COLLEGE OF HEALTH SCIENCES & MEDICINE

DEPARTMENT OF NURSING

Revised Generic Comprehensive Nursing Curriculum

July, 2022
Dilla, Ethiopia
ACKNOWLEDGEMENT
When we adopt this curriculum with slight modification, all stakeholders who participated in the
original national curriculum revision workshop shall take the credit and appreciated. Namely the
Federal Ministry of Health (FMOH) and Ministry of Education (FMOE), in collaboration with
Ethiopian Public Higher Educational Institutions, Ethiopian Nurses Association (ENA), and
JHPIEGO the Strengthening Human Resources for Health Project and Ipas Ethiopia. Secondly, we
would like to thank all instructors participated from 21 Ethiopian public higher institutions in the
development of the national generic nursing curriculum as well. At last we would like to thank
Nursing Curriculum revision team members of the Nursing Department of Dilla University.

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ACRONYM & ABBREVIATION
AV Audio Visual
AVA Audio Visual Aids
BSC Bachelor Science
CBTP Community Based Training Program
CC Core competencies
COC Certificate of Competence
CGPA Cumulative Grade Point Average
DOCS Direct Observation of Clinical Skills
EtCTS Ethiopia Credit Transfer System
FMOE Federal Ministry of Education
FMOH Federal Ministry of Health
HR Human Resource
HRH Human Resource for Health
HSEDC Health Science Education Development Center
MDG Millennium Development Goal
MSH Management Sciences for Health
PBL Problem-Based Learning
PHC Primary Health Care
PHCU Primary Health Care Unit
PN Pediatrics Nursing
PRRE Personal Research and Reflection Exercise
SDL Skill Development Lab
SPH Social and Public Health
TTP Team Training Program
TVET Technical & Vocational Education & Training
WHO World Health Organization
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 Table of Contents
ACKNOWLEDGEMENT ................................................................................................................. i
ACRONYM & ABBREVIATION ................................................................................................... ii
1. Background ................................................................................................................................ 1
2. Programme rationale .................................................................................................................. 2
3. Nursing Educational Philosophy ............................................................................................... 3
4. Curriculum model ...................................................................................................................... 4
5. Domains and competency statements ........................................................................................ 5
6. Program vision and Mission .................................................................................................... 11
6.1. Vision ................................................................................................................................................ 11
6.2. Mission .............................................................................................................................................. 11
7. Values ...................................................................................................................................... 11
8. Program goal ............................................................................................................................ 12
8.1. Specific programme objectives/outcomes .............................................................................................. 12
9. Program structure ..................................................................................................................... 13
9.1. Program alignment of nursing role, core competencies and course/modules.................................... 13
9.2. Academic Program duration and total study hours ............................................................................ 15
9.3. Program admission requirement (eligibility) ..................................................................................... 15
10. Course Breakdown ................................................................................................................... 17
11. Course and module schedule ................................................................................................... 19
12. Teaching and Learning Methods ............................................................................................. 25
13. Quality Improvement, Monitoring and Evaluation.................................................................. 29
14. Assessment Methods ................................................................................................................ 30
15. Grading system ........................................................................................................................ 36
16. Promotion /advancement from one course/module /year to another course/module/ year)
requirements ............................................................................................................................. 37
17. Probation and Dismissal .......................................................................................................... 38
18. Graduation Requirement .......................................................................................................... 38
19. Degree Nomenclature .............................................................................................................. 38
Year I .............................................................................................................................................. 39
Year II ........................................................................................................................................... 125
Year III.......................................................................................................................................... 187
Year IV ........................................................................................................................................ 241
Annexes ........................................................................................................................................ 309

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1. Background
Availability of appropriate health workforce is critical to the achievement of any population level
health goal. In other words, the number, skill-mix, distribution and quality of health care
professionals matter in addressing country’s health care needs. However, nations at all levels of
socioeconomic development face difficulties, to varying degrees in production, placement, retention
and proper utilization of their health workforce.

One of the main issues in full filling health target of Sustainable Development Goals (SDGs) is
Universal Health Coverage (UHC). Hence, countries working towards achievement of UHC need
to be on track in terms of the size, distribution and composition of their health workforce and to
anticipate future need for human resources for health. However, World Health Organization (WHO)
has designated Ethiopia as having a ‘critical’ health workforce shortage and ranked in the lowest
quintile among African nations in terms of density of healthcare personnel. The health workforce
crisis in Ethiopia is characterized by an absolute shortage of trained health workers; an imbalance
in the numbers of different health worker cadres; uneven distribution of health workers between
urban and rural areas; under-production of trained personnel; low retention, including a “brain
drain” of health workers to more developed countries that offer better compensation; and a poorly
motivated health workforce. This crisis has disastrous implications for the health and well-being of
millions of people. For example, in low- and middle-income countries, an estimated 1,500 women
lose their lives in pregnancy and childbirth every day — lives that could often be saved if a qualified
health professional were available.

In Ethiopia, the doctor, health officer, nurse and midwife to population ratio is 0.7 per 1000
population, far behind the minimum threshold of 2.3 doctor, nurse and midwife to 1000 population
ratio required to ensure high coverage with essential health interventions. Health worker density
ranges from 0.24 per 1,000 populations in rural areas to 2.7 per 1,000 populations in urban areas.

The current training modality of nurses does not reflect and consider the actual conditions of the
country’s health care demand. For instance, educational institutions are not sufficiently integrated
with the relevant local, regional, and national health authorities to ensure an effective alignment
between medical education, research, health service delivery, and population health needs.
Secondly, in many cases today, educational institutions are isolated from national health systems
and from health service delivery, limiting their ability to prepare graduates to respond to the
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 evolving policies, epidemiology, and technologies relevant to their eventual practice sites. Higher
education institutions’ curricula may not accurately reflect the disease burden of the areas in which
health professionals are most urgently needed. The scientific content of their education may be
poorly matched to the epidemiology of the communities in which they work. The educational
methods are static and fragmented and shortages of teaching Staff severe. Clinical training sites are
most often urban tertiary centers whose practice conditions may be very unlike those graduates will
ultimately face. Finally, the failure to orient medical education to the needs of the local health care
system and the most relevant models of care delivery may leave graduates unprepared to serve as
advocates for improving the health care system around them.
Therefore, this comprehensive nursing curriculum is adopted from the national curriculum
recommended by Ethiopian Ministry of Education and Ministry of Health and contextualized to the
program’s working condition. Only slight amendments have made for the betterment of
implementation of the curriculum.

2. Programme rationale
As in many countries, nurses are the backbone of the formal health system. Nurses are less likely
than physicians to migrate out of the country, and they are more likely to serve in rural, hard-to-
reach communities. Furthermore, nursing as a profession is often an entry into the formal workforce
and a source of economic empowerment, especially for women. Investment in nursing therefore
brings the triple gain of improving health outcomes, economic empowerment, and improving gender
equity.

However, despite the key role played by nurses in addressing the priority health needs of Ethiopia,
investment in their education is modest. The number of faculty at nursing training institutions in
Ethiopia is severely limited and the curriculum does not reflect local priorities and health needs,
making it difficult to educate nurses in sufficient numbers and with the appropriate clinical skills to
meet current and anticipated health needs. As a result, the ability to perform tasks associated with
key roles is suboptimal and varies significantly. Furthermore, the mix of skills that nurses acquire
during their professional education may not be well matched to their eventual workplace; similarly,
the scientific content of their education may be poorly matched to the epidemiology of the
communities in which they work.

Therefore, there is a need to invest in nursing education in order to address the quality and the
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 relevance of nursing education to transform population health outcomes.

3. Nursing Educational Philosophy

In nursing education and training, we believe that the nurses are required to acquire a complex mix
of knowledge, skills and attitudes; they are expected to be able to synthesize and apply their learning
to new and often demanding situations, they are also expected to be lifelong learners, acquiring and
utilizing skills and attitudes such as study skills and self-motivation throughout their working lives.
In addition, learners are working in a constantly changing environment and because they work with
people (including patients, colleagues and careers) they constantly have to adapt their knowledge to
meet expectations from a range of people.

Nursing education is viewed as helping learners become intelligent and critical citizens in a
democratic society. Put simply, learners have to be taught to fit as a cog into the existing social
machinery, or to recognize their own responsibility for the transformation of the social, political and
economic world in which they live. Therefore, the purpose of nursing education is to transmit
worthwhile bodies of information to generations of learners which is conserved. The goal of nursing
education is to instill in learners the academic and moral knowledge which should constitute those
‘essential things that a mature adult needs to know in order to be a productive member of society.
The curriculum is not, of course, an end in itself. Rather, it seeks both to achieve worthwhile and
useful learning outcomes for students, and to realize a range of societal demands and government
policies.

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4. Curriculum model
The curriculum model of comprehensive nursing education is predominately outcomes-based
education (product model) and constructive alignment. The major premise the idea that all learning
should be defined in terms of what students should be able to do after studying the programme, in
terms of learning outcomes or learning objectives. Behavioral objectives provide the foundations
on which product models of the curriculum are built. The intended outcome (the product) of a
learning experience is prescribed beforehand. The use of behavioral objectives facilitates
communication of what is intended and therefore leads to more purposeful learning. The use of
behavioral objectives helps with selection of structure and content of teaching; further behavioral
objectives lead to more accurate methods of testing and evaluation. Outcomes created at a number
of levels – the level of a whole programme (such as a degree or training programme- described as a
‘graduate’ profile), at the level of a course. The curriculum is also devised to enable the achievement
of more integrated approaches, learner-centered and community-oriented approaches. In the
integrative curriculum, nursing education that is organized in such a way that it cuts across subject-
matter lines, bringing together various aspects of the curriculum into meaningful association to focus
upon broad areas of study”. It views learning and teaching in a holistic way and reflects the real
world. Student –centered approach emphasizes adult learning methods and approaches and uses
active learning (in which students participate actively in the learning process) rather than a more
didactic, teacher-led approach which traditionally saw students as passive recipients of knowledge,
as ‘empty vessels’.
Year IV

Year I

Figure 1: vertical and horizontal Integration of Biomedical science, clinical science and SPH
modules
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5. Domains and competency statements
The core competencies are organized in seven domains or thematic areas:
i. Socio-cultural and public health context of nursing profession
ii. Professional, ethical & legal practice of nursing
iii. Comprehensive nursing care and practice
iv. Communication and collaboration
v. Leadership and Management
vi. Evidence based practice and research
vii. Educational and professional development

DOMAIN 1: Socio-cultural and public health context of nursing care

Competency: The comprehensive nurses apply the knowledge, attitude and skills acquired from
social, behavioral and public health sciences on the basis of high quality, culturally relevant and
appropriate health services to clients in all age groups. In order to achieve this outcome, the
graduates are expected to:
 Comprehend mechanisms of disease causation and epidemiological approaches
 Analyze, interpret and use health and health related indicators
 Apply different types of epidemiological designs
 Illustrate epidemiology of diseases of public health importance in Ethiopia
 Apply the concepts and models of disease prevention and health promotion
 Analyze socio-cultural, socio-economic, psychological, environmental and behavioral
determinants of health and disease at individual, family and community level
 Apply methods of nutritional assessment, interpret results and provide nutritional counseling
and education
 Apply knowledge of HIV, sexual and reproductive health into practice
 Demonstrate the ability to promote the health of populations by influencing lifestyle,
nutrition and socio-economic, physical and cultural environment through methods of health
promotion, including health education, directed towards populations, communities and
individuals
 Analyze causes of morbidity and mortality and devise strategies to reduce them
 Apply principles of public emergency and disaster management
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  Use information technologies for health promotion and disease prevention
 Apply principles of diversity and provide culturally relevant service to all age groups
DOMAIN 2: Professional, ethical & legal practice of nursing
Competency: The comprehensive nurses apply professionalism, ethical and legal practices through
demonstrating standardized nursing care that is consistent with moral, altruistic, legal, ethical,
regulatory, and humanistic principles. Client-centered care is providing holistic care that recognizes
individuals’ preferences, values and needs and respects the client or designee as a full partner in
providing coordinated, age and culturally appropriate, compassionate, respectful, safe and effective
care.
 Perform holistic nursing practices in relation to current patient care information, professional
practice standards, guidelines, rules and regulations
 Provide rationale for decisions and actions in matters related to provision of care for clients
 Manage teamwork and collaborative performances across an array of functions
 Apply evidence based nursing knowledge in the provision of care for the client
 Document accurately and timely relevant health care data to ensure patient safety and improve health
outcome
 Serve as a role model, change agent, teacher and mentor in their professional life
 Participate in ethical decision-making within the multidisciplinary team
 Take responsibility and accountability for own decisions, actions or omissions in nursing care
delivery
 Apply ethical theories and principles to make sound decisions related to nursing care delivery
 Adhere to all relevant ethical codes of conduct and standards set by the profession, including, but
not limited to, confidentiality, privacy and respect for dignity
 Advocate for maintaining standard of care and evidence based practice
 Protect clients from incompetent, unethical or illegal healthcare practices, and unconsented research
endeavors
 Maintain patients’ bill of rights throughout the course of nursing care service including, but not
limited to, guidance, informed choice and consent
 Apply compassionate and respectful nursing care
 Practices within a prescribed legal framework relevant to own practice, including but not limited to,
the Constitution, the Children’s Act, Nursing Act, National Health Act

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 Report any malpractices, tort, and criminal acts to responsible body
DOMAIN 3: Comprehensive nursing care and practice
Competency: The comprehensive nurses provide holistic nursing care through a direct interaction
with patients, families and groups of patients to promote health or well-being and improve quality
of life. Comprehensive nursing care will be provided by applying five distinct and sequential
processes: assessment, diagnosis, planning, implementation and evaluation).
In order to achieve this competence, the graduates are expected to:
 Assess, diagnose, plan and manage client problems, and evaluate outcomes using nursing process
as a framework
 Anticipate and manage potential complications and collaborative problems of clients
 Manage common emergency, acute & chronic health problems accordingly
 Perform basic nursing procedures correctly and independently
 Assist advanced diagnostic and therapeutic procedures applied for clients undergoing medical or
surgical care
 Perform preventive, promotive, curative and rehabilitative care for clients in all age groups
 Apply biomedical sciences knowledge and skill to manage client problem
 Provide holistic maternal, newborn, child, adolescent and geriatric care
 Take history and collects relevant health data from clients or significant others
 Performs comprehensive physical examinations to identify physical, mental or emotional problems
of the client
 Analyze and interpret health data through the functional health pattern (Gordon’s) approach
 Documents and report findings with the patient, patient family (when appropriate) and the
multidisciplinary team in a timely manner
 Work collaboratively with other health workers to help solicit client information
 Analyses and utilizes assessment information to make a clinical judgment about the clients’ status
and responses to actual or potential health conditions.
 Utilizes expert knowledge to interpret results of screenings and diagnostic investigations performed
 Formulates nursing and/or medical diagnosis
 Make prioritization of clients problem
 Identify and document expected outcomes and goals
 Develop a prioritized plan of care that includes interventions and alternatives to attain expected
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 outcomes for the client
 Reviews and revises the plan with the client, the client family and multidisciplinary team
 Considers economic, social, religious, cultural and environmental conditions of the clients during
designing nursing plan of care
 Implements the interventions identified in the plan of care in-line with evidence-based nursing
practice
 Collaborates with nursing colleagues and other members of the healthcare team to implement the
plan of care
 Implement the plan of care with efficient utilization of resources
 Integrates principles of safety and quality into interventions
 Documents implementation of the identified plan accordingly
 Evaluate patient outcomes against stated goals and outcome criteria
 Monitor progress of client status and adjust nursing care plan accordingly
 Collaborate with clients, their family and health care team in the evaluation process
 Document all processes and outcomes, and keep them confidential

DOMAIN 4: Communication and collaboration

This domain encompasses competencies that the comprehensive nurse graduate should attain as
regards to communication, use of technology and application of basic principles of communications.
They are also expected to acquire empathic communication skills and techniques for effective
interpersonal relationships with people and other professionals in health care settings. The major
competencies that graduate should possess include: -
 Communicate effectively both verbally and/or non-verbally in the patient care environment
 Practice proper recording and documentation of patient care related information and other relevant
data produced in their practice environment
 Demonstrate effective communication with clients/patients, their family, health care team and the
community at large
 Forge seamless collaboration and partnership with people within and outside of the health
organizations
 Utilize information, education and communication (IEC) and behavior
change communication (BCC) materials for proper communication and education of clients

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 Apply therapeutic communication skills in the management of client
 Communicate appropriately in special circumstances and sensitive issues
 Effectively use information management technologies for health care
 Provide counseling service for clients based on their scope

DOMAIN 5: Management and leadership

The competences expected under the leadership and managerial domain involves working as a team
leader, change agent, patient advocator, planner and mentor for the wellbeing of clients, rapid
recovery, independence and safety through efficient use of scarce resources and instituting a
continuous performance improvement process. To address those roles graduates are expected to
acquire the following specific competencies.
 Employ a continuous and sustainable quality improvement mechanisms to improve client outcomes
and transform future nursing practices
 Take responsibility in managing and leading health programs at all level of managerial hierarchy
 Act as change agents, role model, mentor and provide leadership to enhance peoples’ wellbeing and
experience of healthcare
 Play a team lead role and model professionalism to peers and other colleagues in the public health
landscape
 Mange time and resources effectively and efficiently to ensure nursing quality of care is maintained
and clients outcome improved
 Apply principles of leadership in the management of clinical care and utilization of resources
 Advocate for safe working environment for nursing and medical care provision
 Participate in the development and implementation of standards, practice guidelines, policies and
protocol
 Design and facilitate in-service training to health professionals working across an array of functions
 Monitor and evaluate the progress of implementation of activities
 Take initiatives and manage changes for improvement of health service quality
 Apply management and leadership theories in execution of nursing care and delegation of
responsibilities
 Attain continuous professional and personal development
 Materialize participation in nursing council and other professional societies

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 Apply principles of conflict management in the work environment
 Envision to demonstrate excellence in managing the health system at different levels

DOMAIN 6: Evidence based practice and research

Competency: Actively engage in scientific research endeavors, interpretation and application of
evidences in clinical practice and quality improvement interventions. In order to achieve this
outcome, the graduates are expected to:
 Search, collect, organize and interpret health and biomedical information from different databases
 Retrieve and use patient-specific information from a clinical data system through maintaining
confidentiality and protection of individual data
 Formulate hypotheses, collect and critically evaluate data to find solution for the problems, and
disseminate findings.
 Identify knowledge and performance gaps that can be solved by using systematic methods
 Use information technology and application systems to manage research data and navigate to access
online information and literatures
 Advocate for keeping patients’ right during research activities
 Utilize updated nursing research findings for evidence based nursing practice and quality
improvement interventions
 Participate in critical appraisal of research findings and scholarly activities

DOMAIN 7: Educational and professional development

Competency: a comprehensive nurse professional must actively engage in educational quality
improvement initiative and demonstrate competence in the domain of educational & professional
development.
 Acquires current knowledge and skills that reflect evidence-based practice and applies them
appropriately in a practice setting
 Evaluates own nursing knowledge and practice in relation to current patient care information,
professional practice standards, guidelines and rules and regulations
 Possess professional excellence and competence through continuing education and lifelong learning
 Apply principles of teaching, learning and evaluation to design educational programs that enhance
the knowledge and practice of staff in the different care unit
 Participates in formal and informal education of others
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 Mentors staff and students in different care units to develop expertise in the care of patients/clients
 Mentors colleagues for the advancement of comprehensive nursing care practice, nursing profession
and quality of care
 Mentors colleagues in acquisition of clinical knowledge, skills, abilities and judgment
 Teach nursing students at college, university and health facility level
 Involve in curriculum design and implementation process
 Demonstrate pedagogic skills of education, and assessment
 Provide peers with formal and informal constructive feedback regarding their practice or role
performance to enhance professional development/advancement
 Promote professionalism and continuous professional development
 Demonstrates commitment to personal and professional development of self and others
6. Program vision and Mission

6.1.Vision

The program aspires to be one of the best department among the top 10 in the country by equipping
nurses with a complex mix of knowledge, skill and attitude in nursing education, research, and
community services by 2030.

6.2.Mission
The mission of the program is to provide quality education and produce competent nurses through
integration of the Socio-cultural and public health context of nursing profession; Professional,
ethical & legal practice of nursing; Comprehensive nursing care and practice; Communication and
collaboration; Leadership and Management; Evidence based practice and Research and Educational
and professional development.

7. Values

The nursing program adheres to the following core values:

 Quality service delivery

 Active learning approach
 Participatory leadership
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 Team sprit
 Academic freedom
 Professional ethics
 Customer satisfaction
 Integrated working Environment
 Transparency
 Accountability
8. Program goal
To equip nurses with a complex mix of knowledge, skills and attitudes and preparing competent
graduate nurses to their professional roles expected in the broader society.
8.1. Specific programme objectives/outcomes
To prepare competent graduate nurses who are able to:
 Provide high quality comprehensive nursing care in ethical and professional manner at individuals,
family and community levels at all level of health care settings
 Manage common MCH, RH, emergency and mental health problems
 Promote and prevent disease at individuals, family and community levels at all level of health care
settings
 Lead and manage nursing care services
 Engage in nursing education, research and advocacy that will improve and enhance nursing
profession and services

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9. Program structure

9.1.Program alignment of nursing role, core competencies and course/modules

Role Core competencies Common Supportive Core

Course/Module s Course/Mod Course/Modules
leading to CC ules leading leading
to CC to CC
Care Provide high quality Communicative Determinants Foundation of
provider ( nursing care in ethical English Skills -I of Health Nursing I &II
clinician) and professional manner General Physics Measurement s Medical- Surgical
at individuals, family General Psychology of Health and I &II
and community levels at Mathematics for Disease Maternal and RH
all level of health care Natural Sciences Health Pediatric and
settings Critical Thinking Promotion & Child health
Manage common MCH, Geography of Ethiopia Disease Mental health
RH, emergency and and the Horn Prevention Nursing Educati
mental health problems Physical Fitness Research on and
Public Promote and prevent Communicative Methods curriculum
health disease at individuals. English Skills – II Student develop ment
expert family and community Social Anthropology Research CBTP
levels at all level of General Biology Project Nursing
health care settings Global Trend Leadership,
Nursing Lead and manage Introduction to Management &
Leader nursing care services Emerging Technologies Health Policy
and Moral and Civics
manager Education
Nursing Participate in nursing General Chemistry
education education, research and Inclusiveness
al scholar advocacy that will Entrepreneurship
Nursing improve and enhance
researcher nursing professionals
and services
Advocator

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Programme courses /modules, codes and EtCTS
Module Course/module
/Course code Module /Course name ECTS classification
FLEn 1011 Communicative English Skills -I 5 General
Phys 1011 General Physics 5 General
Psch 1011 General Psychology 5 General
Math 1011 Mathematics for Natural Sciences 5 General
LoCT 1011 Critical Thinking 5 General
GeES 1011 Geography of Ethiopia and the Horn 5 General
SpSc 1011 Physical Fitness P/F General
FLEn 1011 Communicative English Skills -II 5 General
Anth 1011 Social Anthropology 5 General
Biol 1011 General Biology 5 General
GlTr 1011 Global Trend 5 General
EmTe 1011 Introduction to Emerging Technologies 5 General
MCiE 1011 Moral and Civics Education 5 General
Chem1011 General Chemistry 5 General
Econ 1011 Economics 5 General
NurM 2013 Foundation of Nursing I 19 Core
SPHM-2012 Measurements of Health and Disease 5 Supportive
Incl 2031 Inclusiveness 3 General
SPHM-2022 Determinants of Health 3 Supportive
SPHM 2032 Health Promotion & Disease Prevention 5 Supportive
NurM 2023 Foundation of Nursing II 21 Core
Nurs 2082 Nursing Leadership, Management & Health 7 Core
Policy
NurM 3013 Medical-Surgical Nursing I 24 Core
NurM 3043 Maternity & Reproductive Health Nursing 14 Core
NurM 3033 Medical-Surgical Nursing II 23 Core
SPHM 3022 Research Methods 5 Supportive
SPHM 3082 CBTP 4 Core
NurM 4023 Mental health nursing 8 Core
NurM 4013 Pediatrics and child health Nursing 14 Core
Nurs 4043 Nursing Education and curriculum development 3 Core
Nurs 4033 Student Research Project 6 Core
Entp 4011 Entrepreneurship 3 General
Nurs 4103 Pre-internship Exam P/F Core
Nurs 4053 Medical nursing Internship 7 Core
Nurs 4063 Surgical nursing Internship 7 Core
Nurs 4073 Maternity nursing Internship 7 Core
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 Nurs 4083 Pediatrics nursing Internship 7 Core
SPHM 4093 TTP 6 Core
Nurs 4113 Comprehensive qualification Exam P/F Core
Total 278

For the coding of modules, as per the 2012 Higher education institutions national modularization
guideline of Ethiopia, the following is agreed: The module code shows:
 Home base (to which program/department does the module belong)
 Level of students (years)
 Module Number
 Category (1-General, 2-Supportive, 3-Core)
Example: Module PCHNM-3043 (PCHN- Home base, 3- level, 04-Module number, 3-category of
the module) European Credit Transfer and Accumulation System (ECTS) is a learner-centered
system for credit accumulation and transfer based on the transparency of learning outcomes and
learning processes. The credits are based on the workload students need in order to achieve expected
learning outcomes. Workload indicates the time students typically need to complete all learning
activities (such as lectures, seminars, projects, practical work, self-study and examinations) required
to achieve the expected learning outcomes. (ECTS User’s Guide, Brussels, 6 February 2009). Sixty
ECTS credits are attached to the workload of a typical full-time academic year of learning whereby
one credit corresponds to 25 to 30 hours of work according to the Bologna framework for European
countries (ECTS User’s Guide, Brussels, 6 February 2009). In Ethiopian Universities, it was agreed
that an academic year shall have activities of 60 ECTS credit points and one ECTS credit points
corresponding to 27 working hours. (A report of training on course modularization for academic
middle management, Jimma University, January 23-26, 2012). In this curriculum, a maximum of
75 ECTS credit points are applied.

9.2.Academic Program duration and total study hours

 Duration = 4 years (year based except first year)
 One year= 48 weeks of duration
 Total Etcts= 278 (167 Cr. Hr)
9.3.Program admission requirement (eligibility)
Generic
 Candidates must be a natural science student in secondary school & preparatory classes and full fill
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 the following criteria
 Meet the set criteria of the Ministry of Education for degree students to join higher learning
institution
 Physically fit for nursing service
 Preferably, those who choose to enter the profession.

Procedure for Application

 The applicants should apply to the office of registrar
 The office of the registrar will send the applicants to the department
 The department will select the eligible candidates and notify to the office of the registrar and will be
approved by academic commission through the office of registrar.
 After admission candidates have the right for course drop and add according to the rule of the
registrar if they fulfill the prerequisite courses
 Candidate can be exempted from non-professional courses if s/he scored A or B on that specific
course

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10.Course Breakdown

Year I
Year I Modules (Week 1-20) - Semester 1
Module Code Module Name Module ECTS Cr. Hr Week Delivery
FLEn 1011 Communicative English Skills -I 5 3 16 Parallel
Phys 1011 General Physics 5 3 16 Parallel
Psch 1011 General Psychology 5 3 16 Parallel
Math 1011 Mathematics for Natural Sciences 5 3 16 Parallel
LoCT 1011 Critical Thinking 5 3 16 Parallel
GeES 1011 Geography of Ethiopia and the Horn 5 3 16 Parallel
SpSc 1011 Physical Fitness 5 - 16 Parallel
Total 35 18

Year I Modules (Week 21-40) – Semester II

Module Code Module Name Module ECTS Cr. Hr Week Delivery
FLEn 1011 Communicative English Skills -II 5 3 16 Parallel
Anth1011 Social Anthropology 5 3 16 Parallel
Biol 1011 General Biology 5 3 16 Parallel
GlTr1011 Global Trend 5 3 16 Parallel
EmTe 1011 Introduction to Emerging Technologies 5 3 16 Parallel
MCiE 1011 Moral and Civics Education 5 3 16 Parallel
Chem1011 General Chemistry 5 3 16 Parallel
Econ 1081 Economics 5 3 16 Parallel
Semester Total 40 24
Year I Totals 75 42

Year II – Year-based (42 weeks)

Module
Module Code Module Name ECTS Cr. Hr Week Delivery
Nurs 2013 Foundation of Nursing I 19 12 16+4 (block) Parallel
SPHM 2012 Measurements of Health and Disease 7 4 16 Parallel
SNIE 2031 Inclusiveness 3 2 16 Parallel
SPHM-2022 Determinants of Health 3 2 16 Parallel
SPHM 2032 Health Promotion & Disease Prevention 5 3 16 Parallel
37 23
Break (2 weeks)
Nurs 2023 Foundation of Nursing II 21 13 16+4(block) Parallel
Nursing leadership, management & 4
Nurs-2082 Health Policy 7 16 Parallel
28 17
Year II Totals 65 40

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Year III – Year-based (48 weeks)
Module Module Cr.Hr
Code Module Name ECTS Week Delivery
20
Nurs 3013 Medical surgical I 24 15 (12+8block) Parallel
Maternity & reproductive health 20
14 9 Parallel
nursing (12+4block)
Nurs 3043
38 24
Break (2 weeks)
20
Parallel
Nurs 3033 Medical Surgical II 23 15 (12+8block)
SPHM 3022 Research Methods 5 3 12 Parallel
SPHM 3082 CBTP 4 2 4 Block
32 20
Year III Totals 70 44

Year IV – Year-based (48 weeks)

Module Cr.Hr
Module Name Week Delivery
Module ECTS
16 (+2 wk
Parallel
Nurs 4023 Mental health 8 5 cl/practice)
20 (16+4block)
Nurs 4013 Pediatrics and child health Nursing 14 9 Parallel
Nursing Education & curriculum 2
3 16 Parallel
Nurs 4043 development
Nurs 4033 Research Project 6 4 20 Parallel
Entp 4011 Entrepreneurship 3 2 3 Parellel
34 22
Break (0 weeks)
Nurs 4103 Pre-internship Exam P/F - 2 Block
Nurs 4053 Medical Nursing Internship 7 4 4 Block
Nurs 4063 Surgical Nursing Internship 7 4 4 Block
Nurs 4073 Maternity Nursing Internship 7 4 4 Block
Nurs 4083 Pediatrics Nursing Internship 7 4 4 Block
SPHM
4093 TTP 6 4 4 Block
Nurs 4113 Comprehensive qualification Exam P/F - 2 Block
34 20
Year total 68 42
Four year total 278 168

18
11.Course and module schedule
Acade Module /Course Module /Course name ECTS
mic Year code
FLEn 1011 Communicative English Skills -I 5
Phys 1011 General Physics 5
Psch 1011 General Psychology 5
Year I Math 1011 Mathematics for Natural Sciences 5
Sem I LoCT 1011 Critical Thinking 5
GeES 1011 Geography of Ethiopia and the Horn 5
SpSc 1011 Physical Fitness 5
Total 35
Year I Semester I =Total duration = 16 weeks
15weeks –class room Lecture and discussion
1 weeks’ exam period
Course/module Leaning activities Allocated Hours Total
/weeks hrs./wee
k
Communicative English Lecture and discussion 3hrs. 5 hrs.
Skills -I Self-study 2hrs.
General Physics Lecture and discussion 3 hrs. 5 hr.
Self-study 2 hrs
Lecture and discussion 3hrs. 5 hrs.
General Psychology Self-study 2hrs
Year Mathematics for Natural Lecture and discussion 3hrs 5 hrs.
I Sciences Self-study 2hrs.
Seme
Critical Thinking Lecture and discussion 3hrs. 5 hrs.
ster I
Self-study 2hrs
Geography of Ethiopia Lecture and discussion 3hrs 5 hrs.
and the Horn
Self-study 2hrs
Physical Fitness Physical Excersice 2hrs 2hrs

19
 Year I semester II
Module /Course code Module /Course name ECTS
FLEn 1011 Communicative English Skills -II 5
Anth1011 Social Anthropology 5
Biol 1011 General Biology 5
GlTr1011 Global Trend 5
EmTe 1011 Introduction to Emerging Technologies 5
MCiE 1011 Moral and Civics Education 5
Chem1011 General Chemistry 5
Econ 1011 Economics 5
Total 40
Year I Year I Semester II =Total duration = 16 weeks
Sem.II
 15 weeks – class room Lecture and discussion
 1 weeks’ exam period
Course/module Learning activities Allocated Hours Total
/weeks hrs./wee k
Communicative Lecture and discussion 3hrs. 5
English Skills -II Self-study 2hrs.
Social Anthropology Lecture and discussion 4hrs
Self-study 1hr 5
General Biology Lecture and discussion 3hrs
Self-study 2hrs 5
Global Trend Lecture and discussion 3hrs 5
Self-study 2hrs
Introduction to Lecture and discussion 3hrs 5
Emerging Self-study 2hrs
Technologies
Moral and Civics Lecture and discussion 3hrs 5
Education Self-study 2hrs
General Chemistry Lecture and discussion 3hrs 5
Self-study 2hrs
Economics Lecture and discussion 3 5
Self-study 2
Year II (year based)
Year Module /Course code Module /Course name ECTS
Year II NursM 2013 Foundation of Nursing I 19
SPHM 2012 Measurements of Health and Disease 7
SNIE 2031 Inclusiveness 3
SPHM-2022 Determinants of Health 3
SPHM 2032 Health Promotion & Disease Prevention 5
Total 37
Nurs 2023 Foundation of Nursing II 21
Nursing leadership, management & Health
Nurs-2082 Policy 7
Total ects 28
Year II total ECTS 65
1 Self- study hours could be weekend time (not necessary from Monday to Friday)
20
 Total duration = 48 weeks
Foundation of Nursing I=20 weeks; Measurement of Health & Disease, Inclusiveness,
Determinants of health, and Health promotion & disease prevention =16 wks,
 16 weeks –class room Lecture, PBL and Lab. Session. (clinical, biomedical and computer lab)
 1-week exam period
 4 weeks –Clinical practice
Year II Foundation of Nursing II= 20 weeks; Nursing leadership management and health policy =16
wks
 16 weeks –class room Lecture, PBL and Lab. Session. (clinical, biomedical and computer
lab)
 1-week exam period
 4 weeks –Clinical and community practice
Course/module Learning activities Allocated Total
Hours /weeks hrs./week
Foundation of Nursing Lecture and discussion+ SDL 14
I (clinical and Biomedical) 19
Self-study 5
Clinical practice 30
Measurements of Lecture and discussion 3 7
Health and Disease Self-study 2
Inclusiveness Lecture and discussion 2 3
Self-study 1
Determinants of Lecture and discussion 2 3
Health Self-study 1
Health promotion and Lecture and discussion 3 5
disease prevnetion Self-study 2
Foundation of Nursing Lecture and discussion+ PBL + SDL 15 21
II (clinical and Biomedical )
Self-study 6
Clinical practice 30
Case based discussion 5
Nursing leadership, Lecture and discussion 4 7
management & health Self-study 3
policy
Total 70
Year III
Module /Course code Module /Course name ECTS
24
Nurs 3013 Medical surgical I

Nurs 3043 Maternity & reproductive health nursing 14

21
 Nurs 3033 Medical Surgical II 23
SPHM 3022 Research Methods 5
SPHM 3082 CBTP 4
Total ects 75
Total duration = 48 weeks
 Medical-Surgical Nursing I= 24
o 12weeks –class room Lecture, PBL, SDL (clinical and biomedical lab), and
last week exam
Year o 8-weeks –Clinical and community practice( block )
 Maternity and reproductive health nursing= 14wks
III
o 11 wks- class room Lecture, PBL, SDL, and l
o 1-week exam period
o 4 weeks –Clinical and community practice ( block) after medical surgical
 Medical-Surgical Nursing II = 20 wks
o 11 weeks –class room Lecture, PBL, SDL (clinical and biomedical lab), & 1-
week exam period
o 8 weeks –Clinical and community practice(block)
 Research methodology = 12 wks – classroom lecture including exam
 CBTP = 4 wks block

Course/module Learning activities Allocated Hours Total

/weeks hrs./week

Medical-Surgical LLecture and discussion 16

Nursing I Self-study 4 24
SDL 2
PBL 2
Clinical practice 30
Case based discussion 2 40
Maternity & Lecture and discussion 8
Reproductive Health PBL 2 14
Nursing SDL 2
Clinical practice 30
Case based discussion 2 40
Medical surgical Lecture and discussion 14 23
Nursing II SDL 1
PBL 2
Self-study 4
Clinical practice 30 40
Case based discussion 4
Research methods Lecture and discussion 4 5
Self-study 2
CBTP Community practice 40 40
22
 Year IV (Year based)
Module /Course Module /Course name ECTS
code
Parallel
Nurs 4023 Mental health 8
Parallel
Year IV Nurs 4013 Pediatrics and child health Nursing 14
Nursing Education & curriculum
3 Parallel
Nurs 4043 development
Nurs 4033 Research Project 6 Parallel
Entp 4011 Entrepreneurship 3 Block
Nurs 4103 Pre-internship Exam P/F Block
Nurs 4053 Medical Nursing Internship 7 Block
Nurs 4063 Surgical Internship 7 Block
Nurs 4073 Maternity Nursing Internship 7 Block
Nurs 4083 Pediatrics Nursing Internship 7 Block
SPHM 4093 TTP 6 Block
Nurs 4113 Comprehensive qualification Exam P/F Block
Total ects 56
Year IV Approach: Block System
Total duration = 48 weeks
 Mental health nursing = 16 weeks
o 16 weeks –class room Lecture, PBL, SDL (clinical lab), and exam
o 1 weeks –Clinical practice
 Pediatrics and child health Nursing = 16 wks
o 16 wks- class room Lecture, PBL, SDL, and 1-week exam period
o 4 weeks –Clinical and community practice( block)
 Nursing Education & Curriculum Development =16 wks
o 16 wks – classroom lecture and last week exam
 Research Project = 26wks parallel
o 12 weeks for proposal development
o 4 weeks for data collection
o 12 weeks for research report writing
 Inclusiveness = 3 wks (2 wks for lecture & discussion; 1 week for examaination)
 Pre-internship Exam = 2 weeks
 Clinical practice
o 4 weeks for each clinical and practice ( including exam period)
 TTP = 4weeks
 Comprehensive Qualification Exam = 2 weeks

23
 Course/module Learning activities Allocated Hours Total
/weeks hrs/w
Lecture and discussion 4
PBL 2
SDL 1 8
Self-study 4
Mental health nursing(block) Mental health Clinical 30
practice 35
Case based discussion 5
Lecture and discussion 8 14
Pediatrics and child health PBL 1
Nursing
SDL 1
Self-study 2
Clinical practice 30 40
Case based discussion 4
Enterpreneurship Lecture and discussion 8 8 block
self-study 1
Student Research Project - 6 6
Pre-internship Exam(block) - 40 40
Medical Nursing Internship Clinical practice 40 40
Surgical Nursing Internship Clinical practice 40 40
Maternity Nursing Internship Clinical practice 40 40
Pediatrics Nursing Internship Clinical practice 40 40
TTP Clinical practice 30 40
Community based service 10
Comprehensive qualification 40 40
Exam (block)

24
12.Teaching and Learning Methods
Selection of appropriate teaching and learning methods is of critical importance in a competency.
In the concurrent model, options or special study modules run alongside the basic core teaching but
do not cover the same content area or topic.

Professions, PBL is a method designed to help students learn the sciences basic to generic nurses at
the same time they develop the reasoning process used by generic nurses and other health
professionals in their clinical practice. The problem comes first without advance readings, lectures,
or preparation and the problem serves as a stimulus for the need to know. Problem-based learning
is designed to develop integrated, context-specific knowledge base; decision-making/critical
thinking process and skills; self-directed, life-long learning skills; interpersonal, collaboration,
and communication skills; constructive self and peer assessment skills; professional ethics and
behavior. PBL is suggested to be used till nurse professional practice time. During these years,
written hypothetical cases will be used while during professional practice real clinical cases seen in
the clinical settings will be used to facilitate PBL tutorials. Typically a PBL tutorial involves a group
of 5 to 8 students discussing and analyzing a common patient problem in two meetings over a week,
each meeting lasting 2-3 hours. In the first meeting, learners identify problems, generate hypotheses
and explaining mechanisms. The days until the next meeting are time for independent self-study of
learning issues identified. During the second meeting, students will discuss the learning issues and
apply what they have learned to the problem. The best PBL tutor is an individual with broad subject
matter expertise and good facilitation skills.

 Role play2, 3, 4: In a role play, learners play out different roles or parts-such as of a patient and
provider-in a simulated situation. Role play addresses knowledge, skills and attitude objectives.
Role plays promote learning through behavior modeling, observation, feedback, analysis and
conceptualization. They are also often useful for exploring, discussing and influencing behaviors
and attitudes of learners, as well as for helping learners develop skills such as history-taking,
physical examination and counseling. It is also useful for teaching management and supervision
skills.

 Case study6, 8: Case studies present realistic scenarios/situations that focus on a specific issue or
problem, which may be related to diagnosis or treatment of patients, interpersonal skills or any of a
wide range of managerial or organizational problems. Learners typically read, study and react to the
case study individually or in small groups. Case studies are important to teach higher order
25
 knowledge objectives (application, analysis and synthesis) and critical thinking skills.

 Simulated practice (clinical skills lab)5: Simulated practice is the use of simulated person, device
or set of conditions for instructional purpose. The learner is required to respond to the situation as
he or she would under natural circumstances. Simulation takes various forms. Simulation can be
static (like using anatomical models that closely resemble the human body or parts of it) or
automated using advanced computer technology. Some are individual, prompting solitary
performance, or interactive, involving groups of people. In medical education, simulation
complements patient-based education and is best employed to prepare learners for real patient
contact. It allows them to practice and acquire patient care skills in a controlled, safe and forgiving
environment. Simulations are used to develop psychomotor, procedural and clinical decision-
making skills. Simulation also aids development of communication and teamwork skills as well as
the ability to respond to medical emergencies systematically. Simulated teaching facilitates learning
under the right conditions including, but not limited to, learners receiving feedback on their
performance, learners having the opportunity for repetitive practice and simulation being an integral
part of the curriculum. Clinical skills lab is suggested to be used in the whole years of the ECCN
curriculum.

 Clinical practicum6: Clinical practicum or clinical teaching is the use of direct patient or client
experiences to develop and practice knowledge, skills and attitude required for healthcare delivery
or patient care under the supervision of a skilled clinical instructor or preceptor. These skills include
generic skills (communication skills, mental and physical examination skills and basic clinical
testing and procedural skills), problem-based clinical skills (skills related to patient complaints or
diagnoses), discipline-specific clinical skills (such ventilatory management) and continuum of care
skills. Clinical learning opportunities include

2Jhpiego Corporation. Training skills for healthcare providers: reference manual. 3rd edition. Baltimore: 2010.
3Jhpiego Corporation. In-service training techniques, timing, setting and media; findings from a systematic review of the literature.
Maryland, 2012
4 The Office for Domestic Preparedness. Training Strategy.
5Issenberg, S. Barry MD, Mcgaghie, William C., Petrusa, Emil R., Gordon, David Lee and Scalese, Ross J. Features and uses of high-
fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher, 2005; 27(1):10- 28
6 Association of American Medical Colleges. Recommendations for clinical skills curricula for undergraduate medical education.
2005.

26
 Placements at a variety of clinical and community settings for outpatient emergency care, acute care
(outpatient and inpatient), operation theatre, chronic care (outpatient and institutional), palliative
and end of life care, wellness and preventive care, and population-based healthcare (community,
public health). Outpatient departments are appropriate to practice interviewing, interpersonal and
counseling skills as well as clinical skills. Inpatient departments (PW) are good to teach patient
management, practice healthcare delivery skills including documentation of care plan and treatment
given and demonstrate management of rarely seen conditions. Clinical teaching and learning uses a
variety of techniques including observation, demonstration, role-modeling, practice, coaching,
feedback, discussion and reflection. Clinical teaching starts after completion of the theoretical aspect
of each professional module and runs throughout the comprehensive nursing curriculum increasing
in complexity, level of involvement and responsibility.
 Team training and community based learning: Community-based education refers to learning
activities that take place outside academic hospital in the community setting7. These settings
include, but are not limited to, family homes, primary health care networks (health post, health
center, and primary hospital), clinics, outreach sites, schools and prison facilities. Uses of
community-based education include increasing the willingness and ability of comprehensive nurse
to work in rural and underserved communities thereby contributing to solution of inequity in health
service delivery; enhancing learning (like PBL) by providing opportunities for students to learn in
situations similar to those in later professional lives and opportunities to elaborate on previously
acquired knowledge; equipping students with competencies that they would never learn adequately
otherwise, e.g., leadership skills, ability to work in a team, the capability to interact with the
community, the need for continuity of care, the effect illness has on a family and the early signs of
disease and spectrum of health problems; offering an opportunity to learn and work with other health
professionals; keeping the curriculum responsive to changing needs of the community; rendering
opportunities for partnerships between the community, the university and the government. Hence,
on the last semester, students will have a team training program for a blocked 8 weeks. During this
attachment, depending on student number and logistics, students will be distributed among different
community-learning sites.
 Laboratory practice: Students will have opportunities for demonstration, guided practice and
coaching in labs to deepen their understanding and apply principles and methods of basic and
clinical sciences.
 Portfolio-based learning: Portfolio8,9,10 is collection of products collected by the student that
provides evidence of learning and achievements related to a learning plan. Portfolio develops

7MohiEldin M.A. Magzoub and Henk G. Schmidt. ATaxonomy of Community-based Medical Education. Acad. Med. 2000;75:699–707.`
8 ACGME and ABMS. Toolbox of assessment methods. A product of the joint initiative of the ACGME Outcome Project of the Accreditation Council
for Graduate Medical Education (ACGME), and the American Board of Medical Specialties (ABMS). Version 1.1, September 2000.
9M. Friedman ben david, m.h. Davis, r.m. Harden, p.w. Howie , j. Ker &m.j. Pippard. Amee medical education guide no. 24: portfolios as a method of
student assessment.Medical teacher, vol. 23, no. 6, 2001
10hankedekker, erikdriessen, edithterbraak, feddescheele, jorisslaets, thys van der molen&jankecohen-schotanus. Mentoring portfolio use in undergraduate
and postgraduate medical education. Medical teacher 2009; 31: 903–909

27
 self-directed learning and reflective ability. It provides personal and professional educational
evidence for student learning, contextualizes learning, links experience with personal interpretation,
enhances interactions between students and teachers, allows students to receive feedback, stimulates
the use of reflective strategies and expands understanding of professional competence. The basic
structure of the portfolio may include a title page (giving student’s name, year of training and name
of the mentor), contents page (listing what is in the portfolio with page references), a list of learning
objectives (whose achievement the evidence in the portfolio claims to demonstrate), a short
reflective overview (summarizing the learning that has taken place since the last portfolio review,
and indicating which items of evidence relate to which learning objectives) and the evidence itself
(probably grouped together into the areas contained in the learning objectives. Mentoring is crucial
for portfolio-based learning, as it enhances the feedback process and stimulates students’ reflections.
Students will have individual mentors (preferably with same background) from first year and will
stay with one mentor until the point of graduation. The aims of the mentoring are to provide
feedback, stimulate reflection, support students in compiling portfolio, monitor students’
competency development, support students in developing a better awareness and understanding of
their strengths and weaknesses, support students in drawing up a learning plan for the coming period
and motivate/inspire students, The Mentor will evaluate portfolio of the students at least two times
a year and hold discussion to provide feedback.
 Personal research and reflection exercise: In this methodology the student selects content area
from list of topics provided (e.g. examine the impact of culture on the delivery of health care) then
use journals, self- reflection, community based research, clinical experiences, discussions etc., and
is expected to present the findings (in writing and /or orally). This will help the student apply
literature review, self-reflection and critical thinking as a method of professional exploration and
growth to enhance their research and communication skill and deepen and broaden their knowledge.
 Whole group session: During years 1 to 4, all students and faculty will meet on Friday afternoon
for whole group session. The purpose of the session is to consolidate and reflect on the different
learning activities covered during the week. The session is student-centered discussion that will be
facilitated by one or more faculty.
 Journal club: A journal club11 is a group of individuals who meet regularly to discuss the clinical
applicability of articles in current nursing related journals. Journal club is an increasingly popular
way to promote the uptake of research evidence into practice. To make it effective, evidence
suggests mentoring and brief training of students on how to judge quality of research as well as the
use of structured critical appraisal instrument. Journal club is suggested to be implemented during
autonomous nursing practice after students have completed research methods module.
 Case based discussion (CBD)

11harrisj,kearleyk, heneghanc, meatse,katherinekearley-shiers,

niaroberts,pererar.Arejournalclubseffectiveinsupportingevidence-baseddecisionmaking? A systematic review. Beme
report. November 2009.

28
13. Quality Improvement, Monitoring and Evaluation
Higher institutions delivering this program have already established a health sciences education
development center (HSEDC) to lead and coordinate quality assurance and program monitoring and
evaluation. Quality assurance will be guided and monitored by program specific educational
standards and benchmarks defined by the Ethiopian Training Authority (ETA) formerly called
Higher Education Relevance and Quality Agency. The ongoing quality of the comprehensive
nursing education will be monitored and ensured through:

 Engagement and capacity building of the curriculum committee under theHSEDC to oversee the
implementation of the curriculum, develop standard guidelines for teaching and assessment and
make necessary adjustments along the way.
 Establishment of PBL coordinating committee under the HSEDC that will betasked with designing,
revising and storage of PBL cases
 Gaining leadership buy-in to mobilize time and human resources and establish the infrastructure
needed, such as syndicate rooms for PBL tutorials
 Self-review of the educational inputs, processes and outputs (including human resources physical
infrastructure, teaching/learning in classroom, skills lab, clinical and community settings, student
assessment, management and governance and student performance results) semi-annually and
taking action. This will be coordinated by the quality assurance committee or team.
 Organizing regular faculty development and support programs on instructional methods, technical
updates, research, leadership, etc. This will be coordinated by the faculty development committee
or team.
 Establishment of an assessment committee or team under the HSEDC todevelop and maintain exam
banks and coordinate, review and administer student assessment practices
 Evaluation of teaching effectiveness by systematic collection of feedback from students and at the
end of each module or attachment and use it for program improvement
 Peer and module/rotation evaluation by instructors at the end of module delivery
 Annual assessment of the program by the teaching staff
 Exit interviews at graduation and for all those who drop out for any reason
 Monitoring students’ pass rate in national qualification (pre-licensure) exam and comparing it with
other nursing schools
 Establishing alumni of graduates as a mechanism to assess their career choice and development
29
 Evaluation of graduates’ performance including obtaining feedback from employers and society
and use the information for program improvement
 Evaluation and amendment of the curriculum implementation every year and overall review and
evaluation of its effectiveness at some point in time (5-6 years after the launch of the program) to
be led by the curriculum committee under the HSEDC.
14.Assessment Methods
Assessment plays a central role in education process: it determines much of the work students
undertake affects their approach to learning and is an indication of which aspects of the course are
valued most highly. The purposes of assessment are to motivate students to learn, create learning
opportunities, to give feedback to students and teachers, grading and quality assurance. There is a
distinction between a formative assessment, which is mainly intended to help the student learn and
a summative assessment, which is intended to identify how much has been learned. Formative
assessment is most useful part way through the module and will involve giving students feedback
which they can use to improve future performance. Faculty should conduct at least two formative
assessments of each student during a given module or rotation. Summative assessment is used to
make a pass/fail or, promotion decision; findings of formative assessment are not used to make
pass/fail decisions, however12. That being said both formative and summative assessments are
equally important; however, psychometric rigor is required more from summative assessment
strategies. The following principles13,14 are considered in selection of assessment strategies and
faculty should keep in mind these principles in appraising and revising assessment methods during
implementation. Validity and reliability are of utmost importance but it is also recommended to
consider feasibility and cost.

Reliability: Reliability is the reproducibility or consistency or generalizes ability of assessment

scores. An assessment result is said to be reliable if students will get the same score if they re-take
the exam. Similarly, for essay type and performance assessment, assessment scores are reliable, if
the same results are obtained with different raters. Reliability of assessments can be improved by
increasing the number of questions (or cases in clinical performance examination), aiming for
middle difficulty questions, writing clear and unambiguous questions and increasing the number of
raters.

Validity: Validity is the ability of an assessment to measure what it is supposed to measure. Validity
is not about the method refers to the evidence presented to support or refute the meaning or
30
interpretation assigned to assessment results. Simply put, assessment results are valid if they
accurately distinguish competent from incompetent students and if the student who gets “A” grade
is actually an “A” student, a student who gets a “B” grade is actually a “B” student, a student who
gets an “F” grade is actually an “F” student, etc. Examples of factors that affect validity in written
assessment are too few written questions to sample the content adequately, preparing questions from
some chapters, mismatch of assessment questions with content covered in the curriculum, poorly
constructed questions, too difficult or too easy questions, rater subjectivity and cheating. For
performance (clinical) assessment, too few cases or observations to generalize performance,
unrepresentative cases, rater bias, flawed rating scales/checklists and indefensible pass/fail cut off
points are threats to validity. Note that reliability is a necessary but not sufficient condition for
validity.
Assessment blueprint

12 Chris Rust. Learning and Teaching Briefing Papers Series: Purposes and Principles of Assessment.

Oxford Centre for Staff and learning Development. 2002 13Steven M Downing & Thomas M
Haladyna. Validitythreats: overcoming interference with proposed interpretations of assessment data.
Medical Education 2004; 38: 327–333
14Steven M Downing. Reliability: on the reproducibility of assessment data. Medical Education
2004; 38: 1006–1012

Developing assessment blueprint helps to improve validity of a test through creating a match
between the curriculum and the assessment methods: Blueprinting means the identification of
“what” has to be assessed in terms of the key topics of knowledge, essential skills and desirable
attitudes, in relation to both the educational program objectives and the outcomes expected for those
passing through it [Boulet, J. and Raymond, M. 2015]. In other words, any assessment methods
must match with the competencies being learnt and all tests should be checked to ensure that they
are appropriate for the objective being tested [Wass, 2001].

The Miller’s pyramid of competence depicted below (fig.2) provides an excellent framework within
which validity of an assessment can be ensured. The use of multiple-choice questions (MCQ) to
assess factual knowledge (the “knows”), application of knowledge (“knows how”), the use of OSCE
to assess clinical skills (“shows how”) and the use of DOPs to assess performance at workplace
31
(“does”) may provide initial evidence of validity [Norcini,J. and Troncon,L. 2015]. On the contrary,
the use of essays to assess clinical competence would hardly be associated with the production of
evidence of validity, as this method would cover only the cognitive aspects of clinical competence,
such as clinical reasoning, but not the behavioral aspects usually involved in clinical encounters.

Fig.2: Miller’s pyramid of competence

Feasibility and acceptability of the assessment methods are also important aspect worth considering.
No matter how valid and reliable the method is, it is the feasibility of that determine the method to
be chosen [van der Vleuten, & Schuwirth, 2005]. Feasibility is the degree to which the assessment
method selected is affordable and efficient for the testing purpose; assessments need to have
reasonable costs. Acceptability is the extent to which stakeholders in the process (e.g., medical
students and faculty, practicing physicians, patients) endorse the measure and the associated
interpretation of scores [Norcini and McKinley, 2007].

These are the descriptions of the major assessment methods including when and where they would
be used in the curriculum.

32
1. Direct observation of clinical skills (DOCs)
The purpose of DOCs or mini-clinical evaluation exercise15 is to assess clinical skills while a student
interacts with patients in different settings. Typically it takes 15-20 minutes and the assessor follows
the student with a checklist and gives feedback at the end. The DOCs offers students immediate and
ongoing feedback about their observed clinical skill and performance (interviewing skills, physical
examination skills, and professionalism, clinical judgment, counseling skills,
organization/efficiency and overall clinical competence). This method will be used in all years of
the training and there will be at least two DOCs to be performed by a student in each module or
clinical rotation. This assessment method enables one to follow the progress of the student and will
be used for formative assessment.
2. Objective structured examination
Objective structured clinical examination (OSCE) is a performance-based exam. During the
exam, students are observed and evaluated as they go through a series of 8 or more stations. It allows
assessment of multiple competencies. It is Objective, because examiners use a checklist for
evaluating the trainees; structured, because every student sees the same problem and performs the
same tasks in the same time frame; Clinical, because the tasks are representative of those faced in
real clinical situations. These increase the reliability and validity of the assessment. OSCE16 is a
standardized means to assess history taking, physical examination skill, communication skills,
ability to summarize and document findings, ability to make a differential diagnosis or plan
treatment, clinical judgment based on patient ‘s note and procedural skills. OSCE may use manikins
and simulators, standardized patients and real patients. Standardized patients are healthy persons
trained to simulate a medical condition in a standardized way. Health science students, health facility
staff and faculty may serve as standardized patients. Objective structured practical exam (OSPE)
is a variant of OSCE to assess students’ knowledge and skill in a non-clinical setting. Both
OSCE/OSPE will be part of the summative assessment and will be implemented from year 1-4 in
the comprehensive nursing program.
3. Structured long cases
Structured long case assessment presents the student with a complete and realistic clinical challenge
thereby enabling the evaluator to see the complete picture of the student’s ability in addressing the
challenges. The use of multiple cases improves reliability of the examination, which is a major
weakness in the traditional long case. Additional improvements to the traditional long case that
would

33
 15John J. Norcini; Linda L. Blank; F. Daniel Duffy; and Gregory S. Fortna. The Mini-CEX: A Method for Assessing Clinical Skills. Ann Intern Med.
2003;138:476-481.
16 ACGME and ABMS. Toolbox of assessment methods. A product of the joint initiative of the ACGME Outcome Project of the Accreditation Council
for Graduate Medical Education (ACGME), and the American Board of Medical Specialties (ABMS). Version 1.1, September 2000.

improve reliability are observing the student-patient interaction and using checklist and increasing
the number of examiners17. Because of feasibility considerations, structured long cases will be used
only during year IV as part of the summative assessment of the student.
4. Standardized oral exam
The standardized oral examination18 is a type of performance assessment using realistic patient cases
for questioning the examinee. The examiner begins by presenting to the examinee a clinical problem
in the form of a patient case scenario and asks the examinee to manage the case. Questions probe
the reasoning for requesting clinical findings, interpretation of findings, and treatment plans. In
efficiently designed exams each case scenario takes three to five minutes. One or two faculty serve
as examiners and students can be tested on several different clinical cases. Oral exam will be part
of the summative assessment in year IV.
5. Written exam
Written assessments may include different item formats such as multiple choice questions,
matching, true-false, essay and short answer. Written assessment methods will help to evaluate
knowledge and understanding of basic, clinical, public health and psychosocial sciences and
professionalism and ethics. Important point to remember is to ensure written exams assess higher
order knowledge in addition to recall and comprehension. Written assessments would be parts of
both as formative and summative assessment in all years of the comprehensive nursing program.
6. Logbook
Logbook documentation serves as evidence of scope of patient care and community experience to
meet requirements or specific learning outcomes. Maintaining logbook will encourage students to
make use of all possible learning opportunities for clinical/procedural skills and community skills
to fulfill minimum requirement. Regular review of logbook can be used to help the student track
what procedures or experiences must be sought to meet requirements. The logbook document should
be counter signed by faculty. The number reported in a logbook may not necessarily indicate
competence. Logbook will be part of the formative assessment throughout the comprehensive
nursing curriculum.
7. Portfolio
Portfolio19 is collection of papers and other forms of evidence that learning has taken place. It
34
 provides evidence for learning and progress towards learning objectives. Reflecting upon what has
been learned is an important part of constructing portfolio. In addition to products of learning, the
portfolio can include statement about what has been learnt, its application, remaining learning need,
how they can be met. Portfolio helps to assess learning outcomes including those that are not easy
to assess with other methods like personal growth, self-directed learning, reflective ability, self-
assessment of personal growth and professionalism. Portfolio allows assessment of progress
towards learning outcomes by using chronological work samples collected at different points in
time. Portfolio will be

17John Norcini. The death of the long case? BMJ 2002;324:408–9

18 ACGME and ABMS. Toolbox of assessment methods. A product of the joint initiative of the ACGME Outcome Project of the Accreditation Council
for Graduate Medical Education (ACGME), and the American Board of Medical Specialties (ABMS). Version 1.1, September 2000.
19M. Friedman ben david, m.h. Davis, r.m. Harden, p.w. Howie , j. Ker &m.j. Pippard. Amee medical education guide no. 24: portfolios as a method of
student assessment.Medical teacher, vol. 23, no. 6, 2001

part of the formative assessment throughout the duration of the ECCN training and can be used as a summative assessment during professional
comprehensive nursing practice.

8. Global Rating
Global Rating20 is assessment of general categories of ability (e.g. patient care skill, medical
knowledge, interpersonal and communication skills, professionalism, etc.) retrospectively based on
general impression over a period of time and derived from multiple source of information. The
purpose is to evaluate knowledge, skill and attitude over a period of time at the end of a rotation
thereby helping the evaluation of the student’s effort across time. Global rating will be part of both
formative and summative assessment of students throughout the duration of the comprehensive
nursing curriculum.

9. 3600 Evaluation
3600 evaluation21 consists of measurement tools completed by multiple people in a student’s sphere
of influence. Evaluators usually are faculty, other members of the health care team, peers, patients
and others as needed. 360 evaluations can be used to assess interpersonal and communication skills,
teamwork ability, management skills, decision-making professional behaviors and some aspects of
patient care. It will be used as part of the summative assessment in team training program (TTP),
and in some nursing modules as indicated.
10. PBL progressive assessment
PBL22 progressive assessment is a continuous assessment of students’ performance during PBL
35
 tutorials with regards to content, process and professionalism. To improve reliability of the score,
this assessment strategy will be guided by a checklist. The checklist may assess competencies in
four areas: knowledge of basic, clinical, public health and psychosocial sciences, information
gathering skills, reasoning skills, participation and communication skills, and cooperation and team
building skills. This assessment method will be part of both formative and summative assessment
during year I to IV. PBL tutorial assessment at the end of each session and midway during a module
will be used as a formative assessment method while end of module assessment of students’
performance during PBL tutorials will be used as part of the summative assessment.

N.B. Each course/modules have their own assessment methods along with test weight

20Acgme and Abms. Toolbox of assessment methods. A product of the joint initiative of the acgme outcome project of the accreditation council for

graduate medical education (acgme), and the american board of medical specialties (abms). Version 1.1, september 2000.
21Acgme and Abms. Toolbox of assessment methods. A product of the joint initiative of the acgme outcome project of the accreditation council for
graduate medical education (acgme), and the american board of medical specialties (abms). Version 1.1, september 2000.
22Division of Educational Development & Research, Teacher & Educational Development, University of New Mexico School of Medicine. Facultyand
student guide to PBL tutorials in phase I curriculum of the University of New Mexico School of Medicine. 2002.

15.Grading system
Letter grades shall be given based on the points earned out of 100. The letter grading system has a
fixed scale as described in the table below.

36
 Raw Correspondin Correspondin Status Class description
Mark g g description
Interval fixed number letter grade
(100%)
[90,100] 4.0 A+ First class great
[85,90) 4.0 A distinction

[80,85) 3.75 A- Excellent

[75,80) 3.5 B+ First class

[70,75) 3.0 B Very good with distinction
[65,70) 2.75 B- Good First class

[60,65) 2.5 C+ Second class

[55,60) 2.0 C Satisfactory
[50,55)) 1.75 C- Unsatisfactory Lower class
[45,50) 1.0 D Very poor Lower class
< 45 0 F Fail Lowest class

16. Promotion /advancement from one course/module /year to another

course/module/ year) requirements
 Students are required to achieve a passing mark of C (50%) in knowledge based and C+ (60%) in
performance assessments that will be conducted before their transition from one core modules to
another core module and transition to internship program (pre-internship assessment) respectively.

 Any student scoring below 60% in core modules in hospital or community based clinical practice
assessment should repeat the clinical attachment for at least one month and get reassessed to verify
improvement.
 A student who scores C¯ or D in overall modular assessment of major modules will be allowed to
take the next module/s while concurrently repeating the modules he/she scored C¯ or D.
 A failure (F) in the performance of the second attachment would suffice to delay the student by one
37
 year.

 Any student scoring below 50% in core modules in school based assessment, including written
exam, simulation based assessment and PBL progressive assessment should take re-exam in two
weeks’ period. Achieving at least 50% in overall school based assessment is a requirement to join
the modules’ clinical practice.

 A student who scores C- in supportive and common courses could progress to take the next
modules/semester/year given that his/her cumulative GPA is in acceptable range.
 A student who scores D in supportive course should take re-exam although he/she may have GPA
of 2.0 or more. But for common courses, scoring D does not prohibit students to progress to the next
level given that his/her GPA is in acceptable range (as specified for 1st and second year in the table
above).
 A student with F in any of the modules must repeat the course/module as long as his/her cumulative
GPA is in acceptable range.
17. Probation and Dismissal
 As per Dilla University Senate Legislaiton
18. Graduation Requirement
 Students are required to achieve a passing mark of C (50%) in knowledge based and C+ (60%) in
performance assessments in core modules and comprehensive exit exams to qualify for graduation
respectively.
 A student cannot graduate with a grade point average (GPA) of less than 2.0 out of the 4-scale
grading system. That being said however, he/she should at least score a minimum of C+(>60%)
and above for all major modules and C (≥50%) for supportive courses (SPH) to be eligible for
graduation.
19. Degree Nomenclature
Upon successful completion of the Four years program, the graduate will be awarded the degree of
‘Bachelor of Science in Nursing and in Amharic “የባችለር ሳይንስ ዲግሪ በነርስነት”.

38
Year I
Name of Department/Program: Nursing
Module Title Communicative English Language Skill
Module Number FLEn-M1011
Total ETCTS and Credit Hours of the odule ETCTS: 10 Credit Hours: 6
Courses of the Module
Course Name Cr.Hr CP/ETCTS

Course titile Communicative English language Skills I 3 5

Course Information
Course code FLEn1021
Course Title Communicative English Language Skills I
ETCTS Credits 5
Contact Hours 3
(perweek)
Course Obj Upon completing the course, sudents will beable to:
ectives  Express their ideas in various communicative contexts (in group/pair dicussion, public
speaking settings etc.)
 Use various vocabulary learning strategies and techniques
 Write and presentreports
 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 This course is intended to develop and improve students' language competence. It is also
Description aimed at developing students’communicative abilities in English which will help
students to develop their communicative skills and overall 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
39
 structure of a lecture, understanding speaker intentions, recognizing sign posting,
attending and following skills); writing (summarizing atext, writing descriptive texts);
speaking (introducing one self and others, interviewing, discussions, stating and
supporting propositions, stating one‟sopinions, organizing and taking part in adebate,
making a Persuasive speech, questioning); vocabulary (working out meanings from
context, synonyms, antonyms, collocations, definitions); grammar (relativeclauses,
modals, voice, conditionals, tense, reported speech).
WEEKS Course Contents Reading
1&2 Introductory Unit Listening and Speaking: Finding out about
other people Vocabulary:
 Learning to learn vocabulary Grammar:
 Learning to use grammar for facilitating meaning
 Reading: What is involved in understanding text?
 Speaking: Introducing one self and others
 Writing: Ashort Personal description or story
3,4,5&6  AIDS
 ListeningandSpeaking: Understanding markers of addition and
relating Listening for gist
 Responding to the speaker's purpose
 Writing a brief summary of a talk Vocabulary
 Using component parts of a word as clues to meaning
 Using topic relationships in order to learn words
 Being aware of how words collocate with each other
 Working out word meanings from context
 Grammar Using relative clauses
 Expressing warning and advice
 Reading Identifying the intended audience of a text and other
critical reading skills
 Relating a diagram to a text
 Speaking Brain storming
 Public speaking
 Writing: Writing a short summary of a talk

40
7, 8 , 9, & 10  Culture and Values
 Listening and Speaking
 Identifying the structure of a talk
 Completing a notef ramework
 Vocabulary Using to pic relationships to learn new
words WordsofGreek andLatinorigin
 Using a vocabulary network to learnwords
 Grammar Using active and passive constructions
for descriptive writing
 using time clauses for descriptive writing Reading
 Critical reading Reading or main ideas
 Reading for detail Speaking
 Understanding reference
 Brainstorming
 Organizing and taking part in a debate
 Writing
 Writing a brief summary of key ideas from a text
 Writing a descriptive essay about a
marriage ceremony

11,12,13, &14  Improving Study Practices

 Listening and speaking
 Thinking about what you do when you listen to a
lecture and take notes
 Understanding listing and sequencing markers
 Listening for a main sections of a talk
 Vocabulary
 Using a dictionary
 Working out word meanings from context
 Grammar
 Using Conditional I, II and III
 Reading
 Skimming for gist Critical reading and evaluating
Using reference/textual markers
 Speaking
 Brain storming and discussing on what makes a
good learner
 Writing
 Summarizing a talk
 Summarizing an academic article

41
  Writing an essay on learning English
15&16 Tutorial
Teaching & Learning The teaching and learning methodology include lecturing, discussions,
Methods/strategy problem solving, and analysis. The full and active participation of
student sishighly encouraged.

Assessment/Evaluation The evaluation scheme will be as follows:

Assessment Scheme %
Listening 10%
Speaking 10%
Reading 10%
Writing 10%
Vocabulary 10%
Grammar 10%
Final Examination 40%
Total 100%

Hours Required Total

Workload in hours Lectures Assessment Tutorials Self- Assignme Hrs
s Studies nt
48 10 16 51 10 135
Roles of the Instructor He/she will come to the class regularly on time and deliver the lecture in
a well- organized manner. He/she is also responsible to give feedback for
each assessment.
Roles of the students The success of this course depends on the students‟ individual and
collective contribution to the class discussions. Students are expected to
participate voluntarily, or will be called upon, to contribute to set
exercises and problems. Students are also expected to read the assigned
readings and prepare the cases before each class so that they could
contribute effectively to class discussions. Students must attempt
assignments by theirown. Proficiency in this course comes from
individual knowledge and understanding. Copying the works of others is
considered as serious offen and leads to disciplinary actions.

42
Text and reference Reference Books
 Dean, M. 1988. Writeit; Writing Skills for intermediate learners of
books
English.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:Mc Graw 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
Mohammed tahir andTibebe Kasahun, 2005. Communicative English
SkillsII (unpublished). Jimma University Press Strong, W.1991.
Writer's Choice: Grammar and Composition. Illinois: Mc Graw Hall

43
Name of Department/program: Nursing
Module Title General Physics
Module Number Phys 1011
Total ETCTS ETCTS: 5
And Credit Hours of Credit Hours: 3
the module
Courses of the Module
Course code Course Name Cr.Hr CP/ETCTS
Phys1011 General Physics 3 5
Course Information
Course code Phys 1011
Course Title General Physics
Module General physics
ETCTS Credits 5
Contact Hours 3
(perweek)
Course Objectives  By the end of this course the student will able to: Develop knowledge and
skills in basic measurement and uncertainty.
 Underst and the basic concepts of physics and the relations between them
(Laws). Describe and explain natural phenomena using the basic concepts
and laws.
 Apply the basic concepts and laws to practical situations. Develop the
algebraic skills needed to solve theoretical and practical problems.
Appreciate the applicability of physics to a wide range of disciplines.

44
Course Description  This algebra based course provides science students with the basic
concepts of physics that enable them to understand describe and
explain natural phenomena. Emphasis is laid on general principles
and fundamental concepts in measurements, mechanical and thermal
interactions, fluid mechanics, electromagnetism, oscillations and
waves with applications of physicsin Various fields of science.

The course is organized into 7 chapters. The chapters on mechanics introduce the
principles and laws governing the motion of objects and theinteraction between the
mass well as conservation laws. The chapter on heatand temperature discusses the
interaction between systems through energy transfer and describes some basic thermal
properties of such systems. The chapters on oscillations, waves and optics provide
basic concepts of period icmotions, how waves transfer energy from one place to the
other, and use theconcepts of light rays to explain image formation by mirrors and
lenses. Electromagnetism and electronics introduces the basic electric and magnetic
phenomena using the concept of field and treats elementary concepts of semi-
conductors. Cross-cutting applications of physics explain the roles of physicsin
Agriculture, Industries, Medicine, Archeology, Power
Generation, Earth and Space Sciences.
WEEKS Course Contents Reading
1 Preliminaries
 Physical Quantities and Units Of Measurement
 Uncertainty in Measurement And significant digits

 Vectors: composition and Resolution

 Units of Vector
2nd, Kinematics and dynamics of practice
3rd,4thand5th  Kinematics in one and two dimensions
 Particle dynamics and planetary motion

 Work, Energy and linear momentum

6th, and 7th Fluids Mechanics
 Properties of Bulk Matter

 Densityandpressureinstaticfluids

 Buoyant Force, Archimedes Principle

45
  Moving Fluids and Bernoulli‟s Equation

8th and 9th Heat and thermodynamics

 The Concept of Temperature

 The Concep t of Heat and Work

 Specific Heat and Latent Heat

 Heat Transfer Mechanism

 Thermal Expansion

 Energy Conservation
10th and 11th Oscillations,Wave and Optics
 Simple Harmonic Motion

 Simple Pendulum

 Wave and its Characteristics

 Resonance

 DopllerEffect

 Image Formation by thin lenses and Mirrors

12thand13th Electromagnetism and Electronics
 Coulombs’ Law and Electricfields

 Electric Potential

 Current, Resistance and Ohm’s law

 Equivalent Resistance and Kirchhoff‟s law

 Magnetic field and magnetic flux

 ElectromagneticInduction

 Insulators, Conductors and semiconductors

 Diodes, Characteristics of Curve

 Transistors

46
14th, 15th and Cross Cutting
16th  Applications of Physics
 Applicationin Agriculture

 Physics andIndustry

 Physicsin Health Science and Medical Imaging

 Physics and Archeology

 Application in Earth and Space-science

 Application in power Generation

Teaching & The teaching and learning methodology include lecturing, discussions, problem
Learning Met solving, and analysis. The full and active participation of students is highly
hods/strategy encouraged.
Assessment/Ev The evaluations cheme will beas follows:
aluation Test 1 Test Test 3 Quiz Assignment Final Total
2
10% 10% 15% 5% 10% 50% 100%
Workload in
hours Hours Required Total Hrs
Assess Self- Assig Advisin
Lectures La ments Tutorials Studies nment g
b
48 - 12 - 60 15 - 135
Roles of the He/she will come to the class regularly on time and deliver the lecture in a
Instructor
well-organized manner. Besides, he/she is responsible to give feedback for each
assessment.
Roles of the The success of this course depends on the students’ individual and collective
students contribution tothe class discussions. Students are expected to participate
voluntarily, or will be called, to contribute to set
Exercises and problems.Students are also expected to read the assigned
Readings and prepare the cases before each class so that they could contribute
effectively to class discussions. Students must attempt assignments by theirown.

47
 Profieiency in this course comes from individual knowledge and understanding.
Copying the works of others is considered as serious offence and leads to disciplinary
actions.

Text and ReferenceBooks

reference  Serway, R.A. and Vuille, C., 2018, College Physics, 11 thed., Cengage Learning,
Books Boston,USA
 University Physics with Modern Physics by Young, freed man and Lewis Ford
 Physics for Scientists and Engineers with Modern Physics by Douglas C. Giancoli
 Fundamentals of physics by David Halliday, Robert Resnick and Gearl Walker
 College Physics byHugh D.Young Sears Zemansky, 9th edition
 Herman Cember and Thomas A. Johnson, Introduction to Health Physics, 4th
ed.,(2008).
 William R. Hendee and E. Russell Ritenour, Medical Imaging Physics, 4th ed.,
(2002).
 Tayal D.C. Basic Electronics. 2nd ed. Himalaya Publishing House Mumbai, (1998).
 Theraja B.L., R.S. Sedha. Principles of Electronic Devices and Circuits, S. Chand
and Company Ltd, New Delhi, (2004).
 Introduction to Space Physics, M.G. Kivelson and C.T. Russell, Cambridge
University Press, 1995.
 Stacey, Frank D.: Physics of the earth. 2nd Ed., Wiley, 1977.

Course Title: General Psychology and Life Skills

Cr.Hr: 3 (5 ECTS)
Target Group: All 1st Year Students Instructor name:___________________
Course Code: PsyL 1011 Module code: Office No:
Email: [email protected] Modeof delivery: Parallel
Course description
This introductory course will provide students with an overview of the current body of
knowledge and the science of psychology. This course examines the role of environmental
factors and the interaction of nature and nurture in determining behaviors and mental processes.

48
Areas to be discussed will include; the essence psychology, human development, theories of
learning, memory and forgetting, motivation and emotion, psychological disorder and
treatments. The course will also focus on how to develop life skills based on the theories and
principles of psychology where self-development, academic and social skills shall be given due
attention.

49
Week Contents Assessment
Techniques
Chapter One: Essence of Psychology
1.1.Definition of Basic Concepts
1.2.Goals of Psychology
Week 1 1.3.Historical Background of Psychology
1.4.Theoretical Perspectives in Psychology
1.5.Branches of Psychology
1.6.Research Methods in Psychology
1.7.Applications of Psychology
Week 2 & 3 Chapter Two: Human Development
2.1.Definition and Concepts of Human Development
2.2.Facts and Principles of Human Development
2.3.Aspects of Human Development
2.4.Theories of Human Development
2.4.1.Cognitive Theories
2.4.2.Psychosexual Theory
2.4.3.Psychosocial Theory
2.4.4.Moral Development Theory
2.5.Personality Development
2.5.1. Meaning of Personality
2.5.2.Trait theories of Personality
2.5.3.Humanistic theories of Personality
Week4 &5 Chapter Three: Learning and Theories of Learning
3.1 Definition, Principles and Characteristics of Learning
3.2 Factors Influencing Learning
3.3 Theories of Learning and their Applications
3.3.1.Behavioral Theory of Learning
3.3.2.Social Learning Theory
3.3.3.Cognitive LearningTheory
Week 6 Chapter Four: Memory and Forgetting
4.1. Memory

50
 4.1.1. Meaning and Process Of Memory
4.1.2. Stages of Memory
4.1.3. Factors Affecting Memory
4.2. Forgetting
4.2.1.Meaning and Concepts of Forgetting
4.2.2.Theories of Forgetting
4.3.Improving Memory
Week 7 & 8 Chapter Five: Motivation and Emotion
5.1. Motivation
5.1.1.Definition and Types of Motivation
5.1.2.Theories of Motivation and their Applications
5.1.3.Conflict of Motives and Frustration
5.2. Emotion
5.2.1.Definition of Emotion
5.2.2.Components of Emotion
5.2.3.Theories of Emotion and their Applications
Week 9 Chapter Six: Psychological Disorders and Treatment
Techniques
6.1.Nature of Psychological Disorders
6.2.Causes of Psychological Disorders
6.3.Types of Psychological Disorders
6.4.Treatment Techniques
Week 10 Chapter Seven: Introduction to Life Skills
7.1.Nature and Definition of Lifes kills
7.2.Goals of Life Skills
7.3.Componentsof LifeSkills
Week 10-12 Chapter Eight: Intra-personal and Personal Skills
8.1.Self-Conceptand Self-Awareness
8.2.Self-Esteem and Self-Confidence
8.3.Self-Control
8.4.Emotional Intelligence and Managing Emotion

51
 8.6.Resilience and Coping with Stress
8.7.Anger Management
8.8.Critical and Creative Thinking
8.9.Problem Solving and Decision Making
Week 13 Chapter Nine: Academic Skills
9.1.Time Management
9.2. Note-taking and Study Skills
9.3.Test-Taking Skill
9.4. Test Anxiety and Overcoming Test Anxiety
9.5.Goal Setting
9.6.Career Development Skill
Week14 &15 Chapter Ten:SocialSkills
10.1.Understanding Intercultural Diversity and Diversity
Management
10.2.Gender and Social Inclusion
10.3. Interpersonal Communication Skills
10.4.Social Influences and Peer Pressure
10.5.Assertiveness
10.6.Conflict and Conflict Resolution
10.6.TeamWork
10.7.Overcoming Risky Behavior
Week 16 is Reserved For Final Examination

Course Rationale

The course General Psychology and Life skill encompasses the fundamental concepts and
principles of psychology which have immense application to human life problems. Hence, this
course is intended to introduce students to the basic concepts of psychology and acquaint them
with how to apply psychological knowledge, principles, and theories to real life situation and
problems. So it is of paramount importance for students of any field of study tobe effective in
their personal, social, and professional life. Apart from that, it is to introduce students to the core
set of life skills, which are important in realizing holistic development of students (i.e sense of

52
 well-being, confidence and academic performance) so that they can lead happy, healthy,
successful, and productive life.
Learningoutcomes
Upon the completion of this course, students will be able to:
 Describe basic psychological concepts.
 Compare and contrast the major theoretical perspectives in psychology.
 Discuss different aspects of human development Compare and contrast different learning
theories Summarize motivational and emotional processes
 Demonstrate social and interpersonal skills in every day life.
 Set an adaptive goal and plan for future.
 Apply knowledge of psychology to one’s own life & to develop life skills. Explain ways how
self-confidence, self-esteem, self-efficacy, assertiveness, responsible behaviors, interpersonal
skills will be strengthened.
 Apply different stress scoping mechanisms.

Teaching Learning Methods

Classroom lessons will be mainly lectures preceded by activities (leading questions followed by
brainstorming) and pair or group discussions followed by presentations with amendments by the
instructor. Students will be given cases in light of the theories covered and asked toanalyze cases
form the perspectives of the course objectives and make presentations. At the start of every
lesson, students will be requested to give brief summaries of the previous lesson. At the end of
each unit, they will be requested to prepare exit slips where they reflecton what they have learned
and what aspects of the unit need further consideration. In this way continuous assessment of
students’ understanding will be held and remedial actions taken.Whateverso, below is listed
some general approaches:
 Gapped Lecturing
 Brainstorming
 Collaborative learning
 Discussion Independ entlearning
53
 Reading assignment and presentation
 Role play
Assessment & Evaluation Techniques
1. Continuous Assessment 50 %
 Test: 20%
 Group assignment-10%
 Individual assignment-10%
 Group Presentation-10%
2. Finalexam50%
Course Policy
 Responsibilities of the Students
All students are expected to abide by the code of conduct of students as per the Legislation ofthe
respective university throughout the course. Academic dishonesty, including cheating, beinglate,
fabrication and plagiarism will not be tolerated and will be reported to the concerned bodies for
disciplinary action. Regular attendances, class activities (questions), doing assignments and
submitting them on time are indispensable vehicles for the successful accomplishment of the
course. Moreover, mobile cell phones are to be switched off so as to avoid distractions in the
teaching learning activities including examination time. Lastly, butnot least, note that all issues
discussed in the class will be incorporated in quiz, tests or finalexams.
Responsibilities of the Instructor
 Planning learning activities needed for the successful accomplishment and realization of the
course objectives.

 Running classes according to the official instructional schedule for successful coverage of the
designed course contents with in the planned instructional time
 Regularly planning assessment activities and designing relevant (reliable, valid, and usable)
assessment tools to realize the objectives of continuous assessment
 Providing timely and constructive feedbacks on students’ performance on every assessment
activities
 Being good role model for the students in the issues like punctuality, objectivity, honesty,
transparency, fairness, humbleness, tolerance, devotion to one’s duty, mercy, dressing/neatness
etc.

54
 References

o Coon, D. & Mitterer, J.O. (2008). Introduction to psychology: Gate ways to mind and behavior
(12thed). New York, NY: McGraw Hill.
o Feldman, R.S. (2018). Essentials of understanding psychology (13th ed). New York, NY:
McGraw Hill.
o Gray, P. & Bjorklund, D.F. (2017). Psychology (7th ed). New York, NY: Worth Publishers.
Kalat,J.W.(2013). Introductionto psychology (13th ed). NewYork, NY:McGraw Hill.
o Lahey, B.B. (2008).Psychology:Anintroduction (10thed). NewYork, NY: McGrawHill.
o Lilienfeld, S.O., Lynn, S.J., Namy, L.L. & Woolf, N.J. (2017). Psychology: From Inquiry
tounderstanding (3rded). Upper SaddleRiver, NJ: Pearson Education.
o Meyers, D.G. & DeWall, C.N. (2016). Exploring psychology in modules (10th ed). New York,
NY: Worth publishers.
o Weiten, W. (2014). Psychology: Themes and variations (briefer version, 9th ed). Belmont, CA:
Wadsworth Publishing.
o Burnard, P. (1989). Teaching interpersonal skills: A handbook of experiential learning for
health professionals. London, UK: ChapmanandHall.
o Cotnell, S. (2013). The study skills handbook. New York, NY: Palgrave MacMillan.
o Haddon, P.F. (1990). Mastering personal and interpersonal skills: Key techniques and
personal success. London, UK: Thorogood Ltd.
o Hays, J. (2002). Interpersonal skills at work (2nd ed). New York, NY: Routledge.
o Pavord, E. & Donnely, E. (2015). Communication and interpersonal skills (2nd ed).
Banbury,UK: Lantern publishing.
o Peace Corps (2001). Life skills manual. Washington, DC: Author.SkillsYou need
(2018).Personal development. Author.
o State University of New York (nd). The study skills handbook. Albany, GA: Author.
o Sultmann, B .& Burtpn,T.(2003). People skills: Guiding to effective interpersonal behavior.
 Bowen Hills, Australis: Australian Academic Press.

55
 Course Title: Basic Mathematics for Natural Sciences
Course Code: Math 1011 Credit hour: 3
Tutorial hrs: 2 Course Descriptions
The course intends to prepare natural science students with the basic concepts and materials from
mathematics that necessitate a good foundation to treat fundamental mathematical tools in science.
This course rigorously discusses the basic concepts of logic and set theory, the real and complex
number systems, mathematical induction, least upper bound and greatest lower bound, functions
and types of functions, polynomial and rational functions, logarithmic and exponential functions,
trigonometric functions, hyperbolic functions and their graphs and analytic geometry.
Course objectives:
After completion of the course, students will be ableto:
 apply propositional logic inreasoning,
 use quantifiers in open propositions in mathematicallogic
 understand concepts of sets and setoperations,
 understand the fundamental properties of realnumbers
 use mathematical induction inproofs,
 analyze least upper bound and greatest lowerbound,
 understand the fundamental properties of complexnumbers
 express complex numbers in polarrepresentation
 explain different types of functions, their inverses and theirgraphs
 evaluate zeros of polynomials
 Understand basic properties of logarithmic, exponential, hyperbolic, and
trigonometric functions
 Understand basic concept of analyticgeometry
 derive equations of conicsections

53
 Chapter One: Propositional logic and Set Theory (14 hrs)
 Definition and examples of proposition Logical connectives
 Compound (or complex) propositions Tautology and contradiction
 Open proposition and quantifiers Set theory
 The concept of aset Description ofsets
 Set operations and Venn diagrams
Chapter Two: The real and complex number systems (14 hrs)
 The real number system

 The natural numbers, Principle of mathematical induction and the Well ordering Principle
 The integers, rational numbers and realnumbers.

 Upper bound and lower bound: least upper bound and greatest lower bound; Completeness property
of realnumbers
 Complex numbersystem

 Definition of complex numbers and theiroperations

 Polar representation of complex numbers and the De-Moivere’sformula Extraction ofroots
Chapter Three: Functions (14 hrs)
 Review of relations andfunctions

 Real-valued functions and theirproperties Types of functions and inverse of afunction

 Polynomials, zeros of polynomials, rational functions, and theirgraphs
 Definitions and basic properties of logarithmic, exponential, trigonometric and hyperbolic
functions, and their graphs.
Chapter Four: Analytic Geometry (22 hrs)
 The straight-line: Division of segments and various forms of equation of a line.
 Circles
 Definition of circle andexamples
 Equation of a circle centre at the origin and different from theorigin.
 Intersection of a circle and aline Parabola
 Definition of parabola and standard form of equation ofparabola. Equation of parabola parallel to
the x-axis (they-axis)
 Ellipse
 Definition of Ellipse andexamples
 Equation of ellipse centre at the origin and different from theorigin Hyperbola
 Definition of circle andexamples
54
 Equation of hyperbola of center at the origin transverse axis to x-axis (they-axis) Mode of delivery
 Lecture
 Groupdiscussion
 Demonstration
 Problemsolving
Assessment methods
 Assignments / quizzes / tests 20%
 Mid Exam 30%
 Final examination 50%
Reading and textbooks: -
o Abera Abay, An Introduction to Analytic Geometry, AAU, 1998
o Alemayehu Haile and Yismaw Alemu, Mathematics an Introductory Course, Department of
Mathematics, AAU

55
Name of Department/Program: Nursing
Course Information
Course code LoCT 1011
Course Title Critical thinking
Module Critical thinking
ETCTS 5
Credits
Contact 3
Hou
rs
(per
week)
Course At the end of the course, students should be able to:
Objectives  Understand the relationship of logic and philosophy,
 Recognize the core areas of philosophy,
 Appreciate the necessity learning logic and philosophy,
 Understand basic logical concepts, arguments,
 Understand deductivness, inductiveness, validity, strength,
soundness, and cogency,
 Develop the skill to construct sound argument and evaluat earguments;
 Cultivate the habits of critical thinking and develop sensitivity to clear and accurate
usage of language;
 Differentiate cognitive meanings from emotive meanings of words,
 Differentiate standard forms of categorical propositions from other types of sentences
used in any language,
 Apply symbols to denote standard forms of categorical propositions to form further
logical assertions among them.
 Develop logical and open-mind that weighs ideas and people rationally;
 Develop confidence when arguing with others,
 Demonstrate logicala rgumentative ability,
 Develop logical reasoning skill in their day todaylife, and

56
  Appreciate logical reasoning, disproving mob-mentality and avoid social prejudice.
 Understand the basic concepts and principles of critical thinking.
 Understand the criterion of good argument.
 Identify the factors that affect critical thinking.
 Apply critical thinking principles to real life situation.

Course Des Logic and Critical Thinking is an inquiry that takes arguments as its basic objects
cription of investigation. Logic is concerned with the study of arguments, and it seeks to
establish the conditions underwhich anargument may be considered acceptable or
good. Critical thinking is an exercise, ahabit, a manner of perception and reasoning
that has principles of logic as its fulcrum, and dynamically involves various
reasoning skills thatought to be human approach to issues and events of life. To
think critically is to examine ideas, evaluate them against what you already know
and make decisions about their merit. The aim of logic and critical thinking course
is to maintaining an objective position. When you think critically, you weigh up all
sides of anargument and evaluate its validity, strengths and weaknesses. Thus,
critical thinking skills entail actively seeking all sides of an argument evaluating
the soundness of the claims asserted and the evidence used to support the
claims. This course attempts to introduce the fundamental concepts of logic
and methods of logical reasoning. The primary aim of this course is to teach
students essential skills of analyzing, evaluating, and constructing arguments, and
to sharpen their
Ability to execute the skills in thinking and writing.
WEEKS Course Contents Reading
1st and 2nd Logic and Philosophy
 Meaning and Definition of philosophy
 Core Branches of Philosophy
 Importance of LearningLogic and Philosophy

57
3rd, 4th and Basic Concepts of Logic
5th  Basic Concepts of Logic
 Techniques of recognizing arguments.
 Types of Arguments (deductive and Inductive)
 Evaluation of Arguments
6th and 7th Logic and Language
 Logic and Meaning
 Cognitive and Emotive Meaning of Words
 Intentional and Extensional Meaning of Terms
 Logic and Definition
 Types and Purposes of Definition
 Techniques of Definition
 Criteria for Lexical Definitions
8th and 9th Basic Concepts of Critical Thinking
 Meaning and Definition of Critical Thinking.
 Principles of Critical Thinking.
 Criterion/Standard of Argument Good Argument.
 Factors Affecting Critical Thinking.
 Relevance of Critical Thinking.
10th, 11th, Logical Reasoning and Fallacies
12th and 13th Types of Fallacies: Formal and Informal Categories of Informal
Fallacies
 Fallacies of Relevance Fallacies of Weak Induction
 Fallacies of Presumption
 Fallacies of Ambiguity
 Fallacies of Grammatical Analogy

58
 14th, 15th Categorical Propositions
and 16th  Categorical Propositions
 The Components of Categorical Propositions
 Attributes of Categorical Propositions: Quality, Quantity, and
Distribution
 Representing Categorical Propositions
 Venn Diagrams
 Boolean and Aristotelian Square of Oppositions
 Evaluating Immediate Inferences: Venn Diagrams and Square of
Oppositions
 Logical Operations: Conversion, Obversion, and Contraposition

Teaching For the successful completion of this course, different Student-Centered

teaching methodologies will be applied. These include: Semi- Lecture, Class
& Learning
Discussion, Group discussion, Pair Discussion, peer- Learning,
Methods/ strategy
Video/Audio Visual, and Self-Reading, Debate
Assessment/ The evaluation scheme will be as follows:
Evaluation Test1 Test2 Test3 Quiz Assignment Final Total
10% 10% 15% 5% 10% 50% 100%
Work load in hours
Hours Required
Total
Lectu Lab Assess Tutorials Self- Assig
Hrs
res ments Studies nment Advisi
ng
48 - 12 - 60 15 - 135
Roles of the He/she will come to the class regularly on time and deliver the lecture in a
Instructor well-organized manner. Besides, he/she is responsible to give feedback for
each assessment.

59
Roles of the The success of this course depends on the students‟ individual and collective
students contribution to the class discussions. Students are expected to participate
voluntarily, or will be called upon, to contribute to set exercises and problems.
Students are also expected to read the assigned readings and prepare the cases
before each class so that they could contribute effectively to class discussions.
Students must attempt assignments by theirown. Proficiency in this course
comes from individual knowledge and understanding. Copying the works of
others is considered as serious offence and leads to disciplinary actions.

Text and reference Hurley, PatrickJ. (2014) A Concise Introduction to Logic, 12th Edition,
books Wads worth, Cengage Learning.
 Hurley, Patrick J. (2012) A Concise Introduction to Logic, 11th Edition,
Wads worth, Cengage Learning.
ReferenceBooks
 Copi, Irving M. and Carl Cohen, (1990) Introduction to Logic, New York:
Mac Millan Publishing Company.
 Damer, Edward. (2005). Attacking faulty reasoning. A practical guide to
fallacyfreeargument.WadsworthCengage learning, USA.
 Fogelin, Robert, J, (1987) Understanding Arguments: An Introduction to
Informal Logic, New York: Harcourt Brace Jvanovich Publisher.
 Guttenplan, Samuel: (1991). The Language of Logic. Oxford: Blackwell
Publishers Stephen, C. (200) The Power of Logic. London and Toronto: May
field Publishing company.
 Simico, N.D and G.G James. (1983) Elementary Logic, Belmont, Ca: Wads
worth Publishing Company.
 Walelign, Emuru, (2009) Freshman Logic, Addis Ababa.

60
Name of University
Degree Program
Course Title Geography of Ethiopia and the Horn
Course Code GeES 1011
Course in formation Academic Year Semester Meeting: Day
Time _ Location
Instructor Name
Instructor’s Contact Department: Email: Mobilenumber: Office hour:
Information Block and room number:

Credit hour 3
ECTS 5
Student Work Load Lectures Tutorial Group Work/Discussion Home Study Total
and Presentation
48 - 35 52 135hrs
Course Description This course attempts to familiarize students with the basic geographic
concepts particularly in relation to Ethiopia and the Horn of Africa. It is also
intended to provide students a sense of place and time (geographic literacy)
that are pivotal in producing knowledgeable and competent citizens that are
able to comprehend and analyze problems and contribute to their solutions.
The course consists of four parts. The first part provides a brief description
onthe location, shape and size of Ethiopia as well as basic skills of reading
maps. Part two introduces the physical background and natural resource
endowment of Ethiopia and the Horn which includes its geology and mineral
resources, topography, climate, drainage and water resources, soil, fauna and
flora. Thethird part of the course focuses on the demographic characteristics
of the country and its implications on economic development. The fourth
component of the course offers treatment of the various economic activities

61
 of Ethiopia and the Horn which include agriculture, manufacturing and
service sectors. Moreover, Ethiopiaina globalizing world is treated in the
perspectives of the pros and cons of globalizationon its natural resources,
population and socio-economic conditions.
CourseObjectives Upon completion of this course the students will be able to:

 Describe the location, shape and size of Ethiopia and the Horn

 Explain the implications of location, shape and size of Ethiopia and the
Hornon the physical environment, socioeconomic and political aspects.
 Elaborate the major geological events; the resultant land forms and mineral
resources of Ethiopia and the Horn.
 Identify the major drainage systems and water resources of Ethiopia and their
implications for regional development and integration.
 Develop an understanding of the climate of Ethiopia, its dynamics and
implications on the livelihoods of its inhabitants.
 Examine the spatio-temporal distribution and abundance of natural
vegetation, wildlife and Soil resources of Ethiopia.
 Discuss the demographic attributes and dynamics as well as the ethnic
diversity of Ethiopia.
 Read maps as well as compute basic demographic and climatic rates

 Appreciate the biophysical and socio-cultural diversities in Ethiopia and the

Horn
 Explicate the major types of economic activities in Ethiopia; discern their
spatiotemporal distributions and their contributions to the overall
development of the country.
 Comprehend the effects of globalization on the socioeconomic

Development of Ethiopian and the Horn.

62
Expected Learning  Acquire basic knowledge on the geographic attributes of Ethiopia and Horn
Outcomes  Develop a sense of appreciation and tolerance of cultural diversities and their
interactions
 Acquire general understanding of physical geographic processes, and
human-environmentrelationships
 Develop ethical aptitudes and dispositions necessary to live in harmonywith
the natural environment
 Develop an understanding of national population distributional patterns and
dynamics
 Conceptualize the comparative advantages of economic regimes; and
understand the impacts of globalization.
 Understand their country’s overall geographic conditions and opportunities;
and be proud of the natural endowments and cultural rich dom that help them
develop senseof beingan Ethiopian.
Mode of Delivery Semester based/parallel
Target Group Allfirst year undergraduate students
Year/Semester YearI/Semester I and or II
Prerequisite None
Status of Course Common Course

63
 Course Content
Weeks Conceptual focus
INTRODUCTION (5hrs)
 Geography: Definition, scope, themes and approaches
 Location, Shape and Size of Ethiopia and the Horn
1&2
 Location and its effects
 The shape of Ethiopia and its implication
 The size of Ethiopia and its implications
 Basic Skills of Map Reading
2, 3 & 4 CHAPTER TWO: THE GEOLOGY OF ETHIOPIA AND THE HORN

(5hrs)

 Introduction
 The Geologic Processes: Endogenic and Exogenic Forces
 The Geological Time scale and Age Dating Techniques
 Geological Processes and the Resulting Land forms
 The Precambrian Era geologic processes and resultant features
 The Paleozoic Erageologic processes and resultant features
 The Mesozoic Erageologic processes and resultant features
 The Cenozoic Erageologic processes and resultant features
 Rock and Mineral Resources of Ethiopia
4&5 CHAPTER THREE: THE TOPOGRAPHY OF ETHIOPIA AND THE
HORN (3hrs)

 Introduction Physiographic Divisions

 The Western High lands and Low lands
 The Southeastern High lands and Low lands
 The Rift Valley
 The Impacts of Reliefon Biophysical and Socio-economic Conditions

64
 CHAPTER FOUR: DRAINAGE SYSTEMS AND WATER RESOURCES
OF ETHIOPIA AND THE HORN (5hrs)
5&6  Introduction Major Drainage Systems of Ethiopia
 Water Resources: Rivers, Lakes, and Subsurface Water General Characteristics
of Ethiopian Rivers
 Water Resources Potentials and Development in Ethiopia

CHAPTER FIVE: THE CLIMATE OF ETHIOPIA AND THE HORN

(7hrs)
 Introduction Elements and Controls of Weather and climate
7, 8 &9  Spatiotemporal Patterns and Distribution of Temperature and Rainfall in
Ethiopia
 Agro-ecological Zones of Ethiopia Climate and its Implications on Biophysical
and Socio-economic Aspects
 Climate Change/Global Warming: Causes, Consequences and Response
Mechanisms
CHAPTER SIX: SOILS, NATURAL VEGETATION AND WILD LIFE
RESOURCES OF ETHIOPIA AND THE HORN ( 6hrs)
 Introduction
 Ethiopian Soils: Types, Degradation and Conservation
 Types and Distribution of Natural Vegetations in Ethiopia
 Natural vegetation: Uses, Degradation and Conservation Strategies
9, 10 &11  Wildlife Resources of Ethiopia: Types, Importance, and
 Conservation Strategies
 CHAPTER SEVEN: POPULATION OF ETHIOPIA AND THE HORN

(8hrs)

o Introduction Population Data:Uses and Sources

o Population Dynamics: Fertility, Mortality and Migration
11, 12 & 13
o Population Distribution and Composition
o Sociocultural Aspects of Ethiopian Population: ducation, Health and Languages
o Settlement Types and Patterns

CHAPTER EIGHT: ECONOMIC ACTIVITIES IN ETHIOPIA (9hrs)

 Introduction Mining, Fishingand Forestry

 Agriculture in Ethiopian

 Contributions, potentials and character istics of agriculture in Ethiopia

Agricultural systems in Ethiopia Major problems of Ethiopian agriculture
14, 15 &16
 Manufacturing in Ethiopia

 Manufacturing: essence and contri butions

 Types, characteristics and distribution of manufacturing

 Industrial development in Ethiopia: Challenges and Prospects

 TheServiceSector in Ethiopia

 Transportationandcommunicationi nEthiopia:types,rolesandcharacteri stics

 TradeinEthiopia:types,contributionsan dcharacteristics

 Tourism in Ethiopia: Types,

 major tourist attraction sites,challengesandprospects
Teaching Methods Gap Lecture, Peer/group Discussion and Reflection, Reading Assignment.
Assessment Methods Paper & presentation (20%); Midexam (30%); Final examination (50%)
Date of Submitting Assignment:
As a student of this college, you are expected to abide by the code of conduct
of students enshrined in the college’s Legislation. Academic dishonesty
including cheating (exam or attendance), fabrication and
Course Policy plagiarism will not be tolerated and will be reported to concerned bodies for
 appropriate action. Moreover, you are expected to actively participate in
classroom discussions through asking and answering questions, raising issues,
giving constructive feedbacks, accomplishing and submitting assignments
according to the program schedule. You are also expected to attend class
regularly. Attendance will be taken regularly and any absenteeism with out
tangible reasons will severely affect your performance and grade. Side talks,
moving chairs and creating all sorts of disturbance are intolerable. If you miss
20% of the class attendance, you will be cancelled from the course. You
should come to the class in time. You are also supposed to come
toc lass with your appropriate learning materials like notebook, handouts and
other reference materials.
 A.D. Tathe. (2012). Lecture Notes onC limatology: For Intermediate Met
Training Course, Indian Meteorological Department.
 Addis Ababa University (2001). Introductory Geography of Ethiopia,
TeachingText Department of Geography.
 Assefa M., Melese W., ShimelisG. (2014). Nile River Basin; Ecohydrological
Challenges, Climate Change and Hydropolitics.
Springer International Publishing, Switzerland.
 B.D,Ray(1989).EconomicsforAgriculture:Food,FarmingandtheRuralE
References conomy.Macmillan.
 CSA1994 &2007. Populationand HousingCensus Results. CSA:A.A.
 Diao, Xinshen,. 2007. The Role of Agriculture in Economic Development:
Implications for Sub Saharan Africa. Sustainable Solutions for ending
Hungerand Poverty, Research Report 153. IFPRI.Ethiopia.
 Engdawork Assefa (2015). Characterization and classification of major
agricultural soils in CASCEP intervention weredas in the central highlands of
Oromia Region, Ethiopia, Addis Ababa University
 FDRE. 2001 Ministry of Water Resources, National Metrological Survey,
A.A.
 Girma Kebede (2017). Society and Environment in Ethiopia
 Hartshorne,T.&J. Alexander(1988). Economic Geography, 3rd Ed.
 Hooguelt, A (2001).Globalization and the post-colonial world.The
NewpoliticalEconomyof Development.Basingstokeplagrave.
 Hurni. H. 1988. Ecological Issues in the Creation of Ethiopia. Paper
presentedin the National Conference on Disaster prevention and
preparednessStrategyfor Ethiopia, A.A
 International Centre for Migration Policy Development (ICMPD) (2008).
EastAfrica Migration Route Initiative Gaps & Needs Analysis Project
CountryReports:Ethiopia, Kenya,Libya.Vienna
 Laurence G., Jeremias M., Tilahun A., Kenneth M.(2012). Integrated
NaturalResourceManagementinTheHighlandsofEasternAfrica;FromConce
ptto Practice. NewYork,Earthscan.
 Lloyd,P.&P.Dickens(1977).LocationinSpace.Harper@Row.
 MesfinWoldemariam(1972).IntroductiontoEthiopianGeography,AddisAba
ba,
 MinistryofAgriculture/MOA/(1998).Agro-
ecologicalzonesofEthiopia:NaturalResourcesManagementandRegulatoryD
epartment,AddisAbaba
 Morgan R.P.C (2005). Soil Erosion and Conservation. National Soil
ResourcesInstitute,CarnfieldUniversity.BlackwellPublishing,Oxford,UK.
 OXFAM(2018). Horn of Africa climate crisis response. Regional
summaryPausewang,Siegfried(1990),EthiopianRuralDevelopment Options.
 Plant genetic resource center (1995). Ethiopia: country report to the
FAOInternationalTechnicalConferenceonPlantGeneticResource,AddisA baba
 Robert, E.G, James, F.P & L.Michael T.(2007). Essentials of Physical
Geography. Thomson Higher Education, Belmont, 8th edition.
 UNDP, FAO (1984) Ethiopia Forest Resourcesand Potential for
Development; Anassistanceto land useplanning.
 United Nations Frame7w2orkConventionon ClimateChange(2007).Climate
 Change; Impacts Vulnerabilities and Adaptations in DevelopingCountries.
http://www.preventionweb.net/publications/view/2759
 Waugh, D. (1990). Geography: An Integrated Approach.Nelson: London.
PHYSICAL FITNESS & CONDITIONING COURSE SYLLABUS

Course Information Coursename: Physical fitness

Course code: SpSc 1011
Credit hours: No
ECTS: 5
Contact hours: 2
Courseeligibility: Allfirstyearundergraduatestudents
Semester:
Instructor’s Contact - Instructor’s name:
Information - Department:
- Office/block and room number:
- Phone:
- Email:
- Contact hour:
This course will provide the students with basic concepts of the five
CourseDescription components of health related physical fitness (cardiovascular, muscular
strength and endurance, flexibility, and body composition), conditioning,
hypokinetic disease and general principles of training. It is mainly
practical oriented. As a result, the students will be exposed to various exercise
modalities, sport activities, minor and major games, and various training
techniques as a means to enhance health related physical fitness components.
Inaddition, they will develop the skills to assess each component of fitness and
will practice designing cardiovascular, muscular strength and endurance, and
flexibility programs based on the fitness assessment. The course serves as an
introduction to the role of exercise in health promotion, fitness, performance
including the acute and chronic responses of the body to exercise.
Expected By the end of this course the students will beable to:
learningoutcomes 1. Recognize the immediate and long term responses of the body to various types
of exercise.
2. Understands the basic concepts of physical fitness and conditioning exercises.
3. Understand the concept of hypokinetic disease and conditions.

4. Distinguish the general principles of fitness training

5. Develop conditioning programs to enhance the components of health related

physical finesses.
6. Participate in conditioning programs which may help to develop the
components of health related physical finesses.
7. Understand health issues in relation to excess body fatness and excessively low
body fat.
8. Develop skills to assess health related physical fitnessc omponents.
9. Develop healthy body weight management skill.
 10. Appreciate and value the benefits of regular physical exercise to healthy living.
11. Develop interest to engage in a regular physical exercise program as a life time
activity.
12. Develop self-confidence and effective communication skills in and out of the
school environment.

Course Calendar and Delivery

Date/week KeyTopics TeachingMethod
Chapter 1- Concepts of physical fitness and
conditioning Meanings and definitions of terms  Lecture
Week -1  Physical fitness physical conditioning Physical  Group discussion

Activity, Physicalexercise and Sport  Questioning and answering

 General principles of fitness training

Week - 2  Chapter 2 -The Health Benefits of Physical Activity  Lecture

 Physical Activity and Hypokinetic Diseases/Conditions  Group discussion
 Physical Activity and Cardiovascular Diseases physica  Questioning and answering
lactivity and postural deformity

WeekChapter
-3 3 - Making Well-Informed Food Choices  Lecture
 Sound Eating Practices  Group discussion
 Nutrition and Physical Performance
 Questioning an answering

Chapter 4-Health related components of fitness

Week 4 & 5 Cardiovascular fitness  Lecture

 Meaning and concepts of cardiovascular fitness  Group discussion

 Means and methods of developing cardiovascular fitness
 Musclefitness  Presentation
 Meaning and concepts of muscle fitness
 Means and methods of developing muscle fitness
 Flexibility
 Meaning and types of flexibility
 Means and methods of developing flexibility
 Bodycomposition
 Meaning of body composition
 Health risks associated with over fatness
 Health risks associated with excessively low
bodyfatness
 Chapter5-Assessmentoffitnesscomponents
Week -6 Assessmentofcardiovascularfitness  Lecture
Assessmentofmusclefitness Assessment offlexibility
Assessment ofbodycomposition  Group discussion

 Presentation

Practicalsession
Week 7-16 Chapter6-  FieldPractice
DevelopmentandAssessmentofthehealt hrelated
components offitness
76
  Explanation
 Demonstration

Assessmenttechniques
Studentsareexpectedtoparticipateinandcompleteallof theassessmentcriteria listedbelow.
TypesofAssessment AssessmentDate Assessment Competencyto
Weight beassessed
Test (Written) Week3 10% Chapter1
Groupassignment(peerfitness Week8 20% Chapter5
assessment)
Mid-termexam (Written) Week9 30% Chapter1,2,3,&4
Finalexam -practical group Week14 -16 40% Chapter6
assignment(peertrainingonthefi
vecomponents of fitness)
Instructor’scommitment - Providemaximumphysicalactivitytimewithintheclassperiod

- Promoteequalparticipationofall studentsinthecourse

- Teachskillsandactivitiesthattransferintolifetimephysicalactivi ty

- Motivatestudentsto beactiveparticipantsin thecourse

- Praiseforactiveparticipation

Coursepolicies
Grading Aspertheuniversity’slegislation
Attendancepolicy Asper thelegislationoftheuniversity
ClassParticipation: The success of this course and students learning experience is dependent
onactive engagement and participation of the students in all the spectrum
ofthecourse.Studentsareexpectedtocomewellprepared/dressedand
Constructively engage in class.
ClassDiscipline “Ineachandeveryaspectoflife, discipline comes first and worth a lot”.
ThisiswhatdepartmentofSportSciencereflects.Asaresultofthis,anynoise,chatt
ing,chewinggumandthelikeareprohibitedineverysessions
 Of the course. In addition to these portable electronic media and
communicative devicessuch as cell-phones, pagers, MP3 players, I pod set
care not be used during the class for any reason.Thus, these devices should
bes witched off and kept out of sight.
Referencematerials
Text  CharlesB.Corbin, Gregory J.Weik,WilliamR. Corbinand KarenA.Welk.(
2006).Conceptsoffitnessandwellness: acomprehensive lifestyle approach. 6th
edt.

Reference 1. Schottk.Powers, StepheenL. DodandVirginiaJ. (2006),Total Fitnessan d

Wellness.

2. PaulM, andWalton T.(2006), CoreConcepts inHealth, 10th edit.

3. Charles B. Corbinand Ruth Lindsey (1990), Fitness for life, 3rdEdition, Sc ott.

NameofDepartment/Program:Nursing
CourseInformation
Coursecode FLEn 1011

Course Title Communicative English Language Skill II

Module Communicative English Language Skill II
Module Number and M1;FLEn 1011
Code
ETCTS Credits 5
Contact Hours (perweek) 3
Course Objectives Up on completing the course, students will be able to:
 Construct meaning full sentences in English;
 Learn to compose a paragraph that has aclearly stated to pic sentence and details;
 Use appropriate coordination and subordination skills to relate ideas;
 identify and correct common sentence problems
 Compose paragraphs that have clearly stated to pic sentences and supporting
details.
 Write a well-structured essay of different types (descriptive, narrative, expository
and argumentative)

78
CourseDescription This course aims a tdeveloping students ‟basic writing skills.It contains
sentence level writing: sentence structure, sentence types, functional and
structural category, common sentence errors (fragments, run- on sentences,
dangling modifiers and agreement errors); paragraph level writing:
paragraph, topic sentence and supporting details, structure, essentials of
aparagraph,basic types of paragraphs (expository, narrative, descriptive and
argumentative ) and techniques of paragraph development; essay level
writing:structure of a nessay, thesis statement and supporting paragraphs,
types of essays and techniques of essay development
WEEKS CourseContents Reading

1,2,3,&4 Unit One:

Writing Effective Sentences:
Overview of writing effective sentences- sentence definition,
Identifying sentence parts Writing complete
sentences;sentence types:functional
category(declarative,interrogative,imperativeand
exclamatorysentences) WritingEffectiveSentences(continued )
Identifying sentence types: structural Category
(simple,compound,complexandcompoundcompl
ex);Joiningideas:coordination,subordination,corr
elationandusingrelativepronouns
WritingEffectiveSentences(continued )
Identifying and correcting faulty sentences
:fragments,run-ons,commasplices,
Identifying and correcting faulty sentences:
WritingEffectiveSentences(continued )
Usingpunctuation(aperiod,comma,semi-
olon,colon,quotationmark)andcapitalization
5,6,7,8,&9 UnitT wo: WritingEffectiveParagraphs;overviewof

writingeffectiveParagraphs-
paragraphdefinition,natureofaparagraph, Identify
ingtopicsentence and supporting details, writingtop
icsentences(withtopicsandcontrollingidea),natur
eandpositionoftopicsentencesin paragraphs, narrowing a title

79
 Writing Effective Paragraphs (continued…)
structure of a paragraph, essentials of a paragraph: unity, coherence
(ways of achieving coherence: using transitionaldevices, pronouns,
keywords and synonyms) and adequate development;
organization:space,timeandorderofi mportance
WritingEffectiveParagraphs(continued…)
Writingbasictypesparagraphs:expository,descriptive,narrati
veandargumentative;
Techniques of paragraph development:
definition,exemplification/illustration, classification, cause andeffect,
comparison, contrast, description( process,objective
andimpressionistic),and
listing/enumerationWritingEffectiveParagraphs(continued
…)
Developing a paragraph: guidedand free writing guidedwriting-
arranginggivensentencesinalogicalorder,writingaparagrap
hbydevelopingtopicsentenceandspecificdetails usinggivenpointsofatitle
Freewriting–writingaparagraphonagiventitleoron
yourowntitle

10,11, 12, 13, 14, Unit ThreeEssayWriting

15&16 Stimulatingideaonfeaturesof anessay
Definition of an essay, structure of an essay:
introduction,body and
conclusion;reviewingparagraphstructure vsessaystructure
Identifyingthesis statement
andsupportingparagraphs,elementsofthethesisstatement:to
picandcontrollingidea
EssayWriting(continued…) Achievingunityandcoherencewithinanessay
Writingtheintroduction(writingthehook,thebackgroundandt
hethesisstatement)
EssayWriting(continued…)
Writingthebodyandtheconcussion
Steps in writing an essay: Planning(questioning, makinglist, clustering,
preparing outline), drafting, revising, andediting
EssayWriting(continued…)

80
 Writing the basic types of essays ( expository, descriptive,narrative and
argumentative)by employing the differenttechniques
EssayWriting(continued…)
Writing the basic types of essays ( expository, descriptive,narrative
andargumentative)by employingthe differenttechniques
EssayWriting(continued…)
Writing the basic types of essays ( expository, descriptive,narrative and
argumentative)by employing the differenttechniques
Teaching&Learni Theteachingandlearningmethodologyincludelecturing,discussions,probl
ngMet emsolving,andanalysis.Thefullandactiveparticipationof
hods/strategy studentsishighlyencouraged.
Assessment/Evalu Theevaluationschemewillbeasfollows:
ation
Test1 Test2 Quiz 1 Quiz2 2 Final Total
Assignments
10% 10% 10% 10% 20% 40% 100%
Workload in hours
HoursRequired Total Hrs
Lectures Assessments Tutorials Self-Studies Assignment

48 10 16 51 10 135
Roles of the He/she will come to the class regularly on time and deliver the
Instructor
lectureinawell-
organizedmanner.He/shewillmakesurethatproperassessmentsisgiven.H
e/sheisalsoresponsibletogivefeedbackfor
eachassessment.
Roles of the The success of this course depends on the students‟ individual andcollective
students contribution tothe class discussions. Students are expectedto participate voluntarily,
or will be called upon, to contribute to
setexercisesandproblems.Studentsarealsoexpectedtoreadtheassigned readings and
prepare the cases before each class so that theycould contribute effectively to
class discussions. Students must
attemptassignmentsbytheirown.Proficiencyinthiscoursecomesfrom individual
knowledgeandunderstanding.Copyingtheworksofothersisconsideredasserious
offenceandleadstodisciplinaryactions.

81
Text and reference ReferenceBooks
books Writer‟sChoice:GrammarandComposition
Rorabacher,L AConciseGuidetoComposition
(3rdEd).LondonHarperandRow publishers(1976)
AGuidedWritingtoComposition
Langan,JCollegeWritingSkills.sixthEdition.Boston:Mcgraw-Hill(2005).
Savage,A.andM.Shafiei,EffectiveAcademicWriting1.Oxford:OxfordUni
versityPress.(2007)
Savage,A.andP.MayerEffectiveAcademicWriting2Mcgraw-
Hill(2005).OxfordUniversityPress.(2005)
Davis,JandR,LissEffectiveAcademicWriting3TheEssay.Oxford
UniversityPress.(2005)

84
 Social Anthropology
Course Information
CourseName: Anthropology of Ethiopian Societies and Cultures
CourseCode: Anth 1011
CreditHours: 3Cr.Hrs. (5ECTS)
CourseDescription:
This course is designed to introduce the anthropology of Ethiopian societies and cultures to firstyear
students' of Higher Learning Institutions (HLIs). It covers basic concepts of anthropology such as
culture, society and humanity. It also discusses themes including unity and diversity; kinship,
marriage and family; indigenous knowledge systems and local governance, identity, multi-
culturalism, conflict, conflict resolution and peacemaking system; intra and inter- ethnicrelations of
Ethiopian peoples. In addition, the course explores culture areas of Ethiopia such asplough culture,
enset culture and pastoralism. The course further covers marginalized minorityand vulnerable
groups in terms of age, gender, occupation and ethnicity by taking ethnographiccase
studiesintoaccountanddiscusswaysofinclusivegrowth.
Course Objectives Intended Learning Outcome:
Up on the successful completion of the course, students will be able to:
 understand the nature of anthropology and its broader scope in making sense of humanity in a
global perspective;
 Understand the cultural and biological diversityof humanityand
unityindiversityacrosstheworldandinEthiopia;
 Analyze the problems of ethno centrism against the back drop of cultural relativism;
 Realize the socially constructed nature of identities & social categorie ssuch as gender,
ethnicity,race and sexuality;
 Explore the various peoples and cultures of Ethiopia;
 Understand the social,cultural,political, religious & economic life of different ethno- linguistic &
cultural groups of Ethiopia;
 Understand different forms marginalization and develop skills in inclusiveness;
 Appreciate the customary systems of governance and conflict resolution in stitutions of the various
peoples of Ethiopia;
 Know about values,norms and cultural practices that maintain society together;
 Recognize the culture area of peoples of Ethiopia and the forms of interaction developed over time
among them selves; and
 Develop broader views and skills to deal with people from awide variety of socio- economic and
cultural backgrounds.
Course Contents:
Chapter One
Introducing Anthropology and its Subjects
What is anthropology–a Mirror for Humanity?
 Sketching the subject matter,scope and concerns of anthropology
 Anthropological imagination: asking questions and seeing the world
anthropologically.
 Q-What does it mean by using the anthropological lens when looking at the world?
 Defining Features of Anthropology-holism,relativism & comparative perspectives
 Methods of Research in anthropology:ethnography & ethnographic methods

85
 Sub-fields of Anthropology:
Four Mirrors for Understanding Humanity
The relation between anthropology and other disciplines
ChapterTwo
Human Culture and Ties that Connect
ConceptualizingCulture:
What Culture Is and What Culture Isn’t? Characteristics features of culture:
What differentiates culture from other traditions?
Aspects of Culture –Material&Non-material (values, beliefs & norms) Levels of culture:
universality, generality and particularity (cultural diversity) Ethnocentrism, Cultural relativism,
and human rights
 Discussion-
• Debating cultural relativism:
• Human rights law and the demonization of cultureand anthropology along the way
Cultural Change: what is cultural change?
 Cultural Diffusion versus Cultural Assimilation
 Innovation
 Discussion- Contesting culture as sharply bounded versus unbounded ‘cultural flows’or as‘fields
of discourse’ in the context of globalization.
Ties that Connect: Marriage, Family and Kinship
 Marriage-rules, functions and forms of Marriage
 Family-types and functions of Family
 Q.How families and marriage differ in different societies?
 Kinship System- types of kingroups and rules of descent
 Kinship and Gender Across Cultures
 Sex and Gender: Mapping differences in cross cultural perspective
Gender–as power relations Cultural practices, norms and values that maintain society
together
ChapterThree
2. Human Diversity, Culture Areas, and Contact in Ethiopia
Human Beings & Being Human: What it is to be human?–(abio- ulturalanimal?) Origin of the
Modern Human Species: Homo sapiens sapiens (that’syou!)
 Religious, biological & evolutionary (paleo-nthropological) explanations The
Kinds of Humanity: human physical variation
 Q.Whyisn’teveryonethe same?
 Q.Whydopeopleworldwidehavedifferencesintheirphenotypicattributes? Human
Races:thehistoryofracialtyping
 TheGrandIllusion:Race,turnsout,isarbitrary
 Q.What can we say for sure about human races? Why is Everyone Different?
Human Cultural Diversity-anthropological explanations
 Q.Why don’t others do things the way we/I do?
Culture and cultural contacts in Ethiopia Plough culture area
Enset culture area Pastoral society’s culture area
Historical and social interactions between culture areas
Chapter Four
3. Marginalized, Minorities, and Vulnerable Groups
86
 Gender based marginalization Occupationalcastgroups
 Age based vulnerability (children and old age issues)
 Religious and ethnic minorities
 Human right approaches and inclusive growth, anthropological perspectives
Chapter Five
Theories of inter-ethnic relations and multi culturalism in Ethiopia
The Scales of Human Identity:
Who am I?
Understanding ‘self’ & ‘other’
Q-What are the ways we tell for others
Who we are?
Ethnicity and Race:
What’sinaname?
Ethnic Groups &Ethnic Identity
 Q.What is the basis of one’s ethnic identity?
 Q.Is ethnicity a fundamental aspect of human nature & self- consciousness, essentially unchanging
and unchangeable identity?
Or
 Q. Is it, to whatever extent, socially constructed, strategically or tactically manipulable, and
capable of change at both the individual and collective levels?
Race–the social construction of racial identity
 Q. Do the claims of some people/groups about superior & inferior racial groups have
any scientific validity?
Primordialism;
Instrumentalism;
Social constructivism Debatesoninter-ethnic relations and identities
ChapterSix
Customary and local governance systems and peace making
Indigenous knowledge systems and local governance
Intra and inter-ethnic conflictre solution in stitutions
Ethnographic cases: commonalities and shared practices (e.g.,Oromo and Somali,Afar and
Tigray; Gedeo and Oromo; Guraghe and Siltie; Amara and Tigray)
Customary/Local governance systems
Ethnographic cases: Oromo Geda; Somali-Gurti; Gamo, Gofa, Wolayita- Woga; Guraghe-Sera
Legal pluralism: interrelations between customary, religious and state legal systems

87
 StudentsWorkLoad:

ECTS 4 CP
Student Lecture Tutorial, class Continuous Assessments Self-Study Total
WorkLoad discussions &
presentations
48hrs 22 hrs 2 hrs 28 hrs 100hrs
 Course Requirements:
(Classroom, resources, and other inputs required to deliver the course will be listed)
GradingPolicy: (Legislation of the concerned university will be adopted by departments/schools
handling the common course across the country)
AssessmentandEvaluationCriteria: Based on the progressive understandings of the course, students will
be evaluated continuously through both non-graded assignments/ activities, like (reading
assignments) and graded assignments/activities and assessments including class discussion &
participation, Test, Term Paper & presentation, Home Taken Exam/case studies and Final Exam.

Suggestedreadings:
1. Asmarom Legesse (2006).Oromo Democracy: an In digenous African Political System.The Red
Sea Press, Inc.
2. Cameron, M.Smith and EvanT.Davies (2008). Anthropology for Dummies.Wiley Publishing, I
nc., Indian apolis, Indiana.
3. CliforedGeertz.(1973).TheInterpretationofCultures.AdivisionofHarperCollinsPublishers.
4. DonaldDonham.(1986).MarxistModern.TheEthnographicHistoryofMarxistEthiopia.
5. DonaldN.Levine.(1974).GreaterEthiopia:TheEvolutionofAMultiethnicSociety.Chicago
&London.,UniversityofChicago.
6. Dunif-Hattis andHowardC. (1992). Anthropology:Understanding Human
Adaptation.NewYork:HarperCollins, Inc.
7. Eriksen,T.H.(2001).SmallPlaces,largerIssues:Anintroductiontosocialandculturalanthropol
ogy.London:PlutoPress.
8. Eriksen,T.H.(2004).Whatisanthropology?London:PlutoPress.
9. Eriksen,T.Hylland.(2002).EthnicityandNationalism.London;PlutoPress.
10. Eriksen,T.H.andNielsen,F.S.(2001).AHistoryofAnthropology.London:PlutoPress.Hallpike,Christ
opherR.(1972).TheKonsoofEthiopia:AStudy
oftheValueofaCushiticPeople.Oxford:ClarendonPress.
11. Hamer,John.(1970).TheSidamaGenerationalClassCycles:APoliticalGeronotocracy.Africa
40,I(Jan,1970):50-70.
12. RichardJenkins.(2006).RethinkingEthnicity.LondonSagePublication.
13. Rosman,A.,Rubel,P.G.andWeisgrau,M.(2009).TheTapestryofCulture:anIntroductiontoSo cial
Anthropology.Lanham: Rowman and Littlefield.
14. ScupinandDeCorse(1988).Anthropology:AGlobalPerspective(2nded.).NewJersey:Prentice Hall.
15. Shack,WilliamS.(1966).TheGurage:APeopleoftheEnsetCulture.London:OxfordUniversity Press.
16. Triulzietal.(2002).RemappingEthiopiaEaserAfricanStudies:.AddisAbaba:AAU

88
Name of Department/program: Nursing
ModuleTitle General Biology
Module Code Biol 1011

Total ETCTS and ETCTS:5

CreditHoursofthemodul Credit Hours:3
e
Courses of the Module
Course code Course Name Cr.Hr CP/ETCTS
Biol 1031 General Biology 3 5
Course Information
Course code Biol 1011
Course Title General Biology
Module General Biology
ETCTSCredits 5
ContactHours(perweek) 3
CourseObjectives At the end of the course,the students will be able to:
□ Explain the scope of biology and molecular basis of life
□ Describe life activities from the cellular point of view
□ Manipulate basic biological tool, record data and draw conclusions
□ Develop scientific attitude, skill and conduct biological experiments using
scientific procedures
□ Outline basic processes of energy transduction and synthesis of intermediate or
final products in living cells
□ Understand the basic concepts of genetics and inheritance
□ Understand the concepts of infection and immunity
□ Classify organisms based on their cellular organization and complexity
□ Explaincomponents,processesandinterrelationshipswithinagivenecosyste m
□ Know the general features of invertebrate and vertebrate animals
□ Appreciate the practical uses of biological knowledge and its application in the
wider society

CourseDescription This course provides Natural science students with the basic concepts of general
biology that enables them to understand describe and explain general biology issues.
This course is primarily intended for natural science students to familiarize with
basic concept sof biological science, the nature and origin of life, scientific
methods and the subject matter of biology.

WEEKS Course Contents Reading

89
1st Introduction
The meaning andScope of Biology
The Origin and Nature of Life
Scientific Methods
2nd,3rd,and4th BiologicalMolecules
Carbohydrates
Lipids
Proteins
NucleicAcids
Vitamins
Water
Minerals
5th,and6th The Cellular Basis of Life
 The cell theory
 Cell organelles
 Structure and function of organelles
 Cellular diversity
 Transport across the cell membranes
7th, 8thand9th Cellular Metabolism and Metabolic Disorders
 Cellular metabolism
 Enzymes and their role in metabolism
 Bioenergetics and biosyntheses
10thand 11th Genetics and Evolution
 Basic Principles of Mendelian genetics and patterns of inheritance
 Molecular genetics and inheritance
 Introduction to Evolution
12thand13th Infectious diseases and Immunity
 Principles of infectious diseases
 Infection and Disease
 Sign, symptom and syndrome
 Classifying infectious diseases
 Classifying infectious diseases by occurrence of diseases
 The spread of infection
 Types of infectious disease and their causative agent
 Modes of transmission
 Host defenses against infectious diseases
 Adverse immune reactions(responses)
 Tumor Immunolology

90
14th Taxonomy of organisms
 EarlyAttempts toClassify Organisms
 ModernViews of Classification (Schemes of Classification)
 Domains of Life and the Hierarchical System of Classification
 Binomial Nomenclature

15thand16th EcologyandConservation ofNaturalResources

 Definition of ecological terms and Basic concept s of Ecology
 Cycling of Materials (Nutrients)
 Environmental pollution and public health
 In troduction to Botany
 Introduction to Zoology
 Applications of Biological Sciences

Teaching&LearningM The teaching and learning methodology include lecturing, discussions,

et hods/strategy problem solving, and analysis.The full and active participation of
Students are highly encouraged.

Assessment/Evaluation The evaluation scheme will be as follows:

Test1 Test2 Test3 Quiz Assignment Final Total
10% 10% 15% 5% 10% 50% 100%
Workloadinhours
HoursRequired
Total
Assess Self- Assig
Hrs
Lectures Lab ments Tutorials Studies nment Advising

48 - 12 - 60 15 - 135
Rolesof the Instructor He/shewillcometotheclassregularlyontimeanddeliverthelecture inawell-
organizedmanner.Besides,he/sheisresponsibletogivefeedbackforeachasse
ssment.

91
Roles of the students The success of this course depends on the students‟ individual and collective
contribution to the class discussions. Students are expected to participat
evoluntarily, or will be called upon, to contribute to set exercises and
problems. Students are also expected to read the assigne dreadings and
prepare the cases before each class so that they could
contribut eeffectively to class discussions. Students must attempt assign
ments by their own. Proficiency in this course comes from individual
knowledge and understanding.Copying the works of others is considered
asserious offence and leads to disciplinary actions.

Text and reference ReferenceBooks

books

92
Name of Department/Program: Nursing
CourseInformation
Coursecode GlTr 1011
Course Title Global Affairs/ Trends
Module Global Affairs/Trends
ETCTSCredits 5
Contact Hours (per 3
week)
CourseObjectives At the end of the course,students will be able to:
 Understand nations, nationalism ands tates
 Explain the nature and historical development of international rela tions
 Gain basic knowledge of the major theories in the discipline of International
Relations and develop the ability to critically evaluate an d apply such theories
 Elucidate national interest, foreign policy and diplomacy
 Explicate the nature and elements of international political economy and
international law
 Examine the extent and degree of influence of state and non- state actors in the in
ternational system
 Examine the roles major international and regional institutions play in world
politics
 Critically evaluate the major contemporaryglobalissues
 Assess the overriding foreign policy guidelines of Ethiopia in the past and present
 Explore Ethiopia`s role in regional, continental and global institutions and affairs

Course
The course is designed to familiarize learners on the nature and development of
Description
international relations and global issues.It deals with nations, states, national
interest, cooperation and conflict among states, and the role of state
and non state actors in the international system. Additionally, it explains
the nature of international law, global political economy and the nexus
between regionalism and globalization. It also critically examines the
contemporary global issues and how the international community is trying to
address them. It is organized to systematically examine international issues by
employing different theories and providing concrete examples from different
parts of the world. Last but not least, after providing rigorous understanding of
how the international system functions, it will equip
learners to consciously observe and critically
understand the Ethiopia`s Relations with the outside world. As the saying Goes
“Think globally act locally!”

93
WEEKS Major Contents Readings
1stand2nd Understanding International Relations
 Conceptualizing Nations, Nationalism and States
 The Nature and Evolution of International Relations
 Actors of International Relations
 StateActors
 Non-StateActors
 Levels of Analysis in the International Relations
 Power,Anarchy and Sovereignty in the International System
 The Structure of International System
Contending Theories of International Relations
 Realism and Neo-Realism
 Liberalism and Neo-Liberalism
 Marxism and Neo-Marxism
CriticalTheory
 Constructivism
 Modernism and Post-Modernism
3rd, 4thand5th Foreign Policy and Diplomacy
 Conceptualizing National Interest,Foreign Policy and
Diplomacy
 National Interest and Foreign Policy
 Determinants o fNational Interest and Foreign Policy
 Objectives of Foreign Policy
 Foreign Policy Orientations
 Instruments of Foreign Policy 3.3ASurvey of Foreign Policy
and Diplomacy of Ethiopia
 Foreign Policy of Ethiopia during the Reign of Emper or
MenilikII
 Foreign Policy of Ethiopia during the Reign of Emper o
rHailesillassie
 Foreign Policy of Ethiopia during the Derg Regime
 Foreign Policy of Ethiopia during the EPRDF

94
6thand7th The International Political Economy (IPE)
4.1.Meaning and Nature of IPE
- The Nexus between Politics (State) and
Economics (Market)
4.2.Theoretical Perspectives on IPE
 Classical Mercantilism and Economic Nationalism
 Classical Liberalism and Adam Smith
 Comparative Advantage and David Ricardo
 Neoliberalism and Keynesianism
 Marxism and Dependency Theory
 Hegemonic Stability Theory
 Developmental State Model
4.3.The PoliticalEconomy of North-South,South- South:
Conflict and Cooperation

8thand9th International Law

 Meaning, Nature and Areas of International Law

 Sources and Subjects of International Law
 Law Making and Enforcement process at International and
Domestic level
 Formation, Recognition and Responsibility of State under
International Law
th th th
10 ,11 ,12 and13th RegionalismandGlobalization
6.1.The Concept,Nature and Development of Regionalism
and Regional Integration
 The Old and New Regionalism
6.2.Major Theories of the Regional
Integrations
 Functionalism
 Neo-functionalism
 Inter-governmentalism
 Supra-nationalism
 Selected Cases of Regional Integration (EU,AU...)
6.3.Definition and Evolution of Globalization
 Aspects of Globalization
 Actors of Globalization
 Pros and Cons of Globalization
 Ethiopia in a globalized World
6.4.Regionalization versus Globalization and State
 The Convergence, Divergence and Overlapping rel ations of
Regionalization and Globalization
 The Hypocrisy of Sovereignty

95
14th, 15thand16th MajorContemporaryGlobal Issues Conceptualizing
Global Issues
Survey of Global Issues
- SecurityIssues(
 Terrorism, Religious Fundamentalism and political
Extremism
 Weapons of Mass Destruction and The Nuclear Power
paradox
 Illicit Human Trafficking, Drug Trafficking, Firearms
Trafficking
- Environmental Issues
 Climate Change and Global warming
 Technology Related Issues
 Cyber Crime and Cyber Security
- Other Social,Economic and Political Issues
 Human Rights
 Migration and Refugee
 Trade War
 Aid,Debt Relief

Teaching & For the successful completion of this course, different Student-Centered
Learning teaching methodologies will be applied. These include: Semi- Lecture,
Methods/ strategy
Class Discussion,Group discussion,Pair Discussion, peer- Learningetc

96
 Assessment/ The evaluation scheme will be as follows:
Evaluation Test1 Test2 Test3 Quiz Assignment Final Total
10% 10% 15% 5% 10% 50% 100%
Work load in hours
HoursRequired
Total
Assess Self- Assig
Hrs
Lectures Lab ments Tutorials Studies nment Advising

48 - 12 - 60 15 - 135
Roles of the He/shewill come to the class regularly on time and delivers the lecture in
Instructor awell organized manner. Besides, he/she is responsible to give feedback for
each assessment.
Roles of the The success of this course depends on the students‟ individual andcollective
student contribution to the class discussions. Students are expected to participate
nts voluntarily, or will be called upon, to contribute to set exercises and problems.
Students are also expected to read the assigned readings and prepare the
cases before each class so that they could
contribute effectively to class discussions. Students must attempt
assignnments bybtheir own.Proficiency in this course comes from individual
knowledge and understanding.Copying the works of others is considered
asserious offence and leads to disciplinary actions.

97
  Altinay,Hakan(2011)GlobalCivics:ResponsibilitiesandRightsinanInterde
Textandreferenceb
pendentWorld.TheBrookingsinstitution:Washington
ooks
 Armstrong,David(ed.)(2009).RoutledgeHandbookofInternationalLaw.Lo
ndon:Routledge
 Baylis, J. and Smith, S. (eds.) (1997).The Globalization of World
Politics.Oxford:OxfordUniversityPress
 Browlie, Ian (2003). Principles of Public International Law. (6th ed.).
NewYork:OxfordUniversity
 Copson,Raymondw.(2007)TheUnitedStatesinAfrica:Bushpolicyandbeyo
ndinassociationwithInternationalAfricanInstituteRoyalAfricanSocietyofS
ocialScienceResearchCouncil,ZedBooks:London
 Crane,GeorgeT.and AbalAmawi(1997).TheTheoreticalevolutionofInterna tional
Political Economy: A Reader (2nd Edition). Oxford UniversityPress:NewYork.
 Crawford, Robert (2000) Idealism and Realism in International Relations:Beyondthe
Discipline.Routledge:USA
 Demelo,JaimeandArvindPanagariy(eds.)(1993)ANewDimensionsinRegio
nalIntegration,CentreforEconomicPolicyResearch1993,CambridgeUniver
sityPress:USA

98
Name of Department/Program: Nursing
Course Information
Coursecode EmTe 1011
Course Title Introduction to Emerging Technologies
Module Introduction to Emerging Technologies
ETCTS Credits 5
Contact Hours 3
(perweek)

CourseObjectives By the end of this course the student will ableto:

 Identify different emerging technologies
 Differentiate different emerging technologies
 Select appropriate technology and tools for agiven task
 Identify necessary inputs for application of emerging technologies
CourseDes cription This course will enable students to explore current break through
technologies in the areas of Artificial Intelligence, Internet of Thingsand
Augmented Reality that have emerged over the past few years.Besides
helping learners become literate in emerging technologies,the course will
prepare them to use technology in their respective Professional
preparations.

WEEKS Major Contents

1stand2nd IntroductiontoEmergingTechnologies

99
  EvolutionofTechnologies
 Introductionto Industrialrevolution
 Historical Background(IR1.0,IR2.0,I R3.0,IR4.0)
 TheroleofDataforEmergingTe chnologies
 Programmabledevices
 Humanto MachineInteraction
 FutureTrends inEmergingTechnologies

3rd,and4th IntroductiontoDataScience
 DefinitionofDataAndInformation
 Datatypeand representation
 DataValueChain(DataAcquisition,Analysis,
Curating,Storageandusage)
 BasicConceptofBigData
5th, 6thand7th ArtificialIntelligence(AI)
 Introductionto AI
 ApplicationofAI
 AItoolsandplatforms
 Sample applicationwith Hands onactivities

8th,9thand10th InternetofThings(IOT)
 OverviewofIOT
 HowIOT works?;ApplicationofIOT
 IOTtoolsandplatforms
 Sample applications with hands
onactivities
11th,and12th AugmentedReality(AR)
 Introductionto AR
 Virtual Reality(VR),
AugmentedReality(AR)VsMixedReality(MR)

100
  ArchitectureofARsystem
 ApplicationofARsystem
13thand14th EthicandProfessionalismofEmergingTechnologies
 Technologyandethics
 DigitalPrivacy
 AccountabilityandTrust
 ThreatsandChallenges
15thand16th OtherEmergingTechnologies
 Nanotechnology
 Biotechnology
 BlockchainTechnology
 CloudandQuantumComputing
 AutonomicComputing
 ComputerVision
 EmbedSystem
 CyberSecurity
 AdditiveManufacturing(3DPrinting)etc
Teaching&Learni Forthesuccessfulcompletionofthiscourse,differentStudent-
ngMethods/strateg Centeredteaching methodologies will be applied. These include: Semi-
y Lecture,ClassDiscussion,Groupdiscussion,PairDiscussion,Seminar,
Demonstration,Video/AudioVisual,andSelf-Reading,Debate
Assessment/ Theevaluationschemewillbeasfollows:
Evaluation Test1 Test2 Test3 Quiz Assignment Final Total
10% 10% 15% 5% 10% 50% 100%
Work loadinhours
HoursRequired
Total
Assess Self- Assig
Hrs
Lectures Lab ments Tutorials Studies nment Advising

48 - 12 - 60 15 - 135
Roles of theInstru He/she will come to the class regularly on time and deliver the lecture
ctor inawell-organizedmanner.Besides,he/sheisresponsibletogive
Feedback for each assessment.
Roles of the Thesuccessofthiscoursedependsonthe students‟individualand

101
 students collective contribution to the class discussions. Students are expected
toparticipatevoluntarily,or will be calledupon,tocontributetosetexercises
and problems. Students are also expected to read the assignedreadings
and prepare the cases before each class so that they
couldcontributeeffectivelytoclassdiscussions.Studentsmustattemptassign
mentsbytheirown.Proficiencyinthiscoursecomesfromindividualknowled
geandunderstanding.Copyingtheworksofothers
isconsideredasseriousoffenceandleadstodisciplinaryactions.
 Text and  Follett,J.(2014).DesigningforEmergingTechnologies:UXforGenomics,Rob
referencebook s otics,andtheInternetof Things:O'ReillyMedia.
 Vong,J.,&Song,I.(2014).EmergingTechnologiesforEmergingMarkets:Sprin
gerSingapore.
 DelRosal,V.(2015).Disruption:EmergingTechnologiesandtheFutureofWork
.Emtechub.
 Sadiku, M. N. O. (2019). Emerging Internet-Based Technologies: CRC
Press.MohamedAnisBachTobji,RimJallouli,YamenKoubaa,AntonNijholtD
igitalEconomy.EmergingTechnologies andBusiness Innovation,2018.
 Mahdi H. Miraz, Peter Excell, Andrew Ware, Safeeullah Soomro, Maaruf
Ali,EmergingTechnologiesinComputing,LectureNotesoftheInstituteforCo
mputer Sciences, Social Informatics and Telecommunications
Engineering200,SpringerInternationalPublishing,2018.
 FrancescoCorea.ArtificialIntelligenceandExponentialTechnologies:Busin
essModelsEvolutionandNewInvestmentOpportunities,2017.
 Laura Igual and Santi Segui, Introduction to Data Science, A Python
Approachto Concepts, Techniques and Applications, Springer International
PublishingSwitzerland,2017.
 Laura Igual, Santi Segu, Introduction to Data Science. A Python Approach
toConcepts, Techniques and Applications, Undergraduate Topics in
ComputerScience,Springer,2017.
 Oleg Chertov, Tymofiy Mylovanov,Yuriy Kondratenko, Janusz
Kacprzyk,Vladik Kreinovich, Vadim Stefanuk , Recent Developments in Data
ScienceandIntelligentAnalysisof Information,2019
 CarlosCordon,PauGarcia-Milà,TeresaFerreiroVilarino,PabloCaballero,
 StrategyisDigital:HowCompaniesCanUseBigDataintheValueChain,2016.

102
 TimothyJung,M.ClaudiatomDieck,AugmentedRealityandVirtualReality:E
mpoweringHuman,PlaceandBusiness,2019
 JonPeddie,AugmentedReality:WhereWeWillAllLive,SpringerInternational
Publishing,2017.
 Sandler,Ronald,ed.EthicsandEmergingTechnologies.Springer,2016.Sachi
nRamar,DavidOc‟conner,ArtificialIntelligence:HowitChangestheFuture,2 019

 Federica Lucivero, Ethical Assessments of Emerging

Technologies:Appraisingthemoralplausibilityoftechnologicalvisions,2016

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Course Syllabus

Name
Academic
Instructor’s Contact Position
Information Cell-phone
Email
Course Title Moral and Civic education
Course Code MCiE 1011
Credit Hours 3 Cr.Hrs (5 ECTS)
Academic Year
Status of Course Compulsory Common Course
Lectures Tutorial Library and Assign Home Total
Student Work Load Group Work Report Study W. L.
48hrs. -- 20hrs. 17hrs. 50 hrs. 135hrs
This course is designed for undergraduate students with the aim of producing good
citizens. It emphasizes on equipping learners with the necessary civic competence and
active participation in public life. It will also help them to exercise their democratic rights
and discharging their responsibilities effectively by familiarizing them with necessary
civic knowledge and skills. In countries such as ours, where the process of cultivating
modern constitutional and democratic values in the minds of citizens is experiencing
serious challenges, largely because the country had no established civic culture and partly
because these values and principles are not yet well-institutionalized, civics and ethical
education remains to be imperative. To this end, the course introduces learners to the
basics of civics and ethics, citizenship, morality and the goals of studying civics and
ethics. It exposes students to the meanings, foundations, approaches, values and
principles of ethics and civic virtue that learners must be equipped with both as citizens
Course Description

and professionals in their encounter with real life situations both to be morally matured
and responsible while making decisions and taking actions. The course also elucidate the
nature, purpose and forms of state and government, constitution, democracy and human
rights, the nature of democratic citizenship, modes of cultivating civic-virtues in our
citizens mainly within the context of Ethiopia.

108
 Ethiopia is currently going through a twin process of hope and despair. On the one hand
there are tremendous social, economic and political changes. On the other hand,
significant challenges are affecting the process, the pace and magnitude of this change.
For such changes to be successful however, it is imperative that citizens develop rational
thinking, critical support and reasonable opposition to the growing culture of mob
mentality. Moreover, citizens also need to go beyond their narrow individual interests
Course Purpose

and prioritize broad national interests. The prevalence of corruption, which has been
spreading like a wild fire is also frustrating the productive capacities of citizens that could
positively contribute to the development of the country. All the aforementioned national
concerns have largely been overlooked by the common course syllabi currently under
construction. Such glaring absence of citizenship and moral education from the
curriculum could be considered as one of the gaps that need to be urgently addressed. In
this regard, by encouraging civil discourse on contending national issues, prioritizing
peace and inculcating honourable disposition, the course civic and ethical studies would
prepare students to contribute to the overall peace, stability and prosperity of the nation
at large, hence magnifyingthe relevance and urgency of this course.

Upon a successful completion of this course, students will be able to:

 Understand the subject matter of Civics andEthics;
 Cultivate certain moral values and civic virtues that enable them to be morally matured
and competent in their professional and citizenry lives by practically exposing them to
moral and civic debates/discussions andengagements.
 Develop such values/ virtues as recognition, appreciation and tolerance towards diversity
and also build culture ofpeace
 Gain knowledge about the theoretical discourses and practices of state, government and
citizenship, and their mutual interplay especially in the context ofEthiopia;
 Develop individual and/or collective potential of becoming self-confident citizens who
can effectively participate in their legal-political, socio-economic and cultural lives;
Course Objectives

 Understand the essences of such values and principles as democracy and human rights,
multiculturalism and constitution and constitutionalism with especial reference
toEthiopia;
 Develop analytical and reflective skill of identifying global or national level
development, democracy/governance and peace related issues of civics and ethics and
then be able to produce or evaluate policies and practices in a civically and ethically
responsiblemanner.

109
 COURSE CONTENTS AND SCHEDULES

Contact Chapters, Sections and Sub-sections

Hours

Chapter One: Understanding Civics and Ethics

Defining Civics, Ethics, Morality andamorality

The Origin and Development of Civics and ethicaleducation The purpose of civics and
06 hours

ethicaleducation

Citizen: Rights andresponsibilities

Competences of good citizen

110
 Chapter Two: Approaches to Ethics
Normativeethics
Teleological Ethics(Consequentialist)
 Hedonism
 Ethical and psychological Egoism: Epicureanism andCyrenaicism
 Social Hedonism:Utilitarianism Deontological Ethics (Non-Consequentialist)
 Performance of One’s ownDuty
 Devine-based Morality

 Kant’s CategoricalImperative
 W.D. Ross’s Prima Facieduty Virtue Ethics and CivicVirtues
 Basic Principles of CivicVirtues
 How to be virtuousperson? Non-NormativeEthics

 MetaEthics
 Absolutism/Objectivism
12 hours

 Relativism/Subjectivism andConventionalism
 Naturalism andNon-naturalism Issues in AppliedEthics

DevelopmentEthics
 How should a societyDevelop?
 Who is morally responsible forUnderdevelopment?
 A ‘Just’Development
EnvironmentalEthics
 Ecosystem and the environmentalpollutions
 Principles of EnvironmentalEthics
ProfessionalEthics
 Profession andProfessionalism
 The scope of ProfessionalEthics
 Common Principles of ProfessionalEthics

111
 Chapter Three: Ethical Decision Making and Moral Judgments

Ethical Principles and Values of MoralJudgments

 The principle of equal consideration ofinterest

06 hours

 Conflicting goals and ethicalJustifications

 Ethical values and Justifiableexceptions Why Should I actethically?

Chapter Four: State, Government and Citizenship

UnderstandingState
 What is astate?
 Attributes ofState
 StateStructures UnderstandingGovernment
 Major Function and Purpose ofGovernment
 Types of Government: Limited andUnlimited
 Systems ofGovernment UnderstandingCitizenship
12 hrs

 What isCitizenship
 Inclusion and exclusion inCitizenship

 Ways of AcquiringCitizenship
 Ways of LosingCitizenship

 Citizenship in Ethiopian Context: Past andPresent State Formation and Nation-

building in EthiopianContext

112
 Chapter Five: Constitution, Democracy and Human Rights
Constitution andConstitutionalism

 Peculiar features ofConstitution

 Major Purpose and Functions ofConstitution
 Classification ofConstitutions

 The Constitutional Experience of Ethiopia: pre and post1931 Democracy

andDemocratization
 Definitions and Forms ofDemocracy
 Views on Democracy: Substantive and ProceduralViews

 Fundamental Values and Principles ofDemocracy

12 hrs

 Democratization and ItsWaves

 Major actors in DemocratizationProcess
 Democracy and Good Governance inEthiopia HumanRights
 Definitions and Nature of HumanRights
 Basic Characteristics of Human Rights
 Dimensions of HumanRights

 The Protection and Promotion of HumanRights

- Human Rights Instruments:Documents
- Oversight Mechanisms:Institutions

Teaching methodology : Lectures, Group discussions, debates &Reflections

Recommended Quiz (5%)

Mode of Tests (15%)
assessment Assignments (15%)
Mid-Exam (25%)
Final Examination (40%)
Total: 100%
Instructor’s Commitment: The course instructor is expected to provide timely lectures,
demonstrate students to understand and practice the issues pertaining to central theme of the course,
suggestavailable reading materials, and evaluate students’ performance regularly.
CoursePolicy: The policy, which administer this course, is inline with College slegislation
availableat(website).Meaningful participation during class,group work and presentationis

113
 Important for the success of this course. Since each class builds on the one before it, attendance
is mandatory. Concerning to academic integrity, learners are expected to exert high level of
commitment, responsibility and academic honesty. Because the value of an academic degree
depends upon the absolute integrity of the work done by the student for that degree, it is
imperative that a student demonstrate a high standard of individual honor in his or her scholastic
work. If you cheat on an exam you will receive a failing grade, and most likely will be dropped
from the class. Academic dishonesty of any type by a student provides grounds for disciplinary
action by the instructor or department. In written works, no material may be copied from another.
The work that you submit must be your own, for both moral and legalreasons.

 Recommended Reading Materials

 Alexander, Larry (eds.).(1998). Constitutionalism: Philosophical Foundations. Cambridge:
Cambridge University Press.
 AssefaFisseha.(2006).FederalismandAccommodationofEthnicDiversityinEthiopia:
Comparative Study. Utrecht: Wolf Legal Publishers.
 Charles F. Kettering Foundation. & Harwood Group.1991. Citizens and politics: a view from
Main Street America. Dayton, Ohio: The Foundation.
 S. Oderberg and Timothy Chapel. (2004). Human values , new essays on ethics and natural law
palgravemacmillan, Great Britain.
 Fasil Nahum. 1997. Constitution for a Nation of Nations: The Ethiopian Prospect.
Lawrenceville,NJ: Red Sea Publishers.
 FDRE. (1995). The Constitution of the Federal Democratic of Ethiopia. Federal
NegarritGazeta: Addis Abeba
 Francis Snare (1992). The Nature of Moral Thinking. Rutledge, U.S.A and Canada Frechette,S.
(1981). Environmental Ethics. U.S.A.: The Boxwood Press.
 Goodin, Robert E. 2005. Reflective Democracy. Oxford University Press: New York.
 James Paul and Clapham .1972. Ethiopian Constitutional Development: A source book. Haile
Selassie I university: Addis Ababa.
 Jeavons, T. (1991). Learning for the common good: liberal education, civic education, and
teaching about philanthropy. Washington, DC: Association of AmericanColleges.
 John M.Rist Real Ethics. (2004).Reconsidering the Foundations of MoralityCambridge
university press
o U.K and U.S.A
 Macedo, S. (2000). Diversity and distrust: civic education in a multicultural democracy.
Cambridge, Mass: Harvard University Press.
 Melzer, A. M., Weinberger, J., &Zinman, M. R. (1998). Multiculturalism and American
Democracy.
o Lawrence, Kansas: University Press of Kansas.
 Munitz, Milton K., (ed.) (1961). A Modern Introduction to Ethics, The Free Press of Clencoe
Navia, Luis E. and Kelly, Eugene. (1980). Ethics and the Search for Values, Prometheus
Books. Niemi, R. G., &Junn, J. (1998). Civic education: what makes students learn. New
Haven: Yale
o University Press.
 Norman, Richard. (1985). The Moral Photospheres: An introduction to Ethics, Oxford,
Clarendon Press. Nzongola, Ntalajia and Margaret C. 1998. The State and Democracy in
Africa. Asmara: Africa WorldPress.
 Oppenheim, A. N. (1977). Civic education and participation in democracy : the German

114
 case.London ; Beverly Hills: Sage.
 Penrose, W. O. (1952). Freedom is ourselves: Legal rights and duties of the citizen as a basis
for civic education. Newark: University of Delaware Press.
 Vinay Bhargava (2006). Introduction to Global Issues.
 Walts, Kenneth N. (2003) Progress in International Relations Theory. Belfer Center for
Science and International Affairs John F. Kennedy School of Government, Harvard University
Cambridge, Massachusetts
 Weber,Cynthia (2001) International Relations Theory: A Critical Introduction(2nd edition)
Routledge: London

115
Course Title: General chemistry
Course code: Chem-M1011
ECTS: 5
Cr.Hr: 3
Duration: 20 weeks
Mode of delivery: Parallel
The module is designed to meet the scope and sequence requirements
Module
Overview of a one semester general chemistry course. The module provides an
important opportunity for students to recall and summarize the
previous High and preparatory School chemistry concepts and ensure
readiness and develop interest towards basics of chemistry. Moreover
the module helps the students to learn the core concepts of chemistry
and understand how those concepts apply to their lives and the world
around them. The module also includes a number of innovative
features, including interactive exercises and real-world applications,
designed to enhance student learning. The module covers essential
ideas in chemistry, measurements and units, classification of matter,
composition of substances and solution, chemical reactions, reactions
stoichiometry, electronic structure and periodic properties of
elements, the chemical bond and molecular geometry, concepts of
equilibrium and acid-base equilibrium, basic concepts of organic
chemistry and some selected laboratory activities.
For this course the following experiments are recommended to be
carried out by the students.
Introduction to laboratory safety rules
General Objectives:  To become acquainted with the safety rules for working with
chemicals and participating in a safe manner when carrying out lab
procedures Basic laboratory techniques
 To become familiar with measuring, Reading and recording
measurements correctly (significant digits and unit). Identification
of substances by physical properties

116
  To become acquainted with procedures used in evaluating physical
properties and the use of these properties in identifying substances
Separation of the components of a mixture
 To become familiar with the methods of separating substances
from one another using filtration, decantation and distillation
techniques. Solution preparation
CHAPTER ONE Essential Ideas in Chemistry
1.1. Chemistry in Context
1.1.1. Chemistry as the Central Science
1.1.2. The Scientific Method
1.1.3. The Domains of Chemistry
1.2. State and Classification of Matter
1.2.1. State of Matter
1.2.2. Classification of Matter
1.3. Physical and Chemical Properties
1.4. Extensive and Intensive Property
1.5. Measurements and Units
1.5.1. SI Base Units
1.5.2. Derived SI Units
1.6. Measurement Uncertainty
1.6.1. Significant Figures in Measurement
1.6.2. Significant Figures in Calculations
1.6.3. Accuracy and Precision
1.7. Conversion Factors and Dimensional Analysis
CHAPTER TWO Atoms, Molecules and Ions
2.1. Atomic structure and symbolism
1.1. Chemical Symbols and Isotopes
2.1.2. Atomic mass unit and average atomic mass.
2.2. Chemical Formulas
2.3. The Periodic Table
2.3.1. Historical development of the periodic table
2.3.2. Classification of elements in the periodic table

117
 2.4. Ionic and Molecular Compounds
2.4.1. Formation of Ionic Compounds
2.4.2. Formation of Molecular Compounds
2.5. Chemical Nomenclature
2.5.1. Ionic compounds
2.5.2. Molecular Compounds
CHAPTER THREE 3.1. Formula Mass and Mole Concept
3.1.1. Formula Mass
3.2. Determining empirical and molecular formulas
3.2.1. Percent Composition
3.2.2. Determination of Empirical Formulas
3.2.3. Determination of molecular formulas
3.3. Molarity and Other Concentration Units
3.3.1. Molarity
3.3.2. Dilution of Solutions
3.3.3. Percentage (W/W, W/V and V/V) vii
3.3.4. Parts per million (ppm) and Part per billion (ppb)
CHAPTER FOUR Stoichiometry of Chemical Reaction
4.1. Writing and Balancing Chemical
4.1.1. Writing Chemical Equations
4.1.2. Balancing Chemical Equations
4.1.3. Equations for Ionic Reactions
4.2. Classification of chemical reactions
4.2.1. Acid-base reactions
4.2.2. Precipitation reactions and solubility rules
4.2.3. Oxidation-Reduction Reactions
4.3. Reaction stoichiometry
4.4. Reaction Yield
4.4.1. Limiting Reactant
4.4.2. Percent Yield

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 4.5. Quantitative Chemical Analysis
4.5.1. Acid-base Titration
4.5.2. Gravimetric Analysis
CHAPTER FIVE Electronic Structure and Periodic Properties of Elements
5.1. Electromagnetic energy
5.1.1. Characteristics of Light
5.1.2. Quantization and Photons
5.2. The Bohr Model
5.3. Development of Quantum Theory
5.3.1. The Quantum–Mechanical Model of an Atom
5.3.2. Quantum Theory of Electrons in Atoms
5.3.3. The Pauli Exclusion Principle
5.4. Electronic Structure of Atoms
5.4.1. Orbital Energies and Atomic Structure
5.4.2. The Aufbau Principle
5.4.3. Electron Configurations and the Periodic Table
5.4.4. Electron Configurations of Ions
5.5. Periodic Variation in Element Properties
5.5.1. Variation in Covalent Radius
5.5.2. Variation in Ionic Radii
5.5.3. Variation in Ionization Energies
5.5.4. Variation in Electron Affinities
CHAPTER SIX Chemical Bonding and Molecular Geometry
6.1. Ionic Bonding
6.1.1. The Formation of Ionic Compounds
6.1.2. Electronic Structures of Captions and Anions
6.2. Covalent Bonding
6.2.1. Formation of Covalent Bonds
6.2.2. Polarity of Covalent Bonds
6.3. Lewis structures

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 6.3.1. Writing Lewis Structures with the Octet Rule
6.3.2. Exceptions to the Octet Rule
6.4. Formal Charges and Resonances
6.4.1. Calculating Formal Charge
6.4.2. Predicting molecular structure using formal charge
6.4.3. Resonance
6.5. Strengths of ionic and covalent bonds
6.5.1. Ionic bond strength and lattice energy
6.5.2. Bond strength of covalent bond
6.6. Molecular structure and polarity
6.6.1. VSEPR Theory
6.6.2. Molecular structure and dipole moment
CHAPTER SEVEN Equilibrium Concepts and Acid-base Equilibrium
7.1. Chemical Equilibrium
7.1. Le Chatelier’s principle
7.2. Equilibrium calculation
7.3. Concepts of acid-base
7.3.1. Arrhenius concept
7.3.2. Br∅nsted-Lowery concept
7.3.3. Lewis concept
7.5. pH and pOH
7.6. Relative Strength of Acids and Base
7.7. Buffers Solution
CHAPTER EIGHT. ORGANIC
8.1. Hydrocarbons
8.1.1. Alkanes
8.1.2. Alkenes
8.1.3. Alkynes
8.2. Aromatic Hydrocarbons
8.3. Alcohols and Ether

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 8.3.1. Alcohols
8.3.2. Ethers
8.4. Aldehydes, Ketones, Carboxylic acids and Esters
8.4.1. Aldehydes and Ketones
8.4.2. Carboxylic Acids and Esters
8.5. Amines and Amides
8.5.1. Amines
8.5.2. Amides

Course Title: Economics

Course code: Econ-1011
ECTS: 5 Duration: 20 weeks
Cr.Hr: 3 Mode of delivery Parallel
Instructor Contact Instructor’s Name:
Mob.No:
Email:
Course description This course provides a general introduction to economics combining
elements of micro and macro fundamentals. The first part of the course
focuses on theories of consumers’ and producers’ behavior. Besides
the course will also cover the neoclassical theory of product and/or
service pricing for perfectly competitive market and provide brief
introduction to monopoly, monopolistic competition, and oligopoly
market structures.
The second major part of the course will discuss elements of
macroeconomics such as macroeconomic goals, national income account
and its measurement, macroeconomic problems and policy instruments.
In offering the course, the real contexts Ethiopia will be thoroughly
considered. General objective
The course will introduce students to the fundamental economic concepts
and principles.
Specific objectives This course is aimed at:
of the course ✓ Describing the major economic agents and their respective roles and
objectives,
✓ Introducing the concepts of demand and supply and their interactions.
✓ Introducing students to the neoclassical theory of consumer
preferences and utility maximization approaches,
✓ Discuss short- run behaviour of production and the related cost
structure,
✓Introduce the different market structures and their real world
applications, and

121
 ✓ Equipping students with macroeconomic goals, national income
accounting, economic problems and policy instruments in light Ethiopian
context.
Expected learning After completing introduction to economics, students will be able to:
outcomes ✓ Describe the major economic agents and their corresponding roles and
objectives;
✓ Understand the concepts of demand and supply and their interactions;
✓ Explain the objective functions of consumers and producers’
behaviour in the short run, .
✓ Differentiate the various types of market structures,
✓ Understand the fundamental macroeconomic concepts, problems and
policy instruments in the context of Ethiopia.
Course teaching The course will involve deploying different teaching methods that
methodology attempt to make the teaching- learning process as effective as possible.
For most part of the course, delivery method will be arranged as to make
the process student-centered. There shall be full and active participation
from students and they are strongly encouraged to ask questions, to
reflect on brain-storming queries, and be involved actively and
attentively in take-home assignments and peer discussions that appear
during the semester both within and outside class-room sessions.
While there is no limit to the imagination and flexibility of the instructor,
the course delivery techniques will generally involve the following items:
➢ Lecture
➢ Brain-storming sessions
➢ Group discussions
➢ Individual and group assignments
Assessment Students will be evaluated using different mechanisms and their weights
Methodology as indicated in the table below.
Assessment method Weight
Assignment (individual and/or group) 20%
Tests/ quizs 30%
Final Exam 50%
Total 100%

Course policy Attendance: it is compulsory to come to class on time and every time. If
students are going to miss 85% of the class during the term, they shall
not be allowed to sit the final exam,
Assignments: students must do their individual and group assignments
and submit on time. Assignments shall be submitted on or before the due
date as specified by the instructor,
Tests/Quizzes: instructors should give short quizzes and tests as
appropriate.
Cheating: students must do their own work and should not copy answers
from someone else.

122
 Acts and mannerisms: When students are in class, they are strictly
forbidden from chewing gum, consuming any addictive substances,
listening to recorders or CD players, or being involved in acts that
interrupt the normal teaching-learning process.
Besides, students are required to switch off their cell phones before class
and exam sessions. Students who attempt to disobey these rules and
regulations will be subject to disciplinary measures accordingly to the
Senate Legislations of the University.
Commitments of Preparedness: students must come to class prepared by bringing the
instructor & appropriate materials like handouts, worksheets, exercises given, text
students books and assignments. Students must plan their own learning through
reading various course related materials and chapters in books. They are
expected to work a lot individually to meet the requirement of the course.
They have to use their time for group work and home study effectively.
o Participation: students are expected make active participation during
class sessions.
o Coordination: instructors shall play a pivotal role in facilitating the
teaching and learning processes both in the class room and outside the
class rooms.
Readings and texts A. Koutsoyiannis, Modern Microeconomics
2. D.N.Dwivedi, 1997, Micro Economic Theory, 3 rd edition., Vikas
Publishing
3. R.S. Pindyck& D.L. Rubinfeld, Microeconomics.
4. Hal R. Varian, Intermediate Microeconomics: A Modern Approach, 6
th edition.
5. C.L.Cole, Micro Economics: A Contemporary Approach.
6. Ferguson & Gould’s, 1989, Microeconomic Theory, 6 th edition.
7. N. Gregory Mankiw, 2007, Macroeconomics, 4 th edition.
8. P. Aghion and P. Howitt ,2009, The Economics of Growth, The MIT
Press.
9. A. B. Abel and B.S. Bernanke, 2017, Macroeconomics, 9 th edition,
Pearson.
10. Ayele Kuris, Introduction to Economics, 2001.
11. Begg, Fisher &Dornbusch, 2005, Macroeconomics, 8 th Ed.
12. Liberman, Marc and Hill, Robert E, 2005, Introduction to Economics
2 nd Ed.
13. Richard E. Carmichael, 2006, Economics for Everyone: An
introduction to Economics.
Lecture Topic & Sub Topics of the Course
Chapter One: Introduction
Definition and Meaning of Economics
6 hour Rationale of Economics
Scope and methods of economic analysis
Micro and macro economics
Positive and normative economics
Inductive and deductive reasoning in economics.
Scarcity, choice, opportunity cost and production

123
 possibilities frontier
Basic economic questions,
Economic systems
1.7. Decision making units and the circular flow model
Chapter Two: Theory of Demand and Supply
Theory of Demand and Supply
8 hours Theory of Demand
Demand function, demand schedule and demand curve
Determinants of Demand
Elasticity of Demand
Theory of Supply
Supply function, supply schedule and supply curve
Determinants of supply
Elasticity of supply
Market equilibrium
Chapter Three: Theory of Consumers’ Behaviour
Theory of Consumers’ Behaviour
Consumer preferences
9 hours The concept of utility
Approaches of measuring Utility
The cardinal utility approach
Assumptions of cardinal utility theory
Total and marginal utility
Law of diminishing marginal utility (LDMU)
Equilibrium of the consumer
The ordinal utility approach
Assumptions of ordinal utility approach
Indifference curve and map
Properties of indifference curves
The marginal rate of substitution (MRS)
The budget line or the price line
Equilibrium of the consumer
Chapter Four : The Theory of Production and Costs
Theory of Production and Costs
8 hours Theory of production in the short run
Definition of production
Production function
Total, average, marginal product
The law of variable proportions
Stages of production
Theory of costs in the short run
Definition and types of costs
Total, average, marginal costs in the short run
Relationship between short-run production and cost curves
Chapter Five: Market structure
Market structure
The concept of market in physical and digital space

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6 hours Perfectly Competitive market
Assumptions
Short run equilibrium of the firm
Short run equilibrium of the industry
Monopoly market
Definition and Characteristics
Sources of Monopoly
Monopolistically competitive
market
Definition and
characteristics
Oligopolistic market
Definition and characteristics
Chapter Six: Fundamentals of macroeconomics (with stylized facts from Ethiopia)
Fundamentals of macroeconomics
Goals of Macroeconomics
The National Income Accounting
Approaches to measure national income (GDP)
11 hours Other income accounts (GNP, NNP, NI, PI and DI)
Nominal versus Real GDP
The GDP deflator and the Consumer Price Index(CPI)
The Business Cycle
Macroeconomic Problems
Unemployment
Inflation
Trade deficit and budget deficit
Macroeconomic Policy Instruments
Monetary policy
Fiscal policy

Year II
Foundation of Nursing I
Module Name: Foundation of Nursing I
Module Code: Nurs 2013
Module ECTS: 19
Module summary
Weeks Total hours
Total module duration 20
 Class room based teaching (lecture) 15 204
 SDL (clinical and biomedical lab ) 15 67
Teaching
 Exam period 1

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 Clinical practice 4 236(40 hr/week)
Course Contents contributed to the module Total hrs Grade %
 Anatomy 36 7%
 Physiology 36 7%
 Biochemistry 15 3%
 Pharmacology 10 2%
 Microbiology 10 2%
 Ethics 15 3%
 Fundamental of Nursing 26 5%
 First Aid 51 10%
 Clinical laboratory methods 5 1%
 Skill lab + Basic science lab 67 13%
 Clinical practice 236 46%
Total 513 100%
Module Description:

This module is designed for BSc in nursing students to provide with the opportunity to develop their
knowledge and understanding of biomedical sciences and the principles of basic clinical laboratory
methods relevant to provision of Basic Nursing care related to Musculoskeletal, Respiratory,
Circulatory, and HEENT system. The practice component of the module will provide the student
with the opportunity to apply this knowledge into practice while providing nursing care for patients
with Musculoskeletal, Respiratory, Circulatory, and HEENT problems.

126
 Module Objectives:
By the end of this module, students will be able to provide Basic Nursing care by applying
knowledge of biomedical sciences related to Musculoskeletal, Respiratory, Circulatory systems and
HEENT problems.
Learning Outcomes: By the end of this module, the students will be able to
 Apply nursing professionalism, ethics and legal practice in their work environment
 Identify the normal structure of Musculoskeletal, Respiratory, Circulatory, and HEENT systems
 Comprehend basic functions of Musculoskeletal, Respiratory, Circulatory, and HEENT systems
 Outline the transmission & expression of genetic information and correlate the biochemical
processes with health & disease.
 Explain the biochemical aspects of human life
 Recognize Pharmacodynamics and Pharmacokinetics of drugs.
 Explain mechanism of action, interaction, classification, adverse effect of drugs acting on
Musculoskeletal, Respiratory, Circulatory, And HEENT systems
 Differentiate the normal and abnormal laboratory values related to the mentioned system systems
and interpret the results.
 Describe the most common disease causing agents and cellular response to the agents.
 Apply basic principles of nursing health assessment used to conduct basic nursing skill.
 Apply basic first aid and accident prevention measures.
 Apply the principles of aseptic and sterile technique when practicing patient care
 Perform basic nursing skills related to Musculoskeletal, Respiratory, Circulatory, and HEENT
systems in ethical and professional manner as per expected workplace standards
Teaching-Learning Methods
 Interactive lecture and discussion  Video show
 Small group discussion  Demonstration
 Role play  Side lab
 Case study  Seminar presentation
 Bedside teaching  Guided clinical practice
 Portfolio  PBL tutorial
 Clinical simulation
 Inter-professional learning experience in different specialty departments.

Teaching-Learning Materials  Anatomic models & simulators

 Learning guides and checklists  LCD Projector
 Text books  White board, marker
 Reference manual  Laptop
 Flip chart  Audiotape
 Writing board  Videotapes
 Posters

127
 Methods of Assessment
 Formative
 Quizzes; PBL;tutorial reflection and feedback;  Simulation based practical tests
Logbook; Portfolio
Summative assessment of the overall module
 Class room based teaching =40%; Written test =25% SDL =15%
 Total = 40%
 Clinical and community practice = 60 %;DOP= 24 %,Review of portfolio= 12%, OSCE with
oral =18%, Other student performance (seminar, CBD etc..) 6 %
 Total =60%
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
6. Joanna R. Fuller: Surgical Technology, Principles and Practice 2nd edition,
W.B. Saunders Company Philadelphia 1986.
7. Guyton A C. Textbook of Medical physiology. Guytom &Hall 11th ed, 2006
8. Ganongy WF. Review of Medical physiology. Mc Graw Hill 22nd ed, 2006.
9. John Bullock, Joseph Boyle and Michael B. Wang. Physiology, National Medical Series (NMS)
for Independent Study. Williams & Wilkins. 3rd edition 1992
10. Berne R.M. and Levy M.N. Physiology. 3rd edition.
11. Mackenna B.R and Callander R. 1991. Illustrated Physiology 5th edition.
12. Parth C.M. 1990. Pathophysiology. 3rd edition.
13. Hawker R.W. Notebooks of medical physiology.
14. Findlag A.L.R. Physiological principles of Reproduction and the foetus.
15. Salah Abu-sitta. Handouts containing different chapters (eight separate handouts)
16. Barbara M. Soule: Infections and Nursing Practice, Prevention and control,
17. Mosby, 1995.
18. Carol Tayler, Carol Lillis, Prescilla LeMone: Fundamentals of Nursing, The Art and Science of
Nursing Care, third edition, Lippincott, 1997.
19. Neolon F.: Fundamental Skills in Surgery, fourth edition, Philadelphia W. B. Saunders 1994.
20. Barbara Bates (1995), a guide to physical examination and history taking.
21. Bette A. Baker (1984), health assessment across the life spans.
22. Mary K. Dempsey (1981), health assessment for professional nursing.
23. Elizabeth Burns (1992), health assessment in nursing practice
24. Janet Weber (1997), nurses’ handbook of health assessment
25. Routh F. Craven (1992), fundamentals of nursing
26. Verolyn Roe Bolander (1994), Sorensen and Luckman’s basic nursing-a
psycho physiologic approach
27. Fente Ambaw: Lecture note on Health assessment for health science students
28. American Red Cross standard first Aid and Personal Safety, 2nd ed. New York 1979.
29. Alemaya University, lecture notes, Alemayehu Galmessa, First Aid and Accident Prevention for
Nurses
128
Week 1 Lecture And Discussion: 17 Hrs. Overview of the 17hrs/wk

curriculum (30min)
 Structure and design
 Education strategies
 Core competencies
 Teaching and learning methods
 Assessment methods
Foundation of modern nursing (2hr.)
 Definition of nursing
 Historical background of nursing
 Religious and civilization influence on nursing
 The history of Nursing in Ethiopia
 Nursing as a profession rather than occupation
Philosophy of nursing theory (2 hrs)
 Over review of theory
 Definition of terms related to theory
 Relationship of theory to practice and research
 Major nursing theories used for nursing practice
 Non-nursing theories used for nursing practice
I.I ntroduction to human anatomy --- (2hrs)
 History, definition
 Divisions of anatomy
 Levels of structural organization
 Anatomical positions
 Anatomical terminologies
 Anatomical planes and sections
 Terms of relationship and position
 Terms of movement
 Body regions and regional names
 Body cavities and membranes
I. General physiological principles (2 hrs.)
• Introduction
• Homeostasis
• Control mechanisms
• Negative feedback control systems
• Positivefeedbackmechanisms
• Control systems
• Communications between cells (types of
junctions)
Body fluid compartments

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 Biochemistry -------------------- (2 Hrs)

INTRODUCTION TO BIOCHEMISTRY

 Introduction:
 Definitions
 Role of biochemistry
 Cellular components
 Brief introduction to metabolism& Enzymes

Microbiology [3 Hrs.]
 Scopes of Microbiology, History of Microbiology
 Germ theory of disease, Classification of micro- organisms
(Eukaryotic and prokaryotic cells)
 Structure and classification of bacteria
 Identification and nomenclature of bacteria
o Bacterial growth and genetics

Biomedical Skill Lab: 2 Hrs

 Anatomy, physiology, charts videos (demonstrate on
cadaver)
Week 2 Lecture And Discussion: 17 Hrs. 17hrs/wk
Introduction to lab. (2 hrs.)
-Selection of Lab. Tests
-Interpretation of test results
-Patient approach
.Introduction to General Pharmacology….(4hrs)
• Definition, History of Pharmacology, sources of drugs, drug
nomenclature, transport of drug molecules across biological membranes
& drug development
• discuss basic parameters of Pharmacokinetics ( absorption, distribution,
metabolism and excretion of drugs)
• Pharmacodynamics
• Mechanism of drug action( site of drug action)
• Types of drug receptors & drug receptor interaction
• Receptor agonism and antagonism
• Dose response relationships (quantal & graded dose )
• Determination of ED50, LD50 & therapeutic index
• Factors modifying drug effect & dosage
Ethics-legal aspects to nursing (4 hrs.)
 Ethics issue in nursing; Normal value and ethics
 Ethical principles;Ethical philosophy
 Analysis of Ethical Dilemma

130
  Legal issue in nursing
 Sources of law
 Standardized of care
 Patient bill of right
 Informed consent
 Torts and crimes
Recording and reporting (2 hrs.)
 Admission and discharge documentation
 Client progress notes
 Critical incident reporting to senior staff
SDL Practice Areas ( 2 hrs)
 Recording And Reporting
Biomedical skill lab (2 hrs.) Anatomy, biochemistry
Week3 Lecture And Discussion: 17 Hrs. Foundation (6 hrs) 17hrs/wk
 Historical development of nursing process
 Different approaches of nursing assessment
The 11 functional health pattern (Gordon’s approach)
Systemic approach; Human response pattern
 Component of nursing process
Assessments;Nursing Diagnosis;Planning;Outcome
identification;Implementation;Evaluation
II. Cell structure and tissues -------- 4hrs
II. Membrane Physiology (3hrs.)
 The cell and its organelles
 Structure of the cell membrane
 Transport across cell membranes
 Diffusion and Osmosis
 Endocytosis and Exocytosis
 Active transport
 Electrical signals and excitable cells
 Therestingmembranepotentialof nerves
 Action potentials
 Stimulus parameter Synaptic transmission

Biomedical skill lab 2 hr.

131
Week 4 Lecture And Discussion: 17 Hrs. 17hrs/wk
Introduction to operating room technique 3 hrs.
 Physical organization of the Operating Room
 Design of the operating room
 Traffic Flow and Activity Patterns
 Operating Suite Equipment
 Personnel organization of the Operating Room
 Sterile team members
 Unsterile team members
 Qualities of the Operating Room personnel
 Coordinated work of the Operating Room team
 Item count

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 Economic use of supplies and time
Surgical conscience and ethics 2hrs.
 Surgical conscience
 Areas affected by surgical conscience
 Protection of the patient
 Situations that undermine surgical conscience
 Legal aspects of surgery
 Criminal responsibilities
 Common areas of negligence
Infection prevention and patient safety------------------
(6hrs.)

 Hand hygiene
o Hand washing
o Hand antisepsis
o Antiseptic hand rub
o Surgical scrub
 Personal protective equipment
o Donning and removing PPE
o Donning and Removing Gowns
o Donning and removing a Cap and Mask
o Donning and removing glove(Sterile & Clean)
o Eye protection
 Creating and maintaining sterile field
 Instrument processing
o Decontamination
o Cleaning
o Drying and packing
o High level disinfection
o Sterilization
o Storing
o Distribution of sterile items
o Cleaning the operating room
 Waste segregation
 Sharp waste disposal
 Patient unit care
 Linen processing
Biochemistry .................... 3 hrs. MOLECULAR BIOLOGY

 Nucleotide structure
 Biosynthesis & Degradation of nucleotides
 DNA structure and Replication
 RNA structures and Transcription
 Protein Synthesis:

133
  The Genetic Code
 Translation
 Mutation
 Regulation of gene expression in
 Prokaryotes
 Eukaryotes
SDL Practice Areas IPPS (4 hrs.)

Week 5 Lecture And Discussion: 17 Hrs. Pharmacology (3 hrs.) 17hrs/wk

II. Drugs Affecting the Autonomic Nervous System
 Cholinergic agonists & antagonists
 Neuromuscular junction blockers
 Adrenergic agonists & antagonists Ethics (2 hrs.)
 Communication process
 Definition of communication
 Purpose and levels of communication
o Types of communication
 Component of communication
 The basic characteristics of communication
o Techniques of effective communication
III.Musculoskeletal system -------4hrs

134
 Foundation ---------------- (2hrs.)
Managing patient safety device and comfort
 Applying cotton rings
 Applying foot-board
 Applying pillows
 Applying air rings
 Applying bed-cradle
 Adjusting side rails of beds
 Applying sand bag
 Applying Splint
 Applying fracture board
 Appling back rest

SDL Practice Areas (4 hr.)

Hygiene and Grooming
Patient comfort and safety device
Biomedical Skill Lab: 2 Hrs.
Week 6 Lecture And Discussion: 17 Hrs. 17hrs/wk
Musculoskeletal
system…continued… ................... 2 hrs
III. Muscle Physiology (3hrs.)
 Skeletal muscle, smooth muscle and cardiac muscle
 Structure of skeletal muscle
 Neuromuscular junction
 Excitation-contraction coupling
 Contractile mechanisms
 Length-tension relation ships in skeletal muscle
Body mechanics and mobility ……3hrs
 Positioning and moving a patient
 Patient ambulation
 Assisting patient with assistive devices
 Gait belt
 Prosthetics assistance
 Cane
 Walker
 Crutch-
 Gaits used with crutches
 Four-point gait

135
 Two-point gait
 Three-point gait
 Swing-through gait
 Swing to gait
 Up & down stair
 Lifting the patient
 Dangling
 Logrolling
 Shoulder lift
 Moving patient up on the bed
 Patient transfer
 Applying ROM exercises
Foundation ---------------- 2Hrs. Bed making
 Stripping bed
 Unoccupied bed
 Closed bed
 Open bed
 Occupied bed
 Fracture bed
 Anesthetic bed
 Cardiac bed
 Amputation bed
 Baby crib

SDL Practice Areas (6hr.)

 Bed making
 Body Mechanics
Biomedical Skill Lab [2 Hrs.]

136
Week 7 Lecture And Discussion: 17 Hrs. 17hrs/wk
IV.Anatomy of the muscles ------------ 4 Hrs.
 Naming of skeletal muscles
 orientation of fibers
 relative position, or function
 Coordinated action of Muscle groups
 Antagonistic Muscles
 Synergistic Muscles
 Major skeletal muscles
o Origin; Insertion ;Action
 Innervations
 Blood supply
 Applied Anatomy
IV. Blood physiology (2hrs.)
 Blood volume and constituents
 Plasma constituents
 Erythrocytes and bloodgrouping
 Leukocytesandimmune responses
 Platelets andHemostasis

Microbiology [3Hrs.]
Gram negative bacilli (Entero bacteriaciae, bordetella,
aemophilus, Pseudomonas, campylobacter, helicobacter,
Vibrio)
Biochemistry ------------------------3Hrs

ENZYMES & COENZYMES

 Definition and Classification

 General properties
 Kinetics of enzymes
 Factors affecting enzyme activities
 Enzyme inhibition
 Regulation of enzyme activities
 Cofactors & Coenzymes
 Clinical applications of enzymes

Microbiology [3 Hrs.]
‒ Hypersensitivity Reactions and autoimmunity
‒ Immunoprophylaxis (Use of Vaccines) and Immunotherapy
‒ Gram Positive Cocci (Staphylococci and Streptococci)
‒ Gram Negative Cocci (Neisseria)

Gram Positive Bacilli (bacillus, clos, corneybacterium)

137
 Biomedical Skill Lab: 2 Hrs.

17hrs/wk
Lecture Hour 17 hrs. Microbiology [4 Hrs.]
Week 8  Antimicrobial agents: principles, mechanisms of
action and drug resistance,
 Sterilization and disinfection
 Basic principles of immunology
‒ Defense Mechanisms:
‒ Non- Specific/innate resistance
Specific/adaptive immunity (humoral and cellular Immunity

Foundation -------------------------- (4hrs.)

Essential assessment components
 Measuring Vital signs
 Pulse rate
 Respiratory rate
 Body Temperature (Oral, Axilary ,Rectal, Tympanic)
 Blood pressure
 Measuring patient's body weight
 Taking patient's height
 Pain assessment
 Specimen collection
SDL: Vital signs ( 9 hr.)
Week 9 Lecture Hour 17 hrs. 17hrs/wk
Anatomy
V.Respiratory system -----------4hrs

138
 Physiology ----------------------------- 4 Hrs.
V. Respiratory Physiology (6hrs)
 Mechanics of pulmonary ventilation
 Functions of Respiratory system
 Pleural and alveolar pressure
 Pulmonary volumes and capacities
 Exchange and transport of O2 and CO2
 Regulation of respiration
 Respiration under abnormal conditions.
- Hypoxia, Hypercapnia (Hypercarbia)
- Pulmonary disease
- Inadequate transport delivery of O2
Biochemistry -------------------- 2Hrs
WATER & pH
 Role of water in biological system
 Acid base theories
 Definition of pH, pKa and pKb
 Buffers & Acid-base balance

III. Respiratory system Pharmacology------------------ (3 hrs.)

PKs & PDs of drugs used for MGT of cough, nasal congestion,
allergic conditions, B. asthma & COPDs Principles of therapy
Foundation ----------------------------- (2 hrs.)
Oxygenation and ventilation
 Measuring oxygen saturation
 Methods of oxygen Administration
 Air way suctioning
o Nasopharyngeal
o Oropharyngeal
o Endothracheal
 Tracheostomy care
 Postural drainage and water seal drianage
 Thoracentesis
Oxygenation: Respiratory function
 Normal respiratory function
 Altered respiratory function
 Application of nursing process(Activity and exercise pattern)

139
 SLD: Oxygenation 2 hrs
Week 10 Lecture Hour 17 hours. 17hrs/wk
V. Anatomy Circulatory System…….4Hrs
a. Cardiovascular system
Heart Blood
Blood vessels
b. Lymphatic system
 Lymph nodes
 Lymphatic capillaries
 Lymphatic vessels
1. Heart- structure
 Location and coverings
 Major parts & heart wall
 Conducting system
 Innervations & Blood supply
2. Circulatory roots
 Systemic circulation
 Pulmonary circulation
 Fetal circulation
 Cerebral circulation
3. Lymphatic system
• Lymph
• Vessels
• Nodes
• Circulation
• edema
VI. Cardiovascular system (4hrs.)
 Functions of theheart
 Physiological anatomy of the heart
 Basic processes of Excitation and excitation contraction processes
 Electrocardiography (ECG).
 Circulation
 Components ofcirculation
 Cardiac cycle
 Biophysicsofbloodflow (Haemodynamics)
 Regulation of cardiovascularsystem

140
 Physiology
VI. Blood physiology (2hrs.)
 Blood volume and constituents
 Plasma constituents
 Erythrocytes and bloodgrouping
 Leukocytesandimmune responses
 Platelets andHemostasis
IV. Cardiovascular Pharmacology… ........ (4hrs.)
-PKs & PDs of drugs used for: heart failure, PKs & PDs of drugs used for:
Myocardial infarction (angina pectoris), Arrhythmia , Anticoagulats,
Antihyperlipidemics , Anemia hypertension and hypotension
-PKs & PDs of drugs used for:Myocardial infarction (angina
pectoris), Arrhythmia , Anticoagulats, Antihyperlipidemics ,
Anemia
Hematology 4 hrs.
Basic hematological tests
 CBC
 Reti. Count
 B/F preparation and staining
 ESR
Week 11 Lecture Hour 17 hours. Homeostasis 2hrs. 17hrs/wk
-General principle of Blood coagulation
-Tests to discover etiology of hemorrhage and
thrombosis..
Immuno hematology 2hrs
Principle of Immunohematology
-Blood group antigens and antibodies
-Immunohematology reaction
-Test to discover etiology of
-Blood transfusion
Body fluid analysis 2 hrs.
 CSF
 Synovial fluid
 Serous Fluid analysis Medication and fluid therapy (4
hrs.) Medication preparation
 Withdrawing Medication from a Vial

141
  Withdrawing Medication from an Ampoule
 Mixing Medications from Two Vials into One Syringe
 Preparing an IV Solution
Medication administration
 Administering Oral, Sublingual, and Buccal Medications
 Administering Eye and Ear Medications
 Administering Skin/Topical Medications
 Administering Nasal Medications
 Administering Rectal Medications
 Administering Vaginal Medications

SLD: Medication administration 7 hrs

Week 12 Lecture Hour 17 hours. 17hrs/wk

Medication and fluid therapy (5hrs)
 Administering Nebulized Medications
 Parenteral Medications 67estation67tion
 Administering an IntradermalInjection
 Administering a Subcutaneous Injection
 Administering an Intramuscular Injection
 Administering Medication via IV Injection
 Adding Medications to an IV Solution
 Administering Medications via IV Bolus or IV Push
Fluid therapy
 Setting an IV line
 IV fluid therapy
 Blood transfusion
ANATOMY OF THE EYE -------------- (2 hrs.)

 Functional Anatomy of the Visual System

 Organization of the visual cortex
 Primary visual cortex
 Secondary visual cortex
Physiology of the eye ---------------- (2 hrs.)
 Color Vision
 Perception of Motion, Depth and Form
 Optics of Vision

142
  Physical Principles of Optics
 Refractive errors
 Photochemistry of Vision
 The Neurophysiology of vision
 Central Visual Pathways
 function of the visual cortex
Anatomy of the Ear ------------------(2hrs)

 Functional Anatomy of the Ear

 External Ear: Pinna, External Auditory Canal
 Middle Ear: Tympanic Membrane, Auditory Ossicles
 Inner Ear
 Vestibular Receptors
 Cochlear Organization
 Auditory Receptors
 Central auditory system
 Anatomy & excitation of central pathways
Physiology of the ear ------------------- (2 hrs)
 The Auditory physiology
 Acoustics (physical properties of the sound stimulus)
 Conducting Mechanism of the Ear
 Sound transmission: The role of the outer, middle and inner ear
 Physiology of Chemical sense
 Characterization of chemical senses
 Pathophysiology of Auditory defects

SLD: Medication administration 4 hrs

Week 13 Lecture Hour 17 hours. 17hrs/wk

The sense of taste ------------------------------ (2hrs)

 The sense of taste

 Gustatory ability in man
 Sensors, afferent nerves & pathways in 68estation
 Taste Receptors: Taste Buds
 Primary Taste Modalities: Sour, Salty, Sweet, Bitter and,
Umami

143
 Abnormalities (‘Taste Blindness’)
The sense of smell -------------------------- (2hrs)

 Sensors & pathways in olfaction

 Odor qualities
 Olfactory Thresholds
 Central processing
First aid and emergency nursing --------------- (2 hr )

Introduction of first aid and emergency nursing

 Define first aid and accident prevention
 Identify reasons for First Aid
 Explain principles of first aid
 List value of First Aid Training
 Adopt general directions for given first aid First aid
and emergency nursing continued –4 Hrs. Respiratory
Emergencies and Artificial respiration, Cause of
Respiratory failure
 Definition respiratory Emergency
 Definition respiratory failure
 Classification of respiratory failure
 Cause of respiratory failure
 Artificial respiration
 Cardiac arrest
 CPR
Bleeding control -
 First aid for bleeding
 First Aid for wounds
 Prevention of contamination and infection of Wounds
Dressing and Bandages—2hrs
 Definition of dressings
 Principles of dressing
 Bandaging
 Types of commercially available bandages
 Application of bandages
 First Aid kits and supplies
SLD: Basic life support 5hrs

144
Week 14 Lecture And Discussion: 17 Hrs. Specific injures---4hrs. 17hrs/wk
 Head injuries
 Eye injuries
 Neck injuries
 Open Wounds of the chest
 Abdominal injures
Moving and lifting of causality—2 hrs Burns—2 hrs.
 Definition
 Causes and effects
 Classification
 First aid measures for burn
 Prevention of heat emergencies
Bone and joint injuries ---------------------------- 2 Hrs.
Definition, cause, S/S first aid management of:
 Fractures
 Dislocation
 Sprains
 Strain
 Prevention of Accidents resulting in skeleton & muscular
injuries
Poisoning ----------------------------- 2 hrs
 Definition
 Causes
 Sign and Symptoms
 Objective in treatment of first aid
 Contact poisons
 Prevention of Accidental poisoning
Animal bite and sting --------------- 2hrs
Definition, cause, S/S first aid management and prevention of:

 Human bite
 Dog bite
 Snake bite
 Scorpion bite
 Insects sting

145
 SDL Practice Areas (3 hrs.)
 Wound & bleeding control

15week Final exam for theory 1 week

Hospital practice – during this particular practice the 176 Hr

4 wks students are attached to Emergency room, regular OPDS,
Surgical ward, and Medical ward to observe and/or perform
the following but not limited to:

 Observation of the clinical environments

 Observation of history taking and Physical examination
techniques
 Admission and discharge documentation
 Client progress notes
 Critical incident reporting to senior staff
 Apply Body Mechanics
 Medication preparation and administration
 Preparing patient and observing cast application
 Collection & care of specimen
 Care of hospital equipment
 Blood transfusion
 Vital sign
 Bed making
 Infection prevention and patient safety practices
 Participating in crutch walking teaching
 Apply patient safety device and comfort
 Instrument processing
 IV therapy
 Wound care
 Oxygenation
 Tracheostomy care
 Thoracentesis

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 Measurement of Health & Disease

Module Title: Measurement of Health & Disease

Module Code: SPHM-2012
ECTS: 7 ECTs
Duration: 16 weeks
Module Description: This module is designed to equip learners with the knowledge, skills and
attitude needed to measure disease and other health conditions in the community for public health
action. It is offered during foundations to medicine phase of the year one.
Lecture Tutorial hours Assignment Home study hour Total
hours
91 20 20 96 227

Module Objective
At the end of this module, learners will be able to apply public health methods for the
measurement of health and disease at population level.
Supporting Objectives
 Explain the notion of health from scientific and layman perspective (K2)
 Describe the history, evolution and functions of public health and its relevance to the practice of
nursing(K2)
 Apply epidemiological approach to disease causation with emphasis on infectious diseases(K2)
 Apply levels of disease prevention in Nursing (K2)
 Apply the different types of epidemiologic studies (K2)
 Calculate and interpret measures of morbidity and mortality including from existing data sources
(K3)
 Apply different methods of data collection in the community (KAS3)
 Apply basic biostatistics concepts, tools and methods (K3)
 Describe criteria for establishing and evaluating screening programs and factors that affect validity
and reliability of screening tests (K2)
 Describe the processes, uses, and evaluation of public health surveillance (K2)
 Apply the steps of an outbreak investigation and management (K3)
 Discuss epidemiology of diseases of public health significance in Ethiopia and locally (K2)
 Demonstrate clear, sensitive and effective communication skills in interactions with individuals,
families, communities, PHCU staff, local health department staff, peers and faculty ( S3, A3)

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 Suggest health promotion and disease prevention methods for major public health problems (K4)
 Demonstrate professional values and behavior in interaction with individuals, families and
communities consistent with the future role of a physician (A3)
 Demonstrate key public health values, attitudes and behaviors such as commitment to equity and
social justice, recognition of the importance of the health of the community as well as the individual,
and respect for diversity, self-determination, empowerment, and community participation (A3)
 Show respect for colleagues and other healthcare professionals and the ability to foster a positive
collaborative relationship with them (A3)
 Analyze community practice experience and perform practice-based improvement activities using
a systematic methodology (KAS4)
 Use information technology to manage information, access online medical information, and support
one’s own education (KAS3).
 Demonstrate a habit of self-reflection, responsiveness to feedback and an on-going development of
new skills, knowledge and attitude (AS3).
 Search, collect, organize and interpret health and health-related information from different sources
(S3)
 Use information and communication technology to assist in health promotion and disease
prevention measures for individuals and families (S3).
Teaching-Learning Methods
 Interactive lecture and discussion
 Small group learning activities: assignment, exercise, case study
 Individual reading
 PHCU/Community-based learning and study trip: home visit, discussion with individuals and
families to identify and solve problems, observation, PHCU visit, Zonal and District Health
Department Visit, field visit, and targeted literature review based on community experience
 Use of computer applications and access to the internet
 Student presentation
 Personal research and reflection exercise (PRRE)
 Reflective portfolio and mentoring
Teaching-Learning Materials
 Reference Books
1. Fletcher. Principles of Epidemiology
2. Charles H Hennekens and Julie E Buring. Epidemiology in Medicine
3. Rothman, Kenneth J.; Greenland, Sander; Lash, Timothy L. Modern epidemiology. 3rd edition.
2008
4. David G. Kleinbaum, Kevin M. Sullivan. A pocket guide to epidemiology. 2007

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5. Yemane Berhane, DamenHailemariam and Helmut Kloos. Epidemiology and ecologyof health
and disease in Ethiopia. 2006
6. Daniel. Biostatistics: a foundation for analysis in health sciences.
7. Pagano. Principles of Biostatistics
8. Colton. Statistics in Medicine
9. Bland. An introduction to Medical Statistics.
 AV aids (LCD and computer or Overhead projector and transparencies, writing board and marker
or chalk)
 Computers with appropriate statistical software like EPI info and SPSS
 Handouts of lecture materials
 Logbooks for entry of community experience

Methods Formative assessment

 Exercise and assignment
 Logbook and portfolio
 360 degree evaluation
 Student presentation
 Global rating of community experience midway during the module
Summative assessment
 Written exam (50 %)
 PRRE (15 %)36
 Reflective portfolio (10 %)
 Global rating of community experience (15 %)
 Assignment and/or student presentation (10 %)

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 Module Schedule
Week Contents Time
1st wk 1. Introduction to public health (2 hr) 2hr
• Health and disease: concepts, definitions and perspectives
• Public health: definition, philosophy, history, development,
core functions and services
• Public health sciences, their scope and use in medicine

2. Epidemiological concepts of disease causation (9 hours)

Week 1- 4hrs/wk
3  Introduction to Epidemiology: definitions, history, scopes, and
principles of Epidemiology, common terms in Epidemiology
(2hrs)
 Concepts of disease causation (1hr)
 Epidemiological models in disease causation (epidemiological
triangle, web of causation, wheel model) (2hrs)
 Factors in causation (1hr)
 Time, Place and Person concept in disease causation (30’)
 Establishing causation (30’)
 Natural history of diseases (communicable and non-
communicable) (1hr)
 Levels of prevention (1 hour)

Week 3-  Types of epidemiologic studies, their use and limitations (3hrs) 4hrs/wk
6  Observational and Experimental
 Measuring disease frequency (incidence, prevalence) (2 hrs)
 Using available information to measure health and disease
(health information system) (2hrs)
 Death rates, morbidity and disability measures (2hr)
 Comparing disease occurrence (absolute and relative
comparisons, standardization) (2 hr)
 Epidemiology of diseases of public health significance in
Ethiopia (2hr)
Week 7 Epidemiological Measures of Association (2 hrs) 4 hr/wk

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Week 7 10. Screening (2 hour) 4hr/wk
 Definition of screening
 Types of screening
 Criteria for screening
Factors affecting validity and reliability of screening tests
(sensitivity, specificity, predictive values, …)

Week 8-12 (21 hrs) 4hr/wk

 Introduction (2 hrs)
o Handling data
o Variable
o Scales of Measurement
 Measures of central tendency (3 hrs)
 Measures of dispersion (2hr)
 Methods of data collection Presenting and summarizing
data (3 hrs)
 Probability and probability distributions (3 hrs)
 Sampling and Sampling distributions (2hr)
 Statistical inferences (3hrs)
o Point and interval estimation Hypothesis testing
 Sample size determination (2hr)
Week 12 Interpreting and communicating results (1 hr) 4hr/wk

Week 13 Public health surveillance (2hrs) 4hr/wk

 Principles of public health surveillance
 Integrated disease surveillance and response
 Timely warning and intervention
Week 13 Outbreak investigation and management (2hr) 4hr/wk
 Patterns of occurrence of diseases
 Disease outbreaks
 Steps of investigation of an outbreak
 Management and control of an outbreak or epidemic

Week 14 Evaluation of Evidence and Judgment of causality (4hrs) 4hr/wk

 Factors affecting generalizability (2hrs)
 Bias
 Confounding
 Chance
 Judgment of causality (2hrs)
Week 15-16 Module Completion and Examination

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 Inclusiveness: A course for Higher Education Students of all disciplines
1. Course information
1.1. Course Title: Inclusion in Education and Development
1.2. Course code: Incl 2031
1.3. Ects: 3
1.4. Contact hours: 48 Hours
2. Introduction
Development efforts of any organization need to include and benefit people with disabilities through
providing education, creating employability, promoting prosperity, reducing poverty and enhancing
stability. Unfortunately, this has not been the practice for the majority of people with disabilities
due to unfavorable attitude, negligence and exclusion from all development endeavors. It is obvious
that people with disabilities are the large stand most disadvantaged minority in the world. They are
about 15 percent of the global population (about one billion people), and 17.6 million in Ethiopia,
with most extended families including someone with a disability (World Health Organization and
World Bank and 2011). Exclusion practices of this large number of persons with disabilities in
Ethiopia seem undermines their potential/ability to contribute to poverty reduction and economic
growth within their household, their community and the country. It is clear that it is not impairment,
but, the exclusion practices that has contributed for poverty aggravation for persons with disabilities.
Exclusion practices of persons with disabilities have a long history, affecting the life of people with
disabilities and the society at large. In the past and even today people have been discriminated due
to their disabilities.
Inclusions promote effective developments through full participation of all members of a population
and people with disabilities, where both are agents of development and beneficiaries. Through
identifying and removing barriers, people with disabilities participate and benefit from the
developments. Genuine inclusion of people with disabilities allow them actively participate in
development processes and eliminate dependence syndrome, leads to broader benefits for families
and communities, reduces the impacts of poverty, and positively contributes to a country’s economic
growth. All stages of development processes of any organization should be inclusive through
creating equal access to education, health care services, work and employment, social protection
and all development center of human being.
Course Description
Special needs education refers to people with divers’ disabilities, gifted and talented, and divers’
population being at risk of education and development. As per the institutional reform that is
focusing on enhancing development for all population, the field of inclusive education is taking
center stage in institutional planning and improvement. This course introduces the process of
achieving inclusion with all appropriate accessibility and established support system at institutional
level.
In this course, the higher education students will learn how to assess, understand and address the
needs of persons with disabilities and provide relevant support or seek extra support form experts.
He/she also learns how to adapt and implementing services for an inclusive environment that aimed
to develop holistic development such as affective, cognitive and psychosocial skills of the
population with disabilities. Identification and removal/management of environmental barriers
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 would find a crucial place in the course. The students learn how to give more attention and support
for students with; hearing impairments, visual impairment, deaf-Blind, autism, physical and health
impairments, intellectually challenged, emotional and behavior disorders, learning difficulty,
communication disorders, gifted and talented student, and those at risk due to different reason
(population who are environmentally and culturally deprived, abused, torched, abandoned, and
orphaned and vulnerable..etc). All University students will be given the chance to study the specific
developmental characteristics of each group of students with disabilities and come up with
appropriate intervention strategies in inclusive settings of their respective professional environment
and any development settings where all citizens are equally benefited.

Learning outcomeof the course

The goal of this course is to provide the tools and strategies that help to create a convenient environment
that accommodates population with divers’ disabilities and potential. This course encourages exploring
the benefits of collaborating with colleagues to design and implement inclusion an all sphere of life. It
also guides the discovery of ways to modify environment as well as services and practices to meet the
needs of all persons with disabilities in inclusive environment.
As a result of reviewing various reading materials, completing the assignments, engaging in related
discussions, and strongly workings on activities, towards the completion of the course, the University
students of all fields in Ethiopia will be able to:
 Aware the needs of people with special needs, their potential and include all aspects of
developmental needs
 Identify population with special needs, their potentials and the learning and working styles of all
population with special needs in their environment.
 Demonstrate desirable attitude towards all population with special needs in their learning,
working and living environment
 Apply various assessment strategies for evidence-based planning to meet their needs
 Attempt to adapt environments they are working and living in according to the need and potential
of the population with special needs
 Develop an accommodative and inclusive attitude help to think for the wellbeing and
development of population with special needs.
 Identify and select appropriate support and services method that addresses the life needs of
population with special needs individually and on group bases.
 Collaborate with experts and relevant others for the life success of all persons with disabilities
in all environments.
 Create and maintain successful inclusive environment
Detailed Syllabus components
Unit 1. Understanding students with diverse needs/special needs
Time allotted: 10 contact hours
1.1. Unit objectives

At the end of completing this unit, the students will be able to:
1. Brief historical trends of special needs population and their holistic development

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 2. Describe the effect of negative attitude on educational and life success of people with special needs
3. Describe the nature of difficulties, preventable causes, identification, and assessment, of students with
various impairments that affect their daily learning.
4. Identify students with special needs whose daily life and functioning is challenged and those students
who are at risk.
5. Describe the need and characteristics of gifted and talented population
6. Depict the condition of student at risk because of different reasons (environmentally, culturally and
linguistically deprived, abused, torched, abandoned, and orphaned and vulnerable student) who need
special attention in educational setting.
1.2. Unit Contents and sub contents
• Overview of students with various special needs; sensory, physical, below average intelligence,
emotional and behavioral challenges, learning difficulties, communication difficulties, gifted and
talented, students at risk, their developmental characteristics and preventable causes.
• Theoretical models such as the right model, medical model and social model of special needs and its
relevance.
• Educational of students with various special needs.
• Attitudinal barriers and means to enhance awareness among the community members and political
leaders.
• The relationship between Poverty and Disability
• Planning effective development of population with special needs in inclusive settings
1.3. General Approach/Methods/Strategies

This section is flexible to involve the instructor’s creativity in identifying selecting and adapting the
instructional method to the context of the learner. Some general approaches are listed below. The
instructor can select among this and add his own that he/she feels appropriate
 Interactive lectures
 Collaborative learning
 Independent/self learning
 Institutional/school visits and practicum
 Individual and group assignments and presentation
 Seminars
 Expert consultancy
 Group participation
 Guest practitioner
 Others…
1.4. Detailed activities
1.4.1. Students’ Activities
• Reading the materials delineated for this purpose
• Discus and/or report the diversities of learners in the classroom and report
• Conduct mini case studies of students with divers needs
• Visit schools that integrate students with special needs and report the teaching and learning experience
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 at school.
• Find out gifted and talented students and gather facts on the teaching and learning experience at school.
• Find out evidence the effective instructional approach from existing experience and literature.

1.4.2. Instructors Activities

1. Facilitate students learning by posing questions and guiding their activities
2. Provide some examples of students with special needs and their success.
3. Provide group case study questions
4. Support learners in all aspects in relation to their learning
5. Facilitate dialogue among learners to find out effective instructional approach that address divers
learning needs.
1.5. Assessment Strategies and Techniques
1. Recording attendance
2. Recording group and individual participation
3. Visit reports and presentation
4. Assignment (individual and group)
5. Test at the end of the unit

Unit 2. Understanding Inclusion

Time allotted: 8 hours
2.1. Unit Objectives

Upon accomplishing this unit, the teacher candidates will be able to perform the following activities.
• Organize and implement inclusion for people with varying special needs
• Demonstrate understanding of the principles of an inclusive environment, the rationale for inclusion,
and its effect on education, and development.
• Define terms associated with inclusion and its practices
• Recognize what an inclusive environment looks and sounds like
• Respect rights of students with special needs along with the disability convention ratified by the
Ethiopian Government
• Identify the benefits and challenges of inclusion
• Modify environment to meaningfully accommodate population with special needs in all environments

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 2.2. Unit Contents and sub contents
• Definition of inclusive environment and the support system
• Elements of Inclusive environment
• Characteristics of inclusive environment
• Special needs population’s right in the inclusive environment
• Benefits and Challenges of Inclusion
• Strategies in addressing individual needs.
• Policies, legislations, strategies, legal framework and other related documents.

2.3. General Approach/Methods/Strategies

This section is flexible to involve the instructor’s creativity in identifying selecting and adapting the
instructional method to the context of the learner. Some general approaches are listed below. The
instructor can select among this and add his own that he/she feels appropriate.
• Interactive lectures
• Group task
• Collaborative/cooperative learning
• Independent/self learning
• Institutional visits and practicum
• Individual and group assignments and presentation
• Seminars
• Expert consultancy
• Other…

2.4. Detailed activities

2.4.1. Students’ Activities
• Discuss; define what inclusive environment and the support system for population with divers needs
• Discus and list elements and characteristics of inclusive enviroment
• List special populations’ right to development and discuss how to implement Inclusive environment
• Explore the benefits and challenges of inclusion, individually and in-group
2.4.2. Instructors Activities
• Facilitate students learning by posing questions and guiding their activities
• Create participatory learning classroom.
• Provide activity guide for the students
• Encourage all students to work on the activities in cooperative manner
• Provide special support for those with difficulties or special needs

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 • Provide feedback on the students various activities
• Stabilize the learning by summarizing core points
• Demonstrate the importance and application of adapted technology
• Introduce Web sites devoted to technology use in the inclusive classroom.
• Introduce software and multimedia applications.
2.5. Assessment Strategies and Techniques
• Recording attendance
• Recording group and individual participation
• Recording the product f students
• Test at the end of the unit
• Assignment and visit reports

Unit 3: Identificationof population with special needs

Time allotted: 5 hours
3.1. Unit objectives

Upon completing this unit, the students will be able to:

• Learn and engage in developing identification tools that would be applicable in the environment
• Identify different needs among population with special needs and use various strategies that support
their developmental needs.
• Demonstrate the process of identifying students who need special support and the options available for
serving these students’ educational needs
3.2. Unit Contents and sub contents
• Development of checklists for identification of various difficulties.
• Procedure of identification
• Identifying learners needs, potentials and difficulties in learning

3.3. General Approach/Methods/Strategies

This section is flexible to involve the instructor’s creativity in identifying selecting and adapting the
instructional method to the context of the learner. Some general approaches are listed below. The
instructor can select among this and add his own that he/she feels appropriate.
• Interactive lectures
• Group activities.
• Collaborative learning
• Independent/self learning
• Institutional/school visits and practicum
• Individual and group assignments and presentation
• Seminars

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 • Expert consultancy
• Others…
3.4. Detailed activities
3.4.1. Students’ Activities
• Read materials on how to identifying learning styles of learns, from literature and experiences.
• Discuss how to identify various support strategies
• Discus on various instruments on how to identify students need, potentials and difficulties
• Develop identification checklist for specific difficulty.
3.4.2. Instructors Activities
• Facilitate students learning by posing questions and guiding their activities
• Provide activity guide for the students
• Encourage all students to work on the activities in cooperative manner
• Provide special support for those with who need it
• Provide feed back on the students various activities
3.5. Assessment Strategies and Techniques
• Recording attendance
• Recording group and individual participation
• Recording the product f students
• Test at the end of the unit
• Assignment
• Portfolio

Unit4. Assessment in special needs

Time allotted: 5 hours
4.1. Unit objectives

At the end of this unit, the students will be able to:

• Adapt assessments for students with special needs
• Understand potential challenges of using standard assessment tools to measure the progress of students
with special needs
• Modify and create assessments that accurately evaluate the skills and progress of all students,
including those with special needs
• Use ongoing as well as summative assessments
• Use portfolios to assess ethically and appropriately what each student knows and able to do in inclusive
classroom.
• Design an assessment that addresses an equity issue
• Assess, design and decide the most appropriate educational programming for student/youth with
sensory impairments, physical and health impairments, intellectually challenged, emotional and
behavior disorder

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 learning difficulty, communication disorders, and students at risk and gifted and talented students.
 Assess and design on elimination of social and environmental barriers that would facilitate inclusive
education
4.2. Unit Contents and sub contents

• Strategy and procedure to develop assessment instrument.

• Relevant components of assessment instrument.
• Progressive assessments
• Portfolios
• Implication of assessment
4.3. General Approach/Methods/Strategies

This section is flexible to involve the instructor’s creativity in identifying selecting and adapting the
instructional method to the context of the learner. Some general approaches are listed below. The
instructor can select among this and add his own that he/she feels appropriate.
• Assignment
• Group and individual presentations
• Collaborative learning
• Independent/self learning
• Institutional/school visits and practicum
• Individual and group assignments and presentation
• Seminars
• Expert consultancy
• Others….

4.4. Detailed activities

4.4.1. Students’ Activities
• Identify and discus some basic assessments techniques for students with special needs and their
challenges
• Exercise how to assessments progresses of all students
• Discus how to use portfolios for all students
• Practice to develop assessment tools
4.4.2. Instructors Activities
• Facilitate students learning by posing questions and guiding their activities
• Provide activity guide for the students
• Encourage all students to work on the activities in cooperative manner
• Provide special support for those with difficulties or special need

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 • Provide feed back on the students various activities

4.5. Assessment Strategies and Techniques

• Recording attendance
• Recording group and individual participation
• Recording the product f students
• Test at the end of the unit

Unit 5: Differentiated services for populations of special needs

Time allotted: 5 hours
5.1. Unit Objectives

At the end of this unit, the students will be able to involve effectively in the following activities:
1. Demonstrate understanding of the individualized services plan for population with special
needs as a means of ensuring that these population receive services opportunities tailored to their needs
2. Describe the purpose of an individualized services plan
3. Identify the components of an individualized services plan
4. Develop strategies for providing remediation to population with special needs
5. Identify applicable technologies and software that will be useful for persons with various
6. Use the internet and other technology tools to enhance services and developments for
populations of persons with various special needs
7. Evaluate technology applications for population with special needs
8. Explain the need for interdisciplinary individualized services plan teams, and describe the
role and responsibility of each team member
9. Develop group intervention and describe its approach
5.2. Unit Contents and sub contents

Strategies of mediation to students with special needs

• Content-specific resources for students
• Instructional technology
• Individualized service plan
• Interdisciplinary individualized services plan teams
• Curriculum enrichment
• The role and responsibilities of a general education teacher in the
• Implementation of the individualized services p
• Planning group intervention

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 5.3. General Approach/Methods/Strategies

This section is flexible to involve the instructor’s creativity in identifying selecting and adapting the
instructional method to the context of the learner. Some general approaches are listed below. The
instructor can select among this and add his own that he/she feels appropriate.
• Interactive lectures
• Group activities
• Collaborative learning
• Independent/self learning
• Institutional/school visits and practicum
• Individual and group assignments and presentation
• Seminars
• Guest lecture
• Others…
5.4. Detailed activities
5.4.1. Students’ Activities
• Define what individualized services plan mean
• Discus the purposes of individualized services plan
• List the components of individualized services plan
• Discuss how individualized services plan could be realized in the school
• Design and present single case individualized services plan .
• Develop group intervention plan
5.4.2. Instructors Activities
• Facilitate students learning by posing questions and guiding their activities
• Provide activity guide for the students
• Encourage all students to work on the activities in cooperative manner
• Give assignments
• Provide special support for those with who need it
• Provide feedback on the students various activities
• Design and present the sample for good individualized services plan and group
educational intervention.
5.5. Assessment Strategies and Techniques
• Recording attendance
• Recording group and individual participation
• Recording the product of the students
• Test at the end of the unit
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 • Assignment
Unit 6. Promoting Positive Behaviors Institution-wide
Time allotted: 5 hours
6.1. Unit objectives

Upon the accomplishing this unit, the Higher education students will be able to perform the following
activities.
• Implement strategies for managing an inclusive environment effectively
• Describe behavior management modifications in an inclusive environment
• Use strategies to increase desirable behaviors while decreasing undesirable behaviors
• Develop effective techniques for responding to inappropriate behavior both in and out of the
classroom
• Build positive social relationships between all populations with special needs.
• Demonstrate understanding of the importance of collaboration in an inclusive environment
6.2. Unit Contents and sub contents
• Behavior management modifications
• Classroom management for inclusive environment
• Social relationships and collaboration in an inclusive environment
6.3. General Approach/Methods/Strategies

This section is flexible to involve the instructor’s creativity in identifying selecting and adapting the
instructional method to the context of the learner. Some general approaches are listed below. The
instructor can select among this and add his own that he/she feels appropriate.
• Interactive lectures
• Collaborative learning
• Independent/self learning
• Institutional/school visits and practicum
• Individual and group assignments and presentation
• Seminars
• Expert consultancy
• Discussion
• Others….
6.4. Detailed activities
6.4.1. Students’ Activities
• Discuss how to learn ways to create an inclusive community.
• Explore how to modify the current environment.
• Discuss techniques for relationship building in the inclusive environment.
6.4.2. Instructors Activities
• Facilitate students learning by posing questions and guiding their activities
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 • Encourage interactive approach.
• Provide activity guide for the students
• Encourage all students to work on the activities in cooperative manner
• Provide special support for those with who need it
• Provide feed back on the students various activities
6.5. Assessment Strategies and Techniques
• Recording attendance
• Recording group and individual participation
• Recording the product f students
• Test at the end of the unit
Unit 7: Resourcesfor the Inclusive environment
Time allotted: 5 hours
7.1. Unit objectives
At the end of this unit, the students will be able to accomplish the following tasks:
• Apply constructivist techniques to create a conducive climate to diverse populations’ success.
• Find out existing resource that enhances success of inclusive environment.
• Make adaptations based on the nature of the disabilities
• Adapt communication for people with special needs education, such as, Braille, augmentative
communication and Sign Language
7.2. Unit Contents and sub contents
• Modification of environment and materials
• Adapting learning and working process according to the needs
• Identifying human material and other resources that help inclusive environmental
activities.
• Accessing adapted technologies
• Accessing communication through various means such as Sign Language
7.3. General Approach/Methods/Strategies
This section is flexible to involve the instructor’s creativity in identifying selecting and adapting the
instructional method to the context of the learner. Some general approaches are listed below. The
instructor can select among this and add his own that he/she feels appropriate.
• Assignment
• Interactive lectures
• Visits and reporting
• Collaborative learning
• Independent/self learning
• Institutional/school visits and practicum
• Individual and group assignments and presentation
• Seminars

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 • Expert consultancy Others…

7.4. Detailed activities

7.4.1. Students’ Activities
• Review some high school curriculum in group and exercise how to adapt for learners
• Adapting instructional techniques and present them in the classroom
7.4.2. Instructors Activities
• Facilitate students learning by posing questions and guiding their activities
• Provide activity guide for the students
• Encourage all students to work on the activities in cooperative manner
• Provide special support for those with difficulties and special needs
• Provide feedback on the students various activities
7.5. Assessment Strategies and Techniques
• Recording attendance
• Recording group and individual participation
• Recording the product f students
• Test at the end of the unit

Unit 8: Collaborative Partnerships with stakeholders

Time allotted: 5 hours
8.1. Unit objectives

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

• Identify key elements of successful collaboration
• Describe the benefits and challenges of collaboration for various stockholders for the success of
inclusive education
• Explain the process of cop-planning, and develop strategies for effective co-planning and team
learning and working
• Identify characteristics of successful stockholders partnerships, Design and plan strategies for
community involvement
8.2. Unit Contents and sub contents
• Collaboration to successfully move towards inclusion
• Planning Inclusive development in all sectors
• Implementing inclusive
• Individualized support as per the law, policies and directives
• Evaluation and monitoring

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 8.3. General Approach/Methods/Strategies

This section is flexible to involve the instructor’s creativity in identifying selecting and adapting the
instructional method to the context of the learner. Some general approaches are listed below. The
instructor can select among this and add his own that he/she feels appropriate.
• Interactive lectures
• Collaborative learning
• Independent/self learning
• Institutional/school visits and practicum
• Individual and group assignments and presentation
• Seminars
• Individual and group presentations
• Expert consultancy
• Others…
8.4. Detailed activities
8.4.1. Students’ Activities
• Discuss and sort out key elements of successful team or co teaching.
• Discus the benefits and challenges of collaboration in the move towards inclusive education.
• Identify and list resources for successful inclusion
8.4.2. Instructors Activities
• Facilitate students learning by posing questions and guiding their activities
• Provide activity guide for the students
• Encourage all students to work on the activities in cooperative manner
• Provide special support for those with who need it
• Provide feed back on the students various activities
8.5. Assessment Strategies and Techniques
• Recording attendance
• Recording group and individual participation
• Recording the product f students
• Test at the end of the unit

Responsibilities
9.1. General Responsibilities of Instructors

Profile of teacher educator teaching this course must be the right professional in Special needs
education. In the past, it was observed that non-special needs educators used to teach similar course. In
order to produce quality teachers, this course should be offered only by teacher educator, MEd/or MA
or PhD in special needs education. To meet the learning out come aforementioned and enhance
teachers’ quality, the special needs teacher educator will have the following major responsibilities.

165
 • Advise students on all the aspects of the course
• Provide the students with the syllabus and other materials well ahead of the delivery of it
• Conduct the interactive lectures as per the plan
• Facilitate students’ individual assignments, group assignments, field works, practicum, seminars,
presentations, and collaborative learning
• Periodically assess the students’ work
• Provide the students with timely feedbacks on their graded and ungraded academic works
• Follow on students’ progress and communicate to the students
• Keep student records on the whole work of the students
• Design and execute students’ consultation program
9.2. General Responsibilities of Students

This course is designed for would teachers after completion of Bachelor degree in various fields. For
successful completion of this course the teacher candidates would have the following responsibilities
• Students are expected to actively and fully attend and participate all the in class and
outclass learning activities. Missing a single class will cost students 2 points.
• Carry out individual assignments, group assignments, field works, practicum as per the details
and deadlines
• Students are expected to read given materials before class
• Students are expected to read selected books and ten articles
• Actively participate in the planning, organizing and conducting of all the seminars and
presentations
• Reflect on feedbacks and initiate actions on them
• Passing the exams successfully

10. General Course Assessment and Evaluation Methodslearning

Dear teacher candidates, for each contents you will complete getting started activities, read selected
materials complete course works and group assignments. Assessment of the students would be a
continuous process. The following scheme of evaluation would be used:
• Individual assignments 20% (optional, depending on the class size and teacher educators teaching load
)
• Group assignment: 20%
• Overall performance (punctuality, attendance, participation and collaboration): 10%. This is based on
concrete records of punctuality, attendance and fruitful participation, that is measured by teacher
educator
• Written examination (could be more than one time): 50 to 70%

References
1. Alemayehu Teklemariam and Temsegen Fereja (2011). Special Need Education in Ethiopia: Practice
of Special Needs Education around the World. Washington: Gallaudet University Press.
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 2. Alemayehu Teklemariam (2019). Inclusive Education in Ethiopia: WILEY and Blackwell: Singapore

3. A Teachers Guide (2001). UNESCO. Inclusive Education and Classroom Practice in Secondary
Education (2004).
4. Berit H. Johanson and Alemayehu Teklemariam (2006). Towards Special Needs Education as a
University Discipline: An Important step on the way to Education for All. In When All Means All.
Hakapaino Oy: Helsinki
5. Tirussew Teferra and Alemayehu Teklemariam (2007). Including the Excluded: Integrating disability
into EFA Fast Track Initiative Process and National Education Plans in Ethiopia. World Vision
6. MOE (2007). School Improvement Program

7. MOE (2010). Special Needs Program strategies implementation guide.

8. MOE (Ministry of Education). (2006). Special Needs Education Program Strategy. Addis Ababa

9. Understanding and responding to children’s need in inclusive classroom (2010).

Instructional Materials and Equipments for Demonstration in the learning and teaching process
 LCD and /or Smart board
 E-chart
 Various magnifying lenses
 Slate and styles
 Perkins Barille writer
 White cane ]
 Blind folder
 Tuning fork
 Audiometer
 Hearning aids( various type)
 Sign Language book and videos
 Various instructional videos and related this units
 Braille atlases
 Molded plastic, dissected and undissected relief maps
 Relief globs
 Signature guide
 Land form model
 Raised clock faces
 Abacus
 Geometric area and volume aids
 Write forms for matched planes and volumes
 Braille rulers
o Writing kit
 Talking calculator
 Closed –circute televeision


167
 Determinants of Health
Module Name

Module code SPHM 2022

Module EtCTS 3

Duration 16 weeks

Lecture Hours/week 2 hr. /weeks/ for 15 weeks

Community practice 80 hr ( 8 -10 hr./ weeks for 8 weeks along with Clinical practice II)
hours

Module description This module is designed to equip comprehensive nurses with the knowled
attitude and skills needed to examine the human behavior, psychology
learning and concepts of sociology so as to enable them to develop positi
attitudes towards self and human relationships in the practice of nursing. It a
equips them with general concepts related to environmental control activit
relevant to health promotion and disease prevention with focus on the control
water supply, waste management, control of insects and rodents, food hygie
& housing.
At the end of this module, the comprehensive nursing student will be able
Module Objective acquire knowledge and skills needed to identify and intervene psyco-soci
environmental and ecological factors to human health.

Module competency: After completion of this module, comprehensive nursing students will
competent utilize of the concepts of psychology, sociology and environmen
in providing psycho-social nursing care and apply principles of environmen
control

168
Instructional By the end of the module, students will be able to:
Objectives
Analyze socio-cultural determinants of health and disease at individual, family and commun
level

Analyze socio-economic determinants of health and disease at individual, family and

community level

Analyze psychological and behavioral determinants of health and disease at individual, fam
and community level

Analyze environmental and ecological determinants of health and disease at individual, fam
and community level

Describe the relationship of human beings to their environment in relation to health.

Apply the basic principles of environmental control

Instruct individuals, groups, and communities on proper human excreta and refuse disposal,
water source protection & storage

Acquire a clear understanding of personality development, mental mechanisms and emotion

in health and sickness

Explain the dynamics of society and common social problems

Pre-requisite None
Module status Supportive
Teaching Methods Interactive lecture and discussion
Small group learning activities: assignment, exercise, case study
Individual reading
Student presentation
Personal research and reflection exercise (PRRE)
Reflective portfolio and mentoring
Teaching- Learning AV aids (LCD and computer and, writing board and marker/chalk)
Materials Handouts of lecture materials
Logbooks for entry of community experience
Assessment Methods Exercise and assignment
Logbook and portfolio
360 degree evaluation
Student presentation
Global rating of community experience midway during the module

Assessment
Class room based teaching (theory) = 40%
Written exam (40 %)
Community attachment (60 %) along with clinical practice
Review of Reflective portfolio (20%) (review of
works/activities/tasks
/projects/assignments etc…completed by students.
Direct observation of performance (individual/group) = 30 %
Other performance (seminar etc.) =10%

169
 Module policy Lecture and 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, will be treated according to university legislation.
Student should do his/her own work. If he/she is caught red-handed while cheating, he/she w
be treated according to university legislation
.
Reference Books
1. Yemane Berhane, Damen Hailemariam and Helmu Kloos. Epidemiology and ecology of Health and
Disease in Ethiopia. 2006

2. EPHTI. Ecology. Lecture note series for health science students. 2007
3. White, P. Biopsychosocial medicine: An integrated approach to understanding illness. 2005 Oxford
University Press.
4. Frankel, R. M., Quill, T. E., & McDaniel, S. H. Biopsychosocial approach: Past, present, future. 2003.
University of Rochester Press.
5. Singer, M. & Baer, H. A. Introducing medical anthropology: A discipline in action (2nd ed.) 2011.
Rowman Littlefield

6. Bernice A. Pescosolido, Jack K. Martin, Jane D. McLeod, Anne Rogers (Editors). Handbook of the
Sociology of Health, Illness, and Healing. A Blueprint for the 21st Century. 2011

7. Bird, C. E., Conrad, P., Fremont, A. M., &Timmermans, S. Handbook of medical sociology
(6th ed.) 2010. Vanderbilt University.

8. Sobo, E. J. &Loustaunau, M. Cultural context of health, illness, and medicine (2nd ed.) 2010.
Greenwood

9. David French et al. Health psychology (2nded.) 2010. Blackwell Publishing

10. By Susan Ayers, Richard de Visser. Psychology of medicine. 2011

11. WHO. Closing the gap in a generation: health equitythrough action on the social determinants of health:
final report of the commission on social determinants of health. 2008.

12. Robert H Friis. Essentials of environmental health (2nd edition). The essential public health series. 2012.

13. Kathryn Hilgenkamp. Environmental Health: Ecological Perspectives. 2006

14. Herman Koren and Michael Bisesi.Handbook of environmental health. 2002

Module Schedule
Tim
Weeks Units to be Contents Methods
covered
o Introduction to medical sociology and medical
Introduction to anthropology Interactive
Human health,o Importance of studying sociology and role in nursing Lecture
1 society and o Understanding health, illness and disease and healing: sociological
culture and anthropological perspective

170
 Introduction to Interactive
Psychologicalo Introduction to medical psychology Lecture
and behavioralo Developmental psychology
o
determinants of Understanding health, illness and disease and healing: psychology
health perspective

o Definitions of terms and scope of Environmental health

Introduction oto Global aspects, issues and history of environmental Interactive
environmental health Lecture
health

o Socio-cultural factors affecting human health include,

2 Social and but are not limited to, place of residence, urbanization, Interactive
cultural aspects lecture
of human health
culture, religion, ethnicity, gender views and roles,
status of women, educational status, demography,
social structures (mobility and
migration) and organizations (social cohesion, support
and network), laws, human rights
 Motivation
Psychological
 Stress
aspects of health
and illness  Pain
 Personality
 Health and illness
 Definitions
Introduction to
 Source of water
safe water
supply  Importance
 Water and water related diseases
 Protection and treatment of water sources
 Water pollution and its effects
o Religion,
3 Social and o Ethno medicine,
o
cultural aspects Alternative and complementary medicine
of medicine
o The nature of human development
Human o Issues or controversies in development Theories of human
development development
o cognitive development
o psychosexual development
o psychosocial development
o moral development
o Definitions
Food Hygieneo Principles and methods of food processing and preservation

o Food And Disease

o Prevention of food borne diseases
o Sanitation of Food And Beverages
o Inspection of food and drink service establishment

171
4-5 Human health Economic factors include, but are not limited to, unemployment,
and socio- poverty, income inequality, neighborhood deprivation, assets,
economic factors economic growth, globalization, healthcare cost)

 The role of behavior in health

Health and  Smoking

human behavior Physical activity
 Eating behavior
 Alcohol and drug use
 Sexual health and behavior
Chronic illness, death and dying

o Definitions
Waste o Classification and types of solid waste
management
o Options of solid waste management
o Effects of solid waste mismanagement
o Managing excreta and sewage disposal
o Methods of excreta and sewage disposal
o Faecal borne diseases
o Gaseous waste management
o Nature of culture, man's cultural past, diversit
6-7 Culture uniformity of culture
o I -Social Organization
o Social groups -crowds and public groups -nations, ra
o Social institutions: The family, marriage, edu religion,
arts, economic organization
o Cultural lag
o Definition and characteristics of learning
Learning o Theories of learning
o Pavlov’s classical conditioning
o Operant conditioning.
o Social learning theory
o Cognitive view of learning
 Introduction to Housing and institutional health
Housing and Housing
institutional  Definition of terms
Health  Basic housing principles
 Public health importance
 Criteria for an adequate village house
 Certain basic elements of housing standards
 Institutional health or sanitation
 School health
 Prison Health, Hospital, Health centre, etc
Social Introduction to Social Disorganization,
8-9 Problems - contro Planning

Poverty, population, housing, illiteracy

Food supplies, growth of urbanization, prostitution
Minority groups, rights of women, and children
delinquency and crime
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 Vector Vector control
and Vectors of public health importance
control vector borne diseases
Ways of transmission of vector borne diseases
Prevention and control of vectors
Rodent control
Identification
Investigation of rodent infestation
Diseases transmitted by rodents
Prevention and control of rodents
Motivation The nature of motivation
and Emotion Theories of motivation
Conflict motives & frustration
Definition of emotions
Components of emotion
Theories of emotion
Process Competition
10-11 of Conflict-war,
Interaction Co-operation
Accommodation and assimilation
Abnormal Introduction
Criteria/approaches of abnormality
Behaviors and Classifications of abnormal behaviors
psychotherap Treatment of psychological disorders
y
Occupational Introduction
Health and Definition of terms
Saf The scope of occupational health, and safety
Elements of the work environment
Classification of occupational health hazards

 Occupational health hazard control

15 Exam week Module Completion and Examination

5wks Community practice along with Clinical practice

Objective

To analyze biological, psychological, behavioral and socio-economic

determinants of health and disease at individual, family and community level

Identify and interpret these determinants of health Design strategies to promote

health and prevent disease

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 Teaching methods

 Guided community practice

 Facilitated discussion after exposure of learning experience
 Independent study
 Small group work
 Seminar

Assessment methods

Direct observation of individual/group performance

Review of student portfolio

Other( seminar ..)

174
 Health Promotion and Disease Prevention

Module Title: Health Promotion and Disease Prevention

Module Code: SPHM 2032
Module ECTS: 5 Module Duration: 16 wks
Prerequisite: (1) Measurement of Health and Disease and (2) Determinants of Health

Module Description: The module is designed to equip learners with the knowledge, skills and
attitude needed to promote health and prevent disease in individuals, families and population.
Module Objective
At the end of this module, medical students will be able to apply principles and methods of health
promotion to improving the health of a population
Supporting Objectives
o Describe the history and evolution of health promotion, including the relationships between health
education, health promotion and public health (K2)
o Discuss the concepts and models of disease prevention and health promotion (K2)Illustrate the
contribution of the social sciences to health promotion theory and practice (K2)
o Identify priority action areas for health promotion in Ethiopia (K2)
o Describe the epidemiology of emergency & critical illnesses globally and nationally (K2)
o Analyze health problems in their social context with focus on emergency and critical illness (K4)
o Apply methods of nutritional assessment and interpret results (K3)
o Describe evidence-based strategies to improve nutrition of individuals and population (K2)
o Describe evidence-based strategies to improve community health (K2)
o Describe national reproductive health and nutrition strategies (K2)
o Describe health promotion programs in Ethiopia (K2)
o Describe application of different health education related theories in designing and assessing
behavior change (K2)
o Describe the planning of health education in the context of the Precede-Proceed Model (K2)
o Describe the concepts of empowerment, participation, social capital, and capacity building (K2)
o Identify barriers for the implementation of health education in individuals and population groups,
based on theories of diffusion and social change (K2)
o Identify appropriate health promotion measures effective for health problems of public health
significance in Ethiopia (K2)
o Demonstrate the ability to promote the health of populations by influencing lifestyle, nutrition and
socio-economic, physical and cultural environment through methods of health promotion, including
health education, directed towards populations, communities and individuals (K4)
o Demonstrate the ability to plan, implement and evaluate health promotion activities (K4)
o Demonstrate the ability to communicate effectively in writing and orally with linguistic and
cultural proficiency ( K4)
o Apply communication and group dynamic strategies in interactions with individuals and groups
(K3)
o Demonstrate the ability to use effective communication for healthcare advocacy (K4)
o Demonstrate clear, sensitive and effective communication skills in interacting with individuals,
families, PHCU staff, peers and faculty (A3)
o Advise individuals and families to promote health and prevent illness (S3)
o Demonstrate professional values and behavior in interaction with individuals, families and
175
 communities consistent with the future role of a physician (A3)
o Demonstrate key public health values, attitudes and behaviors such as commitment to equity and
social justice, recognition of the importance of the health of the community as well as the individual,
and respect for diversity, self-determination, empowerment, and community participation (A3)
o Show respect for peers and other healthcare professionals and the ability to foster a positive
collaborative relationship with them (A3)
o Analyze community practice experience and perform practice-based improvement activities using
a systematic methodology (K4)
o Demonstrate a habit of self-reflection, responsiveness to feedback and an on-going development of
new skills, knowledge and attitude (AS3)
o Search, collect, organize and interpret health and health-related information from different sources
(KS3)
o Use information and communication technology to assist in health promotion and disease
prevention measures for individuals and families (KS3)
Teaching-Learning Methods
 Interactive lecture and discussion
 Small group learning activities: assignment, exercise, case study, role play
 Individual reading
 PHCU/Community-based learning and study trip: home visit, discussion with individuals and
families to identify and solve problems, observation, health education, PHCU visit, Zonal and
District Health Department Visit, field visit, and targeted literature review based on community
experience
 Student presentation
 Personal research and reflection exercise (PRRE)
 Reflective portfolio and mentoring

176
 Teaching-Learning Materials
1. Carl Fertman and Diane Allensworth. Health promotion programs: from theory to practice. 2010
2. Lawrence Green, Marshall Kreuter. Health program planning: an educational and ecological
approach. Volumes 1-2. 2005
3. Jackie Green, Keith Tones.Health promotion: planning and strategies. 2010.
4. Mark Edberg. Essentials of health behavior: social and behavioral theory in public health. 2007
5. Richard D. Semba and Martin W. Bloem.Nutrition and health in developing countries. Human
Press. 2008
6. Goeffrey P Webb. Nutrition. A health promotion approach. 3rd edition.
7. Michael J. Gibney , Prof. Susan A. Lanham , Aedin Cassidy , Hester H. Vorster. Introduction to
human nutrition. 2nd edition. 2009
8. Denis M Medeiros, Robert E.C. Wildman . Advanced human nutrition. 2nd edition. 2011
9. Judith E. Brown. Nutrition through the life cycle. 4th edition. 2010.
10. Rosalind S. Gibson. Principles of nutritional assessment. 2nd edition. 2005
11. Michael Gibney, HESTER H VORSTER. Clinical nutrition. 2005
12. Berhane Y, Haile Mariam D, Kloos H. The epidemiology and ecology of health and disease in
Ethiopia. Addis Ababa; Shama Books, 2006.
13. FMOH. National reproductive health strategy
14. FMOH. National nutrition strategy
15. Salem, R.M., Bernstein, J., Sullivan, T.M., and Lande, R. “Communication for Better Health,”
Population Reports, Series J, No. 56. Baltimore, INFO Project, Johns Hopkins Bloomberg School
of Public Health, January 2008.Available online: http://www.populationreports.org/j56/
16. Salem, R.M., Bernstein, J., and Sullivan, T.M. “Tools for Behavior Change Communication.” INFO
Reports, No. 16. Baltimore, INFO Project, Johns Hopkins Bloomberg School of Public Health,
January 2008. Available online at: http://www.infoforhealth.org/inforeports/
17. de Fossard, E., and Lande, R.“Entertainment-Education for Better Health,” INFO Reports, No. 17.
Baltimore, INFO Project, Johns Hopkins Bloomberg School of Public Health,
January 2008. Available online at:
http://www.infoforhealth.org/inforeports/
18. IOM (Institute of Medicine).Promoting Cardiovascular Health in the Developing World: A Critical
Challenge to Achieve Global Health. Washington DC: The National Academies Press.2010

177
 AV aids (LCD and computer or Overhead projector and transparencies, writing board and marker
or chalk)
 Handouts of lecture materials
 Logbooks for entry of community experience
Formative assessment
 Exercise and assignment
 Logbook and portfolio
 360 degree evaluation
 Student presentation
 Global rating of community experience midway during the module
Summative assessment
 Written exam (40 %)
 PRRE28 (15 %)
 Reflective portfolio (15 %)
 Global rating of community experience (15 %)
 Assignment and/or student presentation (15 %)
Module Schedule

 Duration = 16weeks
 Total hours /week =4 hr

Week Contents Time

1-2 1. History, concepts, aims and principles of health 2 hours of classroom activities
promotion and health education 4 hours of community-based
 History and evolution of health learning
promotion and health education
 Concepts of health promotion and
health education
 Health education in PHC
 Health education in Ethiopia
 Basic principles of health education
 Aims of health education
 Contribution of social sciences to health
promotion

28Possible topics for PRRE

178
3-4 2. Application of health education theories and 4 hours of classroom activities 2
models in behavior change hours of student presentation
 Human behavior and health 10 hours of community-based
 Health education theories and models learning

 Health Belief Model

 Social Learning Theory
 Stages of Change
 Diffusion of Innovation Theory
 Theory of Planned Behavior
5-6 3. Health communication 4 hours of classroom activities
 Concepts and principles of health 6 hours of community-based
communication learning
 Communication model and process
 Individual and group communication
strategies
 Effective communication skills
 Barriers of communication
7 4. Planning, implementing and evaluating health 4 hours of classroom activities
education 4 hours of community-based
 Methods and materials for health education learning
 Adult learning theories
 Peer education
 Conducting health education
 Evaluating health education
8 5. Health education in different settings 2 hours of classroom activities
 Patient education 4 hours of community-based
 School health education learning
 Prison health education
9 6. Health promotion principles 4 hours of classroom activities
 Health perspectives and choice of strategies to 4 hours of community-based
address health issues learning
 Models and theories of health promotion
(PRECEDE-PROCEED Model)
 Principles of advocacy
 Principles of social marketing
 Principles of social/community mobilization
 Community diagnosis
10 Nutrition and health o 8 hours of classroom

179
  Introduction to human nutrition activities
 Mechanisms and principles underlying nutritionalo 8 hours of community-based
health, and malnutrition learning
 Nutritional requirements at different
stages of the life cycle
 Common food sources of nutrients and nutritional
anthropology in Ethiopia
 Assessment of dietary intake
 Assessment of nutritional status
 Epidemiology and consequences of malnutrition in
Ethiopia
 Macronutrient deficiencies of public health
importance in Ethiopia
 Micronutrient deficiencies of public health
importance in Ethiopia
 Public health interventions to address malnutrition
(e.g., Nutritional
surveillance)
 Food and nutrition policies and programs in
Ethiopia
Week 11- Community practice along with Clinical practice
18 Main Objective/ctivite Promotion of community
health Prevention of disease 8-10 hr./week for 8 weeks
N.B. students are required to identify measure health
problems (their determents ) , measure health and
disease in the community , design strategy to
implement health promotion and disease prevention

Teaching methods
 Guided community practice
 Facilitated discussion after exposure of learning
experience
 Independent study
 Small group work
 Seminar
Assessment methods Total 60%
Direct observation of individual/group performance 30%
Review of student portfolio 20%
Other( seminar ..) 10%

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 Module Name: Foundation of Nursing II
Module Code: NurM 2023
ETCTS: 21
Module summary

Weeks Total hours

Total module duration 20
 Class room based teaching (lecture) 15 266
 PBL 15 57
 SDL (clinical and biomedical lab ) 15 57
Teaching
 Exam period 1 week
 Clinical and community practice( BLOCK 4 244 (8hr/week)
SYSTEM) Including 80 hr.
Community
practice(SPH1)
Course Contents contributed to the module Hour Load % Emphasis
 Anatomy 34 6%
 Physiology 40 7%
 Parasitology 28 5%
 Pharmacology 28 5%
 Biochemistry 34 6%
 Fundamental of Nursing 34 6%
 PBL 57 10%
 SDL (clinical and biomedical lab ) 57 10%
 Clinical laboratory methods 11 2%
 Clinical and community practice 244 43%
Total 567 100%

181
 Module Description:
This module is designed for BSc Nursing students to foster opportunity to learn the theoretical
background of human Anatomy, physiology and pharmacology of Gastrointestinal system (GIS),
Genitourinary system (GIS), Reproductive system (RS), Integumentary system (IS), Endocrine
system (ES) and Nervous system (NS), parasitology and biochemistry for nursing practice. The
module also enables learners with adequate knowledge, skill and attitude required to apply
fundamental nursing care for patients.

Module Objective
 By the end of this module, the students will be able to provide basic nursing care related to
Gastrointestinal system (GIS), Genitourinary system (GIS), Reproductive system (RS),
Integumentary system (IS), Endocrine system (ES) and Nervous system (NS) by applying
knowledge, attitude and skills of fundamental nursing, biomedical sciences and pharmacology in
the nursing practice.
Supporting Objectives
To meet the above module objective, the students are expected to:
Identify the anatomical structure of Gastrointestinal system (GIS), Genitourinary system (GIS),
Reproductive system (RS), Integumentary system (IS), Endocrine system (ES) and Nervous system
(NS)
Explain/recognize the functions of Gastrointestinal system (GIS), Genitourinary system (GIS),
Reproductive system (RS), Integumentary system (IS), Endocrine system (ES) and Nervous system
(NS)
Discuss the pharmacotherapeutics of drugs (PD and PK) classification, mechanism of action, used
in the management of Gastrointestinal system (GIS), Genitourinary system (GIS), Reproductive
system (RS), Integumentary system (IS), Endocrine system (ES) and Nervous system (NS)
Describe the structure and classification of macro and micro molecules (carbohydrates, fat and
protein, vitamins and minerals)
Describe the functions and metabolism of macro and micro molecules (carbohydrates, fat and
protein, vitamins and minerals)
Discuss the life cycle of parasitic infections
Describe some important arthropods responsible for the transmission of disease causing parasites
Describe the transmission and pathogenesis of helminthes, parasites and protozoan infections and
how to control
Assess and manage clients with nervous system problems
Provide care for all category terminally ill and unconscious patients and post mortem
Collect gastro intestinal specimen properly (Gastrointestinal system (GIS), Genitourinary system
(GIS), Reproductive system (RS), Integumentary system (IS), Endocrine system (ES) and Nervous
system (NS)
Perform nasogastric tube insertion
Discuss nutrition and metabolism patterns of patients under nursing care

182
Demonstrate therapeutic and diagnostic procedure, and tests (Gastrointestinal system (GIS),
Genitourinary system (GIS), Reproductive system (RS), Integumentary system (IS), Endocrine
system (ES) and Nervous system (NS))
Administer enema for patient with altered bowel function
Document information’s according to principles of proper recording and documentation
Demonstrate application of nursing process (Gastrointestinal system (GIS), Genitourinary system
(GIS), Reproductive system (RS), Integumentary system (IS), Endocrine system (ES) and Nervous
system (NS))
Provide colostomy or ileostomy care
Perform urinary catheter for patient with altered urinary function
Apply nursing process using Gordon approach
Provide nursing care of patients with altered skin integrity
Discuss human sexuality
Apply nursing process for altered sexual functions
Explain the purpose of nursing process using Gordon approach procedure (Gastrointestinal system
(GIS), Genitourinary system (GIS), Reproductive system (RS), Integumentary system (IS),
Endocrine system (ES) and Nervous system (NS)
Interpret the normal and the abnormal organized (liver function tests, renal function tests, blood
glucose and DM tests, and urine sediments) with their diagnostic features.
Identify the different types of surgical instruments
Demonstrate receiving and positioning of surgical patients
Describe the roles of nurses in the pre, intra and postoperative phases of patient care.
Distinguish the difference between general and local anesthesia
Demonstrate how to pass instrument/sharps to the surgeon or his/her assistant
Teaching and learning methods
Interactive lecture
PBL
Small group discussion
Role play
Case study
Bedside teaching
Portfolio
Clinical simulation
Video show
Demonstration
Seminar presentation
Guided clinical practice
Inter-professional learning experience in the clinical practice

183
 Formative
Quiz
Written test
Observation (checklist and global rating)
PBL progressive assessment
oral exam
Log book
Portfolio
Summative assessment of the overall module

1. Class room based teaching =40%

 Written test =25%
 PBL=5%
 SDL =10%
 Total = 40%
2. Clinical and community practice = 60 %
 DOP= 24 %
 Review of portfolio= 12%
 OSCE with oral =18%
 Other student performance (seminar, CBD etc..) 6 %
 Total =60%

REFERENCES
3. Human anatomy and physiology, Tortora (11edition 11edition) pp.1-107)
4. Tortora, G.J. & Bryan D. 11th edition. Principles of Anatomy & Physiology
5. Van de Graaf Kent 4th ed. and above. Human Anatomy
6. Langman J & Woerdeman M.W (1978). Atlas of medical Anatomy
7. W.Henry Hollinshead 4th ed. Text Book of Anatomy
8. Frederic H.Martini,7th edition.Fundamentals of human anatomy & physiology
9. 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
10. Mohammed AwolAdem and WaqtolaCheneke. Medical Parasitology: Lecture note for medical laboratory
technology students: upgraded lecture note serious. 2006
11. Judith S. Heelan, Frances W. Ingersoll. Essentials of Human Parasitology. 2002. Delmar Thomson Learning
12. Markell, Voge, Jhon. Medical Parasitology. 6th ed. 1986. W.b. Saunders company.
13. David L. Belding. Text book of Parasitology. 3rd ed. 1965.
14. Medical Parasitology for Medical laboratory technology students, upgraded lecture note series
(Adem M and Chenecke W, 2006).
15. Medical microbiology (Brooks GF, Butel JS, Morse S.A. Jawetz: 21st edition)

184
16. Atlas of Medical Helminthology and Protozology (Jaffeey and Leach 2nd edition)
17. Monica Cheesbrough, Medical Laboratory Manual for tropical countries Volume I
18. Monica Cheesbrough, Medical Laboratory Manual for tropical countries Volume II
19. Medical Microbiology and Immunology for health science students (Gebresilassie S. et. al. Lecture note
series, 2005)
20. Medical Microbiology and Immunology; Levinson W, Jawetz E.6th Ed edition. 2000
21. Abul K. Abbas Andrew H. Lichtman, Cellular and Molecular Immunology, 5th edition
22. Goldsby et al, CUBEY Immunology, 5th edition
23. Bauer,D.John, Clinical Laboratory Method 9th ed,1982.
24. Hlasted, The Laboratory in clinical medicine interpretation and application, 2nd ed, 1981.
25. Thompson R.B.S.I. Proctor, A short test book of Hematology 6th ed. 1985.
26. District laboratory practicein tropical countries. 2nd ed. Part I. Monica Cheesbrough, 2005
27. Brunner and Suddarth’s Text Book of Medical Surgical Nursing, 12th Edition
28. RuthF.craven, ConstanceJ.Hirnle Fundamentals of nursing: human health and function Julia M.Leahy,
patricia E.kiZilay. Foundations of nursing practice
29. Taylor C. Lillis C. Lemone P. (2001). Fundamentals of Nursing. 4td edition
30. Margaret A. Burkhardt.: Ethics and Issues in contemporary Nursing; 2nd ed., 2001, delmar thomson
learning
31. Gloria Grippanda (1986) Nursing perspective &issues
32. OZANIC I (1961) Nursing in Ethiopia by the Ethiopian nurse association Addis Ababa
33. Fredrickson K. (1977) opportunity in nursing, a decision of National textbook company U.S.A
34. Joanna R. Fuller: Surgical Technology, Principles and Practice 2nd edition, W.B. Saunders
Company Philadelphia 1986.
35. Prevention Guidelines for Healthcare Facilities in Ethiopia, February 2005.
36. Carol Tayler, Carol Lillis, Prescilla LeMone: Fundamentals of Nursing, The Art and Science of
Nursing Care, third edition, Lippincott, 1997.
37. C. Barrie Williams: Basic Practical Surgery, Bristol Johnwright and Saunders 1971
38. Lichtiger Monte: Introduction to the Practice of Anesthesia, Hagerstown, Harper and Row 1974.
39. Hlasted, The Laboratory in clinical medicine interpretation and application, 2nd ed, 1981

Module schedule
185
Lecture and discussion = 22hr/week for 17 week
PBL=4hr/week for 11 weeks
SDL (clinical and Biomedical) =8hr/week for 14 weeks; Clinical practice= 5 weeks ;35hr/week
Date/Week Learning Activity Required Reading
(Assignment)

Week 1 Interactive lecture and discussion – 14 hrs Reflective portfolio2

VI. Anatomy of Nervous system special senses – 4 hrs
 Types and structures of the cells of the nervous system
 The central nervous system The Brain:
 General structures, coverings, Brain ventricles
 Principal parts and their functions
 Formation and circulation of CSF Assessment methods
physiology 22hrs/week
VI. The autonomic division of the nervous system (4hrs.)
 Introduction
 Physiologic anatomy
 Basic characteristics
 Cholinergic and adrenergic fibers
 Receptors of the effector organs
 Cholinergic receptors
 Adrenergic receptors
 Presynaptic control oftransmitter release
 Effects on specific organs
 Effect of autonomic denervation
 The autonomic reflex
 Introduction to the pharmacology of ANS
V. Pharmacology of the central Nervous system ……4 hrs
PKs & PDs of drugs used for MGT of:
 Pain (Non steroidal antiinflammatory drugs (NSAIDs) & Opioid analgesics)
depression, seizure, psychosis, Parkinson’s disease
Parasitology 2 hrs
 Introduction to Medical Parasitology
 Features of parasites
 Source of infection
 Mode of transmission
 Direct mode of transmission
 Indirect mode of transmission
 Routes of transmission

186
  General life cycle of parasites
Biochemistry ------------------- 2 Hrs CARBOHYDRATES
 Structure & classification of carbohydrates Digestion &
absorption of carbohydrate

Clinical skills lab (2 hrs.)

 Assist in lumbar puncture procedure
 Nursing care plan patient with epilepsy

Basic science lab (2 hrs.)

 Anatomic charts
 CSF analysis
PBL (4 hrs.)
 spinal cord injury
Week 2 Interactive lecture and discussion---14 hrs Reflective portfolio
VII. Anatomy of the nerve system continued 2 hrs.
VI. Neurophysiology ........................................... (2hrs.)
22hrs/week
 Cellular organization
 General sensory system
 Special senses
 Motor system
 Higher functions of the Nervous system.
VI. Pharmacology of CNS continued ........ 2hrs
General & local anesthetics, sedative- hypnotics and CNS stimulants
Biochemistry ----- 3 hrs
 Metabolism of carbohydrates:
 Glycolysis
 Oxidation of pyruvate
 Pentose phosphate path way
 Glycogen metabolism
 Gluconeogenesis
 Metabolism of major non-glucose sugars
 Regulation of blood glucose
Parasitology ----- 2 hrs
 Nemathyhelminthes /Round worms/

187
  General characteristics
 Classification (Intestinal & tissue)
 Intestinal round worms
 Ascaris lumbricoides
 Trichuris trichura Fundamentals Nursing …….3 hrs Loss
& grieving
 Normal grieve function
 Altered grieve function
 Application of Nursing process
Coping and stress management
 Normal coping & adaptation to stress
 Altered coping & adaptation to stress
 Application to nursing process

Clinical skills lab (2 hrs.)

Assist in lumbar puncture procedure
Nursing care plan patient with epilepsy
Basic science lab (2 hrs.)24
Anatomical charts and atlas
 Computer assisted simulations and video shows
PBL (4 hrs.) organophosphate poisoning

Week 3 Interactive lecture and discussion…14hrs

Fundamentals Nursing .(1hr) Reflective portfolio2
Sleep and rest pattern
 Normal sleep /rest function
 Altered “ “ “ 22hrs/week
 Application of Nursing process
VIII. Anatomy of the peripheral nervous system (PNS)
continued--- 4 hrs
 Neural pathways
 Autonomic nervous system (ANS)
 Divisions and structures
 Cranial nerves(I-XII)
 nerve plexus
 Spinal nerves
 Ramis(dorsal and ventral)
 Applied Anatomy
VII. Physiology of the nerve system - 4 hrs
o Acid,base and buffer system
o Motor function of the NS

188
 o Reflexes; arcs, examples
o Higher motor centers
o Cerebral cortex
o Basal ganglia function and disease
o Hypothalamus function and disease
o Thalamus function and disease
o Cerebellum function and disease
o The brain stem; reticular formation
o Pyramidal and extra pyramidal tracts, lesion
o The limbic system function
o Sleep, memory
VII. Pharmacology of Autonomic Nervous System continued…
4 hrs
 Drugs acting on the cholinergic system
o Cholinomimetics
o Cholinergic receptor blockers
o Antimuscarinics
o Neuromuscular blockers
 Drugs acting on the adrenergic system
o Sympathomimetics
o Adrnergic blockers

Clinical lab methods ( 1hrs)

CSF analysis (interpretation of normal and abnormal findings)

Skill lab(4hrs)
 Nursing care plan pt with neurologic problems
PBL (4 hrs.)
Head injury

Week 4 Interactive lecture and discussion…15hrs Reflective portfolio2

Biochemistry --------------------- 3Hrs
 Tricarboxylic acid (Krebs') cycle
 Bioenergetics (thermodynamics): 22hrs/week
 Related to nutrition and obesity
 The Electron transport system
 Oxidative phosphorylation
Parasitology ------- 2 hrs
 Enterobiu svermicularis
 Ancylostoma duodenale
 Necator americanus
 Strongyloides stercoralis
Fundamental of Nursing ------ 6 hrs

189
 Thermoregulation
 Normal thermoregulations
 Altered thermoregulations Application of nursing process
Pain perception & comfort
 Pain mechanism
 Altered function resulting in pain
 Application of nursing process
Sensory perception
 Normal sensory perception function
 Altered sensory function
 Application of nursing process
Cognitive processes
 Normal Cognitive processes
 Altered Cognitive processes Application of nursing process
Fundamental of nursing /ORT ---- 3 hrs
General surgical instrumentation
 Introduction
 Classification of surgical instruments
 Care of surgical instruments
Receiving and positioning of surgical patients
 Activities during receiving surgical patients
 Positioning the surgical patient
 Preliminary considerations for positioning
 Responsibilities of team members
 Timing and positioning
 Preparation for positioning a surgical patien
 Safety measures and equipment used for safety

Clinical skills lab (4 hrs.)

 Identification of surgical instruments

PBL (4 hrs.)

Week 5 Interactive lecture and discussion…14 hr Reflective portfolio2

Peri-operative patient care 2 hrs
o per operative
o intra operative
 Immediate Postoperative Patient Care 22hrs/week
o post-operative

190
 Ongoing postoperative patient care
 The Recovery Room and patient care
ORT
Hazards in the OR ----2 hrs
 Introduction
 Classification of Hazards
 Regulation of Hazards
Principles of anesthesia ---- ( 2 hrs)
 Introduction
 Types of anesthesia
 Methods of administering
 Stages of general anesthesia
 Choices of anesthesia
 Premedication
VIII. Anatomy of Digestive system 3- Hrs
 General organization
 Structure
 Organs oral cavity ( mouth )
 tongue
 Salivary glands
 teeth
 Pharynx
 Esophagus
 Stomach Parts:
 Small intestine & Large intestine
IX. Digestive system-----continued --------------------------- 2hrs
 Introduction, a general overview, histology, embryology, blood
supply, innervation, and regulation
 Functional structures
 GIT motility, vomiting
 Secretary function of GIT
 Salivary Secretion
 Gastric secretion
 Pancreatic secretion
 Intestinal secretion
 Bile secretion
Clinical lab ( 1hrs)
- Plasma enzyme tests of the liver ( LFT)
Methods of analysis, interpretation of normal and abnormal
findings
Clinical skills lab (4 hrs.)
Positioning of surgical patients
Types of anesthesia

191
 PBL (4 hrs.)

Week 6 Interactive lecture and discussion…14 hr Reflective portfolio

VIII.GIT Pharmacology ------------------------------(2 hrs )
PKs & PDs of drugs
22hrs/week
used for MGT of
GERD, PUD, Vomiting,
diarrhea, constipation,
inflammatory bowel
diseases, vitamins &
minerals
Biochemistry……2 hrs
LIPIDS
 Structure and classification of lipids
 Biological membranes
 Digestion & absorption of lipids
 Metabolism of fatty acids:
 Biosynthesis and storage of fatty acids
Parasitology…. 2hrs
 Plathyhelminthes
 Cestodes /The tape worms/
 General characteristics
 Taeniasaginata
 Taeniasolium
 Hymenolepis nana
 Echinococcus granulosus
Fundamental of nursing --------------- (4 hrs)
 Feeding a helpless patient
 Gastrostomy feeding
 Parenteral feeding
 Nasogastric Tube Insertion
 Gastric Lavage
 Gastric Aspiration
 Gastric Gavage
 Nasogastric tube Removal

VIII. Gastro intestinal Physiology (4 hrs.)

 General Principles of GI function
- Motility

192
 - Nervous control
 Transport and mixing of food in the alimentary canal and
. Ingestion
. Motor functions of the stomach, small intestine and colon
. Defecation reflex.
 Secretary function of the:-
 Oral cavity
 Esophagus
 Gastric wall
 Pancreas
 Bile and liver
 Small intestine
 Largeintestine
- Digestion and absorption in the GIT.
Clinical skills lab ( 3hrs.)
 Gastrostomy feeding
 Parenteral feeding
 Naso Gastric Tube Insertion & removal
 Gastric Lavage
 Suctioning Gavage
PBL (4 hrs.): epigastric pain
Basic science Lab ( 1hrs) Liver function test (LFT)
Interactive lecture and discussion- cont…-- 14 hrs Reflective portfolio
Week 7 IX. Physiology of digestive system ------------------------- 2Hrs
 Energy and Metabolism
 Energy balance
22hrs/week
 The metabolic rate
 Feeding and its regulation
 Body temperature regulation
 Obesity and the balance diet

VIII. .................... Pharmacology of drugs used for microbial

and parasitic infections… 4hrs
 PKs & PDs antibacterial drugs, antiviral drugs
antifungal drugs, Antiprotozoal drugs, anticancer
drugs, anthelmintic drugs, antiseptics & disinfectants

Biochemistry… ..... 3 hrs

LIPIDS
 Oxidation of Fatty Acids
 Ketogenesis & Ketolysis
 Lipid transport and storage:
 Structure and function of Lipoproteins Cholesterol synthesis,
transport, & excretion

193
 Parasitology ...... 2hrs
 Tematodes /The flukes/
 General characteristics
 Classification (blood, liver & intestinal flukes)
 Blood flukes
 Schistosoma mansoni
 Schistosoma haematobium Fundamental of Nursing…. 4
hrs Bowel Elimination
- Enema
 Cleansing enema
 Retention Enema
 Rectal wash out
- Insertion of flatus tube

Clinical skills lab ( 3 hrs.)

- Nursing process for GIT patients using Gordon’s approach
- Enema
- Colostomy care
- Basic science lab (1 hrs.): Anatomical charts
- PBL (4 hrs.)

194
Week 8 Interactive lecture and discussion …14hrs Reflective portfolio
X. Reproductive Physiology (4hrs.)
 Male reproduction 22hrs/week
 Endocrine, paracrine and autocrine regulation of maturation of sperm cells
 Spermatogenesis
 Androgenic hormones and their role in reproduction
 Hormonal regulation of Spermatogenesis
 Female reproduction
- Biology and Hormonal regulation of oogenesis
- The effect of cyclic change in ovarian hormones
- Female puberty
- Endocrine aspects of pregnancy Maternal-
fetal metabolism, parturition and Lactation
Pharmacology --------------- ( 2hrs)
Pharmacology of reproductive system
- Sexual hormones (hormonal contraceptives)
- Corticosteroids
Biochemistry ................ 4hrs PROTEINS
 Structure and classification of amino acids
 Physico-chemical properties of amino acids
 Structure & functions of proteins
 Mechanism of oxygen binding to myoglobin and hemoglobin.
Anatomy of female reproductive system …. 2 hrs
- Ovaries
- Fallopian ( uterine ) tubes
Uterus
- Endocrine relations – menstrual and ovarian cycles
- Vagina and vulva
- Breast ( mammary glands )
- Innervations & blood supply to major reproductive organs
Physiology of female reproductive organs --- 4 hrs
- Physiology of hormones
- Physiology of Fallopian ( uterine ) tubes
- Physiology of Uterus
- Physiology of menstrual and ovarian cycles
- Physiology of Vagina and vulva
- Physiology of Breast ( mammary glands )
- Innervations & blood supply to major reproductive organs
- Contraception and Pregnancy
- Parturition and lactation

195
 Clinical skill lab (4 hrs.)
 Counseling on clients sexual problem ( impotence, dyspareunia)

PBL (4 hrs.): Erectile Dysfunction

Interactive lecture and discussion cont… ----- 14hrs Reflective portfolio

Pharmacology of the reproductive -- 2 hrs

- Oxytocic drugs (ergometrine, oxytocin) 22hrs/week

Biochemistry 3hrs

Plasm proteins and their functions

Heme metabolism (synthesis & degradation of heme), Bilirubin
metabolism, disorders of Bilirubin metabolism and porphyria
Parasitology 2 hrs
Protozoa
- General Morphology
- Life Cycle
- Classification
The Amoeba:
- Alimentary canal
- General characteristics
- Entamoeba histolytica/dispar
-
Clinical skills lab ( 2hrs.)
 Counseling of sexual dysfunction ( female)
 Role play
 Perennial care

196
  Douche

Basic science lab (2 hrs.)

 Anatomical charts and atlas
 Parasitology lab

PBL (4hrs)
Week 9 Interactive lecture and discussion ……14hrs Reflective portfolio
XI. Anatomy of Urinary System 2 hrs
- Urinary system organs; Kidneys; Ureters 22hrs/week
XI. Body fluid and electrolytes (renal
Physiology)……2hrs
Renal structure
 Renal blood flow; control of renal blood flow
 Glomerular filtration rate
 Modifications of glomerular filtrate
 reabsorption
 secretion
 Renal clearance
 Control of renal fluid and electrolyte balance Acid base balance and
disturbance
X.Pharmacology of urinary system -- 2 hrs
- Chemotherapy of microbial infections
- General considerations (mechanisms, drug resistance, misuse &
failure of therapy)
- Individual drug class sulphonamides,
Biochemistry …… 2 hrs VITAMINS
 Classification of vitamins; Structure and function of:
 Water soluble vitamins
Fundamental Nursing -2hrs
- Urinary Elimination
o Indwelling catheter (Female & Male)
o Plain catheter; Applying a condom catheter
o Bladder irrigation; Catheter removal
Parasitology --- 2 hrs
- Flagellate Protozoa:
- Digestive and urogenital tract
- General characteristics
- Giardia lamblia
- Trichomonasvaginalis
- Hemoflagellates / Blood and Tissue
- Parasitology --- 2 hrs

197
 - The Leishmania
- Leishmaniatropica complex
- L. tropica minor
- L. tropica major
- L. aethiopica
- Leishmaniamexicana complex
Clinical skills lab ( 4hrs)
o Catheterization ( male and female)
o Plain catheter
o Applying a condom catheter
o Bladder irrigation
o Catheter removal
PBL (4 hrs.)

Week 10 Interactive lecture and discussion …. 14hrs Anatomy of the Reflective portfolio
Urinary continued… ............................ 2 hrs
- Urinary bladder 22hrs/week
- Urethra: -Male & female urethra
- Innervations &Blood supply to major urinary systems
XII. Renal Physiology and Acid base balance… 3hrs
- Pathophysiology of the renal system
- Acid-base balance
- Chemical and physiological regulation
- Acid-base imbalance
VI. Pharmacology of the urinary system…. 2 hrs
- Drugs for Shock
- Diuretic Therapy and Drugs for Renal Failure
- Drugs for Fluid Balance, Electrolyte, and Acid-Base Disorders
Biochemistry … 2 hrs
Fat soluble vitamins
Parasitology----3 hrs
- Flagellate Protozoa:
- Digestive and urogenital tract
- General characteristics
- Giardia lamblia
- Trichomonasvaginalis
- Hemoflagellates / Blood and Tissue/
- The Leishmania
- Leishmaniatropica complex
- L. tropica minor
- L. tropica major
- L. aethiopica
- Leishmaniamexicana complex
Parasitology ....... 2 hrs
 L. tropica minor

198
  L. tropica major
 L. aethiopica
 Leishmaniamexicana complex
 L. m. mexicana
 L. m. Amazonensis
 L. M. pifanoi
 Leishmaniabraziliensis complex
 L. B. braziliensis
 L. B. guyanensis

Clinical skills lab (2hrs.)

 Catheterization (female)
 Bladder irrigation
Basic science lab (2hrs.)
 Renal function test
 Parasitology lab
PBL(4 hrs.)

Week 11 Interactive lecture and discussion …. 14 hrs Reflective portfolio

VII. Anatomy of endocrine system -------------------------------------2hrs
VIII. Endocrine physiology............................................................. 4 hrs
 Chemical classification of hormones 22hrs/week
 Hypothalamic and pituitary function
 Thyroid function
 Hormonal control ofcalcium
 Functionsoftheadrenalcortexandtheadrenal medulla
 Endocrine functions of the pancreas
 Hormones of gonads
 Control of endocrinefunction
Anterior pituitary gland and its hormones
 GH and prolactin: functions, abnormalities
 The thyroid gland function and malfunction
 The adrenal gland function and malfunction
 Calcium homeostasis: PTH, calcitonin, Ca-level
disturbances
 Pancreatic hormones and glucose homeostasis,
associated abnormalities

199
 XII. Pharmacology of Endocrine system …..2 hrs
-PKs & PDs of drugs used for diabetes mellitus & thyroid disorders
- PKs & PDs of corticosteroids, hormonal contraceptives, oxytocin,
female infertility & male erectile dysfunction
Clinical Lab methods ( 5hrs)
- Physical characteristic s of urine and its interpretation
- Abnormal constituents if urine
- microscopic examination of urine sediments and interpretation
- normal and abnormal organized urine sediments with their
diagnostic features
- Renal function test

Clinical skills lab (4 hrs.)

 Glucose monitoring
 DKA management
 Blood glucose and DM diagnostic tests
 Urine test

PBL (4 hrs.)
 Growth retardation
Week 12 Interactive lecture and discussion …. 10 hrs Reflective portfolio
Biochemistry .......................... 3 hrs minerals
 Classification of mineral
 Structure and function of macro and micro nutrients 18hrs/week
Parasitology …… 2hrs
 L. B. guyanensis
 L. B. panamensis
 L. peruviana
 Leishmaniadonovani complex
 L. d. donovani
 L. d. chagasi
 L. infantum
 The Trypanosome
 Trypanosoma brucei complex
 T. b. Gambiense
 T. b. Rhodesiense
Clinical lab methods ( 5hrs)

200
 Blood glucose and DM diagnostic tests
Skill lab 4hr
 Therapeutic and diagnostic procedures
 Paracenthesis abdominous
 Liver biopsy
Pbl 4hr
Week 13 Module completion and Exam week Reflective portfolio
Week 14-18 Hospital practice
Provide counseling on clients sexual problem (impotence,
dyspareunia)
Naso Gastric Tube Insertion & removal
Gastric Lavage
Aspiration
counseling client with grieving
Suturing and Wound dressing
Assisting Paracenthesis abdominous
Assisting Liver biopsy
Assist in lumbar puncture procedure
Gastrostomy feeding
Parenteral feeding
Glucose monitoring
DKA management
Heat and cold application
General bath
Perennial care
Catheterization ( male and female)
Colostomy care
Enema
Positioning of surgical patients
Identification of surgical instruments
Teaching –learning methods and activities
• Guided practice (coaching)
• Seminar presentation / assignment/project /report
• Group discussion following exposure to any learning experience
• Independent study and practice
Teaching –learning assessment methods
 Direct observation (DO)== 24%
 Review of portfolio === 12%
 OSCE and oral exam—18%
 Seminar presentation == 6%

201
 Nursing leadership, management & Health Policy
Module name: Nursing leadership, management & Health Policy
Target group: Second year comprehensive BSC nursing students
Prerequisite: Foundation of nursing I and II
Module: Core
Module Code: NursM 2032
ECTS: 7
Duration: 16 Weeks (Parallel)
Module No Module Components of module Assigned EtCTS Module
Code for contents of EtCTS
module
Nursing leadership and management 3 7
theory
Nursing leadership and management 2
practicum(project)
Health Policy 1
Health Economics 2
Interactive Project /practicum Student self- study Total
Lecture hours hours
64 hours 80 hours 23 hors 167hours

Module Description: This module is designed to comprehensive nursing students to

equip them with the knowledge, skills and attitude needed to lead and manage nursing
service administration and leadership; and understanding of the Ethiopian health
policy as well as application of economics in health care practice.

Module Objective

At the end of this module, comprehensive nursing students will be able: Describe
analyses and apply basic principles of nursing service administration and leadership

202
 in Ethiopian healthcare system and aquire knowledge, attitude and skill needed to lead and manage
health services and organizations.

Module Outcome:
Upon the completion of this module, students will be able to:
 Analyze and apply principles and functions of management
 Describe concept of nursing service administration and leadership
 Discuses and analyze the principle of leadership in the health sector
 Apply nursing service administration and leadership principles
 Demonstrate a merit-based selection, appointing,managing and leading the human Resources
 Describe basic principles involved in management of resources.
 Analyze the principle of change and involve in implementation of change
 Plan and perform quality assurance on nursing care service
 Identify the major risk areas in nursing services and manage it
 Lead group dynamics and team sprit
 Analyze and apply advocacy role in nursing care service
 Analysis and resolve conflict within and/or out of organization
 Analyses and Apply the discipline measures
 Manage nursing care and service, education, training, and staff development program
 Creat motivating working environment to assure quality nursing service
 Effectively manage time and financial resource of an organization
 Utilize organizational communication appropriately
 Design and conduct project on health service of the organization
 Explain and demonstrate managerial role at different organization level
 Identify and discuss the merit and demerit of leadership types
 Apply the attributes and principles of critical thinking in both clinical and leadership areas
 Describe the Ethiopian health system including historical development, organization, structure,
approaches, policy, strategy, regulations and programs (K2)
 Apply principles and functions of management as well as leadership in the health sector (K3)
 Apply the principles of economics in the health sector including issues of equity and financing
(K3)
 Describe the principles and components of the national health management information system
(K2)
 Analyze the concepts of health care coverage, utilization and quality with focus in the Ethiopian
health system (K4)
 Demonstrate key public health values, attitudes and behaviors such as commitment to equity and
social justice, recognition of the importance of the health of the community as well as the
individual, and respect for diversity, self-determination, empowerment, and community
participation (A3)
 Identify the basic principles involved in planning and management
 Perform an Environmental analysis using different mechanisms so as to making Planning process
more realistic
 Describe the history of health services in Ethiopia and determinants to Health
 Define PHC, Concept, strategy and Enumerate what we have learned and gained
203
 Describe how to manage health team
 Develop a merit-based selection, appointing managing and leading the human Resources
 Describe basic principles involved in management of resources.
 Design Organizational change
 Organize a given health system to perform effectively and efficiently
 Consider equity in provision of health care
 Appreciate different schemes of financial health care.

Teaching-Learning Methods
 Interactive lecture and discussion
 Small group learning activities: assignment, exercise,
 Individual reading assignment
 Group discussion
 Student presentation
 Group project presentation
Assessment Methods
 Quiz and test (12 %)
 Assignment presentation (10%)
 Written exam (45 %)
 Project (33 %)
Unit /area Hours Grade percentage
1. Nursing leadership and management 32 45
2. Health policy 8 11
3. Health Economics 16 22
4. Nursing leadership and management project 80 22
Total 136 100

Module Schedule
Week Contents Assigned hours

1 week INTRODUCTION TO NURSING SERVICE MANAGEMENT 4 hrs

 Definition of management and nursing service administration
 Types of manager
 Managerial Skills
 Management functions and Managerial roles
 Concepts and applications of leadership in the health sector

204
2 NURSING SERVICE ADMINISTRATION AND LEADERSHIP PRINCIPLES 4hrs
 Organizational structure of nursing services
 Nursing care delivery models
 Nursing round and Patient hand over
 Clinical supervision in nursing services
 Role of nurse at different levels of nursing service administration
3 NURSING SERVICE ADMINISTRATION AND LEADERSHIP PRINCIPLES 4 hrs
 Nurse advocacy role( concept, principles and rationales)
 Quality assurance and risk management of nursing services

LEADERSHIP AND MANAGEMENT THEORIES

 Types of leadership,
 styles of leadership
 Application to Nursing profession

4 RESOURCE MANAGEMENT 2 hrs

Human resource management
 Acquisition and Recruitment,
 Selection
 Induction and orientation
 Retention,
 Development,

5 2 hrs
RESOURCE MANAGEMENT

 Discipline,
 Delegation,
 Performance appraisal,
 Motivation ,
 promotion and training

6 Financial resource management 4 hrs

205
  Concepts of budget in health
 Types of budget
Approach of budgeting
Time resource management
 Concept of time management
 Planning time arrangements ( Timetable, Schedule, Roster)
 Common time waster
Principles of time management
Materials and equipment management

7 GROUP DYNAMICS AND TEAMWORK 4 hrs

 Types of group
 Phases of group development
 Managing Group Dynamics
 Types and styles of Decision making
 Factors Influencing Decision Making
 Concept of teamwork and team sprit
ORGANIZATIONAL COMMUNICATION
 Concept of organizational communication
 Types of communication
 Levels and pattern of communication
 Factors influencing organizational communication

8 CONFLICT MANAGEMENT 4 hrs

 Definition and concepts
 Sources of conflict
 Explain types of conflict

206
  Discuss stages of conflict
 Explain approaches to conflict resolution
INTRODUCTION TO PLANNING AND IMPLEMENTING
CHANGE
 Definition and concepts of change
 Purpose of change and areas of change influencing healthcare today
 Change strategies
 Rules that should be followed in implementing change
 Leaders as change agents
 Change management
 Reason for change
 Change process (steps)
9 STRESS MANAGEMENT 4 hrs
 Definition and concepts
 Source of stress
 Consequence of stress
 Managing stress
CRITICAL THINKING
 Definitions and concepts
 Components
 Critical Reflection
 Critical Reasoning
 Judgment
Methods of problem solving

207
Weeks Units to be covered Contents Methods Time
o Introduction
Development and o Global typologies for health systems Interactive 4
organization of the health Lecture
10 system
o Development and organization of the health
system in Ethiopia (indigenous/modern,
public/private, policy)
o Approaches in organization and delivery
during various periods (modern health services,
basic health services, PHC, SWAP);
o Policies, strategies and programs during
various periods

Introduction to economics  What is economics (definition)? Interactive 2

and health economics  What is health economics (definition)? Lecture
 Method of economics (concepts and principles)
 Classification of economics
 Role of economics in health

o Health management with focus to the Ethiopian

Management and leadership health system (planning, organizing, Interactive 2
in the health sector implementation, monitoring and evaluation) Lecture
o Management of finance, HRH, time and
material resources
o Delegation

 Application of economics to the health sector

11 
Economics and financing in Issues of equity in the health sector Interactive 6
the health sector  Methods of economic evaluation and costing of health Lecture
care programs
 Principles and types of healthcare financing
 Forms of financing health care
 Crisis in financing health care
 Efficient use of available resources
 Enhancing the role of private sectors
 User fee system
 Health insurance model
 Allocating resources for health care
 Cost concepts
 Allocating costs between programmes
 Assessing costs
 Shadow pricing
 Healthcare financing in Ethiopia

208
 
Health care production , and Introduction 4
Health care markets  Demand and Supply
 Factors influencing demand
 Elasticity of demand
 Factors influencing Supply
 Supply demand equilibrium
 Market failure and dealing with it
 Perfect competitions
 Medical care market
 Need versus demand
 Theoretical model for the analysis of the demand of
health care, the role of professionals in the demand of
health care, issue of equity in the
13

provision of health care

o Introduction
12 Health management o Principles and components of HIS/HMIS Interactive 2
information system (HMIS lecture
o Ethical and legal issues in HMIS
o Application of IT in the analysis and
management of health systems
o Ethiopian HMIS
 Introduction
Decision Making and Interactive 2
Lecture
Problem Solving  Decision making process

 Types of decisions

 Creative problem solving

 Critical thinking

209
 13 Measuring and improving  Introduction
efficiency in health care  Measuring efficiency Interactive 2
 Common causes of inefficiency Lecture
 Strategies to increase efficiency

 Introduction to health and development

Health and Development Meaning of health and development 2
 Initiatives in health development (including MDGs, SDGs,
PASDEP)
 Economic indicators and economic growth
 Sources of poverty
 Attacking poverty and inequality

14 Community /PHC Main objectives 1

p along
with MCH and health Manage nursing care services (plan, organize, lead, control
clinical practice

15-16 Nursing service project 80

Planning and conducting project on nursing service and leadership areas hours
Assessment methods Total 60%

Direct observation of individual/group performance 30%

Review of student portfolio 20%

Other ( seminar .testimonies ….) 10%

References
1. Amsale Cherie and Brhane G/kidan. Lecturer note of Nursing leadership and management, Adis
Ababa iniversity, 2005
2. Management Sciences for Health (MSH). Managers who lead. MSH, 2005.
3. Jira C. Health planning for health science students. Carter Center; 2003.
4. Haile Mariam D. Exploring Alternatives for Financing Health Care In Ethiopia: An Introductory
Review Article.Ethiop J Health Dev2001;15(3):153-163.
5. Judith dwyer, Pauline Stanton, Project and management in
health and community services, 2005, new work
6. Anthony R. Kovner and Duncan n euhauser. Health service management
th
8 edution
7. Pankhurst R. An introduction to medical history of Ethiopia, with a postscript by AsratWoldeyes.
Trenton, New Jersey; 1990.
8. B.L marquis,C.J.Huston,leadership role and management
function in Nursing(theory and appilication
4th edi.)
210
 9. Sullivan, J.E. (1992) Effective management in Nursing 3rd edition.
10. Stevens W.F.Mnagegement & leadership in Nursing 5th edition
11. Goddard. Principle of nursing administration 3rd edition
12. Nursing leadership and management lecture notes
6. Health service management lecture notes for health science students
13.Berhane Y, Haile Mariam D, Kloos H. The epidemiology and ecology of health and disease in
Ethiopia. Addis Ababa; Shama Books, 2006.
14.FMOH. National reproductive health strategy
15.FMOH. National nutrition strategy
16.Salem, R.M., Bernstein, J., Sullivan, T.M., and Lande, R. “Communication for Better Health,”
Population Reports, Series J, No. 56. Baltimore, INFO Project, Johns Hopkins Bloomberg School
of Public Health, January 2008.Available online: http://www.populationreports.org/j56/
17.Salem, R.M., Bernstein, J., and Sullivan, T.M. “Tools for Behavior Change Communication.”
INFO Reports, No. 16. Baltimore, INFO Project, Johns Hopkins Bloomberg School of Public
Health, January 2008. Available online at: http://www.infoforhealth.org/inforeports/
18.deFossard, E., and Lande, R.“Entertainment-Education for Better Health,” INFO Reports, No. 17.
Baltimore, INFO Project, Johns Hopkins Bloomberg School of Public Health, January 2008.
Available online at: http://www.infoforhealth.org/inforeports/
19.IOM (Institute of Medicine).Promoting Cardiovascular Health in the Developing World: A
Critical Challenge to Achieve Global Health. Washington DC: The National Academies
Press.2010
20.Tefera B (2002). Lecture notes on Human Nutrition for Ethiopian Health science students. 2002.
p(1-139)
21.Robert E.C. Wildman , Denis M. Medeiros (2000). Advanced Human Nutrition; CRC PRESS
LLC. p(79-288)
22.Rosalind S Gibson (2005). Principles of nutritional assessment. 2nd ed. Oxford University Press,
New York. 908p.
23.Michael C. Latham (1997). Human Nutrition in the Developing World. Food and Agriculture
Organization of the United Nations (FAO), ISSN 1014-3181 Rome. (Part II)
24.Carl Fertman and Diane Allensworth. Health promotion programs: from theory to practice. 2010
25.Lawrence Green, Marshall Kreuter. Health program planning: an educational and ecological
approach. Volumes 1-2. 2005
26.Jackie Green, Keith Tones.Health promotion: planning and strategies. 2010.
27.Mark Edberg. Essentials of health behavior: social and behavioral theory in public health. 2007
28.Richard D. Semba and Martin W. Bloem.Nutrition and health in developing countries. Human
Press. 2008
29.Goeffrey P Webb. Nutrition. A health promotion approach. 3rd edition.
30.Michael J. Gibney , Prof. Susan A. Lanham , Aedin Cassidy , Hester H.
nd
Vorster. Introduction to human nutrition. 2 edition. 2009
211
31.Denis M Medeiros, Robert E.C. Wildman . Advanced human nutrition. 2nd edition. 2011
32.Judith E. Brown. Nutrition through the life cycle. 4th edition. 2010.
33.Rosalind S. Gibson. Principles of nutritional assessment. 2nd edition. 2005
34.Michael Gibney, HESTER H VORSTER. Clinical nutrition. 2005

212
Year III
Medical Surgical Nursing I
Module code: NurM 3013
EtCTS: 24
Module summary

Module code Weeks Hours

Total Duration 20
Class room based teaching 172
SDL teaching 11 16
PBL 24
Clinical and community practice 8 320
Exam period 1
%
Content area Hour Load Emphasis
Module contents Nursing Heath 24
4%
Assessment
 Communicable disease control 18
3%

 Introduction to pathophysiology 18
3%

 Medical Surgical Nursing theory 95

16%

 Skill lab (Total) 48 8%

 PBL 42 7%
 Medical Surgical Nursing 1 Clinical 350 59%
Practicum
Total 594 100%

Module Description: This module is designed for Compressive BSc Nursing students to give
adequate opportunity to learn basic principles of management of bio-psychosocial, eye, ear, nose,
and throat, respiratory, gastrointestinal, immunology, gerontology and oncologic disorders. It
enables students to assess, diagnose, plan, implement, monitor and evaluate the outcomes of nursing
intervention for patients having medical and/or surgical disorders.
Module Objective: By the end of this module, students will be able to provide high quality and
standardized nursing care for patients with bio-psychosocial, EENT, respiratory, gastrointestinal,
immunology, gerontology and oncologic disorders.

187
 Supporting Objectives
To achieve the above module objectives, the students will be expected to:
 Discuss the basics of nursing health assessment
 Conduct nursing health assessment using both functional health pattern and medical approach
 Performs a focused health assessment and/or an advanced comprehensive health assessment, using
and adapting assessment tools and techniques based on client needs and relevance to client stage
of life.
 Synthesizes health assessment information using critical inquiry and clinical reasoning to diagnose
health risks and states of health/illness;
 Diagnoses diseases, disorders, injuries, conditions and identifies health needs, while considering
the client response to the health/illness experience;
 Supports, educates, coaches and counsels clients regarding diagnoses, prognoses, and self-
management including their personal responses to diseases, disorders, conditions, injuries, risk
factors, lifestyle changes and therapeutic interventions;
 Identify, diagnose, treat and apply preventive measures for common communicable diseases
 Provide nursing care for older adults as per their need by taking nursing process as framework.
 Examine the concerns of older people and their families in the home and community, in the acute
care setting, and in the long-term care facility.
 Use the nursing process as a framework for the care of patients with pain
 Discuss the basics of pathophysiology like cell adaptation, injury, inflammation, healing and cell
death
 Incorporate the knowledge of pathophysiology in making diagnosing and providing overall
therapeutic managements for patient with EENT, GIS, RS, Immunology and MSS disorders.
 Provide nursing care for patient with cancer during surgery, radiation therapy, chemotherapy,
targeted therapy, hematopoietic stem cell transplantation, and other therapies
 Provide effective palliative care for patient with cancer and other chronic illness related to EENT,
GIS, RS, Immunology and MSS.
 Practice comprehensive care co-ordination and interdisciplinary team work across all setting
where palliative care is offered
 Provide nursing care for patient with cancer using nursing process as framework
 Perform effectively common nursing procedure identified in EENT, GIS, RS, and MSS.
 Properly involve and take a role in the performance of diagnostic and therapeutic procedure
involving EENT, GIS, RS, and MSS.
 Use the nursing process as a framework for care of patients with EENT, GIS, RS, Immunology
and MSS disorders.
 Provide appropriate teaching for the patient and family affected by EENT, GIS, RS, Immunology
and MSS disorders.
 Provide safe and effective nursing care for patients having surgery involving, EENT, GIS, RS, and
MSS.
 Manage patient with communicable diseases

188
 Prerequisites: Foundation of nursing I & II

Duration: 20 wks.

Teaching and learning methods

1. Interactive lecture 8. Dairy writing
2. Small group discussion 9. Reflective portfolio
3. Role play 10. Bed side teaching
4. Case study 11. PBL
5. Video show 12. PHC/community visit
6. Demonstration 13. Whole group session
7. Facilitated practice with feedback
Methods of assessment Formative assessment
1. Quiz
2. Assignment
3. Seminar
4. Project work
5. Observation with checklist
6. Logbook
7. Dairy writing
8. Nursing care plan
9. Feedback on reflective portfolio

189
 Summative assessment of the overall module

1. Class room based teaching =40%

 Written test =25%
 PBL=5%
 SDL =10%
 Total = 40%
2. Clinical and community practice = 60 %
 DOP= 24 %
 Review of portfolio= 12%
 OSCE with oral =18%
 Other student performance (seminar, CBD etc..) 6 %
 Total =60%

References
2. Brunner and Suddarth’s. Test book of Medical surgical nursing .14th ed. 2014
3. Bate’s guide to History taking and physical examination, 8 th Edition
4. Hutchison’s clinical methods: An integrated approach to clinical practice, Michael swash, Michael
Glynn , 22nd edition
5. Physical diagnosis. Lecture notes for Health Science Students: Gashaw M, Mensur O, Zeki A,
UoG, 2005
6. Robbin : Basic pathology , 7th edition,
7. General pathology for Health Sciences: JU, UoG, HU and DU, 2004. Lecture notes
8. Lippincot : Modern Phrmacology with clinical applications , 4th Edit
9. Goodman and Gilman: The pharmacological basis of therapeutics
10.Warner. C. Germanie. Emergency cares Assessment and intervention 3rd Ed.
11.Caroline L. Nancy. Emergency care in the streets U.S.A. 19979.
12.Haramaya University, Upgraded lecture note series, AlemayehuGalmessa, First Aid and Accident
Prevention for Health Science Students

190
 Module schedule
 Lecture and discussion = 23hr/week for 11 weeks
 PBL=4hr/weeks for 10 weeks
 SDL (clinical and Biomedical) = 8hr/week for 11 weeks
 Self-study- Week 12= examination weeks
 Clinical practice = 12 weeks 30hr/week

Medical Surgical I
Week Learning activity Interactive
L(hr)
Week 1 Interactive lecture(16hr)
Introduction to Medical Surgical nursing) (2hrs)
20hrs/week

Definition and scope of medical surgical nursing Concepts of
health, wellness and illness
Introduction to Nursing Health Assessment(4hr) Introduction
to nursing process(five steps)
Approach for health assessment Types of assessment and data Taking
health history
Principle and techniques of physical examination
Introduction to communicable disease control
Interactive lecture(6hrs)
1. Classification of diseases(time course and cause)
 Definitions of terms
 Epidemiology and scope of communicable diseases in Ethiopia
 Definition, types, description of the transmission, prevention and
control of communicable diseases
 Chain of disease transmission
 Factors involved in the chain of disease transmission
 Carrier& its type
 Natural history of disease
 Time course of infectious diseases
 Levels of prevention
 Principles of communicable disease control
Bio-psychosocial concepts related to health(4hrs)
Adult development
Stress, coping and adaptations
Pain (definition, causes, assessment, management ) Loss, death and
dying
Application FON: Sensory and perceptual pattern
 Application FON: Stress and coping pattern

Skill(6hr)
History taking (medical and Gordon’s approach) Physical
examination techniques

191
 PBL (4hr):
Pain
Week 2 Interactive lecture(14hr)

Introduction to pathophysiology (11hr) 18hrs/week

Common terms(,sign, symptoms, disease,etiology, genetic
disease,congenital disease,acquired disease) (1hr)
Definition and difference with pathology(2hr) Cell adaptation,
injury and death(2hr) Inflammation and tissue healing(2hr)
Hemodynamic, thrombo - emblolism and homeostasis(2hr)
Alteration in tissue oxygenations(2hr)
Introduction to oncology nursing(5hr)
Definition
Risk factor/causes
Biology of oncogenesis/pathophysiology Types, nomenclature,
and features neoplasm Detection and prevention of cancer
Treatment modalities and nursing role
 Chemotherapy
 Surgery
 Radiation
 Others
 Palliative care basics
 Principles of palliative care
 Components of palliative care

Skill lab(6hr):
Pain management with algorism
Nursing care plan (pain, ineffective coping)
Nursing care plan(patient with cancer)
Nursing process for patient with immune suppressive therapy
Nursing process for patient with HIV infection

PBL (4hr):
 Pain

Week 3 Interactive lecture(16hr)

Immunology (6hrs) 18hrs/week
Assessment of immune function
o Anatomy and physiologic overview of immune
system
o History
o Physical examination
o Diagnostic evaluation Immulogic disorders

192
 Immuno pathology
o Hypersentsetivity reactions
 Immuno deficiency
 Nursing role in immune suppressive therapy
 Nursing and Medical management of patient with HIV:
(definition, epidemiology, etiology, pathophysiology, clinical
manifestations, diagnosis, PMTCT, PITC, WHO staging,
management)
Nursing Intervention of Patients with eye disorders
Introduction(2hr)
Anatomy and physiologic review of the eye Assessment of
patient with eye
Assessment of sensory and perceptual pattern(eye)
 History taking
 P/E (Visual acuity, visual field)
Definition, risk factor/causes, pathophysiology, c/m,
diagnosis, DDx, management and complications Refractive
errors(2hr):
 Myopia
 Hypermetropia
 Astigmatism
 Presbyopia
Disease of the eye lids(2hr)
 Hordeolum (stye)
 Chalazion
 Trichiasis
 Ectropion
 Ptosis
 Blephritis
Disease of the lacrimal gland(0.5hr)
 Dacrocystitis
Disease of the conjunctiva(2hr)
 Conjunctivitis(bacterial,viral,allergic)
 Trachoma
Disease of the cornea(1hr)
 Keratitis,
 Pterygium,
 Corneal abrasion or ulcer
Skill lab (6hrs )
Assessment of Eye
 Visual acuity
 visual field
 ophthalmic examinations
 fundoscopic examinations
Nursing care plan for patient having eye surgery

193
 PBL (4hrs )

Interactive lecture(16hr)
Week 4 Definition, risk factor/causes, pathophysiology, c/m, 20hrs/week
diagnosis, DDx, management and complications (6hrs)
 Disease of the lens- cataract
 Disease of the uveal tract (UVEITIS)and Scleritis Injuries of the
eye
 Sympathetic ophthalmia
 Panophthalmitis
 Other conditions of the eye
 Glaucoma
 Diabetic retinopathy
 Retinal detachment
 Muscular eye disorders
 Nystagmus
 Strabismus
 . Orbital surgeries
Nursing Intervention of Patients with ear, nose and throat
disorders(10hrs)
 Introduction to ENT
 health Assessment
Overview of anatomy and physiologic review of ENT
Assessment of patient with ENT

Skill:(6hrs)
o History
o Physical examination
o Diagnostic evaluation
PBL: 4 hrs

Interactive lecture(16hr) 17hrs/week

Week 5 Disorder of the ear and intervention for clients with ear and
hearing disorders
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications (5hr)
External ear problems
o Cerumen impaction
o Foreign bodies
o External otitis Middle Ear Problems:
o Otitis media,
o Mastoditis,
o Otosclerosis) Inner ear Problems:

194
 o Labyrinthitis
o Ménière’s disease /syndrome/ Disorders of the nose
and nasal cavity(Nasal
obstruction,Deviated nasal septum)
o Epistaxis
o Nasal polyps/ Growth/ Infections (Rhinitis , Sinusitis
Nursing Intervention of Patients with Respiratory system
Disorders (10hr)
 Introduction to the respiratory system
 Review of anatomy and physiology of respiratory system
 Assessment of patient with respiratory system History
Physical examination Diagnostic and therapeutic
procedures
 Assisting in bronchoscopes
 Performing postural drainage
 Assisting in thoracenthesis
 Oxygen administration
 Tracheostomy care
 Endo tracheal tube suctioning
 Chest drainage system
 Chest percussion & vibration
 steam inhalation
 Coughing and breathing exercise & incentive
spirometer
 Activity and exercise pattern (respiratory)

Skill lab(7hr)
 Chest drainage system
 Chest percussion & vibration
 steam inhalation
 Coughing and breathing exercise & incentive spirometer
 Activity and exercise pattern (respiratory)
 Management of asthma with available guidelines
 Gorden’s functional health pattern (Nursing care plan for patient
with bronchial asthma, TB)

PBL 4hr:
Cough

195
Week 6 Interactive lecture(16hr) 18hrs/week
Upper respiratory disorders(2hr)
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications:-
Tonsillitis Pharyngitis Laryngitis Adenoiditis
 Common cold
Air borne disease(CDC) (6hr)
Definition, agent, incubation period, period of communicability,
Epidemiology, risk factor/causes, life cycle, c/m, diagnosis,
DDx, management, complications and prevention and control
methods

 Leprosy (hansen's disease)

 Measles (rubella)
 Pertussis (whooping cough)
 Diphteria
 Influenza
 Tuberculosis
Lower respiratory tract disorders (8hr)
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications
Bronchitis Pneumonia COPD
Chronic Bronchitis Bronchiectasis
Emphysema Asthma
Lung abscess Empyema
Pneumothorax
pleural effusion Atelectasis Corpulmonale Pulmonary embolism
Pulmonary edema Pluerisy/Pleuritis/
ARDS (Acute Respiratory Distress Syndrome) Acute
Respiratory Failure
Lung cancer

Skill lab(6hr)
 Chest drainage system
 Chest percussion & vibration
 steam inhalation
 Coughing and breathing exercise & incentive spirometer

196
 Activity and exercise pattern (respiratory)
Management of asthma with available guidelines
Gorden’s functional health pattern (Nursing care plan for patient with
bronchial asthma, TB)

PBL 4hr:
 Cough
Week 7 Interactive Lecture (16Hrs.) 18hrs/week
Gastrointestinal system disorders(3Hrs.)
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications
Introduction to gastrointestinal system
Overview of anatomy, physiology
Assessment of gastrointestinal system (3hr NHA)
 Hx
 Abdominal assessment
 Common diagnostic procedure Therapeutic
procedures
Elimination pattern (Bowel)
Diseases of the mouth and related structures
Interactive Lecture (6Hrs.) Periodontal diseases Periapical
abscesses
 Dental caries and tooth extraction Stomatitis
Gingivitis Parotitis
Cancer of the mouth
Trauma of the mouth and jaw Fracture of the jaw
Injury to soft tissues Esophageal disease (4Hrs.) o
Achalasia
o Esophageal diverticula
o Hiatus hernia
o Cancer of the oesophagus

Skills Lab (6hr)

 Simulated practice: history and Physical examination of
gastrointestinal system
 Endoscopic procedures
 Barium enema
 Nursing care plan: Diarrhea, constipation(0.5hr)

PBL 4hr:
 Epigastric pain

197
Week 8 Interactive Lecture cont --- (16Hrs.) 18hrs/week
Gastric disorders (6Hrs.)
 Gastritis and PUD
 Pyloric stenosis
 Cancer of the stomach Abnormality of fecal eliminations
Constipation Diarrhea
Intestinal parasitic disease and infection (6Hrs.)
Definition, agent, incubation period, period of communicability,
Epidemiology, risk factor/causes, life cycle, c/m, diagnosis,
DDx, management, complications and prevention and control
methods
 Typhoid fever
 Ameabiasis
 Gardiasis
 Ascariasis
 Trichuriasis
 Entrobiasis
 Strogloidiasis
 Hook worm
Intestinal parasitic disease cont,,,,,(4hrs)
 Tiniasis
 H.nana
 Shigellosis
 Cholera
 Acute gastroenteritis(AGI)
 Guinea worm, Schistosomiasis Communicable Disease (3
Hrs) LYMPHEDEMA
 Features of LF/Podoconiosis,

 Acute dermatolymphangioadenitis(ADLA)
 Management of Lymphedema:
 Spectrum of Morbidity associated with LF and Podoconiosis:

 Setting up of Home-based morbidity management and disability

prevention (MMDP) Care (Community Program) and

 Monitoring and Evaluation

Skill lab(3hrs)
 NG tube/IV nutritional therapy
 Gastrostomy feeding
 Gastric lavage
 Gavages & feeding
 Gastrostomy care

198
  Management of patient with cholera with National & or WHO
guideline—CDC
PBL(4hrs)
 Epigastric pain

Week 9 Interactive Lecture cont --- (15Hrs.) 18hrs/week

Food borne diseases (food poisoning ,food borne intoxications,
food borne infection) (2hrs)
Staphylococal food poisoning (intoxication
Botulism
Salmonellosis
Disorders of the lower G.I.T. (6Hrs.)
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications
Acute abdomen
Appendicitis
Intestinal obstruction
Peritonitis
Volvulus
Intussusceptions Inflammatory bowel disease
Ulcerative colitis
Regional enteritis
Cancer of the colon
Hernias
Disorders of the rectum(3Hrs.)
Hemorrhoids’
Colorectal Cancer
Anal fissure
Anal abscess
Anal fistula
Disorders of the Accessory Organs(4hrs)
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications
.Diseases of the liver
Hepathobiliary manifestation Hepatitis
Cirrhosis of the liver Abscess of the liver Trauma of the liver
Diseases of the gallbladder and pancreas Cholecystitis
Cholelithiasis
Cancer of the gall-bladder Pancreatitis
Communicable Disease (4 Hrs)

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 Oncocerciasis
 Features
 Community Directed Treatment
 Facility level treatment
 Monitoring and Evaluation

Skill lab(3hrs)
Abdominal examination(appendicitis and etc) (1Hr)--- H
assessment
Nursing care plan for patient having colorectal surgery
Colostomy care
Enema administration
Abdominal organ examination using different techniques o
Nursing care plan for patient with liver cirrhosis
o Nursing care plan for patient with hepatic coma

PBL(4hrs)
 Cirrhosis

Interactive Lecture (14Hrs.)

Disorder of musculoskeletal system (4Hrs.) 18hrs/week
Week 10,Assessment
11 of musculoskeletal system Overview of anatomic and
physiology
Assessment of musculoskeletal system( NHA) Hx
P/E
 Diagnostic and therapeutic procedures
 Splint application
 Bandaging
 Cast application and care
 Traction care
 Athrocenthesis
 Arthrography
 DEXA
 X ray Orthopedic emergency (4Hrs.)
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications
 Sprain
 Strain
 Dislocations
 Fractures
 Amputation
Joints and connective tissue diseases
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications
Interactive Lecture (4Hrs.)

200
 o Osteoarthritis
o Rheumatoid arthritis
o Septic arthritis
o Gouty arthritis
o Spondylitis
o Osteomyelitis
Degenerative bone disease
Definition, risk factor/causes, pathophysiology, c/m,
diagnosis, DDx, management and complications
Interactive Lecture (2Hrs.)
Osteoporosis
Osteomalacia
Communicable Disease (5 Hrs)
Epidemiology, Definition, Causes and Transmission,
Symptoms and Signs, Case investigation, Case Management,
Prevention and Monitoring and Evaluation of:
Soil transmitted helminths (STH)
Shistosomiasis
Guinea worm
Scabies
Skills Lab (3Hrs.)
 History taking
 Physical examination of musculoskeletal system
 Diagnostic and therapeutic procedures
 Splint application
 Bandaging
 Cast application and care
 Skin traction application and Traction care
 Nursing care plan for patient with Osteoporosis, Osteoarthritis
 Nursing care of patient with Soft tissue injury and fracture
 Nursing care plan: Impaired mobility

PBL(4hrs)
 Joint pain
Week 12 Exam week

17-20 Hospital practice

Week

Medical ward Surgical ward

 Developing nursing care plan for patient  Assess , diagnose and intervene
with medical disorder of patients with surgical disorders

201
EENT, GIS, RS, and MSS Providing nursing care for a patient with
Assess , diagnose and intervene patients with Medical surgical problem of body systems
disorders of EENT, GIS, RS, and MSS Practice scrubbing and circulating roles
Providing nursing care for a patient with EENT, GIS, RS, Process surgical instruments
and MSS Apply principles of infection prevention
Provide basic nursing care Assess and provide Wound care
Monitoring of patient’s condition and intervene Monitoring of patient’s condition and
Prevent and treat complications intervene
NG tube insertion Prevent and treat complications
Input & output monitoring NG tube insertion
Documentation & recording Input & output monitoring
Apply principles of infection prevention Documentation & recording
Interpreting investigations of lab result Implementing Interpreting investigations of lab result
developed care plan Developing and implementing nursing care
Evaluating care plan plan
Prepare bedside & case presentations Prepare bedside & case presentations
Rounds & regular visits Rounds & regular visits
Administer oxygen for minimum of patients Provide Basic nursing care
Perform postural drainage Administer oxygen for minimum of
Chest percussion patients
Chest vibration Give peri-operative nursing care
Perform airway suction Pack and sterilize instruments, gloves and
rums
Give tracheotomy care
Suturing wound
Administering Oxygen
Remove wounds stitches
Breathing and coughing exercise
Give tracheotomy care
Perform gastric lavage
Administering Oxygen
Give nasal tube feeding (gavage)
Breathing and coughing exercise
Urinary Catheterization
Perform gastric lavage
Give intramuscular injection
Give nasal feeding (gavage)
Give subcutaneous injection
Urinary Catheterization
Give intravenous injection
Administer medication via various routs
Set and give IV infusion
Set and give IV infusion
Transfuse blood product
Blood transfusion
Perform skin traction
Assist in:-
Provide eye irrigation, eye padding and dressing
Administer medication via various routs o Abdominal paracenthesis
Provide ear irrigation o Liver biopsy
Assist in:- o Lumbar puncture
o Traction applications
o Cast care procedure
o Broncosopy procedure
o Coloscopy procedure

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 o Abdominal paracenthesis o Endocscopy procedure
o Liver biopsy Colostomy care
o Lumbar puncture Treat and care for patient with feco- oral
o Broncosopy procedure disease
o Coloscopy procedure Provide care for patient with immobilization
o Endocscopy procedure devices
 Treat and care for patient with feco-oral Crutch walking counseling and demonstration
disease `

Teaching –learning methods and activities

• Guided practice (coaching)
Seminar presentation / assignment/project
/report
Group discussion following exposure to any
learning experience
• Independent study and practice
Teaching –learning assessment methods Total Weight (60%)
 Direct observation (DO)== 24%
 Review of portfolio === 12%
 OSCE and oral exam—18%
 Seminar presentation == 6%

151
 Maternity and reproductive health module
MODULE SYLLABUS

Module Title Maternity and reproductive health nursing

Module code/No NurM 3043

Module ECTS 14
Program Comprehensive nursing (Regular )
Module Summary
Duration 20 weeks( 12 weeks –class room based teaching and 4 weeks clinical
attachment )
Total hours
Class room based teaching 12 weeks (11 wks) Lecture =122hrs PBL = 16 hrs
SDL= 16 hrs
Clinical practice 4 weeks ( week 17-20) , total hours :160
Essential modules contents Reproductive health nursing
Obstetrics & Gynecology Nursing theory
Module Schedule and contents
Lecture and discussion = 11hr/week for 11 weeks
PBL= 1hr/week for 11 weeks alternative with mental health modules SDL = 1hr/ weeks for
11weeks
Clinical practice (week 20-24) =40 hrs/week for 4 weeks 28hr/week MCH clinical practice
Case based discussion (CBD)=2hr/week during clinical practice Community practice (SPH4)
=10hr/week ( 1 full day)

152
 Required
Date/Week Learning Activity Reading (Assignment)

Week 1 Interactive lecture and discussion : 8 Hrs Reflective portfolio29

• Introduction to Reproductive health 12hrs/wk
• Definition
• Historical development of RH
• Magnitude of RH problems
• Components of RH and indicators
• Gender and RH
• Magnitude of maternal health problems
• Causes of maternal morbidity and mortality
• Maternal health services
• Interactive lecture and discussion : Hrs
• Introduction to Obstetrics and Gynaecology Nursing
• Anatomy and physiology of female reproductive system
• Introduction to embryology and fetal development
• Definitions and Terminologies
• The female pelvis
• The female reproductive organs
• The menstrual cycle
• Early development of fetus
• Conception
• Placenta,
• Fetal circulation
• Fetal skull
Skill Lab: 3Hrs
 The female pelvis
 Fetal circulation
 Video show

29Students are required to maintain in their portfolio learning experiences, learning outcomes achieved, evidence of
learning and reflections longitudinally and their mentors would provide feedback occasionally. Clinical instructors should
also ask students to submit reflective portfolio twice during the attachment for formative assessment and feedback.

153
 Interactive lecture and Discussion : 8Hrs 15hrs/wk
• NORMAL PREGNANCY,
• Physiological and Psychological Changes in Pregnancy
• Minor disorders of pregnancy
• Antepartum Nursing assessment Nursing diagnoses ,plan and
Week 2 intervention
• ANC
Skill lab(3hrs)
 ANC
PBL: 4 hrs

Week 3 Interactive lecture and Discussion : 8 Hrs 15hrs/wk

 Abnormal pregnancy
 Hyperemesis gravidarum, Polyhydramniuos and oligohydraminous
 Nursing assessment, Nursing diagnosis, intervention for women
with Hyperemesis Gravidra
 PIH (gestational hypertension, preeclampsia, eclampsia) chronic
hypertension
 Nursing assessment, Dx and intervention for women with
Hypertensive disorder of pregnancy
 Antepartum haemorrhage
 Placenta praevia
 Placenta abruption
 Nursing assessment , DX & intervention for women with APH
 Nursing responsibility for women with
 A.B.O and Rhesus incompatibility
 Diseases associated with pregnancy
 Anemia,
 Cardiac disease,
 Diabetes mellitus
 Malaria in pregnancy
 Nursing assessment , Dx and intervention for women having
medical disorder in pregnanc

Skill Lab: 3 Hrs

PBL: 4 Hrs
Week 4 Interactive lecture and discussion : 8 Hrs Reflective
 Harmful Traditional practices portfolio
 Introduction 15hrs/wk
 Violence against Women
 Female genital mutilation (FGM)
 Early Marriage
 Gender inequality

154
  Normal Labour
 Definitions and descriptions of labour
 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
 Identify psychosocial issues
 Birth-Related Procedures

Skill Lab: 3 Hrs

 Nursing assessment, diagnosis, intervention for women with
Hyperemesis Gravidram and Hypertensive disorder of pregnancy

PBL: 4 Hrs
Week 5 Interactive lecture and discussion : 8 Hrs Reflective
 Essential newborn care portfolio
 Nursing Care of the newborn baby at birth 15hrs/wk
 APGAR score, Asphyxia 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
Skill Lab: 3 Hrs
 Normal labour
PBL: 4 Hrs

Interactive lecture and discussion : 8 Hrs 12hrs/wk

 Introduction to FP
 Definition of family planning
 Purpose of Family planning
Week 6,7  Impacts of rapid population growth
 Trends in TFR and FP use in Ethiopia
 Demographic factors determining population growth
 Measurement of demography (TFR, CPR etc)
 Abnormal labour
 Introduction to Malpositions and malpresentation
 Multiple pregnanciesPresentation and prolapse of

155
 cordMalpositions: Occipito posterior position
 Nursing assessment ,Nursing diagnoses , and intervention for
women with multiple pregnancy, prolapsed of cord , malposition
 Induction and augmentation of labour
 Malpresentations:
 Brow , Face , Transverse lie /Shoulder presentation , Breech
presentation ,
 Nursing assessment ,Nursing diagnoses , and intervention for
women having malposition and presentation
 Complications of labour
 Cephalopelvic disproportion, Trial of labour, Prolonged labour,
Obstructed labour, Uterine rupture,Premature Rupture of
Membrane/, PROM
 Nursing assessment ,Nursing diagnoses , NIC , and NOC
 Operative deliveries
 Vacuum extraction and Forceps delivery
 Caesarean section, Destructive deliveries Versions
 Nursing assessment ,Nursing diagnoses , NIC , and NOC
 Complications of the third stage of labour
 Post-partum hemorrhage Retained placentaAdherent placenta,
Amniotic fluid embolism, Obstetric shock
 Nursing assessment ,Nursing diagnoses , NIC , and NOC

Skill Lab: 3 Hrs

 Essential newborn care
PBL: 4 Hrs
Interactive lecture and discussion : 8 Hrs STIs including HIV 12hrs/wk
 Definition of STI and its Magnitude
 Types and common symptoms
 Mode of transmission
 Prevention
 Importance of early diagnosis, treatment and partner notification
 Management of STIs and prevention strategies
 Complications of untreated STIs
 Stigma and discrimination
Week 7, 8 Normal puerperium
 Physiology of the puerperium
 Management of puerperium
 Anatomy and physiology of the breast and postpartal Adaptation
and Nursing
 Postnatal care
 Assessment, The Postpartal Family, Needs and Care, Home Care
of the Postpartal Family
 Lactation

156
 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
 Abnormal Puerperium
 Breast complications, Puerperal psychosis, Puerperal sepsis,
Urinary complications, Thrombophlebitis and PID
 Nursing assessment ,Nursing diagnoses , NIC , and NOC

Skill lab (3hrs)

PBL: 4hr

Interactive lecture and discussion : 8 Hrs 12hrs/wk

Contraceptive methods Types of family planning
Natural FP methods (LAM, Fertility awareness method, with
drawl methods)
Barrier Methods of family planning
• Male Condoms
• Female Condoms
• Spermicides
• Diaphragms and
• Cervical Caps
• Foam tablets
Hormonal Methods of family planning
• Oral contraceptives
• Injectable
Long acting family planning methods
• Implanon plus
• Jadelle Sinoplant IUCD
Week 8, 9
• Intrauterine device (hormonal type)
• Intrauterine device (non- hormonal type)
Emergency contraceptive
• Emergencycontraceptive pills (ECPs)
• Intrauterine devices (IUDs)
Permanent Methods of family planning
• Tuba legation
• Vasectomy
Managing side effects and other problems Helping clients continue
or switch methods. Misconception in FP
Reason for discontinuing contraceptives Infection prevention in
family planning Counselling in FP (REDI framework)

157
 Introduction to MTCT Overview of MTCT of HIV Epidemiology
of PMTCT
Public Health importance of VCT/PIHCT, PMTCT Guiding
principles of PMTCT program
Obstetric measures preventing MTCT during Labour, delivery,
Infant feeding options for infants born to HIV +ve mothers.
PIHCT and its public health importance
Counselling (Pre & Post, Pre-treatment counselling) Monitoring
and evaluation in HIV/AIDs …
National strategies and guidelines to address MTCT of HIV/AIDS

Skill lab (3hrs)

REDI framework
Role play
PBL:- (4hrs)
 PMTCT-Lost to follow up
Interactive lecture and discussion : 8 Hrs 12hrs/wk
•Introduction to Gynecology
•Definitions and description of terms
•Menstrual disorders, Infertility and sterility, menstrual related
disorders and Menopause
• Nursing assessment ,Nursing diagnoses , NIC , and NOC
• Bleeding in early pregnancy
o Ectopic pregnancy
o Hydatidiform mole
Week 9,10 o Abortion
• Malformations of the female genital tract
o Uterine Tubal , Vaginal malformation
o Imperforated hymen, Retro version of the uterus
• Nursing assessment ,Nursing diagnoses , NIC , and NOC
Skill lab (3hrs)
 Long acting contraceptives demonstration Lab
demonstration and re demonstration, IPPS (Insertion and removal
procedures)
PBL:- (4hrs)

Interactive lecture and discussion : 8 Hrs 11hrs/wk

Comprehensive Abortion Care (CAC)
Unwanted pregnancy & abortion
Introduction to Laws & Policies on Abortion in Ethiopia
Uterine Evacuation (UE) methods
Week 11 Clinical assessment for CAC Services
UE using MA & MVA
Abortion complication & its mgt
PAC
Introduction
Tumors of the female genital tract
Uterine growths, Ovarian growth, Tumors of the Breast,

158
 cervical cancer
 Genito-urinary Complications, VVF and RVF, Rectocele and
Cystocele, Prolapse of the uterus, Incontinence of the urine , Urinary
tract infection
 Visual inspection with acetic acid, mamography
 Nursing assessment ,Nursing diagnoses , NIC , and NOC
 Apply to gynaecology case nursing process
 Gender and GBV
 Introduction
 Definition
 Gender Vs. Sex
 Gender and SRH
 Gender role
 Gender needs
 Gender equity and equality
 Gender based violence
 Definition of GBV
 Types of GBV
 Causes of GBV
 Consequences of GBV
 Gender Issues in Ethiopia
 Gender related problems in Ethiopia
 Status of Ethiopian Women
 Intervention of GBV

Skill lab: (3hrs)

 CAC
Exam
Week 12
Hospital Practices
Week 20-24
 Attend orientation on (learning outcome, code of conduct,
assessment policies,& setting )
 Perform registration using various formats
 Take history
 Conduct physical examination
 Identify danger sign during pregnancy
 Request and interpret ANC related lab investigation
 Provide short acting FP methods
 Assist insertion and removal of long acting contraceptives
 Discuss case
 Provide ANC and PMTCT
 Provide short acting FP methods and insert and remove of long
acting contraceptives
 interpret ANC related lab investigation
 Give Health Education

159
 Conduct FP Counseling
 Present Seminar
 Provide nursing care such as Vital sign, IV secure, catheterization,
medication administration, blood transfusion,
 Assist, manage normal labour and delivery (Diagnosis, follow
normal labour using partograph
 Preform AMTSL, and newborn care
 Provide postnatal care
 Observe abnormal labour and delivery follow up and managements
 Provide CAC
 Provide Post Abortion care
 Take Gynecologic history using nursing process as framework
 Provide nursing care such as Vital sign, IV secure, catheterization,
medication administration, blood transfusion, wound care …
 Take Gynecologic history using nursing approach
 Assist in Dx abnormal pregnancy, labour and delivery where
beyond scope consult or refer
 Discussion on selected Case
 presentation case and seminars
 Discuss bedside
 conduct nursing round

160
Medical surgical Nursing - II
Course Title: Medical surgical Nursing - II Module Code: NurM 3033
EtCTS= 23
Prerequisite: Foundation I and II, Medical Surgical Nursing - I theory and practice Module
summary
Module Module content Weeks Hours
code
Total Duration 20
Class room based teaching 10 144
SDL teaching 18
24
PBL
Clinical and community practice 8 320(40hr/
weeks
Exam period 2
Module contents %
Hour Load
Emphasis
 Nursing Heath Assessment 3 1%
 Introduction to 2 1%
pathophysiology

161
  Medical Surgical Nursing 144 25%
theory
 Skill lab (Total) 18 5%
 PBL 24 7%
 Medical Surgical Nursing 11 Clinical 200 61%
Practicum
Total 386 100%

Module Description: This module is designed to help students to acquire knowledge of various
medical and surgical disorders of the Integumentary, endocrine, genitourinary, cardiovascular and
nervous system disorders and their treatment. It is also designed to enable students to assess,
diagnose, plan, implement, monitor and evaluate the outcomes of nursing interventions provided
for patients presenting with medical and/or surgical disorders. The module is also intended to help
the students 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 in the hospital and
in the community.

Module objective: After completion of this module the students will be able to assess and manage
various medical and surgical disorders of the Integumentary, endocrine, genitourinary,

162
 cardiovascular and nervous systems and be competent to provide individualized nursing care using
nursing process as a framework. Furthermore, they will demonstrate skills in therapeutic
communications in the health institution and in the community.
Supportive Objectives:
At the end of the course the students will be able to:
 Differentiate causative/risk/contributing factors of Integumentary disorders
 Describe the clinical manifestations of patients with Integumentary disorders
 Explain pathophysiologic process of Integumentary disorders
 Discuss diagnostic procedures/evaluations used in the diagnosis of Integumentary disorders
 Explain the medical and or/surgical managements of patients with Integumentary disorders
 Apply nursing process in managing nursing care of patients with Integumentary disorders.
 Differentiate causative/risk/contributing factors of endocrine disorders.
 Describe the clinical manifestations of patients with endocrine disorders
 Explain pathophysiologic process of endocrine disorders
 Discuss diagnostic procedures/evaluations used in the diagnosis of endocrine disorders
 Explain the medical and/or surgical managements of patients with endocrine disorders
 Apply nursing process in managing nursing care of patients with endocrine disorders.
 Differentiate causative/risk/contributing factors of cardiovascular disorders
 Describe the clinical manifestations of patients with cardiovascular disorders
 Explain pathophysiologic process of cardiovascular disorders
 Discuss diagnostic procedures/evaluations used in the diagnosis of cardiovascular disorders
 Explain the medical and/ surgical managements of patients with cardiovascular disorders
 Apply nursing process in managing nursing care of patients with cardiovascular disorders.
 Differentiate causative/risk/contributing factors of genitourinary disorders
 Describe the clinical manifestations of patients with genitourinary disorders
 Explain pathophysiologic process of genitourinary disorders
 Discuss diagnostic procedures/evaluations used in the diagnosis of genitourinary disorders
 Explain the medical and/or surgical managements of patients with genitourinary disorders
 Apply nursing process in managing nursing care of patients with genitourinary disorders.
 Differentiate causative/risk/contributing factors of sexually transmitted infections
 Apply syndromic approach in the management of common sexually transmitted infections

163
 Differentiate causative/risk/contributing factors of neurologic disorders
 Explain pathophysiologic process of neurologic disorders
 Describe the clinical manifestations of patients with neurologic disorders
 Discuss diagnostic procedures/evaluations used in the diagnosis of neurologic disorders
 Explain the medical and/or surgical managements of patients with neurologic disorders
 Apply nursing process in managing nursing care of patients with neurological disorders.
 Demonstrate skills in therapeutic communications and counseling.
 Refer cases that require further investigation and treatment.

Teaching-Learning Methods
 Interactive lecture and discussion
 Small group learning activities: assignment, exercise, case study
 Individual reading
 PHCU/Community-based learning and study trip: home visit, discussion with individuals and
families to identify and solve problems, observation, PHCU visit, Zonal and District Health
Department Visit, field visit, and targeted literature review based on community experience
 Use of computer applications and access to the internet
 Student presentation
 Personal research and reflection exercise (PRRE)
 Reflective portfolio and mentoring
Teaching –learning assessment methods
Formative assessment
1. Quiz
2. Assignment
3. Seminar
4. Project work
5. Observation with checklist
6. Logbook
7. Dairy writing
8. Nursing care plan
9. Feedback on reflective portfolio

164
 Summative assessment of the overall module

3. Class room based teaching =40%

 Written test =25%
 PBL=5%
 SDL =10%
 Total = 40%
4. Clinical and community practice = 60 %
 DOP= 24 %
 Review of portfolio= 12%
 OSCE with oral =18%
 Other student performance (seminar, CBD etc..) 6 %
 Total =60%

225
Module Schedule: Medical Surgical Nursing II
Lecture + SDL + PBL = 17 hr /week for 11 weeks
Clinical practice 8 WKS

Date/W Learning Activity Time Required

eek allotted Reading
(Assignmen
t)
week 1,2 Interactive Lecture: 11hrs 14hrs/wk
Nursing intervention for patients with integumentary disorders
Anatomy and Physiology overview of the Integumentary system
......................................... (1/2hr)
Nursing assessment and examination of the Integumentary system
(hair, nail and skin glands)… .......................... (2 hr)
Common diagnostic methods with nursing responsibilities
Integumentary disorders (description, risk factor/etiology,
pathophysiology, classifications, clinical manifestation,
assessment and diagnosis, management (medical, surgical and/or
nursing) and prevention, complications)
Skin lesions
Inflammatory and allergic conditions of the skin ……(1hrs)
o Dermatitis
o Eczema
o Acne
o Psoriasis
o Scabies
Infections of the skin.................................. (1 hrs)
 Bacterial
 Boils
 Carbuncle
 Impetigo
 Furuncle
 Viral
 Herpes
 Fungal/mycosis
 Tinea species
 Parasitic infections:
 Leshimaniasis

226
 Nursing Intervention of Patients with Endocrine Disorders
…………………(1hrs)
 Review of anatomy and physiology of endocrine system
 Assessment and examination of patient with endocrine
disorder
 Common diagnostic techniques and nursing responsibilities
………………………(1 hr)
 Endocrine system disorders (description, risk factor/etiology,
pathophysiology, classifications, clinical manifestation, assessment
and diagnosis, management (medical, surgical and/or nursing) and
prevention, complications)
Disorders of Pituitary gland
 Diabetic insipidus (1/2hr)
 Syndrome of inappropriate ant diuretic hormone secretion
Disorders of Thyroid gland (2hrs)
 Hypothyroidism
 Hyperthyroidism
 Iodine deficiency related goiter
 Thyroiditis (acute and chronic)
 Thyroid Cancer
Disorders of parathyroid gland (1hrs)
 Hypoparathyroidism
 Hyperparathyroidism
Disorders of adrenal gland (1hrs)
 Cushing syndrome
 Addison’s diseases
Skill lab: Assessment of the integumentary system ( 2hrs)
Assessment of the endocrine system
PBL (4 hr)

week 2, 3 Interactive lecture: 17hrs 17hrs/wk

Disorders of adrenal gland (1/2hrs)
 Pheochromocytoma
 Primary aldestronism Disorder of islets of Langerhans:
Diabetes mellitus (4 hrs)
 Short term /immediate complications
 Insulin shock
 Hypoglycemia

227
 DKA
 HHNKS
 Long term complication
 Neuropathy
 Retinopathy
 Nephropathy
 Foot ulcer
Nursing care of Patients with Genitourinary disorders……3hr
 Overview of Anatomy and physiology of the Urinary tract
 Assessment and examination of clients with GUT problems,
Elimination pattern, Sexuality and reproductive pattern
 Common diagnostic techniques and nursing responsibilities

 Acid-base imbalances……… (2hrs)

o Respiratory acidosis
o Respiratory alkalosis
o Metabolic acidosis
o Metabolic alkalosis
 Fluid and electrolyte imbalances .................................. (2.5hrs)
o Fluid volume deficit
o Fluid volume overload
o Dehydration
o Hyponatremia
o Hypernatremia
o Hypokalemia
o Hyperkalemia
o Hypocalcemia
o Hypercalcemia
o Hypomagnesia
o Hypermagnesia
Genito-urinary system disorders (description, risk factor/etiology,
pathophysiology, classifications, clinical manifestation, assessment
and diagnosis, management (medical, surgical and/or nursing) and
prevention, complications)
Urinary tract Infections: 2hrs
 Lower UTI
o Urethritis
o Cystitis
 Upper UTI
o Ureteritis

228
 o Pyelonephritis
Glomerular diseases: 2hrs
o Glomerulonephritis
o Nephrotic syndrome

Skill labየAssessment of the Genito-urinary System (3hrs)

 History taking &P/E
 Diagnostic methods the endocrine disorder
PBL 4hrs
week 4, Interactive Lecture: 14.5 hrs Urolithiasis: 1/2hrs Renal failure: 17hrs/wk
5, 6 2hrs
 Acute Renal failure
 Chronic Renal failure Benign Prostatic Hyperplasia (BPH)(2hrs)
 Cancer of the Prostate
 Epididymitis
 Testicular Cancer
 Hydrocele
 Varicocele
 Priapism
 testicular torsion
Sexually transmitted infections (4hrs)
 Introduction to STI
 Gonorrhoea
 syphilis
 condylomataacuminata
 Introduction to STI
 Gonorrhoea
 syphilis
 condylomataacuminata,
 Chancroid
 Chlamydia
 LGV

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 Sexually transmitted infections (1 hrs)
 genital herpes
 hepatitis B
 Candidasis
using Syndromic STI management
Nursing Intervention of Patients with cardiovascular Disorders
Interactive Lecture ......... 4hr
Anatomy and Physiology overview of the cardio-vascular system
Nursing assessment and examination of Cardiovascular system,
activity exercise pattern,
Common diagnostic techniques of cardiovascular system
Cardio-vascular system disorders (description, risk factor/etiology,
pathophysiology, classifications, clinical manifestation, assessment
and diagnosis, management (medical, surgical and/or nursing) and
prevention, complications)
Electrical disorders
Common Arrhythmias/ dysthymias - 2hrs
o Sinus arrhythmia
o Supra ventricular arrhythmia
o Ventricular arrhythmia
o Conduction blocks
o Pre-excitation syndrome

Skill lab: Assessment of the cardiovascular system(3 hrs)

Diagnostic modalities of the GUS
 PBL 4hrs
week 6, 7 Interactive Lecture: 16hrs Coronary Artery Diseases – 2hrs 17 hrs/wk
 Atherosclerosis and Arteriolosclerosis
 Angina pectoris
 Myocardial ischemia
 Myocardial infarction
Infectious/inflammatory disorders: 2hrs
o Rheumatic fever
o Endocarditis
o Myocarditis
o Pericarditis
Valvular heart diseases: 1hrs
o Mitral disorders
o Aortic disorders
Heart Diseases: 2hr
o Heart failure
o Acute pulmonary oedema
o Cardiac arrest
o Cardiomyopathy

230
 Vascular Diseases – 4hrs
Disorders of the arteries
 Aortic diseases (aneurysm, stenosis)
 Hypertension Disorders of the veins
 Phlebothrombosis
 Thrombophlebitis
 Deep venous thrombosis (DVT)
 Varicose veins
 Venous insufficiency/venous ulceration Disorders of the
lymphatic system
 Lymphadenitis/Lymphangitis
 Elephantiasis
Hematological and tissue perfusion disorders – 6 hrs
RBC disorders
 Anemia
 Hemophilia
 Polycythemia WBC disorders
 Leukemia
 Lymphoma:
 Non-Hodgkin’s lymphoma (NHL)
 Hodgkin’s lymphoma (HL)
Platelet disorders
o thrombocytopenia
o thrombocythemia
 Shock
 Infectious:
 Malaria

Skill lab: Assessment of the neurological system (3hrs)

: Common diagnostic methods (5 hrs)
PBL: 4hrs
week 8 Interactive Lecture: 14hrs 10.5
Nursing Intervention of Patients with Neurologic hrs/wk
Disorders…4.5 hrs
 Anatomy and physiology review of nervous system
 Assessment and examination of pt with neurologic problem,
Sensory and perception pattern
Common diagnostic techniques and nursing responsibilities of
neurological disorders
Neurologic system disorders (description, risk factor/etiology,
pathophysiology, classifications, clinical manifestation, assessment
and diagnosis, management (medical, surgical and/or nursing using
nursing process) and prevention, complications)

231
 Neurologic disorders (6hrs)
Headache
Cerebro-vascular accident (CVA)
 Ischemic stroke
 Hemorragic stroke Increased intra cranial pressure Brain
tumor
Brain Abscess Seizures
Infectious neurological problems:
 Meningitis
 Encephalitis
 Tetanus
 Rabies
 Anthrax
 Poliomyelitis
 Toxoplasmosis Autoimmune disorders:
 Multiple Sclerosis
 Myasthenia Gravis
 Guillain-Barré Syndrome

week 9, Interactive Lecture: 14hrs 17hrs/wk

10 Cranial nerve disorders: 2hr
 Bell’s palsy
 Trigeminal Neuralgia (Tic Douloureux)
 Peripheral nervous system disorder: 3hrs
 Neuropathy
 Neuritis
 Traumatic lesions: 5hrs
 Head injury
 Brain injury
 Spinal cord trauma
 Degenerative disorders: 5hrs
 Parkinsonism
 Huntington Disease
 Alzheimer’s Disease
Skill lab: Care plan for a patient with head injury (3 hrs)
 History taking and physical examination
PBL: 4hrs

232
 Week 11, Exam
12
13-20 Hospital Practice
WKS
 Assessment of the integumentary system
 History taking and physical examination
 Observation and nursing management of Inflammatory and allergic
conditions of the skin using nursing process
 Nursing care plan for Infectious neurological problems
 Nursing care plan for Autoimmune disorders:
 Nursing care plan for Hematological and tissue perfusion disorders
 Observation of diagnostic methods in managing neurological
problem
 Medication administration
 Monitoring pt vital sign intake out put
 Observation of intracranial pressure (ICT)
 Observation of pt resuscitations
 Observation and management of seizure

Teaching –learning methods and activities

•Guided practice (coaching)
• Seminar presentation / assignment/project /report
• Group discussion following exposure to any learning experience
• Independent study and practice
Teaching –learning assessment methods
 Direct observation (DO)== 24%
 Review of portfolio === 12%
 OSCE and oral exam—18%
 Seminar presentation == 6%

REFERENCES:

1. Brunner and Suddarth’s Text Book of Medical Surgical Nursing, 12th Edition
2. RuthF.craven, ConstanceJ.Hirnle Fundamentals of nursing: human health and function
3. Julia M.Leahy, patriciaE.kiZilay. Foundations of nursing process approach
4. Harrison’s Principles of Internal Medicine, 18th Edition
5. Bate’s guide to History taking and physical examination, 9th Edition.
6. National Infection prevention and patient safety guideline , 2017
7. standard treatment guidelines for zonal hospitals, DACA, Ethiopia, 2014
8. Fundamentals of nursing skill lab manual for health science student by Univesity and Aidstar one
Ethiopia.
9. Abraham A., Tadele K.,TesfayeB.,Lecture notes on Fundamentals of Nursing-II for B.Sc.Nursing
students
10. Kozier, B, Erb. G., Berman A., (2008). Fundamentals of Nursing: Concept, process, and practice

233
 (8th Ed.), Prentice Hall: NJ.
11. Ruth. F. Craven, Constance j. Himel: Fundamental of Nursing: Human Health and function
12. Julia M. Leahy, Patricia E. Kizilay: Foundation of Nursing process approach
13. Newfield S A, Hinz M D, Tilley D S, Sridaromont K L &Maramba P J. Cox’s clinical application
of nursing diagnosis 5th ed.2007.F.A. Davis
14. DeLaune S C & Ladner P K. Fundamentals of nursing: standard and practice. 2002 .Ed 2nd
.also available on http://delaune.DelmarNursing.com.
15. Brunner and Suddarth’s. Test book of Medical surgical nursing .10th ed. 2006
16. Dossey MA, Keegan L,&Guzzeta C. Holestic nursing a handbook for practice. 4th ed. 2005. Jones
17. Barbara Bates (1995), a guide to physical examination and history taking.
18. Bette A. Baker (1984), health assessment across the life spans.
19. Mary K. Dempsey (1981), health assessment for professional nursing.
20. Elizabeth Burns (1992), health assessment in nursing practice
21. Janet Weber (1997), nurses’ handbook of health assessment
22. Routh F. Craven (1992), fundamentals of nursing
23. Verolyn Roe Bolander (1994), Sorensen and Luckman’s basic nursing-a psycho physiologic
approach
24. FenteAmbaw: Lecture note on Health assessment for health science students
25. James Chin. Control of communicable diseases in Man 17th ed. Washington, American public
Health Association, APHA, Washington DC; 2000.
26. Zein Ahmed Z & Helmut Kloos. The Ecology of Health and disease in Ethiopia 1993. Addis
Ababa, Ethiopia.
27. Getachew S, Tegegn A: Communicable disease control for health officer students, The Carter
Centre, Addis Ababa, 2006
28. Alemayehu M. Communicable disease control for nursing students, lecture note series the carter
center 2004
29. The pathogenesis of infectious disease C.A Mims, NJ.DImmock 1995
30. Standard treatment guidelines for zonal hospital 1st ed. Drug administration and control authority
of Ethiopia, 2004
31. David L. Heymann, MD, editor. Control of communicable disease manual, 18th ed.
32. Control of communicable disease in man By A.S. Benson
33. Community health’s for students nurse by Mary Fbradley
34. Microbiology for the health science by Gwendolyn. R. burton

234
 Research Methodology
Module Title: Research Methodology Module Code: Nurs 3022
Module ECTS: 5
Module Duration: 12 week
Prerequisite: measurement of health and diseases
Module Description:
This module is designed for BSc in comprehensive nursing students to have basic theoretical and
practical background in research methodology. This course will enable the students to understand
the methodological aspects of research process and operationalize how to write research proposal
(Scientific writing), data collection, organization, analysis and interpretation. Furthermore it gives
the students the opportunities to disseminate and utilize research findings.

Module Objective:
At the end of this module, learners will be able to describe and apply basic research method to
investigate health problems at as it applies to ECCN to the improve quality of care, promote the
health status of patients and families, and prevent an emergency and critical illness conditions.

Learning Outcomes:
To meet the above module objective the student will be expected to:
 Explain the concept of research and nursing research (K2)
 Describe the different types of research (K2)
 Identify a research problems (S4))
 Write literature review text (S3)
 Develop research objectives (S5)
 Distinguish the different types of nursing research designs (K4)
 Select study population (S6)
 Identify different types of sampling methods (K4)
 Outline different types of data collection methods (k4)
 Differentiate different methods of data analysis (K4)
 Analyze ethical issues in research processes (k4)
 Develop a research proposal (S5)
 Point out different ways of referencing (K4)
 Prepare work plan and budget break down (S5)
 Prepare a research report (S5)
 Describe how to utilize research findings for evidence based ECCN practices.

235
 Teaching-Learning Methods
 Interactive lecture and discussion
 Small group learning activities: assignment, exercise, proposal writing
 Individual reading
 Project writing
 Use of computer applications and access to the internet
 Student presentation
 Personal reflection exercise
Teaching-Learning Materials
Reference Books
1. Hott JR. Buddin WC. Notters Essentilas of Nursing research. Sixth edition, 1999.
2. Holzemer W. Improving health through nursing research, 2010.

3. Hoskins C. and Mariano C. Research in Nursing and health; understanding and using quantitative
and qualitative methods. Second edition, 2004.
4. Walt C., Strickland O. and Lenz E. Measurement in nursing and health research. Third edition,
2005.
5. Marthin C. and Thompson D. Analysis of clinical nursing research studies, 2000.
6. Polit D and Beck C. Nursing research; Generating and assessing evidence for nursing practice.
Ninth edition, 2012.
7. Daniel. Biostatistics: a foundation for analysis in health sciences.
8. Raj S. Bhopal. Concepts of Epidemiology: An integrated introduction to the ideas, theories,
principles and methods of epidemiology, 2002.
9. Antony S. Basic statistics and epidemiology: A practical guide, 2002.
10. Gerald B., Lloyde DF., PatrickJH. And Thomas L. Biostatistics: A methodology for Health
Sciences
11. Jolley J. Introducing research and evidence based practice for nurses, 2010.
12. Maltby J., Williams G., McGarry J. and Day L. Research methods for nursing and health care,
2010.

Learning materials
 AV aids (LCD and computer, writing board and marker or chalk)
 Computers with appropriate statistical software like EPI info, SPSS and etc.
 Handouts of lecture materials
 Research budget

236
 Assessment Methods
Formative assessment
 Exercise and assignment; Student presentation
Summative assessment
 Written exam (50 %)
 Assignment and/or student presentation (20 %)
 Research proposal (30%)
Module schedule; Module /course duration = 14 weeks
Lecture and discussion hours = 3 hrs/week for 14 weeks

Week Contents Time

1-3 1. Introduction to research 4hs/wk
o Research and nursing research
o Importance of research
o Common research terminologies
o Types of research and Steps in research process
4-5 2. Identification and delimitation of research problems 4hs/we
 Research topic selection ek
 Identification and prioritization of research problem
 Writing study background and problem statement
6-7 3. Literature Review 4hs/wk
 Importance of literature review
 Approaches to literature review (Induction and deduction)
 Steps in literature review
 Different ways acknowledging scientific papers and referencing
 Commonly used electronic data bases
 Conceptual frame work of study
8 4. Objective writing 1hr
 General objective
 Specific objectives
9-115. Methodology 5hrs/w
 Types research design (Observational and experimental) k
 Selection of study design
 Selection of target population and Sampling and sampling techniques
 Identification and operationalization of research variables
 Research ethics
 Methods and procedure of data collection
 Data analysis, interpretation and synthesis
 Quality assurance techniques in research
 Work plan and budget break down and Research findings dissemination

237
12 Exam

Community-Based Training Program

Module Title: Community-Based Training Program
Module Code: Nurs 3082
Module Duration: 4 weeks
Module ECTs: 4
Module Description: This CBTP attachment is intended to enable comprehensive nurse students to apply
the knowledge, skills and attitude they have acquired during the academic year regarding disease prevention
and control at community level.
Module Objective
238
At the end of this module, the comprehensive nurse student will be able to screen populations for priority
health problems and participate in disease prevention and control activities at community level.
Supporting Objectives
Screen population groups for selected health problems such as (Communicable and none communicable
disease, intestinal infestation, ,Sanitation problem, road traffic accident, immunization problem, postpartum
home visit, dewarming, Vitamin A supplementation) (S4)
Use effective communication and counseling strategies to promote health of individuals and groups (S4)
Participate in disease prevention and control activities at PHCU and outreach sites (such as Communicable
and none communicable disease, intestinal infestation, ,Sanitation problem, road traffic accident,
immunization problem, postpartum home visit dewarming, Vitamin A supplementation) (S4)
Demonstrate clear, sensitive and effective communication skills in interaction with individuals families,
communities, PHCU staff, local health department staff, peers and faculty (SA3)
Demonstrate professional values and behavior in interaction with individuals, families and communities
consistent with the future role of a comprehensive nurse (A3)
Demonstrate key public health values, attitudes and behaviors such as commitment to equity and social
justice, recognition of the importance of the health of the community as well as the individual, and respect
for diversity, self-determination, empowerment, and community participation (A3)
Show respect for peers and other healthcare professionals and the ability to foster a positive collaborative
relationship with them (A3)
Analyze community practice experience and perform practice-based improvement activities using a
systematic methodology (K4)
Demonstrate a habit of self-reflection, responsiveness to feedback and an on-going development of new
skills, knowledge and attitude (A3)
Search, collect, organize and interpret health and health-related information from different sources (A3)
Use information and communication technology to assist in health promotion and disease prevention
measures for individuals, and families (A3)
Teaching-Learning Methods
Community survey and action planning
Guided community practice
Student presentation and discussion
Portfolio; PPRE
Teaching-Learning Materials References
Karen J. Marcdante, Nelson Essentials of pediatrics, 6th edition
Abuhay R. Satoskar et al. Medical parasitology. 2009
Color atlas of parasitology.
Goldman. Cecil Medicine. 23rd edition. 2007
Cunningham (et al). Williams Obstetrics. 23rd edition. 2010.
Bertram G. Katzung. Basic and clinical pharmacology. 12th edition. 2011
Carl Fertman and Diane Allensworth. Health promotion programs: from theory to practice. 2010
Lawrence Green, Marshall Kreuter. Health program planning: an
educational and ecologicalapproach. Volumes 1-2. 2005
Jackie Green, Tones. Health promotion: planning and strategies. 2010.
Mark Edberg. Essentials of health behavior: social and behavioral theory in public health. 2007
Richard D. Semba and Martin W. Bloem. Nutrition and health in developing countries. HumanPress. 2008
Goeffrey P Webb. Nutrition: a health promotion approach. 3rd edition.
239
Judith E. Brown. Nutrition through the life cycle. 4th edition. 2010.
Rosalind S. Gibson. Principles of nutritional assessment. 2nd edition. 2005
AV aids (LCD and computer or Overhead projector and transparencies, writing board and marker or chalk)
Logbooks for entry of community experience
Drugs, equipment, tools and materials for clinical and public health interventions

Assessment Methods Formative assessment method Logbook and portfolio;Global rating midway during
the attachment
Summative assessment method
360-degree evaluation of performance (60 %)
Reflective portfolio (20 %)
Personal research and reflection exercise (20 %)

Week Activity

Week 1 Divide students into groups:

 Screening populations (schoolchildren, prison at-risk-populations) and prioritize.

 Disease prevention and control in primary healthcare facilities and outreach sites such as
(Communicable and none communicable disease, intestinal infestation,
,Sanitation problem, road traffic accident, immunization problem, postpartum home visit,
dewarming, exophthalmia )
 Home visits to sick individuals, postpartum women and newborns, patients with acute and
chronic illness


Week 2-4 Evaluate the learning experience and service provided to the community

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 Year IV
Mental health nursing
Module title: Mental health nursing
Module Code: NurM 4203
EtCTS=8
Prerequisite: foundation I and II theory and practice
Module summary
 Duration 16 weeks Total class room based teaching hrs. (Lecture, PBL.) = 64 hrs
 SDL =1hr/wk
 Clinical practice =80 hr (2 weeks)

Module Description: This module is designed to prepare nursing students to assess, diagnose, plan

and manage common psychiatric disorders. The module is also intended to help the students in

understanding human behavior and differentiating between normal and abnormal behavior. It also

will help students to develop skills in therapeutic communication and developing nurse- patient

relation- ship to manage, support, and rehabilitate patient with mental illness in hospital and

community.

Module objective: After completion of this module the students will be able to assess, diagnosis,

and manage common mental health problems’ based on DSM – 5 and nursing process as a

framework.

Supportive Objectives:

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

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

 Differentiate mental health, mental illness and common psychiatric disorder Perform psychiatry
nursing assessment (history taking and MSE) Demonstrate skills in therapeutic communications
 Recognize common psychiatry disorders
 Apply the diagnostic and statistical manuals of mental health DSM – 5
 Manage common psychiatric disorders
 Refer cases that require further investigation and treatment
 Apply the preventive, curative and promote methods of mental health including
rehabilitative care

241
 Teaching –learning assessment methods
Formative assessment

Quiz Assignment Seminar Project work

Observation with checklist Logbook
Dairy writing Nursing care plan
Feedback on reflective portfolio

Summative assessment of the overall module

1. Class room based teaching =40%

 Written test =25%
 PBL=5%
 SDL =10%
 Total = 40%

2. Clinical and community practice = 60 %

 DOP= 24 %
 Review of portfolio= 12%
 OSCE with oral =18%
 Other student performance (seminar, CBD etc..) 6 % Total =60%
 Module Schedule

 Lecture and discussion= 6 hr/week for 8 weeks

 SDL= 4hrs/week –when necessary
 PBL = 1 hr/week (total 20 hrs over 15 weeks) –alternative with MCH module
 Clinical
 practice = 2 weeks (80hr) – 28 hr/week, 2 hr/week for CBD and 10 hr/wee community attachment
(SPH4)

242
Course Day Topics Contact Refe rence
Schedule Hours

Weeks 1-2 Introduction to psychiatry Nursing (4hr) 7hr/wk

 Definition of mental health, mental illness and mental
disorders
 Factors influencing mental health and characteristics
of mental health
 Common misconception about mental illness.
 Psychiatric nursing historical development
Psychopathology (4)
 Define sign, symptom and syndrome
 Disturbance of perception,
 Disturbance of thought and speech problem
 Motor signs and symptoms
 Define mood, affect, feeling
Skill lab 3hrs
Pbl 4hrs
Mental health assessment (4hrs) 8hrs/wk
 History taking
Weeks 3-4
 Mental status examination
Therapeutic communication (4hrs)
 Definitions and types
 Process and techniques of communication Nurse-
patient-relationship
Skill lab 3hrs

243
  History taking
 Mental status examination
 Process and techniques of communication Nurse-patient-
relationship
PBL-Mania (4hrs)
Week 5-6 SCHIZOPHRENIA SPECTRUM AND OTHER PSYCHOTIC 7hrs/wk
DISORDERS (8hr)
 Introduction to psychoses
 Schizophrenia
 Schizophreniform disorder
 Schizoaffective disorder
 Brief psychotic disorder
 Delusional disorder (none bizarre, functionality)
 Psychotic disorder due to GMC
 Substance-induced psychotic disorder
 Culture-bound psychotic syndromes
 Psychotic disorder NOS
 Management of patient with psychosis disorder
 Nursing intervention for patient with psychosis disorder
PBL-depression (4hrs)
Week 7-8 Mood disorder 7hrs/wk
Introduction to mood disorder (2hr)
Unipolar depression(Depressive Disorders) (4hr)
 Major Depressive Disorder
 Dysthymic Disorder
 DepressiveDisorder NOS
Bipolar Disorders (2hr)
 Bipolar I Disorder
 Bipolar II Disorder
 Cyclothymic Disorder
Bipolar Disorder NOS
Mood Disorder Due to a GMC
 Substance-Induced Mood Disorder
 Treatment of Depression and ManiaNursing intervention for
patient

Skill lab 3hrs

 Nursing intervention for patient with psychosis disorder
 Management of patient with psychosis disorder
PBL-Schizophrenia 4hr
8-9 Wks ANXIETY DISORDERS (2hr) 7hrs/wk
 Introduction to anxiety disorder
 Differentiate between anxiety and fear
 Generalized anxiety disorder(GAD)
 Phobia (Agoraphobia, Specific and Social)
 Anxiety disorder due to GMC
 Substance induced anxiety disorder
 Anxiety disorder NOS
 Management of patient with anxiety disorder
 Nursing intervention for patient with anxiety disorder
OBSESSIVE-COMPULSIVE AND RELATED D/O (1hr)
 Obsessive-compulsive disorder (OCD)
 Body dysmorphic disorder (BDD)
 Management and Nursing intervention for patient with OCD and
BDD
TRAUMA- AND STRESSOR-RELATED DISORDERS(1hr)
 Posttraumatic stress disorder (PTSD)
 Acute stress disorder
 Management and Nursing intervention for patient with of patient
with Trauma and Stress related D/o

245
 PBL-General anxiety(4hr)
10-11 WKs SOMATIC SYMPTOM DISORDER AND OTHER 7hrs/wk
DISORDERS (4HR)
 somatic symptom disorder
 Conversion disorder
 illness anxiety disorder
 factitious disorder

 other specified somatic symptom

 other unspecified somatic symptom

 Management of patient with Somatic Symptom D/os

 Nursing intervention for patient with Somatic Symptom D/os

Neurocognitive disorders (NCDs) (4hr)

 Definition, sign and symptom, cause of cognitive disorder
 Delirium
 Dementia
 Amnesia
 Management of patient with Cognitive disorders
 Nursing intervention for patient with Cognitive disorders
Skill lab 3hrs
 Roll play
 Case study
 Video show
PBL Delirium (4hrs)

246
12-13 WKs Substance related and addictive disorders (4hr) 7hrs/wk
 Alcoholism
 Drug dependence
 Khat
 Management of patient with substance use disorder
 Nursing intervention for patient with substance use disorder
 Management of patient with substance use disorders
 Nursing intervention for patient with substance use disorders

Introduction of Sleep, Sexual and Eating disorder 2hr)

 Nursing intervention for patient with sleep, sexual, eating and

personality disorders

PERSONALITY DISORDER (2HRS)

 Cluster A
 Cluster B
 Cluster C

Skill lab 3hrs

 Nursing intervention for patient with sleep, sexual, eating and
personality disorders
 Roll play
 Case study
 Video show
PBL-Substance (4hrs)
14-15 wks Interactive lecture and discussion (8hrs) Role of nurse in: 8hrs/wk
 Child psychiatry
-Common infant, child and adolescent psychiatry disorders’ define,
etiology, clinical manifestation and nursing

247
 management for: Childhood depression, Attention deficit Hyperactivity,
Mental retardation and pervasive developmental disorder
 Geriatric psychiatry
-Common old age psychiatry, Psychosocial Aspects of Aging, Factors
Influencing Process, Myths about Aging, Emotional Reactions or
Behaviors, Nursing Interaction for geriatric psychiatry
 HIV/AIDS in psychiatry
-Common mental illness (depression, anxiety, somatoform,
suicide, substance use disorder)
 E. C. T. (Electroconvulsive therapy)

Skill lab 3hrs

 Management of HIV/AIDS in psychiatry using nursing process

PBL(4hrs) HIV

Emergency psychiatry (2hr)

 Suicide
 Extrapyramidal side effect (EPS)
 Postpartum psychosis
 Management of patient with psychiatry emergency Nursing
intervention for patient with psychiatry
Skill lab 3hrs
 Management of patient with psychiatry emergency
 Roll play
 Case study
Week 16 Exam week

Week 21 & 22 Area Hospital practice

Week 1 & 2 (OPD & Differentiate common psychiatric disorder

WARD)
 Perform psychiatry nursing history taking

 Perform mental state examination (MSE)

Week 1 & 2 (OPD &  Apply nursing intervention for patient with psychosis and mood
WARD)
disorders

248
 Week 1 & 2 (OPD &  Apply nursing intervention for patients with anxiety disorder
WARD)
Week 1 & 2 (OPD &  Apply nursing intervention for patient with substance use disorder
WARD)  Observation of E. C. T. (Electroconvulsive therapy)

REFERENCES:
1. Kaplan & Sadock’s synopsis of psychiatry (11edit.)
2. Diagnostic And Statistical Manual Of Mental Disorders Fifth Edition (DSM-5)
3. L. R. shives. 2001. Basic concepts of psychiatric mental health nursing 8th. J. B. Lippincott Co. Philadelphia.
4. L. R. shives. 1990. Basic concepts of psychiatric mental health nursing 2nd. J. B. Lippincott Co. Philadelphia.
5. C.R. Swift. 1985. Mental health AMREF. Nairobi. A.P.A. DSM 4. 1994. A.P.A. Publications.
6. Bergers, Ann, W. 1989. Psychiatric nursing in the hospital and in the community. Prentice hall Inc. Englewood
cliffs. New Jersey.
7. Gelder, Metal. 1989. Oxford text book of psychiatry 2nd ed. ELBS. London. 314
8. W. l. Linford Rees. 1978. A short text book of psychiatry. 2nd.ed. Hodder and Stoughton educational division.
London.
9. The ICD – 10. 1991. Classification of mental health disorder. WHO. Geneva.
10. Diagnostic and statistical manual of mental health disorder(5 edit.)

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 Pediatric and Child Health Nursing

MODULE NAME: Pediatric and Child Health Nursing

Module Code: NurM 4013
Module Status: Core Module Module ECTS: 14
Module summary
Total Duration = 11weeks ( including exam) weeks
4 weeks (week 1-4) =Class room based teaching
(lecture, discussion, PBL and SDL)
Week 5- exam ( class room based teaching)
4 weeks Clinical practice
Module content Hours
Pediatric and Child Health Nursing Theory 122
PBL 16
Skill lab 16
Clinical Practice Hours 160
Self-study hours 24
Total study hours 378

Module Duration: 9 Weeks

Module Description: This module is designed based on an integrated and innovative competency
based teaching and learning approach for Comprehensive BSc Nursing students to enable them have
adequate theoretical base of common neonatal and childhood illness and essential skills to provide
high quality and comprehensive nursing care for well and sick new born and child.
Module Objective
By the end of this module, students will be able to provide essential nursing care for new born and
child.

Supportive Objectives
1. Describe historical background of pediatric nursing
2. Analyze child morbidity and mortality in Ethiopia

250
3. Take history and perform physical examination for all pediatric age groups.
4. Perform emergency assessment and management for all pediatric age groups.
5. Monitor Growth and Developmental Stages
6. Provide essential new born care
7. Describe feeding options for neonates and child
8. Perform neonatal resuscitation
9. Manage common neonatal and childhood illnesses
10. Provide immunization
11. Provide nursing care for child with systemic disease
12. Provide care for children with disability (physically, mentally, and socially)
13. Manage newborn and childhood illnesses using National Guidelines
14. Provide palliative care for children with life-limiting illnesses
15. Manage Pediatric Tuberculosis and HIV
Pre-requiste: Maternity and Reproductive Health Module, Foundation Modules, Medical Surgical
Modules

Teaching and learning methods

1. Interactive lecture and discussion
2. Small group discussion
3. Role play
4. Case study
5. Bedside teaching
6. Self-study
7. Portfolio
8. Clinical simulation
9. Video show
10. Demonstration
11. Seminar presentation
12. Guided clinical practice (Hospital Visit)
13. PBL cases Methods of assessment Formative
 Drills, essay exams, quizzes
 Structured feedback report
 Oral exam
 PBL case

251
 Logbook and Portfolio
Summative assessment
1. Class room based teaching =40%

 Written test =25%

 PBL=5%
 SDL =10%
 Total = 40%

2. Clinical and community practice = 60 %

 DOP= 24 %
 Review of portfolio= 12%
 OSCE with oral =18%
 Other student performance (seminar, CBD etc..) 6 %
 Total =60% Module schedule

 Lecture and discussion + PBL + SDL = 11hrs/week for 10 weeks

 Clinical practice= 28 hr/week for 9 weeks (including 8hr/week for community attachment and 2
hr/week for case based discussion)

Week Content Teaching Contact

Method Hrs

Week-1, 2 Introduction to Pediatrics (2hours) Interactive 10 hrs/wk

 Definition of terms lecture and
 History of Neonatal and Pediatric Nursing Discussion
 Neonatal and Child Morbidity and Mortality in
Ethiopia
 Role of Nurses in Neonatal and Child Health
Pediatric Health Assessment (5hours)
 New born assessment
 Essential New born Care
 Pediatric Assessment
 Pediatrics emergency
 Emergency Triage Assessment and Treatment
(ETAT) principles
Adjustment to Extra uterine Life(5hrs)
 Respiratory System
 Circulatory System
 Thermoregulation,
 Hematopoietic
 Fluid and Electrolyte Balance

252
  Gastrointestinal System
 Renal System
 Integumentary System
 Fluid and Electrolyte Imbalance(MF)
 Thermoregulation (Hypothermia and
Hyperthermia)
 Glucohomestasis (Hypoglycemia and
Hyperglycemia)
Skill lab (4 hours)  Video
 New born Assessment teaching
 Baby bath, TTC, Vit K, Chlorahexadine  Demonstrati on
 ETAT
 History taking
 KMC
 Radiant Warmer
 Incubator
PBL(4 hours)
Week-3, 4 Growth and Development(4hrs) Lecture and 10 hrs/wk
 Growth and Developmental Millstones: Discussion:
 Principles of Growth and Development
 Factors Affecting Growth and Development
 Theory of Growth and Development Stages
 Anticipatory Guideline
Classification of New born( 2hours)
 Based on Maturity and Birth Weight
New born Feeding(2 hours)
 New born, Infant and young child feeding (exclusive
breast feeding , Complementary feeding, Formula
Feeding)
 Position and Attachment
Child Nutrition (4hours)
 Nutritional Assessment
 Malnutrition
Skill lab(4 hours)  Video
 Anthropometric measurements (MUAC, HC, teaching
CC, WT, HT, LT, Indeces)  Demonstrati on
 Growth Chart  Role Play
 Position and Attachment
 Formula Feeding Preparation
PBL(4 hours)
Week-5, 6 New born disorders (7hrs) Lecture and 10 hrs/wk
 Birth Asphaxia Discussion
 HMD(Respiratory Distress Syndrome)
 Meconium Aspiration Syndrome
 Jaundice
 Sepsis

253
 Meningitis
 Necrotizing Enter colitis
 Neonatal tetanus
 Congenital infection TORCHS
 Infants of diabetic mother
HEENT disorders (5hrs)
Definition, etiology, risk factor, pathophysiology
classification, clinical manifestation, differential
diagnosis, actual and potential nursing diagnosis,
investigation, complication and nursing and medical
treatment of HEENT
Head:
 Headache
 Head Injury
Eye disorders
 Conjunctivitis
 Myopia & hyperopia
 Nystagmus
 Pediatrics cataract
 Eye injury
 Retinoblastoma
 Pytosis
 Orbital cellulites
 Glaucoma
Ear disorders
 Hearing loss
 Otitis external
 Foreign body
 Ear infection (acute & chronic otitis media….)
 Otosclorosis
 Mastoiditis
 Labyrinthitis
Nose disorders
 Choanal atresia
 Epistaxis
Skill lab(4 hours)  Video
 Neonatal Resuscitation teaching
 Oxygen Administer  Demonstrati on
 Pulse Oxymeter
 Audiometer
 Oto-scope
 Weakening of Ear and drop and ointment
application
PBL (4 hours)

254
Week-7, 8 Birth Injures (6hrs) Lecture and 10 hrs/wk
 Birth Injuries Discussion
 Soft Tissue Injury
 Caput Succedaneum
 Cephalo-hematoma
 Subgaleal Hemorrhage
 Brachial Palsy
 Phrenic Nerve Paralysis
 Hemolytic Disease of the Newborn
 (Hyperbilirubinemia or Jaundice)
 RH and ABO incompatibility
Respiratory system disorders (6hrs)
Definition, etiology, risk factor, pathophysiology
classification, clinical manifestation, differential
diagnosis, actual and potential diagnosis,
investigation, complication and nursing and medical
treatment of the following disorders
 Common cold
 Croup
 Bronchitis
 Pneumonia
 Sinusitis
 Pharyngitis
 Tonsillitis
 Tuberculosis
 Mastoiditis
 Epiglottis
 Empyema
 Emphysema
 Child hood asthma
 Foreign body aspiration
 Neoplasm of the Larynx, Trachea
Skill lab (4 hours)  Video
 Photo-therapy teaching
 Exchange Transfusion  Demonstrati on
 Tracheostomy care
 Oxygen Administration
 Nebulazer
 Postural drainage
 Thoracentesis
 Water –seal drainage
PBL (4 hours)

255
Week-9, Congenital heart disease (4hrs) Lecture and 10 hrs/wk
10 Definition, etiology, risk factor, pathophysiology Discussion:
classification, clinical manifestation, differential
diagnosis, actual and potential diagnosis, investigation,
complication and nursing and medical treatment of the
following disorders
 Congenital heart disease (VSD , ASD, PDA,
Coarctation of aorta, TOF, PVS, AVS , Transposition
of great arteries, Truncus arteriosus, Single ventricle)
Cardiovascular disorders (6hrs)
Definition, etiology, risk factor, pathophysiology
classification, clinical manifestation, differential
diagnosis, actual and potential diagnosis, investigation,
complication and nursing and medical treatment of the
following disorders
 Acute rheumatic fever and rheumatic heart disease
 Infective endo-carditis
 Heart failure
 Myocardial infarction,
 Cardiomyopathy
 Angina pectoris
 HTN
Hematologic disorders (2 hours)
Definition, etiology, risk factor, pathophysiology
classification, clinical manifestation, differential
diagnosis, actual and potential diagnosis, investigation,
complication and nursing and medical treatment of the
following disorders
 Anemia
 Polycythemia
 Hemophilia

Skill Lab (4 hours)  Video

 Demonstrating cardio-vascular P/E teaching
 ECG/EKG, and Echo cardiography  Demonstrati on
PBL (4 hours)
Week-11, Congenital Disorders continued (4hrs) Lecture and 10 hrs/wk
12 Definition, etiology, risk factor, pathophysiology Discussion
classification, clinical manifestation, differential
diagnosis, actual and potential nursing diagnosis,
investigation, complication and nursing and medical
treatment of the following disorders
 Trachea-esophageal fistula
 Cleft palate/lip
 Gastro-intestanal anomalous(omphalocele,

256
 Gastro-eschasis )
 Genito-urinary anomalies (Bladder Extrophy)
 Rectal anomalies (Imperforated anus)
 Musculo - skeletal anomalies (Club foot, Hip bone
displasia)
 Genital anomalies (phimosis, paraphimosis,
criptiorchidism)
Common Genetic Disorders(2)
 Down syndrome
 Autism
Gastrointestinal disorders (6hrs)
Definition, etiology, risk factor, pathophysiology,
Classification, Clinical manifestation, diagnosis,
investigation, complication, nursing and medical
managements
 Disorders of the oropharynx (E.g. Oral and
Esophageal Lesions)
 Esophageal disorders (esophageal varices,
Esophageal cancer)
 Abdominal trauma
 Peritonitis
 Appendicitis
 Gastro esophageal reflex
 Inflammatory bowel diseases
 Diarrheal diseases
 Intestinal parasitosis
 Hepato-bilary disorders
 Pancreatitis
 Hepatitis
 Anorectal Disorders( like haemorrhoids)
 Hirsch sprung Diseases
 Short bowel syndrome
 Intussusception
 Pyloric stenosis
 Hernia (hiatal, inguinal, Femoral, Umbilical,
Incisional)
Skill Lab (4 hours) • Video teaching
 IV Secure and Fluid Administration • Demonstrati on
 Gastric gavages
 Gastric Lavage
 Gastrostomy feeding
 Enema
 Circumcision
PBL (4 hours)
Week-13 Renal Disorders (5hrs) Lecture And 20 hrs/wk
Definitions, etiology, risk factors, Patho-physiology, Discussion:

257
 Clinical manifestations, Diagnosis ,investigation and
nursing &medical treatment
 Nephrotic Syndrome
 Hemolytic Uremic Syndrome (HUS)
 Renal Failure/Acute Kidney injury
 Renal Tubular Acidosis (RTA)
 Urinary Tract Infection (UTI)
 Renal Stones
 Glomerulonephritis
 Polycystic Kidney Disease (PKD)
Neurologic disorders (3 hours)
Definition, etiology, risk factor, pathophysiology
classification, clinical manifestation, differential
diagnosis, actual and potential diagnosis, investigation,
complication and nursing and medical treatment of the
following disorders
 Epilepsy/Seizure
 Meningitis
Integumentary (4hours)
Definition, etiology, risk factor, Pathophysiology,
Classification, Clinical manifestation, diagnosis,
investigation, complication, nursing and medical
managements
 Skin lesions
 Acne ,Warts & Scabies
 Atopic dermatitis/eczema
 Seborrheic dermatitis
 Psoriasis
 Erythema toxicum
 Impetigo
 Cellulitis
 Pyomyositis
 Folliculitis
 Carbuncle
 Furuncle
 Mucocutaneous Lishmaniasis
 Fungal Infections of the Skin (Onychomycosis,
Dermatophytosis, Tineacorporis, Tinea capitis,
Tineacruris & Tineapedis)
 Burn
Skill Lab(4 hours)  Video
 Catheterzation teaching
 Bladder irrigation  Demonstrati on
 Per-cutaneous urine aspiration
 Care of comatose child
 Lumbar puncture

258
 PBL (4 hours)

Week-14 Musculoskeletal Disorders (4 hours) Lecture and 20 hrs/wk

Definition, etiology, risk factor, Pathophysiology, Discussion
Classification, Clinical manifestation, diagnosis,
investigation, complication, nursing and medical
managements
 Osteomyelitis
 Arthritis
 Fracture
 Bone cancer
 Dislocation
 Strain
 Sprain
 Spinal curvature defects(Lordosis, Scoliosis,
Kyphosis)
Pediatric oncology (4hrs)
Definition, etiology, risk factor, Pathophysiology,
Classification, Clinical manifestation, diagnosis,
investigation, complication, nursing and medical
managements
 Oncology (Lukemia, Wilms Tumor and other)
 Pediatric HIV
 Palliative Care
Endocrine Disorders (4hrs)
Definition, etiology, risk factor, Pathophysiology,
Classification, Clinical manifestation, diagnosis,
investigation, complication, nursing and medical
managements
 Shock
 DM
 Hyperthyroidism and hypothyroidism
Skill Lab (4 hours)  Video
 Crutch walking teaching
 Cast application and removal  Demonstrati on
 Care of a child with traction
 Care of a child with amputation
 Shock Position

PBL (4 hours)
Week -15 Integrated Management New born and Childhood Lecture and 20 hrs/wk
Illnesses (8hours) Discussion
EPI and Vaccine Preventable Disease (8hours)
Skill Lab (4 hours) Video Teaching
Cold Chain Management and Role play

259
 Vaccine administration
Week-16 Final exam
Week 17- Hospital practice 320 Hours
20 Manage Common Neonatal Problems Perform Essential new born
care Perform New born assessment Perform Neonatal Resuscitation
Counsel optimal Nutrition
Demonstrate proper attachment and position on Breast feeding
Demonstrate KMC
Operate Radiant warmer, Phototherapy, Incubator Perform NG tub,
Cup feeding
Cup feeding Measure Vital Sign
Use Pulse oxymeter for monitoring progress Apply hot and cold
compression Administer Oxygen
Perform CPAP
Prepare IV maintenance fluid Assist Exchange Blood transfusion
Collect Blood sample
Perform Catheterization Measure Input and output Manage
Dehydration
Assist Indotriachial intubation Evaluate Nutritional Status Manage
malnutrition
Evaluate Sick child who needs Emergency management Perform
Ear irrigation and Eye irrigation
Execute Postural drainage, Thoracentesis and Water –seal drainage
Assist Tracheotomy care
Perform CPR
Assist Removing foreign body form eye, ear & nose Perform
wound care
Manage burned Child Applying comfortable device Applying sand
bag
Applying Splint Applying fracture board
Perform Application and Removal of cast and Traction Assist
Lumbar puncture
Administer Medication
Perform diagnostic and therapeutic gastric aspiration Apply the
different types of enema
Apply colostomy care
Prepare fluids with different concentration

260
Administer fluids for dehydrated patients Administer Enema
Assist Pre-cutaneous urine aspiration Assist Male circumcision
Monitor Growth and Development Apply counseling skill
Recording and reporting patient finding
Carry out admission and discharge documentation Document Client
progress notes
Apply infection prevention
Practicing how to give vaccination for children Practicing caring a
child with HIV/AIDS

261
 Nursing Education and Curriculum Development
Module title: Nursing Education and Curriculum Development Module code: Nurs 4073
ECTS: 3
Module Duration:
Module description: This module is designed for undergraduate nursing students to equip the
required knowledge, attitude and skill on planning and facilitating teaching, designing and
developing instructional materials including nursing curriculum that enable students to effectively
participate and contribute in curriculum development, teaching-learning process quality
improvement of nursing education .
General objective: At the end of this module, the students will be able to effectively design,
develop, facilitate and monitor teaching - learning experience in nursing professions
Learning outcomes

 Analyze the different theories of learning and its implication in teaching learning process
 Analyze the different educational philosophies and their implication in curriculum design
 Identify effective teaching –learning approach in the perspective of the different educational
philosophies and learning theories
 Identify challenges in nursing professional educations and provide suggestion for improvement
 Evaluate the content and the different components of existing nursing curriculum and provide
suggestion for improvement
 Effectively plan for facilitating teaching in various settings
 Facilitate learning using a variety of learning methods and activities
 Assess the progress of learning and making judgment to increase student's learning and
development
 Conduct educational quality assessment using standards
 Identify performance gaps , analyze the cause of performance gaps and select appropriate
intervention to fix the existing gaps /problem
Teaching –learning methods and activities
 Interactive lecture
 Demonstration
 Guided practice
 Facilitated group discussion
 Project work
 Peer learning
262
 Learning assessment methods
 Direct observation of performance
 Written test (MCQ, Essay, …)
 Review of task( project, assignment, report,…) completed by students
 Oral questioning
 Peer assessment

Module schedule

Lecture, discussion and other learning activities = 4 hr/ week

Week /Day Learning Activities Required

Reading
Interactive lecture and discussion ( 4hrs) Reflective
Foundation of Health professional education Portfolio31
 Definition of terms (,education, Teaching, instruction, training …)
1  Health professional education: past experience and future
possibilities
 Learning (meaning)
How do people learn ? Theories of learning
Behavioral learning theory Constructivism learning theory
 Traditional teaching-learning method
 How learning become more effective
 Principles to guide educational/teaching practice
 Challenges of health professional educations

Activity:
 Students identify different engagement teaching –learning
activities using ICPA framework

263
 Interactive lecture and discussion (4 hrs) Reflective
 Curriculum design , development, implementation and evaluation Portfolio
-Curriculum concept/ different definitions of curriculm
 Educational philosophy underpin curricula choices and decisions
2 on curricular models
-The conservative view
-The progressive view
-Modernism and post modernism
 Curriculum models
 Principle of curricula design and development

 Curriculum development process (Basic steps/components in

curriculum development process

Activity (Guided practice)

 Critical evaluation /review of components of existing nursing
curriculum and recommend suggestion for improvement

31
Students are required to maintain in their portfolio learning experiences, learning outcomes achieved, evidence of learning and reflections
longitudinally and their mentors would provide feedback occasionally. Clinical instructors should also ask students to submit reflective portfolio
twice during the attachment for formative assessment and feedback

264
3 Interactive lecture and discussion (4 hrs) Interactive
 Plan and prepare for teaching lecture and
 Plan and prepare for teaching/facilitation discussion (
 Writing learning objectives/learning outcomes 4 hrs)
 Analyzing and selecting essential contents
 Selecting learning methods and activities
 Selecting learning materials and resource
 Select learning assessment methods Developing session plan

Project 1
 Preparing session plan
4-6 Interactive lecture and discussion ( 4 hrs)
 Facilitate teaching
 Basic facilitation skills
 Delivering interactive presentation
 Facilitating skill development (Demonstration and
coaching)
 Facilitating role play
 Facilitating case study
 Facilitating group discussion
 Facilitating clinical simulation
 Facilitating PBL
 Providing Feedback
Activity : Plan and prepare to facilitate teaching

Project 2
 Practice facilitation of
 Interactive presentation
 Demonstration and coaching
 Role play
 Case study
 Group discussion
 Clinical simulation
 PBL
Interactive lecture and discussion
7-8  Assessment of student performance
 Principle of assessment
Formativive –summative assement Validity and reliability
Designing an assessmsnt –test blueprinting

265
 Developing Knowledge assessment (formats /methods ,
selection)
Developing Performance assessment (formats and selection)

Activity : Critique knowledge assessment

Project 3 : Develop written and performance test based on
blueprinting
Educational quality assurance and improvement standards
9-10
Activity : Group discussion on educational standards and tools
hrs)
Project 4
 Conduct educational quality assessment using standards,
 Identify performance gaps , analyze the cause of performance
gaps and select appropriate intervention to fix the existing gaps
/problem
 Writing report
11 Final written Examination

266
 University Institute/College/Faculty/School/Department of
Syllabus of the Course of Entrepreneurship
Instructor Contact Information Instructor’s Name Mobile
No. Meeting Day(s)
Meeting
Time Building No Floor
No.

E-Mail Consultation Hours

Course Lecture Discussion Group Home Assessment Total

Information with peer & Project and Study/Self Number of Hours
Instructors Individual Study Per
assignment semester
48 30 15 40 25 158
Course is Prearranged For all Fresh Students
Degree Program B.A/B.Sc/BED/ LLB/& Others
Course Title Entrepreneurship and Business Development
Course Code Entr 4011
Course Status Common
Course is Coordinated Management Department
ECTS/Credit Hours 3
Academic Year I
Course Description
This interdisciplinary course is designed to introduce students the meaning and concept of entrepreneurship,
creativity, innovation and their manageable processes that can be applied across careers and work settings. It
focuses on building entrepreneurial attitude and behavior that will lead to creative solution within community and
organizational environments. The Course topics include the history of entrepreneurship, the role of entrepreneurs
in the globalized economy and the identification of entrepreneurial opportunities. The development of a business
ideas, products and services, marketing and developing new ventures,
the examination of feasibility studies and the social and ethical implications of entrepreneurship are incorporated.
Besides, issues related to starting and financing a new venture are included. Finally, managing growth, transition
and sustainability of the venture are considered. And forms of business organizations, legal and regulatory
frameworks of governing the whole system are also encompassed in the course syllabus.
Pre-requisite No Pre-requisite

267
 Course Objectives Upon the completion of this course, students will be able

society

business practices
ts
-based marketing strate

ventures

Expected Learning outcomes The expected learning outc

innovative, creative, entrep
calculated risk-taking stude
efficiently and effectively.
As the intension of the c
Course Competence University students for s
designed focusing on chan
designed in such a way t
creators than job seekers
behavioral aspects tha
entrepreneurship. Students
competencies that successf
Course Objectives and Co
After completing this chapt

Week Topics and subtopics

Week 1&2 Chapter 1

1.1. Definition and philosophy of students will be able to:

Entrepreneurship Vs Entrepreneurs
1.1.1. Historical origin of and entrepreneur
entrepreneurship 1.2.Type of Entrepreneurs of e
1.3. Role within the economy 1.4.Entrepreneurial Competence and Environment
1.4.1. Entrepreneurial Mindset entrepreneurship in the
1.4.2. Demographic Factors
1.4.3. Entrepreneurial competences
Environment
1.5. Entrepreneurship, creativity and innovation and innovation

Activities 268
 Teacher Activity Student Activity

udents ip and entrepreneur

work

Delivery Methods Interactive Lecture, group discussion and reflect

Assessment Quiz 5%

Week 3,4&5 Chapter 2 Business Planning Course Objectives and

Competences to be Acqui
2.1. Opportunity Identification and Evaluation After completing this chapter, students will be able to:
2.2. Business Idea Development

2.2.1 Business Idea Identification

2.2.2 Sources of Business Ideas
2.2.3 Methods for generating Business Ideas Students Activity
2.3. The Concept of Business Planning
2.4. Business Feasibility
2.5. The Business plan
2.6. Developing a business plan
Activities Teacher Activity

student’s work

Summarizing the chapter

Delivery Methods Assessment 3.1. The Concept of Business Development Interactive L
group discus
reflection

Chapter
3
Week 6&7
Business
269
 Formation
After completing this chapter, students will be
able to: 15%

5%

Course Objectives and Competences to be Acquired

270
 3.2. Forms of Business (a short explanation)
3.3. Definition and Importance of SMEs
3.4. Setting up small scale business
3.5 Roles of SMEs
3.6. Business failure and success factors.
3.6.1 Problems of small scale business in Ethiopia
3.7 Organizational structure and entrepreneurial team formation

y the problem of small scale business in Ethiopia

Activity Teaching
Activity Student Activity

ics factors of SMEs

to student’s work

Delivery Methods Interactive Lecture, group discussion and reflection

Assessment 10%

Week 8&9 Chapter 4 Product or Services Development Course Objectives and Com
be Acquired
4.1. The Concept of product or service technology After completing this
chapter, students will be able t
4.2. Product or service development Process
4.3 Legal and regulatory frameworks
4.4 Intellectual Property Protection/Product or service protection
4.4.1 Patent
4.4.2 Trademarks
4.4.3 Copyrighting
Activity
Teacher Activity Student Activity

ing questions oduct or service process

Delivery Methods Interactive Lecture, group discussion and reflection

Week 11&12 Marketing Chapter 5 Course Objectives Competences to be Acquired
After completing this chapter, students will be able to

5.1. The Concept and philosophy of marketing

5.2. Marketing Mix and Strategies
5.3 Marketing Information System
271
5.3.1 Marketing intelligence
5.3.2 Marketing research
5.5. Competitive analysis
5.6 Selling and Customer Service

Activity
Teaching Activity Student Activity

back to student’s
work

Delivery Methods Interactive Lecture, group discussion and reflection

Assessment Test 15%
Week 13&14 Chapter 6 Financing the new venture

6.1 Overview of Business Financing After completing this chapter, students will be able to:
6.2 Source of financing
6.2.1 Equity financing
6.2.2 Debt financing
6.2.2.1 Trade credit
6.2.2.2 Lease financing
6.3 Traditional Financing (Equib/Edir, etc.)
6.4 Crowd Funding
6.5 Micro finance in Ethiopia
Activity
Teaching Activity Student Activity

ectives to the students s financing

work

Summarizing the chapter

Delivery Methods Interactive Lecture, group discussion and reflection
Week 15&16 Chapter 7 Managing Course Objectives and
Growth and Competences to be
Transition Acquired
7.1. Managing business growth After completing this chapter, students will be able to:
7.2. New venture expansion strategies
7.3. Business Ethics and Social Responsibility
199
272
strategies

Activity
Teaching Activity Student Activity

Introducin g objectives to the students fy new venture expansion strategies

brain storming questions

brief introducti on to the sub topics

class room and home based works

Checking, evaluating
, and giving feedback to student’s
work
Summariz ing the chapter
Delivery Methods Lecture, group discussion and reflection , Discussion with Real World
Entrepreneurs
Course Listen to a lecture and take notes on the lesson treated, take part in reading
assignment, Group Discussion, Individual reflection,
Teaching Debate among groups, Case study discussion and analysis, Assignment presentation
Learning
Methods

273
Assessm
e nt
Methods
gnment 10%

Commit Preparedness: You must come to class prepared by bringing with you the appropriate materials like
ment of handouts, worksheets and exercises given, text books and completed
Instruct
o rs and
Learners assignments. Complete the individual and group assignments and other activities on time.
You must plan your own learning through reading various course related materials and chapters in books. You are expected to
work much individually to meet the requirement of the course. You have to use your time for group work and home study
effectively.
Participation: Make active participation during discussions (you must participate in class).
You are not participating if you are simply talking to a friend, doing homework, daydreaming, or not doing what the rest of the
class is doing. If you are working in a group or with a partner, you must talk to your group members or partner and be a part of the
group.
Always be ready and willing to give constructive feedback to partners’/group members and to listen to their comments on your
work
Medium: Use only English, which is the medium of instruction, especially in the class room
Policy of Attendance: It is compulsory to come to class on time and every time.
If learners are going to 85% during the term, they should not take this course
Universi Assignments: Learners must do their individual and group projects and submit
t y: on time. Any assignments will be submitted on and before the specified
deadline.
Tests/Quizzes: Learners have short quizzes and tests almost every unit.
If they miss the class or, are late for class, they will miss the quiz or test and no makeup test or quizzes will be given for
late arrivals. Therefore, learners are expected to comply with the rules and the regulations of the University as well.
Cheating: Learners must do their own work and not copy and get answers from someone else.
When learners are in class, there are strictly forbidden from chewing gum, consuming any addictive
substances, listening to recorders or CD players, or being involved in acts that interrupt the normal
teaching-learning process. Besides, learners are required to switch off their cell phones before class
and exam sessions.
Learners who attempt to disobey these rules and regulations will be subject to disciplinary measures
accordingly to the Senate Legislations of the University.
Refer Recommended Text book
Hirsh RobertD. and D. and Peters MichaelP. “Entrepreneurship” Fifth Edition, Tata McGraw Hill
e nce Edition, 2002
& Further References
th edition, College
Texts Division So
Western Publishing Co. Dallas, 2003

Holt David H. “Entrepreneurship – New venture Creation “Eastern Economy Edition, 2000.
d RichardM.Hodgetts, “Entrepreneurship: A Cotemporary Approach” Fourth Edition.

Dryden Press, 1998.

274
 Team training program (TTP) Module Title: Team training program (TTP) Module
Code: SPHM 4033
ECTS: 6
Duration: 4 Weeks
Professionals and level of education: Undergraduate Health professionals Training
Module Description: This TTP is designed for undergraduate health professional to equip with the
required knowledge, attitude and skills that can achieve an understanding of how collaboration
applies to healthcare to deliver the highest quality of care across setting by providing opportunity to
participate in inter-professional education which will enable them to be collaborative-practice ready
health work force.
Module General Objective
At the end of this module the students will be able to provide comprehensive services (both
clinical and non-clinical health-related work) in a collaborative team environment by working with
patients, their families, carers and communities to deliver the highest quality of care across setting
which in turn optimizes health-services, strengthens health systems and improves health outcomes
Learning outcomes
 Provide comprehensive services (both clinical and non-clinical health-related work, such as
diagnosis, treatment, surveillance, health communications, management and sanitation etc…) a
collaborative team environment by working with patients, their families, carers and communities to
deliver the highest quality of care across setting
 Work with individuals of other professions to maintain a climate of mutual respect and shared values
 Use the knowledge of one’s own role and those of other professions to appropriately assess and
address the healthcare needs of the patients and populations served.
 Communicate with patients, families, communities, and other health professionals in a responsive
and responsible manner that supports a team approach to the maintenance of health and the treatment
of disease.
 Apply relationship-building values and the principles of team dynamics to perform effectively in
different team roles to plan and deliver patient-/population-centered care that is safe, timely,
efficient, effective, and equitable.
 Interact, negotiate and collaborate with colleagues from other professions (learn from each other)
during providing clinical and non-clinical service
 Respect for the values and beliefs of their colleagues during providing clinical and non- clinical
service
 Learn to appreciate the challenges and benefits of working in teams during providing clinical and
non-clinical service
 Communicate and consult each other to optimize care for the patient during providing clinical and
non-clinical service

275
 Jointly work with a common set of problem with shared responsibility and decision- making for
patient care and foster a collaborative learning environment (learn with each other)
Teaching-Learning Methods
1. Guided Community visit , survey and practice
2. Guided project work
3. Guided clinical practice(Task based learning)
4. Case/problem - based learning
5. Seminar
6. Facilitated Group discussion
7. Reflective Portfolio
8. Personal research and reflection exercise (PRRE) Teaching learning
materials
1. AV aids (LCD and computer or Overhead projector and transparencies, writing board and marker
or chalk)
2. Computers with internet and data analysis software
3. Logbooks for entry of community experience
4. Stationeries for community survey
5. Drugs, equipment, tools and materials for clinical and public health interventions
Assessment Methods
Formative assessment
1. Direct observation of performance ( clinical area, community setting,
2. Written test
3. Oral questioning /interview
4. Review of task ( assignment , project , activity report , logbook, portfolio) completed by students
5. Global rating midway during TTP
6. Seminar presentation
7. Review of Reflective portfolio
Summative assessment
1. Feedback from colleagues and supervisors/peer (360 degree evaluation (20 %)
2. Feedback from immediate supervisor using Global rating scale (20 %))
3. Review of task (assignment, project, activity report including mini project, community diagnosis
etc..) completed by students (50%)
4. Review of Reflective portfolio (10%)

276
 Attendance or participation requirement
Attachment Schedule (8weeks)

Key practice area Duration

1 Community Surveillance (CS) 1 week
2 Clinical practice ( Dx, Rx..)..(CP) 1 week
3 School Health Service + Outreach and health institutions supervision 1 week
activities (SHS &OR,Sup
4 Prison Health Service + Environmental health activities(PHS & EHA) 1 week
5 Primary Health Care (PHC) evaluations (PHC) 1 week
6 Inter-Professional Education (IPE) 1 week
7 Mini-project work (MP) 1 week
8 Home visiting (HV) 4 hr /week for 7 weeks
(Every Friday morning)

Week Evaluate effectiveness and efficiency of the service rendered and the community learning experience
8 Overall reporting and discussion

Week Area of practice Remark

1 Community surveillance All students
2 IPE All small group
3 CP SHS PHS PHC MP
4 G1 G2 G3 G4 G5
5 G5 G1 G2 G3 G4
6 G4 G5 G1 G2 G3
7 G3 G4 G5 G1 G2
8 G2 G3 G4 G5 G1

Typical weekly schedule

N.B.
 All the team will involve in community surveillance in the first week of TTP
 Students will divide in 5 small groups starting from 2 week of TTP and each group will be assigned and practice IP learning
activities
 Starting from 3rd week, each small group will be assigned in one practice area for a week and rotate every week
 Each group apply principle of IPE (collaborative work with a common set of problem with shared responsibility and decision-
making, communication, consultation , interaction, respect … ) in all practice area.
 Seminar –each team will have their on seminar on the identified patient /community problem to be solved and the team explain,
argue , reason and debate on it.
 Implementation of mini-project by each will continue till the end of the TTP practice
 Outreach and health facilities supervision will be conducted in the same week along with SHS and PHS
 All group will conduct home visiting every Friday morning

277
 Community Diagnosis

It is the process of identification and detailed description of the most important health problems of
a given community. The objectives of this community diagnosis attachment is to enable students
identify major health & health related problems & set priorities, understand the health status of the
population, design the possible interventions to alleviate the major identified problems, identify
resource for the intervention, mainly resources available in the community, and implement
interventions with full participation of the community

Monday Tuesday Wednesda Thursday

y
AM key activities
PM Select the area/community,
 Communicate with the relevant bodies in area/community,
 Develop tools of data collection, pretest and standardize the tools/instruments,
 Mapping and zoning the study area and number the houses,
 Collect, process, analyze data, and write up,
 Select appropriate intervention
 Design an action plan

1. Inter-Professional Education(IPE)

Inter-professional education occurs when two or more professions from different backgrounds learn about,
from and with each other to enable effective collaboration and improve health outcomes. This includes
working with individuals of other professions to maintain a climate of mutual respect and shared values,
understanding of how professional roles and responsibilities complement each other in patient-centered and
community/population oriented care, and communicate with patients, families, communities, and other health
professionals in a responsive and responsible manner that supports a team approach to the maintenance of
health and the treatment of disease.
N.B. There should be a general orientation and discussion for all students before grouping on the following
key points of IPE
 Concept and benefit of IPE and collaborative practice
 Core competencies/outcome / of IPE, ground rules
 Selected learning activities and learning environments
 Key tasks to be executed during the IPE week
 Application of IPE principles to the rest of TTP activities
 Formative and summative assessment methods of Inter-professional learning using reflective portfolio

278
 Monday Tuesday Wednesday Thursday Fr i d a y

AM Identification common set of Team Team work Team work

problem and planning work
1. Review and understanding of core
competency / objectives of IPE and
collaborative practice Home
2. Consensus on the ethical principles
visit
/ground rules to guide all aspects of Seminar ( on the identified
patient care and team work patient /community problem
3. Identification of patient/community argue , reason and debate on
problems to be solved or itto be solved and team
/pt/community care/service to be explain, other
provided collaboratively ( Based on  Integration of the knowledge
community diagnosis) and experience of other
4. Identification and selection of set of professions appropriate to
interventions to be implemented specific care situation to
to solve problem/selection of inform care descisions,
strategies to provide care/service  Respecting the unique cultures,
5. Clarify each member’s values, roles/responsibilities,
responsibility in executing and expertise of other health
components of a treatment plan or professions
public health intervention  Engagement of other health
6. Jointly plan and share professionals— appropriate to
responsibilities (develop joint action the specific care situation—in
plan). Action plan includes shared patient-centered
 Activities/tasks to be problem-solving.
implemented  Working in cooperation with
 Responsible profession other health professions, and
 Resource needed others who contribute to or
 TimeLine support the delivery health
services
 Sharing accountability with
other professions
 Learning about, from
and with each other
 Benefits & Challenges of
working in teams
Understanding of how professional
roles and responsibilities
complement each other in patient-
centered and
Community / poulation oriented
care.
 Able to clearly describe one’s
own professional role and
responsibilities to team
279
 members of other professions
and understand others’ roles
and responsibilities in relation
to one’s own role
 Clarify each member’s
responsibility in executing
components of a treatment plan
or public health intervention.
 Able to knows and uses the
others’ expertise and
capabilities in a patient
centered way.

Clinical practice
The team in the clinical practice is expected to provide promotive, preventive, curative and rehabilitative
services. In the health care facility, the team can deal with conditions/illness that need more investigations
and attention.
Monday Tuesday Wednesday Thursday Friday
AM 1. Review and understanding of core Provide Provide
competency / objectives of IPE and comprehensive comprehensive Team work
collaborative practice 2.Consensus services in a services in a
on the ethical collaborative collaborative
principles and ground rules to team team Home visiting
guide all aspects of patient care and environment environment
team work Seminar ( on the identified patient
3. Clarify each member’s /community problem to be solved and
responsibility in executing team explain, argue , reason and debate
components of a treatment plan or on it)
public health intervention
4.Discuss how to effectively work
in collaboration, consultation and
communication with each
professions on set of problem
5.Engagement of other health
professionals—appropriate to the
specific care situation—in shared
patient-centered problem-solving
PM Team work Team work Review meeting
Provide comprehensive services in a Team meet together and each team members
collaborative team environment  Explain implemented intervention/activities
(Team work)  Justify/discuss/argue the
rationale for each intervention given
 Reflection on individual and team Weekly activity
performance for individual, as well as team, report
performance improvement.
Evaluation of IPE
Evaluation focused on degree of :
 Collaboration work with a common set of
problem
 Communicate and consultation

218

280
 of each other
 Integration of the knowledge and
experience of other professions—
appropriate to the specific care situation—to
inform care decisions,
 Respecting the unique cultures, values,
roles/responsibilities, and expertise of other
health professions
 Engagement of other health professionals—
appropriate to the specific care situation—in
shared patient-centered problem- solving.
 Working in cooperation with other health
professions, and others who contribute to or
support the delivery health services
 Sharing accountability with
other professions
 Learning about, from and with each other
 Benefits & Challenges of
working in teams

School Health Services (SHS)

School health service is a health service that is offered in the school, which focuses mainly on
prevention of diseases and promotion of health. The objective is to create conducive environment for
teaching learning process, prevent transmission of communicable diseases in the school, identify
and treat diseases at their earlier stage in order to prevent further suffering, disability and death and
promote health of students
Monday Tuesday Wedn Thursday Friday
esday
AM 1. Review and understanding of Team work Team Team work
core competency / objectives of work
IPE and collaborative practice
and its application in SHS
2. Consensus on the ethical
principles /ground rules to guide
all aspects of patient
/community care and team work
3.Identification of patient
/community problems to be Home visiting
solved or care/service to be
provided collaboratively ( Based
on community diagnosis) Seminar ( on the
4. Identification and selection of identified patient
set of interventions to be /community
implemented to solve problem to be
problem/selection of strategies solved and team
to provide care/service. explain, argue ,

281
 5.Clarify each member’s reason and debate
responsibility in executing on it)
components of a treatment plan or
public health intervention
6. Jointly plan and share
responsibilities (develop joint
action plan)
action plan includes
 Activities/tasks to be
implemented
 Responsible profession
 Resource needed
 TimeLine
PM Working together Team work Team Review meeting
 Implement interventions in work Team
collaborative and consultative meet together Weekly
manner and each team activity report
with shared members Explain
responsibilities and decision implemented
making intervention/activit
ies
Justify/discuss/arg
ue the rationale
for each
intervention given
Reflection on
individual and
team performance
for individual, as
well as team,
performance
improvement.
Evaluation of IPE
Evaluation
focused on degree
of :
Collaboration work
with a
common set
ofproblem
Communicate and
consultation of
each other
Integration of the
knowledge and
experience of other
professions—
appropriate to the
282
 specific care
situation—to
inform care
decisions,
Respecting the
unique cultures,
values,
roles/responsibiliti
es, and expertise of
other health
professions
Engagement of
other health
professionals—
appropriate to the
specific care
situation—in
shared patient-
centered problem-
solving.
Working in
cooperation with
other health
professions, and
others who
contribute to or
support the
delivery health
services
Sharing
accountability with
other professions
Learning about,
from and with
each other
Benefits &
Challenges of
working in teams

Prison Health Service

It is one of the setting in which health care service is provided for prisons with the objective of
identifying health & health related problems in the prison , maintaining the sanitation of the prison,
breaking disease transmission and increasing health awareness of the prison staff and prisoners.

AM Monday Tuesday Wednesda Thursday

y

283
 1. Review and understanding of core team work Team work Team work
competency / objectives of IPE and
collaborative practice and its
application in PHS
2. Consensus on the ethical principles /ground
rules to guide all aspects of patient
/community care and team work
3. Identification of patient /community problems Seminar ( on the identified patient
to be solved or care/service to be provided /com problem to be solved and
collaboratively ( Based on community team explain, a and debate on it)
diagnosis)
4. Identification and selection of set of
interventions to be implemented to solve
problem/selection of strategies to provide
care/service.
5. Clarify each member’s responsibility in
executing components of a treatment plan or
public health intervention
6. Jointly plan and share responsibilities
(develop joint action plan)
action plan includes
• Activities/tasks to be implemented
• Responsible profession
• Resource needed
• TimeLine

PM Working together Team work Team work Review meeting

Team meet together and each team
 Implement interventions in members
collaborative and consultative  Explain implemented intervention/activities
manner with  Justify/discuss/argue the rationale for each
 Reflection on individual and team performa
shared responsibilities and as well a team, performance improvement.
decision making Evaluation of IPE
Evaluation focused on degree of :
 Collaboration work with a common set of
Communicate and consultation of each othe
 Integration of the knowledge and ex
professions— appropriate to the specific
inform care decisions,
 Respecting the unique cultures, values, ro
and expertise of other health professions
 Engagement of other health professionals—
specific care situation—in shared patient-
solving.
 Working in cooperation with other healt
others who contribute to or support the
services
 Sharing accountability with other professio
 Learning about, from and with each other
 Benefits & Challenges of working in teams

6. Environmental Health Activities

It is the prevention of diseases and promotion of health by eliminating or controlling the
environmental factors, which form links in the chain of disease transmission. The objectives are to
familiarize students on the role of environmental health in diseases prevention and control and
284
 promote health, prevent and control diseases through the participation of the community and other
concerned bodies

Monday Tuesday Wednesda Thursday Fri day

y
1. Review and understanding of core competency / objectives of Team work Team work Team work
IPE and collaborative practice and its application in EHA

2. Consensus on the ethical principles /ground rules to guide all

aspects of patient /community care and team work Seminar ( on the identified
3. Identification of patient /community problems to be solved or patient
care/service to be provided collaboratively ( Based on /community problem to be
community diagnosis) solved and team explain, argue ,
4. Identification and selection of set of interventions to be reason and debate on it)
implemented to solve problem/selection of strategies to
provide care/service.
5. Clarify each member’s responsibility in executing
components of a treatment plan or public health intervention Home visit
6. Jointly plan and share responsibilities (develop joint action
plan) action plan includes ing
Activities/tasks to be implemented
Responsible profession
Resource needed
TimeLine

PM Working together Workig togethr Working together Review meeting Weekly

….cont.d ….cont.d… Team meet together and each
 Implement interventions in collaborative and consultative team members activity
manner with shared responsibilities and decision making Explain implemented report
intervention/activities
Justify/discuss/argue
the rationale
for each intervention given
Reflection on individual and
team performance for individual,
as well as team, performance
improvement.
Evaluation of IPE Evaluation
focused on degree of :
Collaboration work
with a
common set of problem
Communicate and consultation
of each other Integration of the
knowledge
and experience of other
professions— appropriate to the
specific care situation—to
inform care decisions,
Respecting the unique
cultures,nvalues,
roles/responsibilities, and
expertise of other health
professions
Engagement of other health
professionals—appropriate to the
specific care situation—in
shared patient-centered
problem-solving.
Working in cooperation with
other health professions, and
others who contribute to or
support the delivery health
services
Sharing accountability with
other professions
Learning about, from and with
each other

285
Mini- project
It is a small-scale project that will be devised and implemented by the health team to
alleviate health and health related problems, which was identified during community
diagnosis or other mechanisms. The objectives of the mini-project is to bring the
different disciplines together, find out problems, and try to solve them within the limited
resources available in the community.

286
 Monday Tuesday Wednesday Thursday Fri d a y
AM 1. Review and understanding of core competency / Team work Team work Team work
objectives of IPE and collaborative practice and its
application in Mni-project
2. Consensus on the ethical principles /ground rules to
guide all aspects of patient /community care and team
work Seminar ( on the
3. Identification of patient /community problems to be
Home
solved or care/service to be provided collaboratively ( identified patient visiting
Based on community diagnosis) /community problem
4. Identification and selection of set of interventions to to be solved and
be implemented to solve problem/selection of
strategies to provide care/service. team explain, argue ,
5. Clarify each member’s responsibility in executing reason and debate on
components of a treatment plan or public health it)
intervention
6. Jointly plan and share responsibilities (develop joint
action plan)
action plan includes
Activities/tasks to be implemented
Responsible profession
Resource needed
TimeLine

PM Working together Team work Team work Review meeting

Team meet together and
 Jointly Implement the mini- project in each team members
collaborative and consultative manner  Explain implemented
with shared responsibilities and decision intervention/activities
 Justify/discuss/argue the
Weekly
making with full participation of the rationale acitivity part
community and other concerned bodies for each intervention
 Monitor and evaluate the mini- project; given
 Reflection on individual and
arrange follow up mechanisms for team performance for
sustainability individual, as well as team,
performance improvement.
Evaluation of IPE
Evaluation focused on
degree of : Collaboration
work with a
common set of problem
Communicate and
consultation of each other
Integration of the
knowledge and experience
of other professions—
appropriate to the specific
care
2

287
 situation—to inform care decisions,
Respecting the unique cultures,
values, roles/responsibilities, and
expertise of other health professions
Engagement of other health
professionals—appropriate to the
specific care situation—in shared
patient-centered problem-solving.
Working in cooperation with other
health professions, and others who
contribute to or support the delivery
health services
Sharing accountability with other
professions
Learning about, from and with each
other
Benefits & Challenges of working in
teams

PHC evaluation1
Primary health care evaluation is the assessment to know the status of PHC components,
identify Challenges/problems in the implementation of the programs and there by forwarding
solution. The
objectives are to know the status of PHC components, measure the cost effectiveness and cost
efficiency of the programs, identify problems/challenges in the implementation of the programs
and develop skills in planning, implementing and evaluating specific PHC programs

288
for each intervention given Report
Reflection on individual and team
performance for individual, as well
as team, performance improvement.
Evaluation of IPE Evaluation
focused on degree of
Collaboration work with a
Integration of the knowledge and
experience of other professions—
appropriate to the specific care
situation—to inform care
decisions, Respecting the unique
cultures, values,
roles/responsibilities, and expertise
of other health professions
Engagement of other
health
professionals—appropriate to the
specific care situation—in shared
patient-centered problem-solving.
Working in cooperation with other
health professions, and others who
contribute to or support the
delivery health services
Sharing accountability with other
professions
Learning about, from and with each
other
Benefits & Challenges of working
in teams

289
 Pre-internship exam
Course Title: Pre-internship exam
Course code: NursM 4023

ECTS: Pass/Fail

Course/exam Description

The pre-internship examination module is designed to assess the students’ competency level in the
areas of the major core Comprehensive nursing modules and determine if the student has to move
to the internship practice so that he/she will provide quality & safe Comprehensive nursing care to
the recipients.

Student who passes the pre-internship examination will be posted in hospital to practice in Medical,
Surgical, Pediatric, Psychiatry and Neonatal wards. Each posting lasts for four week. Student will
take full responsibilities for his/her duties including night times and holidays.
Course/exam Objectives
The examination module will:
1. Assess students competency level(Knowledge, Attitude and Practice) level and areas of
 Fundamental of Nursing  Pediatric Nursing
 Medical Nursing  Psychiatry nursing
 Surgical Nursing  Neonatal Nursing
Description of the exam

1. The pre-internship examination will consist of four separate exam booklets and practical
exam/OSPE/OSCE on the following areas
 Neonatal Nursing  Surgical Nursing
 Pediatric Nursing  Pediatric Nursing
 Medical Nursing
 Obstetrics and Gynecology Nursing
2. The pass score for each written and practical exam is 60%
3. Student who fails pre-internship (Medical-surgical nursing, Oby/Gyn nursing and Pediatrics
nursing) shall repeat each attachment for one month before re-examination pre- internship, If the
Student fails again on re examination the student repeat the module of Specific Competency
He/She fails.

290
 Medical Nursing professional practice/internship
Module Title: Medical Nursing professional practice/internship
Module Code: Nurs 4053
ECTS: 7
Module Duration: 4 Weeks (including summative assessment)

Approach: BLOCK system

Prerequisites: Medical surgical nursing I & II with its practicum
Module Description: This module is designed for students to provide opportunities to synthesize
and integrate the Knowledge, Skill and Attitude they have learned and practiced in the classroom,
demonstration room, clinical simulation room, clinical practice sites and the community, and to
apply them in the area of medical care units under minimum supervision.
Module Objective
By the end of this module, students will be able to provide quality, culturally sensitive
comprehensive independent & interdependent nursing care for individuals and families using
nursing process as framework in the area of medical units in accordance with nursing professional
codes of conduct and principles.
Supporting Objectives
To meet the above module objective the students will be able to:
 Identify and manage common medical disorders using nursing process as a framework
 Analyses, understands and makes professional clinical judgment, upholds ethical practice, and
maintains respect for the patients and families.
 Practice quality nursing care by the adoption of a holistic and individualized approach to the patient
in accordance with relevant legislation, policies and guidelines of the health care facility
 Plan an efficient and effective communication system with the patient/family/significant

291
 Others, the multidisciplinary team and other relevant departments.
 Organize a group of peers and other professionals, bearing in mind the subsystem and the
organization’s purposes, and the results of the activity
 Formulate his/her professional portfolio in order to personally develop and meet the required
knowledge and skill for constantly evolving specialization.
 Plan to use resources effectively and efficiently in the provision of quality nursing care
 Prepare to actively teach, mentor and supervise junior students with in the working area.
 Devise high quality, culturally sensitive health education and advise to patients, relatives and at risk
groups according to their needs to help them reach in decisions and to maximize the wellbeing of
community
 Demonstrate proper documentation and reporting skills for dependent and independent activities
regularly
 Question any inappropriate medical care plan for their patients in the unit
 Manage the safety of patient care environment
 Justify any type of care plan they prepare for their patients, family and community.
 Interpret basic laboratory values
 Support patients and other health team during advanced procedures.
 Formulate admission and discharge planning for patients with medical problems
 Comply with infection prevention practices
 Manage common STIs using syndromic approach
Areas to be covered with this module
 Providing basic nursing care for patients with medical disorders
 Assisting during advanced medical procedures
 Care plan
 Professional attitude, ethics, Practice site: Hospitals or health centers
Location: Medical ward/units/outpatient Teaching and learning methods

292
 Demonstration of key task
 Guided practice ( coaching)
 Case Based Discussion (CBD)
 Seminar presentations(individual/group tutorials)
 Nursing round /bedside teaching
 Group discussion following exposure to any learning experience
 Independent study and practice
Methods of assessment Formative
 Direct observation while student performance
 Oral exam
 Written test
 Review of student log book, portfolio etc... that show student learning
 Review of reports, procedures, care plan, assignment, project etc… developed by the student (may
be part of portfolio)
 Expert judgment (global rating)
 Use of multisource (360 degree)
 Documented and verified reports from supervisor, colleague, subject expert, trainer or others(third
party report)
 Reflective practice
 Case study
 Report from resident staff/nurses
Summative
• DO (direct observation of performance
)
-----------------------------------------------------------------------------------------------------------------------
(40%)
• Review of
portfolio
-----------------------------------------------------------------------------------------------------------------------
(20%)
• OSCE/Oral
-----------------------------------------------------------------------------------------------------------------------
(30%)
• Others (bedside, seminar, case based……………………………………………..(10%)

293
 Key professional practice /key tasks
 Assess, diagnose and manage patients with  Implementing developed care plan
medical disorders using nursing process  Evaluating care plan
 Doing physical examination  Prepare bedside & case presentations
 Comforting patient (bed making, comfort  Rounds & regular visits
devices)
 Preparing patient for medication procedures  Prepare and present seminars

 Administer medication  Oxygen administration and monitoring

 Monitoring of patient’s condition/response  Providing health information for the patients

to the problem or treatment and families

 Prevent and manage medical complications  Prepare fluids with different concentration

 NG tube insertion & feeding  Assist with Lumbar puncture demonstration

 Catheterization, input & output monitoring  Blood sugar measurement

 Documentation & recording  Admission and discharge planning

 Interpreting investigations of medical  Assist in care of critically ill patients in the

disorders ICU

 Developing nursing care plan  Writing client progress notes

 Infection prevention
N.B.:
 There should be night duty during the attachment/internship
 Every day morning session (in each attachment site)
 Every Thursday seminar presentation/at least once a week
 Monday morning clinical round inpatient wards
 Weekly schedule will be prepared by clinical coordinator
 The following key learning activities should be included in each weekly schedule and time should
be allocated for each learning activities
 Demonstration of some key tasks by clinical facilitators
 Guided practice* -Time for students to practice with feedback
 Group discussion- time for facilitated group discussion
 Case based discussion*- time foe facilitating CBD
 Individual/group tutorial(seminar)
 Bedside teaching /Nursing round *
 Independent study and practice*

Surgical Nursing professional practice Internship

294
 Module Name: Surgical Nursing professional practice Internship
Module code: Nurs Nurs 4073
EcTS: 7 ECTs
Pre-requisite: Medical Surgical Nursing I and II module
Duration: 4 wks (including summative assessment)
Module Description: Also module is designed to provide opportunities to synthesize and integrate
the Knowledge, Skills and attitude they have learned in the area of Surgical nursing in the classroom
and practicum and apply in surgical inpatient, surgical emergency, operation room and recovery
Unit to practice nursing under minimum supervision before graduation.

Learning outcome:

To meet the above module objective the student will be to:

 Take in charge surgical inpatient, operation room, recovery unit and activate for managing the day
to day activities
 Provide quality, culturally sensitive specialized nursing care for surgical inpatient, operation room
and recovery Unit
 Promote effective team working sprit in a multidisciplinary team in the nursing management of
surgical patient.
 Participate actively in teaching, mentoring and supervising junior students with in the working
area.
 Provide high quality, culturally sensitive health education and advise to patients, relatives and at
risk groups according to their needs to help them reach in decisions.
 Provide high quality, culturally sensitive health education to maximize the wellbeing of
community
 Provide high quality, culturally sensitive nursing care plan for specific body system disorders
using nursing process
 Document and report independent activities regularly
 Incorporate the knowledge of pathophysiology in making diagnosing and providing overall
therapeutic managements for patient with Surgical disorder
 Properly involve and take a role in the performance of diagnostic and therapeutic procedure
involving Surgical disorder
 Provide appropriate teaching for the patient and family affected by Surgical disorder
 Provide safe and effective nursing care for patients having surgery

Possible Area of clinical practice units

Surgical inpatient
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Surgical emergency
Surgical OPD
Minor operation
Operation room
Recovery room (PACU
CSR (central sterilization)
Key performance task/competencies
Assess , diagnose and intervene patients with Administering Oxygen
surgical disorders Enema
Providing nursing care for a patient with Breathing and coughing exercise
surgical problem of body systems Perform gastric lavage
Preparing patient for surgery Give nasal feeding (gavage)
Practice scrubbing and circulating roles Urinary Catheterization
Process surgical instruments Give intramuscular injection
Assess and provide Wound care Give subcutaneous injection
Monitoring of patient’s condition and intervene Give intravenous injection
Prevent and treat complications Set and give IV infusion
NG tube insertion Blood transfusion
Input & output monitoring Take blood sample
Documentation & recording Perform general physical
Interpreting investigations of lab result examination
Developing nursing care plan Assist in:-
Implementing developed care plan o
Abdominal paracenthesis
Evaluating care plan o
Liver biopsy
Prepare bedside & case presentations o
Lumbar puncture
Rounds & regular visits o
Traction applications
Bed making o
Cast care procedure
Administer oxygen for minimum of patients o Broncosopy procedure
Give peri-operative nursing care o
Coloscopy procedure
Give a minimum of bed baths o
Endocscopy procedure
Colostomy care
Pack and sterilize instruments, gloves and rums
Suturing wound Treat and care for patient with feco-oral disease
Remove wounds stitches Provide care for patient with immobilization
Give tracheotomy care devices
Crutch walking counseling and demonstration
Teaching –learning methods and activities

Demonstration of key task

Guided practice ( coaching)
Case Based Discussion (CBD)
Seminarpresentations(individual/group
tutorils)
Nursing round /bedside teaching
Group discussion following exposure to any
learning experience
Independent study and practice

296
 Learning assessment methods

Formative
Direct observation of individual performance
Oral exam
Written test
Review of student log book, portfolio etc... that show student learning
Review of reports, procedures, care plan, assignment, project etc… developed by the student (may
be part of portfolio)
Expert judgment (global rating)
Use of multisource (360 degree)
Documented and verified reports from supervisor, colleague, subject expert, trainer or others(third
party report)
Summative

Direct observation of individual performance = 40%

OSCE wit oral exam= 30%
Review of student portfolio( log book, reports, assignments, projects etc…completed by students)
=20%
Others (bedside, seminar, case based) ------------------------------------------------------------ (10%)
N.B.:

 There should be night duty during attachment

 Every day morning session (in each attachment site)
 Every Thursday seminar presentation or CBD
 Monday morning clinical round inpatient wards
 Weekly schedule will be prepared by clinical coordinators
 The following key learning activities should be included in each weekly schedule and time must be
allocated
 Demonstration of key selected task by clinical instructors
 Guided practice (coaching)-time for students to observe, practice and perform,
 Case Based Discussion (CBD)-at least 2 hr/week to facilitate CBD
 Seminar presentations (individual/group tutorials)
 Nursing round /bedside teaching
 Group discussion following exposure to any learning experience
 Independent study and practice

297
 Maternity and reproductive health nursing professional practice Module title:
Maternity and reproductive health nursing professional practice Module Code: Nurs 4083
Cr.Hr/EcTS: 7 EtCTS
Pre-requisite: All theoretical and practical modules
Duration (In Weeks): 4 weeks (including examinations)
Description: This internship is designed for comprehensive BSC nurse students to provide nursing
care in maternity ward 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, it equips them to provide services
reproductive health services base on client and/or patient need. Learning outcome

 At the end of the attachment period the student will be able to identify the reproductive needs of the
client and provide basic obstetric and gynecology care, nurse patient relationship, sense of
responsibility, effective communication skills, and show responsible behavioral changes towards
the care of mothers and new born.

Key performance task/competencies

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

 Provide comprehensive ANC including PMTCT service
 Manage women with pregnancy complications
 Conduct normal delivery
 Provide immediate newborn care
 Provide post natal care and health education
 Perform and repair an episiotomy
 Follow the principles of infection prevention and standard precaution while performing any
procedure.
 Provide comprehensive family planning services

298
 Provide comprehensive abortion care
 Provide nursing care for women’s with gynaecologic problem using nursing process as
framework.
 Refer case if beyond scope of practice
 Demonstrate nursing skills and professional attitude in the daily activities
of the clinical area following CRC principles
Teaching –learning methods at clinical practice
 Guided practice ( coaching)
 Seminar presentation / assignment/project /report …
 Group discussion following exposure to any learning experience
 Independent study and practice
 Case study
 Bed side discussion
Teaching –learning materials and resources
 This will include: Reference text books, national service delivery guidelines, learning guides,
SOP, checklists, video, medical equipment and supplies, etc….
Teaching –learning assessment policies/guideline and methods

Direct observation by instructor using Review Portfolio OSCE with oral Seminar , bed side
checklist, or preceptor , seiner student (care plan, daily exam and case discussion
and clinical instructors this includes activity, logbook
punctuality, participation and ethics .) the student
and attitude document

40% 20 % 30% 10%

Performance assessment methods

Module policy:
 Attendance is 100% mandatory 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
internship.
 If a student is absent with medical certificate or justifiable reasons he/ she compensates it.
 If a student is absent without justifiable reasons s/he will repute the internship
 Students are expected to work including night and weekend time.

Module Schedule (typical week)

o Total duration= 5 weeks
299
o Case based discussion =5hr/week
Attachment area Task Week
ANC and family Attend orientation on (learning outcome, code of conduct,
planning units assessment policies,& setting )
Preform registration using various formats
Take history
Conduct physical examination
Identify danger sign during pregnancy
Request and interpret ANC related lab investigation
Provide short acting FP methods
Assist insertion and removal of long acting contraceptives
Discuss case
mentor junior nursing students
ANC and family Provide ANC and PMTCT
Provide short acting FP methods and insert and remove of long
planning units
acting contraceptives
interpret ANC related lab investigation
Discuss Cases
Give Health Education
Conduct FP Counseling
Present Seminar
 mentor junior nursing students
 Attend orientation on (learning outcome, code of conduct,
Labour ward assessment policies,& setting )
Provide nursing care such as Vital sign, IV secure,
catheterization, medication administration, blood transfusion,
…
Preform registration using various formats
Take History
Conduct physical examination
Assist normal labour (Diagnosis, follow normal labour using
partograph
Assist normal labour and delivery
Preform AMTSL, and newborn care
Prepare equipment for labour and delivery
Provide postnatal care
Observe abnormal labour and delivery follow up and managements
mentor junior nursing students
Provide nursing care such as Vital sign, IV secure,
catheterization , medication administration, blood transfusion,
…
Labour ward Take History
Conduct physical examination
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 Manage Normal labour (Diagnosis, follow normal labour using
partograph
Perform normal labour and delivery
Preform AMTSL, and newborn care
Provide postnatal care
Assist abnormal labour and delivery
Perform sterilization techniques
mentor junior nursing students
Oby/gyni OPD Attend orientation on (learning outcome, code of conduct,
assessment policies,& setting )
Provide nursing care such as Vital sign, IV secure,
catheterization …
Take Gynecologic history using nursing approach
Assist in Dx abnormal pregnancy, labour and delivery where beyond
scope consult or refer
Provide Post Abortion care
Provide Comprehensive abortion Care
Discussion on selected Case
mentor junior nursing students
Attend orientation on (learning outcome, code of conduct,
Gyn ward assessment policies,& setting )
Provide nursing care such as Vital sign, IV secure,
catheterization, medication administration, blood transfusion,
wound care …
Take Gynecologic history using nursing process as framework
Provide nursing care for women having gynaecologic abnormality
Implement nursing process on women gynacalogy ward
Discuss case
presentation case and seminars
Discuss bedside
conduct nursing round
mentor junior nursing students
Provide nursing care such as Vital sign, IV secure,
Gyn ward catheterization , medication administration, blood transfusion,
wound care …
Take Gynecologic history using nursing process as framework
Provide nursing care for women having gynaecologic abnormality
Implement nursing process on women gynacalogy ward
discuss case
presentation case
present bedside
301
 conduct Nursing round
mentor junior nursing students

Teaching methods
 Guided community practice
 Facilitated discussion after exposure of learning experience
 Independent study
 Small group work
 Seminar
Assessment methods Total
60%
Direct observation of individual/group performance 30%
Review of student portfolio 20%
Other( seminar .testimonies ….) 10%

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 Pediatrics and Child Health Nursing professional practice

Module Title: Pediatrics and Child Health Nursing professional practice

Module Code: Nurs 4093
Module Duration:4 Weeks (including summative assessment) Module ECTS: 7
Prerequisites: All Modules except Research Project and TTP
Module Description: This module is designed for comprehensive BSc Nursing students to provide
opportunities to Synthesize and integrate the Knowledge, Skill and Attitude they have learned and
practiced in the classroom, demonstration room, clinical simulation room and the community, and
to apply them under minimum supervision
Module Objectives:
After completing of this module, the student will be able to:
 Monitor the growth and development of newborns, infants and children
 Exercise teamwork in the provision of individualized patient care
 Apply nursing care plan using the nursing process approach.
 Apply preventive measures on childhood problems
 Manage common Pediatric and childhood illnesses
 Manage common under five problems using IMNCI protocol
 Apply Compassionate, Respectful and caring
 Establishes an efficient communication with the patient/family/and others
 Demonstrate the principles of leadership and management
 Provide care for physically, mentally, and socially children with disability
 Manage newborn and childhood illnesses using National Guidelines
 Provide palliative care for children with life-limiting illnesses
 Manage Pediatric Tuberculosis and HIV

Key tasks
 Manage Common Neonatal Problems  Perform Essential new born care

303
 Perform New born assessment  Perform CPR
 Perform Neonatal Resuscitation  Assist Removing foreign body form
 Counsel optimal Nutrition eye, ear & nose
 Demonstrate proper attachment and  Perform wound care
position on Breast feeding  Manage burned Child
 Demonstrate KMC
 Applying comfortable device
 Operate Radiant warmer,
 Applying sand bag
Phototherapy, Incubator
 Applying Splint
 Perform NG tub, Cup feeding
 Applying fracture board
 Cup feeding
 Measure Vital Sign  Perform Application and Removal of

 Use Pulse oxymeter for monitoring cast and Traction

progress  Assist Lumbar puncture

 Apply hot and cold compression  Administer Medication

 Administer Oxygen  Perform diagnostic and therapeutic
 Perform CPAP gastric aspiration
 Prepare IV maintenance fluid  Apply the different types of enema
 Assist Exchange Blood transfusion  Apply colostomy care
 Collect Blood sample  Prepare fluids with different
 Perform Catheterization concentration
 Measure Input and output
 Administer fluids for dehydrated
 Manage Dehydration
patients
 Assist Indotriachial intubation
 Administer Enema
 Evaluate Nutritional Status
 Assist Pre-cutaneous urine aspiration
 Manage malnutrition
 Assist Male circumcision
 Evaluate Sick child who needs
 Monitor Growth and Development
Emergency management
 Apply counseling skill
 Execute Postural drainage,
 Apply counseling skill
Thoracentesis and Water –seal drainage
 Recording and reporting patient
 Assist Tracheotomy care
finding
 Perform Ear irrigation and Eye
 Carry out admission and discharge
irrigation
documentation
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  Document Client progress notes  Apply infection prevention

Teaching –learning methods and activities

 Demonstration of key task
 Guided practice ( coaching)
 Case Based Discussion (CBD)
 Seminar presentations(individual/group tutorils)
 Nursing round /bedside teaching
 Group discussion following exposure to any learning experience
 Independent study and practice
Learning assessment methods
Formative
 Direct observation of individual performance
 Oral exam
 Written test
 Review of student log book, portfolio etc... that show student learning
 Review of reports, procedures, care plan, assignment, project etc… developed by the student (may
be part of portfolio)
 Expert judgment (global rating)
 Use of multisource (360 degree)
 Documented and verified reports from supervisor, colleague, subject expert, trainer or others(third
party report)
Summative

 Direct observation of individual performance = 40%

 OSCE wit oral exam= 30%
 Review of student portfolio( log book, reports, assignments, projects etc…completed by students)
=20%
 Others (bedside, seminar, case based) ------------------------------------------------------------ (10%)

N.B.:

 There should be night duty during attachment

 Every day morning session (in each attachment site)
305
 Every Thursday seminar presentation or CBD
 Monday morning clinical round inpatient wards
 Weellky schedule will be prepared by clinical coordinators
 The following key learning activities should be included in each weekly schedule and time must be
allocated
− Demonstration of key selected task by clinical instructors
− Guided practice ( coaching)-time for studnts to observe, practice and perform,
− Case Based Discussion (CBD)-at least 2 hr/week to facilitate CBD
− Seminar presentations(individual/group tutorils)
− Nursing round /bedside teaching
− Group discussion following exposure to any learning experience
− Independent study and practice

306
Nursing Research Project Module Title: student Research Project
Module Code: Nurs4043
ECTS: 6
Duration = 26 weks
 Finalize proposed study
 Collect data
 anlyze data
 Report findings
 Disseminate results

Learning methods
Coaching and advising
Independent study
Group works

Assessmen methods
Review of quality of research works completed by students =50
Peer assessment ( if research is conducted in group)= 20
Direct observation of research reporting (oral defense) =30

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 Comprehensive Exam

Module Title: Final Comprehensive Qualification Examination

Module Code: Nurs 4123
Module ECTS: Pass/ Fail
Module Duration: 2 weeks (for Student preparation, Exam design and development, Stander
setting , Exam administration and scoring ,Providing Student feedback )

To making an overall judgment about competence, fitness to practice, and or

qualification
To provides implicit feedback on where the student stands

Components of this exam shall contain

 Written exam 30%

 Structured oral exam 20%

 Practical examination /OSCE 50%

N.B:
Examination shall focuses on professional courses.
The examiners include internal for written exam and practical and structured oral examination shall
be conducted by external examiners that have related profession come from outside the institutions.
Pass mark shall be a cumulative of 50% for written, practical and oral examination) but the student
should score pass mark at least 50 % of practical exam.
The student who fails the final comprehensive exam shall repeat the practical attachment for the
duration of 3 months and then set for the examination.

308
Annexed
Instructor follow-up sheet for students during Medical Surgical attachment
St. Name I.d Cla. Year: Semi: Teacher/mentor:

Site of attachment: Ward/Unit: Clinical

practice period from to

Professional Ethical aspects (10%)

Punctuality 2%
professional appearance 3%
professional discipline 5%
Daily dairy report (10%)
Readiness to present (3%)
Explaining current patient condition (3%)
Develops a brief plan for each assigned patient
(1%)
Completeness of patient daily progress note
(3%)
Ward Management (20%)
Readiness to manage cleanliness of ward and
bedside (4%)
Communicates and work well with colleagues
and or team members (4%)
Documents assessment findings, interventions,
skills, medication administration and progress
towards patient outcomes using nursing process
(5%)
Participates in patient admissions, transfers,
and discharges (3%)
Creating safety and maintaining comfort (4%)
Bedside case discussion (10%)
Participation (10%)
Seminar Case presentation (15%)
Organization of content (3%)
Individual participation (5%)
Utilization of reference (3%)
Ability to accept feedback (4%)
Nursing Care plan (35%)
Detailed assessment (8%)
Collects relevant data for nursing assessment
(6%)
Interpret data accurately (2%)

309
 Proper nursing diagnosis (10%)
Appropriate actual Nursing Diagnosis (6%)
Appropriate Potential nursing diagnosis (4%)
Clear and realistic planning (4%)
Patient centered planning (2%)
Planning independent and collaborative patient
problem (2%)
Nursing Implementation (8%)
Evaluation with available resource (5%)
Total (100%)

B). Attendance

 Absenteeism without justifiable reason (e.g. medical certificate/sick leave) will end up with one-
year delay.
 If a student is absent with a medical certificate or other justifiable reason, he or she needs
compensate for the lost days.
 Chronic lateness (≥ 3 days), refusing patient care and/or failure to meet scheduled obligations may
result in grade alteration reflected in clinical evaluation.
 In the event of an unavoidable absence from clinical practice, the student will notify the clinical
instructor early to the instructor/mentor/preceptor to compensate for the missed practical day/s.
 A student who misbehaves against any healthcare team, instructor/mentor/preceptors, the
patients/clients or their families is treated according to the rules and regulations of the
college/University
Name of the instructor: sig. Date:

310
 PRACTICAL EVALUATION FORMAT FOR MATERNITY WARD
Name of the student Date

Score

Instructor Sign

S.No. EVALUATION CRITERIAS RATING SCALES REMARKS

I ATTITUDE TOWARDS PROFESSIONAL AND 1 2 3 4 5
ETHICAL STANDARDS

1.1 Punctuality
1.2 Completeness of the uniform
1.3 Neatness and grooming
1.4 Ability to identify own responsibility
1.5 Ability to work harmoniously with other colleagues
and ward staff
1.6 Ability to take responsibility for own action
1.7 Reports when temporarily leaving the work area
II DAILY NURSING CARE ACTIVITIES

2.1 Admits client in labour

2.2 Takes history of the client in labour
2.3 Performs physical examination for the client in labour
2.4 Records and interprets all the findings on partograph
2.5 Makes accurate observations on mother in labour
2.6 Keeps the client’s unit as clean and in order as possible

2.7 Keeps the mother as clean and dry as possible

throughout the labour process
2.8 Understands the physical and psychological needs of
the mother in labour and addresses it accordingly
2.9 Prepares the delivery sets and other necessary
materials in the delivery room
2.10 Performs and repairs episiotomy
2.11 Conducts normal labour
2.12 Gives the immediate care of the newborn
2.13 Assesses, records and interprets the Apgar score Of the
newborn
2.14 Safeguards the newborn from hazards (cold, falling)
2.15 Conducts the third stage of labour appropriately
applying one of the methods of expelling the placenta
2.16 Carries out an appropriate placental and membranes
examination for its completeness

311
 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

EVALUATORS:
1. Instructor Sign date
2. Head nurse Sign date

312
 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, And 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 Position------------
o Lie _________________________
o Descent
o Presentation
o FHB/mt________________

o Contraction: Frequency Length Strength-------------

Vaginal examination: Cervical dilatation

 Effacement

 Consistency  Position of the fetus

 Position of the cervix

 Station of the presenting part
 Membranes (ruptured, intact)

 Amniotic fluid (colour)  Ischial spines--------------

313
 FOLLOW UP OF THE 1st STAGE OF LABOUR

DATE TIM FH Cx. Descent BP PR Tem

E B Dilatn.
CONTRACTION

Frequency Length Strength

Delivery Summary Mother:

 Name of the patient Age

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

 Time of delivery: Date Time

 Time of placental expulsion:

 Method of placental removal

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

 Uterus contracted: Yes No

 Fundal Ht below/above the umbilicus

314
 Bleeding stopped Yes No

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

 Laceration

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

 Vital Sign: BP PR Temp RR

 Breast feeding initiated: Yes No Time (date, time)

 Any other nursing care given

NEWBORN

 Apgar score: on the first minute On the fifth minute

 Sex Weight Ht H.C

 Vit. K TTC oint.

 Bleeding from the cord

 Any other nursing care given Conducted by

Sign Date
Assisted by Sign Date

Postnatal mother assessment before discharge

Patient name Age

Vital signs: BP PR TEMP RR

HEENT
CHEST: CVS
LUNGS

BREASTS: Engorgement

Nipple conditions

Mastitis

Lump

315
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

NEONATAL ASSESSMENT BEFORE DISCHARGE

Vital signs: AHB RR TEMP

HEENT: Head: (any fracture, deformity, swellinghydrocephally,microcephally)

Face: facial paralysis/palsy

Eyes: (any discharge, squint eyes)

316
Nose;( any discharge, deformity, snuffling)

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

317
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

318
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

. NURSING NURSING PLANNING NURSING EVALUATION

NO. ASSESSMENT DIAGNOSIS INTERVENTION

Category of students: Duration of stay

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

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

Module schedule: Students will be assigned to different units of obstetrics and gynecology wards in the
hospital on five weeks bases rotation
Eth.standard

S.NO Name of the student

presentation

plan (20%)

H/E (15%)
Postnatal
Nsg.Care
Clinical
activity
(40%)

(10%)

(15%)

100%
Case

1.

2.

3.

4.

319
5.

320
 Mental health nursing evaluation tool
EVALUATION TOOL Student’s ID NO. (Name )

A. Ethics(30%)

1. Complete Uniform (badge, hygiene, clean

and appropriate uniform, neat and hair,
nail
2. Harmonious relationship
3. 4Relationship 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
6. Nursing care plan at least one paper

Total (out or 100%)