Harmonized Curriculium For Bscooo Nurse PDF

ASSOSA UNIVERSITY
FACULTY OF HEALTH SCIENCES

DEPARTMENT OF NURSING
MODULAR CURRICULUM FOR BACHELOR OF SCIENCE IN NURSING
Prepared by: Assosa University
September, 2014 G.C

Assosa, Ethiopia
1 Harmonized Modular curriculum

Table of Contents
1. Background of the program of Nursing ............................................................................. 3
2. Rationale for the Curriculum Review Process ................................................................... 5
3. Philosophy of the program ................................................................................................. 5
4. General Objectives ................................................................................................................. 7
5. Program Specific Objectives.................................................................................................. 7
6. Programs of the program ....................................................................................................... 8
7. Rationale of Curriculum .................................................................................................... 8
8. The Core competencies .................................................................................................... 10
8.1. Roles and Functions of a Nurse................................................................................. 10
8.2. GRADUATE PROFILES ............................................................................................. 11
9. Program Requirement ......................................................................................................... 13
9. 1. Admission Requirement............................................................................................... 13
9.2. Graduation Requirement ................................................................................................... 14
9.3. Rules and regulation in the school of nursing ............................................................... 14
10. Number of Annual Intake ............................................................................................. 18
11. Teaching –Learning Methods and Materials (Major Ones) .......................................... 18
12.2. Resource Profile .......................................................................................................... 18
12.3. Administrative Structure ............................................................................................. 19
13. Quality Assurance ......................................................................................................... 20
14. Duration of the training ................................................................................................. 21
15. Degree nomenclature .................................................................................................... 21
16. Quality Assurance: ..................................................................................................... 21
17. Academic Standing for Nursing Students ..................................................................... 21
18. COURSE DISTRIBUTION IN YEAR AND SEMESTER............................................... 29
19. Courses to be exempted for Advance Standing ................................................................. 31
20. Modules and their prerequisites ......................................................................................... 31
21. List of Modules and Courses ............................................................................................. 33

1. Background of the program of Nursing
Certain sources indicate that the Ethiopian Red Cross Society established the first school of
Nursing in Ethiopia in 1949 at the Haile Selasse I, Hospital in Addis Ababa. Later other
schools of nursing in Addis Ababa:- Empress Zewditu Memorial, Princess Tsehay
Memorial(Armed Forces), Duke of Harar (Tikur Anbessa), St. Paul‘s School of Nursing was
established in 1950, 1951, 1969 and 1970 respectively. Thereafter, Centralized School of
Nursing (CSN) was established in 1977, by amalgamating the three schools of nursing,
namely: Princess Tsehay Memorial, Duke of Harar and St. Paul‘s school of nursing. The
intention of centralization was to optimize utilization of resources, increase number of
trainees, and to standardize and maintain the uniformity of training. The Empress Zewditu
Memorial school of Nursing later joined the group in 1976.
From the time of nursing introduction to the country in 1949 till the 1972 Ethiopia revolution,
the duration of nursing training program was 3.5-4 years. The CSN from its establishment till
1996 used to conduct two categories of Diploma Program in comprehensive nursing, namely:
the regular (generic) diploma program and the up-grading stream i.e., from health assistant to
nursing.
Assosa University is officially opened and started functioning in 2012. It comprises 5

faculties of when it was published but later it has been developed to 6 faculties of which
Faculty of health Sciences is one, having two departments under it in 2014 namely nursing
and public health officer. Department of Nursing is one of these two departments .Thus,
Department of Nursing is working to catch up with the fast moving development of nursing
science and to take part in such progress. To realize these, the department will start the
undergraduate degree education program in nursing. The main aim of this program is to meet
the observed need of the society and the stakeholder demand for professional nurses prepared
at degree level through up-grading the existing education and research programs of the
department. The culminating effect will be the improvement of the quality and coverage of
nursing service in the country.
At that time (2012) the department was not functional. Because, the basic required materials
and equipment were not fulfilled. To make the department functional in the coming year,
2014/15, the department was working together with the Faculty to prepare itself for the

launching of the department that includes preparation of 4 years curriculum, fulfilling the
staff needs, materials and equipment for nursing demonstration. Starting from 2008/9 the
curriculum was revised to four years.
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 like that of 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 a generic B.Sc.level in a higher educational
institutions by modifying the existing ongoing post-basic nursing curricula which was a
stepping- stone to a generic four years baccalaureate program.
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 shall be four years with a total of eight semesters and one summer.

2. Rationale for the Curriculum Review Process
Nursing generic B.sc training Program has been going in the country since 2003/04 and is
now a great time to revise the curriculum based on the following rationale:
 Increased roles and responsibilities of nursing in Ethiopia expected at BSc level;
 Increased burden and teaching load to students and faculty members without adequate
vacation time as expected from the higher education academic calendar to students and
teachers;
 Considering summer classes given to students on the two years period is almost
additional of one semester;
 Observation and informal feedback given by many stakeholders is that graduates are
incompetent in all professional skills expected from a nurse, related to short duration of
attachment in the practical areas; More of academic and less of skill;
 The three years duration of training is creating a big gap on emerging relevant health
needs of society such as HIV/AIDS, IMCI, Reproductive Health, and others that needs to
be incorporated strongly in the curriculum;
 With the same duration of training (diploma and Bsc Nursing) and more expectation
from Bsc nursing with all additional theoretical courses in the higher education, it is very
difficult and impossible to see clear differences of competency among the two levels of
the program;
Therefore, based on the few rationale points stated above, Centralized School of nursing
strongly believe 3 years of B.Sc generic program is not sufficient to produce competent
nurses to carry out prevention, promotive, curative and rehabilitative services in Ethiopia at
any setting. So that; to fill the stated gap this curriculum was strongly designed.
3. Philosophy of the program
With the continued advances in science and technology, expansion in the knowledge of
medical and nursing disciplines; the concepts of primary health care; the expanding roles,
functions and responsibilities of nurses there is a need for educating nurses with in-depth
knowledge and sound background of natural and behavioral sciences integrated with concepts
in nursing science to improve the skills of middle level nursing manpower. Thus, we believe
the following concepts guide for the approach to learning at the BSc degree level and to the
rendering of nursing services.

Beliefs about Health:
 Health is a state of well-being that enables a person to lead a socially and economically
productive life.
 Health is not a privilege but a right of all people.
 Individuals, families, communities, and nations have a responsibility towards maintaining
their health.
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, family, and community 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 the 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 Primary Health Care:
 Nursing in primary health care is focused on providing preventive, promotive, and
rehabilitative care to individuals, families and communities with their active participation.
 Nurses in primary health care provide care to all by giving priority for those at high risk
in line with the national health priorities.
 Nurses participate in training and supervision of health workers involved in primary
health care at the community level.
 Nurses collaborate and coordinate the work of other health team members as well as
agencies responsible for socio-economic development of the community.
Beliefs about learning:
 Teacher has the responsibility to create 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 in decision making and problem solving related to
their profession at all levels.
Beliefs about Individuals:

 Every individual has the capacity to think, make informed decisions and become self-
assertive concerning his/her health.
 Individuals have the right to health care with respect and dignity, irrespective of their
race, sex, ethnicity, religion, and socio-economic status.
 An individual is a member of a family, community and society that influences his health
status and is in turn influenced by it.
4. General Objectives
The primary goal of the BSc nursing program is to prepare comprehensively competent
nurses with potential in clinical nursing, community health nursing, nursing service
administration, nursing research and nursing education, who will improve the quality of
clients care in the prevention, promotion, curative and rehabilitative at all the four levels
along which the National Health Service is organized. Hence, it includes comprehensively all
specialty programs including clinical, community nursing components, and teaching and
nursing research.
5. Program Specific Objectives

After the completion of the program, the graduates would be able to:
1. Provide direct nursing care to patients and the community through appropriate
nursing care plan;

2. Identify the major factors which promote health or give rise action to health
problems in the community and use in the planning as well as evaluation
activities;
3. Demonstrate skills in administration through effective organization and
management in any setting;
4. Utilize principles of teaching and learning to develop relevant teaching programs
for specific groups and evaluate the effectiveness of the curriculum;
5. Conduct nursing related research based on the identified problems and use
evidence based research to improve the quality of care within the health care
services;
6. Provide short and long term continuing and in-service education programs for
nurses working in different health institutions;
7. Improve and bring change related with nursing standards in different departments;
6. Programs of the program

Undergraduate degree program (BSc) in nursing (regular and Weekend)
7. Rationale of Curriculum
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 of the health care team. Education is
the key of all progress and achievement. Educational preparation of nurses at higher
institution at 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 participating in 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, not related to
problem solving approach, not student centered, and not based on mastery of competency.
But, the new education system and training policy of the Federal Democratic Republic of
Ethiopia, calls for the revitalization of 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 need 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 baccalaureate program that started at Assosa University in
academic year of 2014G.C.
As nursing is a practice-oriented profession that deals with the life of individuals, it needs
competency through community based training, and hospital based clinical practice in
different settings by ongoing integration of theory and practice followed by an internship or
professional practice. The Primary purpose of nursing involves preventive, promotive,
curative and rehabilitative health care functions. 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 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) with a total of eight semesters.
The program of nursing generally believes 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 care giver, 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. In keeping with the mission of the Assosa University and objectives of the
program, the goal of this particular program is to prepare a competent professional nurse and
to provide a foundation for graduate education programs in nursing.
8. The Core competencies

The primary goal of the BSc nursing program is to prepare comprehensively competent
nurses with potential in
 clinical nursing,
 community health nursing,
 nursing service administration,
 nursing research and
 nursing education,
8.1. Roles and Functions of a Nurse
1. PHC practitioners
2. Advocators
3. Care Manager
4. Counselor, Communicator (Helper)
5. Advisor (Consultant)
6. Coordinators
7. Educators
8. Leader
9. Researcher
10. Care giver
 Care for the pt
 Working with other health workers to cure pts
 Coordinate the care of pts
 Protect pts
 Teach pts and their families

 Advocate for pt‘s rights
11. Epidemiologist
12. Good observant
13. Managers
14. Health Planner
15. Potentiator or change agents
16. Role models
17. Case finders
18. Collaborator
19. Decision maker
20. Rehabilitator
8.2. GRADUATE PROFILES

Upon completion of the B.Sc. nursing program, the graduates will be able to:-
 Provide basic physical care for patients with self care deficit and altered physiological
functions in any clinical specialty and at home;
 Use critical thinking (Collects and analyzes relevant data, establishes priorities, makes
appropriate decisions for implementation, raises questions and makes assumptions);
 Communicates effectively, both verbally and in writing. (Includes individual and small
group interaction, written communication, presentations, and patient documentations);
 Use the nursing process as framework for nursing care practice, which promotes
maintains and restore optimum function of clients for individual, family and Community
at all ages in a variety of health care settings. (Based on principles and theories from
nursing, humanities, social, natural, and behavioral sciences);
 Apply ethical principles in professional practice and undertake evidence-based practice in
client care;
 Guide, counsel and teach patients in psychiatric/mental health units and other health care
settings;
 Demonstrate nursing leadership and management skills in all settings. (Assumes
leadership role among peers, acts as client advocates, initiates action to improve health
care, collaborates. delegates and supervises).
 Function as a leader and change agent concerning standards and quality of nursing in the
nation;

 Diagnose and manage common minor health ailments in the community (including
emergencies and current issues such as HIV/AIDS) and refer cases when needed; identify
and provide primary care in serious diseases of adults and childhood disorders, taking
account of their physical, emotional and social aspects.
 Function effectively as a member of a primary/community health care team, and in
intersectoral collaboration;
 Examine pregnant mothers in the antenatal program, detect high risk cases, document
findings and provide care based on the assessment
 Conduct normal delivery and refer high risks or those with complications of pregnancy or
labor;
 Manage and participate in MCH clinics practice particularly in the under 5 clinics,
immunization, family planning, nutrition, and dehydration unit;
 Promote planned change to improve health care delivery system in any health setting
(Participates in inter-disciplinary collaboration, influence policy development);
 Works effectively as a team member in the operating room as scrub, circulating nurse and
in organizing the operating room theatre.
 Participate in the conduct of need based research in the identified problem areas in the
hospital, community or school settings and utilizes the research findings as evidence
based to improve the quality of care provided to the client;
 Demonstrate awareness of own values and beliefs and respect for the rights and beliefs of
others (Responsible for own learning and for awareness of own strength and limitations.
Appreciates the importance of cultural influences on life style and health practices);
 Participate in the development of nursing curriculum including the design,
implementation and evaluation processes of curriculum change as a whole and to specific
course. (State philosophical statements, goals, objectives, contents, organization and
evaluation)
 Apply all the various methodological skills in the teaching, learning, and evaluation
techniques in the school of nursing;
 Demonstrate the need for continuing learning for personal and professional enrichment.
 Actively participate individually or with the team in the disease prevention and control at
various levels. As Professional nurse in any health related institutions,

The BSc Nurses will be employed as:
o Patient caring in any specialty wards or in outpatient departments in the hospital as well
as in the health center as members of the health team (physical and physiological care);
o Maternity areas for antenatal, labor, and postnatal care of mothers and MCH nurse care
provider;
o Guidance and counseling as well as health educator;
o Teaching in the school of nursing as graduate assistant and above;
o Management area in the nursing service in hospitals, health centers, and school of
nursing;
o Diagnosing and treating common health problems at primary health care level;
o Nursing research;
o Woreda, and regional health departmental bureaus as coordinator related with nursing
activities;
9. Program Requirement
9. 1. Admission Requirement
A. Admission Requirements for Regular (Preparatory Origin) Students

Admissions to all regular undergraduate programs are processed through the Ministry of
Education of FDRE but must:
 be from natural science background of secondary school education
 have satisfactory score in natural science subjects (biology, chemistry, & general
science)
 mentally and physically fit for client care provision
B. Admission Requirement for Advance standing students

Admissions to all undergraduate continuing and distance education programs shall be
processed through the University registrar taking into account the criteria to be developed by
the office of the AVPCDE with the approval of WEC.
Criteria for special admissions to individual programs shall be developed and recommended
by faculty academic commissions and endorsed by the WEC.

The school of Nursing recommends the following criteria if possible:
I. Screening Criteria
To be eligible for admission into the advance standing Nursing B.Sc. program, a candidate
should:
● Fulfill 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 four years but sponsoring organization may
raise this within their custody.
● Present letter of sponsorship or letter of release from employing institution.
● Be below 50 years of age.
● Present medical certificate for health fitness.
ii. Admission Criteria

Selection of students, who fulfilled the above screening criteria, could also be made by rank
order of total points from the following areas:
1. Cumulative GPA in previous basic diploma training
2. Percentage scored in entrance written examination if needed
3. Sponsor supporting letter
4. Years of service (at least the candidate should bring the Center of competence and
two years work experience)
9.2. Graduation Requirement
Graduation requirement will be according to each University rule and regulation. Thus, a
student enrolled in the BSc nursing program is eligible for graduation if and only if he/she
 Has taken all the required courses for the program as follow:
 TOTAL OF 250 ECTS.
9.3. Rules and regulation in the school of nursing
a. Attendance in Classes and Clinical areas
Individual instructor has the authority to set attendance requirements for classes.
Requirements will be published in the course syllabus. It is the student's responsibility to
notify the instructor of absences in accordance with the stated policy. Attendance is 100%

mandatory in all courses with clinical and field practices (TTP). Missing of one full clinical
or field practice day without any justifiable reason will result in repetition of the whole
course. However, if the student provides adequate reason, he/she will compensate for the
lost practical hours/days with makeup classes that will be arranged by the school.
b. Professional Behavior in Class and Clinical area
Students will display respect for their instructors, staffs in clinical area, peers and faculty in
speech and action in the classroom and clinical as well as in the community setting.
Differences of opinion are presented in a professional and appropriate manner. While critical
thinking and a spirit of inquiry are strongly encouraged, expressions of anger and
aggressiveness that infringe upon the rights of others will not be tolerated. Cell phones
should be turned off during class and clinical set up. Students should not engage in personal
conversations while faculty, or peers, are actively teaching or presenting.
c. Attire in Clinical Area

Faculty and students within the program of Nursing must comply with the policies of the
various clinical agencies where clinical practice is scheduled. Students should be aware that
in addition to the clinical dress code addressed below, additional restrictions and infection
prevention rules may be required in specific departments of the hospitals.
d. Clinical Dress Code
White Uniforms and White Shoes

White uniform with trousers or dress is appropriate. This uniform should be utilized for
student clinical experiences only. White shoes with socks, or black shoes, are acceptable; (no
cloth or decorated tennis shoes are permitted).
A white uniform coat is required and must be worn, with the name tag, when in the hospital
other than for clinical labs, i.e., when picking up patient assignments or reviewing a chart.
Shorts or jeans are never permissible in the clinical setting. Students should look
professional when in the agency in a professional student role. Unprofessional appearance or
behavior will be reported to the clinical faculty member by agency staff.
Name Tag and Insignia

The SON student name tag is required in the clinical area. Student identification name tags
for the School of Nursing are made by the school and offered before clinical assignment.
Hair
Long hair must be worn up or secured back from the face for females and trimmed well and
must be kept clean for males; as determined to be appropriate by the clinical instructor.
Fingernails
Nails must be trimmed so they are no longer than 1/8 inch past the tip of the finger to prevent
puncture of gloves, and injuring patients, or other care providers. Polish must be in good
repair without cracks or chips. If polish is worn it must be of a neutral color or clear.
Attention must be given to cleaning around the base of the nails, cuticles, as well as the
underside of nail tips when washing hands.
Jewelry
In the clinical area no jewelry is permitted except for a wedding band and small pierced
earrings without dangles. No tongue, eyebrow or other body piercing are acceptable within
the clinical setting.
e. Removal of Student from Clinical Experience
Faculty member deserve the right to alter the clinical experiences of any student to maintain
patient comfort and safety. A student may be denied access to patients for:
 A single clinical assignment period;
 The remainder of any course; or
 All current and remaining clinical courses.
In accordance with the School of Nursing purposes and classroom/clinical objectives,
examples of unsafe or unprofessional behavior include, but are not limited to: inadequate
preparation for safe patient care; failure to seek appropriate assistance with new or unfamiliar
procedures; questionable decisions based on expected knowledge level, lack of insight and
understanding of own behaviors and behaviors of others, a requirement for continuous
detailed supervision or direction to provide safe patient care, dishonest or unprofessional
interactions with patients, families, staff, faculty or peers; engaging in practice when not
mentally or physically fit; and/or placing or leaving a patient in a hazardous condition or
circumstance.

 Removal from a Single Clinical Experience
The student will be informed by the clinical instructor of his/her unsafe or unprofessional
behavior which is the reason for removal, and will be informed of the conditions necessary
for the student to return to the clinical experience. The student will immediately and safely
leave the clinical area. The Undergraduate Coordinator is informed. A form will be filled out
by the instructor describing the behavior and the conditions for return. The student signs this
form before returning to the clinical area. A copy is placed in the student's file.
 Removal from the Clinical Setting for the Remainder of a Course
On the basis of more than one unsafe or unethical incident, a faculty member may determine,
in consultation with the undergraduate clinical coordinator that a student needs to be removed
from the clinical setting for the remainder of the course. Documentation of relevant incidents
and notes regarding conferences with the student will be reviewed, as well as possible
conferences with the student, and other faculty who have taught the student in previous
clinical courses. If the clinical instructor and undergraduate clinical coordinator deem that
removal is appropriate, the school head is informed. A written decision with rationale and
with conditions that could allow for reinstatement in the clinical setting in subsequent
semesters is provided to the student for his/her signature, and a copy is placed in the student's
file. Because the theory and clinical portion of the course are combined, the student will not
be allowed to participate in the theory portion of the class until reinstatement occurs. The
student has the right to challenge this academic determination under the academic grievance
procedures found in the Student Grievance Policy.
f. Removal from all Clinical Settings (Suspension from the School of Nursing)
A faculty member in consultation with the undergraduate clinical coordinator may determine that a
student may need to be removed from all clinical settings because of a pattern of unsafe or unethical
conduct, or because of a particularly serious incident of unethical or unsafe conduct in a clinical
setting. The faculty member reviews the recorded documentation of the relevant incident(s), including
any guidance or remediation that has been offered. The faculty member, the undergraduate clinical
coordinator and the school head discuss the observed behaviors, the problems identified, the guidance/
teaching strategies employed, including remediation and outcome, and the rationale for a
recommendation to remove the student from all clinical settings. Further information may be obtained
from previous clinical instructors who have taught the student. A meeting between the school head

and the student occurs to discuss the student's perception. The undergraduate clinical coordinator and
School head make a determination of whether or not to remove the student. The school head provides
a written decision with rationale, and suggestions for assisting the student. The student receives a
copy of the Removal from All Clinical Experiences form and is requested to sign the original. The
School head informs the student in writing of the consequences of suspension from the School of
Nursing. The student may complete courses which do not have a clinical component in the semester
of removal if desired, and if documented behaviors have no potential risk to classmates and/or faculty.
The grading system of student evaluation as well as students' status determination/academic standing,
readmission, warning, probation and dismissal procedures will be according to the regulations of
Assosa University and Faculty of Health Science.
11. Number of Annual Intake

Depending upon the capacity and limited resources available, the program can annually admit
a maximum of 40 regular (generic) students and a maximum of 60 weekend students.
12. Teaching –Learning Methods and Materials (Major Ones)
12.1. Strategies
The teaching-learning strategies used to implement this program are student centered and
problem- solving approaches. Therefore, the following major teaching methods will be used
to guide these strategies. The methods are lecture; science laboratory practice; simulation;
demonstration and return demonstration in nursing laboratory; tutorial; group discussion;
seminar; role play; term paper; nursing care plan preparation and presentation (case study and
case presentation); clinical practice; community health survey: rural health practice: and
research project.
12.2. Resource Profile
Human Resources –Staff Profile Available and Critical Shortages (September 2012)
Qualification Academic Rank Critical Shortages
BSc 1 3
MSc/MPH 10* 4
PhD 0 3
*seven are Msc/MPH

Materials
The major teaching materials used to effect this curriculum include: text books; black boards:
journals: common libraries; nursing laboratories (demonstration rooms) with equipment and
supplies; class rooms; audiovisual materials; health institutions such as hospitals and health
centers; common vehicles; student uniform; computers and internet access.
Material Available and Critical Shortage

The school has no buildings that accommodate different offices, student residence, libraries
(50 sitting capacity), four substandard classrooms, demonstration rooms, staff and student
cafeteria.
But the school is in critical shortage of the following materials, without which the teaching-
learning process cannot be effective.
 Audiovisuals such as LCD, desktop and laptop computers
 Computer laboratory
 Lecture rooms
 Recent published Books
 Nursing Journals
 Vehicles
 Photocopiers
 Duplicating machines
 Simulation Dolls
 Laboratories for microbiology and Parasitology, physiology, anatomy, & biochemistry.
 Different medical equipment for nursing demonstration (laboratory).
In addition, there is shortage of classes more than 130 students were attending class in a
single room. The school does not have overhead projectors, LCDs etc. With regard to the
office the school does not have chairs, tables, lockers and shelf. This and other teaching aids
have created a problem in carrying out teaching and learning process.
12.3. Administrative Structure

 Program leader accountable to the nursing department head and to the Dean
 Program committee
 Academic Service Coordinator
 Department heads

 Unit heads
 Research, Extension and publication committee
 Exam and Grade approval committee
 Academic Discipline committee
 Staff recruitment and scholarship committee
 Brusher committee
 Planning committee
 Clinical and practicum attachment committee
 Academic standard and Curriculum committee
13. Quality Assurance
13.1. Program Management

The day-to-day activities of this program will be coordinated and managed by the
undergraduate degree program coordinator. The coordinator is accountable to the head of the
school. The Academic Committee, which chaired by the head of the school, monitors the
program management in its monthly staff regular meeting. Agendas are discussed regularly
and decision is made by consensus or voting system and is minuted regularly. In case of
sensitive agendas Adhoc committee will be formed and come up with some recommendations
to be endorsed by the counsel.
13.2. Curriculum Evaluation

The methods of curriculum evaluation to be used include:
 Formative student assessments such as continuous assessment, mid-term and
semester examination, term papers, nursing care plan preparation, group and
seminar presentation, etc.
 Summative student assessments such as comprehensive examination, final
examination, internships, project and thesis evaluation;
 Practical examinations could also be given whenever necessary by OSPE/OSCE
 Periodical survey of opinions of stakeholders and graduates for curriculum
evaluation;
13.3. Course Standardization
In order to maintain the standard of the course offerings each individual course in the
curriculum will have its own standardized course outline. Instructors are expected to get

course feedback from students and by themselves and make necessary adjustments during
and after implementation of the course. There will be continuous assessment (70%) and
monitoring of student evaluation procedures. Above all, the students will be assessed by the
external examiner(s) at the end of the program. The program will also do a benchmark visit
with other similar institutions in the country and adjusts it for better quality of education.
13.4. Staff Evaluation Mechanisms

Periodical appraisal and monitoring of the teaching staff of the program will be done at the
end of each semester based upon the rules and regulation of the ASU stated for such a
purpose. Another means is also filling each staff weekly activities and send it to the
Department signed by the staff and the head of the program. Every month semester load of
each instructor is sent to the concerned authority.
14. Duration of the training: will be Four (4) years

Mode of Delivery
 Full- time study for regular and,
 Continuing education such as weekend classes.
Generally the mode of delivery of courses will be as follow:
 Semester base for module I up to XI to be given on year I and year II
 Module XII, XIII, XIV and their respective practical/clinical will be provided on year
base on third year
 Module XV (Nursing service administration and nursing education) will be provided
on semester I Year IV with block to be completed within six weeks
 Before attaching professional practice there will be comprehensive examination,
which includes both written and practical examinations (OSPE/OSCE).
15. 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 Ç=G¶
bnRSnT‖ in Amharic.
16. Quality Assurance:
 Generally, for the assurance of the quality of BSc nursing program nurse students will be
governed by the following academic standings.
17. Academic Standing for Nursing Students
Major course and clinical practices

A. Major professional nursing courses include:
1. Fundamental of nursing
2. Medical-Surgical nursing
3. Obstetrics and gynecology
4. Pediatric nursing
5. Psychiatric Nursing
B. Clinical attachments/practicum
1. Medical-surgical practicum
2. Oby/Gyn practicum
3. Pediatrics practicum
4. Psychiatric Nursing Practicum
C. Attachments in professional practice
1. Medical attachment
2. Surgical attachment
3. Obstetrics and gynecology attachment
4. Pediatric attachment
Based on the above identified major courses and clinical attachments the department has
forwarded the following decisions:
1. Any student of Year II or Year III Nursing who scores one C- or  D in any of major
courses (Fundamental of nursing, Medical-Surgical nursing, Obstetrics and
gynecology nursing, Pediatric nursing and Psychiatric Nursing) shall repeat the
course/s before passing to year III or Year IV.
2. Any Nursing student who scores C- or  D in any clinical attachment or practicum
(Medical-surgical nursing practicum, Oby/Gyn nursing practicum, Pediatrics nursing
practicum and Psychiatric Nursing Practicum) shall repeat the attachment/s with the
same duration before registering for any of the next clinical attachment and before
passing to the next semester or year.
3. Any Nursing student with one C- or  D in any professional practice (Medical
nursing practice, Surgical nursing practice, Obstetrics and gynecology nursing
practice and Pediatric nursing practice) shall repeat the same duration of attachment.
4. The minimum passing grade in student research project, and TTP courses for the
program is ―C+‖.

5. Any nursing student who fails by external examination shall delay for 3 months and
will take re-examination of the exam after 3 months of clinical attachment.
NB: External comprehensive examination will include:
A. Oral examination on relevant professional courses
B. Practical exams: OSPE/OSCE
Table-: Conversion ECTS to Conventional Letter Grade system
the
ECTS Conversion
Number
Grading System
Corresponding
Corresponding
Conventional
Conventional
Grade Points
Raw Mark
Letter Grade
Description
Description
Interval of
Interval-[100
Number Grade
%]
Status
Grade
Fixed
class First class with Class
to
[95,100] =4 4.0 A+ A+ 4.0
[90, 95) 3.5  X< 4.0 3.7 A A 4.0
Distinction distinction
Very Good Excellent A- 3.75
3.0  X< 3.5 -
Great
[85, 90) 3.3 A
B+ 3.5
[80, 85) 2.7  X< 3.0 3.0 B+
[75, 80) 2.5  X< 2.7 2.7 B

First First
class with
B 3.0
[70, 75) 2.3  X< 2.5 2.5 B-
Unsatisfactory Satisfactory Good
[65, 70) 2.0  X < 2.3 2.3 C+ B- 2.75

Fail Unsatisfactory Pass Second
C+ 2.5
Class
[58, 65) 1.7  X< 2.0 2.0 C

C 2.0
[50, 58) 1.3  X< 1.7 1.7 C-
D 1.0
[40, 50) 1.0 < X< 1.3 1.3 D
[30, 40) = 1.0 1.0 Fx

Fail
[0, 30) 0 0 F F 0

Module name Module Name of the Course ECT
Code Year Sem Cr. Hrs
and number Code No courses S
General 01. English Enla1013 Communicative Enla1011
1 I 3 5
language English skills
skills Basic writing skill Enla1012
1 II 3 5
02. PsyS1023 Int. to sociology PsyS1021
1 I 3 5
Psychosocial & anthropology
General PsyS1022
1 I 3 5
psychology
Total 12 20
03. Civics & CvEt1033 Civics & Ethics CvEt1031 1 I 3 5
Ethics Total
Education 5
Basic 04. Biomedical- BioM1042 Human anatomy BioM104
1 I 5 8
sciences I 1
Human BioM104
1 II 5 8
physiology 2
Total 10 16
05. Biomedical- BioM1052 Biochemistry BioM105
1 II 3 5
sciences II 1
Medical BioM105
1 II 3 5
Microbiology 2
Medical BioM105
1 II 2 3
Parasitilogy 3
Pathophysiology BioM105
1 II 3 5
4
Clinical BioM105
laboratory 5 1 II 2 3
methods
Total 13 21
General 06. Computer Comp1063 Int. to computer Comp106
1 I 2 3
application science 1
Basic 07. Public PubH2072 Health Education PubH2071 2 I 2 3
Health I Environmental PubH2072
2 I 2 3
health
Health service PubH2073
2 I 2 3
management
Total 6 9
08. Public PubH2082 Biostatistics PubH2081 2 I 3 5
Health II Epidemiology PubH2082 2 I 3 5
Research PubH2083
2 I 2 3
methodology
Total 8 13
Core 09. Community Nurs2091 Communicable Nurs2091
2 I 4 7
health disease control
nursing & Community Nurs2092
Comm. 2 I 2 3
health nursing
disease Total
control 6 10

10. CBE I CBE2101 CBTP I CBE2101 2 II 3 5
CBTP II CBE2102 2 II 3 5
11. CBE II CBE3111 CBTP III CBE3111 3 II 3 5
12. CBE III CBE4111 Student research CBE4121
4 II 3 5
project
Team Training CBE4122
4 II 4 7
Program (TTP)
Total 7 12
13.Fundamental Nurs2131 Int. to Nurs2131
of nursing professional 2 II 3 5
nursing & ethics
Nursing health Nurs2132
2 II 3 5
assessment
First aid & Nurs2133
accident 2 II 2 3
prevention
Fundamental of Nurs2134
2 II 8 13
nursing
Total 16 26
14.Pharmacolog Phar2141 Pharmacology for Phar2141
2 II 4 7
y for nurses nurses
15. Medical Nurs3151 Nutrition in health Nurs3151
3 2 3
surgical & illness
nursing Medical surgical Nurs3152
3 10 17
nursing
Med-surgical Nurs3153
3 6 10
practicum
Operation theatre Nurs3154
3 2 3
technique
Total 20 33
16. Maternal Nurs3161 Obstetrics and Nurs3161
health gynecology 3 5 8
nursing nursing
Obs/gyn Nurs3162
3 3 5
practicum
Reproductive health Nurs3163
3 2 3
nursing
Total 10 16
17. Child Nurs3171 Pediatric nursing Nurs3171 3 5 8
Health Pediatric Nursing Nurs3172
Nursing and IMNCI 3 2 3
Practicum
Total 7 11
18. Mental Nurs4181 Psychiatric Nurs4181
4 3 5
health nursing
nursing psychiatry nursing Nurs4182
4 1 2
Practicum
Total 4 7
19. Nursing Nurs4191 Nursing service Nurs4191 4 3 5

service administration
administrati Nursing education Nurs4192
on & & curriculum 4 4 7
nursing development
education Total 7 12
20. Professional Nurs4201 Medical nursing Nurs4201
4 2 3
Practice practice
Surgical nursing Nurs4202
4 2 3
practice
Obs.& gyn. Nurs4203
4 2 3
nursing practice
Pediatrics nursing Nurs4204
4 2 3
practice
Total 8 12
20 Modules 49 Courses 151 250
Module and Course List Generic BSc Nursing
Module Distribution
S Module Module title Course title Course Credit ECTS Durati
No. Code code hour on in
day
1 EnLaM1014 English Language Communicative English EnLa 1011 3 5 14
Skill Module
2 Civics and Ethical Civics and Ethical studies CvEt 1021 3 5 14
CvEtM1024
studies module
3 Psychosocial Introduction to Sociology Soci1031 3 5 14
PsySM1034
module General Psychology Psyc1032 3 5 14
4 Comp Computer Int. to computer science comp1041 2 3 8
M1043 application module
5 Human Anatomy Anat1051 5 8 22
Human Body
Year I Semester I Total 19 31 86
BiMeM1053 science module
Human Physiology Phys1052 5 8 22
Biochemistry Bioc1053 3 5 14
6 Medical Microbiology Mbio1061 3 5 14
Disease causation Medical Parasitology Para1062 2 3 8
BiMeM1063 & diagnosis Clinical Laboratory Method CLab1063 2 3 8
module
Patho-physiology Nurs1064 3 5 14
7 EnLaM1014 English Language Basic writing skill EnLa 1012 3 5 14

Skill Module
Year I Semester II Total 21 34 94

Health Education 2 3 8
;
PubH2072 Environmental health 2 3 8
Public Health I
Health service management 2 3 8
Biostatistics 3 5 14
PubH2072 Public Health II Epidemiology 3 5 14
Research Method 2 3 8
Nurs2091 Community Communicable disease Nurs2091 2 3 8
health nursing & control
Communicable Community health nursing Nurs2092 4 7 19
disease control
` Year II Semester I Total 20 32 87
7 Nurs2131 Fundamental of Int. to professional nursing & Nurs2131 3 5 14
nursing ethics
Nursing health assessment Nurs2132 3 5 14
First aid & accident Nurs2133 2 3 8

prevention
Fundamental of nursing Nurs2134 8 13 35
Phar2141 Pharmacology Pharmacology for nurses Phar2141 4 7 19

for nurses
CBE2101 CBE I CBTP I CBE2101 3 5 14
CBTP II CBE2102 3 5 14
Year II Semester II Total 26* 43* 118*
9 Med-Surgical Nutrition in health & illness 2 3 8
Nursing Operation theatre technique 2 3 8
Medical surgical nursing 10 17 46
Medical surgical practicum 6 10 61

10 Maternal Health Obs. and gyn. nursing 3 8 22
Nursing Obs. and gyn. practicum 3 5 30
Reproductive health Nursing 2 3 8

11 Child Health Pediatric Nursing 5 8 22
Nursing Pediatric Practicum 3 5 30
CBE II CBTP III 3 5 14

Year III Total 39 67 249

Pre-internship exam
15 Mental Health Psychiatric nursing 3 5 14
Nursing Psychiatry Practicum 1 2 12

16 Nursing service Nursing service
admin. and administration 3 5 14
nursing education Nursing educ. & curriculum

dev't. 4 7 19
17 Professional Obs.& gyn. nursing practice 2 3 30

Practice Pediatric nursing & IMNCI
practice 2 3 30
18 Professional Medical nursing practice 2 3 30

Practice Surgical nursing practice 2 3 30
CBE III TTP 4 7 60

Student Research Project 3 5 Throughout
the year
Year IV Total 26 43 239
National qualifying exam
Total Credit hour = 150 and Total ECTS = 250

COURSE DISTRIBUTION IN YEAR AND SEMESTER
Module Name & Cr. ECT
Code Course Name Hr S
English Communicative English skills 3
language skills 5
Psycho-Social Int. to sociology & 3
anthropology 5
General psychology 3 5
Civics Civics & Ethics Education 3 5
Computer Int. to computer science 2

application 3
Biomedical Human Anatomy 5 8
Science I
Year 1 Sem I Total 20 31 `
Biomedical Human Physiology 5 8
Science I
Biomedical Biochemistry 3 5
Science II Medical Microbiology 3 5
Medical Parasitology 2 3
Pathophysiology 3 5
Clinical laboratory methods 2 3
English
Basic writing skill 3 5
language skills
Year 1 Sem II Total 23 34
Public Health I Health Education 2 3
Environmental health 2 3
Health service management 2 3
Public Health II Biostatistics 3 5
Epidemiology 3 5
Research methodology 2 3
Community Community health nursing 2 3
health nursing & Communicable disease 4
Communicable control
disease control 7
Year 2 Sem I Total 20 32
Fundamental of Int. to professional nursing & 3
nursing ethics 5
Nursing health assessment 3 5

First aid & accident 2
prevention 3
Fundamental of nursing 8 13
Pharmacology Pharmacology for nurses 4
for nurses 7
CBE I CBTP I & II 6 10
Year 2 Sem II Total 26 33*
Med-Surgical Nutrition in health & illness 2 3
Nursing Operation theatre technique 2 3
Medical surgical nursing 10
17
Med-surgical practicum 6 10
Maternal Health Obs. and gyn nursing 3 8
Nursing Obs/gyn practicum 3 5
Reproductive health Nursing 2 3
Child Health Pediatric Nursing 5 8
Nursing Pediatric Practicum 3 5
CBE II CBTP III 3 5
Year 3 Total 41 67
Mental Health Psychiatric nursing 3 5
Nursing Psychiatry Practicum 1
2
Nursing service Nursing service 3
admin. and administration 5
nursing Nursing educ. & curriculum 4
education dev't. 7
Professional Obs.& gyn. nursing practice 2
Practice 3
Pediatric nursing & IMNCI 2
practice 3
Year 4 Sem I
Medical nursing practice 2 3
Surgical nursing practice 2 3
CBE III TTP 4 7
Student Research Project 3 5
Comprehensive Exam
(Written exam &
OSPE/OSCE)
External exam * P/F P/F
Year 4 Sem II

Courses to be exempted for Advance Standing
Course Title Cr. Hr Remark
1 First aid and accident prevention 2 *There will be exemption in other non-
2 Communicable disease 4 professional courses such as psychology,
Total 6 sociology, Nutrition, Environmental Health,
etc…upon the respective department‘s approval.
*Basic Courses like Mathematics, General
Chemistry, Biology etc are omitted b/c PPC
students join the university after taking these
courses/ these courses are phased out in the
university
Modules and their prerequisites

Module Prerequisite or Co-requisite*
Fundamental of nursing 1. Biomedical-science I
Pharmacology for nurses 1. Biomedical-science I and II
Medical surgical nursing 1. Biomedical-science I and II
3. Pharmacology for nurses
Child Health Nursing 1. Biomedical-science I and II
Community health nursing & Communicable 1. Biomedical-science II (Microbiology &
disease control Parasitological)
Maternal Health Nursing 1. Biomedical-science I and II
CBE (CBTP I and II) 1. Public Health I and II
Community based training program Phase II 1. CBE (CBTP I)
(CBTP III) 2. Community health nursing &
Communicable disease control
3. Maternal Health Nursing

4. Medical-Surgical Nursing
5. Child Health Nursing
Psychiatric nursing 1. Psychosocial
CBE (Team training program) 1. CBE (CBTP I, II & III)
3. Community health nursing &
Communicable disease control
4. Maternal Health Nursing
CBE (Student Research project) 1. CBE (CBTP I, II & III)
2. Public health I and II
3. English language skills
4. Computer application
Final Professional Practice 1. Maternal Health Nursing
Curriculum Summary
 One ECTS = 27 study hours
 One ECTS demonstration or laboratory/class practice = 27 working hours
 One ECTS hospital/clinical practice/TTP = 61 working hours
 One ECTS for CBTP =42 hours
Total ECTS of the program: 250 ECTS
Theory=194 ECTS=194*27=5238
CLINICAL PRACTICE= 38*61=2379

List of Modules and Courses
English Language Skills
Module Module Module Course Title Course ECTS Delivery

Category name Code code Mode
Basic English Enla1013 Communicative English EnLa1011 5 Semester

Language Skills
Skills Basic Writing Skills EnLa1012 5 Semester
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
 Differentiate oral and written discourses
 Listen to conversations (communications) in English and decode message easily
 Write reports (paragraphs, essays) in academic contexts

Communicative English Skills Course Syllabus
University: Assosa University
Faculty: Social Sciences and education
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: EnLa1012
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: Basic
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 orall 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 Lecture study hrs Main Topic/Sub topic/s/ Chapter Reading Remar
s hrs material/assignments ks
4hrs 10hrs 1.Introductory Unit Course outline
1st 1hr 1.1. Listening and Speaking College English
1.1.1. Finding out about other people VL.I PP 4-10
2hrs 1.2. Vocabulary
1.2.1. Learning to learn vocabulary Eglish
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
1.4.1. What is involved in VL.I

understanding text?
3hrs 1.5. Speaking
1.5.1. Introducing oneself and others Communicative
3hrs 1hr 1.6. Writing English Skills II-
1.6.1. A short Personal description or unpublished
story
Writer‘s Choice
2nd 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 McCarthy
4hrs talk
2.2. Vocabulary
2.2.1. Using component parts of a
word as clues to meaning Advanced Grammar
2.2.2. Using topic relationships in in Use + Grammar
order to learn words for English
2.2.3. Being aware of how words LanguageTeachers
collocate with each other 350-79
3rd 2hrs 2.2.4. Working out word meanings
3hrs from context
2.3. Grammar College English
2.3.1. Using relative clauses VL.I
3hrs 2.3.2. Expressing warning and advice
2.4 Reading
2.4.1. Identifying the intended College English
audience of a text and other critical VL.I
4th 6hrs 8hrs reading skills College English
5th 2.4.2. Relating a diagram to a text VL.I +
2.5 Speaking Public Speaking for
6th 2hrs 2hrs 2.4.3. Brain storming College and Career
2.4.4. Public speaking
2.6 Writing
2.6.1. Writing a short summary of a College English
talk VL.I
25hrs 3.Culture and Values
7th 3hrs 3hrs 3.1. Listening and Speaking College English-
3.1.1. Identifying the structure of a Teacher‘s Guide
talk
3.1.2. Completing a note framework College English
3hrs 3.2. Vocabulary VL.I
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 Grammar for
th
8 2hrs 3hrs 3.3. Grammar English Language
3.3.1.Using active and passive Teachers p287
constructions for descriptive
writing
3.3.2. using time clauses for College English
descriptive writing VL.I
3hrs 3.4. Reading
3.4.1. Critical reading
3.4.2. Reading for main ideas Public Speaking for
3.4.3. Reading for detail College and Career
9th 5hrs 3.5. Speaking
10hrs 3.5.1. Understanding reference
3.5.2. Brainstorming
3.5.3. Organizing and taking part in a
debate Writer‘s Choice +
3.6. Writing Essentials of Writing
3.6.1. Writing a brief summary of key
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-
2hr 4.1.1. Thinking about what you do Teacher‘s Guide
s when 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 College Reading +
4.2. Vocabulary Objective English
4.2.1. Using a dictionary
4.2.2. Working out word meanings
2hrs 2hrs from context Grammar for
th
11 4.3. Grammar English Language
4.3.1. Using Conditional I,II and III Teachers p231 +
4.4. Reading College English
4.4.1. Skimming for gist
3hrs 4.4.2. Critical reading and evaluating College English
4.4.3.Using reference/textual markers VL.I
4.5. Speaking
3hrs 4.5.1. Brainstorming and discussing

12th 3hr on what makes a good learner
s .Writing College English VL.
4.6.1. Summarizing a talk I
2hrs 4.6.2. Summarizing an academic
article
4.6.3. Writing an essay on learning
3hrs English Writers‘s Choice
th
13 3hrs 13hrs 5.
2hrs 5.1 Listening and Speaking College English VL.
5.1.1. Noticing the structure of II
lectures,
5.1.2. responding to lectures
3hrs 5.2 Vocabulary
5.2.1.Working out meanings of core College Reading +
2hrs words related to Theme I from McCarthy
14th context
2hrs 5.3. Grammar
5.3.1. Reporting clauses College English VL.
4hrs 2hrs 5.4. Reading II
15th 5.4.1. Interpreting tables and figure
5.5. Speaking
2hrs 5.5.1. Discussions and interviews College English VL.
5.6. Writing II
16th 3hrs 2hrs 5.6.1 Assessing problems and
proposing solutions College English VL.
Final Exam II
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
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.
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).
Wollega: University Press Strong, W. (1991). Writer's Choice: Grammar and Composition.
Illinois: McGraw Hall

Basic Writing Skills course syllabus
Course Title: Basic Writing Skills
Course No: Enla1012
Program: Nursing
Course Title: Basic Writing Skills
Module Name: English language Skills
Module Code: EnLa1012
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: Basic
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.

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.
Week Hours Topics delivered References Pages

1 10hrs Sentence Types  The Oxford Guide to Writing and 112-163
Sentence Kinds in terms of Speaking John S. (2000)
lecture=2hrs usage  College Writing Skills Language, 18-76
presntn‘=1 J(2001)
Grou.wor=2hrs  Introduction to writing skills 8-30
assess‘t=2hrs Tekle F Wollega 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 and 190-217
7 Characteristics of a Good Speaking John S. (2000)
Paragraph
 Unity  College Writing Skills Language,
lecture=6.8hrs  Cohesion J(2001), Writing for academic
presntn‘=3 o Transition words purpose Solomon G/Giorgis(1991).
Grou.wor=5hrs o Synonyms
assess‘t=3hrs o Pronouns  Introduction to writing skills 85-102
Ind.study=6hr  Coherence Tekle F Wollega University,
o Chronological February 2012
o Spatial
o Emphatic 1-12
 Completeness

8&9 25hrs  Basic Types of Paragraph 
lecture=4hrs o Expository
presntn‘=2.5 o Narrative
Grou.wor=5hrs o Descriptive
assess‘t=4hrs o Argumentative
Ind.study=8.5hr
10, 11 30hrs  Techniques of Paragraph 
&12 lecture=7hrs Development
presntn‘=3 o Definition
Grou.wor=7hrs o Exemplification
assess‘t=4hrs  Classification
Ind.study=8hr o Cause and Effect
o Compare and Contrast
Process
o Narration
13,14, 20hrs  WhatDescription
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 Langan, 105-200
Grou.wor=6hrs o Expository J(2001)
assess‘t=3hrs o Descriptive  Writing for academic purpose 64-74
Ind.study=5hr o Argumentative Solomon G/Giorgis(1991).
o Narrative  introduction to writing skills
 Tekle F Wollega University, 80-97
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%
 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.
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.
USA
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 Wollega University, February 2012

Psychosocial module
Basic Psychoso PscS1022 Introduction to sociology PsyS1021 5 Block

cial General psychology PsyS1022 5 Block
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 utilizer of
the concepts of psychology and sociology in providing psycho-social nursing care to the
individual clients/patients, family and the society at large.

Introduction to Sociology and anthropology course syllabus
Program: Undergraduate Bachelor of Science in Nursing
Course title: Introduction to sociology
Course code: PsyS1021
Degree program: Bachelor of Science in Nursing
Module name: Psychosocial
Module number: PsyS1021
Course team leader: ___________________
Cell phone: ____________________
Email: _______________________
Course instructor: __________________
Cell phone: ____________________
Email: ____________________
ECTS: 5
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: Basic
Course description
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
 Use their sociological knowledge to comment ,criticize and evaluate different events in
their society

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
1.1 Definitions and subject matter of sociology Page 1
1.2 levels of analysis and types of sociology 2.Diana Kendal, Rick Linden, J. Lothain Murry
1.3 sociological imaginations (2001), sociology in our times: the essentials ,
2nd ed., Nelson Thomson learning Page 4
3 1.4 origin and development of sociology 1. Schafer, Richard. (2003). Sociology, New
1.4.1 factors contributed for the development of York: 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
1.5 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 1.6 sociology and other social sciences 1. Schafer, Richard. (2003). Sociology, New
 sociology and anthropology York: 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

1.7 major sociological perspectives
 functionalism
5-8 3  Conflict perspective 1. Schafer, Richard. (2003). Sociology, New
 Symbolic interactionism York: McGraw Hill, Inc. page 30
1.8 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
 Cultural relativism York: McGraw Hill, Inc. page 58
 Sub culture
 Counter culture
 Culture shock
 Ethnocentrism
 Xenocentrism
2.5 Culture change
Mechanisms of culture change
 Transmission
 Innovation
 Diffusion
10-12 3 Chapter 3: socialization 1. Schafer, Richard. (2003). Sociology, New
3.1 Concepts of socialization York: 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
organizations York: 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
3 4.5 social organization 1. Schafer, Richard. (2003). Sociology, New
4.5.1 Concepts of social organizations York: 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
5.1 meaning of social stratifications York: 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
3 Chapter six: collective behavior, social movement 1. Schafer, Richard. (2003). Sociology, New
and social change York: 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

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
1. Schafer, Richard. (2003). Sociology, New York: McGraw Hill, Inc.
2. Macaronis John J. (2008). SOCIOLOGY, 12th ed. Pearson prentice hall
3. Giddens, Anthony (2000). Sociology, 4th ed. polity express
4. Sullivan J. Thomas (2004). Sociology: concepts and applications in diverse world,
6thed; USA: Pearson education
5. Hensilin, M .James (2005). Sociology: A down –to-earth approach.7th ed. Pearson
6. Scrambler, Graham (1991). Sociology as applied to medicine .3rd ed. London:
bailliere Tindal
7. Kendal D., Linden R., Murry L. J (2001), Sociology in our times: the essentials, 2nd
ed., Nelson Thomson learning
8. Zerihun Doda,( 2005), Introduction to sociology for health students , Debub
University
General Psychology Course Syllabus
Program: Nursing
Course Title: General Psychology
Course Code: PsyS1022
Degree program: BSc in Nursing
Module Name: Psychosocial
Module Code: PsyS1023
Course Team Coordinator: Name:__________________
Email: __________________
Phone: ________________
Office: _________________
Course Instructors: _________________
ECTS Credit: 5
Lecture/Contact Days: _________________________
Target Group: 1st year BSc. Nursing students
Academic Year: _______________
Year: I
Semester: I
Prerequisite course: None
Status of the course: Basic
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
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 Rema
Hrs rk
Unit 1: Introduction to Psychology  Robert S. Feldman (1996).
 Definition of psychology Essentials of Understanding
psychology. Pp.4-238
 The Goals of Psychology
1 3:12 hrs  The subject Matter of psychology  Morgan C. (2003). Introduction to
th
Psychology. 6 ed. Pp1-24
 Historical development of
psychology
3:12 hrs  Perspectives in psychology
2  Major Areas in psychology
 Research Methods in Psychology
3:12 hrs Unit 2: Biological Basis of Behaviors  Robert S. Feldman (1996).
3  Heredity (gene) Vs Behavior Essentials of Understanding
 Nerve system Vs Behavior
 Endocrine system Vs Behavior  Morgan C. (2003). Introduction to
th
Psychology. 6 ed. Pp 25-79
4 3:12 hrsUnit 3: Human development  Robert S. Feldman (1996).
 The nature of human development Essentials of Understanding
 Issues or controversies in
development  Morgan C. (2003). Introduction to
th
3:12 hrs 3.3. Theories of human
5 development
 cognitive development
 psychosexual development
 psychosocial development
 moral development
6 3:12 hrs Unit 4: Sensations and Perception  Robert S. Feldman (1996).
4.1 Definition: Sensation and Essentials of Understanding
Perception
4.2 Sensing the environment  Morgan C. (2003). Introduction to
th
4.3 Perceptual processes
4.3.1 Attention
4.3.2 Organization
4.3.3 Interpretation
3:12 hrs Unit 5: Learning  Robert S. Feldman (1996).
7 5.1 Definition and characteristics of Essentials of Understanding
learning
5.2 Theories of learning  Morgan C. (2003).). Introduction to
th
Psychology. 6 ed , Pp 137-180
5.2.1. Pavlov‘s classical
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  Robert S. Feldman (1996).
6.1 Processes of memory Essentials of Understanding
6.2 Sensory memory
6.3 Short term memory  Morgan C. (2003).). Introduction to
th
6.4 Long term memory
6.5 Theories of forgetting
10 3:12 hrs Unit 7: Motivation and Emotion  Robert S. Feldman (1996).
7.1. The nature of motivation Essentials of Understanding
7.2. Theories of motivation psychology. Pp.293-330
7.3. Conflict motives & frustration  Morgan C. (1999). Introduction to
7.4. Definition of emotions th
7.5. Components of emotion
7.6. Theories of emotion
11 3:12 hrs Unit 8: Stress and Coping  Robert S. Feldman (1996).
mechanisms 8.1. The nature of Essentials of Understanding
stress
8.2. Sources of stress (stressors)  Morgan C. (2003). Introduction to
th
8.3. Coping mechanisms of stress
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 personality  Morgan C. (2003).). Introduction to
th
Unit 10: Abnormal Behaviors and Psychology. 6 ed. Pp 563-611
13 psychotherapy  Robert S. Feldman (1996).
10.1. Criteria/approaches of Essentials of Understanding
abnormality
 Morgan C. (2003). Introduction to
14 3:12 hrs 10.2. Classifications of abnormal th
Psychology. 6 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
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.

Grading:
Final grades are based on your total scores out of 100% using ECTS Grading System.
Exam Score Grade Designation Award of ECTS Remarks
credit Point
95—100 A+ No option to
85-94.9 A Excellent Yes retake exam for
80--84.9 A- upgrading1
75-79.9 B+ No option to
70-74.9 B Very Good Yes retake exam for
65-69.9 B- upgrading1
60-64.9 C+ No option to
50-59.9 C Good Yes retake exam for
upgrading1
< 50 F Fail No Option to re-take
once in a re-sit
examination
Major 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

Module Name: Civics and Ethics Education
Module Module name Module Course Title Course ECTS Delivery
Category Code code Mode
Basic Civics and Ethics CvEt103 Civics and Ethics CvEt1031 5 Block
Education 3 Education
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 will acquire the basic
knowledge of civics, ethics and profession;
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 Civics and Ethical Education
Program Undergraduate
Course Title Civics and Ethics
Course Code CvEt 1031
Degree Program BSc. Nursing
Module Name Civics and Ethics Education
Module
coordinator
ECTS Credit 5 ECTS
Student Work Contact hrs Tutorial Group Work Lab Home total
Load 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 Basic
Course Delivery Block wise (135/50=2.7 weeks).
Course This course introduces students the basic concepts of Civics and Ethics at higher
Description 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
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 of

1 (morning) General introduction about Civics and Ethics learning civics and ethics they attempt to
the course, and setting Teaching Material, address the questions: What do we mean by
ground rules Module Civics and Ethics? What about by morality??
Chapter One: Civics and , Chapter One, pp 1-9 Why you take this course?
Ethics for Professionals
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 attributes of
Distinguishing Features of One, pp 9-29 ethical and moral principles of profession
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, Society,
(morning) Perspectives on Society, Module state and government and the triangular
state and government, Johari, J.C (1987), pp relationship among them. Students describe
Definition and essential 1-20 the elements of modern state and reflect
elements of state, theories The 1933 Montevideo views on theories on the origin of state.
on the origin of state Convention on the
Rights and Duties of
States
Civics and Ethics
Teaching Material,
Module , Chapter
Two, pp 30-34
4 hrs Structures of State, Forms Teaching Material, Identify the two structures of state. Compare
(afternoon) of Government Module , Chapter
and contrast the structures of state in
Two, pp 34-44
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 of
4 (morning) Government in Ethiopia. Teaching Material,
the successive Governments of Ethiopia
Module , Chapter
Two, pp 44-73 Discuss the state-society relations of
Johari, J.C (1987), pp 1-
successive governments of Ethiopia
20

The 1933 Montevideo Students reflect their views on rationales and
Convention on the dynamics of federalism in Ethiopia.
Rights and Duties of
States
Chapter Three: Civics and Ethics Students understand the concepts of citizen
Citizenship, Patriotism Teaching Material,
and civic Participation. and citizenship;
Module , Chapter
Definition of Citizenship, Three, pp 74-89 Discuss on the historical survey of
Historical survey of
Citizenship, aspects of citizenship;
Citizenship, qualifications
for citizenship: ways of Explain the aspects of citizenship;
acquiring and loosing Know ways of acquiring and losing
citizenship
citizenship;
4hrs The rights and Duties of Civics and Ethics To assess students‘ ability to know their
(afternoon) Citizens, Citizenship and Teaching Material, rights and duties as well as governments‘
Patriotism in the Module , Chapter rights over them and duties towards; identify
Ethiopian Context, Civic Three, pp 89-112 their responsibilities towards their
Participation. FDRE constitution 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
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 concept
9 (morning) Democracy and Good Teaching Material, and meaning of democracy; Describe the
Governance in Module , Chapter forms and types of democracy
Ethiopia Four, pp 113-116
Definition and the
Historical Survey of
Democracy, Forms and
Types of democracy
Fundamental principles Civics and Ethics List down the basic fundamental values and
and values of Teaching Material,
principles of democracy; Evaluate the role
democracy, Actors in the Module Chapter
democratization process Four, pp 116-133 of different actors in the democratization
FDRE constitutions ,
process
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 their
context of Africa and Module , Chapter views on foundations of democracy in Africa
Ethiopia. Four, pp 133-137 and Ethiopia; attributes of good governance,
Johari, J.C (1987 ) pp95- the conditions required for a political system
122 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
(afternoon) Constitution and Teaching Material,
constitution and constitutionalism; list the
constitutionalism Module Chapter
Definition of five, pp 138-146 major purposes and function of constitution;
constitution, definition
appreciate why countries needs to have
of constitutionalism,
purposes and constitution ;distinguish modern
classification of
classification of constitutions; describe the
constitution, Contents
and validity of contents and validity of constitution
constitution,
The Constitutional Civics and Ethics The students evaluate the major
Experience of Ethiopia, Teaching Material,
achievements of traditional constitution of
the pre-1931 Module , Chapter
traditional Five, pp 146-153 Ethiopia; explain the motives and
constitutional The 1931 constitution,
progressive political elements of the 1931
experience, The 1931 the Revised
Constitution, The 1955 1955 Constitution and the 1955 Ethiopian constitution;
Revised Constitution.
compare the 1931 and the 1955 revised
constitution.
Day ½ hr Quiz IV
12 (afternoon)
13-14 2 nd Week Break
Day 3hrs Tutorial-IV
15 (morning)
4hrs The 1987 PDRE Civics and Ethics The students reflect their views on the silent
(afternoon) Constitution, the Teaching Material, features of the 1987 PDRE constitution;
Transitional Charter of Module , Chapter 1991 Transitional Charter and 1995 FDRE
1991, The 1995 FDRE Five, pp 153-163 constitution; Compare and contrast the
Constitution. The 1987 PDRE ideological basis of Ethiopian constitutions
constitution and The under the three successive regimes.
1995 FDRE 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 value
Introduction, Module , Chapter crises over work as a spiritual and material
Globalization and the Six, pp 164-180 source of ethical problems in Ethiopia.
changing world, Douglas, S., and Y.
dimensions and values Wind (1987)
of globalization, major The Myth of
actors of globalization. Globalization. NY:
www.ingentaconnect.
com/content/mcb/036/20
01.
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, Global Swann, D. (1999) The
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%)
Mechanism results. The continuous assessment comprises group and individual assignments,
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,
Quiz I Day 2 …… 10% ethics, democracy, profession and so on;
Quiz II Day 5 …... 10% institutions, policies, strategies and legal
Quiz III Day 10 …… 10% provisions of the country;
Quiz IV Day 12 ..…. 10%  Explaining their rights and duties as well
Final exam Day 18……… 40% as governments‘ rights over them and
duties towards them.
 Demonstrating their understanding of
government institutions, policies,
strategies and legal provisions of their
country
Course The course involves lecture, presentation, role play, and debate and class discussion. Thus,
students must familiar themselves with each reading and contribute to class discussions.
Expectation
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
Policy limited to, cheating, plagiarism, fabrication of information, misrepresentations, and 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 1. Assefa Fiseha (2005) Federalism and the Accommodation of Diversity in Ethiopia:
A Comparative Study, Netherlands, Wolf Legal Publishers.
2. Bayles, Michael (1989). Professional Ethics.2d ed. Belmont, Calif : Wadsworth.
3. Bahru Zewde, (1991), A History of Modern Ethiopia: 1855-1974. Addis Ababa:
AUU Press.
4. Clapham, C., Haile-Sellasie`s Government, (London: Longman, 1969).
5. Fasil Nahum (1997), Constitution for a Nation of Nations: The Ethiopian Prospect.
Asmara: The Red Sea press.
6. Johari, J.C (1987) Contemporary Political Theory: Now Dimensions, Basic
Concepts and major Trends. New Delhi: Sterling publishers Put. Ltd.
7. 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.
8. Merera Gudina, (2003) Ethiopia: Competing Ethnic Nationalities and the Quest for
Democracy, 1960-2000. Chamber printing house: Addis Ababa
9. Tesfaye Molla (2010) Civics and Ethics Distance Learning Material, Hawassa
University, Department of Governance and Development Studies.
10. 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
11. The Federal Democratic Republic of Ethiopia Constitution of 1995 Proclamation
No. 1/1995, 21st August, 1995, adopted on 8th of December

Module Name: Biomedical- sciences I
Supportive Biomedic BioM1042 Human anatomy BioM1041 8 Block

al-
Human physiology BioM1042 8 Block
sciences I
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:
1. Identify the structure of human body and its systems.
2. Explain the functions of human body parts and their physiological changes.
Module Core competency
1. Describe the different structures of the human body
2. Explain the functions of body parts and possible functional changes of this
structure.

University/institute Assosa University
Department Biomedical Science

Course title Human anatomy
Course code BioM1041
Module name Supportive
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 Supportive
Credits and Teaching
ECTS 8 ECTS
Students work load Contact hrs Tutor Group Lab Home Total
hrs work Study
80 25 35 - 76 216
Target group: BSc nursing students
Credit hrs 5
Hours/semester Lecture(80)
Course Delivery: Block
Course Description
This Human anatomy- course is designed to prepare Generic Nursing students
who are competent providers of health services.
The major 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
Week1 Contact Topic/sub topic/chapter Reading
hrs materials
Day 1 2hr CHAPTER-I Human
anatomy
GENARAL ORIENTATION TO HUMAN ANATOMY
and
History, Definition and divisions of Anatomy physiology,
Tortora(11
Divisions of Anatomy
edition)pp.
a. Gross anatomy(macroscopic anatomy) 1-107
o Systemic anatomy
o Regional anatomy
b. Microscopic anatomy
Other subdivisions of anatomy
Applied (Clinical) anatomy
Surgical anatomy
Surface anatomy
Radiological anatomy
1.2 Anatomical terminologies
1.3 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)
*Terms of movement

2hr 1.4. Body regions and regional names
Body regions
abdominopelvic regions
abdominopelvic quadrants
Regional names
o The head
o The Neck
o The trunk
o The upper limb
o 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

Human
1hr CHAPTER-II anatomy
Day 2 CELLULAR ORGANIZATION OF THE BODY and
2.1 Ultra structure of generalized animal cell physiology
2.2. The cytoplasm, cytoplasmic organelles and cytoplasmic ,Tortora(1
inclusions. 1edition)p
p.60-106
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 Fundament

BASIC HISTOLOGY als 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 pp.106-141
membranes
 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)
 White Blood Cells (leukocytes
 Platelets
3.1.3 Muscle tissues, structure, properties
Skeletal muscle
Cardiac muscle
Smooth muscle

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
2hr  Premature infants

 Birth defects
 Teratogens:
Chemicals and drugs
cigarette smoking
radiation
 Ectopic pregnancies
 Twins
Fraternal twins
Identical twins

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:
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
Sweat glands
Types of sweat glands:
 Eccrine or merocrine
 Apocrine
Sebaceous glands
Ceraminous glands*
Mammary glands*
*Modified apocrine glands
Applied Anatomy

1hr
Day 7 THE SKELETAL SYSTEM Human
&8 anatomy
6.1 Functions of the skeletal system
and
6.2 The Structure of a Typical Bone physiology
,
Compact bone
Tortora(11
The Histological Features of compact bone: edition)pp.
171-289
 Osteon (Haversian System)
 Central (Haversian) canal
 Perforating (Volkmann‘s) canal
2hr Spongy bone
The Histological Features of Spongy Bone:

Lamellae
Trabeculae
6.3 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)
o Malleus
o incus
o stapes
Vertebral column
7cervical vertebrae
12 thoracic
5 lumbar
1 sacrum (5 fused )
1 coccyx (4 fused)
The thoracic cage
 Sternum
 Ribs
 Thoracic vertebrae
 costal cartilages

2hr
6.6 Appendicular skeletons
Bones of Pectoral girdle
Clavicle (collarbone)
Scapula (shoulder blade)
The bones of upper limbs
o humerus
o ulna
o radius
o Carpal
o metacarpal
o 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
Applied Anatomy

2hr CHAPTER-VII
Human
MUSCULAR SYSTEM
anatomy
7.1 Functions of Muscles and
physiolo
Three basic muscle types are found in the body:
gy,
Skeletal muscle Tortora(
11edition
Cardiac muscle
)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

o Named on the basis of:
 shape
 location,
 attachment
 orientation of fibers
 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

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 physiolog
y,Tortora
system (30minit)
(11edition
8.2 The central nervous system(30minit) )pp.403-
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
Day 1hrs CHAPTER-IX Fundamen
12 & THE ENDOCRINE SYSTEM tals of
13 9.1 Introduction anatomy
9.2 The pituitary gland and
physiolog
y,F.H.mar
tini
7th edition
pp.590-
616

2hr
9.3 The thyroid gland
9.4 The Parathyroid gland
9.5 The Adrenal glands
9.6 The Gonads
9.7 Pancreas
2hr Fundame
9.8 Thymus and Pineal glands(30min) ntals of
Applied Anatomy(30min) anatomy
CHAPTER-X and
1.Introduction: CIRCULATORY SYSTEM physiolog
components: y,F.H.ma
a. Cardiovascular system rtini
Heart 7th
Blood edition
Blood vessels pp.639-
b. Lymphatic system 730
 Lymph nodes or
 Lymphatic capillaries Human
 Lymphatic vessels anatomy
and
physiolo
gy,Torto
ra(11edit
ion)pp.6
66-804
1hr 1. Heart- structure

 Location and coverings
 Major parts & heart wall
 Conducting system
 Innervations & Blood supply
2. Blood Vessels
2hr  types
 structure
 main blood vessels
- Arterial system
- Venous drainages
- Capillarie

Day 2hr 3. Circulatory roots
14 &  Systemic circulation
15  Pulmonary circulation
 Fetal circulation
 Cerebral circulation
4. Lymphatic system
• Lymph
• Vessels
• Nodes
• Circulation
• edema
Lymphoid organs and tissues:

1hr  Spleen
 Thymus
2hr  Tonsils(25mini) Human
 peyr‘s patches(tissue) (20mini) anatomy
Applied anatomy(15mini) and
CHAPTER-XI physiolo
RESPIRATORY SYSTEM gy,Torto
Function and structures ra(11edit
Respiratory pathways ion)pp.8
Anatomical divisions of respiratory system: 46
 Upper respiratory zone
 lower respiratory zone
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

Day 16 2hr Human
CHAPTER-XII anatomy
DIGESTIVE SYSTEM and
General organization physiology
Structure ,Tortora(1
i) Organs oral cavity ( mouth ) 1edition)p
 tongue p.895
 salivary glands
ii. Pharynx
2hr
iii. Esophagus
iv. Stomach
Parts:
Fundus
Body
Cardia
Pylorus
ii)oral cavity ( mouth )
 tongue
 salivary glands
 teeth
Day 17 v. Small intestine & Large intestine
& 18 Parts of Small intestine:
1hr  Duodenum
 jejunum
 ileum
parts of Large intestine:
Cecum
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
URINARY SYSTEM and
Urinary system organs physiology
a) Kidneys -external structure ,Tortora(1
-internal structure 1edition)p
Ureters p.999
Urinary bladder
Urethra

1hr d) Urethra: -Male & female urethra
- Innervations &Blood supply to
major urinary systems
-Applied Anatomy
2hrs CHAPTER-XIV Human

REPRODUCTIVE SYSTEM anatomy
Perineum and
Male reproductive System physiolo
 Scrotum and penis gy,Torto
 Testes ra(11edit
.Tunica albuginea ion)pp.1
.Tunica vaginalis 036
- Parietal layer Fundame
- visceral layer ntals of
Productions: anatomy
- Sperm and
- hormone physiolog
 Epididymis y,F.H.ma
Consists: rtini
Head 7th
Body edition
Tail pp.1029-
efferent ductules 1062
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

Day 2hrs 1. 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%

1.First test
2.Second test
3.Assignment, Group work & Oral presentations
4.Mid examination
 Final examination………… …….. ……………… 50%
Course policies: Every student should attend all class and should participate actively.
Females should motivate.
Recommended References
1. Tortora, G.J. & Bryan D. 11th edition. Principles of Anatomy & Physiology
2. Van de Graaf Kent 4th ed. and above. Human Anatomy
3. Langman J & Woerdeman M.W (1978). Atlas of medical Anatomy
4. W.Henry Hollinshead 4th ed. Text Book of Anatomy
5. 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.

Human Physiology course syllabus
Module Name: Bio medical sciences I
Module Code: BioM 1041
COURSE NO: BioM 1042
ECTS: 8 ECTS
Degree program: BSC in nursing
Module number: IV
Course team leader /coordinator. Email phone number Office
Course instructors
1
2
3
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: Supportive
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
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 references
cells
Membrane potential (resting membrane
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
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, Medical physiology p(769-
histology, embryology, blood supply, 825) .
innervation, and regulation +
 Functional structures Ganongy W.f
 GIT motility, vomiting Review of
2hrs  Secretary function of GIT Medical
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-
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
2hrs 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 Medical physiology p(411-
2hrs accessory 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
 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 Guyton A. C Textbook of
 Sensory function of the NS Medical physiology p(671-
 Sensory receptors, classification 768) .
2hrs  Somatic sensation and their pathways +
 Motor function of the NS Ganongy W.f Review of
 Reflexes; arcs, examples Medical physiology p(192-
 Higher motor centers 276) .
2hrs  Cerebral cortex +
 Basal ganglia function and disease Tortora G. J Principles of
 Hypothalamus function and disease Anatomy and
 Thalamus function and disease physiology p (255-
 Cerebellum function and disease 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:
1. Guyton A C. Textbook of Medical physiology. Guytom &Hall 11th ed, 2006
2. Ganongy WF. Review of Medical physiology. Mc Graw Hill 22nd ed, 2006.
3. Tortora GJ. Principles of Human Anatomy and physiology. 8th edition, 1996.
4. John Bullock, Joseph Boyle and Michael B. Wang. Physiology, National Medical
Series (NMS) for Independent Study. Williams & Wilkins. 3rd edition 1992
5. Berne R.M. and Levy M.N. Physiology. 3rd edition.
6. Mackenna B.R and Callander R. 1991. Illustrated Physiology 5th edition.
7. Parth C.M. 1990. Pathophysiology. 3rd edition.
8. Hawker R.W. Notebooks of medical physiology.
9. Findlag A.L.R. Physiological principles of Reproduction and the foetus.
10. Salah Abu-sitta. Handouts containing different chapters (eight separate handouts)

Module Name: Biomedical- sciences II
Module Module Module Course Title Course code ECTS Delivery
Category name Code Mode
Supportive Biomedical- BioM1051 Biochemistry BioM1051 5 Block
sciences II Microbiology BioM1052 5 Block
Parasitology BioM1053 3 Block
Patho-physiology BioM1054 5 Block
Clinical laboratory BioM1055 3 Block
methods
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
After completing this module, students are expected to:
 Identify and explain the structure and functions of human body and its systems.
 Describe the physiological and structural changes due to disease process.
 Explain normal and abnormal laboratory findings.
 Describe basic chemical properties of molecules that make life possible and the
key components of the cell and their biochemical interactions.
 Identify those disease causing micro organisms and parasites and explain the
structural and functional changes of the body during invasion by disease causing
agents.
Module core competency
1. Differentiate the normal and abnormal laboratory values and interpret the results.
2. Describe the most common disease causing agents and cellular response to the agents.

Biochemistry course syllabus
A. University: Assosa University, Faculty if Health Sciences
B. Program: Undergraduate
C. Course title: Biochemistry
D. Course code: BioM 1051
E. Degree Program: BSc Nursing
F. Module Name: Biomedical Module-II
G. 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:
a) Lecture:- Day, Time, Place:- _________________
b) Tutorial:- Day, Time, Place: ____________________
M. Target group: BSc. nursing students

N. Year/Semester: I/II
P. Status of the course: Supportive
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:
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:
1. Describe the structure and classification of carbohydrates
2. Outline the metabolic pathways for anaerobic glycolysis, pentose shunt, and
gluconeogenesis, including substrates, unique enzymes and regulatory
mechanisms.
3. Outline the metabolic pathways for synthesis and degradation of glycogen.
4. Differentiate the structure and composition of lipids.
5. Describe the composition and functions of different lipoproteins present in
plasma.
6. Outline the sequence of reactions involved in oxidation of fatty acids in the
mitochondrion.
7. Explain the rationale for the pathway of ketogenesis and identify the major
intermediates and products of this pathway.
8. Describe the synthesis of fatty acids and triglycerides.
9. Outline the sequence of reactions in the tri carboxylic acid cycle and explain
the purpose of the cycle.
10. Outline the mitochondrial electron transport system and define membrane
potential and explain its role in ATP synthesis and thermogenesis.
11. Describe the structure and classification of amino acids& proteins.
12. Describe the mechanism of oxygen binding to myoglobin and hemoglobin.
13. Describe the mechanisms used by humans for removal of the nitrogen from
amino acids prior to the metabolism of their carbon skeletons.
14. Discuss the structure and composition of enzymes, including cofactors, and
conditions that affect enzymatic reactions.
15. Compare and contrast the structure and biosynthesis of purines and
pyrimidines, highlighting the differences between de novo and salvage
pathways.
16. Describe the compositions and structures of DNA and RNA.
17. Explain how replication of DNA is achieved with high fidelity in a
bidirectional manner and in a semi-conservative fashion.
18. Describe the major steps in transcription of an RNA molecule.
19. 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 1. 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
(afternoon) 3.CARBOHYDRATES 1 (Pages: 83-108;
 Structure & classification of carbohydrates 114-154 )
 Digestion & absorption of carbohydrates
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
(morning) sugars
 Regulation of blood glucose
½ hrs Quiz-I
(afternoon)
Day 4 3 hrs Tutorial-I
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 hrs(morning) Quiz-II
Day 9 3 hrs Tutorial-II
4 hrs 5. CENTRAL METABOLISM
Day 10 (morning)  Tricarboxylic acid (Krebs') cycle 1 (Pages, 69-82; 107-114)
 Bioenergetics (thermodynamics):
 Related to nutrition and obesity
 The Electron transport system
 Oxidative phosphorylation.
2 hrs 6. AMINO ACIDS AND PROTEINS 1 (Pages: 1-43;25-34;243-

(afternoon)  Structure and classification of amino acids 258;280-283)
 Physico-chemical properties of amino
acids
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

7. ENZYMES & COENZYMES
Day 12 4  Enzymes:
(morning)  Definition and Classification
 General properties
 Kinetics of enzymes
1(Pages, 53-68; 371-392 )
 Factors affecting enzyme activities
 Enzyme inhibition
 Regulation of enzyme activities
 Cofactors & Coenzymes
 Clinical applications of enzymes
8. VITAMINS
2  Classification of vitamins
(afternoon)  Structure and function of:
 Water & Fat soluble vitamins 1( Pages: 371-392 )
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
Day 16 2 hrs  RNA structures and Transcription
1(Pages: 392-444)
(morning)  Protein Synthesis:
2(Pages:117-119;693-711)
 The Genetic Code
 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
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:
1. Pamela C.C, and Richard A.H., Lippincott's Illustrated Reviews: Biochemistry 3rd edition,
J.B. Lippincott Company Philaderphia, 1998.
2. Stryer L. Biochemistry, CBS publishers and distributors, 1986 or recent edition.
3. Lehninger A.L, Principles of Biochemistry, CBS publishers and distributors, 1987 or recent
edition.
4. Murray R.K et. al. Harper's Biochemistry 24th edition a Large Medical Book, 1996
5. Zubay, Parson, Vance, Principles of Biochemistry, WM.C. Brown Publishers USA, 1995.
6. Smith E.L et. al., Principles of Biochemistry, McGraw-Hill-International, 1993 or recent
edition.

Medical Microbiology course syllabus
Department Department of medical laboratory sciences and pathology

Corse title/code Medical Microbiology/BioM1052
Degree program BSc Degree in nursing
Module Name Biomedical sciences II
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:

a. comprehend the nature and diversity of a range of microorganisms
infecting the human being
b. describe the range of clinical manifestations associated with
microbial infections
c. explain the role and significance of microorganisms in disease
pathology
d. explain the microorganism are maintained in the community
e. 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

Schedule
Days Date Topics and Sub Topics Required Texts
1&2 2hrs 1. General Bacteriology and Murray PR. et al.,
Immunology Medical
1.1. Introduction to microbiology Microbiology, 4th ed.
1.2. Bacterial nomenclature and Chapt 1 & 2
classification
Questions Boyd RF. Basic
a. Define microbiology Medical
b. Describe the major contributions of Microbiology, 5th ed.
the following to microbiology: Chapt 1 & 2
Anton van Leeuwenhock, Koch,
Pasteur, Ehrlich, Muller
c. Explain the basis of bacterial
taxonomy and what procedures are
used to classify a bacterium
d. Name three examples each of
phenotypic, analytic, and genotypic
characteristics used to classify
bacteria
4hrs 1.3. Bacterial morphology and Murray PR. et al.,
cytology Medical
1.4. Growth, nutrition & Microbiology, 4th ed.
multiplication of Bacteria Chapt 3 & 4
Questions
a. Outline the characteristics that Boyd RF. Basic
distinguish eukaryotes from Medical
prokaryotes Microbiology, 5th ed.
b. Describe the makeup of the outer Chapt 2 & 4
membrane of gram-negative bacteria.
What are the function and role the
outer membrane plays in medical
microbiology?
c. What are the conditions under which
superoxide is produced by bacteria?
Is superoxide produced by all
bacteria? If not, why not?
3 3hrs 1.5. Bacteriological techniques Jawetz, Melnick, &

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

sterilization, disinfection
d. What factors influence the
effectiveness of sterilization with Murray PR. et al.,
moist heat, dry heat, and ethylene Medical
oxide? Microbiology, 4th ed.
e. Make a list of the disinfectants that Chapt 10
are used in your university hospital
First exam
4&5 5hrs 1.7. Antimicrobial chemotherapy Greenwood D. et al.,

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

6 3 hrs 4. Hypersensitivity reactions Boyd RF. Basic
5. Immunization Medical
a. Outline the basic differences between Chapt 12 & 13
anaphylactic, immune complex, and
cytotoxic hypersensitivity reactions Jawetz, Melnick, &
b. Describe the cell types and mediators Adelberg's Medical
associated with delayed-type Microbiology, 22nd ed
hypersensitivity Chapt 8
c. What is the difference between active
immunization and passive immunization?
d. Make a list of all the vaccinations
Second exam
7, 8 &9 4hrs 6. Specific Bacteriology Murray PR. et al.,
6.1. Staphylococcus Medical
6.2. Streptococcus and Pneumococcus Microbiology, 4th ed.
6.3. Neisseriae Chapt 22, 23, and 28
Questions
a. What toxins have been implicated in Jawetz, Melnick, &
staphylococcal diseases? Which Adelberg's Medical
staphylococcal enzymes have been proposed Microbiology, 22nd ed
as virulence factors? Chapt 21
b. Make a list of the suppurative streptococcal
diseases
c. What are the major virulence factors of S.
pneumonia?
d. Which virulence factor is responsible for the
diffuse vascular damage associated with
meningococcal infections?
6 hrs 6.4. Corynebacterium, Clostridia, and Boyd RF. Basic
Bacillus Medical
6.5. Enteric gram negative rod: E,coli, Microbiology, 5th ed.
Shigella, and Salmonella Chapt 19 & 20
Questions
a. What characteristics differentiate cutaneous Murray PR. et al.,
diphtheria from respiratory diphtheria? Medical
b. Make a list of the major pathogenic Microbiology, 4th ed.
clostridial species, indicating the mechanism Chapt 25, 27, 29, & 37
of action of their toxins or other components
associated with infection.
c. What are three virulence factors found in B.
anthracis and their modes of action?
d. Name the six groups of E. coli that can
cause gastroenteritis.

10 & 2hr 6.6. Vibrio, Campylobacter, and Jawetz, Melnick, &
11 Helicobacter Adelberg's Medical
6.7. Haemophilus, Bordetella, and Brucella Microbiology, 22nd ed
Questions Chapt 18 & 19
a. What are the characteristic clinical
symptoms of cholera? Murray PR. et al.,
b. H. pylori has multiple virulence factors. Medical
Which factors are responsible for interfering Microbiology, 4th ed.
with gastric acid secretion? Chapt 30, 31, 33, & 34
c. What virulence factors are produced by B.
pertussis, and what are their biologic
effects?
d. Which species of brucella is the most
common cause of brucellosis?
e. What is the major virulence factor in H.
influenzae type b?
3hr 6.8. Pseudomonas Murray PR. et al.,

6.9. Mycobacteria Medical
a. What virulence factors possessed by P. Chapt 32 & 40
aeruginosa make it a particularly serious
pathogen? What are the biologic effects of
these factors?
b. What is unique about the cell wall of
mycobacteria and what biologic effects can
be attributed to the cell wall structure?
c. What is the recommended therapy for M.
tuberculosis?
d. What are the two clinical presentations of M.
leprae infections?
2hr 6.10. Spirochetes Greenwood D. et al.,
6.11. Chlamydia Medical
a. What are the consequences of congenital Chapt 39
syphilis in untreated infants who survive the Murray PR. et al.,
initial course of disease? Medical
b. Why is penicillin ineffective against Microbiology, 4th ed.
Chlamydia? What antibiotic can be used to Chapt 41 & 44
treat infection with Chlamydia?
c. What are the clinical manifestations of the
second stage of LGV?

12, 13 2hr 6.12. Rickettsiae Greenwood D. et al.,
14 &15 6.13. Mycoplasma Medical
a. What is the principal vector of R. Chapt 40
prowazekii? Murray PR. et al.,
b. How do Mycoplasma species differ from Medical
other bacteria? Microbiology, 4th ed.
Chapt 42 & 43
3hr 7. Mycology Boyd RF. Basic
7.1. General characteristics of fungi Medical
7.2. Important diseases Microbiology, 5th ed.
Questions Chapt 33
a. Outline the major differences between fungi Murray PR. et al.,
and bacteria in terms of size and Medical
morphology and reproduction. Microbiology, 4th ed.
b. Make a list of the systemic, cutaneous, Chapt 69, 70 & 71
subcutaneous, and superficial mycoses. Jawetz, Melnick, &
Adelberg's Medical
Microbiology, 22nd ed
Chapt 45
5hrs 8. Virology Jawetz, Melnick, &
8.1. General characteristics of Adelberg's Medical
viruses Microbiology, 22nd ed
8.2. Important viral infections Chapt 29, 30, 35, 39,
8.3. Diagnosis and treatment of 40, & 44
viral infections
Questions
a. What makes viruses different from bacteria?
b. Give examples of DNA and RNA viruses.
c. What is the etiologic agent of serum
hepatitis?
2hr 9. Hospital acquired infections Boyd RF. Basic
9.1. Factors important in Medical
nosocomial infections Microbiology, 5th ed.
9.2. Prevention and control of Chapt 35
nosocomial infection
Questions
a. 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.
b. 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
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 continuous Exam 1 20% Week 3
exams (40%) and
final exam (60%) Exam 2 20% Week 6
Final exam (60%) Week 16

Course  You should wear gown and bring appropriate course materials like
Expectation 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

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.

Medical parasitology course syllabus
Module Name Biomedical sciences II
Module code BioM1051
Module credit 13
Course Coordinator Name: ________________ E-mail: _________________
Office: ______________________Cell phone:__________________
Contact Hours: ____________________
1. Course and Instructor Information
Course title Medical Parasitology
Course code BioM1053
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 Supportive
Prerequisite None
2. 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

Course Schedule
Days Lecture Topics Contact Reading Materials
Hours
Day1.1` 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
o General characteristics countries. Part I -2nded updated. 1998. Tropical Health
o Classification (Intestinal & tissue) Technology. Cambridge Judith S. Heelan, Frances W. Ingersoll.
 Intestinal round worms Essentials of Human Parasitology. 2002. Delmar Thomson
 Ascaris lumbricoides Learning
 Trichuris trichura Mohammed AwolAdem and WaqtolaCheneke. Medical
 Enterobiu svermicularis Parasitology: Lecture note for medical laboratory technology
 Ancylostoma duodenale students: upgraded lecture note serious. 2006
 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
Cestodes /The tape worms/ countries. Part I -2nded updated. 1998. Tropical Health

o 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
o General characteristics Markell, Voge, Jhon. Medical Parasitology. 6th ed. 1986. W.b.
o 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
 Entamoeba histolytica/dispar Judith S. Heelan, Frances W. Ingersoll. Essentials of Human
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
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
 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
i. The Leishmania Parasitology: Lecture note for medical laboratory technology
a. Leishmaniatropica complex students: upgraded lecture note serious. 2006
b. L. tropica minor Markell, Voge, Jhon. Medical Parasitology. 6th ed. 1986. W.b.
c. L. tropica major Saunders company
d. L. aethiopica David L. Belding. Text book of Parasitology. 3rd ed. 1965
ii. Leishmaniamexicana complex
a. L. m. mexicana
b. L. m. Amazonensis
c. L. M. pifanoi
iii. Leishmaniabraziliensis complex
a. L. B. braziliensis
b. L. B. guyanensis
c. L. B. panamensis
d. L. peruviana
iv. Leishmaniadonovani complex
a. L. d. donovani
b. L. d. chagasi
c. L. infantum
v. The Trypanosome
a. Trypanosoma brucei complex
i. T. b. Gambiense
ii. 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  Classroom contact/Lecture
learning methods  Presentation and group discussion
 Computer assisted instruction
Assessment  Two exams (15%)
o Exam 1 15% week 7
o Exam 2 15 % week 10
o Mid Exam 30%.
Final exam 40 %
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. 9 th 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

Pathophsiology Course Syllabus
Department Medical lab. and Pathology
Course title Pathophysiology
Course code PATH201
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
40hrs - 3.25hrs 91.75hrs 135hrs
Year/Semester Year I/Semester II
Prerequisite Anatomy ,Histology ,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 by pregnancy,
description complication of early and late pregnancy. Fundamental 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 1. Describe the aetiology, pathogenesis and presenting symptoms and sign of
common health problems in humans.
2. Discuss normal and abnormal compensatory mechanisms of the body that
occur in response to disease processes.
3. Describe causes, mechanisms and manifestation of disorder of pregnancy and
child birth.
4. Analyze rationale for treatment modalities based on aetiology, pathogenesis,
and clinical manifestations of common health problems..
Week Day Topics and subtopics(Duration of a Lecture) Reading material
112
General Introduction about the course(10min) Rubbin/Underwood
I Unit One: Introduction(1hr)
1.1 Definition & scope of Pathphysiology
1 1.2 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
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
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 :
113
Assignment 2:
Reading assignment: Malaria
Unit Six: Hemodynamic Disorders(3 hrs) Rubbin/Underwood

I 6.1 Hemorrhage
2 6.2 Thrombosis & Embolism
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
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 Rubbin/Underwood
I Failure(3hrs)
3 10.1 Urinary Tract Infection in pregnancy
10.2 Acute Renal Failure
Quiz: List risk factors for UTI
Reading assignment: Chronic renal failur
II Unit Eleven Gastrointestinal & Hepathoboliary Systems
disorders in pregnancy (3 hrs)
11.1 Acute abdomen in pregnancy
11.2 Hepathoboliary Systems disorders in pregnancy
114
Quiz: Compare & contrast small & large bowel
obstructions
Reading assignment: Acute Appendicitis
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) Rubbin/Underwood
4 Unit Sixteen Central nervous system alteration(1.5hrs)
16.1 Meningitis
16.2 Seizure
Quiz: List types of epilepsy
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. 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
115
Clinical Laboratory Methods course syllabus
Department: Clinical laboratory and Pathology
Course title: clinical laboratory methods
Code: BioM1055
Degree Program: BSc Degree Nursing
Module name: biomedical Sciences II
Course coordinator:
Name_____________ Email: _______________
Cell phone __________, Office: ___________________
Course ECTS: 3
Course Information:
Academic year: ____________
Year/ Semester: I /II
Instructors
Student Work Load Lecture Tutorial Lab practice Home study Individual Total
work
32 8 32 9 81hrs
Course objective Upon the completion of this course students will be able to:
a. Explain the roll of clinical laboratory in patient care.
b. Discuss how to select lab. Tests
c. Describe specimen collection, transportation and processing
d. Identification of normal blood cells on peripheral blood smear
e. Description and identification of normal blood cells maturation
f. Recognition of causes of red cell and white cell abnormalities
g. Discuss basic Laboratory tests for diagnosis anemia
h. Discuss Malignant and non malignant WBC disorders and their differential
diagnosis
i. State the principles of the different tests of the bleeding disorders
j. Indicate the normal values of the different tests of the bleeding disorders
k. Describe the general characteristics of the ABO antigens and antibodies.
l. Explain the cross-match and its primary purpos
m. Explain the Normal and abnormal organized urine sediments with their
diagnostic features
116
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
1&2 2 Introduction to lab. Bauer,D.John, Clinical

-Selection of Lab. Tests Laboratory Method 9th 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 6th
CBC 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:
a. Describe quantitative leukocyte disorders
b. Describe morphological abnormalities of
mature granulocytes
c. Describe qualitative/functional leukocyte
disorders
d. Briefly describe Leukemia and classification of
Leukemia
e. 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
the vascular system
117
 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
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 result. tropical countries. 2nd ed. Part I.
 Discuses the abnormal constituents of Monica Cheesbrough, 2005
urine( Glucose, protein, Text book of urinalysis and body
 ketone bodies, bilirubin , bile salts etc. fluids. Doris LR, Ann EN, 1983
 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, Fundamental
-Diagnosis of liver disease by lab methods of clinic Chemistry, 2nd ed, 1984
-Plasma enzyme test in liver disease
Questions:
a. Describe methods of analysis of serum bilirubin And
interpret the result
118
b.Discuss the pattern the serum enzyme with liver
diseases,
2 Disorders of carbohydrate metabolism

DM laboratory management
Norbert L W. Tietz, Fundamental
Questions:
of clinic Chemistry, 2nd ed, 1984
Explain the glucose metabolism regulation
Discuss hyperglycemia and hypoglycemia
4 Body fluid analysis

CSF
Synovial fluid
Serous Fluid analysis
Describe the normal appearance of normal CSF. Text book of urinalysis and body
Define xanthochromia and state its significance fluids. Doris LR, Ann EN, 1983
List the normal range of glucose, protein, and cell Urinalysis and body fluids: A
count for a CSF. color text and atlas. Karen MR,
Evaluate abnormal laboratory results with a Jean JL. 1995
pathological condition related to CSF. Clinicalchemistry: Principles,
Discuss difference between exudates and procedures, correlation. 3rd ed.
transudes Michael L. Bishop et al. 1996
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
-coagulation time
119
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
 Classroom contact/Lecture, Presentation and group discussion, Computer assisted instruction
and laboratory practical
Assessment Continuous assessment Competence to be assessed
four individual assignments 10%
 Assignment. Student will be prepared
Assessment in this short note on one of the following
course will be based on topics. Identify the cause of Microcytic
written assignments and Assignment 1. Laboratory diagnose of hypochromic anemia , describe the
class interaction (10%), Microcytic hypochromic anemia .2% specific laboratory tests for
two continuous exams week 3 differential diagnosis of Microcytic
(30%). Practical exam hypochromic anemia
(20%). There is also Identify the five WBC in peripheral
final exam (40%) Assignment 2 Manual WBC differential blood smear and the proportion of
count 2% week 8 them..
Assignment 3 case study,2% Week 4 Correlate the lab. Finding with the
case.
Assignment 8 Laboratory reports. 4 %
.Every Writing skill of laboratory report.
week
Three exams (15%)

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.
120
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
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 1. Bauer,D.John, Clinical Laboratory Method 9th ed,1982.
Sonnwith Alex C, Jarett Leonard, Drahdwohl‘s Clinical Laboratory
Methods & Diagnosis, 8th ed, 1980
2. Hlasted, The Laboratory in clinical medicine interpretation and
application, 2nd ed, 1981.
3. Thompson R.B.S.I. Proctor, A short test book of Hematology 6th
ed. 1985.
4. Ravel Richard, Clinical Laboratory Medicine, 4th ed, 2983
5. L.G. Whitby, I.W. percy-Robb, A.F. Smith Lecture notes on
clinical chemistry methods, Vol.I 17th ed , 1984.
6. Henry John Bermard, Clinical Diagnonosis and management by
Laboratory Methods, Vol. I 17th ed, 1984.
7. Calliner, shaila T. Blood sisorders: the facts 1985.
8. Norbert L W. Tietz, Fundamental of clinic Chemistry, 2nd ed,
1984.
9. Linne , Jean Jorgenson, Basic Techniques for the medical
Laboratory, 2nd ed. 1979.
10.Frances Fischback, A manual of laboratory & Diagnostic Tests,
4th ed, 1992
11.John Bernard Henry,MD Clinical Diagnosis & management by
Laboratory Methods 20thed.
121
Module Name: Computer Application
Module Module Module Course Title Course code ECTS Delivery
Category name Code Mode
Basic Computer Comp1062 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.
122
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 Total hrs
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 computes.
123
Course schedule
Weeks Topics Contact hrs. Required reading
Chapter 1 Introduction to Computers 6 References 1,2,3
Introduction to computer science and
1,2 & 3 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
floating point representation
124
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
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
125
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 %
Practical test 1…………..10 %
Practical test 2………… 10 %
Final Exam ………………………...40 %
Attendance Requirements
 Minimum Attendance 80 %
Textbook:
1. DidaMidekso. 2003. Introduction to Computer Science and its applications
References :
1. Sinha, Pradeep K. 2003. Foundations of Computers.
2. Black, Uyless. 2003. Computer network protocols, standards, & Interfaces. S; Stallings, William.
3. Williams, brain, Stacey and Sara Hutchinson. Using Information technology (boston, 1999).
126
Module Name: Public Health I
Supportive Public PubH2071 Health education PubH2071 3 Block
health I Environmental health PubH2072 3 Block
Health service PubH2073 3 Block
management
Module description
The module is designed to enable the learners acquire knowledge and skills, 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. 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.
Finally, the course addresses the role of communication in health education and the
communication Aids and major models in health communication. In addition it give students a
basic concept of public health services management and the knowledge about the relationship of
health and development, health systems, Primary health care and health for all, identifying
community health problems, indicators of health status of a population, and major strategies of
improving public health in developing countries
Module Objective: after completion of this module the student nurse will 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 and health management.
Module competency: after completion of this module student nurse will be competently
involved in disease prevention and health promotion activities by applying the basic concepts,
knowledge and principles of environmental health, health education and management.
127
HEALTH EDUCATION COURSE SYLLABUS
Course code: PubH2071
Module name Public health I
Course team leader Name: ____________________. Cell phone:________________
(coordinator): Email :_____________________.office:______________________
Course instructor/s/:
ECTS 3
Contact hours Tutorial Home study hours Total
Student load
32 16 23 81
Academic year
Year/Semester: II/I
Pre Requisite Course: None
Status of the course: Supportive
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:
1. Describe the main health problems in developing countries, and that
of Ethiopia in particular.
2. Identify the health policy and major policy strategies of Ethiopia.
3. Define health and public health and identify the determinant factors
of health and ill –health-as a health layman and scientific
approaches
4. Understand the basic concepts, theoretical and philosophical
foundations of Health Education
5. Describe the goals and objectives of health Education.
6. Identify the predisposing, influencing and enabling factors of
human health behaviors.
7. discuss how application of health education influences the health
behaviors of individuals, groups, and community at large
8. Explain the roles and place of Health Education in PHC and the
country‘s health policy.
9. Explain the importance of communication, its processes and major
communication models in health education
128
Course schedule
Contact
Days Topics hours Reading materials
The historical perspectives of health education
All references & online
and its place in public health and primary health 3
references
1 care
Introduction to health, disease and illness: All references & online
Layman definitions of disease and illness as references
6
well as the ascribed cause/s/ for each disease or
2 &3 illness within specific culture, norms, beliefs
Determinants of human health (predisposing All references & online
4
influencing, and enabling factors) references
The role of health education in influencing the All references & online
predisposing, enabling and reinforcing factors references
4
towards positive health behavior, healthy and
4,5 &6 quality of life
All references & online
3
7 Settings for application of health education references
The role of health education as a strategy in All references & online
4
8 PHC and realizing the Ethiopian Health Policy references
Health Communication as a mediator to health All references & online
4
9 education and human health behavior change references
Major communication models in health All references & online
education; and Health Communication AIDS, 4 references
10 materials and approaches
Course Policy:
The following issues are expected from students:-
 Attend all lecture, tutorial, and group or individual work
 Come to class with completing assignments
 Make active participation in all activities
 Submit assignments on the given dates and sessions
Teaching and Learning Methods
Class room contact (lecture), interactive tutorial sessions, individual work (independent learning), and
group assignments and presentations
Assessment Methods:-
Students will be evaluated through continuous assessment which includes: - Assignment, quiz,
Laboratory report, presentations etc., and final examination
S/N Continuous Assessment Scheduling model for continuous assessment in a Minimum Mark
typical semester Weight
1. Continuous Assessment – 1 Administered from the 1st week – 3rd week of the 10%
semester
2. Continuous Assessment – 2 Administered from the 4th week – 5th week of the 10%
semester
3. Continuous Assessment – 3 Administered from the 6th week – 8th week of the 10%
semester
4 Continuous Assessment – 4 Administered from the 9th week – 10th week of the 10%
semester
4. Continuous Assessment – 5 Administered from the 12th week – 14h week of the 10%
semester
5. Final Examination At the end of the semester 50%
129
Assignments
Totally there will be about Eight (8) assignments, one on each chapter and that will be given at the end of
each chapter.
Assignment 1 Discuss the following points (3 Points). This will be submitted by the end of 2nd week after
the class begins.
1. About the purpose and objectives of health education.
2. The principles of Health Education
3. The principles of Primary Health Care (PHC).
4. Differences and similarities between public health and health education.
Assignment 2: Describe the definitions of the following terminology and discuss what it means for each
of them (1 Point). This will be submitted by the end of 4th week after the class begins
1. Illness
2. Disease
3. Health
Assignment 3: define and discuss thoroughly the possible predisposing, enabling and reinforcing factors
of human health behaviors (2 points). This will be submitted at the end of the 6 th week after the class
begins.
Assignment 4: Discuss the role of health education in influencing the predisposing, enabling and
reinforcing factors of human health behavior (1 point). This will be submitted by the end of the 7 th week
after the class begins.
Assignment 5: Identify three of the major settings of health education and describe why these settings are
important for health education delivery (2 Points). This will be submitted by the end of 8 th week after the
class begins.
Assignment 6: Discuss the important links and purposes of Health Education to each of the Health
Policy strategies of the Federal Ministry of Ethiopia (2 Points). This will be submitted by the end of the
9th week after the class begins.
Assignment 7: Define human communication and discuss the purpose of effective communication in
Health Education (1 Point). This will be submitted by the end of the 10th weeks after the class begins.
Assignment 8: Discuss the following types of communication briefly with the respective merits and
demerits (2 point). This will be submitted by the end of the 11th week after the class begins.
1. Linear communication
2. Interactive communication
3. Transactional communication
Assignment 9: Discuss the types of Health Communication/Education Aids and Approaches/Methods by
focusing the Ethiopian Context (2 Points). This will be submitted on 14 week after the Class begins.
Grading scale
Letter grade % Per 100 Equivalent weight out of 4
A+= ≥ 95.0 Appreciations
A=  85 4.0
-
A= 80-84.9 3.75
B+ = 75-79.9 3.5
B= 70-74.9 3.0
B- = 65-69.9 2.75
C += 60-64.9 2.5
C= 50-59.9 2.0
F= <49.9 0.0
130
Reference
1. Bed worth, Albert E. and Bed worth, David A. (Recent Ed.). The profession and practice of Health
Education. WCB publishers.
2. Gwen V. Seruellen1. Communication skills for the Health Care Professions: Concepts and
Techniques. 996.
3. Hubley, John. Communicating Health: An Action Guide to Health Education and Health Promotion,
Hong Kong: Macmillan. 1993
4. Jannie Naidoo and Jane Wills. HEALTH PROMOTION, foundation for practice. Bailliere Tindal,
W.B. saunders. 1995; Second printing.
5. Karen G., Barbara K. & Frances M. Health Behavior and Health Education: Theory, Research and
Practice. 2002; 3rd edition.
6. Lawrence W. Green Marshall W. Kreuter. Health Promotion Planning: An Educational and
Ecological Approach. Mountain View, CA, Mayfield Company, USA. 1999; 3rd Ed.
7. McKenzie, J.F. & Smeltzer, J.L. Planning, implementing, and evaluating health promotion programs.
Allyn & Bacon, Boston USA. 2001; 3rd ed.
8. WHO. Education for Health: A Manual on Education of primary Health Care, Geneva. 1988.
Online References
1. Barnlund, D. C. Interpersonal Communication: Survey and Studies. Boston: Houghton Mifflin, 1968.
2. Chapanis, A. ―Men, Machines, and Models,‖ American Psychologist, 16:113131, 1961.
3. Deutsch, K. ―On Communication Models in the Social Sciences,‖ Public Opinion Quarterly, 16:356-
380, 1952.
4. Gerbner, G. ―Toward a General Model of Communication,‖ Audio-Visual Communication Review,
4:171-199, 1956.
5. Kaplan, A. The Conduct of Inquiry: Methodology for Behavioral Science. San Francisco: Chandler,
1964.
6. Lackman, R. ―The Model in Theory Construction,‖ Psychological Review, 67:113-129, 1960.
7. Kreps, G.L. (1988). The pervasive role of information in health care: Implications for health
communication policy. In J. Anderson (Ed.), Communication Yearbook 11, (238-276). Newbury Park,
CA, Sage.
8. Sereno, K. K., and Mortensen, C. D. Foundations of Communication Theory. New York: Harper &
Row, 1970.
9. Watzlawick, P., Beavin, J., and Jackson, D. Pragmatics of Human Communication. New York: Norton,
1967.
131
Environmental Health Science course syllabus
Program BSc Nursing
Course Title Environmental Health
Course code PubH2072
Degree BSc in Nursing
program
Module Name Public Health I
Course Team Name Email Cell phone Office
Leader
Course Name Email Cell phone Office
Instructors
ECTS 3
Study load Contact Tutorial Home Study Total
hours
32 hrs 20 hours 29 hours 81
Target group BSc Nursing students
Academic year
Year/Semester II/I
Prerequisite None
Status of the Supportive
Course
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
Objectives concept, terms and theories that helps them to identify and intervene
environmental and ecological factors to human health.
 Realize the practical techniques in planning, Dev‘t 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 Reading Material Remark
Hours
132
1 &2 Definitions of terms focus Moeller, DW. 1997. Specific
6 hours and scope of Environmental Health. pages for
Environmental health and Harvard Univ. Press reading
its relationship with other Nadakavukaren,A. will be
disciplines (1990), man and indicated
Approaches, boundaries environment later
and disciplines of
Environmental Health.
Global aspects, issues and
history of environmental
health.
3&4 8 hours Environmental health in Moeller, DW. 1997.
developing countries
especially in Ethiopia Harvard Univ. Press
Environmental health
Nadakavukaren,A.
survey and general
(1990), man and
sanitation appraisal withenvironment
mini project Moeller, DW, 1997. ----
Harvard Univ. Press
5, 6 &7 8 hours Community water supply APHA, 1995 Standard ---
Community waste Methods of water and
disposal solid waste waste water analysis.
,health care waste and Peavy et al., 1995.
liquid waste management Environmental
engineering
Salvato,1982,
environmental
engineering and
sanitation (3rdEd)
newyork:john&sons.
133
8, 9 &10 10 hours Food protection and Teka G.E (1997) Food ----
safety. Hygine ;,principles and
Vector(arthropod and methods of food
rodent control ) Bourne diseases control
Housing and institutional with special emphasis
sanitation to Ethiopia , Addis
Occupational health and Abeba university press
safety Hailu,d(2006).housing
and institutional health
,update lecture note
series.hawassa
university.
Tekel T,(2002)
occupational health
,safty and hygine for
environmental health
students .lecture note
series
Tassew ,s.(2002)
,vector and rodent
control ;lecture note
series ,haramaya
university : carter
center
a) Delivery mode/methodology:
 Lecture
 Active learning methods (brain storming, buzz group, discussion, group and
individual presentation, assignment etc),
b) Assessment mechanisms:
 Continuous assessment (Class participation, Quizzes, Assignment, tests/midterm)-
50%,
 Final written exam-50%
c) Final exam date: ___________________
d) Course policies:
 Lecture is mandatory
 Student should submit assignments on due date
134
Health Service Management course syllabus
University – Assosa University Faculty of Health Sciences
Program: BSc. Nursing
Course title: Health Services Management
Course code: PubH2073
Degree Program: B.Sc Degree in nursing
Module Name: Public Health I
Course team leader
Name Email Cell Office
phone
Course instructors :
phone
ECTS: 3
Study
load
Lecture Tutorial Home Total
hours study
32hours 8 41 81
Academic Year: ___________
Year /Semester: II/I
Course pre-requisite if any: None
Course delivery methods: block wise
Status of the course: supportive
Course description: This course is designed to give the student a basic concept of public health
services management. It begins by introducing the trainee to the lay and professional concept of
health. It then goes on to deal with factors affecting health. It will also give students the
knowledge about the relationship of health and development, health systems, Primary health
care and health for all, definition and applicability to public health of subjects taught under
public health, identifying community health problems, indicators of health status of a population,
and major strategies of improving public health in developing countries
Specific course learning objectives:
 Upon completion of this course, the student will be able to:
1. Describe basic principles , concepts and methods in health management
2. Demonstrate management skills so as to plan ,implement & evaluate effectively &
efficiently PHC programs
135
3. Identify planning decisions relating to objectives ,activities & resources
4. List & relate functions of management dealing with the execution of activities, and the
use of human and physical resources.
5. Evaluate the different programs and components of services.
6. Apply the basic principles involved in management of resources
7. Establish and manage a working health tam
8. Describe the organization and administration of health services in Ethiopia to correlate
planning and management to the existing situation
9. Describe what PHC is, its component and approaches so and to implement PHC activities
to reach at social-health goals of the world
Course Schedule
Days Contact Topic/sub-topic/chapter Reading Remark
hrs materials
Day 1 4 1. General introduction Reference: 1,1,2
 Distributing the course guide
book/syllabus
 Introducing the course
Chapter 1: introduction to Health service
management
 Rationale for the course
 Definitions, principles and concepts of
management
 Management and environment
 Types, skills and roles of managers
 Main functions of management
Day 2 4 Chapter 2: Health delivery system in Reference:1,2,3, 4,5,7
Ethiopia
 National health policy and drug policy
 Organization of Ministry of health
 National health plan
 Specific programs within the health
service
Day 3 4 chapter 3: Primary health care Reference: 1,2,4,5,6,7

 Historical development
 The PHC approach
 PHC as part of socio-economic
development
 PHC as level of health care
136
 PHC strategies
 Essential components of PHC
Day 4 4 Chapter 4: Health planning Reference: 1,2,6,7
- General overview
- Steps in planning
 situation analysis
 identifying and selecting
priority problems
 setting objectives and targets
 setting strategies, review
obstacles and limitation
 prepare action plan
Day 5 4 Chapter 5: Implementation Reference: 1,2
 principles of organization
 organizational structure
 coordination
 Monitoring and control
 Supervision
Day 6 4 Chapter 6: Evaluation Reference: 1,2
 Effectiveness
 Efficiency
o How to evaluate work progress
monitoring
o Appraising staff performance
o Evaluating use of resources
Day 7 4 Chapter 7: Managing a health team Reference: 1,2
 what a health team means
 how to lead a health team
 organizing a health team
 controlling and assessing the work
Day 8 4 Chapter 8: Managing resources Reference: 1, 2
 Finance
 Material
 Space
 Time
 Information
e) Delivery mode/methodology:
 Lecture
 Active learning methods (brain storming, buzz group, discussion, group and
individual presentation, assignment etc),
137
f) Assessment mechanisms:
 Continuous assessment (Class participation, Quizzes, Assignment, tests/midterm)-
50%,
 Final written exam-50%
g) Final exam date: ___________________
h) Course policies:
 Lecture is mandatory
i) References
Text Book
1. On Being In charge - A Guide for Middle - Level Management in PHC, WHO, Geneva,
1980.1992.
Other References
1. Challi Jira, Amsalu Feleke, Getnet Mitike (2003) Health Science Management for Health
Science Students. Lecture Note Series. Wollega University: JU.
2. MOH (1993), Health Policy of Transitional Government of Ethiopia, Addis Ababa.
3. Health and Health Related indicators, By the Federal Ministry Of Health ,
4. WHO ―Health For All‖ series 1-7. WHO Geneva.
5. Review of PHC (National). 1985
6. Alma Ata Declaration. WHO/UNICEF, 1978.
7. 20 Year health sector plan (HSDP).
138
Module Name: Public Health II

Supportive Public PubH2081 Biostatistics PubH2081 5 Block

health II
Epidemiology PubH2082 5 Block
Research methodology PubH2083 3 Block
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.
139
University/institute Assosa University
Biostatistics course syllabus

Course Title: Biostatistics
Course Code: PubH2081
ECTS Credit: 5
Pre-requisite: None
Course Status: supportive
Module Name: public health II
Program: Undergraduate (B.Sc.) nursing
Target group: Year II BSc nursing students
Course Team leader:

phone
Course instructors

phone
Student’s work load

Activity Hours
Lecture 48
Group work (Assignment, presentations, lab work) 15
Tutorial 10
Assessment 7
Independent Study 55
140
The course intends to introduce students to the concept of statistics
Course Description
Meaning of statistics; Methods of data collection; Methods of data presentation; Measures of location;
Measures of variation; Moments, skewness and kurtosis; Counting Techniques; Concepts of Probability
(classical approach); Probability distributions: Binomial, Poisson, Normal, t and Chi-square; Sampling and
Sampling Distribution of the mean and proportion; Elementary description of the tools of statistical
inference: Basic concepts; Estimation:(Point and Interval) for the population mean and proportion;
Hypothesis testing on the Populations mean and proportion; Chi-square test of association. Each topic
should begin with motivating examples.
Course objectives
•To 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;
• Introduces the basic concepts of statistical thinking and reasoning;
• To enable students apply the methods of statistics in scientific research, decision making and future
career;
• To demonstrate the importance and practical usefulness of probability in real life;
• To show how probability is a necessary foundation for understanding statistics;
• To demonstrate the importance and usefulness of statistics in real life and on real data;
• To show how to present data informatively and clearly;
• To equip students to apply probability and statistical methods to solve standard problems from a
wide range of disciplines;
• To give students an appreciation of the limitations of these standard techniques;
• To enable students to communicate the results of their analyses in clear non-technical language.
.
Expected outcomes of the course and/or module (development of general and
specific competencies, knowledge and skills)
141
At the end of the course students are expected to:
• Have a broad knowledge of the basic understanding of statistical techniques
demonstrated through principles of data collection, descriptive statistics, probability,
probability and sampling distributions, statistical inference and linear regression.
• Understand the methods of data collection, organization, presentation, analysis and
interpretation;
• know what is meant by sample space, event, relative frequency, probability,
conditional probability, independence, random variable, probability distribution,
probability density function, expected value and variance;
• Be familiar with some standard discrete and continuous probability distributions;
• Be able to use standard statistical tables for the Normal t, chi-square distributions;
• Be able to differentiate between common types of data, and display them
appropriately;
• Learn some desirable properties of point estimators;
• Recognize the additional benefits of calculating interval estimates for unknown
parameters;
• Understand the framework of hypothesis testing for carrying out statistical inference;
• Be able to produce and interpret interval estimates and tests of hypotheses correctly in some
simple cases;
• Be able to present their results correctly and in non-technical language;
• Have basic skills in exploratory data analysis.
142
Course content and schedule of the contact time
Day Contact hrs Topic/sub topic/chapter
st
1 2hr Chapter 1. Introduction
1.1 Definition and classification of Statistics
1.2 Stages in statistical investigation
1.3 Definition of Some Basic terms
1.4 Applications, uses and limitations of Statistics
1hr 1.5 Types of variables and measurement scales
2nd 2hr Chapter 2. Methods of Data Collection and

Presentation
2.1 Methods of data collection
2.1.1 Sources of data
2.1.2 Methods of collection
2.2 Methods of Data Presentation
2.2.1 Motivating examples
2.2.2 Frequency Distributions: qualitative,
quantitative: absolute, relative and
Percentage.
1hr 2.2.3 Tabular presentation of data

2.2.4 Diagrammatic presentation of data: Bar
charts, Pie-chart, Cartograms
3rd 1hr 2.2.5 Graphical presentation of data: Histogram,

and Frequency Polygon
143
2hr Chapter 3. Measures of Central Tendency Bluman,
3.1 Motivating example A.G. (1995).
3.2 Objectives of measures of central tendency Elementary
3.3 Summation notation Statistics:
3.4 Important Characteristics of a good average (8th edition).
3.5 Mean Chapter 3:
3.4.1 Arithmetic Mean (P62-P98)
4th 2hr 3.4.2 Geometric Mean
3.4.3 Harmonic Mean
3.6 Median
3.7 Mode
1hr Chapter 4. Measures of variation (Dispersion), Bluman,
Skewness and Kurtosis A.G. (1995).
4.1 Motivating examples Elementary
4.2 Objectives of measures of central tendency Statistics:
4.3 Measures of Dispersion (Variation) (8th edition).
4.3.1 Range Chapter 4:
5th 2hr 4.3.2 Variance, Standard Deviation and coefficient of (P102-P135)
variation
4.3.3 Standard scores
4.4 Moments
1hr 4.5 Skewness
4.6 Kurtosis
6th 2hr Chapter 5. Elementary Probability Bluman,
5.1 Introduction A.G. (1995).
5.2 Definition & some concepts (Experiment, Elementary
sample, event, equally likely Statistics:
outcomes, mutually exclusive events, independent (8th edition).
events)
5.3 Random experiments Chapter 5:
1hr 5.4 Counting rules: addition, multiplication rules, (P142-P176)
permutation and combination
2hr 5.5 Definitions of probability (probability of an event)
7th 5.6 Some rules of probability
1hr Chapter 6. Probability Distributions Bluman,

6.1 Definition of random variables (discrete and A.G. (1995).
continuous) and probability Elementary
distributions Statistics:
(8th edition).
Chapter 6:
(P202-P246)
144
8th 2hr
6.2 Introduction to expectation: mean and
variance of random variable
6.3 Common discrete distributions: binomial and

Poisson )
1hr 6.4 Common continuous distributions: Normal, t,
and chi-square distribution
Chapter 7. Sampling and Sampling Bluman, A.G. (1995).
9th 2hr Distributions of the Mean Elementary Statistics: (8th
7.1 Basic concepts (population, sample, edition).
parameter, statistic, sampling frame,
Sampling unit, sampling error, sample size) Chapter 7: (P251-P279)
7.2 Reasons for Sampling
7.3 Different types of Sampling (Probability vs.
Non probability Sampling
Techniques)
1hr 7.4 Simple random sampling (lottery method,
table or computer generated random
numbers)
10th 2hr 7.5 Sampling distribution of the sample mean and
proportion
7.6 Central limit theorem
1hr Chapter 8. Estimation and Hypothesis Testing Bluman, A.G. (1995).
8.1 Estimation Elementary Statistics: (8th
8.1.1 Motivating examples edition).Chapter 8: (P286-P301)
11th 2hr 8.1.2 Point estimation: mean and proportion

8.1.3 Interval estimation: mean and proportion
1hr 8.2 Hypothesis Testing
8.2.1 Motivating examples
8.2.2 Important concepts in testing a
statistical hypothesis
2hr 8.2.3 Steps in testing a hypothesis
8.2.4 Hypothesis testing about the population
mean
12th 1hr 8.2.5 Hypothesis testing about the population
proportion
13th 2hr 9.3 Simple Linear Regression
1hr Exercise Bluman, A.G. (1995).
145 th
Elementary Statistics: (8 ed.).
2hr 9.4 Correlation Coefficient Chapter 9: (P345-P368)
th
14 1hr Exercise
2hr Revision
1hr Exercise
Delivery mode/methodology
Lecture Seminars and Exercises Independent work/ Consultations
 workshops  Assignment 

Tutorials Multimedia & Internet Laboratory Distance learning Field work
  Work
Student requirements
Attendance at all classes and active participation is expected. Student gets a grade after the final exam.
Course policies: every student should attend all class and should participate actively.
Assessment Methods
Continuous assessment shall be employed through tests, Project, presentations, assignment and final
examination.
Type of assessment Weight in %
Tests 25
Project and presentations, Assignment 25
Class activity 10
Final exam 40
Total 100
Text book
Bluman, A.G. (1995). Elementary Statistics: A Step by Step Approach (8th edition).
1. Cheaffer, R.L. and McClave, J.T (1994). Probability and Statistics for Engineers (4th Edition).
Duxbury Press.
2. Lipschutz, S. and Schiller, J. (1998). Introduction to Probability and Statistics. Schaum's Outline
Series, Mc Graw-Hill.
3. Mendenhall, W., Beaver, R.J. and Bearer, B.M. (2008). Introduction to Probability and Statistics (13th
Edition). Duxbury Press.
4. Mendenhall, W., Beaver, R.J. and Bearer, B.M. (2005). Student Solutions Manual for Introduction to
Probability and Statistics (12th Edition). Duxbury Press.
5. Walpole, R. E., Myers, S.L. and Ye, K. (2006). Probability and Statistics for Engineers and
Scientists (6th Edition). Prentice Hall.
6. Roussas, G. G. (2006). Introduction to Probability. Academic Press.
7. Bertsekas, D. P. and Tsitsiklis, J. N. (2008). Introduction to Probability (2nd Edition). Athena Scientific.
8. Suhov, Y. and Kelbert, M. (2005). Probability and Statistics by Examples. Cambridge University Press
146
Epidemiology course syllabus
Course Title: Epidemiology
ECTS Credit: 5
Pre-requisite: Biostatistics
Course Team leader:
Course instructors

Activity Hours
Lecture 48
Home study 61
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.
147
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 Rem
ys hrs/day ark
1 4 Introduction to Epidemiology Charles H. Hennekens, DrPH. Julie E. Buring,
 Definition Sc D. Epidemiology in medicine. In:
 History of Epidemiology definition and background and design
 Use/applications of Epidemiology strategies in epidemiologic research.
 Scope of epidemiology Lippincott Williams and Wilkins, USA.
 Basic assumptions of 1987;p(1-16)
epidemiology
 Theories disease causation Kifle Wolde Michael, Yigzaw Kebede, Kidist
 Levels of disease occurrence Lulu. Epidemiology for health science
 Branches of epidemiology students: Lecture Note Series. In: chapter 2
and 3. Ethiopia. 2003; p(10-28)
2 4 Natural history of disease and Kifle Wolde Michael, Yigzaw Kebede, Kidist
levels of prevention Lulu. Epidemiology for health science
 natural history of disease students: Lecture Note Series. In: chapter 4.
 stages in the natural history Ethiopia. 2003; p(29-38)
disease
 levels of disease prevention
 applications to common diseases
3 4 The infectious disease cycle Kifle Wolde Michael, Yigzaw Kebede, Kidist
 agent Lulu. Epidemiology for health science
 reservoir students: Lecture Note Series. In: chapter 5.
 portal of exit Ethiopia. 2003; 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 epidemiology Kifle Wolde Michael, Yigzaw Kebede, Kidist
and  Number , ratio, proportion , and Lulu. Epidemiology for health science
148
5 rate students: Lecture Note Series. In: chapter 7.
 Measures of morbidity Ethiopia. 2003; p(57-77)
 Incidence and prevalence
 Measures of mortality
 Crude vs. specific rates
 Standardization of rates
6 4 Source of epidemiologic data Kifle Wolde Michael, Yigzaw Kebede, Kidist
 Census Lulu. Epidemiology for health science
 Vital records students: Lecture Note Series. In: chapter 6.
 Data from health institutions Ethiopia. 2003; p(49-56)
 Data from morbidity surveys
 Other sources
7 4 Public health surveillance Kifle Wolde Michael, Yigzaw Kebede, Kidist
 Definition Lulu. Epidemiology for health science
 Purpose of surveillance students: Lecture Note Series. In: chapter 12.
 Types of surveillance Ethiopia. 2003; p(153-169)
 Activities in surveillance
 Modifiable diseases
8 8 Descriptive study designs Kifle Wolde Michael, Yigzaw Kebede, Kidist
and  Purpose of descriptive studies Lulu. Epidemiology for health science
9  Types of descriptive study designs students: Lecture Note Series. 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 Kebede, Kidist
and  Purpose of analytical Lulu. Epidemiology for health science
11 epidemiology students: Lecture Note Series. In: chapter 9.
 Observational analytic study Ethiopia. 2003; p(91-106)
designs vs. experimental
analytical studies Charles H. Hennekens, DrPH. Julie E. Buring,
 Case control studies Sc D. Epidemiology in medicine. In: types of
 Cohort studies epidemiologic studies: case control, cohort
 Cross sectional studies and interventional studies. Lippincott
 Intervention studies Williams and Wilkins, USA. 1987;p(133-
 Types of intervention studies 215)
 Analysis and interpretation
12 8 Measures of strength of association Kifle Wolde Michael, Yigzaw Kebede, Kidist

and Lulu. 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)
149
14 4 Analysis of cause effect relationship Kifle Wolde Michael, Yigzaw Kebede, Kidist
 Validity of studies Lulu. Epidemiology for health science
 Role of chance students: Lecture Note Series. In: chapter 10.
 Role of bias Ethiopia. 2003; p(119-133)
 Role of confounding factors Charles H. Hennekens, DrPH. Julie E. Buring,
 Evaluation of overall evidence for Sc D. Epidemiology in medicine. In: analysis
a cause-effect relationship of cause effect relationship. Lippincott
Williams and Wilkins, USA. 1987;p(30-53)
15 4 Screening in disease control Kifle Wolde Michael, Yigzaw Kebede, Kidist
Definition Lulu. Epidemiology for health science
Diseases appropriate for screening students: Lecture Note Series. In: chapter 13.
program Ethiopia. 2003; p(170-179)
Criteria for establishing screening
program Charles H. Hennekens, DrPH. Julie E. Buring,
Validity and reliability of tests Sc D. Epidemiology in medicine. In:
Sensitivity and specificity screening. Lippincott Williams and Wilkins,
Predictive value of a test USA. 1987;p(327-350)
16 4 Investigation of an epidemic Kifle Wolde Michael, Yigzaw Kebede, Kidist

 Definition of terms (endemic, Lulu. Epidemiology for health science
hypo-endemic, hyper-endemic, students: Lecture Note Series. In: chapter 11.
holo-endemic, cluster of cases, Ethiopia. 2003; p(134-152)
outbreak, epidemic, pandemic)
 Types of epidemics
 Steps in epidemic investigation
 Prevention and control strategies
of epidemics
a) Final exam date: _____________________________

b) Delivery mode/method: brain storming, buzz group, discussion, Lecture, group and
individual presentation, assignment
c) Assessment mechanisms:
 Class participation, quizzes, assignment, [50%], and
 Final exam (50%)
150
d) Course policies:
 Lecture, tutorial and lab attendance is mandatory.
quiz or assignment, no makeup will be arranged for her/him.
References
1. Charles H. Hennekens, DrPH. Julie E. Buring, Sc D. Epidemiology in medicine.
Lippincott Williams and Wilkins, USA.
2. Kifle Wolde Michael, Yigzaw Kebede, Kidist Lulu. Epidemiology for health science
students: Lecture Note Series.
3. Lilienfield, MA. Lilienfield ED. Foundations of epidemiology, 1980, Oxford University
Press, New York.
4. Zein Ahmed Zein and H. Kloos. The Ecology of Health and Disease in Ethiopia, 1993.
5. Barker DJP. Practical Epidemiology, 1976, Churchill Living Stone, Singapore.
6. Abramson JH. Survey Methods in Community Medicine. 1984, Churchill Living Stone,
New York.
7. Last, Maxcy- Rosenau- Preventive medicine and Public Health, 1986, Appleton century-
Crofts- Norwalk, Connecticut.
8. Robinson, D.(ed), Epidemiology and the Community Control of Disease in warm Climate
Countries, 1985, Churchill Livingstone, New York.
9. Fletcher. Principles and Practices of Epidemiology. 1992, EMDPA, Addis Ababa,
Ethiopia.
10. Shiferaw M. Fenta H. Epidemiology, A Manual for Students and Health Workers in
Ethiopia.
151
Course syllabus: Research Methodology
Course Title: Research methodology
ECTS Credit: 3
Pre-requisite: Biostatistics and epidemiology
Course Team leader:
Course instructors

Activity Hours
Lecture 32
Home study 33
Tutorial 16
Total 81
Course description: This course is intended to equip the health officer students with a basic working
knowledge of health research methods. It also gives the trainee an acquaintance with research proposal
writing, critical appraisal of scientific paper and application of common statistical packages.
Learning objectives
At the end of the course the students will be able to:
1. List the major types of study designs
2. Describe the main issues in the design, conduct and presentation of a research
3. Prepare a research protocol and conduct a simple research
4. List the major elements that need to be examined when making a critical assessment of a
research paper.
152
5. Demonstrate how to deal with each of these elements with reference to a published paper
6. Describe common statistical packages useful for data processing and analysis
Schedule of contact time, contents/topics and reading/reference materials for each topic
Day Contact Topic/subtopic chapter Reading materials Remark
hrs
1 3 Chapter I: Introduction Reference 1-4
 Definition
 Types of Research
 Purposes of research
undertaking
3 Chapter II: Selecting a research Reference 1-4
topic
 Identification of topic
 Prioritizing topics
2 3 Chapter III: Problem statement Reference 1-4
 importance
 information to be included
3 Chapter IV: Literature review Reference 1-4
 importance rate
 resources
 managing reviewed literatures
 citation of references
3 3 Chapter V: Research objectives Reference 1-4
 importance
 general and specific
objectives
 characteristics of good
objective
3 and 4 9 Chapter VI: Research methods Reference 1-4
 Importance
 Components
 Study area
 Study period
 Study design
 Population
 Sample size determination
and sampling techniques
 Measurement
 Data collection
153
 Data processing and analysis
 Ethical considerations
 Data quality assurance
 pre-testing
 Limitations
 Operational definitions
5 and 6 9 CHAPTER VII Work plan Reference 1-4
 Work planning techniques
CHAPTER VIII Budget
 Major categories
CHAPTERIX Plan for
dissemination
CHAPTER X Proposal summary
Reference 1-4
6 and 7 6 CHAPTER XI Proposal and Report Reference 1-4
writing format
CHAPTER XII Critical appraisal of
scientific paper
8 ,9 and 9 Students develop a research Reference 1-4
10
proposal
A. Final exam date: ____________

B. Delivery mode/method: brain storming, buzz group, discussion, Lecture, group and
C. Assessment mechanisms:
 Class participation, quizzes, assignment, [50%], and
 Final exam (50%)
D. Course policies:
 Lecture, tutorial and class attendance is mandatory.
154
quiz or assignment, no makeup will be arranged for her/him.
References
1. Varkevisser C, Pathmanathan I. and Brownlee A. Designing and Conducting Health Systems
Research Projects (Volumes 1 and 2). Amsterdam: KIT Publishers, WHO/IDRC, 2003.
2. Proposal Writing For Health and Health-Related Research (Training Module 1). Addis
Ababa, Ethiopia: The Health Department of the Ethiopian Science and Technology
Commission in collaboration with The Ethiopian Public Health Association and Regional
State Health Bureaus, June, 2005
3. Assefa M, Tessema F. Supplementary Readings for Research undertaking. Wollega, 2000:77.
4. Assefa M. Manual for undertaking research: the participatory approach learning by doing.
Wollega: 2003:92.
155
Module Name: Community health nursing & Communicable disease control
Core Community Nurs2091 Communicable Nurs2091 7 Block

health
disease control
nursing &
Communicabl Community health Nurs2092 3 Block
e disease
nursing
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.
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, methods of surveillance, control of
outbreak, early case detections, and managements of cases, prevention and control of
communicable diseases in any setting using nursing process as frame work.
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 and manage patients with communicable disease.
156
Assosa University
Faculty of Health Sciences
Nursing Department
Program: Nursing
Course title: Communicable Disease Control (CDC)
Course number: NURS2091
Credit hour: 4 (64 Hours)
Degree program: BSC degree in nursing
Module name: Community health nursing & Communicable disease control
Module number: IX
Name of Course coordinator. Email Cell phone Office
Name of Course instructors

1
2
3
4
5
ECTS credits: 7 ECTS
64 32 93 189
Lecture /contact days: 15 days
Lecture/contact hours: 96 hrs
Lecture room: ____________
Target group: 2nd year BSc nursing students
Year/semester: year II/semester I
Prerequisite: Microbiology and, Parasitology, Pharmacology for nurses
Status of the course: core
157
Course description
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
1. Define communicable disease
2. Describe chain of disease transmission
3. Discuss on common methods of communicable disease control
4. List communicable disease under national and international regulation
5. Describe disease under surveillance by MOH currently
6. Apply nursing process in management of patients with disease that are transmitted by
contaminated water and food
inhalation
vector
9. Apply nursing process in management of patients with disease that are transmitted
sexually
10. Apply nursing process in management of patients with disease that are transmitted from
animals
11. Explain specific prevention and control measures of disease of public health important in
Ethiopia
12.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
158
Course outline and Schedule
Day Topic Contact Assignmen Required Remark
hour
t Due reading
1 UNIT ONE:INTRODUCTION 4hrs Reference
1,2, 3,4,6&8
1. Definition of common terms (important
terms)
2. Communicable disease/ (infectious disease)
3. Specific feature of communicable disease
4. Classification of communicable disease
2 1. Unit two: Chain of disease transmission 4hrs Exam 1 Reference
1,2,
(diseases transmission dynamics)
3,4,6,7&8
2. Unit three: Determinants of disease and
defense mechanism of hosts
a. Factor determine the degree of
infectivity, Pathogenicity and
virulence
b. Source of infection
3. Unit five: Carriers and Infected individuals
4. Unit four: Host parasite interactions
(measuring of infectiousness)
5. Unit six: Spectrum of infectious disease/
gradient of infection/
6. Unit seven: Natural history of disease
3 Unit Eight :Epidemiology and general methods 6hrs Reference
1,2, 3,4,9&8
of prevention and control of communicable
diseases
1. Introduction to epidemiology of
communicable disease
2. Importance of Studying Communicable
Diseases Epidemiology
3. General methods of prevention and control
of communicable diseases
4. Principles of communicable disease control
4 Unit nine: 4hrs Case Reference
159
Surveillance and the investigation Study 1 1,2,
3,4,6,8&12
and management of outbreaks
unit ten:
Notification and health regulation
Surveillance
5&6 Unit eleven 12hr Case Reference
1,2,
Major epidemic disease in Ethiopia Disease Study 2
3,4,6,11&13
that transmitted by contaminated water, food, Submiss
and others ion of
1. Typhoid fever scholarl
2. Gastroenteritis y paper
3. Bacillary dysentery 1
4. Amoebic dysentery
5. Giardiasis
6. Cholera
7. Poliomyelitis
8. Infectious hepatitis
9. Ascariasis
10. Enterobiasis
11. Hookworm
12. Strongloidiasis
13. Trichuriasis
14. Tapeworm
15. Schistosomiasis
16. Gina worm
7&8 Unit twelve : Disease that transmitted by 8hrs Reference
1,2, 3,4,6, 10
inhalation
&12
1. Neisseria Meningitis Exam 2
2. Pulmonary tuberculosis
3. Leprosy
4. Diphtheria
160
5. Pertusis
6. Measles
7. Common cold
8. Swine flue
9. SARS
9&10 Unit Thirteen: Diseases that transmitted by 8hrs Case Reference
1,2, 3,4,6&8
vector study
1. Malaria Submiss
2. Filariasis ion of
3. Onchocerciasis scholarl
4. Leishmaniasis y paper
5. Trypanosomiasis 23
6. Typhus fever
7. Yellow fever
8. Relapsing fever
11&12 Unit fourteen: Prevention and control of food 2hr Reference
1,2, 3,4,6&8
borne diseases
1. Staphylococcal food poisoning (Intoxication)
2. Botulism food poisoning(intoxication)
3. Food-borne infection(salmonellosis)
Unit fifteen: prevention and control of 4hrs Reference
1,2, 3,4,6&8
zoonotic disease
1. Brucellosis
2. Trichinellosis or trichinosis
3. Toxoplasmosis
4. Rabies
5. Anthrax
Unit sixteen: Other infectious diseases 2hrs Reference
1,2, 3,4,6&8
1. Tetanus
2. Scabies
13-15 Unit seventeen: Sexually transmitted disease 12hrs Reference
1,2, 3,4,6&8
161
1. INTRODUCTION to STI Exam 3
2. Gonorrhoea Case
3. syphilis study 4
4. condylomata acuminata,
5. Chancroid
6. Chlamydia
7. LGV
8. LGI
9. genital herpes,
10. hepatitis B
11. AIDS
12. Candidasis
13. Syndromic STI management
Learning Teaching methods:

 Interactive Lecture  Presentation
 Group discussion  Seminar
 Role play  Reading assignments
 Case studies
Teaching aids
 Chalk and board  Audio visual
 Over head projector  Hand out
 LCD  Lecture note
 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
162
 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
1. James Chin. Control of communicable diseases in Man 17th ed. Washington, American
public Health Association, APHA, Washington DC; 2000.
2. Zein Ahmed Z & Helmut Kloos. The Ecology of Health and disease in Ethiopia 1993.
Addis Ababa, Ethiopia.
3. Getachew S, Tegegn A: Communicable disease control for health officer students, The
Carter Centre, Addis Ababa, 2006
4. Alemayehu M. Communicable disease control for nursing students, lecture note series the
carter center 2004
5. The pathogenesis of infectious disease C.A Mims, NJ.DImmock 1995
6. Standard treatment guidelines for zonal hospital 1st ed. Drug administration and control
authority of Ethiopia, 2004
7. David L. Heymann, MD, editor. Control of communicable disease manual, 18th ed.
8. Control of communicable disease in man By A.S. Benson
9. Community health‘s for students nurse by Mary Fbradley
10. Microbiology for the health science by Gwendolyn. R. burton
11. Last, JM. Maxcy-Rosenau. Preventive Medicine and Public Health Connecticut,
Appleton- Century – Crofts- Norwalk; 1986.
12. Holland WW. et al (edit). Oxford Textbook of Public heath, Volumes I-IV. Oxford,
Oxford University Press; 1985
13. Robinson D. (edit). Epidemiology and the community control of disease in warm climate
countries 2nd ed. New York, Churchill Livingstone; 1985.
163
Course title: Community Health Nursing
Program: Nursing
Course number: NURS2092
Degree program: BSC degree in nursing
Module name: Community health nursing & Communicable disease control
Module number: IX
Name of Course coordinator. Email phone number Office
Name of Course instructors

1
2
3
32 14 35 81
Lecture room: ____________
Year/semester: year II/semester I
Prerequisite: none
Course description:
This course is considered as a prerequisite course for CBTP and TTP. The focus of this
course is 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
164
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. CBTP is the practicum which accompanies this
course
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.
165
Course Schedule
Day Contact hrs Topic/sub-topic/chapter Reading materials Remark
1&2 3  Unit 1: Definitions of community,  community as a
health, nursing, community health partner, theory &
nursing, public health nursing & practice in
environment, wellness and illness nursing
6 Unit 2 - Over view of the health care  Public health nursing
delivery system in Ethiopia – for nursing students.
 Components of health care system  Primary Health Care
Alma- Ata USSR;
 Traditional health sector in Ethiopia
WHO
 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
statistical measures of community
Community Health
health nursing - (2 hours)
Nursing
 Epidemiology
 Demography
6 Unit 4 - Application of nursing  Community health

nursing
theory in community health care: (4
hours)
Community Health
 Identification or assessment
Nursing
 Planning
 Implementation
 Evaluation
 Recording (Data, methodologies,
instrument, indicator
5-7 6 Unit 5 – Child, adolescent and  Community Health
Nursing Practice
women health care:
 Indicators of health Community Health
 Social factors affecting health Nursing
 Care of Child, adolescent and
166
women health in the community
6 Unit 6 - School health service  Public health nursing

 Definition for nursing students.
 Objectives of school health
 Primary Health care
 Components
 Importance of school health Alm-Ata USSR; WHO
service
 Suggested school health policies
 Provision for promotion of positive
health and health service
 Role of community health nursing
in
8&9 6 Unit 7 - Home visit and home health  Primary Health care
Alm-Ata USSR; WHO
care-
 Primary Health Care:
 Definition Report on the
 Principles of home visit International
 Advantage of home visit Conference
 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
 Conceptualization of substances Geneva; WHO
 Preventive strategies  Community Health
 Nursing roll in substance use Nursing Practice
10 3 Unit 9 - Street “on and off” children  Word Health

Organization, Primary
 Definition
Health Care: Report on
 Prevalence
the International
 Factors contributing
Conference
 Care of children
 World Health
Organization, Health
for All Series 1-7
Geneva; WHO
r) Final exam date: depending on the academic calendar
s) Delivery mode/methodology:
Active learning methods (brain storming, buzz group, discussion, etc), Lecture, group and
t) Assessment mechanisms:
167
- Class attendance (5%)
- Quiz (25%)
- Assignments (20%)
- Final Exam (50%)
u) Course policies:
 Lecture, presentation and tutorial attendance is mandatory.
 Student should take all continuous assessments as scheduled. If he/she misses quiz or
assignment, no makeup will be arranged for her/him.
 Student should do his/her own work. If he/she is caught red-handed while cheating,
he/she will get zero for that particular work
REFERENCE
1. Anderson, ET, MC Farlane Jm, 1996 community as a partner, theory & practice in
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
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.
168
Module Name: CBE I
Core CBE I CBE2101 CBTPI CBE2101 5 Block
CBTP II CBE2102 5 Block
Module Description
This module IS designed for BSc nursing students to engage in the real life of the work of the
community through attachments to urban, semi-urban & rural communities for three weeks and
involve themselves in developmental needs of the community. During their attachment students
develop and identify data collection instrument, collect baseline data, conduct Situation analyses
(includes surveys on socio-economic, socio-demographic, Cultural practices, Resource
endowment, community productivity, climatic & geographic data mapping & zoning of the
community), Constraint analyses, setting priority , data analysis , scientific report writing and
presentation in a symposium.
Module objective
After completion of this module the BSc nursing students will be able to acquire knowledge and
skills of basic concepts regarding community problem identification, data analysis using
statistical principles, priority setting, action plan development and scientific report writing and
presentation
Module competency: after completion of this module student nurse will competently identify
community problems and suggest possible interventions and solutions.
169
CBTP I course syllabus
Faculty: Health Sciences
Department: Nursing
Course title: CBTPI
Course number: CBE2101
Credit hour: 3
Degree program: Undergraduate BSc Nursing
Module name: CBE I
Module number: CBE2101
Course team leader /coordinator. Email Phone number Website
Course instructors
1
2
3
4
ECTS credits: 5 ECTS (1ECTS in CBTP=42 study hours)
Time allotted
Orientation Preparation for Field visit Analysis ,report writing and Total
field visit symposium presentation
4hrs 46 hrs 60 hrs 100 hrs 210 hrs
Lecture / orientation: 1 day

Lecture / orientation hours: 4hrs
Target group: 2nd year undergraduate students
Year/semester: year II semII
Prerequisite: Public Health II (Biostatistics)
Course description
CBTP I is one of the strategy of CBE which is designed for undergraduate BSc nursing students,
where students are assigned to urban, semi-urban & rural communities for three weeks and
engage themselves in developmental activity needs of the community. During their attachment
170
students develop and identify data collection instrument, collect baseline data, conduct Situation
analyses (includes surveys on socio-economic, socio-demographic, Cultural practices, Resource
endowment, community productivity, climatic & geographic data mapping & zoning of the
community), Constraint analyses, setting priority , data analysis , scientific report writing and
presentation in a symposium.
Course objective
concepts regarding community problem identification, data analysis using statistical principles,
priority setting, action plan development and scientific report writing and presentation
Specific objectives
Students will be able to
1. Develop data collection tools
2. Do community diagnosis & identify prevailing development problems related to
profession do Constraint analyses
3. Define/Characterize the community by their, resource endowment, Productivity cultural
practices, socio-economic, socio-demographic and geographic political & environmental
aspects
4. Do scientific report writing & presentation in symposium
5. Appreciate the importance of team work
171
Course schedule
Weeks Topic Contac Assign Required
t hour
ment Readings Remar
Due k
1st Orientation to CBTP I 4hrs 1. CBTP
week Preparation for field visit guideline
&
terms)
6. Determination of types of information procedure
needed
2. CBE
a. Proposal development 46 hrs
b. Development of data collection tool guideline
and gaining feedback from supervisor
3. SRP
7. Duplicating and arranging data collection
instrument guideline
8. Collecting and arranging reasonable logistics
9. Identifying the community
1st -2nd Field visit
week 7. Communicate the objectives of survey to
community leaders CBE guideline Field
60 hrs
8. Conducting situational analysis & procedure visit
9. Mapping & zoning of community
10. Data collections
2nd 3rd Analysis, report writing and presentation
week phase
1. Data summarization
2. Data analysis and interpretation Final CBE guideline
3. Priority setting 100 written & procedure
hrs
4. Developing action plan Exam
5. Report writing
6. Gaining feedbacks
7. Rehearsal
8. Presentation in symposium & defense
172
₋ Interactive mini Lecture
₋ Group discussion
₋ Group work
₋ Presentation and seminars
Teaching aids
₋ Over head projector
₋ LCD
₋ CBE guideline and procedures
Students should be evaluated continuously or graded as follows in CBTP based on the evaluation
format
- Peer Evaluation 5%
- Supervisor 25 %
- Community Leader 10 %
- Written Exam 20 %
- Final Report 20 %
- Presentation and Discussion 20 %
Course policy:
 Attendance:
 100% attendance during attachment required
Learning materials [References]
1. Department of Community Health Community – based Training Program Manual part II
Wollega: Wollega Institute of Health Sciences, 1981; 1-25
2. Department of Community Health, Manual for Student Research Project Wollega: Wollega
Institute of Health Sciences, 1985; 1 – 71
3. Wollega Institute of Health Sciences (JIHS). Manual for Student Research Project,
Department of Community Health JIHS 1996; 1 – 71
4. CBE procedure and guideline, 2012.
173
CBTP II course syllabus
Department: Nursing
Program: BSc nursing
Course title: CBTPII
Credit hour: 3
Degree program: Undergraduate Nursing
Module name: CBE I
Module number: X
Course team leader /coordinator. Email phone number Website
Course instructors
1
2
3
4
Time allotted
4hrs 46 hrs 60 hrs 100 hrs 210 hrs
Lecture / orientation days: 1 day
Lecture/ orientation hours: 4hrs
Target group: 2nd year undergraduate students
Year/semester: Year II/semII
Prerequisite: Public Health II (Biostatistics)
174
Course description
CBTP II is a continuation of CBTPI which is designed for undergraduate BSc nursing students,
where students are assigned to urban, semi-urban & rural communities for three weeks and
engage themselves in developmental activity needs of the community. During their attachment
students develop and identify data collection instrument, collect baseline data, conduct Situation
analyses (includes surveys on socio-economic, socio-demographic, Cultural practices, Resource
endowment, community productivity Climatic & geographic data mapping & zoning of the
community) ,Constraint analyses, setting priority , data analysis , scientific report writing and
presentation.
Course objective
concepts regarding community problem identification, data analysis using statistical principles,
priority setting, action plan development and scientific report writing and presentation
Specific objectives
6. Develop data collection tool
7. Characterize the community by their, resource endowment, Productivity cultural
practices, socio-economic, socio-demographic and geographic characteristics
8. Do Constraint analyses
9. Determine the community resources & their distribution and potential for intervention.
10. Collect, analyze, interpret development problems, in order to plan possible interventions
11. Monitor & evaluate the intervention
12. Write scientific report & present in a symposium.
175
Course schedule
Week Topic Conta Assign Required
ct
ment Readings Remark
hour
Due
1st Orientation to CBTP II 4hrs 4. CBTP
week Preparation for field visit 46hrs guideline
5. CBE
terms)
11. Determination of types of information guideline
needed
6. SRP
a. Proposal development
b. Development of data collection tool guideline
and gaining feedback from supervisor
12. Duplicating and arranging data collection
instrument
1st -2nd Field visit 60hrs
week 11. Communicate the objectives of survey to
community leaders
12. Conducting situational analysis
13. Mapping and zoning of community
14. Data collections
2nd- 3rd Analysis, report writing and presentation 100hrs Final
week phase exam
9. Data analysis and interpretation
10. Priority setting
11. Developing action plan
12. Report writing
14. Rehearsal
15. Symposium presentation and defense
176
₋ Interactive Lecture ₋ Seminar
₋ Group discussion ₋ Reading assignments
₋ Presentation
Teaching aids
₋ Over head projector ₋ Hand out
₋ LCD ₋ CBE guideline
₋ Audio visual
Course Assignment
₋ Presentation of four case studies: Refer to course schedule
₋ Two scholarly paper: Refer to course schedule
Students should be evaluated continuously or graded as follows in CBTP based on the
evaluation format
- Supervisor 25 %
- Written Exam 20 %
- Final Report 20 %
₋ Course policy:
 Attendance:
 100% attendance during attachment
Learning materials
4. CBE procedure guideline,2012
177
Module name CBE II
Module Total cr ECTS Course Course Cr.hrs ECTS Module Module
code hrs clustered code each coordinator team
under members
CBE3111 3 5 CBTP CBE3111 3 5
III
Module Description
This module is designed for BSc nursing students to engage in the real life of the work of the
community through attachments to urban, semi-urban & rural communities for three weeks and
involve themselves in developmental needs of the community. During their attachment students
develop and identify more discipline related community problems through developing data
collection instrument, collect baseline data, conduct Situation analyses (includes surveys on
socio-economic, socio-demographic, Cultural practices, Resource endowment, community
productivity, climatic & geographic data mapping & zoning of the community), Constraint
analyses, setting priority , data analysis , scientific report writing and presentation in a
symposium.
Module objective
After completion of this module the BSc nursing students will be able to acquire knowledge and
skills of basic concepts regarding community problem identification, data analysis using
statistical principles, priority setting, action plan development and scientific report writing and
presentation related to one‘s own profession.
Module competency: after completion of this module student nurse will competently identify
community problems and suggest possible professional interventions and solutions.
178
CBTP III Course syllabus
Department: Nursing
Course title: CBTPIII
Degree program: Undergraduate Nursing
Module name: CBE II
Module number: XI
Course instructors
1
2
3
4
5
Time allotted
4hr 46hr 60hr 100hr 210 hr
Lecture /Orientation days: 1 day
Lecture/ Orientation contact hours: 4hrs
Target group: 3rd year undergraduate students
Year/semester: II/II
Prerequisite: CBTP I&II
179
Course description
CBTP III is a continuation of CBTP II which is designed for undergraduate BSc nursing -
students, where students are assigned to urban, semi-urban & rural communities for three weeks
and engage themselves in developmental activity needs of the community. During their
attachment students Updates data collected during pervious phase on professional. Bases and
discipline based condition. They also Identify, prioritize & organize an action plan for some of
the common developmental in the community and indicate & recommend useful solutions based
on the finding, resource mobilization, Intervention on prioritized problems Scientific Report
writing & presentation in symposium
Course objective
After completion of this course the students will be able to advance knowledge and skills of
community problem identification, data analysis using statistical principles, priority setting,
action plan development, resource mobilization, involving stakeholders in intervening
community prioritized problems and scientific report writing and presentation
Specific objectives
1. Develop data collection tool specific to discipline
2. Mobilize community resources
3. Design strategy to intervene prioritized community problems
4. Write scientific report & presentation in symposium
5. To assess community on professional. bases
6. Determine problems which are discipline based condition,
7. Identify, prioritize & organize an action plan for some of the common developmental in
the community
8. To indicate & recommend useful solutions based on the finding
180
Course schedule
Week Topic Contact Assign Required
hour
ment Readings Rema
Due rk
1st Orientation to CBTP III 4hrs 7. CBTP
week Preparation for field visit 46 guideline
8. CBE
terms)
2. Determination of types of information guideline
needed
9. SRP
a. Proposal development
b. Development of data collection guideline
tool and gaining feedback from
supervisor
3. Duplicating and arranging data
collection instrument
4. Collecting and arranging reasonable
logistics
1st -2nd Field visit 60hrs
week 1. Communicate the objectives of survey
to community leaders
2. Conducting situational analysis
3. Data collections
2nd 3rd Analysis, report writing and 100hrs final
week presentation phase exam
2. Data analysis and interpretation
3. Priority setting
4. Developing action plan
5. Resource mobilization
6. Intervening prioritized problems
7. Report writing
8. Rehearsal
9. Symposium presentation and
defense
181
₋ Interactive Lecture ₋ Presentation in seminars
₋ Group discussion ₋ Reading assignments
₋ Group work
Teaching aids
₋ Over head projector ₋ Hand out
₋ LCD ₋ CBE guideline
₋ Audio visual
Course Assignment
₋ Presentation of four case studies: Refer to course schedule
₋ Two scholarly paper: Refer to course schedule
Students should be evaluated continuously or graded as follows in CBTP based on the
evaluation format
- Supervisor 25 %
- Written Exam 20 %
- Final Report 20 %
₋ Course policy:
₋ Attendance:
Learning materials
182
Module Name: CBE III
Core CBE III CBE4111 Student research project CBE4121 5 Year based
Team training program(TTP) CBE4122 7 Block
Module Description
This module is designed for BSc nursing students to serve as springboard to develop future
elaborated research skill and problem solving approaches. The module also covers team training
program in which students learn how to work as a member of a team in solving community health
problems by applying the knowledge and skills of one‘s profession and integrating these with the
knowledge and skills of other members of the team
Module objectives: After completion of this module the BSc nursing students will be able
conduct research independently or interdependently and also learn working as a member of a
team to solve community health and health related problems.
Module competency: after completion of this module student nurse will competently participate
in team work and solve individual or group (community) problems through conducting scientific
research.
183
Student Research Project course syllabus
Department: Nursing
Program: Nursing
Course title: Student research project
Degree program: Undergraduate BSc Nursing
Module name: CBE III
Module number: XII
Course team leader /coordinator. Email Phone number Office
Course instructors
1
2
3
4
5
ECTS credits: 5 ECTS / 2semster
Time allotted
Contact hours per week Home study hours Practical & lab Total
hours
64 hrs/ two semester 126 80 270
Lecture /contact days: 32 day
Lecture/contact/consultation hours: 32hrs
Lecture room: ________
Target group: BSc Nursing graduating class (4th Year)
Year/semester: IV/II
Prerequisite: CBE I and CBE II Module
184
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 an individual work or may be group work At the end of each year,
the university prepares a symposium where the best researches selected by the relevant
departments can present their work and at college level, three research work will be selected for
award. At the end of the year, abstracts of all students research work compiled and distributed.
Course objectives:
The learner’s students will be able to
At the end of the course students are expected to:
1. Knowledgeable on problem identification,
2. Proposing solutions
3. Undertake hypothesis setting
4. Understand Data collection, organization , analyses and interpretation
5. Perform scientific report writing and symposium presentation
6. develop future career in research
7. Communicate effectively their findings & performances to the different stakeholders
185
Course content
Week Topic Contact Assignme Required Remark
hour
nt Due Readings
st
1 - Pre-proposal and proposal 135 SRP
1. Work with advisor to develop proposal hrs
16th guideline
2. Submit proposal two weeks prior to
week
beginning any implementing the work
3. Ensure that all the materials are included
with the proposal
4. Review the concept of the selective and gain
the advisor‘s agreement to serve prior to
submitting pre-proposal description
5. Submit pre-proposal description
information, topic, methods, population by
due date
17th to 1. Communicate with your advisors on a 135hrs Final
regular bases
32th Exams
2. Notify your advisor of any changes,
week problems or new approaches
3. Submit your paper to the advisor with
sufficient time for review and to make
changes in the paper prior to evaluation
4. Ensure that there are no copyright
infringements in the material presented
5. Follow research write up guide outline
strictly
6. Publication
 Group work
 Reading assignments
 Brainstorming
 Symposium/Workshops/
Teaching aids
 Hand out
 CBE guideline
186
1. Topic selection and proposal development (subtotal = 50%)
2. Field preparation, data collection & compilation (subtotal = 20%)
3. Data analysis, interpretation and writing of report (subtotal= 30%)
4. External defiance (optional) P/F
Course policy:
The research undertaking should be in line with the university research protocol
Learning materials
Institute of Health Sciences, 1985; 1 - 71.
187
Team Training Program course syllabus
Department: Nursing
Program: Nursing
Course title: TTP (Team training program)
Degree program: Undergraduate BSc. Nursing
Module name: CBE III
Module number: XII
Course team leader /coordinator. Email phone number Website
Course instructors
1
2
3
4
5
ECTS credits: 7 ECTS (1ECTS in TTP=63 Study hours)
Time allotted
Contact hours Home study hours Practical Total
44 hrs 64 333 441
Lecture /contact days: 1 day
Lecture/contact hours: 4hrs
Lecture room: Health Centers
Target group: Final undergraduate health science students and 3rd year Biomedical students
Year/semester: IV /II
Prerequisite: All Core Courses
Course description
b) Course description: To be able to work as a member of a team in solving community health
problems by applying the knowledge and skills of one‘s profession and integrating these with
the knowledge and skills of other members of the team
188
Course objectives:
The learner‘s students will be able to
1. Work as a member of team in addressing the problems faced by a community
2. Apply the knowledge and skills of their profession by integrating with the knowledge and
skills of their members of the team and service personnel.
3. Learn through hands on experience and real life situations
4. Describe the specific role and activities of a member within a team
5. Identify priority hearth problem, plan, implement, and evaluate team activities according
to the needs and resources of the community.
6. Develop communication skills so that to involve the community and other sectors in the
activities
7. Involve in research oriented activities towards solving community health problems.
8. Enhance service provision to community and also improving service coverage
Course content
Week Topic Contact Assignme Required Remark
hour
nt Due Readings
1st 6. Orientation to TTP 56hrs CBTP

week guideline
8. Trip to assigned health institution
9. Situation analyses of the catchment of the
respective Health institution
10. Develop Plan of action for the period of
attachment in relation to promotive,
preventive, curative and rehabilitative health
services )
11. Involve in routine activity
12. 1st week activity meeting with health center
staff
13. Action plan presentation and defense
14. Comments and feedbacks by senior and
resident supervisors
2nd
1. Implementation of action plan 55hrs
2. Approval of action plan
week
3. Case presentation and defense
4. 2nd week activity meeting with health center
staff
5. Evaluating 1st two weeks action plan and
replanting
6. 1st fortnight activity report and defense
189
resident supervisors
3rd & 7. Action plan Implementation continuous 110hrs
4th
9. 3rd and 4th week activity meeting with
week health center staff
10. Evaluating 2nd two weeks action plan and
replanting
11. 2nd fortnight activity report and defense
resident supervisors Gaining feedbacks
5th and 1. Action plan Implementation continuous 110hrs
6th
3. 5th and 6th week activity meeting with
4. Evaluating 3rd two weeks action plan and
replanting
5. 3rd fortnight activity report and defense
th
7 and 1. Action plan Implementation continuous 110hrs
8th
3. 7th and 8th week activity meeting with
4. Evaluating 4rd two weeks action plan
5. 4th fortnight activity report and defense
7. Over all 8 weeks activity report
₋ Interactive Lecture
₋ Group discussion
₋ Group work
₋ Presentation
₋ Seminar
₋ Reading assignments
Teaching aids
₋ Over head projector ₋ Audio visual
₋ LCD ₋ Hand out
₋ CBE guideline
Course Assignment
₋ Team/group research
₋ Progressive /continuous assessment by senior supervisors 30%
₋ Progressive /continuous assessment by resident supervisors 70%
Course policy:
190
 Attendance:
Continuous assessment by the training health centre staff and head using format guides,
accordingly
 Peer evaluation 5%
 Resident supervisor 50 %
 Senior supervisor 15 %
 Two week and final report 20%
 Presentation and discussion 10 %
Total 100%
c) Final exam date: At the end of the 8 week after the attachment is completed
d) 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 meetings, presentations and attend all health center
activities, no make-up will be arranged for her/him.
As specified in senate legislation:
- A student must attend 8 week of TTP attachments
- Any student who has not attended 20% of a course with no justifiable reason will
have to withdraw from the course/program.
- Supervisors may require a student who has missed more than one quarter of the TTP
attachment to drop the course and communicate this to the office of the college CBE
coordinator.
- A recorded absence of more than 20 percent [3 days in TTP] may constitute sufficient
grounds to bar the student from evaluation in TTP courses [see for details Senate
legislation article 3.4.4.]
- In addition if a student is absent for 1 or 2 days, he/she will be warned by College
CBE coordinator
- Full attendance (100%) is mandatory during TTP to be equipped with skills unless
written permission is given by the concerned CBE coordinating office of the
Colleges.
Misconduct in TTP
 Severe disciplinary measures against academic nuisance, dishonest misbehavior,
cheating, plagiarism, impersonation, will be taken.
 Resident and senior supervisors from both the health center and JU should be
obliged to report to the respective college research, CBE and PG co-coordinators and
the department head about the misconduct [refer to senate legislation article number
3.10].
 Any student in TTP attachment who misbehaves towards, the health center staff,
community members and supervisors shall appear before the disciplinary committee
 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.
191
Academic requirement or grading
₋ TTP will have 3-5 credit depending on departments‘ requirement. The minimum passing
grade in TTP courses for those programs that use fixed scale for grading is a "C". However,
those who scored below ―<49.9‖ will repeat the attachment [refer to senate legislation article
number 3.13.2].
₋ Any student who fails to score a minimum of ―C‖ in TWO progressive assessments will be
warned by the resident and senior supervisory team members jointly.
Learning materials (References)
1. World Health Organization (WHO). Community Based Education of Health Personnel.
WHO Technical Report Series, No. 276; Geneva, Switzerland, 1987.
2. Wollega University. Guidelines and procedures for research, grant and consultancy,
publication and extension, community based education and graduate programs (draft);
August, 2011; Wollega, Ethiopia.
3. Kalishman S. Evaluating Community-based Health Professions Education Programs;
Education for Health, Vol. 15, No. 2, 2002, 228–240.
4. Asefa M. Community-based education: Concept and practice; Ethiop. J. Health Dev.
2000;14: 227-237.
5. Tegegne M, Asefa M., Tessema F. & Kebede K. Assessment of the community-based
training programme at Wollega University, Ethiopia; Ethiop. J. Health Dev. 2000; 14:239-
252.
6. Asefa M., Ayele F, Teshome M. & Haile G. Assessing the impact of an innovative
curriculum on medical graduates: the Wollega experience, Ethiopia; Ethiop. J. Health Dev.
2000; 14: 253-267.
7. Antenatal Care: How effective is it? WHO/MSM/92.4.
8. WHO. Mother Baby Package: Implementing Safe Motherhood in Countries.
WHO/FHE/MSM/94.11
9. WHO. Maternal Health and Safe Motherhood Programs: Midwifery Practice: Measuring,
Developing and Monitoring Quality Care. WHO/MCH/91.12
10. Federal Democratic Republic of Ethiopia, ministry of health: national Reproductive health
Strategy 2006 – 2015; March 2006
192
Module Name: Fundamentals of Nursing
Core Fundame Nurs2131 Intro. to professional Nurs2131 5 Block

ntals of
nursing & ethics
nursing
Nursing health assessment Nurs2132 5 Block
First aid and accident Nurs2133 3 Block
prevention
Fundamentals of nursing I&II Nurs2134 13 Block
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 and accident
prevention and management using a sound ethical approach.
 After completion of this module the student will be competent in
assessing, diagnosing and providing basic and advanced Nursing care
and first aid as well.
193
Introduction to Professional Nursing and Ethics course syllabus
Program: Nursing
Course code: Nurs2131
Degree Program: BSc Nursing
Module Name: Fundamentals of Nursing
Module Code: Nurs2131
Course team leader /coordinator. Email Phone number Office
Course instructors
1
2
3
4
5
Time allotted
Contact hours Home study hours Tutorial Total
48 hrs 71hrs 16hrs 135hrs
Lecture/contact days, hours & room/s:

a) Lecture:- ____________________
b) Tutorial:- ______________________
Target Group: BSC nursing students
Year/Semester: II/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
194
profession. Emerging common and relevant nursing theories in Ethiopia 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. It is also believed that this
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:
1. Acquire basic understanding about the Nursing profession and its underlying principles
2. Identify the client need using as a strategy nursing
3. Promote Effective communication system that enables to foster health Promotion wellness and
development
4. Demonstrate integrity, honesty, responsibility and tolerance.
5. Abide by professional standard of practice.
6. Deliver compassionate care to all patient population.
7. Demonstrate standards of professional Ethics.
Course contents
Unit I- Foundation of modern nursing
 Definition of nursing
 Nursing in antiquity
 Religious and civilization influence on nursing
 The history of Nursing in Ethiopia
 Nursing as a profession rather than occupation
 Concepts of nursing and characteristics of nursing
 The concept of nursing process
 Components of nursing process
 The role of nursing
Unit II - Philosophy of nursing theory
 Over review of theory
 Definition of terms related to theory
 Relationship of theory to practice and research
195
 Major nursing theories used for nursing practice
 Non-nursing theories used for nursing practice
Unit III - Health, illness and Health care system
 Health and illness
 Models of health and illness
 Health-illness continuum
 Wellness
 Holistic view of health
-Health care delivery system
 Hospital care
 Home based care
 Ambulatory care
Unit IV - Communication
 Elements of communication
 Therapeutic communication
 Factors affecting communication
 Therapeutic communication
 Barriers to communication
Unit V - The nursing process in human health and function
 Historical development of nursing process
 Component of nursing process
 Assessment
 Nursing Diagnosis
 Planning and outcome identification
 Implementation
 Evaluation
Unit VIII- Ethico -legal aspects in nursing
 Ethical issues in Nursing
 Ethical philosophy
 Norms and values
 Essential values of professional nurses
196
 Ethical theories
 Ethical principles
 Informed consent
 The patients‘ Bill of rights
 Analysis of ethical dilemma
 Legal issue in nursing
 Sources of law
 Torts and crimes
Unit IX- standards of nursing practice
 Code of Ethics
 Concepts and characteristics of nursing standards.
 Nursing practice act
 The concept of crimes and torts
 The benefits of patients care and record keeping.
Teaching Methods
 Lecture and discussion
 Independent study-reading assignments
 Exercises
Evaluation Methods:
1/ Tests and Exercises……………………………… 10%
2/Mid Term Exam……………………………………40
3/ Final written examination………………………… 50%
197
Course schedule
Days Contact Topic/sub-topic/chapter Assignments Reading
hrs materials
1 3 Foundation of modern nursing Written report
on History of
Nursing in
Ethiopia
2  Nursing as a profession
3  Concepts of nursing and characteristics of
nursing
 The concept of nursing process
 Components of nursing process
 The role of nursing
3 3  Over review of theory
 Definition of terms related to theory
 Relationship of theory to practice and
research
4&5 6  Major nursing theories used for nursing
practice
6 3  Non-nursing theories used for nursing
practice
7 3  Health and illness
 Models of health and illness
8 3  Health-illness continuum
 Wellness
 Holistic view of health
9 3 Health care delivery settings
10 3 Communication
11 & 12 6 Nursing process in human health and

function
198
13 3 Ethical issues in Nursing
Ethical philosophy
Norms and values
Ethical theories
14 3 Ethical principles
Informed consent
The patients‘ Bill of rights
15 3 Analysis of ethical dilemma
Legal issue in nursing
Sources of law
Torts and crimes
16 3 Standards of nursing practice
3 Final examination
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
199
Nursing health assessment course syllabus
Department Nursing
Corse title Nursing Health Assessment
Course Code Nurs 2132
Degree program BSc Nursing
Module name Fundamental of Nursing
Pre-requisite(s) Anatomy, Physiology, Fundamental of nursing, Medical- Surgical
Module Name Email Cell phone Office

coordinator
ECTS 5
Course Academic year ____________ year/Semester: II/II
Informatio
n
Instructors Name Email Cell phone Office
Student Lecture Tutorial practice Home study individual Total

Work Load work
48 hrs 15 hrs 24 hrs 48 hrs 135 hrs
Course Up on completion of this course students will be able to:

objective
 Define Nursing health assessment based on holistic approach (k)
 List the types of assessment (k)
 Describe the components of nursing process (k)
 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 (skill)
 Discuss the purpose and components of the physical examination(k)
 Perform general physical examination (skill)
 Identify between normal and abnormal findings of body structures and systems
by using physical examination (skill)
 Document nutritional assessment findings using the nursing process based on
200
anthropometric measurement (skill)
 Demonstrate integration of findings of history and physical examination to
clusters cues (skill)
 Integrate health assessment into the assessment component of the nursing
process(attitude, skill)
Course This Nursing Health Assessment course is designed to provide a comprehensive and
Description
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 3hrs Introduction to nursing health  Routh F. Craven (1992),
assessment fundamentals of nursing
 Definitions of health  Fente Ambaw ()Lecture note
 Definition of Nursing on Health assessment for
 Purposes of Nursing health science students
assessment
 The Nursing process
2nd 3hrs Types of health assessment in  Routh F. Craven (1992),
nursing fundamentals of nursing
 Initial assessment  Verolyn Roe Bolander (1994),
 Focused assessment Sorensen and Luckman‘s basic
 Emergency assessment
nursing-a psycho- physiologic
 Time lapsed assessment
approach
201
3rd & 4th 6hrs Approach of health assessment in  Routh F. Craven (1992),
nursing fundamentals of nursing
 The medical approach  Verolyn Roe Bolander (1994),
 The functional health Sorensen and Luckman‘s basic
assessment approach nursing-a psycho- physiologic
approach
Taking a health history  Barbara Bates (1995), a guide
 Definition to physical examination and
history taking.
 Approach to patient/client
 Fente Ambaw ()Lecture note
 Structure and components of a on Health assessment for
health history health science students
 Process of taking a health
history
First exam
5th 3hrs Measuring Vital signs  Barbara Bates (1995), a guide to
Examination of HEENT physical examination and history
taking.
 Overview of anatomy and
 Fente Ambaw ()Lecture note on
physiology
Health assessment for health
 Subjective assessment
science students
 Physical examination
techniques
6th 1.5hrs Examination of neck, Thyroid  Barbara Bates (1995), a guide to
 Overview of anatomy and physical examination and history
physiology taking.
 Assessment of Lymph nodes,
tracheal position, goiter  Fente Ambaw ()Lecture note on
science students
202
1.5hrs Examination of breast and axilla,  Barbara Bates (1995), a guide to
taking.
physiology
 Assessment for risck factors
for breast disease
science students
 Inspection and palpation of
the breast for abnormalities
of the nipple, masses,
mastitis, breast cancer,
axillary lymph nodes
 Interpreting findings
7th -8th 5hrs Examination of thorax and the  Fente Ambaw ()Lecture note on
lungs Health assessment for health
 Overview of anatomy and science students
physiology
 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)
8th – 9th 5hrs Examination of cardiovascular  Barbara Bates (1995), a guide to
system physical examination and history
taking.
203
physiology Health assessment for health
 Extracting history of risk science students
factors for cardiovascular
health concern
 Inspection, palpation,
percussion and auscultation
of the pericordium (
detecting abnormalities on
the apical beat: abnormal
location, gallops, murmers,
trills) , assessment of the
blood vessles
10th & 11th 4hrs Examination of abdomen  Barbara Bates (1995), a guide to
taking.
physiology
factors for abdominal
science students
health concern
 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)
204
2hrs Musculoskeletal system  Barbara Bates (1995), a guide to
assessment physical examination and history
taking.
physiology
science students
factors for musculoskeletal
health concern
techniques
12th 3hrs Genitourinary system assessment  Barbara Bates (1995), a guide to
taking.
physiology
factors for urologic
science students
abnormalities and the present
health concern
techniques
5hrs Neurological system assessment  Barbara Bates (1995), a guide to
taking.
physiology
factors for neurological
science students
health concern
techniques Assessment of
205
the level of consciousness,
the cranial nerves, the
sensory system, the motor
system the reflexes)
 Interpreting results
13th & 14th 4hrs Nutritional assessment  Barbara Bates (1995), a guide to
taking.
physiology
factors for nutritional
science students
health concern
techniques: antropometric
measurement, clinical
examination and collecting
dietary data
2hrs Examination of intgumentery  Barbara Bates (1995), a guide to
system physical examination and history
taking.
physiology
factors for skin, hair and nail
science students
health concern
techniques in assessment of
the integumentary system
Final exam ( written and practical)
206
Days Hrs Practical topics
1 3 Taking a health history
2 3 Taking vital signs, Assessment of HEENT,Neck and Tyroid
3 5 Assessment of breast and axilla, thorax and the lungs
4 4 Assessment of cardiovascular system and the abdomen
5 3 Assessment of Musculoskeletal system

Genitourinary system
6 3 Neurological system assessment
7 3 Nutritional assessment and assessment of the integumentary system

 Lecture and group discussion
 Individual and group exercises
 Demonstrations
 Video
 Role play
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
Assessment Continuous assessment

Two exams (40%)
Assessment in this Test on each unit (written) =15%
course will be based on Take complete history of one patient by using Gordon’s approach
continuous assessment
method (15%)
Two individual‘s assignment (5%)
Demonstration (15%)
Final practical exam (covers the whole course) = 30%
207
Final written exam (covers the whole course) = 20%
Final exam (20%) Week 15
Course  Make active participation during discussions (you must participate in
Expectation 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
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:
1. Barbara Bates (1995), a guide to physical examination and
history taking.
2. Bette A. Baker (1984), health assessment across the life spans.
3. Mary K. Dempsey (1981), health assessment for professional
nursing.
4. Elizabeth Burns (1992), health assessment in nursing practice
10. Janet Weber (1997), nurses‘ handbook of health assessment
5. Routh F. Craven (1992), fundamentals of nursing
11. Verolyn Roe Bolander (1994), Sorensen and Luckman‘s basic
nursing-a psycho physiologic approach
6. Fente Ambaw ()Lecture note on Health assessment for health
science students
208
First aid and Accident Prevention course syllabus
Module Name: Fundamental of nursing
Course number: Nurs2133
ECTS: 3 ECTS
Module number: XIII
Course team leader Email Cell phone Website
Course instructors
1
2
Time allotted
Contact hours Home study hours Practical & Total
lab hours
16 33 32 81
Lecture /contact days: 10days
Lecture room: _____________
Year/semester: II/ II
Prerequisite: Biomedical science I (Anatomy and physiology)
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.
209
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
210
Course schedule
Days TOPIC Contact Practical Assignments Reading
hours hours due materials
1,2 and 3 Chapter I- Introduction of first aid 1hr - Assignment 1 References
1,2 and 6
 Define first aid and accident prevention
 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 8hrs Case study, References
3hrs Re- 1,2 , 3and 6
Artificial respiration, Cause of
demonstration
Respiratory failure
 Definition respiratory Emergency
 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 Asigment.2 References
1,2 , 4and 6
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 and 7 Chapter IV - Dressing and Bandages 1hrs 2hrs Re- References

Demonstration 1,2 , 5 and 6
 Definition of dressings
.
 Principles of clean dressing
 Bandages
 Types of commercially available
bandages
 Application of bandages
 First Aid kits and supplies
Chapter V - Specific injures & moving 4hrs 8hrs Case study 2 References
1,2 and 6
and lifting of causality
211
 Eye injuries
 Head injuries
 Neck injuries
 Open Wounds of the chest
 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 References
1,2 and 6
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
o Unconsciousness
9 and 10 Chapter VII – Bone and joint injuries 1hr 2hrs Assignment References
Re- 1,2 and 6
 Definitions
Demonstration
 Fractures
.
 Dislocation
 Sprains
 Prevention of Accidents resulting in
skeleton & muscular injuries
Chapter VIII - Poisoning including Dog and 1hr 2hrs Case study, References
snake bite, and sting. 1,2 and 6
 Definition
 Causes
 Sign and Symptoms
 Objective in treatment of first aid
 Contact poisons
 Prevention of Accidental poisoning
Chapter IX- Disaster prevention and 1hr 2hrs Assignment References
management 1,2 and 6
Define disaster
Types of disaster
Prevent disaster
212
Teaching methods:
 Lecture  Demonstration and role play
 Discussion  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
 Attendance and class activity
 Practical exam (skill lab)
 Assignment
 Quiz
213
Summative assessment
i. Continuous assessment
1. Assignments 10%
2. Testes 30%
ii. Written final exam 40%
iii. Practical exam (skill lab) 20%
Total 100%
Course policy:
 A student who is unable to pass 50% of the continuous assessment should not be
allowed to sit for final exam
 Attendance:
 100% attendance for practical/skill/lab hours
Reference
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
6. Infection prevention and patient safety guideline
214
Fundamental of Nursing I and II course syllabus
Module Name: Fundamental of Nursing
COURSE NO: Nurs2134
ECTS: 13 ECTS
Module name: Fundamental of nursing
Module number: XIII
Course team Email phone number Office
Course instructors
1
2
3
4
5
Time allotted
Contact hours per week Home study hours Practical & Total
lab hours
96 hrs 115 hrs 140hrs 351
Lecture room: _________________
Year/semester: II/II
Prerequisite: Int. to professional nursing & Ethics, Biomedical science I (anatomy and
physiology)
Course Description
This fundamental of nursing (I and II) 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
215
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: Up on completion of this course, the student will be able to:
Objectives Knowledge Skill Attitude
1. Demonstrate standard precautions √
2. Describe Housekeeping √
3. Explain Linen processing √
4. Demonstrate safe medication administration to √
clients
5. Provide specific hygiene measures regarding √
hair, nail, eyes, ears, nose, and feet.
6. Utilize proper body mechanics √
7. Help clients with impaired mobility to move. √
8. Apply the nursing process to identify common √
problems in nutrition & meet various
nutritional needs of clients.
9. Apply the nursing process to clients experiencing √
disturbances in hydration, electrolyte and acid-
base balance.
10. Identify individualized care plans related to skin √
breakdown
11. Describe nursing measures that promote defense √
mechanisms for infection.
12. Define infection prevention and patient safety √
13. Discuss the advantages and disadvantages of √
different types of injection and safety devices
216
14. Apply injection safety √
15. Demonstrate Transmission based precaution for √
hospitalized patients
16. Classify the types of healthcare wastes according √
to the risk
17. Perform vital signs measurement √
18. Provide patient comfort (bed making, √
positioning…)
19. Demonstrate common patient safety measures √
and health maintenance
20. Demonstrate respect for patient need and right √
accordingly
21. Monitor and evaluate all procedures √
22. Prepare necessary equipments for advanced √
nursing procedures (catheterization, Enema,
Colostomy irrigation, Tracheotomy care, Oxygen
administration, Liver biopsy Lumbar puncture,
Cast application& removal, Bone marrow
puncture, paracenthesis abdominous,
thoracentesis etc)
23. Mention indication for advanced nursing √
procedures (catheterization, Enema, Colostomy
irrigation, Tracheotomy care, Oxygen
thoracentesis etc)
24. List contraindication for advanced nursing √
procedures (catheterization, Enema, Colostomy
irrigation, Tracheotomy care, Oxygen
217
thoracentesis etc)
25. List purposes of gastric aspiration, lavage, enema √
and catheterization.
26. Explain types of enema ,catheterization and √
Peri-operative nursing care
27. Identify important precautions of the advanced √
nursing procedures
28. Position patients for postural drainage √
29. Help clients with cast, water sealed chest √
drainage tube and colostomy
30. Apply the nursing process to clients in peri- √
operative nursing care.
31. Set chest -water seal drainage bottle. √
32. Assist in endotracheal intubation, traction √
application, application of fixation, performing
Liver biopsy
33. Administer oxygen through facial mask, nasal √
cannula and endotracheal tube
34. Perform Tracheotomy care √
35. Preparing the client for surgery √
36. Applying sterile gown √
37. Remove sutures √
38. Provide patient comfort during immediate post √
operative period (bed making, positioning…)
39. Demonstrate common patient safety measures √
and health maintenance
40. Demonstrate respect for patient need and right √
accordingly
41. Monitor and evaluate all procedures √
Total 12 24 5
218
Course schedule
days Chapter/topic/sub-topic Contact Practic ASSIGNMENTS Reading
hours al hour materials
1 UNIT ONE: INTRODUCTION TO 3hrs -
National
NURSING
infection
Definition of Nursing
prevention
Historical background of nursing guide line,
2&3 UNIT TWO: INFECTION PREVENTION 6hrs 8hrs Re-demonstrate 2010
AND PATIENT SAFETY
Standard precautions
Hand hygiene
Personal protective equipment
Healthcare waste management
Transmission based precaution for
hospitalized patients
Health care risk management
Care of various kinds of equipment and
goods, glass ware, Rubber goods, etc.
Housekeeping
Linen processing
219
4,5,6,7 UNIT THREE: GENERAL CARE OF 15hrs 44hrs
&8
PATIENT:
 Safety and comfort measures and device
 Provide Bed Bath
 Assist with bath or shower
 Give Back care (messaging back)
 Give Foot & nail care
 Provide Shampooing hair and
peduculosis treatment
 Perform Oral care
 Throat gargle
 Perform eye care
 Ear care
 Feed helpless patient
 Perform Bed making: open, closed,
occupied, anesthetics, cardiac,
amputation, etc
 Demonstrate Perineal care
 Demonstrate morning care, afternoon
care, evening care
Body mechanics& mobility
 Practice Positioning & moving a patient
 Apply Range of motion exercises
 Perform Assisting & Ambulation
 Help patient with crutch walking
 Patient transfer
Essential Assessment components
 Measuring Vital signs
 Diagnostic tests procedures (specimen
collections)
Writing Notes and charting
Admission and Discharging of patient
220
9,10 UNIT FOUR: ADMINISTRATION OF 9 hrs 12hrs Re-demonstrate
&11 different routes of Fundamentals
MEDICATION
medication of nursing
Administration of medication
administration books and
 Mechanism of drug action pharmacolog
 Factors affecting drug actions y books
 Types of preparation
 Drug measurement system
 Principles of administering medication
(medication safety)
 Maintaining safety when administering
medication (8 R‘s)
 Route of administration
 Blood transfusion
12 &13 UNIT FIVE: NUTRITION & METABOLISM 6 hrs 8hrs different types of Fundamentals
feeding of nursing
 Administering nutrition via IV (parental
books and
feeding)
books
 Gastrostomy feeding
 Administering nutrition via NGT
 Insertion of NGT
14, 15 UNIT SIX: SKIN INTEGRITY & WOUND 6hrs 10hrs Re-demonstrate Fundamentals
&16 wound dressing of nursing
HEALING
and medical
 Body defense against infection
surgical
 Types of wound in terms of infection nursing books
 Wound Dressing
 Suturing
 Wound irrigation
17 UNIT SEVEN: THERMOREGULATION 2hrs 3hrs Fundamentals
of nursing
 Local application of heat and cold
and first aid
 Hot compress
books
 Cold compress
 Sitz bath
 Hot water bottle
 Ice bag
221
18,19 UNIT EIGHT: PERI-OPERATIVE 6hrs 10hrs Fundamentals
of nursing,
&20 NURSING
medical
Peri-operative nursing
surgical
Pre-operative assessment nursing and
Preparing the client for surgery OR technique
 Informed consent books
 Client teaching
 Physical preparation-cough and
deep breathing exercise
Intra operative nursing
 Surgical hand scrub
 Applying sterile gown
Post -operative nursing
 Providing immediate post operative care
in post anesthesia case
 Providing comfort measures during
convalescent phase
 Providing surgical wound care
 Monitoring and measuring drainage
device
Removing sutures
21&22 UNIT NINE - ELIMINATION 4hrs 10hrs
Urinary Elimination
Inserting of catheterization
 Plain catheter
 Indwelling catheter Re-demonstrate
 Applying a condom catheter IP guidelines
 Bladder irrigation
BOWEL ELIMINATION
Enema
 Cleansing enema
 Retention Enema
 Rectal wash out
222
Insertion of flatus tube
Colostomy irrigation and care
23,24, 14hrs 14hrs Video show
UNIT TEN: THERAPEUTIC AND
25
DIAGNOSTIC PROCEDURES OF
&26 CHEST DISORDERS
A) Preparing equipment and assisting
physician in thoracentesis
B) Positioning the patient for postural
drainage
C) Preparing and setting chest -water seal
drainage bottle.
D) Endotracheal intubation
E) Tracheotomy care
F) Oxygen administration
27&28 UNIT ELEVEN: GASTROINTESTINAL 6hrs 8hrs Re-demonstrate Fundamentals
of nursing
THERAPEUTIC AND DIAGNOSTIC
Video show books and
ROCEDURES
medical
a) Paracenthesis abdominous surgical
b) Liver biopsy books
29&30 UNIT TWELVE : NEUROLOGICAL 6hr 4hr Re-demonstrate Fundamentals

of nursing
DISORDER
books
A) Lumbar puncture
Assessment
B) MRI books
C) CT scan
31,32 UNIT THIRTEEN: MUSCULO SKELETAL 8 hrs 10hrs Re-demonstrate Fundamentals
of nursing
&33 SYSTEM
and medical
A) Bone marrow puncture
surgical
B) Cast application and removal of casts nursing books
C) Assisting in traction application
D) Assisting in application of fixation
223
34&35 UNIT FOURTEEN : Care Of The 5 hours 3hrs Fundamentals
of nursing
Terminally Ill, Unconscious Patient And
and first aid
Post Mortem Care
and accident
prevention
books
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:
 Attendance and class activity
 Practical exam (skill lab)
 Assignment
 Quiz
iv. Continuous assessment
1. Assignments 10%
2. Testes 20%
v. Written final exam 30%
vi. Practical exam (skill lab) 40%
Total 100%
Course policy:
 A student who is unable to pass 50% of the continuous assessment should not be
allowed to sit for final exam
224
 Attendance:
 100% attendance for practical/skill/lab hours
REFERENCES:
1. RuthF.craven, ConstanceJ.Hirnle Fundamentals of nursing: human health and function
Julia M.Leahy, patricia E.kiZilay.
2. Foundations of nursing process approach
3. Brunner and Suddarth‘s Text Book of Medical Surgical Nursing, 11th Edition
4. Harrison‘s Principles of Internal Medicine, 17th Edition
5. Bate‘s guide to History taking and physical examination, 8 th Edition.
6. National Infection prevention and patient safety guideline , 2010
225
Module Name: Pharmacology for Nurses
Core Pharmacology Phar2141 Pharmacology for Phar2141 7 Block
for nurses
nurses I
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
 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.
226
Pharmacology for nurses course syllabus
Course code: Phar 2141
Degree Program: BSc Nursing
Course coordinator Email Cell phone Office
Instructors
ECTS : 7
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: --__________
Tutorial: - __________, __________, Place: --__________
Target group: 2nd year BSc Nursing Students
Year/Semester: II /II
Pre-requisite: Human Physiology
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
227
 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.
 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 Rem

hrs materials ark
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)
228
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
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
229
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
 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,
230
 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: ____________________

Delivery mode/methodology:
Active learning methods (brain storming, discussion, etc), Lecture, group and individual
presentation, assignment.
Assessment mechanisms:
- Continuous exam in class (%)
- Attendance (%)
231
- Assignments (%)
- Final Exam (40%)
Course policies:
 Student should take all continuous assessments as scheduled
 Always wear proper clothing
References
1. Rang, H.P, dale, M.M; Ritter, J.M, Pharmacology, 6th ed. Chwchill Livingstone,
2007.
2. Betram G.Kazung, Basic and clinical pharmacology, 10th and later ed.
3. Harold kalant, Denis M. Grant, Iame Mitchell, principles of medical pharmacology,
7thed, 2007.
4. Goodman and Gilman‘s, the pharmacological basis of therapeutics, 10th and later
ed.
232
Module Name: Medical Surgical Nursing
Core Medical Nurs3151 Nutrition in health and Nurs3151 3 Block

Surgical
illnesses
Nursing
Medical surgical Nurs3152 17 Block
nursing
Medical Surgical Nurs3153 10 Block
Nursing practicum
Operation theater Nurs3154 3 Block
technique
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. Moreover, the module will
enable them to be equipped with knowledge and skill required to provide pre, intra and post-
operative nursing care.
Course 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. Additionally
students will be able to provide pre, intra and post-operative nursing care.
Module competency: After completion of this module the student nurses will be the
competent providers of medical and surgical nursing care.
233
Nutrition in Health and Illness course syllabus
Course title: Nutrition in Health and Illness
Program: Nursing
Module name: Medical Surgical Nursing
Module number: XV
Course coordinator Email Cell phone Offices
Instructors
ECTS: 3
Contact hours Tutorial hours Home study hours Total
32 16 33 81
Contact days: 10days
Hours & room/s:________________
Target Group: 3rd BSc nursing Students
Year: III
Prerequisite: Biomedical Science I and II, Fundamental Nursing
Course description:
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
aspects 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
234
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:
I. 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
II. 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
III. To make students competent in:
 Assessing and identifying specific nutritional problems at individual and a community
level
235
 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
Days Conta Topic/subtopic/chapter Reading materials
ct hrs
1 2 Introduction to Human Nutrition Tefera B. Lecture notes on Human Nutrition for Ethiopian
 Definition, origin & development of Health science students. 2002; p(1-10)
Nutrition Michael C. Latham (1997). Human Nutrition in the
 Significance of Nutrition in general Developing World. Food and Agriculture Organization of the
 Why nutrition matters in Ethiopia? United Nations (FAO), ISSN 1014-3181 Rome (Part I).
 Nutrition & the Millennium
Development Goals
2-4 10 Nutrients: Macro-nutriments, Tefera B (2002). Lecture notes on Human Nutrition for
micronutrients & water Ethiopian Health science students. 2002. p(1-139)
 Chemical and physical properties Robert E.C. Wildman , Denis M. Medeiros (2000). Advanced
and classification Human Nutrition; CRC PRESS LLC. p(79-288)
 Food sources, digestion, absorption, Rosalind S Gibson (2005). Principles of nutritional
metabolism & utilization (function) assessment. 2nd ed. Oxford University Press, New York.
 Assessment 908p.
 Deficiency & toxicity Michael C. Latham (1997). Human Nutrition in the
 Treatment & prevention of Developing World. Food and Agriculture Organization of the
deficiency United Nations (FAO), ISSN 1014-3181 Rome. (Part II)
 Recommended intake & dietary
recommendations
 Energy balance, obesity &
associated health problems
4-5 2 Nutritional Requirement Rosalind S Gibson (2005). Principles of nutritional
 Definitions & concepts of nutrient assessment. 2nd ed. Oxford University Press, New York.
reference levels p(197-211)
 Developing nutrient reference levels Institute of Medicine (2005). The Dietary Reference Intakes.
 Applications of nutrient reference The National Academy Press. 21p.
levels Robert E.C. Wildman , Denis M. Medeiros (2000). Advanced
 Nutritional requirement during Human Nutrition; CRC PRESS LLC. p(37-57)
critical periods Tefera B. Lecture notes on Human Nutrition for Ethiopian
 Nutrient-based vs. food-based Health science students. 2002; p(179-183)
dietary guidelines Michael C. Latham (1997). Human Nutrition in the
Developing World. Food and Agriculture Organization of the
United Nations (FAO), ISSN 1014-3181 Rome. (Part I;
Chapter 6)
2 Nutritional deficiency states Tefera B. Lecture notes on Human Nutrition for Ethiopian
236
 Protein-energy malnutrition Health science students. 2002; p(139-179)
 Iodine deficiency disorders Waterlow, J.C.; et al (1992). Protein Energy malnutrition,
 Vitamin A deficiency disease Edmund bury press, London.
 Nutritional anemia Michael C. Latham (1997). Human Nutrition in the
 Zinc deficiency Developing World. Food and Agriculture Organization of the
United Nations (FAO), ISSN 1014-3181 Rome (Part III).
6&7 6 Nutritional Assessment Rosalind S Gibson (2005). Principles of nutritional
 Anthropometry assessment. 2nd ed. Oxford University Press, New York.
 Dietary assessment 908p.
 Clinical assessment Tefera B. Lecture notes on Human Nutrition for Ethiopian
 Laboratory assessment Health science students. 2002; p(184-196)
 Indirect methods of nutritional
assessment
8 2 Nutritional Surveillance Tefera B. Lecture notes on Human Nutrition for Ethiopian
 Food & nutrition security Health science students. 2002; p(196-220)
 Definition, objectives, and types of Michael C. Latham (1997). Human Nutrition in the
nutrition surveillance Developing World. Food and Agriculture Organization of the
 Basic steps in carrying out United Nations (FAO), ISSN 1014-3181 Rome.
nutritional surveillance
 Indicators for nutrition monitoring
and sources of data
 Early warning signs
9&10 2 Food safety and quality Tefera B. Lecture notes on Human Nutrition for Ethiopian
 Food borne diseases (food infection Health science students. 2002; p(230-237)
& intoxication/poisoning) Michael C. Latham (1997). Human Nutrition in the
 Methods of food preservation Developing World. Food and Agriculture Organization of the
 Food additives and preservatives & United Nations (FAO), ISSN 1014-3181 Rome. (Part V;
health implications Chapter 34)
6 Nutrition Intervention Michael C. Latham (1997). Human nutrition in the
 Overview of direct nutrition developing world, Food and Agriculture Organization of the
interventions & other interventions United Nations (FAO) ,ISSN 1014-3181 Rome (part V).
with close/immediate impact on Tefera B. Lecture notes on Human Nutrition for Ethiopian
nutrition Health science students. 2002; p(220-230)
 The National Nutrition Strategy Federal MOH, National Strategy for infant and young child
 The National Guideline of Infant & feeding , April 2004 Addis Ababa
Young Child Feeding Federal MOH, National guideline for the Control and
 The National Guideline for Control Prevention of Micronutrient deficiencies June, 2004
& Prevention of Micronutrient AED/LINKAGES, Using the Essential Nutrition Actions to
Deficiencies Improve the Nutrition of Women and Children in Ethiopia,
 Essential Nutrition Actions including under Situations of Emergencies and HIV and
AIDS ,Trainer‘s guide 2004
Final exam date: ____________________

presentation, assignment
237
- Attendance (---%)
- Assignments (---%)
- Final Exam (---%)
Course policies:
 Always wear proper clothing
238
Medical Surgical nursing course syllabus
Program: Nursing
Course Title: Medical surgical Nursing
Course No: Nurs3152
ECTS: 17 ECTS
Course instructors
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
ECTS: 17 ECTS
Time allotted
Lecture hours Tutorial hours Home study hour Total
240 60 159 459
Lecture room: H009
Target group: 3rd year BSc nursing students
Year/semester: year III (year based)
Prerequisite: Biomedical Science I and II, Pharmacology, and Fundamental of Nursing I
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.
239
Supportive Objectives:
1. Apply the general principles of Medical Surgical Nursing to provide nursing care to patients with
medical and/or surgical problems.
2. Use nursing process in managing nursing care of patients with respiratory disorders.
3. Use nursing process in managing nursing care of patients with endocrine disorders.
4. Use nursing process in managing nursing care of patients with cardiovascular disorders.
5. Explain causes or risk factors, pathophysiology, modes of transmission, clinical manifestations,
diagnostic evaluations and medical management of HIV/AIDS.
6. Diagnose AIDS, initiate ART and follow up patients according to national guidelines.
7. Provide nursing care for patients with HIV/AIDS using nursing process.
8. Be able to counsel clients for HIV testing using non judgmental language.
9. Use nursing process in managing nursing care of patients with gastrointestinal disorders.
10. Use nursing process in managing nursing care of patients with musculoskeletal disorders.
11. Use nursing process in managing nursing care of patients with genitourinary disorders.
12. Use nursing process in managing nursing care of patients with neurological disorders.
13. Use nursing process in managing nursing care of patients with eye disorders.
14. Use nursing process in managing nursing care of patients with ear and nose disorders.
15. Apply knowledge from basic, behavioral, medical, and nursing sciences to manage nursing care
of patients.
16. Teach individuals and families how to promote and maintain their health and prevent illness and
involve them in planning and implementation of nursing care.
17. Define HIV/AIDS
18. Identify epidemiology, causes, risk factors and mode of transmission of HIV/AIDS
19. Explain pathophysiologic process of HIV/AIDS
20. Describe the clinical manifestations of patients with HIV/AIDS
21. Discuss diagnostic procedures/evaluations used in the diagnosis of HIV/AIDS
22. Explain the medical managements of patients with HIV/AIDS
23. Diagnose and treat opportunistic infections
24. Use nursing process as a frame work in provision of nursing care for patients with HIV/AIDS.
25. Provide post exposure prophylaxis as per the national infection prevention and patient safety
guideline
26. Define cardiovascular disorders
27. Identify causative/risk/contributing factors of cardiovascular disorders
28. Describe the clinical manifestations of patients with cardiovascular disorders
29. Explain pathophysiologic process of cardiovascular disorders
240
30. Discuss diagnostic procedures/evaluations used in the diagnosis of cardiovascular disorders
31. Explain the medical managements of patients with cardiovascular disorders
32. Use nursing process as a frame work in provision of nursing care for patients with cardiovascular
disorders.
33. Define musculoskeletal disorders
34. Identify causative/risk/contributing factors of musculoskeletal disorders
35. Describe the clinical manifestations of patients with musculoskeletal disorders
36. Explain pathophysiologic process of musculoskeletal disorders
37. Discuss diagnostic procedures/evaluations used in the diagnosis of musculoskeletal disorders
38. Explain the medical managements of patients with musculoskeletal disorders
39. Use nursing process as a frame work in provision of nursing care for patients with
musculoskeletal disorders.
40. Define neurologic disorders
41. Identify causative/risk/contributing factors of neurologic disorders
42. Describe the clinical manifestations of patients with neurologic disorders
43. Explain pathophysiologic process of neurologic disorders
44. Discuss diagnostic procedures/evaluations used in the diagnosis of neurologic disorders
45. Explain the medical managements of patients with neurologic disorders
46. Use nursing process as a frame work in provision of nursing care for patients with neurologic
disorders.
241
Course Schedule
Days Topic Contact Assignment Due Required reading
hours
1, 2-3 Introduction to Medical 16 Test 1 References 1,2,3, 4,
Surgical nursing) 5&7
 Definition and Scope of med-
surgical nursing
 Concepts of health and illness
 Introduction to the nursing process
Nursing Intervention of Patients References 1,2,3, 4, 5,6
4-8 with Respiratory Tract Disorders 22 Case Study 1 &7
 Review of anatomy and physiology Case Study 2
of respiratory system Exam 2
 Assessment of patient with Submission of scholarly
respiratory disorder 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
 Atelectaisis
 Cor pulmonale
 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
231
Nursing Intervention of Patients 20 Case study 3 (Long References 1,2,3, 4,
with Endocrine Disorders term complications of 5&7
 Review of anatomy and physiology DM)
of endocrine system Case Study 4 (All types
 Assessment of patient with of goiter)
endocrine disorder Exam 3
 Disorder of islets of Langerhans: Scholarly Paper 2
Diabetes mellitus (Cushing‘s Syndrome)
 Incidence
 Causes and predisposing factors
 Classification
9-13  Diabetes mellitus (continued)
 Path physiological changes
 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
 Disorders of parathyroid gland
 Disorders of adrenal gland
232
Nursing Intervention of People 16 References 1,2,3, 4, 5,
Living with HIV/AIDS Case Study 1 (AIDS 6, 7&8
 Definition of HIV and AIDS Patient)
 Epidemiology Exam 1
 Causes
 Risk factors
 Pathophysiology
 Mode of transmission
 Clinical manifestations
14-17  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
Nursing Intervention of Patients 24 Case study 2 (Heart References 1,2,3, 4,
18-23 with Cardiovascular Disorders Failure) 5&7
 Review of anatomy and Exam 2
physiology of 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
24-28 Nursing Intervention of Patients 24 Submission of scholarly References 1,2,3, 4,
with Genitourinary disorders paper 1 (Nursing 5&7
 Anatomy and physiology intervention of patients
review of GUT with Calcium,
 Assessment of pt with GUT phosphorus, and
problem Bicarbonate
 Acid-base imbalance imbalances)
 Acid-base balance (continued)
 Fluid and electrolyte imbalance Case study 3 (Renal
 Infections of the urinary tracts Failure)
 Diseases of the Kidney and
interventions for clients
233
 Obstruction of urinary system
Nursing Intervention of Patients 24 Case Study 4 (PUD) References 1,2,3, 4,
with Gastrointestinal track disorder Scholarly Paper 2 (GIT 5&7
29-34  Anatomy and physiology Ca)
review of GUT Exam 3
 Assessment of pt with GUT
problem
 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
Nursing Intervention of 18 Exam 1 References 1,2,3, 4,
musculoskeletal disorders Case Study 1 (bone Ca) 5&7
35-39  Anatomy and physiology
review of MSS
 Assessment of pt with MSS
problem
musculoskeletal disorders
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 20 Case Study 2 (types of References 1,2,3, 4,
with Neurologic Disorders headache) 5&7
 Anatomy and physiology Exam 2
review of nervous system Submission of scholarly
 Assessment of pt with paper 1
neurologic problem
 Neurological manifestations
 Neurological manifestations
40-44 (continued)
234
 Loss of consciousness
 Pain syndrome
 Seizures
 Increased intra cranial pressure
 Headache
 Cerebro-vascular accident
(CVA)
peripheral nervous system
disorder
 Bells palsy
 Neuropathy
 Neuritis
 Traumatic lesions
 Spinal cord trauma
 Head injury
 Intracranial tumor
 Degenerative disorders:
 Parkinsonism
Nursing Intervention of Patients 20 Case study 3 (Nursing References 1,2,3, 4,
with skin disorders interventions of patients 5&7
 Anatomy and physiology with burn of different
review of the skin stages)
 Assessment of pt with skin
45-49 problem
 Inflammatory and allergic
conditions
 Dermatitis
 Acne
 Eczema
Infections of the skin:
 Bacterial
 Boils
 Carbuncle
 Impetigo
 Viral
 Fungal
Burn
235
50-53 Nursing Intervention of Patients 16 Exam 3 References 1,2,3, 4,
with eye disorders Scholarly Paper 2 5&7
 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
Nursing Intervention of Patients 20 References 1,2,3, 4,
with ear, nose and throat disorders 5&7
 Anatomy and physiology
review of ENT
 Assessment of pt with ENT
54-58 problems
 Disorder of the ear and
intervention for clients with ear
and hearing disorders:
 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
236
Final exam date: ____________________
presentation, assignment
- Attendance (---%)
- Assignments (---%)
- Final Exam (---%)
Course policies:
REFERENCES:
1. Brunner and Suddarth‘s Text Book of Medical Surgical Nursing, 11th Edition
2. RuthF.craven, ConstanceJ.Hirnle Fundamentals of nursing: human health and function
3. Julia M.Leahy, patricia E.kiZilay. Foundations of nursing process approach
4. Harrison‘s Principles of Internal Medicine, 17th Edition
5. Bate‘s guide to History taking and physical examination, 8 th Edition.
6. National Infection prevention and patient safety guideline , 2010
7. standard treatment guidelines for zonal hospitals, DACA, Ethiopia, 2004
8. National HIV/AIDS treatment guideline,2010
237
Medical Surgical Practicum course syllabus
Program: Nursing
Course Title: Medical surgical Nursing practicum
Course No: Nurs3153
ECTS: 10 ECTS
Course instructors
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
ECTS: 10 ECTS
Time allotted
Clinical Practice Home Study Total
Hrs
440 200 640 Hrs
Prerequisite: Biomedical Science I and II, Fundamental of Nursing, Pharmacology for Nurses
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.
238
Course Objective
 Demonstrate the application of their effective, psychomotor and intellectual capabilities
acquired in class on real and ethical patient care.
 Exercise teamwork with other health professionals in the provision of ―individualized‖
patient care and group learning at practical areas.
 Demonstrate autonomy at their level of practice, and accountability and responsibility for
the nursing care they provide to patients and families.
 Accept responsibility and accountability for own learning needs and for effectiveness of
own nursing practice.
 Incorporate legal, ethical and moral principles in application of the nursing process.
Evaluation criteria: the following points are strictly considered/ followed
Personality and professional attitude
Clinical performance
Proficiency in nursing process
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 Preoperative nursing care
Catheterization 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.
239
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

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
232
Total (out or 100%)
233
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
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
A. Absenteeism for three (03) or more days without justifiable reason (e.g. medical
certificate/sick leave) will end up with one-year delay.
B. If a student is absent with a medical certificate or other justifiable reason, he or she needs
compensate for the lost days.
C. 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.
231
D. Chronic lateness, refusing patient care and/or failure to meet scheduled obligations may
result in grade alteration reflected in clinical evaluation.
E. Clinical written work deadlines will be observed. Late assignments will be penalized 2
points per day including weekends and holidays.
F. 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.
G. 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 on five weeks
bases rotation
232
Operation Theatre Technique and Principles of Anesthesia Course Syllabus
Program: Nursing
Course No: Nurs3154
ECTS: 3
Course instructors
1.
2.
3.
Time allotted
Lecture hours Practice Tutorial Home Study Total
hours hours Hrs
32 20 10 19 81Hrs
Prerequisite: Medical Surgical Nursing, Fundamentals of nursing , Professional nursing and ethics
Year: III
Course description
The course is intended to help the students apply aseptic technique to the care of the patients in the
operating theatre and to provide a deeper knowledge on the surgical instrument processing, principles of
sterile technique& safety factors for the protection of the patient .emphasis is placed on meeting the
psychological as well as the physical needs of the surgical patient.
Course objectives:
At the end of the course nurse students will be able to:
Describe the preoperative nursing protocol during preoperative, intraoperative and post operative phases
of nursing practices in the hospital.
Specific objectives:
4. At the end of the course student nurse will be able to:
5. Describe the physical facilities of the operating room
6. Explain traffic flow and patterns of activities in theatre
7. Explain the function of each member of the surgical team.
8. Practice activities of the operating room nursing in the pre-operative and post-operative phases
233
9. Demonstrate intra operative nursing role in the surgical skill lab
10. Describe the principles of aseptic technique
11. Describe method of surgical instrument processing method of practiced in the operating room.
12. Differentiates between general and local anesthesia.
13. Identify the anatomy, physiology, and surgical procedures
14. Assist colleagues with preparation of the room.
15. Perform scrubbing, gowning and gloving.
16. Prepare instrument table and organize sterile equipment.
17. Display instrument to surgeon and assistant accordingly
18. Accept responsibility of Counting sponges, needles and instrument before and after operation
19. Prepare patient‘s skin for surgical incisions.
20. Record, label, and send specimens and cultures to proper area.
21. Assist the patient to recovery room.
22. Suggest pertinent information to responsible nurse of the recovery room
23. Follow principles of safe surgery and safe practice in the operating room.
Teaching methods
Lecture
Demonstration
Group discussion
Role play
Surgical Skill lab
Learning materials
Hand out on ORT
Library reference materials
Surgical skill development lab(surgical items)
Suturing and suture removal sets
Skill lab equipments
234
Course Schedule
Days TOPICS Contact Practical Reading
hours hour materials
1 Unit I : Introduction to operating room technique 2 1 Reference
Organization of areas in the Operating room/patient area 1,2,3,5&6
 Traffic flow and patterns practice
 Unrestricted/protective zone (entrance for
pt,staff,materials)
 Transition zone (dressing rooms and lockers, surgical
attires worn area)
 Semi-restricted (clean instruments processing,storage,all
attires worn)
 Restricted(operation area, sterile supplies opened)
 Clean Corridors
 Operating team and relationships.
 Team members
 Responsibility of each member
 Professional attitudes and conduct
 Honest, Prevention of mistakes as much
as possible.
 Cooperation and economical use of hospital equipment
and time.
2&3 Unit II - Preventing of infection in operating theatre 5 3 Reference
1. Teaching of the staff 1,2,3,5&6
2. General; preparation
o Personal hygiene
o Clothing and shoes
o Hair cover and mask
o Preparation of theatre for an infections case.
3. Procedure of hand-washing/scrubbing:
o Short scrub
o Long scrub
4. Procedure for wearing sterilized gown.
o Adjusting gown
5. Gloving
o Closed method
o open method
6. Theatre cleaning/disinfection
7. Daily/routine/cleaning, at the beginning, and at the end of the
day.
8. Cleaning between cases
9. Weekly cleaning
235
4&5 Unit III - Instrument processing 4 4 Reference
 Decontamination ( use of 0.5% chlorine solution for 10 1,2,3,5&6
minutes)
 Cleaning ( washing instruments with plain water)
 Sterilization ( use of SUP, dry oven autoclave, chemicals)
 High level disinfection(use of boiling, and chemicals )
3. Sterilizing checks
o Diack control
o Autoclaving tape
6 Unit IV - Preparation of equipment for sterilization 6 2 Reference

1. Cleaning and care of instrument 1,2,3,5&6
2. Packing: Towel and gowns
o Gloves
o Instruments
o Swabs (pack and dressings)
3. Electrical equipments
o Other instruments : Names /type, uses/ number
o Selecting of instruments according to type of operation.
o Passing instrument at the operation field.
o Care and storage of instruments
7 VI --Suture Materials and Needles 2 4 Reference
1. Classification 1,2,3,5&6
o Absorbable
o Non-absorbable
2. Size and tensile (elasticity)
3. Purpose and usage
4. Needles
o Type and usage
Unit VII -Common types of Stitch
 Continuous.
 Interrupted
 Mattress
 Blanket
 Purse
236
8 Unit VIII – safe surgery and safe practice of the nurse in the 4 2 Reference
operating room 1,2,3,5&6
 Implementation of safe surgery check list
 WHO‘s 10 objectives for surgery
 surgical care standards
 Why the operating room is so risky
 Instrument that cause most injuries
 to avoid injuries from sharps/blood loss
 design a safe operation room
 Patient Care
 Receiving the patient
 Positioning according to the kind of operation and needs
of the patient
 Types of position
 Laparotomy or supine (dorsal) position
 Trendelenbarg positi'Jn
 Reverse position
 Prone position
 Lithotomy position
 Kidney position
 Thyroid position
 Thoracotomy position
 Preparation of operative area
a. Light adjustment
b. putting waste buckets strategically etc
 Warping patient
 Care of specimen
Unit IX - positioning to patient for surgery 1 2 Reference
 Draping 1,2,3,5&6
 Care of skin
 Care of operating table
237
9 Unit X -Hazards in the operating theatre 4 2 Reference
1. Pollution from anesthetics gas 1,2,3,5&6
2. Careless handling and disposing sharp instrument
3. Absence of safety signs: Danger/ Radiation, Emergency exit, No
smoking etc..
4. Fire, Fire prevention, absence of emergency exit and fire
extinguisher
5. Explosion of oxygen
6. Recovery Room
 Definition
 Purpose of recovery room
 Types of staff
o with knowledge of immediate post- anesthesia
o Post-operative complication
 Equipment needed
 Resuscitation equipment
 Oxygen
 Suction machine
 Recovering room nursing and charting
i. stages of anesthesia
ii. Respiration (air-way problem)
iii. Vital signs
iv. Intake and output
v. bleeding
vi. Pain
vii. Drugs (anti-pain) i.v., drips blood
10 Unit XII - Principles of Anesthesia 4 - Reference

1. Definition of Anesthesia 1,2,3,5&6
2. Classification 0.£ anesthesia
3. Methods of administration
1.1 General.
3.1.1. Inhalation -by drops, By mask, Insufflations, Endtracheal
By mouth
3.1. 2. Intravenously
3.1.3. Rectally
3.2. Local
3.2.1 -Local area infiltration
-spray
-ointment
3.2.2. Regional area
3.2.3. Spinal
4. Stages of anesthesia
 1st stage -stage of induction
 2nd stage -stage of excitement
 3rd stage -stage of operation
 4th stage -stage of danger
5. Hazards and complications of anesthesia briefly
238
Evaluation items
Assignments -------------------- 10%
Demonstration --------------------10%
Mid exam -------------------------30%
Final exam------------------------- 50%
Total 100%
Student assessment methods
knowledge methods Skill attitude
Drills,quizzes Direct observation Direct observation
Written exercise Practical examination
Oral questions
Essay examination
Objective written exam
Knowledge skill and attitude assessment scores
evaluation % Knowledge skill attitude

assignment 10 5% 3% 2%
Demonstration 10 - 6% 4%
Mid exam 30 20% 5% 5%
Final exam 50 30% 15% 5%
Reference
1. Raymond j.Brigden(1999) .operating theatre technique
2. Berry and Kohn‘s (2000) .introduction to operating room technique
3. JHPIEGO (2003).infection prevention guide line for heath care facilities
4. MOH (2005). Infection prevention guide line for heath care facilities in Ethiopia
5. Brunner and Saddarth 11th edition medicalsurgical nursing
6. MOH, IPPS guide line for training health care professionals
239
Module Name: Maternal Health Nursing
Core Maternal Nurse Obstetrics and Nurse 3161 8 Block
Health 3161
gynecology nursing
Nursing
OBs/GYN practicum Nurse 3162 5 Block
Reproductive health Nurse 3163 3 Block
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
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.
240
Obstetrics and Gynecological Nursing course syllabus
Program: Nursing
Module Name: Maternal health nursing
Module No: XVI
Instructors
ECTS: 8
Student workload
Lecture/contact Tutorial hours Lab hours Home study Total
hours hours
100 16 32 68 216
Year: III
Target group: year III BSc nursing students
Pre-requisite: Human Anatomy, Human Physiology, Fundamental of Nursing
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.
241
Specific Objectives: At the end of the completion of the course, the student should be able to
1. Describe the anatomy of female pelvis
2. Discuss the female reproductive organs
3. Relate the bony pelvis and other reproductive organs to pregnancy and delivery
4. Discuss conception, fetal and placental development
5. Describe fetal circulation
6. Outline the physiological changes that take place during pregnancy
7. Perform ANC based on focused ANC Guideline
8. Demonstrate how to manage normal labour using Partograph
9. Apply active management of third stage of labors using appropriate oxytocics
10. Demonstrate immediate newborn care
11. Describe the physiology of normal puerperuim
12. Perform post natal care
13. Counsel family planning clients to bring informed choice
14. provide contraceptive methods after proper counseling
15. Manage minor disorders associated with pregnancy
16. Manage obstetric emergencies
17. Manage STIs using the syndromic management
18. State the link b/n HIV/AIDs and STIs (K)
19. Provide PMTCT service for pregnant, labouring and post natal mothers (S, K,A)
20. Demonstrate infection prevention and patient safety while managing obstetric and
gynecological clients (S).
21. Provide contraceptive methods appropriate for HIV + ve clients
22. Screen PAC clients for HIV/AIDs
23. Describe the sign symptom ,management , nursing responsibility of women with
hyperemesis graviadrum
24. Analyzed the etiology, sign symptom, nursing role in the case of Polyhydramniuos
25. Provide nursing care for pregnant women with Hypertensive disorders of pregnancy
26. Recognized, the etiology pathophysiology and the nursing care of women with Antepartum
hemorrhage
27. Provide nursing care for a pregnant women with A.B.O and Rhesus incompatibility
28. Discuss medical diseases associated with pregnancy
242
29. Discuss the nursing care of pregnant women with multiple pregnancies
30. Manage cord prolapse and Presentation
31. Explain Malposition : occipito posterior position
32. Identify Malpresentations and their complications
33. Identify Cephalopelvic disproportion with its complication
34. Discuss prolonged obstructed labour
35. Discuss the management of Abnormal Puerperium
36. Explain the nursing management of uterine rupture
37. Describe the management of Premature Rupture of Membrane/ PROM
38. Disscus the types of operative deliveries
39. Provide the care of women with Caesarean section
40. Describe the complications of the third stage of labour
41. Mange Post partum hemorrhage
243
Course Schedule
days Contact hrs Topic/sub-topic/chapter Reading materials
1&2 6 Intro. to Oby-Gyn Nursing Sally Olds / Marcia London /
 Definitions Patricia Ladewig / Michele
 Terminologies Davidson .(2007) Maternal-
 Current Issues in Maternal Newborn Nursing Newborn Nursing and Women's
 Care of the Family in a Culturally Diverse Society Health Care.(7th edition)
 Nursing assessment in maternal and New born
Nursing, NOC,NIC
3&4 6 Anatomy and physiology of female reproductive
system (
 The female pelvis
 The pelvic floor
 The pelvic assessment
 The female reproductive organs
 The menstrual cycle
5&6 6 INTRODUCTION TO EMBRYOLOGY AND FETAL
DEVELOPMENT
Early development of fetus
 Placenta,
 Fetal circulation
 Placenta at term,
- Fetal skull
7&8 6 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
244
9-14 18 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
15&16 6 Essential newborn care
- Nursing Care of the newborn baby at birth
- APGAR Score , Asphyxia neonatorium and
Resuscitation
- 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
17 3 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
18 3 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
245
19-22 12 VII: FAMILY PLANNING
INTRODUCTION
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
 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
23&24 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
25&26 6 ABNORMAL PREGNANCY Sally Olds / Marcia London /
- Vomiting in pregnancy/Hyperemesis gravidarum Patricia Ladewig / Michele
Polyhydramniuos Davidson .(2007) Maternal-
- Nursing assessment , Nursing diagnosis NIC , and Newborn Nursing and Women's
NOC for women with Hyperemesis Gravidram Health Care.(7th edition)
246
27&28 6 HYPERTENSIVE DISORDERS OF PREGNANCY Sally Olds / Marcia London /
PIH (gestational hypertension, preeclampsia, eclampsia) Patricia Ladewig / Michele
Chronic, or coincidental or concurrent hypertension Davidson .(2007) Maternal-
Nursing assessment , NIC , and NOC for women with Newborn Nursing and Women's
Hypertensive disorder of pregnancy Health Care.(7th edition)
29&30 6 ANTEPARTUM HEMORRHAGE Arthur. T. Evans. Manual for

- Placenta praevia obstatrics( 2007) Manual
- Placenta abruption
Nursing assessment , NIC , and NOC for women with APH
A.B.O and Rhesus incompatibility
- Nursing responsibility for women with
31&32 6 DISEASES ASSOCIATED WITH PREGNANCY Jeremy O. Suzanne .(2005).
- Anemia, Cardiac disease, Diabetes mellitus Pulmonary Fundamental of obstetrics and
tuberculosis Malaria in pregnancy Gynecology
- Nursing assessment ,Nursing diagnoses , NIC , and NOC Sally Olds. Maternal-Newborn
Nursing and Women's Health Care
33&34 8 ABNORMAL LABOUR Sally Olds / Marcia London /

- Introduction to Malpositions and malpresentation Patricia Ladewig / Michele
- Multiple pregnancies Presentation and prolapse of Davidson .(2007) Maternal-
cord Malpositions: Occipito posterior position Newborn Nursing and Women's
- Nursing assessment ,Nursing diagnoses , NIC , and Health Care.(7th edition)
NOC for women with multiple pregnancy, prolapsed
of cord , malposition
MALPRESENTATIONS:
- Brow , Face , Transverse lie /Shoulder presentation ,
Breech presentation ,
- Nursing assessment ,Nursing diagnoses , NIC , and NOC
35&36 6 COMPLICATIONS OF LABOUR Arthur. T. Evans. Manual for

- Cephalopelvic disproportion, Trial of labour, Prolonged obstatrics( 2007) Manual
labour, Obstructed labour, Uterine rupture,Premature
Rupture of Membrane/, PROM
- Nursing assessment ,Nursing diagnoses , NIC , and NOC
37&38 8 Operative deliveries Jeremy O. Suzanne .(2005).

- Vacuum extraction and Forceps delivery Fundamental of obstetrics and
- Caesarean section, Destructive deliveries Versions Gynecology
- Nursing assessment ,Nursing diagnoses , NIC , and NOC Sally Olds. Maternal-Newborn
Nursing and Women's Health Care
247
39&40 6 COMPLICATIONS OF THE THIRD STAGE OF LABOUR Sally Olds. Maternal-Newborn
Post partum hemorrhage Retained placenta Adherent Nursing and Women's Health Care,
placenta, Amniotic fluid embolism, Obstetric shock Fundamental of obstetrics and
Nursing assessment ,Nursing diagnoses , NIC , and NOC Gynecology
41 4 Abnormal Puerperium Newborn Nursing and Women's

- Breast complications, Puerperal psychosis, Puerperal sepsis, Health Care,
Urinary complications, Thrombophlebitis Arthur. T. Evans. Manual for
- Nursing assessment ,Nursing diagnoses , NIC , and NOC obstatrics
Fundamental of obstetrics and
Gynecology
42&43 6 GYNAECOLOGY Newborn Nursing and Women's

- Introduction, Definitions and description of terms Health Care,
- Menstrual disorders, Infertility and sterility, Menopause Arthur. T. Evans. Manual for
- Nursing assessment ,Nursing diagnoses , NIC , and NOC obstatrics
Fundamental of obstetrics and
Gynecology
44&45 6 BLEEDING IN EARLY PREGNANCY Arthur. T. Evans. Manual for
Ectopic pregnancy Abortion, Hydatidiform mole obstatrics
Screening of clients for PAC for HIV Fundamental of obstetrics and
Nursing assessment ,Nursing diagnoses , NIC , and NOC Gynecology
46 MALFORMATIONS OF THE FEMALE GENITAL TRACT

3 - Uterine Tubal , Vaginal malformation Sally Olds. Maternal-Newborn
- Imperforated hymen, Retro version of the uterus Nursing and Women's Health Care,
Nursing assessment ,Nursing diagnoses , NIC , and NOC Fundamental of obstetrics and
Gynecology
47 3 TUMORS OF THE FEMALE GENITAL TRACT Sally Olds. Maternal-Newborn

Uterine growths, Ovarian growth, Tumors of the Breast Nursing and Women's Health Care,
Genito-urinary Complications, VVF and RVF, Rectocele Fundamental of obstetrics and
and Cystocele, Prolapse of the uterus, Incontinence of the Gynecology
urine , Urinary tract infection
Nursing assessment ,Nursing diagnoses , NIC , and NOC
1. Final exam date:____________
2. Assessment mechanisms:
- Quiz (%20)
- Assignments (%10)
- Presentation (%10)
248
- Lab /demonstration 20%
- Final Exam (40%)
3. Deliver mode/methodology
 Interactive Lecture ,
 Demonstration
 Case study
 Group work Discussion
 Student presentation
4. 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
5. 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
249
References
1. Sally Olds / Marcia London / Patricia Ladewig / Michele Davidson .(2007) Maternal-
Newborn Nursing and Women's Health Care.(7th edition)
2. Ruth Johnson& Wenday Taylor. (2010) Skill for Midwifery practice.(3rd edition)
.Edinburgh London New York .Elsevier Ltd. Pa
3. Arthur. T. Evans. Manual for obstatrics( 2007) Manual for Obstatrics.(7th edition). Wolters
kluwer/Lippincot Williams and Wilikins
4. Jeremy O. Suzanne .(2005). Fundamental of obstetrics and Gynecology.(8th edition).
5. G. Justus, James .p, Nelsone , Zarok. Cochrane Pocket book .pregnancy and child birth
250
Obstetrics and gynecology Practicum course syllabus
Program: Nursing
Course Title: Obstetrics and gynecology Practicum
Course No: Nurs3162
ECTS: 5 ECTS
Course instructors
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Time allotted
Hrs
220 100 320 Hrs
Prerequisite: Biomedical Science I and II, Fundamental of Nursing, Pharmacology for Nurses
Year: III
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
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.
251
1) Admit a mother in labour after making complete nursing assessment
2) Distinguish between true and false labour
3) Perform abdominal examination and interpret each step
4) Differentiate between the various stages of labour
5) Demonstrate vaginal examination and interpret findings
6) Observe the general condition of the mother and fetus and meet the psychological and
physiological needs of the mother
7) Prepare delivery set and conduct labour
8) Perform and repair an episiotomy
9) Provide the immediate care of the newborn
10) Make the mother comfortable after delivery
11) Assist the mother in breast feeding
12) Provide post natal care and health education
13. Follow the principles of infection prevention and standard precaution while performing
any procedure.
14. Apply PMTCT during pregnancy, labor and postpartum period.
15. Demonstrate nursing skills and professional attitude in the daily activities
of the clinical area
Remark:
1. Throughout your stay in maternity ward, you are expected to conduct five normal deliveries
and observe ten abnormal deliveries.
2. The overall evaluation criteria include:
I) Attitude towards nursing ethical standards –15%
II) Daily nursing care activities-40%
III) Nursing care plan (two) –20%
IV) Postnatal health education_15%
V) Case presentations_ 10%
252
3) 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.
253
PRACTICAL EVALUATION FORMAT FOR MATERNITY WARD
Name of the student______________________________ Date______________________
Score____________________
Instructor_________________________ Sign___________________
S.N EVALUATION CRITERIAS RATING REMARKS

O. SCALES
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
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)
254
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
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
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
255
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_____
If ruptured; Date___________ Time_____________
Amniotic fluid color______
II. Physical examination:

Vital signs: BP________ PR_________TEMP___________RR_________
Abdominal palpation:
o Fundal ht in weeks_______
o Lie_______________
o Presentation_______
o Position------------
o Descent___________
o FHB/mt________
o Contraction: Frequency_____Length_____Strength-------------
Vaginal examination: Cervical dilatation___________________

 Effacement____________________________
 Consistency___________________________
 Position of the cervix____________________
 Membranes (ruptured, intact)______________
 Amniotic fluid (colour)___________________
256
 Position of the fetus______________________
 Station of the presenting part______________
 Ischial spines--------------
FOLLOW UP OF THE 1st STAGE OF LABOUR
DATE TIME FHB Cx. Descent BP PR Temp

CONTRACTION Dilatn.
Frequency Length Strength
257
Delivery Summary
Conducted by ------------------------------Sign-------------- Date--------
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________________
Assisted by----------------------------------Sign----------------Date-------------
Postnatal mother assessment before discharge

Patient name ____________________________ Age________________
Vital signs: BP__________PR__________TEMP_________RR_______________
HEENT________________________________________________________
CHEST: CVS________________________________________________________
LUNGS____________________________________________________
258
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_____________________________________________________
Any other abnormalities__________________________________________
Swelling______________________________________________________
Any other nursing care measures given__________________
Name of the student_____________Sign_________Date-----
259
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___________________________________________
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____
260
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___________________
S.NO Name of the student

plan (20%)
presentatio
Eth.standa
H/E (15%)
Postnatal
Nsg.Care
rd (15%)
n (10%)
Clinical
activity
(40%)
100%
Case
1.
2.
3.
4.
5.
6.
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 on five weeks bases rotation
261
Reproductive health course syllabus
Program: Nursing
Module Name: Maternal health nursing
Module No: XVI
Instructors
ECTS: 3
Student workload
Lecture/contact Tutorial hours Home study Total
hours hours
32 16 33 81
Year: III
Target group: year III BSc nursing students
Pre-requisite: Obstetrics and Gynecology
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
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
262
 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
 Undertake various reproductive health researches.
Course schedule
Days Topics Contact Reading material
hours
1 Chapter I: Introduction 3  Safe Motherhood Initiatives and
 Reproductive Health Mother-Baby-Package Journals and
 ICPD and Reproductive Health Recent Publications on Reproductive
 Reproductive Rights Health and Population issues.
 Maternal morbidity and mortality: A  Reproductive Health: A Family

Planning Training Manual for Health
Global and National Perspective
Professionals in Ethiopia. 1992
 National Guideline of HIV/AIDs/
PMTCT (2007)
2, 3 & Chapter II- Components of reproductive 12  Safe Motherhood Initiatives and
4 health Mother-Baby-Package Journals and
 Safe motherhood initiative (SMI) Recent Publications on Reproductive
 Gender based violence Health and Population issues.
 Male involvement  Reproductive Health: A Family
 Adolescent reproductive health Planning Training Manual for Health
 Infertility (treatment and prevention) Professionals in Ethiopia. 1992
 STIs/HIV/AIDS (their relationship,  National Guideline of HIV/AIDs/
syndromic approach…) PMTCT (2007)
 Family planning (counseling, IEC, Pap
smear test, and quality service)
263
 Abortion (prevention and management of
unsafe abortion, PAC)
 Discouraging harmful traditional practices
 Child care.
5, 6, 7 Chapter III - Introduction to MTCT 12  Safe Motherhood Initiatives and
&8  Overview of MTCT of HIV Mother-Baby-Package Journals and
 Epidemiology of PMTCT Recent Publications on Reproductive
 Public Health importance of VCT/PIHCT, Health and Population issues.
PMTCT  Reproductive Health: A Family
 Guiding principles of PMTCT program Planning Training Manual for Health
-PIHCT and its public health importance Professionals in Ethiopia. 1992
-Counseling (Pre & Post, Pre-treatment  National Guideline of HIV/AIDs/
counseling) PMTCT (2007)
 Monitoring and evaluation in HIV/AIDs
…etc
 National strategies and guidelines to address
MTCT of HIV/AIDS
9 &10 Chapter IV- the strategies ventured so 5  Safe Motherhood Initiatives and
far to make RH successful, and STIs/HIV Mother-Baby-Package Journals and

Recent Publications on Reproductive
prevention and control effective.
Health and Population issues.
 An integrated approach of reproductive
health services  Reproductive Health: A Family
 Integrated management of STIs/HIV into Planning Training Manual for Health
MCH/FP clinic Professionals in Ethiopia. 1992
 The emergence of Safe Motherhood  National Guideline of HIV/AIDs/
Initiative and Mother-Baby-Package PMTCT (2007)
 Reproductive health service indicators
264
Student Assessment:
 Group assignment and presentation 15%
 Continuous assessment 45 %
 Final exam 40 %
Teaching methods:
 Interactive Lecture
 Role Play
 Group discussions
 Seminars
References
1. Safe Motherhood Initiatives and Mother-Baby-Package Journals and Recent Publications on
Reproductive Health and Population issues.
2. Reproductive Health: A Family Planning Training Manual for Health Professionals in
Ethiopia. 1992
3. National Guideline of HIV/AIDs/ PMTCT (2007)
265
Module Name: Child health Nursing
Core Maternal Nurs Pediatric nursing Nurs 3171 8 Block
Health 3171
Pediatrics nursing Nurs 3172 3 Block
Nursing
practicum
Module description: This module is designed enable BSc nursing students 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, family planning and health education, various
neonatal and child hood disease conditions and offer students the opportunity to give nursing care
to individuals, families and caregivers 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
266
Pediatric nursing course syllabus
Program: Nursing
Course title: Pediatric Nursing
Module Name: Child Health Nursing
Module Number: XVII
Instructors
ECTS: 8
Student workload
Lecture hours Tutorials Home study hours Total
80 32 100 216
Lecture/contact days, hours & room/s: ________________________________

Target group: Year III BSc nursing students
Placement: Year III
Pre-requisite: Biomedical Science I and II, Fundamental of Nursing, OB & Gyn. Courses.
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, family planning 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
267
development.
At the end of the course, the students will be able to:
1. Define pediatrics and child health nursing (K)
2. Describe the modern concept of childcare (K)
3. List the principles of pediatric nursing (K)
4. Describe the normal growth and development (K).
5. Describe common neonatal and childhood illnesses(K)
6. Identify common systemic childhood disorders(K)
7. List targets and schedules of EPI(K)
8. Determine eligibility for ART or to start Prophylaxis at the right clinical stage (K)
9. Describe aspects of patient adherence to ART (K)
10. Perform growth monitoring of children using Anthropometric measurements(S)
11. Provide newborn nursing care(S)
12. Provide nursing care for common neonatal and childhood illnesses(S)
13. Provide nursing care for a child with nutritional disorders(S)
14. Provide nursing care for common systemic childhood disorders(S)
15. Demonstrate different routes of vaccine administration(S)
16. Provide appropriate nursing care for HIV exposed and infected children using standard
precaution(S)
17. Administer first line ART drugs and manage its unwanted effects(S)
18. Assess common childhood illnesses using IMNCI Guidelines(S)
19. Classify common childhood illnesses using IMNCI Guidelines(S)
20. Treat common childhood illnesses using IMNCI Guidelines(S)
21. Assist handicapped children and their family(A)
22. Demonstrate non-judgmental approach to parents of HIV/AIDS during care (A)
268
Course schedule
Days Topics Contact hours Reading materials
1 Unit I- Introduction to pediatric nursing 4 1. Marlow, Dorothy,
 Historical development Textbook of pediatric
 Modern concept of child care Nursing,
 Changing trends towards hospital care, 2.Teaching material,
 Promotive, preventive and curative aspects of child health 3.Module chapter one
 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
2, 3 Unit II- Child growth and development 12 1. Marlow, Dorothy,
&4  Growth and development from birth to adolescence Textbook of pediatric
 Value of play and selection of play material Nursing,
 Growth monitoring 2.Teaching material,
 Meeting the need of the normal children through the 3.Module chapter two
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&6 Unit III- Care of Newborn 8 1. Marlow, Dorothy,
 Care of normal newborn Text book of pediatric
 Neonatal resuscitation Nursing,
 Nursing management of low birth weight and pre-term 2.Teaching material,
babies 3.Module chapter three
 Nursing management of common neonatal disorders
 Organization of neonatal unit
7&8 UNIT-IV: Management of common childhood disease 8
 Respiratory system disorders and infection (ARI)
 Gastrointestinal infections and infestations (CDD)
 Febrile illness (malaria, meningitis, measles--) Marlow, Dorothy, Text
 Nutritional deficiencies book of pediatric
o Protein Energy Malnutrition (PEM) Nursing,
o Micro-nutrients déficiency ( Vit A, D, iron 2.Teaching material,
etc 3.Module chapter four
269
9, 10 Unit V- Management of systemic child hood disorders 12 1. Marlow, Dorothy,
& 11  Cardiovascular problems rheumatic fever Text book of pediatric
 Genitourinary disorders (Nephrotic syndrome, wilms Nursing,
tumor, infection and congenital disorders 2.Teaching material,
 GIT disorders Module chapter five
 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 skin, eye, ears (emptigo, opthalmia
neonatorum, otitis media)
12 Unit VI. Management of handicapped children 4 1. Marlow, Dorothy,

 Management of mentally handicapped children Text book of pediatric
 Management of physically handicapped children Nursing,
 Management of socially handicapped children 2.Teaching material,
 Management of behavioral disorders in children 3.Module chapter six
13 & Unit VII. Expanded program of immunization 8 1. Marlow, Dorothy,
14  Objectives and targets Text book of pediatric
 Strategies Nursing,
 Schedule 2.Teaching material,
 Concepts and rates 3.Module chapter seven
 Principles ( care of vaccine/cold chain monitoring)
15 & UNIT VIII- Pediatric HIV/AIDS 8 Guide line for
16  Overview pediatrics HIV/AIDS care and treatment HIV/AIDS case
 Diagnosing HIV infection in infants and children management and
 Care of the HIV-exposed infant treatment
 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, 18 UNIT IX- IMNCI 12 IMNCI chart booklet and
& 19  Assessment wall chart
 Classification Video Tape recorder
 Identification/giving appropriate treatment for a child
with childhood illnesses using IMNCI guidelines
20 UNIT X-School Health Service 4 1. Marlow, Dorothy,
 Components Text book of pediatric
 Special needs Nursing,
 Objectives of School health 2.Teaching material,
 Aspects of school health service Module chapter ten
270
Teaching Methods:
 Illustrated Lecture
 Reading Assignment*
 Individual and group exercises
 Case study
 Seminar presentation
 Demonstration
 Role play
 Drills
Teaching Aids (learning materials):
 Chalk board
 Dolls
 Over head projector
 LCD projector
 VIDEO show
 Text books
 National HIV/AIDS guidelines
 IMNCI chart booklets
Course assignments
Case studies related to the courses schedule
Reading assignment related to course schedule
Assessment:
Continuous assessment
a. Formative assessment
 Group and individual assignment, tests, quiz
b. Summative assessment
 Test 1=10%
 Test 2=10%
 Test 3=10%
 Test 4=20%
 Final exam=50%
271
Course policy
As this course will involve numerous discussions and class activities, students are expected to
attend all classes. Absence will result in a grade reduction. Students are expected to read all
assignments in advance
Grade system:
 A+ >95
 A 85-94
 A_ 80-84
 B+ 75-79
 B 70-74
 B-65-69
 C+ 60-64
 C 50-59
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.
272
Pediatric Practicum course syllabus
Program: Nursing
Module Number: XVII
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 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
Supporting Objectives:
The students will be able to
1. Demonstrate the application of their affective, psychomotor, and intellectual capabilities
2. Exercise teamwork with other health professionals in the provision of individualized
3. Be able to identify the need of sick neonate and children, develop appropriate nursing care
plan and apply them using the nursing process approach.
4. Understand, identify and differentiate the growth and development of children in different
age group.
273
5. Develop skill in IMNCI: assessing, classifying, identifying treatment and treating the
common neonatal and childhood illnesses and counseling the mother or caregiver.
6. 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
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
1. Absenteeism for three (03) or more day without justifiable reason (e.g. without medical
certificate) will end up with one year delay.
2. If a student is absent with medical certificate or other justifiable reason, he or she needs to
compensate for the attendance lost days.
3. 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.
274
4. Repeated lateness, refusing patient care and or failure to meet scheduled obligation may result
in grade alteration reflected in clinical evaluation.
5. Clinical written work deadlines will be observed. Late arrival will result in penalty of two
points per day.
6. In the event of unavoidable absence from clinical practice, the student will notify the clinical
instructor and the instructor will arrange make up practice.
7. 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:
 A+ >95
 A 85-94
 A_ 80-84
 B+ 75-79
 B 70-74
 B-65-69
 C+ 60-64
 C 50-59
Note: Earning of a grade < C+ in the clinical experience will result on one-year delay.
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
275
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
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. ________________________
Course schedule
Students will be assigned to different units of pediatric wards for four weeks period.
276
Module Name: Mental Health Nursing
Core Mental Nurs psychiatric nursing Nurs 4181 5 Block
Health 4181
Practicum III Nurs 4182 2 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 relationship 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.
277
Psychiatric Nursing Course syllabus
Program: Nursing
Course title: Psychiatric Nursing
ECTS: 5
Module Number: XVIII
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 relationship 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.
278
Course Schedule
Reading materials
Days Topics Contact hours
1 Unit 1: Introduction 3 Reference 1, 2, 3,

 Psychiatric nursing historical development 4, & 6
 Basic principles of psychiatric nursing
2-4 Unit 2: Therapeutic communication 4 Reference 1, 2, 3,
 Definitions and types 4, & 6
 Process and techniques of communication
 Nurse-patient-relationship
Unit 3: Mental health assessment 4 Reference 1, 2, 3,
 History taking 4, & 6
 Mental status examination
5&6 Unit 4: Psychotic disorders 6 Reference 1, 2, 3,
 Schizophrenias 5, & 6
 Affective disorders
 Organic brain syndrome
7, 8 & 9 Unit 5: Psychosomatic disorders (Anxiety 13 Reference 1, 2, 3,
disorders) 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, 3,
& 12  Alcoholism 4, & 5
 Drug dependence
 Chat, Marijuana, nicotine
Unit 7: Personality disorders 4 Reference 1, 2, 3,
 Cluster A 4, & 6
 Cluster B
 Cluster C
13, 14 Unit 8: Role of nurse in: 10 Reference 1, 3, 4,
& 15  Child psychiatry 5&6
 Geriatric psychiatry
 HIV/AIDS in psychiatry
 Counseling
 Community (preventive Psychiatry)
 Psycho-pharmacology
 Occupational and recreational therapy.
 E. C. T. (Electroconvalsive therapy)
 Crisis intervention
279
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 8 th. 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.
2. Bergers, Ann, W. 1989. Psychiatric nursing in the hospital and in the community. Prentice hall
Inc. Englewood cliffs. New Jersey.
3. Gelder, Metal. 1989. Oxford text book of psychiatry 2nd ed. ELBS. London.
4. W. l. Linford Rees. 1978. A short text book of psychiatry. 2nd.ed. Hodder and Stoughton
educational division. London.
5. Kaplan and sandock. 1994. Synopsis of psychiatry. 7th. ed. Williams & Wilkins New York.
6. The ICD – 10. 1991. Classification of mental health disorder. WHO. Geneva.
280
Psychiatric Nursing practicum course syllabus
Program: Nursing
Course Title: Psychiatric Nursing Practicum
Course Code: Nurs4182
ECTS: 2
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
281
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.
282
A. Ethics
4. Act ethically
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.

9. Demonstrates accountability and responsibility; and understanding of his/her level practice
1. Punctuality
Total (out or 100%)
283
Module Name: Nursing Service Administration And Nursing Education
Core Nursing Nurs Nursing Service Nurs 4191 5 Block
Service 4191
Administration
Administrati
on And Nursing Education and Nurs 4192 7 Block
Nursing
curriculum development
Education
Module description:
The module is designed for BSc nursing students to explore the principles and theories of health
services administrations and as well as the basic concepts of nursing education and curriculum
development. It incorporates introduction to Management & nursing service administration,
Organizing care, Organizational structure, leadership and management theory, Organizational
communication, Critical thinking, Delegation, Authority, Power, responsibility, and accountability,
Human resource management, Stress and Time management, Financial management, Managing and
initiating change, Quality assurance & risk management. This module is also encompasses basic
concepts, principles and methods of education, teaching, learning and evaluation. It also provides
practice in using various methods, techniques and strategies of teaching and evaluation as well as in
curriculum design, development, implementation, critique and revision of a course specifically related
to nursing and other health related disciplines.
Module objectives: after completion of this module the student nurses will utilize the state of art
nursing service administration and apply knowledge of professional leadership role. More over
students will be able to apply the knowledge and skills of nursing curriculum development and
principles of nursing education.
Module competency: after completion of this module the student nurses will play competent
roles in the areas of nursing service administration, curriculum development and nursing
education.
231
Nursing service administration course syllabus
Program: Nursing
Course title: Nursing service administration
Course code: Nurs 4191
Degree program: BSc. In Nursing
Module name Nursing service administration & nursing education
Number: XIX
Pre-requisite: None
ECTS: 5
Instructors
Student workload
Lecture/contact Tutorial hours Group work Home study Total
hours hours
32 9 80 98 219
Year: IV
Target group: year IV BSc nursing students
Course description
The course is aimed at exploring principles and theories of administrations. It enables learners to
apply these principles and theories in nursing services. It also enables learners to be able to utilize
concepts of organizational behavior, leadership and communication skills. It assists the learner to
critically analyze leadership and management theories.
This course will cover introduction to Management & nursing service administration, Organizing
care, Organizational structure, leadership and management theory, Organizational communication,
Critical thinking, Delegation, Authority, Power, responsibility, and accountability, Human
resource management, Stress and Time management, Financial management, Managing and
initiating change, Quality assurance & risk management.
232
Course objectives
Upon completion of this course the students will be able to:
 List principle of management based on the standard management and leadership
 Explain leadership and management theories
 Describe the management function
 Compare and contrast the different types of organizational structure
 Differentiate staffing and scheduling
 Describe organizational communication process
 Define group and group dynamic
 Define Authority, Responsibility, Power, and Accountability
 Demonstrate basic strategies to deal with conflict
 Practice the staffing process of recruitment, selection, and placement of personnel
 Participate in the budgeting process of health care organization
 Follow the steps of delegation to delegate activities to staff members
 Demonstrate how to organize their time effectively
233
Course schedule
DAYS Contact hrs Topic/sub topic/chapter Reading materials Re

ma
rk
Day 1 3hrs(morning) Unit I- Introduction to nursing service - Nursing leadership and
management; Lecture
administration
note series(pp.1-9)
 Definition and components
 Principles of management - Effective leadership
 Function of nursing management and Management in
 Skills of nursing Management nursing 5th edition (pp.72-
 Levels of management Managerial roles 82)
2 hrs Unit II- Organizing Care - Nursing leadership and

(Afternoon)  Health care delivery system management; Lecture
 Staffing and scheduling note series(pp.38-46)
 Organizational culture
- Effective leadership
and Management in
nursing 5th edition (pp.34-
41, pp. 312-320, pp.28-
Day 2 1/2 hr Test 1 29)
(morning)
2 Unit III- Organizational structure Nursing leadership and
hrs(morning) management; Lecture
 Definition
note series(pp.19-36)
 Purpose of organizational structure
 Elements of organization structure
- Effective leadership
 Types of organizational structure
and Management in
 Principles of organization structure
nursing 5th edition (pp.
21-24)
3 hr(after Unit IV- Leadership and management Nursing leadership and
noon) theory management; Lecture
note series(pp.81-99)
 Definition, style, and forms
 Difference between leader and manager - Effective leadership
 Theories of leadership and management and Management in
 Characteristics of leadership nursing 5th edition (pp.52-
71)
Day 3 3 hr Tutorial –I
(morning)
234
Day 4 3 hr (morning) Unit V- Organizational communication Nursing leadership and
management; Lecture
 Definition
note series(pp.159-
 communication process
187)
 Channels of communication
 Mode of communication
-Effective leadership
 Barriers to communication
and Management in
Factors influencing communication
nursing 5th edition
Unit VI- Critical thinking
(pp.248-262, pp.172-
 Problem solving
174, (pp 146-168)
 Decision making
 Creativity in decision making
235
3 hrs(after noon) Unit VII- Group and group dynamic Nursing leadership and
 Definition, type, and forms of group management; Lecture
 Group dynamic note series(pp.188-
 Group role 194) and (pp.202-225)
 Group process
 Teams and Team building -Effective leadership
 Managing committees and Taskforce and Management in
 Group decision making nursing 5th edition
o Definition (pp.259-263, pp. 162-
o group decisions- making techniques 163, pp. 186-195)
 Group conflict and its management
o Definition
o Types of conflict
o Conflict process model
o Conflict management mode (technique)
o Basic strategies for dealing with conflict
according to the out come
Day 5 1/2 hr Test 2

(morning)
2 hr(Morning) Unit VIII- Delegation Nursing leadership
 Definition and principles and management;
 Difference between delegation & work Lecture note
allocation series(pp.63-70)
 Benefit of delegation
 Delegation process -Effective
 Type of delegation leadership
 Obstacle to delegation Nursing
and leadership
2 Unit IX - Authority, Power, and management;
Management in
hr(Afternoon) responsibility, and accountability Lecture
nursing note series
5th edition
Unit X - Human resource management (pp.114-117)
(pp.234-245)
o Acquiring human resources & (pp.121-126)
Human resource planning
o Sources of human resource - Effective
o Recruitment leadership
o Selection and
o Orientation Management in
nursing 5th edition
(pp.286-297)
Day 6
&7 1st week break
Day 8 3 hr Tutorial-II
236
Day 9 3 hr (Morning)  Retaining employees Nursing leadership and
 Training and development management; Lecture note
 Performance Appraisal series(pp.127-134), (pp. 101-
 Promotions 106),
 Motivation
 Definition -Effective leadership
 Types of motivation and Management in
 Motivational theory nursing 5th edition (pp.326-
 Sstrategies to create a motivating climate 377)
 Discipline
o Definition
o Guide line for effective discipline
o Forms of discipline
o Discipline as a progressive approach
2 hr (Afternoon) Unit XI- Stress and Time management Nursing leadership and
 Definition, cause, consequences management; Lecture note
 Managements of stress series(pp.152-155), (pp. 134-
 Time Management 148),
Unit XII- Financial management
 Budgeting -Effective leadership
 Benefit of budgeting and Management in
 Budgeting process nursing 5th edition (pp.216-
231)
1hr (morning)  Test 3
Day 10
2 hr (morning) Unit XI- Managing and initiating change (2 hours) Nursing leadership and
 Process of change management; Lecture note
 Change theories series (pp.226-244),
 Change agent
 Change agent skill -Effective leadership
and Management in
2 hr (afternoon) Unit XII - Quality assurance & risk management (1 279)
Nursing leadership and
Hour) management; Lecture note
- A risk management programmed series (pp.260-268),
 Nursing role in risk management
-Effective leadership
and Management in
142)
237
Day 11 3 hr Tutorial –III
Day 12 One day break for final exam preparation
Day 13 2 hr (morning) Final exam
Day 14 2nd week break
Day 15 Morning Orientation on nursing service administration project
Afternoon Questionnaire development
Day 16 8 hr (Morning & Questionnaire development
afternoon)
Day 17 & 16 hr (Morning & Data collection

18 afternoon)
Day 19 8 hr (Morning & Data Compilation

afternoon)
Day 20 &
21 3rd week break
Day 22 - 24 hr (morning Data analysis and Report writing
24 and afternoon)
Day 25 8 hr (morning & Presentation
afternoon)
Attendance at all classes and active participation is expected. Student gets a grade after the final exam.
Teaching Methods
 Brief, precise & learner- centered lecture
 Group discussions
 Group presentation
Evaluation and Assessment

 Continuous assessments…………………………….. 50%
1. First test
2. Second test
3. Third test
4. Group work & presentations
 Final examination………… …….. ……………… 50%
Course policies: Every student should attend all class and should participate actively.
1. Sr. Amsale Cherie, Ato Berhane G/kidan (2005). Nursing leadership and management; Lecture note series. Addis Ababa
University, EPHTI, Carter Centre.
2. Jo Kirsch (1988). The middle manager and the nursing organization. APPLETON and LANGE, CALI FORNIA.
3. Eleanor J. Sullivan, Phillip J. Decker (2001). Effective leadership and management in nursing, 5 th edition. Printice Hall, Upper
Saddele River, New Jersey.
4. Bessie L. Marquis, Carlos J. Huston (2003). Leadership role and Management functions in nursing. Theory and application. 4th
edition. Lippincott Williams and Wllkins.
5. Laura Mae Douglass (1996). The effective Nurse Leader and manager, 5 th edition Mosby.
6. Warrenn F. Stevens (1978). Management and leadership in nursing, McGraw-Hill book Company.
7. Ann Marriner Tomey (2004). Guide to nursing management and leadership. 7 th edition. Mosby.
8. Sullivian, J.E. Effective management in Nursing. 3 rd edition, Addison Wesley, California
238
Nursing education and curriculum development course syllabus
Program: Nursing
Course code: NURS4192
Module Name: Nursing service administration and nursing education
Module Number: XIX
Instructors
ECTS: 7
Student working load
Lecture hours Tutorials Practical hours Home study Total
hours
64 24 22 79 189
Lecture/contact days, hours & room/s:_________________
Target group: year IV BSC nursing students
Year: IV
Pre-requisites: General Psychology, sociology and nursing related courses
Course Description:
This course is intended is to introduce the students to basic concepts, principles and methods of
education, teaching, learning and evaluation. It also provides practice in using various methods,
techniques and strategies of teaching and evaluation as well as in curriculum design, development,
implementation, critique and revision of a course specifically related to nursing and other health
related disciplines.
239
Course Objectives: On completion of this course the learner will be able to:
1. Describe the general principles and concept of education, teaching, training and learning:
2. Discuss the characteristics of a good teacher
3. Differentiate the difference between different types of objectives ;
4. Formulate and write general and specific objectives using all the criteria;
5. Present a teaching session using various teaching methods and strategies;
6. Illustrate common instructional aids used in a classroom teaching and use it for classroom
teaching;
7. Critique various assessment methods used for students assessment;
8. Use an item analysis for evaluation of relative based multiple choice examinations;
9. Construct a specification table/blue print/ to check validity and reliability of an examination;
10. Analyze the philosophical and historical aspect of nursing practice and education;
11. Describe the conceptual framework and process of curriculum development and revision;
12. Develop a nursing or others curriculum using all the necessary components and standards;
Course schedule
Days Contact Topic/sub-topic/chapter Assignments Reading
hrs materials
Day one 4 Introduction to education Reference
 The meaning and scope of education 1,2,3,4&5
 Types
 Functions of education
 Aims of education
days Two 4 Principles of teaching and learning Reference
Teaching 1,2,3,4&5
 Purpose of teaching
 Teaching approaches
 What is learning?
day Three 4  How does learning occur? Reference
 Characteristics of learning 1,2,3,4&5
 Steps in learning
day Four 4 Instructional objectives Group exercises Reference
 Definition in writing 1,2,3,4&5
 General objectives objectives
 Intermediate objectives
 Specific objectives
day Five 4  Criteria used for writing Reference
240
 specific objectives 1,2,3,4&5
 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
 Various types of discussion examination 1,2,3,4&5
methods
 Clinical Laboratory methods for
nursing education
day Eight 4  Definition of a lesson plan Developing a Reference
 Values of a lesson plan lesson plan 1,2,3,4&5
 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
 Transparencies and over head 1,2,3,4&5
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 4 Group Practice on microteaching Student Reference
presentation 1,2,3,4&5
day12 4 Curriculum Reference
 Philosophical and historical 1,2,3,4&5
aspects of nursing practice and
education
241
 Conceptual framework
 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
day13 4  Planning a curriculum using an Reference
objective model 1,2,3,4&5
day14 4 Curriculum evaluation Reference
 Purposes 1,2,3,4&5
 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
 Assessments
 References
Day 15 4 Curriculum evaluation project Reference
1,2,3,4&5
Day 16 4 Final examination Study and tutorial Reference
1,2,3,4&5
242
a) Final exam date: _____________________
b) Delivery mode/methodology:
 Lecture
 Discussion
 Group work (Microteaching)
 Projects (course/curriculum/syllabus/ development
c) Assessment mechanisms:
o Formative
 Assignments 10 %
 Mid-examination 20 %
 Projects -- 20%
o Summative- Final examination - 50%
d) Course policies:
 Lecture, tutorial attendance is mandatory.
 Student should submit assignment reports 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
 Class is only working days and working hours
References:
1. Guilbert JJ. (1998). Educational Handbook for Health Professionals, WHO, Jeneva.
2. Matiru, B., G. Schlette, R. (1995). Teach Your Best.. A handbook, for University
3. Lecturers, Geramn, Deutche Stifung for Internationale, Entwicklung, (DSE)
4. Davis, B.G. (2009). Tools for Teaching. 2nd Edition, San Francisco: Jossey Bass.
5. Berhane G., Asrat D. (2005). The Principles and Methods of Teaching for Health
6. Science Students, Lecture note Series, EPHTI, Carter Center.
7. Barbara Ann Mayor, Ruth A. Whitman- Price (2008): Nursing education: foundation for
practice excellence,
243
Module Name: professional practice
Core Professional Nurs4201 Medical nursing Nurs4201 5 Block
practice
practice
surgical nursing Nurs4201 5 Block
practice
OBs&GYN nursing Nurs4201 5 Block
practice
Pediatric nursing Nurs4201 5 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
244
Medical nursing practice course syllabus
Program: Nursing
Course Title: Medical Nursing practice
Course No: Nurs4201
Course code: XX
ECTS: 5
Course instructors
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Time allotted
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,
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
245
i. Routine nursing procedures for example, vital signs, bed making, patient assessment and
appropriate nursing interventions, medication administration, etc.
Enema
Catheterization
Preoperative nursing care
Postoperative nursing care
Blood transfusion
246
A. Ethics
4. Act ethically

practice

1. Punctuality
Total (out or 100%)
231
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:
B). Attendance
H. Absenteeism for three (03) or more days without justifiable reason (e.g. medical
I. If a student is absent with a medical certificate or other justifiable reason, he or she needs
compensate for the lost days.
J. 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.
232
K. Chronic lateness, refusing patient care and/or failure to meet scheduled obligations may
L. Clinical written work deadlines will be observed. Late assignments will be penalized 2
points per day including weekends and holidays.
M. 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.
N. A student who misbehaves against any health or the patients/clients or their families is
Course schedule: Students will be assigned to different units of the hospital for one
month period.
233
Surgical nursing practice course syllabus
Program: Nursing
Course Title: Surgical Nursing practice
Course No: Nurs4202
Course code:XX
ECTS: 5
Course instructors
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Time allotted
Clinical Practice Home Study Hrs Total
hours
160 160 320
Year: III
Course description
This professional practice will offer students the opportunities to learn how to assess a patient,
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
234
i. Routine nursing procedures
for example, vital signs, bed making, patient assessment and appropriate
nursing interventions, medication administration, etc.
Enema
Catheterization
Preoperative nursing care
Postoperative nursing care
Blood transfusion
235
A. Ethics
4. Act ethically

practice

1. Punctuality
Total (out or 100%)
241
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:
B). Attendance
O. Absenteeism for three (03) or more days without justifiable reason (e.g. medical
P. If a student is absent with a medical certificate or other justifiable reason, he or she
needs compensate for the lost days.
Q. 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.
R. Chronic lateness, refusing patient care and/or failure to meet scheduled obligations
may result in grade alteration reflected in clinical evaluation.
242
S. Clinical written work deadlines will be observed. Late assignments will be penalized
2 points per day including weekends and holidays.
T. 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.
U. A student who misbehaves against any health or the patients/clients or their families is
Course schedule: Students will be assigned to different units of the hospital for one
month period
243
Obstetrics and gynecology nursing practice syllabus
Program: Nursing
Course Title: Obstetrics and gynecology practice
Course No: Nurs4203
Course code: XX
ECTS: 5 ECTS
Course instructors
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Time allotted
Hrs
220 100 320 Hrs

Year: IV
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.
244
1. Admit a mother in labour after making complete nursing assessment
2. Distinguish between true and false labour
3. Perform abdominal examination and interpret each step
4. Differentiate between the various stages of labour
5. Demonstrate vaginal examination and interpret findings
6. Observe the general condition of the mother and fetus and meet the psychological and
physiological needs of the mother
7. Prepare delivery set and conduct labour
8. Perform and repair an episiotomy
9. Provide the immediate care of the newborn
10. Make the mother comfortable after delivery
11. Assist the mother in breast feeding
12. Provide post natal care and health education
13. Follow the principles of infection prevention and standard precaution while
performing any procedure.
14. Apply PMTCT during pregnancy, labor and postpartum period.
15. Demonstrate nursing skills and professional attitude in the daily activities of the
clinical area
Remark:
1. Throughout your stay in maternity ward, you are expected to conduct five normal
deliveries and observe ten abnormal deliveries.
2. The overall evaluation criteria include:
I) Attitude towards nursing ethical standards –15%
II) Daily nursing care activities-40%
III) Nursing care plan (two) –20%
IV) Postnatal health education_15%
V) Case presentations_ 10%
245
3. 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.
246
PRACTICAL EVALUATION FORMAT FOR MATERNITY WARD
Name of the student______________________________ Date______________________
Score____________________
Instructor_________________________ Sign___________________
S.N EVALUATION CRITERIAS RATING REMARKS

O. SCALES
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
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
247
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
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
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_____
If ruptured; Date___________ Time_____________
Amniotic fluid color______
II. Physical examination:

Vital signs: BP________ PR_________TEMP___________RR_________
Abdominal palpation:
o Fundal ht in weeks_______
o Lie_______________
o Presentation_______
o Position------------
o Descent___________
o FHB/mt________
o 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--------------
249
FOLLOW UP OF THE 1st STAGE OF LABOUR
DATE TIM FHB Cx. Descent BP PR Temp

E CONTRACTION Dilatn.
Frequency Length Strength
250
Delivery Summary
Mother:
Conducted by ------------------------------Sign-------------- Date--------
 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________________
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______________________________________________________
251
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_____________________________________________________
Any other abnormalities__________________________________________
Swelling______________________________________________________
Any other nursing care measures given__________________
Name of the student_____________Sign_________Date-----
252
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___________________________________________
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____
253
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___________________
S.NO Name of the student

plan (20%)
presentatio
Eth.standa
H/E (15%)
Postnatal
Nsg.Care
rd (15%)
n (10%)
Clinical
activity
(40%)
100%
Case
7.
8.
9.
10.
11.
12.
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
254
Pediatric nursing practice course syllabus
Program: Nursing
Module code: Nurs4201
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 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
1. Demonstrate the application of their affective, psychomotor, and intellectual capabilities
2. Exercise teamwork with other health professionals in the provision of individualized
3. Be able to identify the need of sick neonate and children, develop appropriate nursing
care plan and apply them using the nursing process approach.
4. Understand, identify and differentiate the growth and development of children in different
age group.
5. Develop skill in IMNCI: assessing, classifying, identifying treatment and treating the
common neonatal and childhood illnesses and counseling the mother or caregiver.
255
6. 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
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
1. Absenteeism for three (03) or more day without justifiable reason (e.g. without medical
certificate) will end up with one year delay.
2. If a student is absent with medical certificate or other justifiable reason, he or she needs to
compensate for the attendance lost days.
3. 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.
4. Repeated lateness, refusing patient care and or failure to meet scheduled obligation may
5. Clinical written work deadlines will be observed. Late arrival will result in penalty of two
points per day.
256
6. In the event of unavoidable absence from clinical practice, the student will notify the
clinical instructor and the instructor will arrange make up practice.
7. 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:
 A+ >95
 A 85-94
 A_ 80-84
 B+ 75-79
 B 70-74
 B-65-69
 C+ 60-64
 C 50-59
Note: Earning of a grade < C+ in the clinical experience will result on one-year delay.
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
257
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
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. ________________________
Course schedule
Students will be assigned to different units of pediatric wards for one month
period.
258

Harmonized Curriculium For Bscooo Nurse PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Harmonized Curriculium For Bscooo Nurse PDF

Uploaded by

Copyright:

Available Formats

ASSOSA UNIVERSITY

FACULTY OF HEALTH SCIENCES

MODULAR CURRICULUM FOR BACHELOR OF SCIENCE IN NURSING

Prepared by: Assosa University

September, 2014 G.C

1 Harmonized Modular curriculum

2 Harmonized Modular curriculum

Assosa University is officially opened and started functioning in 2012. It comprises 5

3 Harmonized Modular curriculum

4 Harmonized Modular curriculum

3. Philosophy of the program

5 Harmonized Modular curriculum

Beliefs about Nursing:

6 Harmonized Modular curriculum

Beliefs about Individuals:

5. Program Specific Objectives

7 Harmonized Modular curriculum

6. Programs of the program

8 Harmonized Modular curriculum

8. The Core competencies

8.1. Roles and Functions of a Nurse

10 Harmonized Modular curriculum

8.2. GRADUATE PROFILES

11 Harmonized Modular curriculum

12 Harmonized Modular curriculum

A. Admission Requirements for Regular (Preparatory Origin) Students

B. Admission Requirement for Advance standing students

13 Harmonized Modular curriculum

ii. Admission Criteria

9.2. Graduation Requirement

14 Harmonized Modular curriculum

c. Attire in Clinical Area

d. Clinical Dress Code

White Uniforms and White Shoes

Name Tag and Insignia

16 Harmonized Modular curriculum

17 Harmonized Modular curriculum

11. Number of Annual Intake

a maximum of 40 regular (generic) students and a maximum of 60 weekend students.

12. Teaching –Learning Methods and Materials (Major Ones)

12.2. Resource Profile

18 Harmonized Modular curriculum

Material Available and Critical Shortage

12.3. Administrative Structure

19 Harmonized Modular curriculum

13. Quality Assurance

13.1. Program Management

13.2. Curriculum Evaluation

20 Harmonized Modular curriculum

13.4. Staff Evaluation Mechanisms

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

21 Harmonized Modular curriculum

22 Harmonized Modular curriculum

Table-: Conversion ECTS to Conventional Letter Grade system

class First class with Class

[75, 80) 2.5  X< 2.7 2.7 B

[65, 70) 2.0  X < 2.3 2.3 C+ B- 2.75

[58, 65) 1.7  X< 2.0 2.0 C

[30, 40) = 1.0 1.0 Fx

23 Harmonized Modular curriculum

24 Harmonized Modular curriculum

25 Harmonized Modular curriculum

7 EnLaM1014 English Language Basic writing skill EnLa 1012 3 5 14