9. Murphy, H. A., Hildebrandt, H. W., & Thomas, J. P. (1997).

Effective
business communications (7th ed.). Boston: McGraw-Hill International.
10. Pike, B., & Busse, C. (2002). 101 games for trainers: A collection of
the best activities from creative techniques newsletter. New Delhi: Ane
Books.
11. Rosen, L. J. (1998). Decisions: A writer’s handbook. London: Allyn &
Bacon.
12. Sharma, R. C., & Mohan, K. (2003). Business correspondence and
report writing: A practical approach to business and technical
communication (3rd ed.). New Delhi: Tata McGraw-Hill Publishing
Company.
13. Taylor, S. (2004). Model business letters, e-mails & other business
documents (6th ed.). New Delhi: Pearson Education.
14. Theibert, P. R. ((2003). Business writing for busy people. New Delhi:
Penguin.

YEAR-4

Year 4 Semester VIII

Serial # Course Title Theory Clinical Tutorial Total
Credit
1 Community Health 2.00 3.00 5.00
Nursing-III
2 Nursing Seminar 2.00 2.00
3 Senior Electives; 4.00 1.00 5.00
Nursing Clinical in
specialty areas
Total 12.00

1. COMMUNITY HEALTH NURSING-III 5 CH

Course Description:
This course enhances the knowledge and skills required for advanced
nursing practice in community settings. It will help the learner to develop
his/her ability to work with communities by utilizing nursing process and
epidemiological concepts.
Course Objectives:
By the end of this course the learners will be able to:

1. Demonstrate the role of the community health nurse as a practitioner,

researcher, educator and manager while participating in the health care
of the community.
227
2. Participate in planning, implementing, and evaluating the Health /
Developmental project with the community.
3. Utilize the concepts of Primary Health Care, Health Promotion,
Epidemiology and Planning cycle in health/ development project in
community setting.
Teaching/Learning Strategies:
Interactive lectures, small group discussions, group projects and
presentations, case studies, simulation exercises and role play.

Assessment Criteria:
1. Midterm exam 30%
2. Field project ( Group)
Paper 30%
Presentation 10%
3. Final exam 30%
4. Clinical Performance Pass/Fail

Course Schedule
Topics

Unit 1: Review Health transition and global health

 Demography
 Health statistics
 Burden of disease
 Natural history of disease transmission
Unit 2: Diversity in CHN role

 Health Promotion
 Early Childhood care and development
 Child to child
 School health
 Environmental health
 Occupational health
 Disaster management
 National, International role of CHN

228
 Unit 3 Community as partner
 Review, Introduction and Need Assessment
 Community as Partner: Assessment & System Framework
 Community as Partner: MIS & Surveillance
 Community as Partner: Approaches
 Community as Partner: Community participation
 Community as Partner: Priority setting- QALYs, DALYs
 Community as Partner: Planning & Implementation
 Community as Partner: Monitoring & Evaluation
Presentation of project

UNIT 1: REVIEW HEALTH TRANSITION AND GLOBAL HEALTH

In this unit learners will be introduced to the concepts of the demography

and health transition. They will integrate the concepts of the double burden
of diseases and the challenges faced by the Community Health Nurse.
Further the learners will be given the opportunity to look at the factors
affecting health status of Pakistan by integrating the epidemiological
concepts, to be able to prevent and control the diseases or health
phenomena and monitor the factors by using health surveillance.

OBJECTIVES:
By the end of the unit the learners will be able
1. Discuss the International health problems including demographic,
health, and epidemiological transitions.
2. Discuss the difference between developed and developing countries
population pyramid and double burden of diseases.
3. Discuss the important health statistics of Pakistan.
4. Compare the different phases of natural history of disease transmission.
5. Integrate epidemiological designs in to community health nursing
practice.
6. Discuss the measures of diseases frequency and disease occurrence.

UNIT 2: DIVERSITY IN CHN ROLE

In this unit the diverse role of a community health nurse will be discussed
in various health care setting. In addition they will also be given the
opportunity to see the role of CHN in Pakistan and other countries.

OBJECTIVES:
By the end of the unit the learners will be able to
1. Review the concepts of Primary Health Care (PHC).
2. Descried the concept of health promotion and its significance.

229
3. Learn the concepts of Early Childhood Care and Development
(ECCD).
4. Discuss the child to child health care approach for health promotion.
5. Discuss the role of nurse in school health
6. Describe the common global & national environment health issue.
7. Identify the role of nurses to deal with environment health problems.
8. Discuss the occupational health and role of occupational health
towards health promotion.
7. Discuss the management of disaster in community settings.
8. Explore the role of Community Health Nurse at national and
international level.

UNIT 3: COMMUNITY AS A PARTNER:

In this unit learners will be provided with theory and skill, to assess and
diagnose community problems and develop a workable plan on one of the
problem identified. The emphasis will be given to the community as a
partner in their health and developmental needs with the focus on
participation and empowerment. The health needs of community, families,
and individuals will be addressed by using Gordon’s FHP, epidemiological
methods, and nursing process. Global health transition and health
problems of developed and developing countries will also be discussed.

OBJECTIVES:
By the end of the unit the learners will be able to
1. Define the vision, mission, and planning cycle.
2. Describe the concepts of community assessment.
3. Discuss the components of System framework
4. Learn the concepts of Management Information System (MIS).
5. Discuss the different approaches of community as a partner.
 Population approach
 Risk approach
6. Discuss the techniques of promoting community mobilization and
participation
7. Perform the priority setting exercise.
8. Discuss the concepts of QALYS and DALYS
9. Develop a plan to collaborate with individuals, families, groups and
communities to implement course of action.
10. Discuss the implementation process by capturing the concept of
Community participation, and sustainability.
11. Develop the evaluation process and its types.

References:
1. Ansari. I. M., (2003). Community Medicine and Public Health. (6th ed.).
Karachi Urdu Bazaar.

230
2. Anderson, E. T., & McFarlance, J. (2000). Community as partner:
Theory and practice in nursing.
(3rd ed.). Philiadelphia: Lippincott.
3. Allender, J. A., & Spradley, B. W. (2001). Community Health Nursing:
Concept & Practice. (5th ed.). Lippincott.
4. Clark, M. J. (1998). Other Models for community health Nursing. (93rd
ed.). Nursing in the Community: Dimensions of Community Health
Nursing. pp. 97-101.
5. Carey, P. & Sutton, S. (2004). Community development through
participatory arts: Lessons learned from a community arts and
regeneration project in South Liverpool. Community Development
Journal, 39, 123-134.
6. Drevdahl. D. Dorcy, K. S. Grevstad, L. (2001). Integrating Principles of
Community-Centered
7. Practice in a Community Health Nursing Practicum. Nurse Educate.
26, 234-239.
8. Edelman, C. L., & Mandle, C. L. (1998). Health promotion through out
life span. (4th ed.). Mosby: Philadelfhia.
9. Kirk, P., & Shutte, A. M. (2004). Community leadership development.
Community Development Journal, 39, 234 -251.
10. Mc. Michael. A. (2000). Urban environment and health in a world of
increasing globalization: Issues for developing countries. Bulletin of
World Health Organization, 78, 1117-1126
11. Peterman, W. (2004). Advocacy vs collaboration: Comparing
inclusionary community planning models. Community Development
Journal, 39, 266-276.
12. Popple, K., & Redmond, M. (2000). Community development and the
voluntary sector in the new millennium: The implications of the third
way in the UK. Community Development Journal, 35, 391-400.
13. Richardson, J. (2000). Whatever the weather: A tropical dimension to
community development theory. Community Development Journal,
35, 255-263.
14. Stanhope, M., & Knollmueller, R.H. (2001). Handbook of Public and
Community Health Nursing Practice: A Health Promotion Guide.
Philadelphia: Mosby
15. Stanhope, M. & Lancaster, J. (2004). Community and Public Health
Nursing. (6th ed.). New York: Mosby.
16. Salazar, M. K., Kemerec, S., Amann, C. M., Fabrey, J. L. (2002).
Defining roles and functions of occupational and environment health
nurses. American Association Occupational Health Nurses,50, 16-25.
17. Smith. K. R. (2000). Environmental health for rich or for all. Bulletin of
World Health Organization, 78, 1156-1161.
18. WHO Regional Office for Europe, Copenhagen. (2001) The Role of
Occupational Health Nurse in Work Place Health Management. Health
Documentation service United States Energy Information: Pakistan:
Environmental Issues (May 2000) Retrieved from
ttp://www.eia.doe.gov/emeu/cabs/pakenv.html
231
19. Watt, S., Higgins, C., & Kendrick, A. (2000). Community participation
in the development of services: A move towards community
empowerment. Community Development Journal, 35, 120-132.
20. Woodward, V., (2000). Community engagement with the state: A case
study of the Plymouth Hoe Citizen’s Jury. Community Development
Journal, 35, 233-244.

CLINICAL EVALUATION CRITERIA

Learners are expected to:
1. 100% attendance is required
2. Active participation in field work activities and pre / post conferences.
3. Develop effective and respectful working relationships with PHC /BHU
team members CHNs, LHVs, CHWs, CHVs, activists).
4. Be sensitive to the needs of the community including their right to
participate in their own care and to make decisions regarding their
care.
5. Demonstrate inquisitiveness and creativity in their clinical practice.
6. Describe and analyze the role and contributions of the CHN in health
care delivery of Pakistan.
7. Satisfactorily complete all clinical objectives.

CLINICAL OBJECTIVES FOR FIELD EXPERIENCE

By the end of this field experience the learners will have:

1. Analyze and demonstrated the role of a CHN in the Community.

2. Apply the concepts of community participation and empowerment
when addressing the specific health / developmental needs of the
community.
3. Complete community assessment and diagnosis including the
identification of high risk groups, utilizing Gordon’s Functional Health
patterns and the principles of community participation.
4. Collect, interpret, and apply health statistics.
5. Develop and implement action plan relevant to the community’s need.
7. Evaluate interventional strategies and modify the action plan
accordingly.
8. Participate in field team activities at the PHC Centre etc.
9. Identify and utilized available resources and NGO’s working with in
the Community, city, and country.
10. Develop linkages between the PHC Centre and the community,
NGO’s, CBO’s, etc. for the sustainability purpose.
11. Complete a community health/development project based on the
needs identified by the community.

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 FIELD PROJECT
The field project is based on components of Evidenced Based Practice
(EBP). Learners need to assess, diagnose, plan, implement & evaluate
accordingly. It is important for learners to understand the guidelines given
below in order to do the project efficiently.
Things to remember:
Community involvement.
Involve PHC team (if required and available)
Integrate steps of planning cycle, concepts of PHC and epidemiology.

Use the following steps:-

Assess a community
Use of previous records, research data observations, interviews etc.
Create a list of major problems in the community.
Prioritized these problems and choose one particular problem
(a problem which can be resolved).
Identify various strategies to solve the problem
Based on literature review and choose one strategy (a strategy that is
doable)
Formulate a complete plan of action.
Remember to plan for sustainability of the project from the beginning.
When planning and implementing the project, learners must be aware that
they are accountable to the community and responsible to the health stake
holders. Learners should be prepared to answer the community or the
health stake holders if they are asked to justify what they are doing, for
example, they can expect question like Why do you think this is a
problem? Why is this the problem you would want to resolve? Why is this
best strategy to solve this problem? Is this the problem the community
wants to solve? Who is involved? Is it sustainable?
Modifications
The modifications or changes made in the initial plan and why were they
needed.
Implementations:
Resources used, how, where, when and who of the implementation phase.
Evaluation:
What was the outcome, whether the objectives were achieved and how
were they measured.

233
Conclusion and discussion:
A general analytical conclusion including a discussion of problem faced,
future recommendations, and research needs.
Note: Refer appendix A for evaluation tool to be used for
presentation.

EVALUATION CRITERIA FOR FIELD PROJECT

Paper 30% Presentation 10%
The Situation
Assessment of the community: Introduction, population
pyramid, dynamics. Introduction to the problem: what is the
problem, specific problem statement, magnitude of the problem,
effect of the problem, and what steps did you and the
community take to select this particular problem etc.
Review of The Literature and Analysis of The Situation
A review of literature to support the problem and to outline its
effects in the community. A concise review of literature
discussing various possible strategies to solve the problem.

Recommended Strategy
Justify the selected strategy for its appropriateness and
relevance to the community. Sustainability of the project,
application of principle of the PHC and community participation,
how scientifically sound is the idea.
Plan of Action
Objectives of the plan.
Give a complete plan of action including who, where, how,
when of the plan. How do you plan to evaluate the project
Implementation With Modification
Description of project implementation in the community along
with measures taken to sustain the project. Clear & concise
description of modifications needed along with rationale.
Implementation At Field Level
Planning and implementation at field level will also be
assessed. Involvement of PHC team & community from
identification to evaluation of project and efforts made to sustain
the project will also be assessed.

234
 Results
Provide a complete, analytical description, of the outcomes of
your project including expected and unexpected results.
Conclusion
Brief summary of project including limitations and
recommendations.
Style of writing
APA style, references, organization, flow and transition and
Succinctness.

2. Nursing Seminar 2 CH
Course Description:
This course is designed to provide the learners with an overview of critical
professional and ethical issues confronting the nursing profession within
health care. It is also intended to encourage the learners to reflect on
contemporary issues affecting professional practice, nursing care,
education and research. Discuss strategies and opportunities for
enhancement of nursing profession. Prepare the learners for the
challenges that await them in the workplace. This course also provides
avenue for their professional growth which will help them in role transition
from learners to practice life.

Course Objectives:
On completion of the course, the learners will be able to:

1. Discuss the professional dimensions of nursing and the dynamics

involved in development and maintenance of nursing image
2. Apply ethical decision making principles with logics in professional
practice
3. Recognize the contemporary issues and legal framework guiding and
influencing nursing
4. Explore and adapt current trends influencing nursing practice,
education and research in Pakistan and throughout the world.
5. Understand & adjust with the new roles & responsibilities of Nursing
staff

Teaching/Learning Strategies:

Discussions, guest lecturers, seminars, readings, presentations and

reflection writing.

235
Evaluation Criteria:
Reflective writing 40%
Group presentation 20%
Planning and organizing seminar 40%
Total 100%

Recommended Topics:
1. Nursing status and image:
2. Behaviour and application of ethical decision making principles:
3. Contemporary professional nursing
4. legal aspects in Nursing
5. Trends and issues within the health care system
6. Professional development of nurses
7. Role transition / reality shock
8. Disaster Nursing

Reflective Writing Paper

Guidelines 40 %

Directions:
 The last 30 minutes of the class will be given to complete the reflective
writing, which must handed in before leaving the class
 Guided questions or an incident will be given to encourage critical
thinking
 The learners will be expected to integrate theory covered in the class
and from other courses where relevant
 Past experiences or known incidents can also be incorporated
 All the logs sheets / log book should be kept in a file to be submitted to
the faculty for final grading.

Note: Refer Appendix B for the guideline of reflective log.

Group Presentation 20 %
Guidelines

Process:
The groups will be given a topic selected by the faculty and will be required
to present different views points on the subject matter. The groups will be
informed which view point they are to speak on.

1. A copy of literature being used by learners needs to be shared with the

faculty.
236
2. Each group must maintain on a “Group Meeting Log Sheet” on how
they participated throughout the process. This sheet must be submitted
on the day of presentation.
Objectives:
1. To provide an opportunity to express their thoughts and point of view
in a logical and rational way.
2. To facilitate learners by providing opportunities to develop confidence
while addressing professional issues publicly.
Directions:
1. A minimum of 3 articles/ books need to be integrated in presentation
2. Presenters are expected to develop sound knowledge on a given
topics to face the challenging questions.
3. Each group will be given 10 minutes to present their view points.
4. This will be followed by a 10 minutes question / answer session or
discussion involving the audience.
Note: Refer appendix A for evaluation tool to be used for
presentation.
References:
1. Amos, D. (2001). An evaluation of staff nurse role transition. Nursing
Standard, 16 (3), 36-41.
2. Byerly, R. T., Carpenter, J. E.,& Davis, J. (2001). Managed Care and
the Evolution of Patient
3. Crouch, D. (2001). The same, but different, Nursing Times, 97 (40),
22-23.
4. Chitty, K. K. (2001). Defining Profession. In K. K. Chitty (Ed.),
Professional Nursing: Concepts & Challenges (3rd ed.). Philadelphia:
W. B. Saunders.
5. Camerion, M. E., Schaffer. M., & Park. H. (2001). Nursing Student’s
Experiences of Ethical
6. Dean-Baar, S. L. (2001). Standards and guidelines. In J. M.
Dochterman & H. K.
7. Grace, Current issues in nursing (6th ed.). pp. 234-240. St. Louis:
Mosby.
8. Ellis, J. R., & Hartley, C. L. (2001). The Development of nursing as a
profession. In Nursing in today’s world (7th ed.).163-203.Philadelphia:
Lippincott
9. Ellis, J. R., & Hartley, C. L. (2000). Nursing in Today’s World
Challenges, Issues and Trends (7th ed). 450-452. Philadelphia.
Lippincott.
10. Garnham, P. (2001). Understanding and dealing with anger,
aggression and violence. Nursing Standard, 16(6), 37-42.
11. Heidenthal, P. K. (2003). Nursing Leadership & Management, New
York, Thomus

237
12. Jan, R. (1996). Rufaida Al-Asalmiya: The first Muslim nurse. IMAGE:
The Journal of Nursing Scholarship, 28(3), 267-268.
13. Kenkre, J. (2001). Research career pathways. Nursing Standard, 16
(4), 39-43.
14. Martin, V. (2000). Managing Transition 1. Nursing Times, 96(16), 48.
15. Martin, V. (2000). Managing Transition 1. Nursing Times, 96(17), 42.
16. Marquis, L. B., & Huston, C. D. (2006). Leadership roles and
management functions in Nursing “Theory & Application.”, 67-87.
Philadelphia: Lippincott.
17. Marquis, L. B., & Huston, C. D. (2006). Leadership roles and
management functions in nursing: “Theory & Application”, 95-117.
Philadelphia: Lippincott.
18. Rosalinda, A. L. (2004). Critical Thinking and Clinical Judgement (3rd
ed). St. Louis: Saunders.

4. ENGLISH VIII 2 CH
Annexure - A
Unit I: Writing For Research Report

Unit Description:
This unit has been designed to provide guidelines to the learners for
writing publishable articles in national newspapers / magazines / journals.
Unit Objectives:
By the end of this unit, students will be able to:
1. know the rights and responsibilities of a prospective writer
2. identify different genres of writing when writing for publications
3. write an article of publishable quality

Unit II Abstract Writing

Unit Description:
This unit has been designed to make learners review and develop
abstracts of professional, and publishable quality.

Unit Objectives:
By the end of the unit students will be able to:
1. Know the purpose of writing abstracts
2. Identify and understand different types of abstracts
3. Write good quality abstracts

238
Unit III: Public Speaking
Unit Description:
This unit of the course aims to enhance the public speaking skills focusing
on the selection of appropriate content, the use of appropriate intonation,
verbal and non verbal communication skills, and specific language used in
making presentations.

Unit Objectives:

By the end of the unit students will be able to:

1. Select content in accordance to the audience
2. Understand and practice the required intonation
3. Focus on the importance of proper posture and body language
4. Deliver the content using effective strategies

Unit IV Poster Présentation

Unit Description:
This unit has been designed to provide difference between presentation
and poster presentation keeping in view the selection of the topic content,
graphics and layout

Unit Objectives:
By the end of this unit students will be able to:

1. Understand the advantages of poster presentation

2. Understand the difference between presentation and poster
presentation
3. Design effective posters
References:
1. American Psychological Association. (2004). Publication manual for
the American Psychological Association (5th ed.). Washington DC:
Author.
2. Baugh, L. S., Fryar, M., & Thomas, D. A. (2000). How to write first-
class business correspondence: The handbook for business writing.
New Delhi: NTC Publishing Group.
3. Coe, N., Rycroft, R., & Ernest, P. (1998). Writing skills: A problem-
solving approach. Cambridge: Cambridge University Press.
4. Cormack, D. (1994). Writing for health care professions. Cambridge,
MA: Blackwell.
5. Davidson, W. (2001). Business writing: What works, what won’t. New
York: St. Martin’s Griffin.
6. Day, A. (1996). How to get research publish in journals. Hampshire:
Gower Publishing.

239
7. Day, R. A. (1998). How to write and publish a scientific paper (5th ed).
Arizona: Oryx Press.
8. Miller, J. (2002). Business writing that counts. New Delhi: Sterling
Publishers.
9. Murphy, H. A., Hildebrandt, H. W. (1991). Effective business
communications (6th ed.). Singapore: McGraw-Hill International.
10. Pike, B., & Busse, C. (2002). 101 games for trainers: A collection of
the best activities from creative techniques newsletter. New Delhi: Ane
Books.
11. Piotrowski, M. V. (1996). Effective business writing: A guide for those
who write on the job (2nd ed.). New York: Harper Collins.
12. Rosen, L. J. (1998). Decisions: A writer’s handbook. London: Allyn &
Bacon.
13. Sharma, R. C., & Mohan, K. (2003). Business correspondence and
report writing: A practical approach to business and technical
communication (3rd ed.). New Delhi: Tata McGraw-Hill Publishing
Company.

References:
American Association of Colleges of Nursing The Essentials of
Baccalaureate Education for Professional Nursing Practice (1998).
College of Nurses of Ontario (1999). Entry to practice competencies for
Ontario Registered Nurses as of January 1, 2005. Toronto: Author.
International Council of Nurses (ICN). (1998). Position statement on scope
of nursing practice. Geneva:
International Council of Nurses (ICN). (2003). An Implementation Model for
the ICN Framework of Competencies for the Generalist Nurse . Geneva:
Author.

CLINICAL PRACTICUM 5 CH

Course Description:
This course will enable learners to review and integrate previously learned
concepts in the various clinical setting. It will prepare learners for the
beginning practice of professional nursing in a variety of clinical settings. It
responds to the needs of society by helping persons, families, and
communities through therapeutic nursing care, which encompasses health
teaching, health maintenance, and health promotion. The learner uses
clinical judgment to assist clients in achieving optimal health and adapting
to altered states of health.

240
Course Objectives:
By the end of this course, learners will be able to

1. Prepare for role transition to bedside nurse.

2. Utilize learned concepts in a clinical setting.
3. Enhance the Clinical practice which provides the opportunity for
students to become skilful through implementing theoretical
knowledge into practical situation.
4. Develop professional growth and advancement through acquired
knowledge and experience.
5. Augment continuous personal growth and development.

Teaching learning strategies

PBL (Problem Based Learning), group discussions, presentation.

Evaluation Criteria
Evidenced based project
Presentation 20%
Paper writing 20%
Portfolio 20%
Problem Based Tutorials 40%
Total 100%

Guideline for scholarly paper

Total marks.

 Select appropriate issue / problem

 Provide abstract of yours issue.
 Explain why you choose this issue
 Explain the major causes of the issue
 Analysis with literature
 Discuss the consequences of the issue
 Provide best solutions/interventions based on epidemiology
research based articles.
 Provide your recommendations to eliminate the issue.

Strict with APA and grammar

241