)

Approved by (school/department head)

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

I. ECTS credits: 5 ECTS

J. Students Workload
Lecture: 48 hours
Tutorial: 9 hours
Home study: 60 hours
Assignment and presentation: 18 hours
K. Contact hours/ week: 135-78= 57hrs/2.4weeks=23.75
L. Lecture/contact days, hours & room/s:
Lecture:- Day, Time, Place:- _________________
Tutorial:- Day, Time, Place: ____________________
M. Target group: BSc. nursing students
N. Year/Semester: I/II
P. Status of the course: Basic
Q. Course delivery: Block wise.

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:

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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

To meet this objective, students will:

Describe the structure and classification of carbohydrates

Outline the metabolic pathways for anaerobic glycolysis, pentose shunt, and
gluconeogenesis, including substrates, unique enzymes and regulatory mechanisms.

Outline the metabolic pathways for synthesis and degradation of glycogen.

Differentiate the structure and composition of lipids.

Describe the composition and functions of different lipoproteins present in plasma.

Outline the sequence of reactions involved in oxidation of fatty acids in the

mitochondrion.

Explain the rationale for the pathway of ketogenesis and identify the major
intermediates and products of this pathway.

Describe the synthesis of fatty acids and triglycerides.

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 structure and classification of amino acids& proteins.

Describe the mechanism of oxygen binding to myoglobin and hemoglobin.

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 the major steps in transcription of an RNA molecule.

Describe how the different RNAs involved in protein synthesis interact to produce a
polypeptide.

Course Schedule

Days Contact hrs Topic/sub-topic/chapter Reading Remark

materials
Day 1 4 hrs INTRODUCTION TO BIOCHEMISTRY 3 (Pages: 1-70)
(morning) Introduction:
Definitions
Role of biochemistry
Cellular components
Brief introduction to metabolism& Enzymes
2.WATER & pH
Role of water in biological system
Acid base theories
Definition of pH, pKa and pKb
Buffers & Acid-base balance
2 hrs 3.CARBOHYDRATES
(afternoon) Structure & classification of carbohydrates 1 (Pages: 83-108;
Digestion & absorption of carbohydrates 114-154 )
Day 2 4 hrs Metabolism of carbohydrates:
(morning) Glycolysis
Oxidation of pyruvate
Pentose phosphate path way
2 hrs Glycogen metabolism
(afternoon) Gluconeogenesis
Day 3 1 ½ hrs Metabolism of major non-glucose sugars
(morning) Regulation of blood glucose
½ hrs Quiz-I
(afternoon)
Day 4 3 hrs Tutorial-I

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)

Day 11 4 hrs Structure & functions of proteins

(morning) Mechanism of oxygen binding to myoglobin
and hemoglobin.
Digestion & absorption of proteins
Metabolism of proteins & amino acids:
Catabolism of Proteins & of Amino Acid
Nitrogen- Urea cycle
Catabolism of the carbon skeletons of amino
acids
2 hrs Metabolism of Haem:
(afternoon) Porphyrins & Bile Pigments

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 )

Day 13 2nd Week break

14
Day 15 ½ hrs Quiz III
(morning)

4 hrs 9. MOLECULAR BIOLOGY

(afternoon) Nucleotide structure
Biosynthesis & Degradation of nucleotides
DNA structure and Replication
1(Pages: 392-
Day 16 2 hrs RNA structures and Transcription
444)
(morning) Protein Synthesis:
2(Pages:117-
The Genetic Code
119;693-711)
Translation
Day 17 2 hrs Mutation
(morning) Regulation of gene expression in
Prokaryotes
Eukaryotes
½ hrs Quiz IV
(afternoon)
Day 18 3 hrs Tutorial III
(morning)
Days Three days break for final exam preparation
19,20
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Day 21 3 hrs Final Exam
(morning)

T. Delivery mode/methodology:

Active learning methods (brain storming, discussion, etc), Lecture, group and individual
presentation, assignment.

U. Assessment mechanisms:

Continuous assessment & summative assessment

Class attendance (10%)

Quiz (30%)

Assignments (10%)

Final Exam (50%)

V. Course policies:

Lecture and tutorial attendance is mandatory.

Student should submit assignments and lab reports on due date

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

Make only working days and working hours

References:

Learning materials

Handouts Audiovisual aids: Laptop & LCD

Reference& Textbooks:

Pamela C.C, and Richard A.H., Lippincott's Illustrated Reviews: Biochemistry 3rd edition,
J.B. Lippincott Company Philaderphia, 1998.

Stryer L. Biochemistry, CBS publishers and distributors, 1986 or recent edition.

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.

Smith E.L et. al., Principles of Biochemistry, McGraw-Hill-International, 1993 or recent

edition.

Approved by (school/department head)

Name ……………………..signature………………….

117
 Module Name: Disease causation and Diagnosis
Module Module Course Title Course ECTS Total Module
name Code code EtCTS

Disease BiMeM106 Medical Microbiology & Mbio1061 5 15

causation 3 Immunology
and
Medical Parasitology Para1062 3
Diagnosis
Pathophysiology Nurs1064 5

Clinical laboratory methods CLab1063 2

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

Module coordinator Name_____________________ Email_______________

Cell phone______________________ office_____________
Course ECTS 5 ECTS
Course Information Academic year_________________ year/Semester- I/II
Lecture:- Day, Time, Place:- _________________
Tutorial:- Day, Time, Place: ____________________
Instructors Name Email Cell phone Office

ECTS 5 hr
Student Work Load Lecture Tutorial Lab practice Home study individual work Total

48 hrs 14 hrs 24 hrs 49 hrs 135hrs

Course objective Up on completion of this course students will be able to:

comprehend the nature and diversity of a range of microorganisms
infecting the human being
describe the range of clinical manifestations associated with microbial
infections
explain the role and significance of microorganisms in disease pathology
explain the microorganism are maintained in the community
describe how the immune system can be utilized for prophylaxis and
therapy
Course Description The course will encompass: General Bacteriology and Immunology;
specific Bacteriology; Mycology (general characteristics of fungi,
important fungal diseases [superficial mycoses, cutaneous mycoses,
subcutaneous mycoses and systemic mycoses]); Virology (general
characteristics of viruses, important viral infections, diagnosis and
treatment of viral infections); hospital acquired infections; Laboratory
sessions (simple Gram, Z-N staining techniques, culture media and
culture techniques, sterilization and disinfections)
Pre-requisite(s) No prerequisites

119
Schedule

Days Date Topics and Sub Topics Required Texts

1&2 2hrs General Bacteriology and Immunology Murray PR. et al.,
Introduction to microbiology Medical Microbiology,
Bacterial nomenclature and classification 4th ed. Chapt 1 & 2
Questions
Define microbiology Boyd RF. Basic
Describe the major contributions of the Medical Microbiology,
following to microbiology: Anton van 5th ed. Chapt 1 & 2
Leeuwenhock, Koch, Pasteur, Ehrlich, Muller
Explain the basis of bacterial taxonomy and
what procedures are used to classify a
bacterium
Name three examples each of phenotypic,
analytic, and genotypic characteristics used to
classify bacteria
4hrs Bacterial morphology and cytology Murray PR. et al.,
Growth, nutrition & multiplication of Bacteria Medical Microbiology,
Questions 4th ed. Chapt 3 & 4
Outline the characteristics that distinguish
eukaryotes from prokaryotes Boyd RF. Basic
Describe the makeup of the outer membrane of Medical Microbiology,
gram-negative bacteria. What are the function 5th ed. Chapt 2 & 4
and role the outer membrane plays in medical
microbiology?
What are the conditions under which
superoxide is produced by bacteria? Is
superoxide produced by all bacteria? If not,
why not?

3 3hrs Bacteriological techniques Jawetz, Melnick, &

Sterilization & disinfection Adelberg's Medical
Questions Microbiology, 22nd ed
What are the basic mechanisms for isolating a Chapt 2
pure culture?
List the types of stains that are used in Boyd RF. Basic
bacteriology laboratory Medical Microbiology,
Define the following terms and give three 5th ed. Chapt 4 & 7

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

4&5 5hrs Antimicrobial chemotherapy Greenwood D. et al.,

Host parasite relationship Medical Microbiology,
Questions 7th ed. Chapt 5
Describe the mode of action of the following
antibiotics: penicillin, vancomycin, isoniazide, Murray PR. et al.,
gentamicin, tetracycline, erythromycin, Medical Microbiology,
polymyxin, ciprofloxacin, and 4th ed. Chapt 20
sulfamethoxazole.
How do trimethoprim and the sulfonamides
differ in their mode of action? Boyd RF. Basic
What are the differences between a Medical Microbiology,
commensal and a parasite, an intracellular and 5th ed. Part IV
extracellular parasite, an infection and disease,
a pathogenicity and virulence, and exotoxin and
endotoxin?
What microbial factors cobtribute to the
initiation of the infectious disease process?
2hrs Innate and adaptive immunity Greenwood D. et al.,
Humoral and cell mediated immune response Medical Microbiology,
Questions 7th ed. Chapt 9
Outline the mechanisms of innate immunity
Describe the two different types of T Murray PR. et al.,
lymphocyte that mediate the specific cell- Medical Microbiology,
mediated responses and explain their 4th ed. Chapt 12 & 13
mechanisms of action
Reading Assignment: Antigen processing and
presentation

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?

2hr Spirochetes Greenwood D. et al.,

Chlamydia Medical Microbiology,
Questions 7th ed. Chapt 39
What are the consequences of congenital Murray PR. et al.,
syphilis in untreated infants who survive the Medical Microbiology,
initial course of disease? 4th ed. Chapt 41 & 44
Why is penicillin ineffective against Chlamydia?
What antibiotic can be used to treat infection
with Chlamydia?
What are the clinical manifestations of the
second stage of LGV?
12, 13 2hr Rickettsiae Greenwood D. et al.,
14 &15 Mycoplasma Medical Microbiology,
Questions 7th ed. Chapt 40
What is the principal vector of R. prowazekii? Murray PR. et al.,
How do Mycoplasma species differ from other Medical Microbiology,
bacteria? 4th ed. Chapt 42 & 43

3hr Mycology Boyd RF. Basic

General characteristics of fungi Medical Microbiology,
Important diseases 5th ed. Chapt 33
Questions Murray PR. et al.,
Outline the major differences between fungi Medical Microbiology,
and bacteria in terms of size and morphology 4th ed. Chapt 69, 70 &
and reproduction. 71
Make a list of the systemic, cutaneous, Jawetz, Melnick, &
subcutaneous, and superficial mycoses. Adelberg's Medical
Microbiology, 22nd ed

124
 Chapt 45

5hrs Virology Jawetz, Melnick, &

General characteristics of viruses Adelberg's Medical
Important viral infections Microbiology, 22nd ed
Diagnosis and treatment of viral infections Chapt 29, 30, 35, 39,
Questions 40, & 44
What makes viruses different from bacteria?
Give examples of DNA and RNA viruses.
What is the etiologic agent of serum hepatitis?

2hr Hospital acquired infections Boyd RF. Basic

Factors important in nosocomial infections Medical Microbiology,
Prevention and control of nosocomial 5th ed. Chapt 35
infection
Questions
Make a list of the six most frequently isolated
microorganisms from nosocomial infection
sites. Also describe the body site most
frequently associated with infection by each of
the six species or genera.
What guidelines should a nurse follow while
attempting to prevent catheter-associated
infections? What genera or species of microbes
are most frequently associated with infections
following urinary catheterization?
Practical Schedule

Contact Practical topics

hour
Day 1 3hrs Principles of microbiology laboratory and rules

125
Day 2 “ Sterilization and disinfection

Day 3 “ Simple staining

Day 4 “ Gram staining

Day 5 “ ZN staining technique

Day 6 “ Culture media and inoculation technique

Day 7 “ Reading growth of bacteria ( cultural characteristics)

Day 8 “ Biochemical testing and antimicrobial susceptibility testing

Teaching and learning methods

Classroom contact/Lecture, Presentation and group discussion, Computer assisted instruction,

and Laboratory practical
Assessment Continuous assessment

Assessment in this Two exams (40%)

course will be
based on Exam 1 20% Week 3
continuous exams
(40%) and final Exam 2 20% Week 6
exam (60%)
Final exam (60%) Week 16
Course Expectation You should wear gown and bring appropriate course materials like
laboratory manual, and laboratory report during practical session.
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

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………………….

Medical parasitology course syllabus

Module Name Biomedical sciences II

Module code BiMeM1063

Module credit 13

Course Coordinator Name: ________________ E-mail: _________________

Office: ______________________Cell phone:__________________

Contact Hours: ____________________

Course and Instructor Information

Course title Medical Parasitology

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

Target Group BSc in Nursing Year: I Semester: II Academic Year: ____________

Course status Basic
Prerequisite None

Course Description and Course objective

Course Introduction to parasites; Classification of parasites and parasitic diseases;

Description definition of important terms; classification of helminthes; mode of
transmission and life cycle; transmission and vectors
Classification of protozoan: Tissue protozoa; blood protozoa; protozoan
which bring opportunistic infection; how to collect proper specimens; mode
of transmission and life cycle
Course Upon completion of the course, students will be able to:
objective Discuss the concepts of parasitism, the relationships between parasites and
host, between parasites and environment
Recognize the general epidemiological aspects of parasites that affect
human
Illustrate the life cycle of specific parasites and identify the important
parasitic agent affecting human health
Describe some important arthropods responsible for the transmission of
disease causing parasites
Describe commonly used methods for microscopic examination of parasites
Describe the transmission and pathogenesis of helminthes infections
Describe the basic concepts and principles how to control protozoan
infections

128
129
 Course Schedule

Days Lecture Topics Contact Reading Materials

Hours
Day 1` Chapter I- Introduction to Medical Parasitology 4 Judith S. Heelan, Frances W. Ingersoll. Essentials of Human
Features of parasites Parasitology. 2002. Delmar Thomson Learning
Source of infection Markell, Voge, Jhon. Medical Parasitology. 6th ed. 1986. W.b.
Mode of transmission Saunders company.
Direct mode of transmission David L. Belding. Text book of Parasitology. 3rd ed. 1965.
Indirect mode of transmission
Routes of transmission
General life cycle of parasites
• Direct life cycle
• Indirect life cycle
Day 2 Chapter II - Nemathyhelminthes /Round worms/ 4 Monica Cheesbrough. District Laboratory Practice in Tropical
General characteristics countries. Part I -2nded updated. 1998. Tropical Health
Classification (Intestinal & tissue) Technology. Cambridge Judith S. Heelan, Frances W. Ingersoll.
Intestinal round worms Essentials of Human Parasitology. 2002. Delmar Thomson Learning
Ascaris lumbricoides Mohammed AwolAdem and WaqtolaCheneke. Medical
Trichuris trichura Parasitology: Lecture note for medical laboratory technology
Enterobiu svermicularis students: upgraded lecture note serious. 2006
Ancylostoma duodenale
Necator americanus
Strongyloides stercoralis
Assignment I
Tissue round worms
Wuchereriabancrofti
Onchocerca volvulus
Trichiniellaspiralis
Day 3 Chapter III –Plathyhelminthes 4 Monica Cheesbrough. District Laboratory Practice in Tropical

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

Teaching Methods, Assessments, Course Expectation, Policy and References

Teaching and learning Classroom contact/Lecture

methods Presentation and group discussion
Computer assisted instruction
Assessment Two exams (15%)
Exam 1 15% week 7
Exam 2 15 % week 10
Mid Exam 30%.
Final exam 40 %

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

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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..

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Week Day Topics and subtopics(Duration of a Lecture) Reading material

General Introduction about the course(10min)

I Unit One: Introduction(1hr)
Definition & scope of Pathphysiology
1 Core aspects diseases in pathology
Unit Two: Cellular response to injury(1.5hrs)
2.1 Causes of Cell Death
2.2 Reversible cellular changes
2.3 Cell death ( Apoptosis & Necrosis)
Demonstration(15min)
Quiz 1. Elaborate causes of cell injury & manifestations
Quiz 2. List & define adaptive cellular responses
Reading assignment: Mechanisms of cellular injury
II Unit Three: Inflammation(3hrs)
3.1 Overview of inflammation process
3.2 Causes & classification of inflammation
3.3 Vascular & cellular events of acute inflammation
3.4 Morphologic patterns of Acute Inflammation
Reading assignment: Mechanisms of increment in vascular
permeability in Acute Inflammation
III Unit Three: Inflammation(Cont’d)(3hrs)
3.5 Overview of mediators of inflammation
3.6 Local & Systemic effects of inflammation
3.7 Nomenclature of inflammation
Demonstration (30min)
Quiz 1 : Compare & contrast normal & inflamed mucosa
Quiz 2 : Describe the effects of inflammation in specific organ
Reading assignment 1: Mechanisms of activation of
complement proteins & their role in inflammation
Reading assignment 2: Coagulation cascade & its role in
inflammation
IV Unit Four Immunopathology(3hrs)
4.1 Hypersensitivity Disorders( Types I-IV)
4.2 Transfusion Reactions
Demonstration(30min)
Quiz: Mention prototype organ system disorder for each
Hypersensitivity Disorder
Reading assignment: Immunologic tolerance & mechanisms
of Autoimmunity
V Unit Four Immunopathology(Cont’d)(2hrs)
4.3 Immunodeficiency disorders ( Primary & Secondary)
4.4 HIV & Related Disorders
Unit Five General Principle of Infectious disease(2hrs)
Assignment 1 :
Assignment 2:
Reading assignment: Malaria

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Unit Six: Hemodynamic Disorders(3 hrs)

I 6.1 Hemorrhage
2 6.2 Thrombosis & Embolism
Demonstration (30min)
Quiz 1: Elaborate risk factors for thrombosis
Quiz 2: List fates of a thrombus
Reading assignment: Factors affecting the sequele of
hemorrhage
II Unit Six: Hemodynamic Disorders ( Cont’d)(3 hrs)
6.3 Edema
6.4 Shock
Demonstration(30min)
Quiz: describe mechanisms of edema formation
Reading assignment: Ascites
III Unit Seven Alterations in Fluids, Electrolytes, and Acid-Base
Balance(3hrs)
7.1 Fluid & Electrolyte Disturbance
7.2 Acid Base Imbalance
Reading assignment: Fluids, Electrolytes, and Acid-Base
Homeostasis
IV Unit Eight Hemodynamic Alterations , Heart failure &
Hypertensive disorders in pregnancy(3hrs)
8.1 Hemodynamic alterations during pregnancy
8.2 Cardiac diseases in pregnancy
8.3 Preeclampsia & Eclampsia
Quiz: Elaborate the Pathogenesis of severe preeclampsia
Reading assignment: Chronic hypertension in pregnancy
V Unit Nine Common Respiratory Disorders(3hrs)
9.1 Bronchial asthma
9.2 Pneumonia
9.3 pulmonary edema
Quiz: Elaborate the Pathogenesis of Atopic Asthma
Reading assignment: ARDS
Unit Ten Urinary Tract Infection and Acute Renal Failure(3hrs) ]
I 10.1 Urinary Tract Infection in pregnancy
3 10.2 Acute Renal Failure
Quiz: List risk factors for UTI
Demonstration(30min)
Reading assignment: Chronic renal failure
II Unit Eleven Gastrointestinal & Hepathoboliary Systems
disorders in pregnancy (3 hrs)
11.1 Acute abdomen in pregnancy
11.2 Hepathoboliary Systems disorders in pregnancy
Demonstration (30min)
Quiz: Compare & contrast small & large bowel obstructions
Reading assignment: Acute Appendicitis

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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

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Clinical Laboratory Methods course syllabus

Department: Clinical laboratory and Pathology

Course title: clinical laboratory methods

Code: BioM1055

Degree Program: BSc Degree Nursing

Module name: Disease causations and diagnosis

Course coordinator:

Name_____________ Email: _______________

Cell phone __________, Office: ___________________

Course ECTS: 3

Course Information:

Academic year: ____________

Year/ Semester: I /II

Instructors

Name Email Cell phone Office

Student Work Load Lecture Tutorial Lab practice Home study Total
Individual work

32 8 32 9 81hrs

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Course objective Upon the completion of this course students will be able to:

Explain the roll of clinical laboratory in patient care.

Discuss how to select lab. Tests

Describe specimen collection, transportation and processing

Identification of normal blood cells on peripheral blood smear

Description and identification of normal blood cells maturation

Recognition of causes of red cell and white cell abnormalities

Discuss basic Laboratory tests for diagnosis anemia

Discuss Malignant and non malignant WBC disorders and their

differential diagnosis

State the principles of the different tests of the bleeding disorders

Indicate the normal values of the different tests of the bleeding disorders

Describe the general characteristics of the ABO antigens and antibodies.

Explain the cross-match and its primary purpos

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

Course status professional

Schedule

Days Contact Topics and Sub Topics Required Texts

hours

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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

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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

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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,

2 Disorders of carbohydrate metabolism

DM laboratory management

Questions:
Norbert L W. Tietz, Fundamental
Explain the glucose metabolism
of clinic Chemistry, 2nd ed, 1984
regulation
Discuss hyperglycemia and
hypoglycemia

4 Body fluid analysis Text book of urinalysis and body

CSF fluids. Doris LR, Ann EN, 1983
Synovial fluid Urinalysis and body fluids: A
Serous Fluid analysis color text and atlas. Karen MR,

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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

3 4 -Hemoglobin determination (sahli method)

-Sahli Hellige method
-Hematocrit determination
-microhematocrit test
4 3 -WBC count

5 3 Homeostasis
-bleeding time
-clotting time

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-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)

9 3 Liver function tests

Plasma/Serum protein and glucose test
10 3 Body fluid analysis
Teaching and learning methods
Classroom contact/Lecture, Presentation and group discussion, Computer assisted instruction
and laboratory practical
Assessment Continuous assessment Competence to be assessed
four individual assignments 10%
Assessment in this Assignment. Student will be prepared
course will be based short note on one of the following
on written topics. Identify the cause of
assignments and class Assignment 1. Laboratory diagnose of Microcytic hypochromic
interaction (10%), two Microcytic hypochromic anemia .2% anemia , describe the specific
continuous exams week 3 laboratory tests for differential
(30%). Practical exam diagnosis of Microcytic
(20%). There is also Assignment 2 Manual WBC differential hypochromic anemia
final exam (40%) count 2% week 8 Identify the five WBC in
peripheral blood smear and
Assignment 3 case study,2% Week 4 the proportion of them..

Assignment 8 Laboratory reports. 4 % Correlate the lab. Finding with

.Every the case.
week
Writing skill of laboratory
report.
Three exams (15%)

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Exam 1 15% week 7
Exam 2 15 % week 12
Practical exam 20%.
Practical exam 20% week 17

Final exam 40 % week

Course Expectation You should wear gown and bring appropriate course materials like
laboratory manual, and laboratory report during practical session.
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.

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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.

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Pharmacology module
Module Module name Course title Course code Cr ECTS Days Mode
code hr of
delivery

Pharmacology for Phar2081 4 7 19

nurses
Pharmacology Block
PharM2073
module

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 be able to:-

Explain the general principles of drug therapy

Explain the general principles of Pharmacology and describe mechanism of action,

pharmacokinetics, clinical uses, adverse effects, cautions and contraindications drugs

Module core competency

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.

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Pharmacology for nurses course syllabus

Course title: Pharmacology for nurses

Program: Nursing

Course code: Nurs2081

Degree Program: BSc Nursing

Module Name: Pharmacology

Module Code: Nurs-M2071

Placement: year II

ECTS : 7

Course coordinator Email Cell phone Office

Instructors

Student load

Contact hours Tutorial hours Home study Assignment and Total

presentation

64 16 61 48 189

Lecture/contact days, hours & room/s:

Lecture: - __________, __________ Place: --__________

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Tutorial: - __________, __________, Place: --__________

Pre-requisite: Human Physiology, biochemistry

Status of the course: Core

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:

Upon completing the course, students will be able to:-

Explain the general principles of Pharmacology

Explain the general principles of drug therapy

Describe mechanism of action, pharmacokinetics, clinical uses, adverse effects, cautions and
contraindications of :-

Autonomic pharmacology

Cardiovascular drugs,

CNS drugs,

Respiratory drugs

Gastrointestinal drugs

Endocrine drugs and

Chemotherapeutic drugs.

Explain the general principles of drug therapy of infectious diseases.

Identify factors contributing to the irrational use of Antimicrobial drugs.

Identify factors contributing in the emergence of Antimicrobial resistance

Identify mechanisms in the prevention of emergence of Antimicrobial resistance.

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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

Days Contact Topic/sub-topic/chapter Reading Remark

hrs materials
One 5 Unit one: Introduction to general pharmacology 3
Introduction (definitions, History, subdivision of
pharmacology)
pharmacokinetics
Drug absorption
Drug distribution
Drug biotransformation
Excretion of drugs
Two 5 Pharmacodynamics 3
Site & mechanisms of drug action
Character of receptors and drugs
Drug – receptor interactions
Dose – response – relationship (ED50, LD50, therapeutic
index, potency, maximum efficacy)
Three 5 Unit two: Autonomic Nervous System Pharmacology 4
Introduction
Drugs acting on the cholinergic system
Cholinomimetics
Cholinergic receptor blockers
Antimuscarinics
Neuromuscular blockers
Four 5 Drugs acting on the adrenergic system 4
Sympathomimetics
Adrnergic blockers
Five 5 Unit three: Cardiovascular Pharmacology 1
Pharmacotherapy of hypertension
Pathophysiology of hypertension
Sites & mechanisms of drug action
Individual drugs mechanism of action and indication
Pharmacotherapy of angina

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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

Twelve 5 Unit Eight :Therapy of Endocrine Disorders 3

Pharmacotherapy of diabetic mellitus
Treatment of type I

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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)

Sixteen 5 Chemotherapy of Virus 1,4

Chemotherapy of non retroviral infection
Antiretroviral drugs

Final exam date: ____________________

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Delivery mode/methodology:

Active learning methods (brain storming, discussion, etc), Lecture, group and individual
presentation, assignment.

Assessment mechanisms:

Continuous assessment & summative assessment

Continuous exam in class (%)

Attendance (%)

Assignments (%)

Final Exam (40%)

Course policies:

Lecture and tutorial attendance is mandatory.

Student should submit assignments on due date

Student should take all continuous assessments as scheduled

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

Make only working days and working hours

Always wear proper clothing

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.

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Foundations of Nursing module

Module Module Module Course title Course Cr ECTS Days Mode of
category code name code hr delivery

Core Nurs- Foundation Ethics & theoretical Nurs2081 3 5 14 Block

M2081 of Nursing aspects of nursing
module Fundamentals of nursing Nurs2082 8 13 35 Block
Nursing health Nurs2083 3 5 14 Block
assessment
Emergency and First Aid Nurs2084 2 3 8 Block
Nursing
operation room Nurs2085 2 3 8 Block
techniques
Fundamentals of nursing Nurs 2086 2 3 18 Block
practicum

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.
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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

Lecture/contact days, hours & room/s:

Lecture:- ____________________
Tutorial:- ______________________
Target Group: BSC nursing students
Year: II
Status of the course: Core
Course description
This course is designed to assist students to make a transition in to professional nursing at the
baccalaureate level. Students will be introduced in the working definitions of health, illness,
clients, nursing, nursing process and the role of nurses. Concept of health promotion and
wellness; communication techniques; the nurse client relationship and theories of human
behavior will assist students to further study the role of the baccalaureate nurses. Besides, the
course enables students to acquire knowledge and appreciation of the emergence of nursing as
profession. Emerging common and relevant nursing theories from international perspective will
be discussed. This course is also designed to make students be informed with the rights and
responsibilities of nurses and patients. It also help students to demonstrate professional
attitude and be aware of the ethical and legal issues related to nursing. Additionally, the course
will help students to possess the ability to reason morally and practice nursing in a professional
and ethical manner.
Course objectives:

At the end of this course, students are expected to:

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Describe Nursing profession and its underlying principles.

Identify the client’s need using nursing theory as a strategy.

Demonstrate effective communication system that enables to foster health Promotion wellness
and health development.

Demonstrate integrity, honesty, responsibility and tolerance.

Abide by professional standard of practice.

Deliver compassionate care to all patient population.

Demonstrate standards of professional Ethics.

Teaching Methods

Lecture and discussion

Independent study-reading assignments

Case studies

Role play

Assessment Methods

Formative Assessment

Quizzes #2

Case study #2

individual assignment #1

Seminar presentation #1

Summative Assessment

Individual assignment ………………………………5%

Seminar presentation………………………………. 10%

Exam I………………………………………………..15%

Objective written examinations

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Essay

Exam II………………………………………………15%

Objective written examination

Case studies

Exam III……………………………………………..15%

Objective written examination

Case studies

Final Examination……………………………………40%

Objective written exam

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

On Topics Assignment Required Reading

Week(day) Due
1 Foundation of modern nursing Individual Fundamental of nursing, In
Definition of nursing assignment (1) Human Health and functions
Nursing in antiquity Foundations of nursing practice
Religious and civilization influence on Taylor C. Lillis C. Lemone P.
nursing (2001). Fundamentals of
The history of Nursing in Ethiopia Nursing. 4td edition
2 Nursing as a profession rather than Margaret A. Burkhardt.: Ethics
occupation and Issues in contemporary

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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

On Topics Assignment Required Reading

Week(day) Due
7 Health care delivery system Individual Foundationsof nursing practice
Hospital care assignment 2 Taylor C. Lillis C. Lemone P.
Home based care (2001). Fundamentals of
Ambulatory care Nursing. 4td edition
Margaret A. Burkhardt.: Ethics
and Issues in contemporary
Nursing; 2nd ed., 2001, delmar
thomson learning

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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

On Week Topics Assignment Required Reading

Due
11 Exam III
12 Communication process Margaret A. Burkhardt.: Ethics
Definition of communication and Issues in contemporary
Purpose and levels of communication Nursing; 2nd ed., 2001, delmar
Types of communication thomson learning

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

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Evaluation

16 Final Exam

References
Gloria Grippanda (1986) Nursing perspective &issues

OZANIC I (1961) Nursing in Ethiopia by the Ethiopian nurse association Addis Ababa

Fredrickson K. (1977) opportunity in nursing, a decision of National textbook company

U.S.A

Habteselassie K. and Dina M. (Mazengia), Ethiopia a short illustrated history, 1972.

M.O.E and fine arts Addis Abeba p12

Fundamental of nursing, In Human Health and functions

Foundations of nursing practice

Manual of nursing 1980

Manual of Nursing Association

Craven: fundamentals of nursing

Approved by (school/department head)

Name ……………………..signature………………….

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Institutions:_________________University

Fundamentals of Nursing course syllabus

Program BSc Nursing

Module title/code Foundation of nursing /Nurs-M2081

Module Coordinator Agezegn A

Course Title/Code Fundamentals of Nursing Nurs2082

Course Credit ECTS: 13 ECTs

Instructors

Course Information Academic year II Semester I

Contact hours Home study hours Lab/demonstration Total

hours

96 hrs(16days) 115 hrs 140hrs(23days) 351

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

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theoreticians (florence nightingale).

discuss the components of standard precautions.

apply the components of standard precautions to prevent health care associated infections based
on national ipps guidelines.

assess the risks associated with unsafe infection prevention practices.

describe transmission based precautions.

demonstrate appropriate transmission based precautions for hospitalized patients based on the
standard guideline.

describe the different types of bed making.

perform the different types of bed making.

use appropriate comfort devices while caring for patients.

practice proper care of various types of medical equipments.

provide patient hygiene care.

demonstrate proper patient assessment.

practice collection of different specimens from patients.

practice charting and documentation of patient data.

demonstrate local application of heat and cold.

provide different types of enema.

demonstrate male and female catheterization.

administer medications through different routes.

provide pre, intra and postoperative care.

practice various types of wound care.

provide care for unconscious patient.

provide post mortem care.

demonstrate proper collection, segregation, and transportation of health care wastes.

explain therapeutic and diagnostic procedure of respiratory; cardiovascular; musculoskeletal and

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neurologic system

list down possible nursing diagnosis for each pattern of gordon’s approach

explain sign of ineffective coping of patient.

describe normal and abnormal health mainatainace habit

discuss fluid, electrolyte and acid base balance of average adult

list down types of surgery

discuss peri-operative nursing role

describe normal and abnormal elimination pattern

develop nursing care plan for patient having oxygenation problem secondary to cardiovascular
problem

monitor input and output of patient

develop nursing care plan for patient experiencing pain

discuss normal and abnormal sensory function

describe criteria to evaluate normal function self concept pattern

assess role and relationship of client in the family

demonstrate eye irrigation and installation of eye drops

demonstrate throat irrigation and goggle

collect equipment to assist in lumbar puncture and bone marrow puncture

demonstrate how to applying cast

demonstrate how to teach crutch walking

Content By

Chapter 1: : Introduction To Nursing

Definitions of Nursing

Historical background of nursing

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1 Chapter 2: Recording and reporting

Admission and discharge documentation

Client progress notes

Critical incident reporting to senior staff

2 Chapter 3: Infection prevention and patient safety

Hand hygiene

Hand washing

Hand antisepsis

Antiseptic hand rub

Surgical scrub

Personal protective equipment

Donning and removing PPE

Donning and Removing Gowns

Donning and removing a Cap and Mask

Donning and removing glove(Sterile & Clean)

Eye protection

Creating and maintaining sterile field

Instrument processing

Decontamination

Cleaning

Drying and packing

High level disinfection

Sterilization

Storing

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Health waste management

Waste segregation

Sharp waste disposal

House keeping

Patient unit care

Concurrent

Terminal

Cleaning Floor, wall, ceiling

Linen processing

3 Chapter 4: Managing patient safety device and comfort

Applying cotton rings

Applying foot-board

Applying pillows

Applying air rings

Applying bed-cradle

Adjusting side rails of beds

Applying sand bag

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Applying Splint

Applying fracture board

Appling back rest

4 Chapter 5: Body mechanics and mobility

Positioning and moving a patient
Patient ambulation
Assisting patient with assistive devices
Gait belt
Prosthetics assistance
Cane
Walker
Crutch-
Gaits used with crutches
Four-point gait
Two-point gait
Three-point gait
Swing-through gait
Swing to gait
Up & down stair
Lifting the patient
Dangling
Logrolling
Shoulder lift
Moving patient up on the bed
Patient transfer
Moving a patient from bed to stretcher , from stretcher to bed, from stretcher to
stretcher
Assisting from Bed to Wheelchair, Commode, or Chair
Applying ROM exercises
Active
Passive
Active -Passive
5 Chapter 6: Essential assessment components
Measuring Vital signs
Pulse rate
Respiratory rate
Body Temperature (Oral, Axilary ,Rectal, Tympanic)
Blood pressure

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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

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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

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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

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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

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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

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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

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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

Normal spiritual function

Altered “ “

Application of nursing process

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Assignment

Application of nursing process for ineffective home management

Application of nursing process for altered self perception

Application of nursing process for hypothermia

Application of nursing process for ineffective Tissue perfusion

Application of nursing process for chronic low Self-esteem

Application of nursing process for impaired verbal Communication

Application of nursing process for risk for Aspiration

Learning material

Printed material

Fundamentals of nursing skill lab manual for health science student by Univesity and Aidstar one
Ethiopia.

Abraham A., Tadele K.,Tesfaye B.,Lecture notes on Fundamentals of Nursing-II for

B.Sc.Nursing students

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

Julia M. Leahy, Patricia E. Kizilay: Foundation of Nursing process approach

Newfield S A, Hinz M D, Tilley D S, Sridaromont K L & Maramba P J. Cox’s clinical

application of nursing diagnosis 5th ed.2007.F.A. Davis

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

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Computer

CD-ROMs

Visual aids

Chock board Models

Dolls LCD projectors

Overhead projector DVD players and television

Medical equipments

transparencies

White board

Video and television

Assessment methods

Continuous/Formative assessment:

Quiz # 10

Demonstration #10

Developing nursing care plan #11

Reading assignment and Presentation #4

Summative assessment

Demonstration: #4 demo 20%

Developing nursing care plan :#4 20%

Care plan presentation:#2 10%

Mid 15%

Essay

Objective question

Case

Final exams 35%

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Essay

Objective question

Case

OSPE (objective structured practical exam)

Grading system: as per the legislation of the university (fixed scale system)

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Nursing health assessment course syllabus

Course title: Nursing health assessment

Program: Nursing

Course code: Nurs2083

Degree Program: BSc Nursing

Module Name: Foundations of Nursing

Module Code: Nurs-M2081

Module Name Email Cell phone Office

coordinator

ECTS 5

Course Academic year ____________

Information
Placement: year II

Instructors Name Email Cell phone Office

Student Lecture Tutorial Practice/de Home study & individual Total

Work Load monstratio work
n

32 hrs 10 hrs 48 hrs 45 hrs 135 hrs

Pre- requisite Anatomy and physiology

Course Up on completion of this course students will be able to:

objective
Define Nursing health assessment based on holistic approach

List the types of assessment

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Describe the components of nursing process

Describe methods of collecting and organizing nursing assessment data

Organize comprehensive history of patients based on medical

Models, Gordon’s approach and Human response pattern approach

Discuss the purpose and components of the physical examination

Perform general physical examination

Identify between normal and abnormal findings of body structures and systems by
using physical examination

Document nutritional assessment findings using the nursing process based on

anthropometric measurement

Demonstrate integration of findings of history and physical examination to

clusters cue

Integrate health assessment into the assessment component of the nursing

process

Course This Nursing Health Assessment course is designed to provide a comprehensive

Description and general knowledge, psychomotor and affective domains necessary for
assessing the health status of patients. Students will use the nursing process as a
framework to elicit health histories and perform physical examination in a
systematic manner and to determine areas in which health promotion activities
should be implemented or reinforced.

Schedule

Days Contact Topics and Sub Topics Required reading

hours

1st 2hrs Introduction to nursing health Routh F. Craven (1992),

assessment fundamentals of nursing

Definitions of health Fente Ambaw: Lecture note on

Health assessment for health
Definition of Nursing
science students
Purposes of Nursing assessment

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The Nursing process

2nd 2hrs Types of health assessment in nursing Routh F. Craven (1992),

fundamentals of nursing
Initial assessment
Verolyn Roe Bolander (1994),
Focused assessment
Sorensen and Luckman’s basic
Emergency assessment nursing-a psycho- physiologic
approach
3rd & 4hrs Approach of health assessment in Routh F. Craven (1992),
4th nursing fundamentals of nursing

The medical approach Verolyn Roe Bolander (1994),

Sorensen and Luckman’s basic
The functional health assessment
nursing-a psycho- physiologic
approach
approach

Taking a health history Barbara Bates (1995), a guide to

physical examination and history
Definition
taking.
Approach to patient/client
Fente Ambaw ()Lecture note on
Structure and components of a health Health assessment for health
history science students

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

6th 1.5hrs Examination of neck, Thyroid Barbara Bates (1995), a guide to

physical examination and history
Overview of anatomy and physiology
taking.
Assessment of Lymph nodes, tracheal
Fente Ambaw ()Lecture note on
position, goiter
Health assessment for health science
students

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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

Inspection, palpation, percussion and

auscultation of the chest (detecting
abnormalities on the shape of the
thorax, breathing patterns, tactile
fremitus, percussion notes breath
sounds, diaphragm)

Interpreting findings

8th – 4hrs Examination of cardiovascular system Barbara Bates (1995), a guide to

9th physical examination and history
Overview of anatomy and physiology
taking.
Extracting history of risk factors for
Fente Ambaw ()Lecture note on
cardiovascular diseases and the
Health assessment for health science
present health concern
students
Inspection, palpation, percussion and
auscultation of the pericordium (
detecting abnormalities on the apical
beat: abnormal location, gallops,
murmers, trills) , assessment of the
blood vessles

Interpreting findings

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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

2hrs Musculoskeletal system assessment Barbara Bates (1995), a guide to

physical examination and history
Overview of anatomy and physiology
taking.
Extracting history of risk factors for
Fente Ambaw ()Lecture note on
musculoskeletal diseases and the
Health assessment for health science
present health concern
students
Physical examination techniques

Interpreting findings

12th 2hrs Genitourinary system assessment Barbara Bates (1995), a guide to

physical examination and history
Overview of anatomy and physiology
taking.
Extracting history of risk factors for
Fente Ambaw ()Lecture note on
urologic abnormalities and the present
Health assessment for health science
health concern
students
Physical examination techniques

Interpreting findings

3hrs Neurological system assessment Barbara Bates (1995), a guide to

physical examination and history
Overview of anatomy and physiology

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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

13th & 2hrs Nutritional assessment Barbara Bates (1995), a guide to

14th physical examination and history
Overview of anatomy and physiology
taking.
Extracting history of risk factors for
Fente Ambaw ()Lecture note on
nutritional abnormalities and the
Health assessment for health science
present health concern
students
Physical examination techniques:
antropometric measurement, clinical
examination and collecting dietary
data

Interpreting findings

2hrs Examination of intgumentery system Barbara Bates (1995), a guide to

physical examination and history
Overview of anatomy and physiology
taking.
Extracting history of risk factors for
skin, hair and nail abnormalities and
the present health concern Fente Ambaw (Lecture note on
Health assessment for health science
Physical examination techniques in
students
assessment of the integumentary
system

Interpreting findings

Final exam ( written and practical)

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Days Hrs Practical topics

1 6 Taking a health history

2 6 Taking vital signs, Assessment of HEENT,Neck and Tyroid

3 10 Assessment of breast and axilla, thorax and the lungs

4 8 Assessment of cardiovascular system and the abdomen

5 6 Assessment of Musculoskeletal system

Genitourinary system

6 6 Neurological system assessment

7 6 Nutritional assessment and assessment of the integumentary system

Teaching and learning methods

Interactive lecture

Brain storming

Facilitated practice

Demonstration

Discussion

Video show

Simulation

Pair work

Seminar

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Teaching materials

Reference books

Handout on nursing health assessment

Video tape on physical examination

Anatomical models (thoracic, heart….et)

Simulation models (Doll)

Physical examination tools

Checklists

Assessment Formative Assessment

Quizzes #2

Assessment in this Reading assignment #3

course will be
Direct observation
based on
continuous Summative Assessment
assessment method
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%

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Final written Examination………………………………………….20%

- Objective written exam

- 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.

Assignment: students must complete their 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:

Barbara Bates (1995), a guide to physical examination and history taking.

Bette A. Baker (1984), health assessment across the life spans.

Mary K. Dempsey (1981), health assessment for professional nursing.

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Elizabeth Burns (1992), health assessment in nursing practice

Janet Weber (1997), nurses’ handbook of health assessment

Routh F. Craven (1992), fundamentals of nursing

Verolyn Roe Bolander (1994), Sorensen and Luckman’s basic nursing-a

psycho physiologic approach

Fente Ambaw: Lecture note on Health assessment for health science

students

Approved by (school/department head)

Name ……………………..signature………………….

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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

Days TOPIC Contact Practical Assignmen

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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

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• Abdominal injures
Burns
Definition
Causes and effects
Classification based on Extent and location
First aid measures
Prevention of heat emergencies

8 Chapter VI - Shock, sudden illness and 2hrs 4hrs Case study

unconsciousness
• Definition of shock
• Cause of shock
• Sign and symptoms
• Treatment objectives
• First aid measures
• Sudden illness
• Heart attack
• Stroke
• Fainting
• Epilepsy
• Prevention of heart attack
• Unconsciousness
9 and Chapter VII – Bone and joint injuries 1hr 2hrs Assignmen
10 • Definitions t
Re-
• Fractures
Demonstra
• Dislocation
tion.
• Sprains
• Prevention of Accidents resulting in skeleton &
muscular injuries
Chapter VIII : Poisoning including Dog and 1hr 2hrs Case study,
snake bite, and sting.
• Definition
• Causes
• Sign and Symptoms
• Objective in treatment of first aid
• Contact poisons
Prevention of Accidental poisoning
Chapter IX- Disaster prevention and management 1hr 2hrs Assignmen
• Define disaster t
• Types of disaster
• Prevent disaster

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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

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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………………….

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Operation room technique Course Syllabus

Course title: Operation room technique

Program: Nursing

Course code: Nurs2085

Degree Program: BSc Nursing

Module Name: Foundations of Nursing

Module Code: NursM2081

Year: II

Prerequisite: Fundamentals of Nursing, Ethics and theoretical aspects of Nursing

Status of the course: core

ECTS: 3 ECTS

Course team leader /coordinator. Email phone number Office

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

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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

At the end of the course the student will be able to:

Describe the physical environment of the operating room.

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

distinguish the difference between general and local anesthesia

Describe methods, advantages and disadvantages of anesthesia administration

Describe the steps of surgical instrument processing

explain the basic principles of operating room technique related to infection prevention

Accept instrument processing and infection prevention as part of one’s responsibility

Use personal protective equipment (ppe) in the operating room when required

Assist with preparation of the room

demonstrate scrubbing, gowning and gloving

prepare instrument table and organize sterile equipment

demonstrate how to pass instrument/sharps to the surgeon or his/her assistant

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count items used during operation e.g. Sponges, needles and instrument

prepare patient and the incision site for surgical procedures

record, label and send specimens and cultures to proper area without delay

accompany the patient to the recovery room

Report pertinent information to responsible nurse of the recovery room.

5. Course Prerequisite

The students must have completed Fundamentals of nursing and Professional nursing and
ethics

6. Teaching Methods:

Brain storming - Group discussion

Interactive lecture/gapped lecture - Role-play

Facilitated practice/Demonstration - Simulation

Pair work - pyramiding

7. Learning Materials

Printed Materials (Textbooks, Handout, Manual, Checklist)

Text Books for reference:

Joanna R. Fuller: Surgical Technology, Principles and Practice 2nd edition, W.B. Saunders
Company Philadelphia 1986.

Barbara M. Soule: Infections and Nursing Practice, Prevention and control,

Mosby, 1995.

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Ministry of Health, Disease Prevention and Control Department: Infection

Prevention Guidelines for Healthcare Facilities in Ethiopia, February 2005.

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.

Frost Elizabeth A. M.: Recovery Room Practice, Boston Blackwell Scientific1985.

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.

NATN: Principles of Safe Practice in the Perioperative Environment; Revised 1998.

Audio-visual

Chalk & Board

LCD & Laptop

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Video show

Clinical equipment

- Surgical instruments (cutting and dissecting, grasping and holding, retracting and exposing,

probing and dilating)

Personal protective devices

8. Assessment Methods

Formative Assessment

Reading assignment …………………………………. 3

Quizzes …………………………………………… 2

Written assignment ………………………………… 3

Summative Assessment

Exam I ……………………………………………… 15%

Objective written examination

(multiple choice, true/false, short answer, matching)

Exam II………………………………………………. 15%

Objective written examination

(multiple choice, true/false, short answer, matching)

Practical exam……………………………………………10%

Exam III………………………………………………....10%

Case studies

Oral examination

Final Examination………………………………………50%

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Oral exam - ………………………………………10%

Objective written exam -…………………………20%

(multiple choice, true/false, short answer, matching)

Structured practical examination…………………..20%

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.

10. Course Schedule

Week/dat Assignment Due Required reading

Topic
e

Introduction to operating room

technique (5 hrs)
8 hrs Joanna R. Fuller: Surgical
Technology, Principles and
Reading: Personnel
Practice second edition, W.B.
Physical organization of the Operating organization of the
Room operating room (1) Saunders Company Philadelphia
1986.
Design of the operating room

Traffic Flow and Activity Patterns

Abebaw E.: Operating room
Operating Suite Equipment technique, Lecture Notes,
University of Gondar, 2008
Personnel organization of the Operating

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Week/dat Assignment Due Required reading
Topic
e

Room

Sterile team members Written: Hand Barbara M. Soule: Infections and

hygiene techniques Nursing Practice, Prevention and
Unsterile team members
control, Mosby, 1995.
- group presentation
Qualities of the Operating Room (1)
personnel
Ministry of Health, Disease
Coordinated work of the Operating
Prevention and Control
Room team
Department: Infection Prevention
Item count Guidelines for Healthcare Facilities
in Ethiopia, February 2005
Economic use of supplies and time Quiz 1

Infection prevention in the operating

room (3 hrs)

introduction

Principles of recommended practices in

infection prevention

Chain of the infection cycle

Hand Hygiene practices/techniques

Infection prevention

ASeptic and Sterile Technique

SSource of Contamination

Principles of Sterile Technique

Basic Rules of Asepsis

Standard Precaution

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Week/dat Assignment Due Required reading
Topic
e

8 hrs NATN: Principles of Safe Practice

Attire, Surgical Scrub, Gowning and in the Perioperative Environment;
Gloving (4 hrs) Revised 1998.
introduction
Examination one:
Purpose Neolon F.: Fundamental Skills in
objective written
Surgery, fourth edition,
Components of attires
Philadelphia W. B. Saunders 1994.
Techniques to employ

Surgical scrubbing
Barbara M. Soule: Infections and
Gowning Nursing Practice, Prevention and
Reading:
control, Mosby, 1995.
Gloving (types of gloves) Microbiology

Removing used gowns and gloves of the skin (2)

Attire, Surgical Scrub, Gowning and

Gloving …

Microbiology of the skin

Antimicrobial agents

Distribution of sterile items

Cleaning the operating room Joanna R. Fuller: Surgical

Technology, Principles and
Instrument processing (4 hrs) Written: Steps of
Practice 2nd edition, W.B.
instrument processing
Decontamination, preparation of
(2) Saunders Company
chlorine
- group presentation Philadelphia 1986.
solution for decontamination

Cleaning using water and detergents

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Week/dat Assignment Due Required reading
Topic
e

Rinsing and drying

Sterilization ( dry oven autoclave, Abebaw E.: Operating room

technique, Lecture Notes,
chemicals) Quiz 2 University of Gondar, 2008
Instrument processing …

High level disinfection(use of boiling,

steaming, using chemicals)

storage and shelf life

sterility and process indicators

guidelines for instrument processing

Joanna R. Fuller: Surgical

General surgical instrumentation
Technology, Principles and
8 hrs Examination two:
Introduction Practice 2nd edition, W.B.
Objective written and
Saunders Company Philadelphia
Classification of surgical instruments case study
1986.
Care of surgical instruments

Receiving and positioning of surgical

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Week/dat Assignment Due Required reading
Topic
e

patients

Activities during receiving surgical Written: NATN: Principles of Safe Practice

patients Responsibility of the in the Perioperative Environment;
nurse during Revised 1998.
Positioning the surgical patient receiving and
Preliminary considerations for positioning patient
positioning (3)

Responsibilities of team members

Receiving and positioning of surgical

patients…

Timing and positioning

Preparation for positioning a surgical

patient

Safety measures and equipment used for

safety

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Week/dat Assignment Due Required reading
Topic
e

2 hrs Surgical conscience and ethics Abebaw E.: Operating room

technique, Lecture Notes,
University of Gondar, 2008
Surgical conscience
NATN: Principles of Safe Practice
Areas affected by surgical conscience in the Perioperative Environment;
Revised 1998.
Protection of the patient Reading: Identify
common areas of
Situations that undermine surgical negligence (3)
conscience

Surgical conscience and ethics …

Legal aspects of surgery

Criminal responsibilities

Common areas of negligence

2 hrs Wound and wound closure Nash D. F. Elison: The Principles

and Practice of Surgery for Nurse
and Allied Professions, London
introduction Edward Arnold 1976.

Classification of wound

Types and methods of wound healing Examination three:

Written and oral
Wound and wound closure …

Sutures and suture materials

Methods of suturing

Surgical needles and their types

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Week/dat Assignment Due Required reading
Topic
e

4 hrs Principles of anesthesia Lichtiger Monte: Introduction to

the Practice of Anesthesia,
Introduction
Hagerstown, Harper and Row
Types of anesthesia 1974.

Methods of administering

Stages of general anesthesia

Choices of anesthesia

Premedication

Hazards in the Operating Room Frost Elizabeth A. M.: Recovery

Room Practice, Boston Blackwell
Scientific1985.
Introduction

Classification of Hazards
NATN: Principles of Safe Practice
Regulation of Hazards in the Perioperative Environment;
Revised 1998.

Postoperative patient care

Immediate Postoperative Patient Care

Ongoing postoperative patient care

The Recovery Room and patient care

Final written and

practical
examinations

Approved by (school/department head)

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Name ……………………..signature………………….

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Course title: Fundamentals of nursing practicum

Program: Nursing

Course code: Nurs2086

Degree Program: BSc Nursing

Module Name: Foundations of Nursing

Module Code: Nurs-M2081

Year: II

Prerequisite: Fundamentals of Nursing, Ethics and theoretical aspects of Nursing, nursing

Health assessment, Operation theatre technique

Student Facilitated practice Home study Total

Workload:

120 hrs 63 hrs 183 hrs

Status of the course: core

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

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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

Perform total patient care in admitted patient

Consider ethical issues necessary for protecting the individual’s rights

Display empathy for pt with physical, mental and social disorder.

Apply basic principle of good interpersonal communication (active listing, paying attention to
non-verbal communication, and using clear and concise language).

Assist advanced nursing procedures in hospitals according to hospital policy

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

Practice documentation according to principles of recording and documentation.

Teaching Methods

Case study

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Bedside teaching

Demonstration

Facilitated practice with feedback

Independent work

Report writing

Learning Materials

- Printed Materials

Text Book

Brunner & Suddarth∗s, 12th edition, Medical Surgical Nursing

Barbara Bates guides to physical examination

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.

Procedure manuals (learning guides)

Abraham Alano, Basic nursing skill manual

Yeshaneh and Birara, Clinical skills manual

Guidelines

National infection prevention guideline

Audio visual aids (video)

Clinical equipment/materials: vital sign kit, PPE kit, ...

Assessment Method

Formative Assessment

Direct Observation during clinical practice

Case study…………………………………….#3

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Group /individual report

Care plan.............................................#3

Group Presentation..............................#3

Structured feedback report

Summative Assessment

Direct Observation with checklist during clinical practice – 40 %

Care plan -10%

Log book - 10%

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

Day Skills Assignment due Required reading

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;

Bed making Taylor C. Lillis AND C. Lemone P.

Fundamentals of Nursing
Infection prevention and patient safety practice
Barbara Bates guides to physical exam.

National infection prevention guideline

2 Medication administration
Collection & care of specimen
Care of hospital equipment
Admission & discharging of patients
Reading assignment on medication Basic clinical skills manual, Abraham Alano
administration
RuthF. Craven. Fundamentals of Nursing;
Assignment on care plan
Taylor C. Lillis AND C. Lemone P.
Fundamentals of Nursing

213
3 Urinary Catheterization - Reading assignment on types of Basic clinical skills manual, Abraham Alano

Enema enema RuthF. Craven. Fundamentals of Nursing;

NG tube - Case study Taylor C. Lillis AND C. Lemone P.

Fundamentals of Nursing
Iv infusion
Yeshaneh and Birara, Clinical skills manual
Blood transfusion

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

Preparing and observing setting chest-water seal drainage

bottle

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

2 Group presentation Barbara Bates guides to physical

examination
Perform physical examination

3 Vital sign Basic clinical skills manual, Abraham

Alano
Bed making
National infection prevention guideline
Infection prevention and patient safety practice
Yeshaneh and Birara, Clinical skills
manual

4 Medication administration Case study Basic clinical skills manual, Abraham

Alano
Collection & care of specimen Assignment on care plan
RuthF. Craven. Fundamentals of Nursing;
Care of hospital equipment
Taylor C. Lillis AND C. Lemone P.
Admission & discharging of patients
Fundamentals of Nursing

5 Urinary Catheterization Direct observation with checklist Basic clinical skills manual, Abraham

215
 Enema during clinical practice Alano

NG tube Assignment on care plan RuthF. Craven.Fundamentals of Nursing;

Iv infusion Taylor C. Lillis AND C. Lemone P.

Fundamentals of Nursing
Blood transfusion
Yeshaneh and Birara, Clinical skills
manual

SURGICAL WARD Attachment

Day Skills Assignment due Required reading

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

3 Urinary Catheterization Basic clinical skills manual, Abraham

Alan
Enema and colostomy care - Assignment on care plan
RuthF. Craven. Fundamentals of
NG tube
Nursing;
Iv infusion
Taylor C. Lillis AND C. Lemone P.
Blood transfusion Fundamentals of Nursing

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.

OSPE and oral exam will be held at final!!!

218
 Name: Community health module

Module Module name Module Course Title Course ECTS Delivery Mode
Category Code code

Core Community NursM209 Community health Nurs2091 3 Block

health module 1 Nursing

Environmental health Enva2092 3 Block

Health education ComH2093 3 Block

Communicable disease Nurs2094 7 Block

control

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

Module core competency

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 Name: Community health module

Module code: NursM2091

Course code: Nurs2091

Degree program: BSC degree in nursing

Module number: IX

Name of Course coordinator. Email phone number Office

Name of Course instructors

ECTS credits: 3 ECTS

Contact hours Tutorial Home study hours Total

32 14 35 81

Lecture /contact days: 8days

Target group: 2nd year BSc nursing students

Prerequisite: None

Status of the course: core

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:

Define various (important) terms used in community health nursing.

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.

Prostrate nursing diagnosis from the assessed and interpreted data

Plan and implement health promotion program to prevent & control spread of infectious
disease or risk behaviors.

Organize and participate in school health program.

Evaluate community health care program using formative & simulative methods.

Course Schedule

Day Contact Topic/sub-topic/chapter Reading materials Remark

hrs

1-2 3 Unit 1: Introduction to community as a partner,

community health nursing theory & practice in

Definitions of community, health, nursing

nursing, community health
nursing, public health nursing &
environment, wellness and illness

222
 4 Unit 2 - Over view of the health Public health nursing for
care delivery system in Ethiopia – nursing students.

Components of health care system Primary Health Care Alma- Ata

USSR; WHO
Traditional health sector in
Ethiopia

Historical development of modern

medical in Ethiopia

The modern health sector in

Ethiopia

The Basic health service approach

Development of PHC

The private sub- sector in Ethiopia

NGO’s in health sector in Ethiopia

3-4 3 Unit 3- Application of Community health nursing

epidemiological, demographic and Comprehensive Family

Community Health
statistical measures of community
Nursing
health nursing

Epidemiology

Demography

4 Unit 4 - Application of nursing Community health nursing

theory in community health care: Comprehensive Family

Identification or assessment Community Health

Planning Nursing

Implementation

Evaluation

Recording (Data, methodologies,

223
 instrument, indicator

5-6 4 Unit 5 – Child, adolescent and Community Health Nursing

Practice
women health care:
Comprehensive Family
Indicators of health
Community Health
Social factors affecting health
Nursing
Care of Child, adolescent and
women health in the community

4 Unit 6 - School health service Public health nursing for

nursing students.
Definition
Primary Health care Alm-Ata
Objectives of school health
USSR; WHO
Components

Importance of school health

service

Suggested school health policies

Provision for promotion of

positive health and health service

Role of community health nursing

in

224
7-8 4 Unit 7 - Home visit and home Primary Health care Alm-Ata
health care- USSR; WHO

Definition Primary Health Care: Report

on the International
Principles of home visit
Conference
Advantage of home visit

Application of nursing process

Conducting home visit or steps of

home visiting

Home visit kit and technique

3 Unit 8 - Substance abuse- Community health nursing

Prevalence ‘Alma Ata’ declaration

Geneva; WHO
Conceptualization of substances
Community Health Nursing
Preventive strategies
Practice
Nursing roll in substance use

3 Unit 9 - Street “on and off” Word Health Organization,

children Primary Health Care: Report
on the International
Definition
Conference
Prevalence
World Health Organization,
Factors contributing Health for All Series 1-7
Geneva; WHO
Care of children

Final exam date: depending on the academic calendar

Methods of teaching

225
Active learning methods (brain storming, buzz group, discussion, etc), Lecture, group and
individual presentation, assignment

Assessment mechanisms:

Continuous assessment & summative assessment

Continuous assessment 60%

Final Exam (40%)

Course policies:

Lecture, presentation and tutorial attendance is mandatory.

Student should submit assignments on due date

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

Make only working days and working hours

REFERENCE

1. Anderson, ET, MC Farlane Jm, 1996 community as a partner, theory & practice in

nursing 2nd edition lippincott New York.

2. Cook fair, J.M. 1996 Nursing care in the community. 2nd edd. Mosby. London.

3. Barnes A (1987) Personal Community Health London; Bailierre Tindall

4. Bradley MF (1987) Community Health for Student Nurses London; WB Saunders

5. Bullough B and Bullough V. ( 1990) Nursing in the Community St. Louis; Mosby

6. Clemen SA Eligistu DG & McGuire Sl (1981) Comprhensive Family Community Health

Nursing NewYork; McGraw Hill

7. Freeman RB & HeinrichJ (1981) Community Health Nursing Practice Philadelphia;

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

11. Primary Health care Alm-Ata USSR; WHO

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.

Approved by (school/department head)

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227
Environmental Health course syllabus

Program BSc Nursing

Course Title Environmental Health
Module code Nurs-M2091
Course code Enva2092
Degree BSc in Nursing
program
Module Name Community health module
Course Team Name Email Cell phone Office
Leader
Course Name Email Cell phone Office
Instructors

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

3 4 Introduction to Food Hygiene ---

Principles and methods of food processing and preservation

Food And Disease

Prevention of food borne diseases
Sanitation of Food And Beverages
Inspection of food and drink service establishment
4 4 Introduction to Solid waste management ---
Classification and types of solid waste
Options of solid waste management
Effects of solid waste mismanagement
5 4 Introduction to Liquid waste management
Managing excreta and sewage disposal
Methods of excreta and sewage disposal
Faecal borne diseases
Gaseous waste management
6 6 Introduction to vector and rodent control
Vector control
Vectors of public health importance
vector borne diseases
Ways of transmission of vector borne diseases
Prevention and control of vectors
Rodent control
Identification
Investigation of rodent infestation
Diseases transmitted by rodents
Prevention and control of rodents

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:

Continuous assessment (Class participation, Quizzes, Assignment, tests)-60%,

Final written exam-40%

Final exam date: ___________________

Reference

Gebre Emanuel Teka. Water supply in Ethiopia 1982

.A. Salvato. Environmental engineering fifth edition

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.

Approved by (school/department head)

Name ……………………..signature………………….

HEALTH EDUCATION COURSE SYLLABUS

Module code Nurs-M2091

Course code: ComH2093

Degree program: BSc in Nursing

Module name Community health Module

Course team leader Name: ____________________. Cell phone:________________

(coordinator): Email :_____________________.office:______________________

Name Email Cell phone Office

Course
instructor/s/:

ECTS 3

Contact hours Tutorial Home study hours Total

Student load
32 16 23 81

Target group: BSc nursing students

Academic year Second year Nursing

Pre Requisite None

Course:

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:

Describe the main health problems in developing countries, and that of

Ethiopia in particular.

Identify the health policy and major policy strategies of Ethiopia.

Define health and public health and identify the determinant factors of
health and ill –health-as a health layman and scientific approaches

Understand the basic concepts, theoretical and philosophical foundations

of Health Education

Describe the goals and objectives of health Education.

Identify the predisposing, influencing and enabling factors of human

health behaviors.

discuss how application of health education influences the health

behaviors of individuals, groups, and community at large

Explain the roles and place of Health Education in PHC and the country’s
health policy.

Explain the importance of communication, its processes and major

communication models in health education

Introduction to Health Education

Basic definitions

Historical development of Health education

Primary Health Care

232
Health education in Ethiopia

Communication

principles of communication

Types of communication

Models of communication

Barriers of communication

Health and Behaviour

Influence of behaviour on health

Factors Affecting Behaviour

Models of influencing behaviour

BASNEF Model

Health belief model

PRECEDE-PROCEED model

Social learning theory

Theory of reasoned action (behavioural intention)

Group dynamics

Community mobilization and team work

Behavioural and environmental diagnosis

The learning process

Theories and Principles of learning

Methods and Techniques of Health Education

Teaching methods

Selection and utilisation of teaching methods

233
Designing and organizing group training

Types of group training methods

Organizing and conducting group training

Evaluation of training outcomes

Production and distribution of instructional materials

Types of instructional materials

Production of instructional material

Qualities of good instructional materials

Selecting, preparing and utilization of teaching Materials

Assessment and Evaluation

Methods of Assessment and Evaluation

Principles of Assessment and Evaluation

234
Course title: Communicable Disease Control (CDC)

Module code: Nurs-M2091

Course number: NURS2094

Degree program: BSC degree in nursing

Module name: Community health module

Module number: IX

Name of Course coordinator. Email Cell phone Office

Name of Course instructors

ECTS credits: 7 ECTS

Contact hours Tutorial Home study hours Total

64 32 93 189

Lecture /contact days: 19 days

Lecture room: ____________

Target group: 2nd year BSc nursing students

Prerequisite: Microbiology and, Parasitology, Pharmacology for nurses

Status of the course: core

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

Define communicable disease

Describe chain of disease transmission

Discuss on common methods of communicable disease control

List communicable disease under national and international regulation

Describe disease under surveillance by MOH currently

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

Day Topic Conta Assign Required

ct ment reading Remar
hour Due k

1 UNIT ONE:INTRODUCTION 4hrs Reference

1,2, 3,4,6&8
Definition of common terms (important terms)

Communicable disease/ (infectious disease)

Specific feature of communicable disease

Classification of communicable disease

2 Unit two: Chain of disease transmission 4hrs Exam 1 Reference

(diseases transmission dynamics) 1,2, 3,4,6,7&8

Determinants of disease and defense

mechanism of hosts

Factor determine the degree of infectivity,

Pathogenicity and virulence

Source of infection

Carriers and Infected individuals

Host parasite interactions (measuring of

infectiousness)

Spectrum of infectious disease/ gradient of

infection/

Natural history of disease

3 Unit three :Epidemiology and general methods 6hrs Reference

of prevention and control of communicable 1,2, 3,4,9&8
diseases

Introduction to epidemiology of communicable

disease

238
 Importance of Studying Communicable Diseases
Epidemiology

General methods of prevention and control of

communicable diseases

Principles of communicable disease control

4 Unit 4hrs Case Reference

Study 1 1,2,
Surveillance and the investigation
3,4,6,8&12
and management of outbreaks

unit ten:

Notification and health regulation

Surveillance

5&6 Unit eleven 12hr Case Reference

Study 2 1,2,
Major epidemic disease in Ethiopia Disease that
Submis 3,4,6,11&13
transmitted by contaminated water, food, and
sion of
others
scholarl
Typhoid fever y paper
1
Gastroenteritis

Bacillary dysentery

Amoebic dysentery

Giardiasis

Cholera

Poliomyelitis

Infectious hepatitis

Ascariasis

Enterobiasis

239
 Hookworm

Strongloidiasis

Trichuriasis

Tapeworm

Schistosomiasis

Gina worm

7&8 Unit twelve : Disease that transmitted by 8hrs Reference

inhalation 1,2, 3,4,6, 10
&12
Neisseria Meningitis

Pulmonary tuberculosis

Leprosy
Exam 2
Diphtheria

Pertusis

Measles

Common cold

Swine flue

SARS

9&10 Unit Thirteen: Diseases that transmitted by 8hrs Case Reference

vector study 1,2, 3,4,6&8
Submis
Malaria
sion of
Filariasis scholarl
y paper
Onchocerciasis 23
Leishmaniasis

Trypanosomiasis

240
 Typhus fever

Yellow fever

Relapsing fever

11&12 Unit fourteen: Prevention and control of food 2hr Reference

borne diseases 1,2, 3,4,6&8

Staphylococcal food poisoning (Intoxication)

Botulism food poisoning(intoxication)

Food-borne infection(salmonellosis)

Unit fifteen: prevention and control of zoonotic 4hrs Reference

disease 1,2, 3,4,6&8

Brucellosis

Trichinellosis or trichinosis

Toxoplasmosis

Rabies

Anthrax

Unit sixteen: Other infectious diseases 2hrs Reference

1,2, 3,4,6&8
Tetanus

Scabies

13-15 Unit seventeen: Sexually transmitted disease 12hrs Reference

1,2, 3,4,6&8
INTRODUCTION to STI Exam 3

Gonorrhoea Case
study 4
syphilis

condylomata acuminata,

Chancroid

241
 Chlamydia

LGV

LGI

genital herpes,

hepatitis B

AIDS

Candidasis

Syndromic STI management

Learning Teaching methods:

Interactive Lecture

Group discussion

Role play

Case studies

Presentation

Seminar

Reading assignments

Teaching aids

Chalk and board

Over head projector

LCD

Audio visual

Hand out

Lecture note

242
National guideline on HIV/AIDS

Course Assignment

Presentation of four case studies: Refer to course schedule

Two scholarly paper: Refer to course schedule

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

Combined score on tests, quizzes: consists of 30% of the final grade

Final exam in class: consists of 50% 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

100% attendance for practical hours

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

The pathogenesis of infectious disease C.A Mims, NJ.DImmock 1995

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.

Control of communicable disease in man By A.S. Benson

Community health’s for students nurse by Mary Fbradley

Microbiology for the health science by Gwendolyn. R. burton

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.

Approved by (school/department head)

Name ……………………..signature………………….

244
Health Module Name: health system module

Module Module Module Course Title Course code ECTS Delivery

Category name Code Mode

Basic health Nurs- Biostatistics ComH21012081 5 Block

system M2101

Program: Bachelor of Science in Nursing

Epidemiology ComH2102 5 Block

Research Nurs2103 3 Block

methodology

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 Tile: Biostatistics Course Code: ComH2101

Course EtCts: 05

Module coordinator’s name: __________________________

Instructor’s Name: __________________________________

Instructor’s Contact Information: Course Information:

Office: ________________________ Academic Year: ___________________

Phone: _________________________ Semester: ________________________

Email: _________________________ Meeting day: ______________________

Office Hours: ___________________ Meeting time: _____________________

Meeting location: _________

Student workload (hrs)

Lecture Home-take Tutorial Reading presentation Private Assessment Total

assignment assignment study

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.

Instructional/ Supportive Objectives:

At the end of the course the student will be able to

Discuss the role of statistics in health sciences and explain the main uses of statistical
methods in the broad field of health care.

Differentiate the various forms of data and variables.

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.

Calculate and interpret various measures of central tendency and dispersion.

Identify and make use of data from existing health records.

Differentiate the different sources of demographic information.

Recognize and apply different techniques of sampling.

Carryout statistical estimation viz. point estimation, interval estimation and sample size
estimation.

Determine and explain confidence intervals.

Carryout hypothesis testing and explain the meaning of statistical significance.

Prerequisite: none.

Learning Methods:

The following teaching-learning methods will be in use for this course.

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.

*Wencheko E. Introduction to statistics. Addis Ababa University. April 2000.

*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.

Bland M. An introduction to medical statistics. Oxford University Press. 2000.

*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.

The reference marked by ( ) is available in the College of Agriculture of the University

Computer-based aids

LCD Projector

Visual aids

Chalk and board

Flip chart and marker

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.

Assessment Arrangements: The combination and weight of the different assessment

strategies will be as follows.

Formative

Journal review (1)

Worksheet (5)

Quiz (1)

Summative

Assessment Method Assigned weight (%)

First individual assignment …………… 5

Second individual assignment …………… 10

Third individual assignment …………… 10

First exam …………… 25

Objective written exam

Short answers, Calculations, interpretations,

construction off graphs and tables

Reading assignment submission and …………… 10

249
 presentation plus tutorial contributions

Rates, ratios and proportions;

Measures of fertility, morbidity and

mortality;

Population growth and projection [including

population pyramids]

Health service statistics.

Final exam …………… 40

Objective written exam

Short answers, Calculations, interpretations,

construction off graphs and tables

Total …………… 100

Schedule:

Week Topic Assignment Due Required Reading

1st week Introduction to (1) First individual References ‘a’ or ‘b’ or

biostatistics: definition, home-take assignment ‘f’ or combination
importance

Scales of measurement
(2) Worksheet 1 (on
(types of data)
scales of measurement)
Methods of data
collection

2nd week Methods of data References ‘a’ or ‘b’ or

organization and ‘d’ or ‘h’ or
presentation: tabular combination.
methods.

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.

4th week Methods of data References ‘a’ or ‘b’ or

summarization: ‘d’ or ‘h’ or
measures of central combination.
tendency and
measures of non-
central location.

5th week Methods of data Second individual References ‘a’ or ‘b’ or

summarization: home-take assignment ‘d’ or ‘h’ or
measures of (on measures of central combination.
dispersion. tendency and
dispersion)
Introduction to
th
6 week demography Reading assignment on:

. (1) Population growth References ‘a’ or ‘b’ or

and projection both.
[including population
pyramids]

(2) Rates, ratios and

proportions;

(3) Measures of fertility,

morbidity and
mortality; and

(4) Health service

statistics.

7th week Reading assignment References ‘a’ or ‘b’ or

continues. both.

Tutorial session on first

& second individual
assignments

8th week Presentation on the References ‘a’ or ‘b’ or

topic covered by both.

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

10th Probability Worksheet (4) on References ‘a’ or ‘b’ or

week distributions probability ‘d’ or ‘f’ or ‘g’ or
distributions. combination.

11th Sampling: definition, References ‘a’ or ‘b’ or

week types. ‘e’ or ‘g’ or
combination.
Errors in sampling

12th Statistical estimation: Worksheet 5 (on References ‘a’ or ‘b’ or

week point vs. interval statistical estimation ‘c’ or ‘d’ or ‘f’ or ‘g’
estimation and sample size combination.
determination
Sample size
determination.

13th Hypothesis testing: z- Third individual home- References ‘a’ or ‘b’ or

week test, t-test, χ2-test take assignment (on ‘c’ or ‘d’ or ‘f’ or ‘g’
hypothesis testing) combination.

14th Tutorial session on third

week individual assignment

15th Private study

week

16th Evaluation
week
Final summative written
exam

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Name ……………………..signature………………….
252
253
Epidemiology course syllabus

Course Title: Epidemiology

Course Code: ComH2102

ECTS Credit: 5

Pre-requisite: Biostatistics

Course Status: Core

Module Name: Health system research

Program: Undergraduate (B.Sc.) nursing

Target group: Year II BSc nursing students

Course Team leader:

Name Email Cell phone Office

Course instructors

Name Email Cell phone Office

Student’s work load

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

At the end of the course the student will be able to:

Understand the principles of Epidemiology

Describe concepts of disease causation

Calculate the measures of disease and death

Understand types of study design

Investigate and control outbreaks and epidemics

Describe the purpose and types of surveillance

Understand the factors that affect validity of studies

Course Schedule

da Contact Topic/subtopic chapter Reading materials Remar

ys hrs/day k

1 4 Introduction to Epidemiology Charles H. Hennekens, DrPH.

Julie E. Buring, Sc D.
Definition
Epidemiology in medicine. In:
History of Epidemiology definition and background and
design strategies in
Use/applications of epidemiologic research.
Epidemiology Lippincott Williams and Wilkins,
USA. 1987;p(1-16)
Scope of epidemiology

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)

2 4 Natural history of disease and Kifle Wolde Michael, Yigzaw

levels of prevention Kebede, Kidist Lulu.
Epidemiology for health science
natural history of disease
students: Lecture Note Series.

256
 stages in the natural history In: chapter 4. Ethiopia. 2003;
disease p(29-38)

levels of disease prevention

applications to common diseases

3 4 The infectious disease cycle Kifle Wolde Michael, Yigzaw

Kebede, Kidist Lulu.
agent
Epidemiology for health science
reservoir students: Lecture Note Series.
In: chapter 5. Ethiopia. 2003;
portal of exit p(39-48)
modes of transmission

portal of entry

host

spread of disease through

person to person transmission

infection vs. disease

time course of an infectious

disease

carries and their role in disease

transmission

individual and herd immunity

4 8 Basic measurement in Kifle Wolde Michael, Yigzaw

an epidemiology Kebede, Kidist Lulu.
d5 Epidemiology for health science
Number , ratio, proportion , and
students: Lecture Note Series.
rate
In: chapter 7. Ethiopia. 2003;
Measures of morbidity p(57-77)

Incidence and prevalence

Measures of mortality

Crude vs. specific rates

Standardization of rates

257
6 4 Source of epidemiologic data
Census
Vital records
Data from health institutions
Data from morbidity surveys
Kifle Wolde Michael, Yigzaw
Kebede, Kidist Lulu.
Epidemiology for health science
students: Lecture Note Series.
In: chapter 6. Ethiopia. 2003;
p(49-56)

Other sources

7 4 Public health surveillance Kifle Wolde Michael, Yigzaw

Kebede, Kidist Lulu.
Definition
Epidemiology for health science
Purpose of surveillance students: Lecture Note Series.
In: chapter 12. Ethiopia. 2003;
Types of surveillance p(153-169)
Activities in surveillance

Modifiable diseases

8 8 Descriptive study designs Kifle Wolde Michael, Yigzaw

an Kebede, Kidist Lulu.
Purpose of descriptive studies
d9 Epidemiology for health science
Types of descriptive study students: Lecture Note Series.
designs In: chapter 8. Ethiopia. 2003;
p(78-90)

Charles H. Hennekens, DrPH.

Julie E. Buring, Sc D.
Epidemiology in medicine. In:
types of epidemiologic studies:
descriptive studies. Lippincott
Williams and Wilkins, USA.
1987;p(101-132)

10 8 Analytical epidemiology Kifle Wolde Michael, Yigzaw

an Kebede, Kidist Lulu.
Purpose of analytical
d Epidemiology for health science
epidemiology
11 students: Lecture Note Series.
Observational analytic study In: chapter 9. Ethiopia. 2003;
designs vs. experimental

258
 analytical studies p(91-106)

Case control studies

Cohort studies Charles H. Hennekens, DrPH.

Julie E. Buring, Sc D.
Cross sectional studies
Epidemiology in medicine. In:
Intervention studies types of epidemiologic studies:
case control, cohort and
Types of intervention studies interventional studies.
Lippincott Williams and Wilkins,
Analysis and interpretation
USA. 1987;p(133- 215)

12 8 Measures of strength of Kifle Wolde Michael, Yigzaw

an association Kebede, Kidist Lulu.
d Epidemiology for health science
13 students: Lecture Note Series.
In: chapter 9. Ethiopia. 2003;
p(107-118

Charles H. Hennekens, DrPH.

Julie E. Buring, Sc D.
Epidemiology in medicine. In:
measures of disease frequency
and association. Lippincott
Williams and Wilkins, USA.
1987;p(54-100)

14 4 Analysis of cause effect Kifle Wolde Michael, Yigzaw

relationship Kebede, Kidist Lulu.
Epidemiology for health science
Validity of studies
students: Lecture Note Series.
Role of chance In: chapter 10. Ethiopia. 2003;
p(119-133)
Role of bias
Charles H. Hennekens, DrPH.
Role of confounding factors Julie E. Buring, Sc D.
Epidemiology in medicine. In:
Evaluation of overall evidence
analysis of cause effect
for a cause-effect relationship
relationship. Lippincott Williams

259
 and Wilkins, USA. 1987;p(30-53)

15 4 Screening in disease control Kifle Wolde Michael, Yigzaw

Kebede, Kidist Lulu.
Definition
Epidemiology for health science
Diseases appropriate for students: Lecture Note Series.
screening program In: chapter 13. Ethiopia. 2003;
p(170-179)
Criteria for establishing
screening program

Validity and reliability of tests Charles H. Hennekens, DrPH.

Julie E. Buring, Sc D.
Sensitivity and specificity Epidemiology in medicine. In:
screening. Lippincott Williams
Predictive value of a test
and Wilkins, USA. 1987;p(327-
350)

16 4 Investigation of an epidemic Kifle Wolde Michael, Yigzaw

Kebede, Kidist Lulu.
Definition of terms (endemic,
Epidemiology for health science
hypo-endemic, hyper-endemic,
students: Lecture Note Series.
holo-endemic, cluster of cases,
In: chapter 11. Ethiopia. 2003;
outbreak, epidemic, pandemic)
p(134-152)
Types of epidemics

Steps in epidemic investigation

Prevention and control strategies

of epidemics

Final exam date: _____________________________

Delivery mode/method: brain storming, buzz group, discussion, Lecture, group and
individual presentation, assignment

Assessment mechanisms:

Contineous assessment(Class participation, quizzes, assignment, 60%])

Final exam (40%)

260
References

Charles H. Hennekens, DrPH. Julie E. Buring, Sc D. Epidemiology in medicine. Lippincott

Williams and Wilkins, USA.

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.

Barker DJP. Practical Epidemiology, 1976, Churchill Living Stone, Singapore.

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.

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261
Course syllabus: Nursing Research

Course Title: Nursing Research

Course Code: Nurs2103

ECTS Credit: 3

Pre-requisite: Biostatistics and epidemiology

Module Name: Health system research

Program: Undergraduate (B.Sc.) nursing

Target group: Year II BSc nursing students

Course Team leader:

Name Email Cell phone Office

Course instructors

Name Email Cell phone Office

Student’s work load

Activity Hours

Lecture 32

Home study 33

Tutorial 16

Total 81

Course Description

This course is considered as a pre-requisite course for research project. It is based on

principles, concepts and theory of nursing research as well as methodology to solve
community problems. Contents will include selecting a research project, statement of the
problem, literature review, objectives, methodology, analysis, discussion and conclusion.

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

Prepare a review of the literature related to the topic

Develop the research

Develop a project work plan adapted to the local conditions

Prepare a plan for identification and use of a project staff

Prepare a budget for the project

plan for dissemination of study findings

Develop thesis or paper writing approach

Course Content:

Unit I: Introduction to the course

Importance of Nursing Research

Historical evolution of Nursing research

Future direction of nursing research

Unit II: Over review of the research process

Basic research terminology

Major steps in the research process

Organizations of a research project

Unit III- Selecting and identifying a nursing research problem

Sources of problem

Developing and refining a research topic

Criteria for evaluating research problem

Statement of the research problem

263
Research example

Unit IV- Locating and summarizing existing information on a problem

Purpose of a literature review

Scope of literature review

Sources of literature review

Writing of literature review

Example of literature review

Summary

Unit V. Formulating Hypothesis

Purpose The research hypothesis

Characteristics of workable hypothesis

The derivation of workable hypothesis

Wording hypothesis

Testing hypothesis

Unit VI - Types of Nursing Research Approach and research design considerations

Experimental

Non experimental

Some additional types of research

Nursing models approaches

Unit VII - Research design considerations

The concept of research control

Internal and external validity

Characteristics of good design

The time dimensions

Unit VIII- Data collection methods

Physiological /.biophysical measure

264
 . All systems functions

Observational methods

. Selection for phenomena for observations

. The observer-observed relationships

.Observational methods unstructured observations

. Observational methods –structured

. Evaluations of observational methods

Interview and questionnaire

. The constructions of questionnaire

. Types of closed questions

. Steps in schedule constructions

. The administrations of the instruments

. Comparisons of interview and questionnaire

Unit IX - Measurements and sampling

Measurements principle

Levels of measurement

Advantages of measurements

Research example

Unit X. Reliability

Errors of measurements

Reliability

Validity

UnitXI. Sampling

Basic sampling concepts

Non probability sampling

265
Probability sampling

Sample size

Steps in sampling

Research example

Unit XII Communication in the research process

Interpretation of results

The research reports

The styles of a research reports

Unit XIII. Evaluating research reports

Evaluating the introduction

Evaluating the research methods

Evaluation of the analysis and results

Evaluation the discussion

Evaluating other aspects of the report

Teaching methods

Lecture, Individual and group home take assignments

Discussion and presentations

Assessments

Individual and group presentations 15%

Individual critics of the published and the unpublished research reports 15%

Individual proposal development 20%

Mid and final exam 50%

References

1. The Nursing Research principles and method Denis Polit and etal 2nd edition

Approved by (school/department head)

266
 Module Module Module Course Title Course ETCT Delivery
Category name Code code S Mode

Core Nursing NursM211 Nursing education and Nurs2111 7 Block

education 1 curriculum
module development

Name ……………………..signature………………….

NURSING EDUCATION MODULE

Degree Program BSc. In Nursing

Module Title Nursing education module

Module Coordinator

Course Title/Code Nursing education and curriculum development

course code NursM2111

Course Credit 7ECTS

Course Information Academic year Semester

Meeting day____ Meeting time_____ Meeting location_____

Instructors Name

Instructors Information Office

Phone

Email

Office hour

ECTS 4CP/ 100 hrs

Student Work Load Lecture Seminar and Field visit/ Home study Total
Discussion Practice

267
 64 20 20 89 189

Module and Course description:

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.

Module and course objectives:

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:

Discuss the characteristics of a good teacher

Differentiate the difference between different types of objectives ;

Formulate and write general and specific objectives using all the criteria;

Present a teaching session using various teaching methods and strategies;

Illustrate common instructional aids used in a classroom teaching and use it for classroom
teaching;

Critique various assessment methods used for students assessment;

Use an item analysis for evaluation of relative based multiple choice examinations;

Construct a specification table/blue print/ to check validity and reliability of an examination;

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:

Interactive lecture and lecture notes

Group discussion

Library/Internet search

Class participation

Independent study

Case studies

Written assignments/project

Assessment methods

Continuous/Formative assessment:

Quiz # 2

Reading assignment and Presentation #2

Summative assessment

Individual assignment 10%

teaching session evaluation 10%

Group assignment 20%

developing teaching aid material 20%

Final exam 40%

Total = 100%

Course schedule

Days Contact Topic/sub-topic/chapter Assignments Reading

hrs materials

Day one 4 Introduction to education Reference

1,2,3,4&5
The meaning and scope of education

Types

Functions of education

269
 Aims of education

days Two 4 Principles of teaching and learning Reference

1,2,3,4&5
Teaching

Purpose of teaching

Teaching approaches

What is learning?

day Three 4 How does learning occur? Reference

1,2,3,4&5
Characteristics of learning

Steps in learning

day Four 4 Instructional objectives Group exercises Reference

in writing 1,2,3,4&5
Definition objectives
General objectives

Intermediate objectives

Specific objectives

day Five 4 Criteria used for writing Reference

1,2,3,4&5
specific objectives

Domains of objectives

Levels of objectives

day Six 4 Common methods of teaching in Reference

Nursing 1,2,3,4&5

Lecture method

The Demonstration method

day Seven 4 Role play Written Reference

examination 1,2,3,4&5
Various types of discussion methods

Clinical Laboratory methods for

270
 nursing education

day Eight 4 Definition of a lesson plan Developing a Reference

lesson plan 1,2,3,4&5
Values of a lesson plan

Essential components of a lesson

plan

Development of a lesson plan

day nine 4 Basic techniques of Reference

teaching/learning 1,2,3,4&5

Definition and classifications of

instructional media

Advantages

Factors affecting the selection of

media

day 10 4 The chalkboard Reference

1,2,3,4&5
Transparencies and over head
projector

Photography – Photos, slides, and

filmstrips

Flip charts, Wall charts and posters

Electronic medias including use of

computers and LCD

Advantage, disadvantage and

techniques of each media

day 11-12 4 Group Practice on microteaching Student Reference

presentation 1,2,3,4&5

day13 4 Curriculum Reference

1,2,3,4&5
Philosophical and historical aspects
of nursing practice and education

Conceptual framework

271
 Conceptions of a curriculum

The Curriculum development

Process - 6 hours

Definition of curriculum
development

Curriculum design

Practical stages involved in

curriculum development

Models of curriculum development

day14 4 Planning a curriculum using an Reference

objective model 1,2,3,4&5

day15-17 4 Curriculum evaluation Reference

1,2,3,4&5
Purposes

Types of curriculum evaluation

Models of curriculum evaluation

Curriculum Change

Definition

Curriculum change and its nature

Resistance to change

Curriculum Implementation

Situational Analysis

Prerequisite, Nomenclature of the

course, code number, credit,
placement

Writing course description, goal and

objectives

Graduate profile

Course contents

Methodology

272
 Assessments

References

Day 18 4 Curriculum evaluation project Reference

1,2,3,4&5

Day 19 4 Final examination Study and tutorial Reference

1,2,3,4&5

Final exam date: _____________________

Delivery mode/methodology:

Lecture

Discussion

Group work (Microteaching)

Projects (course/curriculum/syllabus/ development

References:

Guilbert JJ. (1998). Educational Handbook for Health Professionals, WHO, Jeneva.

Matiru, B., G. Schlette, R. (1995). Teach Your Best.. A handbook, for University

Lecturers, Geramn, Deutche Stifung for Internationale, Entwicklung, (DSE)

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

Science Students, Lecture note Series, EPHTI, Carter Center.

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

Core Medical Nurs-M3121 Nutrition in health Nurs3121 3

Surgical and illnesses
Nursing
Medical surgical Nurs3122 17
Module
nursing

Medical Surgical Nurs3123 10

Nursing practicum

Module Description: This module 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.

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

Course title: Nutrition in Health and Illness

Program: Nursing

Course code: Nurs3121

Degree program: BSc in Nursing

Module name: Medical Surgical Nursing

Module Code: NursM3121

Module number: XII

Course coordinator Email Cell phone Offices

Instructors

ETCTS: 3

Contact hours Tutorial Assignment Home study Total

hours hours

32 8 8 33 81

Contact days: 8days

Hours & room/s:________________

Target Group: 3rd BSc nursing Students

Year: III

Prerequisite: Human anatomy, Human Physiology, Biochemistry, Pathophysiology

Status of the course: core

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:

To equip students with the knowledge and understanding about:

Major nutrients including their food sources, digestion, absorption, metabolism, function,
and deficiency diseases

Nutritional requirement and dietary recommendations during different physiological states

of the body

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.

Methods of assessing nutritional status and monitoring the occurrence of deficiency

diseases

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

Recognize nutrition as an important determinant of pregnancy outcome and give emphasis

to nutrition during obstetric care, disease management and patient care

Be aware of the need to integrate nutrition principles in their professional carrier

To make students competent in:

Assessing and identifying specific nutritional problems at individual and a community level

Providing appropriate preventive and therapeutic services for nutritional problems at

individual as well as group/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

Designing and implementing nutrition related health promotion activities in a 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

Day Cont Topic/subtopic/chapter Reading materials

s act
hrs

1 2 Introduction to Human Nutrition Tefera B. Lecture notes on Human Nutrition for

Ethiopian Health science students. 2002; p(1-10)
Definition, origin & development
of Nutrition Michael C. Latham (1997). Human Nutrition in the
Developing World. Food and Agriculture
Significance of Nutrition in
Organization of the United Nations (FAO), ISSN
general
1014-3181 Rome (Part I).
Why nutrition matters in

277
 Ethiopia?

Nutrition & the Millennium

Development Goals

2-3 10 Nutrients: Macro-nutriments, Tefera B (2002). Lecture notes on Human Nutrition

micronutrients & water for Ethiopian Health science students. 2002. p(1-
139)
Chemical and physical properties
and classification Robert E.C. Wildman , Denis M. Medeiros (2000).
Advanced Human Nutrition; CRC PRESS LLC. p(79-
Food sources, digestion,
288)
absorption, metabolism &
utilization (function) Rosalind S Gibson (2005). Principles of nutritional
assessment. 2nd ed. Oxford University Press, New
Assessment
York. 908p.
Deficiency & toxicity
Michael C. Latham (1997). Human Nutrition in the
Treatment & prevention of Developing World. Food and Agriculture
deficiency Organization of the United Nations (FAO), ISSN
1014-3181 Rome. (Part II)
Recommended intake & dietary
recommendations

Energy balance, obesity &

associated health problems

3-4 2 Nutritional Requirement Rosalind S Gibson (2005). Principles of nutritional

assessment. 2nd ed. Oxford University Press, New
Definitions & concepts of
York. p(197-211)
nutrient reference levels
Institute of Medicine (2005). The Dietary
Developing nutrient reference
Reference Intakes. The National Academy Press.
levels
21p.
Applications of nutrient
Robert E.C. Wildman , Denis M. Medeiros (2000).
reference levels
Advanced Human Nutrition; CRC PRESS LLC. p(37-
Nutritional requirement during 57)
critical periods
Tefera B. Lecture notes on Human Nutrition for
Nutrient-based vs. food-based Ethiopian Health science students. 2002; p(179-
dietary guidelines 183)

Michael C. Latham (1997). Human Nutrition in the

Developing World. Food and Agriculture

278

2 Nutritional deficiency states
Protein-energy malnutrition
Iodine deficiency disorders
Vitamin A deficiency disease
Nutritional anemia
Zinc deficiency
5&6 6 Nutritional Assessment
Anthropometry
Dietary assessment
Clinical assessment
Laboratory assessment
Indirect methods of nutritional
assessment
7 2 Nutritional Surveillance
Food & nutrition security
Definition, objectives, and types
of nutrition surveillance
Basic steps in carrying out Organization of the United Nations (FAO), ISSN
nutritional surveillance
Indicators for nutrition
monitoring and sources of data
Early warning signs
8 2 Food safety and quality
Food borne diseases (food
infection
Organization of the United Nations (FAO), ISSN
1014-3181 Rome. (Part I; Chapter 6)
Tefera B. Lecture notes on Human Nutrition for
Ethiopian Health science students. 2002; p(139-
179)
Waterlow, J.C.; et al (1992). Protein Energy
malnutrition, Edmund bury press, London.
Michael C. Latham (1997). Human Nutrition in the
Developing World. Food and Agriculture
Organization of the United Nations (FAO), ISSN
1014-3181 Rome (Part III).
Rosalind S Gibson (2005). Principles of nutritional
assessment. 2nd ed. Oxford University Press, New
York. 908p.
Tefera B. Lecture notes on Human Nutrition for
Ethiopian Health science students. 2002; p(184-
196)
Tefera B. Lecture notes on Human Nutrition for
Ethiopian Health science students. 2002; p(196-
220)
Michael C. Latham (1997). Human Nutrition in the
Developing World. Food and Agriculture
1014-3181 Rome.
Tefera B. Lecture notes on Human Nutrition for
Ethiopian Health science students. 2002; p(230-
237)
&
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

6 Nutrition Intervention Michael C. Latham (1997). Human nutrition in the

developing world, Food and Agriculture
Overview of direct nutrition
Organization of the United Nations (FAO) ,ISSN
interventions & other
1014-3181 Rome (part V).
interventions with
close/immediate impact on Tefera B. Lecture notes on Human Nutrition for
nutrition Ethiopian Health science students. 2002; p(220-
230)
The National Nutrition Strategy
Federal MOH, National Strategy for infant and
The National Guideline of Infant
young child feeding , April 2004 Addis Ababa
& Young Child Feeding
Federal MOH, National guideline for the Control
The National Guideline for
and Prevention of Micronutrient deficiencies June,
Control & Prevention of
2004
Micronutrient Deficiencies
AED/LINKAGES, Using the Essential Nutrition
Essential Nutrition Actions
Actions to Improve the Nutrition of Women and
Children in Ethiopia, including under Situations of
Emergencies and HIV and AIDS ,Trainer’s guide
2004

Final exam date: ____________________

Delivery mode/methodology:

Active learning methods (brain storming, discussion, etc), Lecture, group and individual
presentation, assignment

280
Assessment mechanisms:

Continuous assessment & summative assessment

Continuous assessment (60%)

Final Exam ( 40%)

Course policies:

Lecture and tutorial attendance is mandatory.

Student should submit assignments on due date

Student should take all continuous assessments as scheduled

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

Make only working days and working hours

Always wear proper clothing

Approved by (school/department head)

Name ……………………..signature………………….

281
Medical Surgical nursing course syllabus

Module Code: Nurs-M3121

Program: Nursing

Course Title: Medical surgical Nursing

Course No: Nurs3122

Course team leader /coordinator. Email phone number Office

Course instructors

ETCTS: 17 ETCTS

Time allotted

Lecture hours Tutorial hours Assignment Presentations Home study Total

hour

200 60 40 20 139 459

Leture /contact days: 46 days

Lecture room: _______________

Target group: 3rd year BSc nursing students

Year/semester: year III (year based)

Prerequisite: Human Anatomy, Human Physiology, Pharmacology for nurses and

Fundamental of Nursing

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:

At the end of the course the students will be able to:

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.

Explain causes or risk factors, pathophysiology, modes of transmission, clinical

manifestations, diagnostic evaluations and medical management of HIV/AIDS.

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

Identify epidemiology, causes, risk factors and mode of transmission of HIV/AIDS

Explain pathophysiologic process of HIV/AIDS

Describe the clinical manifestations of patients with HIV/AIDS

Discuss diagnostic procedures/evaluations used in the diagnosis of HIV/AIDS

Explain the medical managements of patients with HIV/AIDS

Diagnose and treat opportunistic infections

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

Define cardiovascular disorders

Identify causative/risk/contributing factors of cardiovascular disorders

Describe the clinical manifestations of patients with cardiovascular disorders

Explain pathophysiologic process of cardiovascular disorders

Discuss diagnostic procedures/evaluations used in the diagnosis of cardiovascular disorders

Explain the medical managements of patients with cardiovascular disorders

Use nursing process as a frame work in provision of nursing care for patients with
cardiovascular disorders.

Define musculoskeletal disorders

Identify causative/risk/contributing factors of musculoskeletal disorders

Describe the clinical manifestations of patients with musculoskeletal disorders

Explain pathophysiologic process of musculoskeletal disorders

Discuss diagnostic procedures/evaluations used in the diagnosis of musculoskeletal

disorders

Explain the medical managements of patients with musculoskeletal disorders

284
Use nursing process as a frame work in provision of nursing care for patients with
musculoskeletal disorders.

Define neurologic disorders

Identify causative/risk/contributing factors of neurologic disorders

Describe the clinical manifestations of patients with neurologic disorders

Explain pathophysiologic process of neurologic disorders

Discuss diagnostic procedures/evaluations used in the diagnosis of neurologic disorders

Explain the medical managements of patients with neurologic disorders

Use nursing process as a frame work in provision of nursing care for patients with neurologic
disorders.

285
 Course Schedule

Days Topic Contact Assignment Due Required reading

hours

1, 2 Introduction to Medical Surgical 4 Test 1 References 1,2,3, 4,

nursing) 5&7

Definition and Scope of med-surgical

nursing

Concepts of health and illness

Introduction to the nursing process

2-3 Bio-psychosocial concepts related to 6

health

Adult development

Stress, coping and adaptations

Pain

Sensory deprivation and sensory

overload

Body image

Human sexuality

Response to loss, death and dying

(project work)

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

Pharyngitis and adenoiditis

Laryngitis

Lower respiratory tract disorders and

interventions for clients with LRT
disorders

Bronchitis (acute)

Pneumonia

COPD

Chronic Bronchitis

Bronchiectasis

Emphysema

Asthma

Lung abscess

Pneumothorax

TB

Atelectaisis

Cor pulmonale

232
Pulmonary embolism

Pulmonary oedema

Pluerisy

Nursing management of pt with

respiratory disorders

Applying postural drainage

Care of the pt with water-sealed

drainage

Care of the pt with tracheostomy

Care of pt with thoracentesis

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

Disorder of islets of Langerhans: Scholarly Paper 2

Diabetes mellitus (Cushing’s Syndrome)

Incidence

Causes and predisposing factors

Classification

Diabetes mellitus (continued)

Path physiological changes

7-10
Diagnostic procedures

Treatment and medical management

Nursing interventions for clients with

Diabetes mellitus

Complication:

Short term /immediate complications

Insulin shock

DKA

HHNKS

Long term complications

Disorders of Pituitary gland

Disorders of Thyroid gland

234
 Disorders of parathyroid gland

Disorders of adrenal gland

Intervention for clients with 16 References 1,2,3, 4,

immunology disorders 5, 6, 7&8
Case Study 1 (AIDS
Assessing immune functions Patient)

Health History Exam 1

Cause to immune disorders

Physical examination

Diagnostic studies

Giving nursing care for patients with

immune disorders

Immuno deficiency disorder

11-14
Immuno deficiency syndrome

235
Allergic conditions

Nursing Intervention for patient with

Immune disorder

Nursing Intervention of People Living

with HIV/AIDS

Definition of HIV and AIDS

Epidemiology

Causes

Risk factors

Pathophysiology

Mode of transmission

Clinical manifestations

Opportunistic infections

Diagnostic evaluations

Medical management

Selection criteria for ART

Administering First line ART regimen

Monitoring patient on ART and call for

advice when indicated

Management of OI

Counselling and Testing for HIV

Post exposure prophylaxis

HIV, HBV and HCV

Nursing care of patient with HIV

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

Assessment of patient with

cardiovascular disorder

Interventions for clients with cardiac

disorders

Intervention for clients with vascular

disorder

Problems of tissue perfusion and

disruption of hematological system

20-24 Nursing Intervention of Patients with 20 Submission of References 1,2,3, 4,

Genitourinary disorders scholarly paper 1 5&7
(Nursing intervention
Anatomy and physiology review of GUT
of patients with
Assessment of pt with GUT problem Calcium, phosphorus,
and Bicarbonate
Acid-base imbalance imbalances)
Acid-base balance (continued)

Fluid and electrolyte imbalance Case study 3 (Renal

Failure)
Infections of the urinary tracts

Diseases of the Kidney and interventions

for clients

Obstruction of urinary 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

Diseases of the mouth and related

structures

Diseases of the mouth and related

structures (continued)

Disorder of esophagus

Gastric disorders (dyspeptic diseases)

Disorder of the lower G.I.T

Appendicitis

Peritonitis

Diseases of the biliary tract

Diseases of the liver

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

Intervention for clients with

musculoskeletal disorders

Intervention for clients with

musculoskeletal trauma:

Soft tissue injuries

Sprain

Strain

Dislocations

Fracture

Amputation

Joint and connective tissue diseases

Rheumatoid arthritis

Gouty Arthritis

Osteomyelitis

Osteoporosis

Osteoarthritis septic arthritis

Nursing Intervention of Patients with 18 Case Study 2 (types of References 1,2,3, 4,

Neurologic Disorders headache) 5&7

Anatomy and physiology review of Exam 2

nervous system
Submission of
Assessment of pt with neurologic scholarly paper 1
problem

239
 Neurological manifestations

Neurological manifestations (continued)

Loss of consciousness

33-36 Pain syndrome

Seizures

Increased intra cranial pressure

Headache

Cerebro-vascular accident (CVA)

Intervention for clients with peripheral

nervous system disorder

Bells palsy

Neuropathy

Neuritis

Traumatic lesions

Spinal cord trauma

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

Assessment of pt with skin problem

Inflammatory and allergic conditions

37-40
Dermatitis

Acne

Eczema

Infections of the skin:

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

Assessment of pt with eye problem

Refractive errors:

Myopia

Hypermetropia

Disease of the eye lid

Hordeolum (stye)

blephritis

Disease of the lacrimal gland

Dacrocystitis

Disease of the conjunctiva

Acute conjunctives

Trachoma

Disease of the cornea - Keratitis

Disease of the lens- cataract

Other conditions of the eye – Glaucoma

242
 Nursing Intervention of Patients with 12 References 1,2,3, 4,
ear, nose and throat disorders 5&7

Anatomy and physiology review of ENT

Assessment of pt with ENT problems

Disorder of the ear and intervention for

clients with ear and hearing disorders:
44-46
External ear problems

Impaction of cerumen

Growth

Infections

Middle Ear Problems:

otitis media

mastoditis

Disorders of the nose and nasal cavity

Rhinitis

Sinusitis

Throat infections

Final exam date: ____________________

Delivery mode/methodology:

Active learning methods (brain storming, discussion, etc), Lecture, group and individual
presentation, assignment

Assessment mechanisms:

Continuous assessment & summative assessment

243
Continuous exam in class (60%)

Attendance (---%)

Quizzes (…%)

Assignments (%)

Final Exam (40%)

Course policies:

Lecture and tutorial attendance is mandatory.

Student should submit assignments on due date

Student should take all continuous assessments as scheduled

REFERENCES:

Brunner and Suddarth’s Text Book of Medical Surgical Nursing, 11th Edition

RuthF.craven, ConstanceJ.Hirnle Fundamentals of nursing: human health and function

Julia M.Leahy, patricia E.kiZilay. Foundations of nursing process approach

Harrison’s Principles of Internal Medicine, 17th Edition

Bate’s guide to History taking and physical examination, 8 th Edition.

National Infection prevention and patient safety guideline , 2010

standard treatment guidelines for zonal hospitals, DACA, Ethiopia, 2004

National HIV/AIDS treatment guideline,2010

Approved by (school/department head)

Name ……………………..signature………………….

244
Medical Surgical Practicum course syllabus

Module Code: Nurs-M3121

Program: Nursing

Degree program: BSc in Nursing

Course Title: Medical surgical Nursing practicum

Course No: Nurs3123

ETCTS: 10 ETCTS

Course team leader /coordinator. Email phone number Office

Course instructors

Time allotted

245
Clinical Practice Home Study Total
Hrs

488 122 610 Hrs

Prerequisite: Human Anatomy, Human Physiology, Pharmacology for nurses, Fundamental of

Nursing And Fundamental of nursing practicum

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

At the end of the course the students will be able to:

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.

Evaluation criteria: the following points are strictly considered/ followed

Personality and professional attitude

Clinical performance

Proficiency in nursing process

246
Proficiency in nursing art skills

i. Routine nursing procedures

for example, vital signs, bed making, patient assessment and appropriate

nursing interventions, medication administration, etc.

ii. Advanced nursing procedures

Enema

Catheterization

Preoperative nursing care

Postoperative nursing care

247
 Nasogastric tube insertion/and feeding

Oxygen administration

Setting and giving IV infusion

Blood transfusion

Partnered during administration

OR technique and principle etc.

Care plan (s). Grading is summarized in the checklist indicated below.

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.

Instructor follow-up sheet for students during practical attachment

St. Name_______________________I.d______ Cla. Year: ___ Semi: _______ Clinical

teacher/mentor: ________________________________________________

Site of attachment: _______________________ Ward/Unit: ______________________

Clinical practice period from__________ to __________

Criteria of evaluation W1 W2 W3 W4 W5 W6 W7 W8 Average Comments

Professional Ethical aspEtCTS

(10%)

Punctuality and attendance

3%

professional appearance 3.5%

professional discipline 3.5%

Daily dairy report (15%)

Readiness to present (3%)

Completeness of report (3%

232
Explaining current patient
condition (3%)

Develops a brief plan for each

assigned patient (3%)

Completeness of patient daily

progress note (3%)

Ward Management (25%)

Readiness to manage
cleanliness of ward and
bedside (5%)

Communicates and work well

with colleagues and or team
members (5%)

Reports changes in patient

status and abnormal findings
to the instructor and assigned
staff member (2%)

Documents assessment
findings, interventions, skills,
medication administration and
progress towards patient
outcomes according to agency
protocol (3%)

Participates in admissions,
transfers, and discharges (3%)

Creating safety and

maintaining comfort (3%)

Staff feedback (4%)

Bedside case discussion (15%)

Pretest (3%)

233
Participation (3%)

prior preparation

Actual patient assessment

(3%)

Benefit of patient/value added

(3%)

Seminar Case presentation

(15%)

Pretest (3%)

Organization of content (3%)

Individual participation (3%)

Utilization of reference (5%)

Ability to accept feedback

(5%)

Nursing Care plan (20%)

Detailed assessment (10%)

CollEtCTS relevant data for

nursing assessment (4%)

Identifies health needs and risk

factors of the clients and
families (4%)

Interpret data accurately (2%)

Proper nursing diagnosis (2%)

Appropriate actual Nursing

Diagnosis (1%)

Appropriate Potential nursing

diagnosis (1%)

234
Clear and realistic planning
(2%)

Patient centered planning (1%)

Planning independent and

collaborative patient problem
(1%)

Implementation (4%)

Evaluation with available

resource (2%)

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

NB: form I and form II should be submitted simultaneously to clinical coordinator

immediately with in the 1st week after completion of the supervision.

General comments about the student

_________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________

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:

1. Administer a minimum 3 enemas for clients requiring it

2. Administer oxygen for minimum of 3 patients

3. Give preoperative nursing care for at last 5 patients

4. Give preoperative nursing care for at last 5 patients

5. Give a minimum of 5 bed baths

6. Pack and sterilize instruments, gloves and rums at least in 3 accessions

7. Suture a minimum of 5 clients with a wound

8. Remove stitches of a minimum of 10 clients with wounds.

9. Give tracheotomy care for a minimum 2 patient

10. Perform gastric lavage for a minimum of 3 patients.

11. Give nasal feeding (gavage) by inserting NG tube for at least 3 clients

12 Catheterize a minimum of 5 clients who require it

13. Give medicine by intramuscular injection for at least 20 times

14. Give medicine by subcutaneous injection for at least 10 times

15 Give medicines by intravenous injection for at least 10 times

16. Set and give TV infusion for at least 3 times/clients

17 Set and give blood transfusion for at least 3 times/clients

18. Take blood sample from at least 10 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.

Approved by (school/department head)

Name ……………………..signature………………….

237
Module Name: Maternity and reproductive Health nursing Module

Module Module Module Course Title Course ETCTS Delivery

Category name Code code Mode

Core Maternity Nurs-M Reproductive health Nurse 3131 3 Block

and 3131
Obstetrics and Nurse 3132 8
reproductive
gynecology nursing
Health
nursing Obstetrics & gynecology Nurse 3133 5
Module nursing practicum

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:

At the end of this module students will be able to:

Assess, diagnose, and manage normal pregnancy, labour and delivery.

Assess, diagnose and manage abnormal pregnancy, labor and delivery

Access and manage women with gynecological problems

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

Module code: Nurs-M3131

Course code: Nurs3131

Degree Program: BSc in Nursing

Module Name: Maternity and reproductive health nursing module

Module No: XIII

Course team leader Email Cell phone Office

Instructors

ETCTS: 3

Student workload

Lecture/contact Tutorial hours Assignment Home study Total

hours hours

32 8 8 33 81

Year: III

Target group: year III BSc nursing students

Pre-requisite: None

Status of the course: core

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:

Recognize the new concepts of Reproductive health

Determine the international and national magnitude of maternal morbidity and mortality

Describe reproductive rights

Identify and explain the components of Reproductive Health

Explain the advantages of an integrated approach of Reproductive health

Compare and contrast safe motherhood initiative against mother baby package

Elaborate Gender based Violence and its implication on health and development

Discuss Adolescent Reproductive Health

Describe the indicators of reproductive health

Course schedule

Days Units to be Areas to be Read Before Class Method of Allotted

covered instructio Time
n

1 Introduction to Definition and introduction Lecture 4 hrs

Reproductive
Historical development of the concept
Health(RH)
Development of Reproductive Health

Magnitude of Reproductive Health Problem

Components of Reproductive Health

Reproductive health indicators

241
 Gender and Reproductive Health/Gender
differences:

Target group for Reproductive Health

2 Safe Introduction Lecture 4

Motherhood/M
The Safe Motherhood Discussion
aternal health
Essential Services for Safe Motherhood
( components of Safe Motherhood)

Causes of Maternal Mortality and Morbidity

Maternal health services

Estimation of maternal mortality

3 Population and Mapping Zoning and Censusing Lecture 4

RH
Demographic Factors determining Growth rate

Measures of demography: Fertility, Mortality Discussion

and Migration

Demographic Transition

Population ,Environment and Development

Population growth and Policy

4-5 FAMILY Family Planning methods Lecture 8hr

PLANNING:
Assessing family planning need

Teaching and counselling about F/P

Providing female contraceptive

Providing male contraceptive

242
 Fertility Trends and Contraceptive

Fertility among Different Groups

Family Planning Delivery Strategies

Reasons for Not Using Contraceptives

6 Harmful Female Genital Mutilation (FGM), Early Lecture 4hr

Traditional Marriage, and Abduction and
Practices Discussion

7 Adolescent Global Youth Today Lecture 4

Reproductive and
Reproductive Health Risks and consequences
Health Discussion
for adolescents

Adolescent and youth strategy

Causes for early unprotected sexual

intercourse in adolescents

EffEtCTS of gender roles Adolescents’

contraceptive use

Adolescent Reproductive Health Services

8 Child Health Introduction Lecture 4

and
child survival and child health
Discussion
Diarrheal Diseases

Respiratory Infections

Vaccine Preventable Diseases

The Expanded Program Of Immunization

Growth Monitoring

Student Assessment:

243
Continuous assessment 60 %

Final exam 40 %

Teaching methods:

Interactive Lecture

Role Play

Group discussions

Seminars

References

Safe Motherhood Initiatives and Mother-Baby-Package Journals and Recent Publications on

Reproductive Health and Population issues.

Reproductive Health: A Family Planning Training Manual for Health Professionals in Ethiopia.
1992

National Guideline of HIV/AIDs/ PMTCT (2007)

Approved by (school/department head)

Name ……………………..signature………………….

Obstetrics and Gynecological Nursing course syllabus

Program: Nursing

Module code: Nurs-M3131

Course code: Nurs3132

Degree Program: BSc in Nursing

Module Name: Maternal health nursing

Module No: XIII

Course team leader Email Cell phone Office

244
Instructors

ETCTS: 8

Student workload

Lecture/contact Tutorial hours Lab hours Home study Total

hours hours

100 16 30 70 216

Year: III

Target group: year III BSc nursing students

Pre-requisite: Human Anatomy, Pharmacology for nurses, Human Physiology, Fundamental of

Nursing

Status of the course: core

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

Describe the anatomy of female pelvis

Discuss the female reproductive organs

245
Relate the bony pelvis and other reproductive organs to pregnancy and delivery

Discuss conception, fetal and placental development

Describe fetal circulation

Outline the physiological changes that take place during pregnancy

Perform ANC based on focused ANC Guideline

Demonstrate how to manage normal labour using Partograph

Apply active management of third stage of labors using appropriate oxytocics

Demonstrate immediate newborn care

Describe the physiology of normal puerperuim

Perform post natal care

Counsel family planning clients to bring informed choice

provide contraceptive methods after proper counseling

Manage minor disorders associated with pregnancy

Manage obstetric emergencies

Manage STIs using the syndromic management

State the link b/n HIV/AIDs and STIs (K)

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).

Provide contraceptive methods appropriate for HIV + ve clients

Screen PAC clients for HIV/AIDs

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

Discuss medical diseases associated with pregnancy

Discuss the nursing care of pregnant women with multiple pregnancies

Manage cord prolapse and Presentation

Explain Malposition : occipito posterior position

Identify Malpresentations and their complications

Identify Cephalopelvic disproportion with its complication

Discuss prolonged obstructed labour

Discuss the management of Abnormal Puerperium

Explain the nursing management of uterine rupture

Describe the management of Premature Rupture of Membrane/ PROM

Disscus the types of operative deliveries

Provide the care of women with Caesarean section

Describe the complications of the third stage of labour

Mange Post partum hemorrhage

247
 Course Schedule

days Conta Topic/sub-topic/chapter Reading materials

ct hrs

1 4 Introduction to Obstetric and Gynecology Nursing Sally Olds / Marcia London /

Patricia Ladewig / Michele
Definitions
Davidson .(2007) Maternal-
Terminologies Newborn Nursing and
Women's Health Care.(7th
Current Issues in Maternal Newborn Nursing edition)
Care of the Family in a Culturally Diverse Society

Nursing assessment in maternal and New born Nursing,

NOC,NIC

1-2 6 Anatomy and physiology of female reproductive

system

The female pelvis

The pelvic floor

The pelvic assessment

The female reproductive organs

The menstrual cycle

2-3 4 INTRODUCTION TO EMBRYOLOGY AND FETAL

DEVELOPMENT

Early development of fetus

Placenta,

Fetal circulation

Placenta at term,

Fetal skull

248
4-5 10 NORMAL PREGNANCY,

Preparation for Parenthood

Physical and Psychologic Changes in Pregnancy

Minor disorders of pregnancy

Antenatal care

Antepartal Nursing assessment Nursing diagnoses ,

NOC,NIC

Focused ANC

MTCT/PMTCT during pregnancy.

The Expectant Family: Needs and Care

Adolescent Pregnancy

Maternal Nutrition

249
5-9 22 Normal Labour

Definitions and descriptions

Physiology of the first stage of labour

Management of the first stage of labour

Physiology and mechanism of second

stage of labour

Episiotomy, Perineal lacerations

Physiology of the third stage of labour

AMTSL (Active Management of the third stage of labour

)

Obstetric practices as per standard precautions during

labour and delivery

Obstetric measures preventing MTCT during

Labour,delivery,

Infant feeding options for infants born to HIV +ve

mothers.

Identify psychosocial issues

Intrapartal Nursing Assessment,NOC,NIC

Needs and Care

Pharmacological and Non Pain Management During

Labor

Birth-Related Procedures

Essential newborn care

Nursing Care of the newborn baby at birth

APGAR Score , Asphyxia neonatorium and Resuscitation

250
 Physiologic Responses and adaptation of the Newborn

Nursing Assessment of the Newborn

The Normal Newborn: Needs and Care

Newborn Nutrition

The Newborn at Risk: Conditions Present at Birth the

Newborn at Risk: Birth-Related Stressors

10 2 Normal puerperium

Physiology of the puerperium

Management of puerperium

Anatomy and physiology of the breast and

Postpartal Adaptation and Nursing Assessment, The

Postpartal Family, Needs and Care, Home Care of the
Postpartal Family

251
10 2 Lactation

Management of breast feeding

Follow-up care for HIV +ve postnatal mothers /infant.

Post natal H/E for HIV +ve mother’s families and

community.

Home based care for HIV +ve mot

Appropriate contraception for HIV +ve postnatal

mother

11-12 8 VII: FAMILY PLANNING

7.1. Concept of family planning

Health benefits of family planning

Physical examination

Counseling in family planning

Methods of family planning

7.2.1 Traditional/Natural Family Planning

A. Fertility Awareness Method

Calendar method

Basal body temperature

Ovulation/cervical mucus/Billings method

Symptho-thermal method

B. Non - fertility awareness method

Breast feeding

Abstinence

Sex without intercourse

252
Coitus interrupts/Withdrawal

2 . Artificial Family planning

Hormonal Contraceptives

The combined oral contraceptives

The mini pill progestin only pills

Other progestin only pills

The injectable contraceptives

The implantable contraceptives

Implanon

Jaddle

Sinoplant

Emergency contraception

Mechanical Contraceptives

Barriers: Condoms, Diaphragm , Cervical cap, Vaginal

contraceptive sponge.

Foams/Spermicides IUCD

Surgical Contraceptives

Vasectomy

Tubal ligation

253
12-13 8 INTRODUCTION TO MTCT

Overview of MTCT of HIV

Epidemiology of PMTCT

Public Health importance of VCT/PIHCT, PMTCT

Guiding principles of PMTCT program

PIHCT and its public health importance

Counseling (Pre & Post, Pre-treatment

counseling)

Monitoring and evaluation in HIV/AIDs …

National strategies and guidelines to address MTCT of

HIV/AIDS

14-16 20 ABNORMAL PREGNANCY Sally Olds / Marcia London /

Patricia Ladewig / Michele
Vomiting in pregnancy/Hyperemesis gravidarum
Polyhydramniuos Davidson .(2007) Maternal-
Newborn Nursing and
Nursing assessment , Nursing diagnosis NIC , and
NOC for women with Hyperemesis Gravidram Women's Health Care.(7th
edition)
HYPERTENSIVE DISORDERS OF PREGNANCY

PIH (gestational hypertension, preeclampsia, eclampsia)

Chronic, or coincidental or concurrent hypertension Arthur. T. Evans. Manual for
obstatrics( 2007) Manual
Nursing assessment , NIC , and NOC for women with
Hypertensive disorder of pregnancy

ANTEPARTUM HEMORRHAGE Jeremy O. Suzanne .(2005).

Fundamental of obstetrics
Placenta praevia and Gynecology

Placenta abruption

Nursing assessment , NIC , and NOC for women with

APH

254
 A.B.O and Rhesus incompatibility

Nursing responsibility for women with

DISEASES ASSOCIATED WITH PREGNANCY

Anemia, Cardiac disease, Diabetes mellitus Pulmonary

tuberculosis Malaria in pregnancy

Nursing assessment ,Nursing diagnoses , NIC , and NOC

17-18 14 ABNORMAL LABOUR Sally Olds / Marcia London /

Patricia Ladewig / Michele
Introduction to Malpositions and malpresentation
Davidson .(2007) Maternal-
Multiple pregnancies Presentation and prolapse of cord Newborn Nursing and
Malpositions: Occipito posterior position Women's Health Care.(7th
edition)
Nursing assessment ,Nursing diagnoses , NIC , and NOC
for women with multiple pregnancy, prolapsed of cord Arthur. T. Evans. Manual for
, malposition obstatrics( 2007) Manual

MALPRESENTATIONS:

Brow , Face , Transverse lie /Shoulder presentation ,

Breech presentation ,

Nursing assessment ,Nursing diagnoses , NIC , and NOC

COMPLICATIONS OF LABOUR

Cephalopelvic disproportion, Trial of labour, Prolonged

labour, Obstructed labour, Uterine rupture, Premature
Rupture of Membrane/, PROM

PPH

255
 Adherent placenta, Retained placenta, Amniotic fluid
embolism, Obstetric shock

Nursing assessment ,Nursing diagnoses , NIC , and NOC

19-20 8 Operative deliveries Jeremy O. Suzanne .(2005).

Fundamental of obstetrics
Vacuum extraction and Forceps delivery
and Gynecology
Caesarean section, Destructive deliveries Versions
Sally Olds. Maternal-Newborn
Nursing assessment ,Nursing diagnoses , NIC , and NOC Nursing and Women's Health
Care

20 4 Abnormal Puerperium Newborn Nursing and

Women's Health Care,
Breast complications, Puerperal psychosis, Puerperal
sepsis, Urinary complications, Thrombophlebitis Arthur. T. Evans. Manual for
obstatrics
Nursing assessment ,Nursing diagnoses , NIC , and NOC
Fundamental of obstetrics
and Gynecology

256
21-22 18 GYNAECOLOGY Newborn Nursing and
Women's Health Care,
Introduction, Definitions and description of terms

Menstrual disorders, Infertility and sterility, Menopause

Fundamental of obstetrics
Nursing assessment ,Nursing diagnoses , NIC , and NOC
and Gynecology
BLEEDING IN EARLY PREGNANCY
Arthur. T. Evans. Manual for
Ectopic pregnancy Abortion, Hydatidiform mole obstatrics

Screening of clients for PAC for HIV

Nursing assessment ,Nursing diagnoses , NIC , and NOC Fundamental of obstetrics

and Gynecology
MALFORMATIONS OF THE FEMALE GENITAL TRACT

Uterine Tubal , Vaginal malformation

Sally Olds. Maternal-Newborn
Imperforated hymen, Retro version of the uterus Nursing and Women's Health
Nursing assessment ,Nursing diagnoses , NIC , and NOC Care,

TUMORS OF THE FEMALE GENITAL TRACT Fundamental of obstetrics

and Gynecology
Uterine growths, Ovarian growth, Tumors of the Breast

Genito-urinary Complications, VVF and RVF, Rectocele

and Cystocele, Prolapse of the uterus, Incontinence of
the urine , Urinary tract infection

Nursing assessment ,Nursing diagnoses , NIC , and NOC

Final exam date:____________

Assessment mechanisms:

Continuous assessment 60%

Summative assessment

Lab /demonstration 20%

Final Exam (20%)

Deliver mode/methodology

257
Interactive Lecture ,

Demonstration

Case study

Group work Discussion

Student presentation

Learning material

Printed material: Lecture note: handout, and text books

Audio-visual materials: LCD, over head projector (OHP), Laptop,TV

Model

Chalk

White board and Black board

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.

Student should take all continuous assessment as scheduled

Student should submit assignment on due date

Skill Lab/ demonstration

Take care of all the equipment in the demonstration

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

Jeremy O. Suzanne .(2005). Fundamental of obstetrics and Gynecology.(8th edition).

G. Justus, James .p, Nelsone , Zarok. Cochrane Pocket book .pregnancy and child birth

Approved by (school/department head)

Name ……………………..signature………………….

259
Obstetrics and gynecology Practicum course syllabus

Module Code: Nurs-M3131

Program: Nursing

Degree program: BSc in Nursing

Course Title: Obstetrics and gynecology Practicum

Course No: Nurs3133

ETCTS: 5 ETCTS

Course team leader /coordinator. Email phone number Office

Course instructors

Time allotted

Clinical Practice Home Study Hrs Total

240 65 305 Hrs

Prerequisite: Human Anatomy, Pharmacology for nurses, Human Physiology, Fundamental of

Nursing

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:

Admit a mother in labour after making complete nursing assessment

Distinguish between true and false labour

Perform abdominal examination and interpret each step

Differentiate between the various stages of labour

Demonstrate vaginal examination and interpret findings

Observe the general condition of the mother and fetus and meet the psychological and
physiological needs of the mother

Prepare delivery set and conduct labour

Perform and repair an episiotomy

Provide the immediate care of the newborn

10) Make the mother comfortable after delivery

Assist the mother in breast feeding

Provide post natal care and health education

Follow the principles of infection prevention and standard precaution while performing any
procedure.

Apply PMTCT during pregnancy, labor and postpartum period.

Demonstrate nursing skills and professional attitude in the daily activities

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.

The overall evaluation criteria include:

Attitude towards nursing ethical standards –15%

Daily nursing care activities-40%

Nursing care plan (two) –20%

Postnatal health education_15%

Case presentations_ 10%

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

Name of the student______________________________ Date______________________

Score____________________

Instructor_________________________ Sign___________________

S.NO EVALUATION CRITERIA RATING SCALES REMARKS

.

I ATTITUDE TOWARDS PROFESSIONAL AND 1 2 3 4 5

ETHICAL STANDARDS

1.1 Punctuality

1.2 Completeness of the uniform

1.3 Neatness and grooming

1.4 Ability to identify own responsibility

1.5 Ability to work harmoniously with other

colleagues and ward staff

1.6 Ability to take responsibility for own action

1.7 Reports when temporarily leaving the work area

II DAILY NURSING CARE ACTIVITIES

2.1 Takes history of the client in labour

2.2 Performs physical examination for the client in

labour

2.3 Records and interprets all the findings on

partograph

2.4 Makes accurate observations on mother in

labour

263
2.5 Keeps the client’s unit as clean and in order as
possible

2.6 Keeps the mother as clean and dry as possible

throughout the labour process

2.7 Understands the physical and psychological

needs of the mother in labour and addresses it
accordingly

2.8 Prepares the delivery sets and other necessary

materials in the delivery room

2.9 Performs and repairs episiotomy

2.10 Conducts normal labour

2.11 Gives the immediate care of the newborn

2.12 Assesses, records and interprets the Apgar score

Of the newborn

2.13 Safeguards the newborn from hazards (cold,

falling)

2.14 Conducts the third stage of labour appropriately

applying one of the methods of expelling the
placenta

2.15 Carries out an appropriate placental and

membranes examination for its completeness

2.16 Provides immediate postnatal nursing care for

the mother

2.17 Demonstrates and helps the mother in breast

feeding

2.18 Carries out systematic neonatal physical

examination before discharge

264
2.19 Carries out systematic physical examinations for
the mother before discharge

2.20 Provides perineal care for unable and critically ill

clients

2.21 Cleans, sterilizes and returns all equipment back

after use

2.22 Cleans and keeps in order the delivery unit in

order at the end of the procedure

2.23 Eager to learn (asks questions, answers when

asked)

2.24 Admits his own error

2.25 Participates actively in group discussion and

seminar presentations

2.26 Shows concern, sympathy and respect when

giving nursing for the clients

2.27 Self initiation for work and capacity to initiate

others

III NURSING CARE PLAN

3.1 Nursing assessment

3.2 Formulation of nursing diagnosis

3.3 Setting of patient’s goal

3.4 Nursing intervention

3.5 Evaluation

IV POSTNATAL HEALTH EDUCATION

4.1 Organization

4.2 Comprehensiveness

265
 4.3 Use of relevant references

4.4 Feedback and summary

V CASE PRESENTATION

5.1 Identification of patient’s problem

5.2 Organization

5.3 Use of references

5 = Excellent

4 = V. good

3 = Good

2 = Fair

1 = Poor

EVALUATORS:

1) Instructor______________________________

Sign_____________

Date____________

LABOUR AND DELIVERY FORMAT

I. History:

Name of the patient________________________________ Age___________

Address: Region/Zone ______Woreda/Town____Kebele-----House No.--------

Admission date________________ Time________________

Past Medical history: Family, Medical, Surgical)_____

Present obstetrical history: LMP____ EDD---------Gestational age in wks___

ANC follow-ups: Yes_____No________

Any compliant during this pregnancy_____________

266
Onset of labour: Date______________ Time________________

Membranes: Intact_____ Ruptured_____

If ruptured; Date___________ Time_____________

Amniotic fluid color______

II. Physical examination:

Vital signs: BP________ PR_________TEMP___________RR_________

Abdominal palpation:

Fundal ht in weeks_______

Lie_______________

Presentation_______

Position------------

Descent___________

FHB/mt________

Contraction: Frequency_____Length_____Strength-------------

Vaginal examination: Cervical dilatation___________________

Effacement____________________________

Consistency___________________________

Position of the cervix____________________

Membranes (ruptured, intact)______________

Amniotic fluid (colour)___________________

Position of the fetus______________________

Station of the presenting part______________

Ischial spines--------------

267
268
FOLLOW UP OF THE 1st STAGE OF LABOUR

DATE TIME FHB Cx. Descent BP PR Temp

CONTRACTION Dilatn.

Frequenc Length Strength

y

Delivery Summary

Mother:

Name of the patient___________________Age_____

Mode of delivery: (SVD, SVD, Vacuum, Forceps, etc)__________________

Time of delivery: Date_______________Time___________________

Time of placental expulsion:_____________

Method of placental removal______________________________________

269
Ergometrine/oxytocin given: Yes_No_Time of administration ---

Uterus contracted: Yes ____No ________

Fundal Ht below/above the umbilicus____________

Bleeding stopped Yes________ No________

Episiotomy, Yes----No-----Indication---------------

Laceration_________

Average blood loss in ml -------------------

Vital Sign: BP______ PR_______Temp_________RR________________

Breast feeding initiated: Yes _____No _______Time (date, time)____________________

Any other nursing care given_________________

NEWBORN

Apgar score: on the first minute_____ On the fifth minute___

Sex______Weight______Ht_________H.C________

Vit. K_______TTC oint.___________

Bleeding from the cord__________

Any other nursing care given________________

Conducted by ------------------------------Sign-------------- Date--------

Assisted by----------------------------------Sign----------------Date-------------

Postnatal mother assessment before discharge

Patient name ____________________________ Age________________

Vital signs: BP__________PR__________TEMP_________RR_______________

270
HEENT________________________________________________________

CHEST: CVS________________________________________________________

LUNGS____________________________________________________

BREASTS: Engorgement________________________________________________

Nipple conditions____________________________________________

Mastitis____________________________________________________

Lump______________________________________________________

ABDOMEN:

Inspection: (distention, contour, operation wound, and skin, etc)________________________

If any operation scar, (e.g. c/s), (is the wound healing or healed, bleeding, reddened, swollen,
dehisced, or has discharge?) _____________________________________________________

Palpation:( any mass, tenderness, etc)______________________________________________

UTERUS: Fundal Ht (below/above the umbilicus) in cms_____________________________

Consistency (hard, soft)________________________

Tenderness__________________________

GENITALIA: Any tear_______ Episiotomy ____________________

Lochia (type, colour, odour, consistency)______________

Warts________________________________________

RECTUM: Hemorrhoids________________

EXTREMETIES: Symmetry____________________________________________________

Dilated veins___________________________________________________

Thrombosis______________________________________________

Tenderness____________________________________________________

Foot drop_____________________________________________________

271
Any other abnormalities__________________________________________

Swelling______________________________________________________

Any other nursing care measures given__________________

Name of the student_____________Sign_________Date-----

272
NEONATAL ASSESSMENT BEFORE DISCHARGE

Vital signs: AHB_____________RR________TEMP_______

HEENT: Head: (any fracture, deformity, swelling hydrocephally,microcephally)___________

Face: facial paralysis/palsy______

Eyes: (any discharge, squint eyes) _________________

Nose;( any discharge, deformity, snuffling)_________________________________

Mouth: (Cleft lip/palate, tongue tie, sucking activity)_________________________

Neck: (any deformity)_________________________________________________

Chest: (movements on respirations, and any abnormality)__________________

Abdomen: (distended, tender, mass, movement on respirations)_________________________

Umbilical stump: Wet/Discharge___________Odour_______

Colour_____________________________________________

Bleeding___________________________________________

Hernia_____________________________________________

Clean and/dry_______________________________________

Infected___________________________________________

273
GENITALIA: Passage of urine__________________________________________________

Sex organ (any abnormality)______________________________

Testicles (un descended, descended)_________________ Hypospadias_________________

Discharge (female)________________________________________________

EXTREMITIES: Extra digit___________________________

Clubfoot______________________________________________________

Paralysis_______

Any deformity_________________________________________________

RECTUM: Anus (patent, impatent)

Passage of meconium_____________

BACK: (Spina Bifida)__________________

Any relevant nursing care measures taken_________

Name of the student_____________

Sign_____________Date____

274
NURSING CARE PLAN FORMAT

Name of the student________________Year_____Semester_______ Dept.________________

Name of the patient _________________Age______

Marital status_________________________ Occupation_________________________

Address: Region/Zone _________________________Woreda/Town________________

Kebele _____________________House No____________________________

Investigations________________________________________________

Medical diagnosis_____________________________________________

Medical managements___________________________________________

S.NO. NURSING NURSING PLANNING NURSING EVALUATION

ASSESSMENT DIAGNOSIS INTERVENTION

MATERNITY WARD EVALUATION FORMAT

Category of students: ________________________ Duration of stay___________________

Postnatal H/E
Nsg.Care plan
activity (40%)

S.NO Name of the

Eth.standard
presentation

student
Clinical

(10%)

(20%)

(15%)

(15%)
100%
Case

275
Module Name: Child health and Pediatrics Nursing

Module Module Module Course Title Course ETCTS Delivery

Category name Code code Mode

Core Child health Nurs-M Pediatric nursing Nurs 3141 7

and 3141
Pediatrics nursing Nurs 3142 5
Pediatrics
practicum
Nursing

Name and Sign of the supervisor---------------------

Approved by (school/department head)

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

Module Name: Child Health and pediatric Nursing

Module code: Nurs-M 3141

Course title: Pediatric Nursing

Course code: Nurs3141

Degree Program: BSc in Nursing

Module Number: XIV

Course team leader Email Cell phone Office

Instructors

EtCTS: 7

Student workload

Lecture hours Tutorials Assignment Home study Total

hours

80 24 20 65 189

Lecture/contact days: 19days

Target group: Year III BSc nursing students

Placement: Year III

Pre-requisite: Human anatomy, Human physiology, Pharmacology for nurses, Fundamental of

Nursing, Obstetrics and gynecology nursing
277
Status of the course: Core

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:

At the end of the course, the students will be able to:

Define pediatrics and child health nursing

Describe the modern concept of childcare

List the principles of pediatric nursing

Describe the normal growth and development

Describe common neonatal and childhood illnesses

Identify common systemic childhood disorders

List targets and schedules of EPI

Determine eligibility for ART or to start Prophylaxis at the right clinical stage

Describe aspects of patient adherence to ART

Perform growth monitoring of children by using Anthropometric measurements

Provide newborn nursing care

Provide nursing care for common neonatal and childhood illnesses

Provide nursing care for a child with nutritional disorders

278
Provide nursing care for common systemic childhood disorders

Demonstrate different routes of vaccine administration

Provide appropriate nursing care for HIV exposed and infected children using standard
precaution

Administer first line ART drugs and manage its unwanted effects

Assess common childhood illnesses using IMNCI Guidelines

Classify common childhood illnesses using IMNCI Guidelines

Treat common childhood illnesses using IMNCI Guidelines

Assist handicapped children and their family

Demonstrate non-judgmental approach to parents of HIV/AIDS during care

Course schedule

Days Topics Contact Reading materials

hours

1 Unit I- Introduction to pediatric nursing 4 1. Marlow, Dorothy,

Textbook of
Historical development
pediatric Nursing,
Modern concept of child care
2.Teaching material,
Changing trends towards hospital care,
3.Module chapter
Promotive, preventive and curative aspects of child one
health

Hospital environment for sick child

The role of pediatric nursing in caring for

hospitalized child

Principles of pre and post operative care of infant

and children

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

Meeting the need of the normal children through

the stages of development and parental guidance

Nutritional need of children and feeding of infants

and children

(Breast feeding, supplementary/ artificial feeding

and weaning)

Accidents- principal causes and prevention

5 & Unit III- Care of Newborn 8 1. Marlow, Dorothy,

6 Text book of
Care of normal newborn
pediatric Nursing,
Neonatal resuscitation
2.Teaching material,
Nursing management of low birth weight and pre- 3.Module chapter
term babies three

Nursing management of common neonatal

disorders

Organization of neonatal unit

7 & UNIT-IV: Management of common childhood 8

8 disease
Marlow, Dorothy,
Respiratory system disorders and infection (ARI) Text book of
pediatric Nursing,
Gastrointestinal infections and infestations (CDD)
2.Teaching material,
Febrile illness (malaria, meningitis, measles--)
3.Module chapter
Nutritional deficiencies four

280
 Protein Energy Malnutrition (PEM)

Micro-nutrients déficiency ( Vit A, D, iron etc

9, 10 Unit V- Management of systemic child hood 12 1. Marlow, Dorothy,

& 11 disorders Text book of
pediatric Nursing,
Cardiovascular problems rheumatic fever
2.Teaching material,
Genitourinary disorders (Nephrotic syndrome,
Module chapter five
wilms tumor, infection and congenital disorders

GIT disorders

Neurological infections and disorders (convulsions,

epilepsy, meningitis, hydrocephalus, spinal bifida
etc.

Hematological defects (anemia, leukemia,

hemophilia)

Endocrine disorders (Juvénile diabètes mellites)

Orthopedic disorders ( Club feet, hip dislocation

and fracture)

Disorder of dermatology, eye, ears (emptigo,

opthalmia neonatorum, otitis media)

12 Unit VI. Management of handicapped children 4 1. Marlow, Dorothy,

Text book of
Management of mentally handicapped children
pediatric Nursing,
Management of physically handicapped children
2.Teaching material,
Management of socially handicapped children 3.Module chapter
six
Management of behavioral disorders in children

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

Principles ( care of vaccine/cold chain monitoring)

15 & UNIT VIII- Pediatric HIV/AIDS 8 Guide line for

16 HIV/AIDS case
Overview pediatrics HIV/AIDS care and treatment
management and
Diagnosing HIV infection in infants and children treatment

Care of the HIV-exposed infant

Disclosure & care of HIV infected child

Opportunistic infection prophylaxis in children

Treatment of common illness in HIV-infected

children

Antiretroviral therapy in children

Adherence in children

Management of adverse events in children

HIV associated TB in children

Nutrition in HIV

Palliative care

17, UNIT IX- IMNCI 12 IMNCI chart booklet

18 and wall chart
Assessment
Video Tape recorder
Classification

Identification/giving appropriate treatment for a

child with childhood illnesses using IMNCI

282
 guidelines

19 UNIT X-School Health Service 4 1. Marlow, Dorothy,

Text book of
Components
pediatric Nursing,
Special needs
2.Teaching material,
Objectives of School health Module chapter ten

Aspects of school health service

Teaching Methods:

Illustrated Lecture

Reading Assignment

Individual and group exercises

Group discussion

Case study

Seminar presentation

Demonstration

Role play

Drills

Teaching Aids (learning materials):

Chalk board VIDEO show

Dolls Text books

Over head projector National Pediatrics HIV/AIDS guidelines

LCD projector IMNCI chart booklets

283
Course assignments

Case studies related to the courses schedule

Reading assignment related to course schedule

Assessment:

Continuous assessment

Formative assessment

Group and individual assignment, tests, quiz

Summative assessment

Continuous assessment =60%

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

4. IMNCI Modules, 2012

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.

Approved by (school/department head)

Name ……………………..signature………………….

303
Pediatrics Nursing Practicum course syllabus

Program: Nursing

Module Code: NursM3141

Course code: Nurs3142

Degree Program: BSc in Nursing

Module Name: Child Health and pediatrics Nursing

Module Number: XIV

Course Prerequisite: Human anatomy, Human physiology, Pharmacology for nurses,

Fundamental of Nursing, Obstetrics and gynecology 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:

The students will be able to

Demonstrate the application of their affective, psychomotor, and intellectual capabilities

acquired in class on real and ethical patient care.

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

IMNCI charts and booklets

IMNCI photograph booklet

IMNCI recording formats

Video, video player, and television

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

From _________________________ to ______________________

NOTE: Each item will be marked based on the performance of the trainees:

3=Excellent (EX), 2= Satisfactory(S), 1=Need practice (NP)

SNO CRITERIA NAME / I.D. OF THE STUDENTS

A PERSONALITY/ ATTITUDE TOWARDS NURSING

PROFESSION (20%)

1 Complete uniform (badge, appropriate & clean

uniform, hygiene- hair, nail etc.)

2 Punctuality

3 Curiosity to learn from others

4 Willingness to help and to work with others

5 Doing assignments and submitting on time

6 Active participation during presentation and

rounds

7 Act ethically

B CLINICAL PERFORMANCE (40%)

1 Effective communication skill with pts. And

family

2 Capacity to collect reliable subjective and

objective data and formulating correct nursing
diagnosis in real pt. Care

3 Ability in prioritizing pt’s problems

4 Application of nursing procedures based on the

priority problems and involving family in pt. Care

307
5 Ability in evaluating pt. care and re-plan timely

6 Ability to document and report orally the care

provided

C TEACHING/COUNSELING (10%)

1 Relevance of the topic

2 Objective of the teaching/counseling

3 Completeness and feasibility of the

action/points informed to the audience

4 Communication skills (use of teaching aids,

examples)

D IMNCI SKILL (10%)

SICK CHILD/YOUNG INFANT:

1 Assessment

2 Classification

3 Identification/giving appropriate treatment

E NURSING CARE PLAN TWO PAPER (10%)

F CASE STUDY PRESENTATION (10 %)

Supervisor’s name & sig. ________________________

Approved by (school/department head)

Name ……………………..signature………………….

308
Module Name: Mental Health Nursing

Module Module Module Course Title Course ECTS Delivery

Category name Code code Mode

Core Mental Nurs psychiatric nursing Nurs 4151 5 Block

Health 4151
Practicum III Nurs 4152 3 Block
Nursing
(psychiatric 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.

Psychiatric Nursing Course syllabus

Program: Nursing

Course title: Psychiatric Nursing

Course code: Nurs4181

ECTS: 5

Degree Program: BSc in Nursing

Module Name: Mental Health Nursing

Module Number: XVIII

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 factors contributing to mental health and to mental illness.

Understand the classification of mental illness based on DSM – 4.

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.

Demonstrate skills in therapeutic communications.

Refer cases that require further investigation and treatment.

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

1 Unit 1: Introduction 3 Reference 1, 2,

3, 4, & 6
Psychiatric nursing historical
development

Basic principles of psychiatric nursing

2-4 Unit 2: Therapeutic communication 4 Reference 1, 2,

3, 4, & 6
Definitions and types

Process and techniques of

communication

Nurse-patient-relationship

Unit 3: Mental health assessment 4 Reference 1, 2,

3, 4, & 6
History taking

Mental status examination

5&6 Unit 4: Psychotic disorders 6 Reference 1, 2,

3, 5, & 6
Schizophrenias

Affective disorders

Organic brain syndrome

311
7, 8 & Unit 5: Psychosomatic disorders 13 Reference 1, 2,
9 (Anxiety disorders) 3, 4, & 6

Generalized anxiety disorders.

Phobic disorders.

Obsessive compulsive disorders.

Post traumatic stress disorders

(P/T/S/D/).

Human sexuality disorders

Somatoform disorders.

Conversion

Hypochocdoriasis

Dissociative disorders.

Psychogenic fugue

Multiple personality

10, 11 Unit 6: Substance use disorders 4 Reference 1, 2,

& 12 3, 4, & 5
Alcoholism

Drug dependence

Chat, Marijuana, nicotine

Unit 7: Personality disorders 4 Reference 1, 2,

3, 4, & 6
Cluster A

Cluster B

Cluster C

13, 14 Unit 8: Role of nurse in: 10 Reference 1, 3,

& 15 4, 5 & 6
Child psychiatry

312
 Geriatric psychiatry

HIV/AIDS in psychiatry

Counseling

Community (preventive Psychiatry)

Psycho-pharmacology

Occupational and recreational therapy.

E. C. T. (Electroconvalsive therapy)

Crisis intervention

TEACHING METHODS: seminar, lectures, role-play, practice in clinical areas.

TEACHING AIDs: Chalk and black board, overhead projector

STUDENT evaluation method:

- Group and individual assignment, tests, quizzes,,, 10-20 %

-Mid examination 30-40 %

-Final examination 50%

REFERENCES

1. L. R. shives. 2001. Basic concepts of psychiatric mental health nursing 8th. J. B.

Lippincott Co. Philadelphia.

2. L. R. shives. 1990. Basic concepts of psychiatric mental health nursing 2nd. J. B.

Lippincott Co. Philadelphia.

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.

Approved by (school/department head)

Name ……………………..signature………………….

314
Psychiatric Nursing practicum course syllabus

Program: Nursing

Course Title: Psychiatric Nursing Practicum

Course Code: Nurs4182

ECTS: 2

Degree Program: BSc in Nursing

Module Name: Mental Health Nursing

Module Number: XVIII

Course team leader Email Cell phone office

Instructors

Student Work Clinical Practice Home Study Hrs Total

Load
80 48 128

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

At the end of the course the students will be able to:

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

1. Complete Uniform (badge, hygiene, clean and appropriate

uniform, neat and hair, nail

2. Harmonious relationship

3. Relationship that allows team work and group learning

4. Act ethically

B. CLINICAL PERFORMANCE (60%)

1. Effective communication

2. Capacity to collect valid and reliable subjective and objective

data, cluster cues, identifies and formulates the correct nursing
diagnosis in real patient care.

3. Ability to prioritize patient problems; set measurable,

appropriate and realistic goals and select most appropriate nursing
interventions for the identified problems.

4. Competency and patient advocacy during the implementation of

interventions

5. Proficiency in basic nursing arts (psychomotor skill)

6. Ability to involve patient or families throughout the nursing

process

317
7. Ability to evaluate patient care and to replant timely

8. Ability document appropriately/communicate orally information

of client care.

9. Demonstrates accountability and responsibility; and

understanding of his/her level practice

10. Demonstrates understanding of his/her accountability and

responsibility for

the care of the assigned patient

11. Ability to economize resources and creativity in times or

scarcity

C. Attitude towards Nursing Profession (10%)

1. Punctuality

2. Curiosity to learn from other

3. Willingness and considerateness to help others and guide

juniors

4. Assignment accepting (e.g. cases study) and presenting or

submitting on time

5. Active participation at presentation and rounds

D. Nursing care plant at least one paper

318
Total (out or 100%)

319
 NURSING LEADERSHIP AND MANAGEMENT MODULE

Module name Nursing leadership and management Module

Module code Nurs-M4161

Module number 16

Status of the module Core

Clustered courses Ser. No Course Code Credit point/EtCTS

1 Nursing service administration and health se Nurs4161 5

rvice management

2 Health Economics Comh4162 2

3 Nursing Service Administration Practicum Nurs4163 3

Module EtCTS 11

Degree program BSc Degree in Nursing

Module coordinator Mr. /Ms. X

Module coordinator s c Office:

ontact Information
Phone:

Email:

Total study hours Ser. No Method Hours

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.

At the end of this module the student will be able to:

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

initiate and manage change and resolve conflicts

handle professional risks

identify basic concept of economics and its significance

identify community health care needs

identify adminstrational problems and take possible measures

apply nursing process in the community

232
 Lecture

Seminar presentation

Mode of delivery Individual /Group Assignments

interactive discussion

Project work

Brain storming

Pair work

Formative assessment

Quizzes

Mode of assessment Assignments

Presentation

Summative assessment

Written exams

Project work submission

Department: Nursing

Module title Nursing leadership and management Module

Course Title/Code: Nursing service administration and health service managment/ Nurs4161

233
Degree program: BSc Degree in nursing

Module EtCTS 11 EtCTS

Instructor name: ___________

Instructor’s contact Informati Office: ................................................................................................

on:
Phone: ................................................................................................

Email: ................................................................................................

Course Information: Academic Year: IV , Semester I

Course Logistics : Duration 8 days

Location --------------------------------Meeting Day: to be announced

Meeting Time: to be announced

Meeting Location: to be announced

Course EtCTS: 5

student workload Lecture Home study Presentations Assessment Total

48 hours 67 hours 10 10 135 hours

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.

Up on the completion of this course, students will be able to:

Describe the basic concept and principle of mgt

Identify leadership styles

Organize work and health team activities

Establish health care team

Manage staff , time, and stress

Develop problem solving approach in various nursing situation

Exercise communication skills

Demonstrate a change agent skills

Initiate and manage changes in various situation

Handle professional risks

Course prerequisite

None

TEACHING METHOD

Brain Storming

235
Gapped lectures

group discussion

Seminars

Pair work

LEARNING MATERIALS

- Printed material - lecture note, handout and text book

- Audio visual materials (video LCD and Laptop)

References

1.B.L marquis,C.J. Huston, leadership role and management function in Nursing(theory and appilication 4th e
di.)

2. Sullivan,J.E. (1992) Effective management in Nursing 3rd edi.

3.Stevens W.F.Mnagegement & leadership in Nursing 5th edition

4. Goddard. Principle of Nursing administration 3rd edition

5. Nursing leadership and management lecture notes

6. health service management lecture notes for health science students

Student Assessment Methods

Formative assessment

Class activity

Assignment with presentation

Quiz

Question and answering

236
Summative assessment:

Written assignment (40%)

Home take assignment 1, (10%)

Home take assignment 2, (10%)

Home take assignment 3, (10%)

Exercise one (5%)

Exercise two (5%)

Quizes

Quiz 1 (5%)

Quiz 2 (5%)

Final exam (50%)

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:

Academic honesty police:

Academic honesty is expected of all students

Cheating and plagiarism are violations of academic honesty

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

Missing quiz or tests have no compensation

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

Days Topic Assignment due Required reading

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

Managerial functions , roles and skills

Concepts and principles of management

Management theories

Planning

Definition of Planning

The essential of planning

The process of planning

Strategic and other types of planning

SWOT analysis

Planning out comes

238
Decision Making and Problem Solving

Decision making process

Types of decisions

Creative problem solving

Organizing and Organizations

The process of organizing

Organizational structures

Organizational effectiveness

Fundamental elements of organizing

Leading (Leadership)

Definition and dimensions of leadership

Motivation

Group dynamics and team work

Communication

Conflict resolution

Controlling

Fundamentals of organizational control ,types a

nd process

Program monitoring and supervision

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

Day 3 UNIT FOUR-Deligation Nursing Leadership and management lectu

re note
Definition and principles

Differnce between deligation and work allocatio

n

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

Health policy of Ethiopia

Patient referral system

Determinants of health and health related probl

ems.

Day 4 UNIT SIX PHC

Historical dev t

The PHC approach

PHC as level of health

PHC strategies

Essential components of PHC

Day 4 UNIT SEVEN- Stress Management Exercise 1 Crave fundamentals of nursing

Stress and stressor “explain work pl

ace related stre

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 “

-methods of problem solving

Decision making- cycle “problem solving

Vs decision mak
-nature
ing”
-type

-individual variation in D.M

Critical elements in problem solving and DM

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 process (steps)

Change theory

Change agent strategy

Change agent skill

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

Conflict process model

Strategies in dealing with conflict

Conflict management techniques

Conflict resolution style

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

Activities of risk management program

Nursing role in risk management

Final exam as per schedule

243
Department Nursing

Module title /module c Nursing leadership and management Module/ NursM4161

ode

Course title/ course Health Economics (ComH4162)

code

Course EtCTS 2

Course information Academic year: 20--/-- Semester: ___________

Meeting day: Meeting time: Meeting location:

Module EtCTS 9

Instructor s name ____________________

Instructor s contact i Office location:

nformation
Phone No:

Email:

Student workload (in h Lecture Group assignment Individual Assessment Total

ours)
Study

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.

Specific learning outcomes (SLOs):

The objective of this course is to enable students to:

Identify elementary concepts of economics and its significance.

Identify economic techniques to the planning and managing of health programmes and health services.

Describe determinants of demand and supply and cost of production

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.

Describe the relationship between health , development, and economic growth

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.

The medium of instruction to be used is only English.

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.

Required learning materials

Printed materials Audio visuals Other stationeries

Text and reference books LCD White board marker

Handouts Computer Transparency marker

Work sheets Overhead projector Chalk

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

What is economics (definition)? Gizachew; Introduction to h

ealth economics
What is health economics (definition)?

Method of economics (concepts and prin

ciples)

Classification of economics

Role of economics in health care

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

Factors influencing Supply

Supply demand equilibrium

Market failure and dealing with it

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

Demand criteria (supplier induced dema

nd)

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

Enhancing the role of private sectors

User fee system

Health insurance model

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

Measuring efficiency Gizachew; Introduction to h

ealth economics
Common causes of inefficiency

Strategies to increase efficiency

Day 2 Unit seven: Health and Development Reading assignment Gizachew; Introduction to h
ealth economics
Meaning of health and development Test 3

Economic indicators and economic grow

th

Day 3 Unit seven: Health and Development
Sources of poverty
Attacking poverty and inequality
Reading assignment Feldstein; health care econ
omics
Gizachew; Introduction . . .

Final exam Final exam

Assessment methods

Continuous Assessment

Test 1 (10%)

Test 2 (15%)

249
 Group Assignment and Presentation 1 (10%)

Group Assignment and Presentation 2 (10%)

Test 3 (15%)

Final Examination (40%)

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

Health care Economics. Paul J. Feldstein. Fifth edition; 2003.

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 Code NursM4161

Course Title Nursing Service Administration Practicum

Course Code Nurs4163

Module EtCTS 9

Course EtCTS 2

Program BSc Degree in Nursing

Name of Instructor

Instructor’s Office: .....................................

Contact information Phone: .....................................

E-mail: ....................................

Course Information Academic Year: ......................

Semester: ................................

Meeting Day: (to be announced)

Meeting Time: (to be announced)

Meeting Location: (to be announced)

Orientations Discussion Group Paper Assessment Presentation Total

Students Work write-up

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 meet this objective, students will:

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

Develop the background information

Develop assessment tools

253
Prepare an activity plan (Gant Chart)

Perform situational analysis

Make SWOT analysis

Identify the problem and prioritize based on criteria

Set an action plan which includes objectives, strategies, duration of implementation and responsible bodies

Perform/implement action plan

Discuss the result based on analysis

provide summary/conclusion and possible recommendation

Submission of report in paper based and set symposium presentation

Prerequisites:

Nursing Service Administration

Teaching method:

Orientations on project paper

Continuous follow up on their progress and provide feed back

Discussion on their activity and faced problem

Paper writing and reporting

Presentation findings

Learning materials:

Printed Material (Provision of project guide line, Text Book, organizational profile)

Visual Aid (Flip chart, Duplicating Paper and marker)

Computer based Material (LCD projector and laptop Computer)

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,

Geneva, 1980. 1992

2. Daft Rc( 1997) management

3. Stoner ( 1998) Principles of management

4/ WHO” Health For All” series 1-7 WHO Geneva.

5/ Review of PHC ( National). 1985

6/ Public Health Administration and Practice, Hanlon

7/ Alma Ata Declaration. WHO/UNICEF. 1978

8/ 10 year health sector plan (National)

9/ Health Policy of Transitional Government, 1993

Course Policy:

Attendance:

100% attendance is mandatory.

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

Active participation on group activity

Daily evaluation of their activities

Summative Assessment

Paper submission : …………………………………………...15%

Paper evaluation : ……………………………………………20%

Continuous individual assessment: ………………………….30%

Paper reporting:………………………………………………20%

Observe the action taken areas in the assignment area : ……..15%

Total……………………………………… 100%

Practicum Schedule:

Days Topics Assessments due Required reading

Day 1 and2 Orientation on project paper de
velopment
Develop the background informati
on
Brief Orientation on project paper Leadership and Management in Nursi
ng book
Evaluate background development a
nd assessment tools Organization profile

Develop assessment tools

Prepare an activity plan (Gant Cha

rt)

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

Set an action plan which includes

objectives, strategies, duration of i
mplementation and responsible bo
dies

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

Discuss the result based on analy

sis

provide summary/conclusion and

possible recommendation

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 Module Module Course Title Course ECTS Delivery Mode

Category name Code code

Core Professional Nurs4171 Medical nursing Nurs4171 7 Block

practice practice

surgical nursing Nurs4171 7 Block

practice

OBs&GYN nursing Nurs4171 7 Block

practice

Pediatric nursing Nurs4171 7 Block

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

Module Code: Nurs4171

Program: Nursing

Degree program: BSc in Nursing

Course Title: Medical Nursing practice

Course No: Nurs4171

Course code: XX

ECTS: 7

Course team leader /coordinator. Email phone number Office

Course instructors

Time allotted

259
Clinical Practice Home Study Hrs Total
hours

160 160 320

Prerequisite: All theoretical and practical courses

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

At the end of the course the students will be able to:

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.

Evaluation criteria: the following points are strictly considered/ followed

Personality and professional attitude

Clinical performance

Proficiency in nursing process

Proficiency in nursing art skills

260
i. Routine nursing procedures for example, vital signs, bed making, patient assessment and
appropriate nursing interventions, medication administration, etc.

ii. Advanced nursing procedures

Enema

Catheterization

Preoperative nursing care

Postoperative nursing care

Nasogastric tube insertion/and feeding

Oxygen administration

Setting and giving IV infusion

Blood transfusion

Partnered during administration

OR technique and principle etc.

Care plan (s). Grading is summarized in the checklist indicated below.

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

1. Complete Uniform (badge, hygiene, clean and appropriate

uniform, neat and hair, nail

2. Harmonious relationship

3. Relationship that allows team work and group learning

4. Act ethically

B. CLINICAL PERFORMANCE (60%)

1. Effective communication

2. Capacity to collect valid and reliable subjective and objective

data, cluster cues, identifies and formulates the correct nursing
diagnosis in real patient care.

3. Ability to prioritize patient problems; set measurable,

appropriate and realistic goals and select most appropriate nursing
interventions for the identified problems.

4. Competency and patient advocacy during the implementation of

interventions

5. Proficiency in basic nursing arts (psychomotor skill)

6. Ability to involve patient or families throughout the nursing

process

7. Ability to evaluate patient care and to replant timely

8. Ability document appropriately/communicate orally information

of client care.

9. Demonstrates accountability and responsibility; and

understanding of his/her level practice

10. Demonstrates understanding of his/her accountability and

responsibility for

231
 the care of the assigned patient

11. Ability to economize resources and creativity in times or

scarcity

C. Attitude towards Nursing Profession (10%)

1. Punctuality

2. Curiosity to learn from other

3. Willingness and considerateness to help others and guide

juniors

4. Assignment accepting (e.g. cases study) and presenting or

submitting on time

5. Active participation at presentation and rounds

D. Nursing care plant at least one paper

Total (out or 100%)

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:

1. Administer a minimum 3 enemas for clients requiring it

2. Administer oxygen for minimum of 3 patients

3. Give preoperative nursing care for at last 5 patients

4. Give preoperative nursing care for at last 5 patients

5. Give a minimum of 5 bed baths

6. Pack and sterilize instruments, gloves and rums at least in 3 accessions

7. Suture a minimum of 5 clients with a wound

8. Remove stitches of a minimum of 10 clients with wounds.

9. Give tracheotomy care for a minimum 2 patient

10. Perform gastric lavage for a minimum of 3 patients.

11. Give nasal feeding (gavage) by inserting NG tube for at least 3 clients

12 Catheterize a minimum of 5 clients who require it

13. Give medicine by intramuscular injection for at least 20 times

14. Give medicine by subcutaneous injection for at least 10 times

15 Give medicines by intravenous injection for at least 10 times

16. Set and give TV infusion for at least 3 times/clients

17 Set and give blood transfusion for at least 3 times/clients

18. Take blood sample from at least 10 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.

Approved by (school/department head)

Name ……………………..signature………………….

234
Surgical nursing practice course syllabus

Module Code: Nurs4171

Program: Nursing

Degree program: BSc in Nursing

Course Title: Surgical Nursing practice

Course No: Nurs4172

Course code:XX

ECTS: 7

Course team leader /coordinator. Email phone number Office

Course instructors

235
Time allotted

Clinical Practice Home Study Hrs Total

hours

160 160 320

Prerequisite: All theoretical and practical courses

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

At the end of the course the students will be able to:

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.

Evaluation criteria: the following points are strictly considered/ followed

Personality and professional attitude

Clinical performance

Proficiency in nursing process

Proficiency in nursing art skills

236
i. Routine nursing procedures

for example, vital signs, bed making, patient assessment and appropriate

nursing interventions, medication administration, etc.

ii. Advanced nursing procedures

Enema

Catheterization

Preoperative nursing care

Postoperative nursing care

Nasogastric tube insertion/and feeding

Oxygen administration

Setting and giving IV infusion

Blood transfusion

Partnered during administration

OR technique and principle etc.

Care plan (s). Grading is summarized in the checklist indicated below.

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

1. Complete Uniform (badge, hygiene, clean and appropriate

uniform, neat and hair, nail

2. Harmonious relationship

3. Relationship that allows team work and group learning

4. Act ethically

B. CLINICAL PERFORMANCE (60%)

1. Effective communication

2. Capacity to collect valid and reliable subjective and objective

data, cluster cues, identifies and formulates the correct nursing
diagnosis in real patient care.

3. Ability to prioritize patient problems; set measurable,

appropriate and realistic goals and select most appropriate nursing
interventions for the identified problems.

4. Competency and patient advocacy during the implementation of

interventions

5. Proficiency in basic nursing arts (psychomotor skill)

6. Ability to involve patient or families throughout the nursing

process

7. Ability to evaluate patient care and to replant timely

8. Ability document appropriately/communicate orally information

of client care.

9. Demonstrates accountability and responsibility; and

understanding of his/her level practice

10. Demonstrates understanding of his/her accountability and

responsibility for

238
 the care of the assigned patient

11. Ability to economize resources and creativity in times or

scarcity

C. Attitude towards Nursing Profession (10%)

1. Punctuality

2. Curiosity to learn from other

3. Willingness and considerateness to help others and guide

juniors

4. Assignment accepting (e.g. cases study) and presenting or

submitting on time

5. Active participation at presentation and rounds

D. Nursing care plant at least one paper

Total (out or 100%)

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:

1. Administer a minimum 3 enemas for clients requiring it

2. Administer oxygen for minimum of 3 patients

3. Give preoperative nursing care for at last 5 patients

4. Give preoperative nursing care for at last 5 patients

5. Give a minimum of 5 bed baths

6. Pack and sterilize instruments, gloves and rums at least in 3 accessions

7. Suture a minimum of 5 clients with a wound

8. Remove stitches of a minimum of 10 clients with wounds.

9. Give tracheotomy care for a minimum 2 patient

10. Perform gastric lavage for a minimum of 3 patients.

11. Give nasal feeding (gavage) by inserting NG tube for at least 3 clients

12 Catheterize a minimum of 5 clients who require it

13. Give medicine by intramuscular injection for at least 20 times

14. Give medicine by subcutaneous injection for at least 10 times

15 Give medicines by intravenous injection for at least 10 times

16. Set and give TV infusion for at least 3 times/clients

17 Set and give blood transfusion for at least 3 times/clients

18. Take blood sample from at least 10 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

Approved by (school/department head)

Name ……………………..signature………………….

241
Obstetrics and gynecology nursing practice syllabus

Module Code: Nurs4171

Program: Nursing

Degree program: BSc in Nursing

Course Title: Obstetrics and gynecology practice

Course No: Nurs4173

Course code: XX

ECTS: 7 ECTS

Course team leader /coordinator. Email phone number Office

Course instructors

Time allotted

Clinical Practice Home Study Total

Hrs

220 100 320 Hrs

Prerequisite: All theoretical and practical courses

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:

Admit a mother in labour after making complete nursing assessment

Distinguish between true and false labour

Perform abdominal examination and interpret each step

Differentiate between the various stages of labour

Demonstrate vaginal examination and interpret findings

Observe the general condition of the mother and fetus and meet the psychological and
physiological needs of the mother

Prepare delivery set and conduct labour

Perform and repair an episiotomy

Provide the immediate care of the newborn

Make the mother comfortable after delivery

Assist the mother in breast feeding

Provide post natal care and health education

Follow the principles of infection prevention and standard precaution while performing any
procedure.

Apply PMTCT during pregnancy, labor and postpartum period.

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.

The overall evaluation criteria include:

Attitude towards nursing ethical standards –15%

Daily nursing care activities-40%

Nursing care plan (two) –20%

Postnatal health education_15%

Case presentations_ 10%Evaluation is based on the following rating scale:

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

Name of the student______________________________ Date______________________

Score____________________

Instructor_________________________ Sign___________________

S.NO EVALUATION CRITERIAS RATING SCALES REMARKS

.

I ATTITUDE TOWARDS PROFESSIONAL AND 1 2 3 4 5

ETHICAL STANDARDS

1.1 Punctuality

1.2 Completeness of the uniform

1.3 Neatness and grooming

1.4 Ability to identify own responsibility

1.5 Ability to work harmoniously with other

colleagues and ward staff

1.6 Ability to take responsibility for own action

1.7 Reports when temporarily leaving the work area

II DAILY NURSING CARE ACTIVITIES

2.1 Admits client in labour

2.2 Takes history of the client in labour

2.3 Performs physical examination for the client in

labour

2.4 Records and interprets all the findings on

partograph

245
2.5 Makes accurate observations on mother in
labour

2.6 Keeps the client’s unit as clean and in order as

possible

2.7 Keeps the mother as clean and dry as possible

throughout the labour process

2.8 Understands the physical and psychological

needs of the mother in labour and addresses it
accordingly

2.9 Prepares the delivery sets and other necessary

materials in the delivery room

2.10 Performs and repairs episiotomy

2.11 Conducts normal labour

2.12 Gives the immediate care of the newborn

2.13 Assesses, records and interprets the Apgar score

Of the newborn

2.14 Safeguards the newborn from hazards (cold,

falling)

2.15 Conducts the third stage of labour appropriately

applying one of the methods of expelling the
placenta

2.16 Carries out an appropriate placental and

membranes examination for its completeness

2.17 Provides immediate postnatal nursing care for

the mother

2.18 Demonstrates and helps the mother in breast

feeding

246
2.19 Carries out systematic neonatal physical
examination before discharge

2.20 Carries out systematic physical examinations for

the mother before discharge

2.21 Provides perineal care for unable and critically ill

clients

2.22 Cleans, sterilizes and returns all equipment back

after use

2.23 Cleans and keeps in order the delivery unit in

order at the end of the procedure

2.24 Eager to learn (asks questions, answers when

asked)

2.25 Admits his own error

2.26 Participates actively in group discussion and

seminar presentations

2.27 Shows concern, sympathy and respect when

giving nursing for the clients

2.28 Self initiation for work and capacity to initiate

others

III NURSING CARE PLAN

3.1 Nursing assessment

3.2 Formulation of nursing diagnosis

3.3 Setting of patient’s goal

3.4 Nursing intervention

3.5 Evaluation

IV POSTNATAL HEALTH EDUCATION

4.1 Organization

247
4.2 Comprehensiveness

4.3 Use of relevant references

4.4 Feedback and summary

V CASE PRESENTATION

5.1 Identification of patient’s problem

5.2 Organization

5.3 Use of references

248
EVALUATORS:

1) Instructor______________________________

Sign_____________

Date____________

2) Head nurse_____________________________

Sign ___________

Date___________

LABOUR AND DELIVERY FORMAT

I. History:

Name of the patient________________________________ Age___________

Address: Region/Zone ______Woreda/Town____Kebele-----House No.--------

Admission date________________ Time________________

Past Medical history: Family, Medical, Surgical)_____

Present obstetrical history: LMP____ EDD---------Gestational age in wks___

ANC follow-ups: Yes_____No________

Any compliant during this pregnancy_____________

Onset of labour: Date______________ Time________________

Membranes: Intact_____ Ruptured_____

249
 If ruptured; Date___________ Time_____________

Amniotic fluid color______

II. Physical examination:

Vital signs: BP________ PR_________TEMP___________RR_________

Abdominal palpation:

Fundal ht in weeks_______

Lie_______________

Presentation_______

Position------------

Descent___________

FHB/mt________

Contraction: Frequency_____Length_____Strength-------------

Vaginal examination: Cervical dilatation___________________

Effacement____________________________

Consistency___________________________

Position of the cervix____________________

Membranes (ruptured, intact)______________

Amniotic fluid (colour)___________________

Position of the fetus______________________

Station of the presenting part______________

Ischial spines--------------

250
FOLLOW UP OF THE 1st STAGE OF LABOUR

DATE TIME FHB Cx. Descent BP PR Temp

CONTRACTION Dilatn.

Frequenc Length Strength

y

251
252
Delivery Summary

Mother:

Name of the patient___________________Age_____

Mode of delivery: (SVD, SVD, Vacuum, Forceps, etc)__________________

Time of delivery: Date_______________Time___________________

Time of placental expulsion:_____________

Method of placental removal______________________________________

Ergometrine/oxytocin given: Yes_No_Time of administration ---

Uterus contracted: Yes ____No ________

Fundal Ht below/above the umbilicus____________

Bleeding stopped Yes________ No________

Episiotomy, Yes----No-----Indication---------------

Laceration_________

Average blood loss in ml -------------------

Vital Sign: BP______ PR_______Temp_________RR________________

Breast feeding initiated: Yes _____No _______Time (date, time)____________________

Any other nursing care given_________________

NEWBORN

Apgar score: on the first minute_____ On the fifth minute___

Sex______Weight______Ht_________H.C________

Vit. K_______TTC oint.___________

Bleeding from the cord__________

Any other nursing care given________________

253
Conducted by ------------------------------Sign-------------- Date--------

Assisted by----------------------------------Sign----------------Date-------------

Postnatal mother assessment before discharge

Patient name ____________________________ Age________________

Vital signs: BP__________PR__________TEMP_________RR_______________

HEENT________________________________________________________

CHEST: CVS________________________________________________________

LUNGS____________________________________________________

BREASTS: Engorgement________________________________________________

Nipple conditions____________________________________________

Mastitis____________________________________________________

Lump______________________________________________________

ABDOMEN:

Inspection: (distention, contour, operation wound, and skin, etc)________________________

If any operation scar, (e.g. c/s), (is the wound healing or healed, bleeding, reddened, swollen,
dehisced, or has discharge?) _____________________________________________________

Palpation:( any mass, tenderness, etc)______________________________________________

UTERUS: Fundal Ht (below/above the umbilicus) in cms_____________________________

Consistency (hard, soft)________________________

254
Tenderness__________________________

GENITALIA: Any tear_______ Episiotomy ____________________

Lochia (type, colour, odour, consistency)______________

Warts________________________________________

RECTUM: Hemorrhoids________________

EXTREMETIES: Symmetry____________________________________________________

Dilated veins___________________________________________________

Thrombosis______________________________________________

Tenderness____________________________________________________

Foot drop_____________________________________________________

Any other abnormalities__________________________________________

Swelling______________________________________________________

Any other nursing care measures given__________________

Name of the student_____________Sign_________Date-----

NEONATAL ASSESSMENT BEFORE DISCHARGE

Vital signs: AHB_____________RR________TEMP_______

HEENT: Head: (any fracture, deformity, swelling hydrocephally,microcephally)___________

Face: facial paralysis/palsy______

Eyes: (any discharge, squint eyes) _________________

Nose;( any discharge, deformity, snuffling)_________________________________

255
Mouth: (Cleft lip/palate, tongue tie, sucking activity)_________________________

Neck: (any deformity)_________________________________________________

Chest: (movements on respirations, and any abnormality)__________________

Abdomen: (distended, tender, mass, movement on respirations)_________________________

Umbilical stump: Wet/Discharge___________Odour_______

Colour_____________________________________________

Bleeding___________________________________________

Hernia_____________________________________________

Clean and/dry_______________________________________

Infected___________________________________________

GENITALIA: Passage of urine__________________________________________________

Sex organ (any abnormality)______________________________

Testicles (un descended, descended)_________________ Hypospadias_________________

Discharge (female)________________________________________________

EXTREMITIES: Extra digit___________________________

Clubfoot______________________________________________________

Paralysis_______

Any deformity_________________________________________________

256
RECTUM: Anus (patent, impatent)

Passage of meconium_____________

BACK: (Spina Bifida)__________________

Any relevant nursing care measures taken_________

Name of the student_____________

Sign_____________Date____

NURSING CARE PLAN FORMAT

Name of the student________________Year_____Semester_______ Dept.________________

Name of the patient _________________Age______

Marital status_________________________ Occupation_________________________

Address: Region/Zone _________________________Woreda/Town________________

Kebele _____________________House No____________________________

Investigations________________________________________________

Medical diagnosis_____________________________________________

Medical managements___________________________________________

S.NO. NURSING NURSING PLANNING NURSING EVALUATION

ASSESSMENT DIAGNOSIS INTERVENTION

MATERNITY WARD EVALUATION FORMAT

Category of students: ________________________ Duration of stay___________________

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---------------------

Name and Sign of the head nurse----------------------

Course schedule: Students will be assigned to different units of obstetrics and gynecology
wards in the hospital for one month period

Approved by (school/department head)

Name ……………………..signature………………….

Pediatric nursing practice course syllabus

Program: Nursing

Module code: Nurs-M4171

Course code: Nurs4174

Degree Program: BSc in Nursing

Module Name: Child Health 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:

The students will be able to

Demonstrate the application of their affective, 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.

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

Pediatrics ward, MCH, OPD, health centers

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

IMNCI charts and booklets

IMNCI photograph booklet

IMNCI recording formats

Video, video player, and television

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,

Unsatisfactory= 1, Satisfactory= 2, Very satisfactory= 3, Excellent= 4

CRITERIA NAME / I.D. OF THE STUDENTS

S. No

A PERSONALITY/ ATTITUDE TOWARDS NURSING

PROFESSION (20%)

1 Complete uniform (badge, appropriate & clean

uniform, hygiene- hair, nail etc.)

2 Punctuality

3 Curiosity to learn from others

4 Willingness to help and to work with others

5 Doing assignments and submitting on time

6 Active participation during presentation and

rounds

7 Act ethically

B CLINICAL PERFORMANCE (40%)

1 Effective communication skill with pts. And

family

2 Capacity to collect reliable subjective and

objective data and formulating correct nursing
diagnosis in real pt. Care

262
3 Ability in prioritizing pt’s problems

4 Application of nursing procedures based on the

priority problems and involving family in pt. Care

5 Ability in evaluating pt. care and re-plan timely

6 Ability to document and report orally the care

provided

C TEACHING/COUNSELING (10%)

1 Relevance of the topic

2 Objective of the teaching/counseling

3 Completeness and feasibility of the

action/points informed to the audience

4 Communication skills (use of teaching aids,

examples)

D IMNCI SKILL (10%)

SICK CHILD/YOUNG INFANT:

1 Assessment

2 Classification

3 Identification/giving appropriate treatment

E NURSING CARE PLAN ATLEAST TWO PAPER

(10%)

1ST

2ND

F CASE STUDY PRESENTATION (10 %)

Supervisor’s name & sig. ________________________

263
 Course schedule

Students will be assigned to different units of pediatric wards for one month period.

Approved by (school/department head)

Name ……………………..signature………………….

GUIDE FOR COMMUNITY BASED NURSING PRACTICE AND RESEARCH MODULE

Module name Community based nursing practice and research modul

Module code Nurs-M4181

Module number 18

Status of the module Core

Clustered courses Ser. Course Code Credit point/EtCTS

No

1 CBTP Nurs4181 5

2 TTP Comh4182 7

3 Student Research Project Nurs4183 5

Module EtCTS 17

Degree program BSc Degree in Nursing

Module coordinator Mr. /Ms. X

Module Office:
coordinator’s
Phone:
contact Information
Email:

264
Total study hours Ser. No Method Hours

1 Orientation 4

2 Preparation for Field 21

3 Field Visit 40

4 Home study 117

5 Analysis,report & presentations 70

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.

At the end of this module the student will be able to:

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

initiate and manage change and resolve conflicts

handle professional risks

identify basic concept of economics and its significance

identify community health care needs

identify adminstrational problems and take possible measures

265
 apply nursing process in the community

Lecture

Seminar presentation

Mode of delivery Individual /Group Assignments

interactive discussion

Project work

Brain storming

Pair work

Formative assessment

Quizzes

Mode of assessment Assignments

Presentation

Summative assessment

Written exams

Project work submission

CBTP COURSE SYLLABUS

Department: Nursing

266
Module title Community Based Nursing Practice and Research Module

Course Title/Code: CBTP/Nurs4181

Degree program: BSc Degree in nursing

Module EtCTS 17 EtCTS

Instructor name: ___________

Instructor’s contact Informati Office: ................................................................................................

on:
Phone: ................................................................................................

Email: ................................................................................................

Course Information: Academic Year: IV

Course Logistics : Duration ? 14 days

Location --------------------------------Meeting Day: to be announced

Meeting Time: to be announced

Meeting Location: to be announced

Course EtCTS: 5 Etcts

Student Workload: Orientation Preparation f Field Visit Analysis, report Total

or Field Visit writing and pres
entatons

4 21 40 70 135 hours

Prerequisite: Biostatistics

Status of the course: core

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

Students will be able to

Develop data collection tools

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

Do scientific report writing & presentation in symposium

Appreciate the importance of team work

268
 Course Schedule

DAYS Topic Contact Assign Required Readin Remar

hour ment D gs k
ue

3 days Orientation to CBTP 4hrs CBTP guideline

& procedure
Preparation for field visit

Definition of common terms (important terms)

Determination of types of information needed

Proposal development

Development of data collection tool and gaining feedb

ack from supervisor
21 hrs
Duplicating and arranging data collection instrument

Collecting and arranging reasonable logistics

Identifying the community

4 days Field visit

Communicate the objectives of survey to community l

eaders
CBTP guideline Field vi
Conducting situational analysis & procedure sit

Mapping & zoning of community

40 hrs
Data collections

7 days Analysis, report writing and presentation phase

269
 Data summarization

Data analysis and interpretation

Priority setting Final w CBTP guideline

ritten E & procedure
Developing action plan
xam
Report writing

Gaining feedbacks 70 hrs

Rehearsal

Presentation in symposium & defense

Learning Teaching methods:

Orientation

Group discussion

Group work

Presentation and seminars

Teaching aids

Over head projector

LCD

CBTP guideline and procedures

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 %

Presentation and Discussion 30 %

Grading:

The grading system to be used in rating students’ performance is fixed (Criteria referenced).

Course policy:

Attendance:

100% attendance during attachment required

Learning materials [References]

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

CBE procedure and guideline, 2012.

TEAM TRAINING PROGRAM COURSE SYLLABUS

Department: Nursing

Module title Community Based Nursing Practice and Research Module

271
Course Title/Code: TTP/Nurs4182

Degree program: BSc Degree in nursing

Module EtCTS 17 EtCTS

Instructor name: ___________

Instructor’s contact Informati Office: ................................................................................................

on:
Phone: ................................................................................................

Email: ................................................................................................

Course Information: Academic Year: IV

Course Logistics : Duration ? 43 days

Location --------------------------------Meeting Day: to be announced

Meeting Time: to be announced

Meeting Location: to be announced

Course EtCTS: 7 Etcts

Student Workload: Contact Hours Home Study Hours Practical Total

35 57 335 427 hours

Prerequisite: All Core Courses

Status of the course: core

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:

The learner?s students will be able to

Work as a member of team in addressing the problems faced by a community

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.

Learn through hands on experience and real life situations

Describe the specific role and activities of a member within a team

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

Involve in research oriented activities towards solving community health problems.

Enhance service provision to community and also improving service coverage

Course content

Weeks Topic Contact h Home S Practi Assign Required Re Rem

our (in ho tudy (in cal (in ment D adings ark
urs) hrs) hours) ue

273
1st wee Orientation to TTP 5 8 48 CBTP guidel
k ine
Collecting and arranging reasonable logistics

Trip to assigned health institution

Situation analyses of the catchment of the respective

Health institution

Develop Plan of action for the period of attachment i

n relation to promotive, preventive, curative and reha
bilitative health services )

Involve in routine activity

1st week activity meeting with health center staff

Action plan presentation and defense

Comments and feedbacks by senior and resident su

pervisors

2nd wee Implementation of action plan 5 8 48 CBTP guidel

k ine
Approval of action plan

Case presentation and defense

2nd week activity meeting with health center staff

Evaluating 1st two weeks action plan and replanting

1st fortnight activity report and defense

Comments and feedbacks by senior and resident su

pervisors

3rd & 4t Action plan Implementation continuous 10 16 95 CBTP guidel

h wee

274
k Case presentation and defense ine

3rd and 4th week activity meeting with health center

staff

Evaluating 2nd two weeks action plan and replanting

2nd fortnight activity report and defense

Comments and feedbacks by senior and resident su

pervisors Gaining feedbacks

5th and Action plan Implementation continuous 10 16 95 CBTP guidel

6th wee ine
Case presentation and defense
k
5th and 6th week activity meeting with health center
staff

Evaluating 3rd two weeks action plan and replanting

3rd fortnight activity report and defense

Comments and feedbacks by senior and resident su

pervisors Gaining feedbacks

7th We Action plan Implementation continuous 5 9 49 CBTP guidel

ek ine
Case presentation and defense

7th and 8th week activity meeting with health center

staff

Evaluating 4rd two weeks action plan

4th fortnight activity report and defense

275
Comments and feedbacks by senior and resident su
pervisors Gaining feedbacks

Over all 8 weeks activity report

Learning Teaching methods:

Orientation

Group discussion

Group work

Presentation

Seminar

Reading assignments

Teaching aids

Over head projector

LCD

Audio visual

Hand

276
out

Course Assignment

Team/group research

Methods of Assessment

Progressive /continuous assessment by senior supervisors 15%

Progressive /continuous assessment by resident supervisors 70%

Progressive/continuous assessment by resident staff 15%

Peer evaluation 5%

Course policy:

Attendance:

100% attendance during attachment

Course policies:

Presentation, individual and group is mandatory

Student should complete reports (2 week, final 8 week report)

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

Academic requirement or grading

The grading system to be used in rating students’ performance is fixed (Criteria referenced).

Learning materials (References)

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.

Antenatal Care: How effective is it? WHO/MSM/92.4.

WHO. Mother Baby Package: Implementing Safe Motherhood in Countries. WHO/FHE/MSM/94.11

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

Module title Community Based Nursing Practice and Research Module

Course Title/Code: Student Research Project/Nurs4183

Degree program: BSc Degree in nursing

Module EtCTS 17 EtCTS

Instructor name: ___________

Instructor’s contact Informati Office: ................................................................................................

on:
Phone: ................................................................................................

Email: ................................................................................................

Course Information: Academic Year: IV

Course Logistics : Duration ? 14 days

Location --------------------------------Meeting Day: to be announced

Meeting Time: to be announced

Meeting Location: to be announced

Course EtCTS: 5 Etcts

Student Workload: Contact Hours Home Study Hours Practical Total

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:

The learner?s students will be able to

At the end of the course students are expected to:

Knowledgeable on problem identification,

Proposing solutions

Undertake hypothesis setting

Understand Data collection, organization , analyses and interpretation

Perform scientific report writing and symposium presentation

develop future career in research

Communicate effectively their findings & performances to the different stakeholders

236
Nursing Logbook

Log Book for Learning Practical Skills and Monitor the Progressive Development of Student’s Clinical Skills

Name of Student ____________________ID________

From _______ to ________ Name of Advisor/Mentor_______________

August, 2013

Ethiopia

237
Pediatric

Neonatology

S.N Procedure Observed Assist Performance

o

Temperature(Axillary) 2 0 5

Pulse (radial) 2 0 5

Pulse (apical) 2 0 5

Respiration Rate 2 0 5

Venous blood draw 2 2 5

Cord care 2 2 5

Care of infant on 1 2 3
Phototherapy

Intra-nasal O2 2 2 5
administration

Cup feeding and 2 2 5

preparation of formula
/low milk

Infant feeding 2 2 5
counseling, BF,
ATTACHEMENT
AND POSITIONING,

Preparing care plan 5

Documentation 2 0 5
admission and
discharge recording

Nice to know

238
Exchange blood transfusion/umbilical catheterization

Under five (poly clinic)

S.N Procedure Observed Assist Performance

o

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

Cold chain mgt 2 0 0

observation

Pediatrics and child health attachment (Main Ward)

S.N Procedure Observed Assist Performance

o

Temperature (axillary 2 0 5

Pulse (radical) 2 0 5

Pulse (apical) 2 0 5

Blood pressure 2 0 5

Venous blood draw 2 2 5

239
Cleansing enema 1 1 1

Bed making 2 2 5

NG tube insertion ) & 2 2 1

feeding

Catheterization (M/F) 1 1 1

Condom catheter (M) 1 1 1

Intake and output 2 2 5

measurement

IV secure 2 2 5

Medication
administration

IM 2 1 5

IV 2 1 5

Rectal 2 1 5

Blood transfusion 2 2 5

Setting up Iv bag and 2 2 5

giving infusion

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

Height for age 1 1 5

MUAC 1 1 5

240
 Formula milk 2 2 5
preparation
&administration

Preparing nursing care 1 2 10

plan

Nice to know

Skin test

Intraosious infusion

Intrathecal medication administration

Preparing chemotherapy drugs

OR/Recovery

Pre-
Pre-operative Phase

S. Procedure Observe Assis Perform

No t

1 Preoperative counseling and 2 2 5

getting patient consent

2 Apply the principles of universal

precautions in their appropriate
place, such as:

Hand washing 2 5

Use of PPE 2 5

Appropriate waste disposal 2 5

3 Physical preparation

Pre-operative patient 2 5

241
 preparation procedures*

Ensure patients’ diagnostic tests 2 5

and laboratory investigations
have been carried out

4 Psychological preparation 5 1
0

5 Assemble the required supplies 2 2 5

and equipment

6 Make sure that the OR is 2 5

prepared

7 Transfer the patient to the 2 5

operating room

8 Document the performed 2 5

activities

Intra-operative Phase

242
S. Procedure Observe Assist Perform
No

1 Apply the principles of

universal precautions in
their appropriate place,
such as:

Hand washing 5 1
0

Use of PPE 5 1
0

Appropriate waste 5 1
disposal 0

2 Adjust the operation 2 1

bed and position the 0
patient

3 Use the necessary 2 2 5

comfort devices
available

4 Assemble the necessary 2 1 5

materials according to
the procedure

5 Play the roles of the

scrubbing and
circulating nurses

5.1 Scrubbing role

Hand washing followed 2 5

by scrubbing

Drying hands 2 5

Put on gowns 2 5

Put on gloves 2 5

243
 Prepare sterile 2 5
instruments

Assist the surgeon 2 5

5.2 Circulating role

Prepare/organize the 2 5
OR

Supply the required 2 5

material/s to the scrub
nurse

Assist the anesthesia 2 5

provider when required

6 Assist during patient 2 5

transfer

7 Report to the recovery 3 5

room nurse

8 Perform instrument
processing

Sorting instruments 3 2 2

Decontaminate 3 2 2

Cleaning, packing and 3 2 2

labeling

Sending to the CSR 3 2 2

9 Document the 3 2 3
performed activities

Post-operative Phase

S. No Procedure Observe Assist Perform

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

3 Receive the patient in the 2 2 5

RR without disturbing the
devices attached to the
patient

4 Observe the patient 2 2 5

according to ABCs
(Airway, Breathing,
Circulation)

5 Monitor vital signs every 2 2 5

15 min until the patient is
stabilized

6 Carryout prescribed 2 2 5
orders (IV fluids,
medications, etc)

7 Monitor input and out put 2 4

8 Prepare the patient for 2 2 5

transferring to respective
units

9 Transfer the patient and 2 2 10

report to the respective
units

10 Document the performed 2 2 5

activities

11 Nursing Care Plan - - 5

245
Medical

S.N Procedure Observed Assist Performance

o

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

Venous b/d draw 2 2 5

5 Enema

Cleansing 2 2 5

Retention 1 2 5

6 Total Patient Care

246
 Mouth care 2 2 5

Eye, ear and nose care 2 2 5

Backrub 2 2 5

Foot and nail care 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

10 Giving & receiving bed 1 - 3

pan

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 Infusion (IV therapy) 3 5 10

Iv Push 3 5 10

IM 3 5 10

SC 2 5 10

S.N Procedure Observed Assist Performance

o

20 Chemotherapy 5 5 -
preparation

21 Tepid sponging 2 2 3

22 B/d Transfusion 2 3 5

23 Nursing care plan 2 2 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 -

30 Venus cut down 1 1 -

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

38 Nursing Care Plan - - 5

Surgical

S.N Procedure Observed Assist Performed

o

1 Bladder irrigation 2 3 5

2 Colostomy care & 2 3 5

teaching

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

7 Care of patient chest 1 1 5

tube

8 Patient care with 1 1 5

tracheotomy

9 Instrument 3 5 1
processing and 0

249
 supply preparation

10 Preparation of 2 3 5
patients for
surgery(elective)

11 Care of patients with 2 2 5

traction

12 Stich removal 2 1 5

13 Nursing 1 1 5
management of a
patient with burn

14 Fluid and electrolyte 3 3 1

maintenance, 0
restoration and
replacement

15 Care of a patient 3 3 5
with cast

16 Cast application 5 5 0

17 Cast Removal 5 5 0

18 Nursing Care Plan - - 5

Obstetrics and Gynecology Nursing

S.N Procedure Observed Assist Performed

o

1 Wear gloves 3 0 3
(surgical)

2 FANC and PMTCT 5 1 3

service 0 0

3 Intrapartum Care

250
 Parthograph 3 0 5

SVD 5 1 1
0 5

Episiotomy and Tear 3 3 5

repair

4 Instrumental Delivery

Forceps 3 3 0

Vacuum 3 3 3

Destructive 2 2 0

5 Essential Newborn
Care

Cord Care 3 0 3

TTC eye ointment 3 0 3

administration

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

S.N Procedure Observed Assist Performance

o

1 History taking using:

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

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6 Assessing respiration 2 1 5

7 Common Lab. result 3 4 6

interpretation

8 Gastric Lavage 2 2 5

9 Foreign body removal 3 3 5

10 Flatus tube insertion 2 1 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

19 Mgt of patient with 1 1 6

poison

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

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25 Counseling 2 3 5

26 Suturing 4 2 8

27 Incision and drainage 2 2 5

of pus

28 Stitch removal 2 2 5

29 Male circumcision 2 5 0

30 Post mortem care 2 2 5

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:

S.N Procedure Observed Assist Performance

o

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

Addis Abeba , Ethiopia

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

the competencies expected of students.

In addition, in the new harmonized, modularized national curriculum, it is stated that

students

257
would take comprehensive exam before they start internship program.

The quality of graduates became a question

Course Name/Title: Comprehensive Qualifying Exam II

Credit Hour: Pass/Fail

Course Number: _

Types of Exams to be included;

Written Examination(MCQ)

Oral Examination

OSCE – Objective Structured Clinical Examination and

Practical examinations will included

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;

Fundamental of nursing (I & II) = 20

Professional Ethics = 5

Medical Surgical Nursing (I, II &III) = 20

Paediatric Nursing = 15

Obstetrics & Gynaecology Nursing = 10

Health Assessment =5

Pharmacology =10

Community Health Nursing (CDC, Community health nursing, RH, Nursing service
administration and leadership) = 15

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Oral Examination

The oral examination will be given in four stations;

Courses on the foundations of nursing; Fundamental of nursing, Professional Ethics, health

assessment.

Medical surgical nursing courses station: Medical surgical and pharmacology

Paediatric and child health station; paediatric and

gyn/obs

Community based nursing practice/Community health nursing; RH, Community health nursing,
nursing service administration and leadership

Practical Examination

Practical Examination on selected patients for some of the major competency

OSCE/OSPE – Objective Structured Clinical/Practical Examination

15 stations will be prepared for the 15 major competencies.

The competency includes

Bed making

Catheterization

medication administration( IM, IV SC, ID, PO)

Blood Transfusion

NG – Tube insertion

CPR

Suturing/Stitch removal

Wound care

SV Delivery(Normal delivery)

(INCLUDE PEDIATRIC AND MEDICAL SURGICAL COMPETENCIES)

Checklist for the OSCE

259
S.No Items with specification Unit Qty.

Grade;

The grade will be recorded as PASS OR FAIL.

Compensation of students who failed in the exam;

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

Anatomy model and chart of female Pcs 6

reproductive organ

Artery forceps of diff size types Pcs 20

Autoclave small and middle size 2 each 4

Baby Bed (complete) 110x60x70 4

Baby catch No 1

Baby doll plastic 8

Baby weight scale No 4

Baby weight scale 20kg "

Basin (Large) 5L 15

Basin (Medium) 3L 15

Basin (Small) 1L 25

Bed cradle Metal 4

Bed pan fracture 2L 10

Bed pan regular 2L 10

Bed with side rails Metal 8

Body plane and section picture No 6

Boiler small sizes Electric No 4

Bony Pelves model (female) Plastic 6

Bood pressure apparatus Pcs 25

Bowel (Large) 10L 10

261
Bowel (Small) 300CC 15

Bowl (Medium) 5L 10

Brain and spinal cord picture Pcs 6

Breast Model Pcs 6

Breast picture Pcs 6

Breast pump No 6

Bucket 10L 12

Cast Scissors Pcs 4

Chair (wooden of metal frame) Pcs 6

Clip holder Pcs 6

Contraceptives (different types) Pcs 100 each

Cord clamps Rolles 10

Cotton Large Roll 10

Delivery catch Pcs 4

Delivery set Pcs 10

Diagnostic Set (Complete) set "

Doll (adult) Female/male (with Plastic 8

compartment)

Drainage Bottles Different size Pcs 6

Drape material of different size Pcs 50

Drum (Large) Pcs 8

Drum (Medium) Pcs 12

Drum (small) Pcs 12

262
Dust bin No 10

Dust bin (pedaly open) 5Kg 8

E.C.G. machine simulator No 2

Embryology chart ‘’ 3

Embryology model ‘’ 3

Endocrine system picture No 3

Enema can with tube 1.5L 10

Epsiotomy scissor No 15

Examination coaches bed No 2

Eye ointment ‘’ 10

Face mirror ‘’ 2

Female reproductive organ picture 3

Fetal skill model ‘’ 3

Fetoscope ‘’ 10

Flatus/rectal tube 16 fr 10

Flip charts on family planning ‘’ 6

Foot rest (wooden) 20x10cm 8

Fork 4 forks 8

Fracture Board 109m 8

Funnel 100cc 6

Gauze large roll 6

Gentain violet Gram 100

Growth monitoring chart pcs 100

263
Hamper (with wheel & bag) 80x40x40cm 4

Head light pcs 4

Heater pcs 4

Hot water bottle 500cm "

Human body skeleton model Pcs 3

Human body skeleton pictures " 3

Human brain model " 3

Human brain picture No 3

Human circulatory system picture No 3

Human digestive system picture No 3

Human ear model No 3

Human ear picture No 3

Human ear, nose, throat model No 3

Human ear, nose, throat picture No 3

Human eye model No 3

Human eye picture No 3

Human heart model No 3

Human heart picture No 3

Human kidney model No 3

Human kidney picture No 3

Human larynx model No 3

Human larynx picture No 3

Human lung model No 3

264
Human lung picture No 3

Human nose and thyroid model No 3

Human nose and thyroid picture No 3

Human nose model No 3

Human nose picture No 3

Human skin model No 3

Human skin picture No 3

Ice bag 500cc "

Ice collar 500cc "

Integumentary system picture No 3

Interactive doll No 2

Iv Pole (stainless steal with wheel) 2m 8

Joint pictures (musculo & skeletal) No 3

Kidney dish (stainless steel) 300cc 24

Kidney dish (stainless steel) 500cc 15

Kidney dish (stainless steel) 1000cc 12

Laging clothes ‘’ 3

Lotion Thermometer Mercury 80 10

Lymhatic system picture No 3

Male reproductive organ picture No 3

Matress Foam 8

Measuring Board 1.5m 2

Measuring tape (meter) 1.5m "

265
Medication cups (meal) No 10

Medication tray No 10

Metal Feeding Tray (with compartment) compartment 10

Model for penis ‘’ 4

Mucus extractor ‘’ 3

Muscular system picture No 3

Nail cutter - 3

Name tag ‘’ 8

Nasogastric tube different size (fr) ‘’ 100

Needle and syringe Box 20

Needle holder ‘’ 10

Nervous system picture No 3

Ophtahemoscope No 8

Otoscope 8

Over bed table (with wheel) 60x40x20cm 8

Over Head Projector(LCD) 3M 4

Oxygen cylinder (with apparatus) 30L 4

Oxygen cylindrer manometer 1

Partogram Pcs 100

Penis and scrotum model No 3

Penis and scrotum picture No 3

Physical examination bed (head flexible) 190x60x70cm 4

Pill Crusher No 2

266
Pillow No 8

Pillow cotton "

Pillow case 50x70cm 16

Placental model No 3

Placental picture No 3

Plane paper Pack 2

Plastic air rings 500cc 4

Purcussion hammer No 12

Registration book Pcs 1

Rubber bulb syringe No 4

Safety pin No 10

Sand bags 15x20cm 4

Savalon Littre 10

Scissors of diff types 20

Screen (flexible) 1.85x2m 4

Section machine No 4

Sitz bath chair (simulators) No 2

Snnels chart No 4

Specimen container (cups) 30cc 100

Sphygmomanometer Anroid 25

Spinal needles (Lipset) 10

Steam tent 3

Sterile syringe & needle 5 and 10cc Box 10

267
Stethoscope ‘’ 150

Stretcher 80x190cm 2

Surgical gloves Box 5

(of 100)

Suturing needle Pcs 100

Swab dish (with lid) 50cc 10

Television set Pcs 2

Test tubes Pcs 20

Thermometer (Axillary) Digital No 20

Thermometer (Axillary) Merkury No 20

Thermometer (oral) mercury No 20

Thermometer (Rectal) merkury No 20

Thoracenthesis set No 2

Tissue forceps of different size types No 50

Curved artery forceps No 50

Straight artery forceps No 50

Needle holder No 20

gallypot metal No 20

Refrigerator(chest) No 2

Endotracheal tube No 50

Suction catheter No 50

Chlorhexidine(sedex) Littre 20

Tongue blade (stainless steel) 10cm 10

268
Towel ( different size) No 60

Troly (two shelfs with wheets) 60x110cm 8

TT vial sample Vial 10

Tulum powder Bottle 1

Tuning fork diff size 5

Urinal (female) 1.5L 5

Urinal (male) 1.5L 5

Urinary catheter of different fr No 100

Uterus and falaopian tube model No 3

Uterus and falopian tube picture No 3

Vaccination cord No

Vaccination equipment No 2

Vaginal Speculum stainless steel 10

Vertebral column picture No 3

Video cassette recorder ‘’ 10

Vitamin K and A ‘’ 5 Each

Wall chart on gynecological problems ‘’ 3

Wall charts (uterus) different ‘’ 3

Wall clock ‘’ 1

Weight trouser No "

Wheel Chair flexible "

White Board 2x1.5m 2

White board seeper pcs 10

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 Wire splint 10+100cm No 10

Wooden Splint 50cm "

The workshop was started with 11 nursing professionals from different universities and Ministry of
Health:

Participants:

S.no Name University/Institution Email

1. Ashagre Molla Jimma ashagremolla@yahoo.com
2. Abera Kenay Haramaya daberaf@gmail.com
3. Agezegn Asegid Hawassa age7799@yahoo.com
4. Fira Abamecha Mizan-Tepi firamecha@gmail.com
5. Gebre Yitayih Mekele gebyit45@yahoo.com
6. Habtamu abera Debre Makros Habtamu.abera64@gmail.com
7. Delelegn Tsegaye Wollo delelegnt78@gmail.com
8. Abenet Menene Mada Walabu abenetmen@gmail.com
9. Gemeda Haji Samara gemedahaji@gmail.com
10. Birhane G/kidane Addis Ababa ayngeb@yahoo.com
11. Woinshet Tesfaye Ministry of Health woinayetesfaye@yahoo.com

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