CURRICULUM FOR CERTIFICATE IN NURSING - Ministry of ...

Business, Technical, Vocational Education and Training (BTVET)

MINISTRY OF EDUCATION AND SPORTS

THE REPUBLIC OF UGANDA

CURRICULUM FOR CERTIFICATE IN NURSING

THE REPUBLIC OF UGANDA

MINISTRY OF EDUCATION AND SPORTSBusiness, Technical, Vocational Education and Training (BTVET)

CURRICULUM FOR

CERTIFICATE IN NURSING

Table of contentForeword..........................................................................................................................................................................................ivAcknowledgement........................................................................................................................................................................vAbbreviations and Acronyms...................................................................................................................................................viExecutive Summary.....................................................................................................................................................................vii

PART 1: GENERAL CURRICULUM GUIDELINES.......................................................................................1Part 2: Job Profile for a Certificate in Nursing Graduate (Competencies).............................................................10Part 3: Training Modules for Certificate in Nursing........................................................................................................13Summary of Training Modules for Certificate in Nursing............................................................................................13Qualification Level: Certificate................................................................................................................................................14Occupation description:............................................................................................................................................................14

YEAR ONE, SEMESTER I...........................................................................................................................15Module CN-1111: Fundamentals in Nursing (I)..............................................................................................................15Module Unit. CN-1101: Foundations of Nursing (I).....................................................................................................16Module Unit. CN-1102: Anatomy and Physiology (I)...................................................................................................19Module Unit. CN-1103: First Aid and Emergencies.....................................................................................................21Module Unit. CN-1104: Microbiology................................................................................................................................22Module CN-1131: Providing Community Health Nursing (I).....................................................................................24Module Unit. CN-1105: Personal and Communal Health..........................................................................................24

YEAR ONE, SEMESTER II.........................................................................................................................26Module. CN-1212: Fundamentals of Nursing (II)............................................................................................................26Module Unit. CN-1201: Foundations of Nursing (II).....................................................................................................27Module Unit. CN-1202: Anatomy and Physiology (II)..................................................................................................30Module Unit. CN-1203: Sociology and Psychology.......................................................................................................31Module Unit. CN-1204: Introduction to Essential Computer Concepts in Nursing...........................................33Module. CN-1232: Providing Community Health Nursing (II)...................................................................................34Module Unit. CN-1205: Primary Health Care (PHC)......................................................................................................34

YEAR TWO, SEMESTER I..........................................................................................................................36Module. CN-2113: Fundamentals of Nursing (III)...........................................................................................................36Module Unit. CN-2101: Pharmacology (I)........................................................................................................................37Module. CN-2121: Providing Nursing Care (I)..................................................................................................................38Module Unit. CN - 2102: Medical Nursing (I)..................................................................................................................39Module Unit. CN - 2103: Surgical Nursing (I)..................................................................................................................41Module. CN-2141: Maternal and Child Health (I)...........................................................................................................44Module Unit. CN-2104: Peadiatric Nursing (I).................................................................................................................45Module Unit. CN-2105: Gynaecological Nursing.........................................................................................................47

YEAR TWO, SEMESTER II.........................................................................................................................48Module. CN-2214: Fundamentals of Nursing (IV)..........................................................................................................48Module Unit. CN-2201: Pharmacology (II).......................................................................................................................49Module. CN-2222: Providing Nursing Care (II)................................................................................................................50Module Unit. CN-2202: Medical Nursing (II)...................................................................................................................51Module Unit. CN-2203: Surgical Nursing (II)...................................................................................................................53Module Unit. CN-2204: Mental Health Nursing.............................................................................................................55Module. CN-2234: Providing Community Health Nursing (III)..................................................................................56Module Unit. CN-2205: Occupational Health and Safety...........................................................................................56Module. CN-2242: Maternal and Child Health (II)..........................................................................................................58Module Unit. CN-2206: Paediatric Nursing (II)................................................................................................................58

YEAR THREE, SEMESTER I.......................................................................................................................60Module. CN-3123: Providing Nursing Care (III)...............................................................................................................60Module Unit. CN-3101: Tropical Medicine.......................................................................................................................61Module Unit CN-3102: Guidance and counseling...........................................................................................................62Module. CN-3103: Maternal and Child Health (III)........................................................................................................63Module Unit. CN-3104: Reproductive Health.................................................................................................................64Module. CN-3151: Managing Health Unit (lower levels).............................................................................................67Module Unit. CN-3105: Managing Health Unit (Lower Levels)................................................................................68Module Unit. CN-3106: Entrepreneurship........................................................................................................................70

Part 4: Instruments for Assessment of Learning:.................................................................................71Appendix 1: List of Panelists (Occupational Profiling)...................................................................................................75Appendix 2: List of Panelists (Training Module Development)..................................................................................76Appendix 3: List of Panelists (Test Item Development).................................................................................................77Appendix 4: List of panelists (Validation workshop)......................................................................................................78Appendix 5: Key reference documents used during the development process.................................................79

Foreword

The Ministry of Education and Sports (MoES) in co-operation with the private sector and other stakeholders have embarked on reforming Business, Technical and Vocational Education and Training (BTVET) in Uganda. The reforms are about producing BTVET graduates with right and acceptable skills for employability and economic independence. In order to achieve the right and acceptable skills Competence-Based Education and Training (CBET) principles have formed the model for designing this curriculum.

The foreseen advantages of CBET include improved learning through training and teaching based on acquisition of skills in a practical and systematic manner. This approach structures the skills to be learnt step by step in recognition of the teaching and learning resources required to learn the skill. The approach also recognises prior learning and on-the-job- training. It’s anticipated that through CBET training there is reduction in unit costs and improved access, equity and relevance of BTVET among others as this approach of training is majorly carried out in the world of work (skills laboratories and clinical sites).

As the Ministry executes its mandate of ensuring quality in training standards, the Public-Private Partnership (PPP) is being strengthened to improve occupational competence of the country’s workforce with consideration on gender.

The Ministry of Education and Sports (MoES), in partnership with IntraHealth through the USAID-funded Strengthening Human Resources for Health Activity reviewed the Certificate in nursing curriculum tailored towards competence based training in a bid to improving the knowledge and skills outcome. By doing this, IntraHealth is strengthening the capacities of the nurses developed for our nation.

I thank all individuals, organisations and development partners who have contributed and/or participated in the development of this competence-based curriculum.

Mr. Alex KakoozaPermanent SecretaryMinistry of Education and Sports

AcknowledgementThe Ministry of Education and Sports acknowledges the valuable contributions to the development of this document. Your valuable time and resources provided for this work is highly appreciated. The following made tremendous contribution during the review of this curriculum:

• Ministry of Health (MOH)

• Ministry of Education and Sports Technical staff

• Uganda Nurses and Midwives Council (UNMC)

• Uganda Nurses and Midwives Examinations Board (UNMEB)

• National Curriculum Development Centre (NCDC)

• National Council for Higher Education (NCHE)

• Directorate of Education Standards (DES)

• Hospitals, Medical Bureaus and other Health Institutions/Organizations

• Nursing Training Institutions including: Kagando School of Nursing and Midwifery, Ntungamo Health Training Institute, Nsambya School of Nursing and Midwifery, Islamic University in Uganda School of Nursing and Midwifery, Kalungi School of Nursing and Midwifery, Soroti School of Comprehensive Nursing, Nyenga Nursing and Midwifery Training School, Kibuli Muslim School of Nursing and Midwifery, Butabika School of Psychiatric Nursing, Hoima School of Nursing and Midwifery, Arua School of Comprehensive Nursing and Midwifery; and Lira School of Comprehensive Nursing.• Teaching Hospitals including: Mulago National Referral Hospital, Masaka Regional Referral Hospital, Mengo Hospital, and St. Kizito Hospital, Matany

• The individual practitioners (Enrolled Nurses, Preceptors and Mentors)

• USAID -Strengthening Human Resources for Health Activity, implemented by Intra-Health International (SHRH)

• Skills Initiative Uganda Ltd (SIU) for the technical support

Hajat Safinah Kisu Museene (Mrs)CommissionerBusiness, Technical, Vocational Education and Training (BTVET)

Abbreviations and AcronymsBTVET Business Technical and Vocational Education and Training CBA Competence Based AssessmentCBC Competence Based CurriculumCBET Competence Based Education and TrainingDACUM Develop a CurriculumDES Directorate of Education StandardsLWA Learning-Working AssignmentMoES Ministry of Education and SportsMoH Ministry of HealthNCDC National Curriculum Development CentreNCHE National Council for Higher EducationOSCE Objective, Structured, Clinical ExaminationOSPE Objective, Structured, Practical ExaminationPEX Practical ExercisePPP Public Private PartnershipSHRH Strengthening Human Resources for HealthTMD Training Modules DevelopmentUNMC Uganda Nurses and Midwives CouncilUNMEB Uganda Nurses and Midwives Examinations BoardUSAID United States Agency for International Development

Executive SummaryA major challenge to the delivery of services in the health sector is the changing nature of skills demands to the various health cadres. The shifting demands of the expected performance and competencies in tasks at different levels arise from the emerging concerns that call for different approaches in health care interventions. The Government of Uganda is committed to enhancing and nurturing the development of the desired skills for the effective delivery of health services.

The Ministries of Education and Sports and Health in partnership with the USAID-funded Strengthening Human Resources for Health Activity reviewed the Certificate in Nursing training curriculum with major focus on a competence-based approach as being fundamental in improving the knowledge and skill outcomes of the graduates.

This curriculum review involved a number of stakeholders from Public and Private training institutions, Ministry of Education and Sports, BTVET, DES, UNMEB, NCDC, Ministry of Health through it’s Human Resources Directorate and Professional bodies (UNMC).

This Competence-Based Curriculum is divided into four major parts:

PART 1: The General Curriculum Guidelines. This section highlights the context in which the curriculum was developed and how it is to be used.

PART 2: The Job Profile of a Certificate in General Nursing graduate. This Job Profile was developed by stakeholders participating in the world of work. It mirrors the duties and tasks, performed by the Certificate Nurse.

PART 3: Training Modules are a guideline for training the General Nursing cadre at Certificate level in Nursing Training Institutions. The Training Modules herein have been developed basing on the Job Profile and hence are directly relevant for employment.

PART 4: Sample Assessment Instruments are in form of performance (practical) and written (theory) test items that can be used to assess whether a person has acquired competencies for the world of work upon successful completion of the programme.

While the Job Profile contained in PART 2 of this curriculum provides the information on WHAT a Certificate Nurse is expected to do competently in work life, the training modules spell out WHAT the trainee should be taught to enable him/her perform the expected tasks. The test items (assessment instruments) -including performance criteria- of PART 4 qualify the HOW and/or HOW WELL the trainee must perform the task.

This curriculum (or parts of it) will be revised every five (5) years to match the dynamic trends in the occupation and issuance in different versions should be anticipated.

Part 1: General Curriculum Guidelines

1.0 INTRODUCTION

The Ministry of Education and Sports seeks to ensure that the relevant training approaches are used in continuous improvement in delivery of all training programmes. The BTVET Department together with different key stakeholders developed the Competence Based Education and Training (CBET) approach with the aim of improving the competencies of trainees to fit in the demands of the labour market.

Availability of competent and efficient human resources in the health sector is essential in the provision of the health services expected of the Government of Uganda. A system that enhances the delivery of right quality and caliber of human resources through training is critical. This is particularly true of Certificate Nurses that are constantly in direct contact with the patient/community. This curriculum highlights the prescribed areas of training and skills acquisition at Certificate level in Nursing.

2.0 JUSTIFICATION FOR CERTIFICATE IN NURSING TRAINING

The current review of the Training Curriculum follows two decades since the previous review of 1997. Moreover, the health sector has continuously evolved and in the process presented the health worker and in particular the certificate nurse with new challenges. The new challenges call for review of the approach to training to make this Nursing cadre relevant in meeting health care needs.

3.0 JUSTIFICATION OF A COMPETENCE-BASED CURRICULUM FOR CERTIFICATE IN NURSING

In spite of on-going reviews in the health sector, the necessity to make the curriculum competence-based is crucial in ensuring that the Certificate Nurses at all levels are able to meet the needs of the population in the different contexts they may find themselves in. For example it is increasingly common in the rural and hard-to-reach areas of the country to find cadres at health facilities multi-tasking on roles that they would not normally fill. Therefore, training using a competence-based approach to work alongside other health professionals would narrow the gap in health service delivery.

4.0 OBJECTIVE OF THE CERTIFICATE IN NURSING TRAINING PROGRAM

4.1 The aim of the Certificate in Nursing Training Program

The program is to equip learners with competencies necessary to prepare them to work in health facilities within communities with minimum supervision.

4.2 Specific objectivesTo develop graduates who are able to;

a. Perform nursing careb. Promote maternal and child healthc. Manage lower level health facilities (including Health Centre II, Departments in Health

Centre III and institutional sickbays)d. Carry out Community health nursing

5.0 CERTIFICATE PROGRAM

5.1 Program description:

The aim of the academic program is to raise a health worker whose main responsibility is to perform nursing care as well as manage a health unit at the level of Health Centre II, department at Health Centre III and institutional sickbays.

This academic program will be run in nursing schools in accordance with the BTVET Act.

5.2 Regulations for the program

The regulations below shall guide the training leading to the award of a Certificate in Nursing.

5.2.1 Name of the awardThe award will be a Certificate in Nursing.

5.2.2 Minimum entry requirementsFor a student to be admitted to the Certificate in Nursing training program,

she/he must have;

i. Passed Uganda Certificate of Education or its equivalentii. Obtained minimum passes in English, Biology, Chemistry, Physics, and Mathematics. iii. Passed oral interviewiv. Applied for the Certificate in Nursing Programme as a choice

5.2.3 Duration of the Certificate ProgramThe Certificate program duration shall be two and half (2½) years, full time.

5.24 Academic yearsAcademic Year shall consist of two semesters. A semester shall be seventeen (17) weeks i.e. Fifteen (15) weeks of learning (both theory and practical) and two weeks of examinations. There will be two recess terms during which students will be attached to approved relevant training sites for placement.

5.2.5 Registration of students

Both fresh and continuing students should ensure that they register at academic registrar’s office within the first two weeks of each semester.

6.0. TRAINING MODULES

A module is a unit of learning and on completion, it carries credit(s) unit towards fulfillment of the requirements of the certificate award.

6.1 Size of a Module Unit

The smallest module shall be two (2) credit units

The Practical Hours (PH) or Clinical Hours (CLH) will include time for demonstrations and practical sessions conducted in the laboratory and industrial/hospital practice.

6.2 Contact hours

A Contact Hour shall be equivalent to one (1) Teaching hour or two hours of Practical/ Clinical/fieldwork.

6.3 Credit units

A Credit Unit shall be equivalent to fifteen (15) Contact Hours.

6.4 Academic program loads

This Academic Program shall be a maximum set of modules a candidate registers for and completes, for the award of Certificate in Nursing.

6.5 Normal Semester Load

A maximum semester load will be twenty-five (25) Credit Units. In general, the normal semester load shall range from 12 to 25 Credit Units. This is to cater for students who have re-take courses or would not be able to complete the requirements for the award of the certificate within the stipulated duration.

7.0 ASSESSMENTA candidate shall be considered to have acquired a competence when he/she performs tasks required of one in the labour market. One must have attended at least 85% of the course and undergone both continuous assessment and end of semester academic examinations. Continuous assessments shall be administered by the training institutions, honoured and verified by Uganda Nurses and Midwives Examination Board (UNMEB).

7.1 Coursework and Examinations

i. Continuous (Formative) Assessment: Training institutions shall administer formative assessment to all students on soft skills, knowledge and hands-on through: group works, presentations, assignments, tests, practical tests, clinical placements, case studies, clinical record books and co-curricular activities participation. All continuous assessments marks shall be recorded by the respective tutors, compiled and submitted to UNMEB. Continuous assessment from training institutions, shall consist of:

• Skills Laboratory work /practical tests/projects 10%

• Assignments consisting of; - Class exercises and home taken assignment 05%- Individual class tests 05%- Clinical assessment 10%

• Clinical record books assessment 10%Total 40%

For continuous assessment to be authentic, a learner shall undertake; a minimum of four (4) assignments, two (2) tests and four (4) practical exercises per module unit. It is recommended that continuous assessment results are displayed at the institute and submitted to UNMEB prior to summative examinations.

ii. End of Semester Examinations (Summative Examinations)The end of semester examinations shall be administered by UNMEB and shall be computed to constitute 60%. The summative assessment shall consist of written and practical paper examinations.

7.1 Examinations Paper Format

Examination papers per semester will be composed of written (theory) and performance (practical) questions. The theory paper will comprise of multiple choice questions, short answer questions, fill in the blank questions, matching questions, long essay and work sequence questions in a ratio and marks determined by the Examinations body depending on the competences required in particular module units. The mode of practical examinations as well as the duration shall be determined by the Examinations body based on the competencies being assessed.

7.2 End of semester examinations grading:

Overall marks obtained in each module or part of module offered shall be graded out of a maximum of 100 marks and assigned a letter grade and grade points as follows:-

Marks ranging from 80-100 75-79 70-74 65-69 60-64 55-59 50-54 ≤49Conventional grade D1 D2 C3 C4 P5 P6 P7 FAlpha Grade A B+ B C+ C D+ D F

Grade Points 5.0 4.5 4.0 3.5 3.0 2.5 2.0 00

Grading of the Award shall be as follows;

Grade CGPADistinction 4.5 – 5.0Credit 2.80 -4.49Pass 2.00-2.79

The letter (Alpha) grading concept shall be applied in this curriculum.

7.3 Absence from examination

Absence from an examination will automatically earn a student an F score. However, if a student was absent from an examination due to a justifiable reason, a letter grade ABS (ABSENT) shall be assigned. A student may sit for the missed examinations when they are next offered at their cost.

7.4 Re-taking a Module Unit

A student may re-take any module unit when it is next offered in order to;

i. Pass it if the student had failed it before;

ii. Improve the grade if the first pass grade was low and if such a student wishes to improve their grade. However, if such a student gets similar score or lower, the previous grade shall be considered.

iii. Re-taking a module unit means doing coursework assignments, progressive assessments, and sitting the final examination of the module unit in question.

Re-taking a module unit shall only be allowed within 18 months after the first sitting.

7.5 Field placement

As a requirement, every student shall participate in field placement. The field placement shall be a total duration of 4 weeks. Two weeks shall focus on Community Health placement while two weeks shall be for Mental Health. The field placement shall be at the end of Semester I and Semester II of Year II of study.

A report shall be presented at the end of the field placement (practicum) at start of the semester following this activity. The practicum will contribute 10% of the course work assessment.

The letter (Alpha) grading concept shall be applied in this curriculum.

8.0 PROGRESSIONProgression through the program shall be assessed in three ways;

(i) Normal progression: A student who passes all module units with a minimum of 50% progress normally.

(ii) Probationary progression: A student who scores below 2 grade points or below 50% is put on probationary progress. At this stage a student will be warned of the module unit(s) that requires attention.

(iii) Non-progress: A student shall not be allowed to progress to a subsequent semester if he/she fails half of the semester load or has accumulated three (3) or more retakes.

(iv) Eligibility for the Semester 5 Examinations: A student must have first completed and passed all Semester 1 –Semester 4 exams before they are allowed to sit for the Semester 5 examinations. Therefore, any students with retakes shall clear them by Semester 4.

8.1 Discontinuation A student shall be discontinued on any one of the following grounds;

i. Failure to pass at least 70% of the module units in the First Semester

ii. Failing to complete the module within five years

iii. When found guilty of any commission or omission in regard to this curriculum

8.2 Withdrawal from the programA student shall apply for a temporary withdrawal (dead year) from studies with permission granted by the Academic Board for the program.

A student shall be allowed only a maximum of two withdrawals and a maximum of one academic year of each withdrawal

The Academic Board shall in writing inform the respective Ministry and Examination Board of the student’s withdrawal

8.3 Calculation of the cumulative grade point average

The cumulative grade point average at a given time shall be obtained following reference to the table in Section 7.2 above.

8.5 Approval of examination results and appeals

Uganda Nurses and Midwives Examinations Board (UNMEB) will approve results. A candidate aggrieved by decisions of UNMEB may appeal.

In the event of examination results dissatisfaction by a candidate, s/he can appeal in writing to UNMEB for consideration within 20 working days after the release of results.

The candidate shall provide the Principal of the Training Institution with a copy of this communication. Upon receipt of the appeal, UNMEB shall respond to the candidate within 21 working days clearly outlining to the candidate the costs associated with the appeal where applicable.

8.6 Publications of results

UNMEB shall publish the results.

8.7 Awarding Board

UNMEB upon satisfaction that the candidate has attained the standard requirements under relevant regulations, may award a Certificate in Nursing.

9.0 CURRICLUM ALIGNMENT MATRIX

(Relating duties to key learning competencies/training modules)

Duties performed by a Certificate Nurse Key competences (Training modules)Admit Patient Nursing CareTake vital observations Nursing Care

Carry out General Nursing CareMedical Nursing, Surgical Nursing, Mental Health Nursing, Paediatric NursingGynaecological Nursing

Provide Specific Nursing Care

Medical Nursing, Surgical Nursing, Mental Health NursingPaediatric NursingGynaecological Nursing

Administer Medicine Nursing CarePrepare for Ward Rounds Manage Health Unit Prevent and Control Infection Occupational Health, Nursing Care

Prepare Patients for Procedures

Medical Nursing, Surgical Nursing, Mental Health NursingPaediatric NursingGynaecological Nursing

Discharge Patients Nursing CareParticipate in Community Outreaches Community Health Nursing

Perform Administrative tasks Manage Health Unit

10.0 MINIMUM RESOURCES REQUIREMENTS

10.1 Minimum qualification requirement for a TutorAs a minimum, a tutor teaching a certificate program in nursing shall be expected to have a qualification of a diploma in general nursing and either a degree or diploma in medical education. A minimum of 2 years of clinical work experience will be considered.

10.2 Minimum infrastructure requirementsThe minimum infrastructure requirement to run a certificate in general nursing shall be as per the standards set by Ministry of Education and Sports.

10.3 Minimum tools, equipment, materials requirements for practical instructionIn line with 10.2 above, each unit of practical instruction shall entail availability of relevant tools, equipment and materials for students to practice key skills.

11.0 ACADEMIC PROGRESS OF NURSING

11.1 Below is the existing academic progress of nursing cadres.

Master in NursingGraduate

Bachelors in NursingGraduate

Diploma in NursingGraduate

Certificate in Nursing

The Graduate of Certificate in Nursing may opt to further their skills and education by joining any health related Diploma/Degree program as guided by appropriate regulations.

PHD in NursingGraduate

Certificate in NursingGraduate

12.0 CERTIFICATE PROGRAM STRUCTURE

12.1 Description of contentIn this program, students will be equipped with knowledge, skills and attitudes to offer general nursing care. The following modules will be split across the entire training duration as follows:

Module Unit Structure

Hours/Credit units Coding nomenclature:

TH = Teaching HoursPH = Practical HoursCLH = Clinical HoursCH = Contact HoursCU = Credit Units1 CH = 1 TH = 2 PH = 2 CLH1 CU = 15 CH

CN = Program code - Certificate in Nursing1st digit = Year of study2nd digit = Semester3rd digit and 4th digit = Module unit number/ paper number

e.g. CN-1202 = Program of Certificate in Nursing, Year One, Semester Two, Module Unit number two/Paper number two

Semester 1 YEAR ONE

Module Unit code Module Unit TH PH CLH CH CU

CN -1101 Foundations of Nursing (I) 30 60 30 75 5CN -1102 Anatomy and Physiology (I) 45 30 -- 60 4CN -1103 First Aid and Emergencies 15 30 30 45 3CN -1104 Microbiology 15 30 -- 30 2CN -1105 Personal and Communal Health (PCH) 15 30 30 45 3

Total 255 17

Semester 2 YEAR ONEModule Unit code Module Unit TH PH CLH CH CU

CN -1201 Foundation of Nursing (II) 30 30 60 75 5CN -1202 Anatomy and Physiology (II) 45 30 0 60 4CN -1203 Sociology and Psychology 60 0 0 60 4CN -1204 Introduction to Computer 15 60 0 45 3CN -1205 Primary Health Care (PHC) 30 30 30 60 4

Total 300 20

Semester 1 YEAR TWOModule Unit code Module Unit TH PH CLH CH CU

CN -2101 Pharmacology (I) 30 15 15 45 3CN -2102 Medical Nursing (I) 45 30 30 75 5CN -2103 Surgical Nursing (I) 45 30 30 75 5

CN -2104 Paediatric Nursing (I) 30 15 15 45 3

CN -2105 Gynecological Nursing 15 15 15 30 2

Total 270 18

Field Placement

CN -21 Field Placement (Hospital/Community) -- 60 30 2

Semester 2 YEAR TWOModule Unit code Module Unit TH PH CLH CH CUCN -2201 Pharmacology (II) 30 15 15 45 3CN -2202 Medical Nursing (2) 45 30 30 75 5CN -2203 Surgical Nursing (2) 45 30 30 75 5CN -2204 Mental Health Nursing 30 15 15 45 3CN -2205 Occupational Health 15 15 15 30 2CN -2206 Paediatric Nursing (II) 30 15 15 45 3

Total 315 21Field Placement

CN -22 Field Placement (Hospital/Community) -- 60 30 2

Semester 1 YEAR THREEModule Unit code Module Unit TH PH CLH CH CU

CN -3101 Tropical Medicine 45 15 15 60 4

CN -3102 Guidance and Counseling 15 15 15 30 2

CN -3103 Surgical Nursing (III) 45 15 15 60 4

CN -3104 Reproductive Health 30 30 30 60 4

CN -3105 Health Service Management 30 0 0 30 2

CN -3106 Entrepreneurship 30 0 0 30 2

Total 270 18

13.0 CORRELATION OF THE COMPETENCE-BASED CURRICULUM WITH EXISTING CURRICULA

The developed competence-based curriculum 2017 was matched with the existing curricula (Curriculum for Certificate in Enrolled Nursing, 1997). Below is the correlation;

Module Code

Revised Competence-Based Curriculum, of 2017

Correlation with Curriculum content of 1997

CN 1.0 Fundamentals of NursingPrinciples and Practice of Nursing, Microbiology, Pharmacology, First Aid and hospital emergencies, Anatomy and Physiology, Sociology and Psychology

CN 2.0 Providing Nursing CarePrinciples of Medical Nursing, Principles of Surgical Nursing, Psychiatric Nursing, Counselling, Tropical and Communicable diseases, conditions of the eye

CN 3.0 Providing Community Health Nursing

Primary Health Care, Personal and Communal Health, Physiotherapy, Occupational Health and Safety

CN 4.0 Maternal and Child Health

Maternal and Child Health, Principles of Paediatric Nursing, Gynaecology, Obstetrics

CN 5.0 Managing Health Unit (Lower levels)

Administration, Clinical Teaching, Research and Heath Information System

Part 2: Job Profile for a Certificate in Nursing Graduate (Competencies)

The following are the Duties and Tasks a competent Certificate graduate of Nursing is expected to perform in the world of work (on the job) in Uganda.

Since it reflects the skill requirements of work life, the duties and tasks become the reference for the subsequent development of assessment instruments (test items) and training modules, which are directly relevant to employment in Ugandan health facilities.

The DACUM approach involves the brainstorming of a panel of 8 to 12 competent job practitioners guided by a trained and experienced facilitator. During a three-day workshop, the duties and tasks performed in employment were defined as well as the prerequisite skills, knowledge, attitudes, tools and equipment, the trends and concerns in the occupation/job.

DUTIES Tasks

Admit Patient

• Welcome Patients/Attendants• Build rapport• Record patient particulars/history• Reassure patient• Carry out physical examination• Perform anthropometry• Orient patient• Secure patient’s property

Take vital observations

• Prepare observation tray• Prepare patient for procedure• Clean body site for observation (rectal, axilla, groin)• Interpret observation findings• Offer feedback to patient• Record observation findings

Carry out General Nursing Care

• Provide first aid• Position patients• Lift Patients• Bathe patient• Provide oral care• Carryout bladder and bowl care• Feed patient• Record fluids in balance charts• Provide psychological care (ie. Spiritual)• Assist patient to do exercise• Regulate patient’s environment (e.g. lighting, noise)• Make Bed• Care for patients with Plaster of Paris• Care for patients with traction• Care for patients with head injury• Care for patients with spinal cord injury• Perform eye care

Provide Specific Nursing Care

• Remove foreign body from ear/nose• Resuscitate patient• Carryout tepid sponging• Carryout suction• Apply bed appliances (e.g. bed cradle)• Participate in testing and counselling (i.e. HIV,

Hepatitis-B)• Dress wounds• Prepare blood for transfusion• Pass nasogastric tube• Carryout ear syringing• Treat pressure areas• Perform catheterization• Perform gastric lavage• Provide colostomy care• Perform tracheotomy care• Carryout colonial irrigation• Care for drainage tubes• Provide palliative care• Carry out basic life support• Perform last office

Administer Medicine

• Identify patient for medication• Obtain patient’s informed consent before medication• Crosscheck prescriptions with patients• Order medicines and supplies• Receive medicines and supplies• Confirm validity of medicines• Reconstitute medicines• Position patient (ie. Lateral, prone, supine)• Administer oxygen• Nebulise patient• Prepare ORS• Dispense ARV• Confirm patient has taken medicine• Observe patient for medication reaction• Enforce adherence to medicine compliance

Prepare for Ward Rounds

• Prepare patient for round• Prepare beds on the ward• Prepare patient’s files (ie. investigation results)• Test functionality of equipment• Prepare try/trolley (ie. drug, emergency)• Provide privacy to patient• Store equipment and supplies

Prevent and Control Infection on ward

• Wash hands• Wear protective gear• Provide ventilation to the ward• Dump and dry dust the ward• Decontaminate instruments• Clean equipment• Sterilize instruments of linen• Segregate waste• Sluice linen• Isolate patients• Space beds on ward• Prevent cross infection• Regulate entry into patient’s room

Prepare Patients for Procedures

• Prepare equipment for procedures • Counsel patient• Obtain informed consent before procedures• Dress patient for procedures• Take off specimen for investigations• Participate in minor procedures• Provide care for patients after procedure

Discharge Patients

• Identify patient to be discharged• Dispense prescribed medicines• Give relevant health education to patient/ care giver• Instruct patient on medicine use• Obtain patient’s discharge form• Complete patient’s register

Participate in Community Outreaches

• Participate in planning outreaches• Participate in assessing community needs• Participate in resource mobilization for outreach

activities• Participate in identifying resource persons• Participate in sensitizing communities• Observe cold chain• Participate in immunization• Enforce contact treatment• Follow-up patients

Perform Administrative tasks

• Participate in health meetings• Disseminate information• Observe hospital economy• Mentor subordinates on clinical practice• Attend CPD (CNE)• Participate in conflict resolution• Handover/takeover shifts• Prepare technical reports (ie. handover report)• Participate in preparing management documents (i.e.,

work plan, budgets)• Participate in patient referral• Store patient records• Participate in inventory activities

Part 3: Training Modules for Certificate in Nursing

A curriculum is a guide for organization and implementation of teaching and learning. It describes what should be taught and learned, how teaching and learning should be conducted, and resources required for training.

Teaching and learning can be broken down into module units of learning. Each module unit represents a coherent and meaningful outcome of learning, which enhances employability.

Competence-Based Education and Training (CBET) philosophy provides for learners to acquire job specific competencies that are required in the world of work by each module unit.

The modular approach is flexible, shorter, cost effective and can be implemented both on-the-job and in training institutions.

Each module unit is composed of module title, module purpose, training duration, prerequisite module, learning-working assignments, practical exercises, relevant knowledge, required training materials, tools and equipment and other important information.

Competence-based curriculum puts more emphasis on acquisition of hand-on competencies. It is for this reason that Learning-Working Assignments (LWAs) that are similar or equivalent to real work environment constitute part of this curriculum. The training delivery of the training module units is based on implementation of LWAs, which result in a service or the production of a product as is done in the real world of work hence enhancing the competence and relevance of the learners. LWAs result in strong learner activation, motivation, experimental learning and discovery learning.

LWAs are divided into Practical Exercises (PEXs), which are performance-dominated and allow more time for practical repetitions and practice for the key skills to be acquired.

Summary of Training Modules for Certificate in Nursing

MODULE CODE TRAINING MODULES

AVERAGE TRAINING DURATION

HOURS (TOTAL)

CREDIT UNITS

CN 1.0 FUNDAMENTALS OF NURSING 540 36

CN 2.0 PROVIDING NURSING CARE 495 33

CN 3.0 PROVIDING COMMUNITY HEALTH NURSING 135 9

CN 4.0 MATERNAL AND CHILD HEALTH 180 12

CN 5.0 MANAGING HEALTH UNIT 60 4

SUMMATION 5 TRAINING MODULES (COVERED IN 2½ YEARS) 1410 94

Note: It is understood that Contact Time is learning time under Tutor/Instructor/Trainer’s guidance.

5 days (each day an average of 6 contact hours) make 1 week of training and 15 weeks make 1 semester of training

Module coding structure;

e.g. Module. CN-2234 = Program of Certificate in Nursing, Year Two, Semester Two, Module Three, fourth part of the module

Qualification Level: Certificate

Occupation description:

A Certificate Nurse is an individual that is equipped with the Basic Nursing Skills in Medical Nursing, Surgical Nursing, Mental Health, Community Health and Maternal and Child Health as well as Management of lower Health Unit.

YEAR ONE, SEMESTER I

Module CN-1111: Fundamentals in Nursing (I) Credit units: 17Module Unit code Module Unit Contact HoursCN-1101 Foundations of Nursing (I) 75CN-1102 Anatomy and Physiology (I) 60CN-1103 First Aid and Emergencies 45CN-1104 Microbiology 30CN-1105 Personal and Communal Health 45

Total 255

Module Description:The module of Fundamentals of Nursing comprises introductory aspects of the profession. In this module, students shall learn the foundations and principles of nursing such as taking vital observations of the human body, basic nursing care as well as infection prevention. Anatomy and Physiology of the human body, providing a functional understanding of the different physiological systems of the body will also be covered in this module. Microbiology and parasitology will focus on the generic microbiological organisms as well as principles and application of sterilisation and disinfection.

Suggestions on organization of learning:The acquisition of competencies (skills, knowledge, and attitudes) described in this module shall take place at an accredited Nursing Training School. Delivery modes may include theory instruction (lectures), hands-on practice (Clinical) and tutorials (discussions).Occupational health, safety and environmental concerns to be observed:Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/equipment/material, administer first aid, clean tools/equipment/environment, egonomics (Appropriate working posture)Work behaviour/attitudes to be acquired and observed during training:

Responsible, willingness to learn, committed, having team spirit, hardworking, accurate, social, industrious, time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous, humility.

Resources:The tutor is advised to make reference to relevant and applicable reading materials that could be in form of textbooks, publications, video clips/demonstrations, authenticated internet sites among other resources.

Module Unit. CN-1101: Foundations of Nursing (I)

Module Unit Description

This module unit shall enable the student to get equipped with knowledge and understanding of ethical standards of nursing, prevention and control of infections. It will also guide the student in skills acquisition in a number of areas including basic nursing care, bed making, taking vital observations as well as patient hygiene practices.Learning Outcomes:

By the end of this module unit, the student shall be able to;• Apply ethical standards in nursing• Take vital observations from patients• Carry out basic nursing care, prevent and control infections• Differentiate normal from abnormal anatomy• Carry out effective disinfection and sterilisation

Learning-Working Assignments (LWAs) and related Practical Exercises (PEXs)1.1. Topic: Introduction to Ethical Standards

Sub-topic 1.1.1: History of Nursing Sub-topic 1.1.2: Code of conduct for NursesSub-topic 1.1.3: Principles of professional ethics and etiquetteSub-topic 1.1.4: Patient’s rightsSub-topic 1.1.5: Nurses’ rightsSub-topic 1.1.6: Nursing and the lawSub-topic 1.1.7: Nursing standards and qualities of a nurseSub-topic 1.1.8: General principles and rules of all nursing proceduresPEX 1.1.9: Introduction to the practice roomSub-topic 1.1.10: Hospital economy

1.2. Learning-Working Assignments: Carry out infection Prevention and control

PEX 1.2.1: Perform hand washing PEX 1.2.2: Demonstrate appropriate use of protective equipmentPEX 1.2.3: Perform routine and weekly cleaning of the wardPEX 1.2.4: Carry out appropriate waste management and disposalPEX 1.2.5: Carry out isolation of infectious patients

Underpinning knowledge/ theory:For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;

• Causes of infection• Infection prevention and control principles• Types of medical waste• Waste disposal and management• Cleaning methods• Chemical applications in infection prevention and control

1.3 Learning-Working Assignments: Perform general nursing carePEX: 1.3.1: Carry out adequate feeding of patientsPEX: 1.3.2: Perform range-of-motion exercises to the patientsPEX: 1.3.3: Perform bladder and bowel carePEX: 1.3.4: Passing a flatus tubePEX: 1.3.5: Administration of enemataPEX: 1.3.6: Carry out relevant investigationsPEX: 1.3.7: Demonstrate giving and receiving of ward reports/recordsPEX: 1.3.8: Demonstrate appropriate methods of lifting/positioning a patientPEX: 1.3.9: Perform tepid sponging

• General principles in patient care• Nursing procedures and applications• Ethics in nursing care• Infection prevention and control principles• Body mechanics

1.4 Learning-Working Assignments; Demonstrate bed makingPEX 1.4.1: Prepare and make an unoccupied bedPEX 1.4.2: Demonstrate stripping and changing of patient linen PEX 1.4.3: Prepare and make an occupied bed PEX 1.4.4: Prepare and make an admission bedPEX 1.4.5: Prepare and make a cardiac bedPEX 1.4.6: Prepare and make bed for burnsPEX 1.4.7: Prepare and make post-operative bedPEX 1.4.8: Prepare and make a divided bedPEX 1.4.9: Prepare and make a fracture bed

• Different types of beds and their applications• Functions and uses of different hospital furniture• Techniques applicable in the setting up of different hospital beds• Rationale for making beds

1.5 Learning-Working Assignments: Take vital observationsPEX 1.5.1: Take patient’s temperaturePEX 1.5.2: Take patient’s blood pressurePEX 1.5.3: Take patient’s pulse ratePEX 1.5.4: Take patient’s respiratory rate

• Definitions of vital observations (e.g. TPR/BP)• Measurements and scales used in taking vital observations• Different tools and instruments used in taking vital observations• Interpretation of results of vital measurements• Normal ranges of vital observation measurements for different categories of individuals• Factors affecting TPR, BP

1.6. Learning-Working Assignments: Carry out proper patient’s hygienePEX 1.6.1: Carry out bed bathPEX 1.6.2: Carry out oral care/mouth carePEX 1.6.3: Demonstrate care and treatment of pressure areas (e.g hands and feet)PEX 1.6.4: Demonstrate washing of patient’s hairPEX 1.6.5: Carry out treatment of infested hair PEX 1.6.6: Care of the patient’s eyes and ears

Core references1. Uganda Catholic Medical Bureau (2015) Nursing and Midwifery procedure manual 2nd Edition

Print Innovations and Publishers Ltd. Uganda2. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer,

Philadelphia, Newyork3. Gupta,L.C., Sahu,U.C. and Gupta P.(2007):Practical Nursing Procedures. 3rd edition. JAYPEE

brothers, New Delhi.

Other references: 1. Craven .R. Hirnle, C and Henshaw, M.C. (2017) Fundamentals of Nursing Human health and

function 8th Edition Wolters Kluwer.2. Rosdah I, BC and Kowalkski, TM (2017) Text book for Basic Nursing 11th Edition Wolters Kluwer.3. Samson .R. (2009) Leadership and Management in Nursing Practice and Education 1st Edition

Jaypee Brothers Medical Publishers India.4. Taylor.C.R (2015) Fundamentals of Nursing, The Art and Science of person – centred nursing care,

8th Edition Wolters Kluwer, Health/Lippincott Williams and Wilkins.5. Timby, K.B (2017) Fundamentals of Nursing Skills and concept 11th Edition Wolters Kluwers,

Lippincotts Williams and Wilkins.6. Lynn, P. (2015) Tyler’s Clinical nursing skills, A Nursing Process Approach 4th Edition Wolters

Kluwers, China7. Gupta, D.S. (2005) Nursing Interventions for the critically ill 1st Edition Jaypee Brothers Medical

Publishers Ltd. India.8. Uganda Catholic Medical Buraeu (2010) Nursing and Midwifery Procedure Manual. 1st Ed. Print

Innovations and Publishers Ltd., Uganda.9. Carter, J. P. (2012) Lippincott’s Textbook for nursing Assistant. 3rd Edition. Walters Kluwers.

Lippingcotts Williams and Wilkins10. Jensen, S. (2015) Nursing Health Assessment; A host Practice Approach. 2nd Edition. Wlaters

Kluwers,11. Gupta, D.S. (2005) Nursing Interventions for the Critically Ill. 1st Edition. Jaypee Brothers Medical

Publishers Ltd. India

Module Unit. CN-1102: Anatomy and Physiology (I)

Module Unit DescriptionThe module unit will introduce the student to the Anatomy and Physiology of the human body. In this module unit, the student shall be able to identify and understand the functioning of the different human body parts. This module unit shall include an introduction to anatomy and physiology in general and in particular, cover the anatomy and physiology of the skeletal, muscular, circulatory and digestive systems.

Learning Outcomes:

By the end of this module unit, the student shall be able to;• Identify various parts of the human body and their functions• Differentiate the normal structure and functioning of various systems from that of abnormal

conditions of the skeletal, muscular, cardiovascular and digestive systems

Learning Working Assignments (LWAs) and related Practical Exercises (PEXs)

1.7. Topic: Introduction to Anatomy and PhysiologySub-topic 1.7.1: Definition of terms used in Anatomy and PhysiologySub-topic 1.7.2: Human body organisationSub-topic 1.7.3: Atoms, molecules and compoundsSub-topic 1.7.4: Cell structure and functionSub-topic 1.7.5: Tissue structure and functionSub-topic 1.7.6: Blood and its composition

1.8. Learning Working Assignment: Structures and functions of various body systemsPEX 1.8.1: Cardiovascular systemPEX 1.8.2: Lymphatic systemPEX 1.8.3: Digestive systemPEX 1.8.4: Skeletal systemPEX 1.8.5: Muscular system

• Detailed diagrammatic description of cells and tissues• Detailed diagrammatic description of the human skeleton• Detailed diagrammatic description of the Muscular system• Detailed diagrammatic description of the digestive system• Detailed diagrammatic description of the circulatory and lymphatic system

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent specific to this module:Reference materials (text books, DVDs, CDs, etc), patients, stationery, audio/DVD equipment, Nurses and Midwives Act.

Core Reference:1. Cohen, JB and Hull, L.K (2016) Memmlers – The Human body in Health and diseases 13th

Edition, Wolters, Kluwer.

Other references1. Cohen, J.B and Hull, L.K (2016) Memmler’s Structure and Function of the Human Body. 11th

Edition. Wolters Kluwer, China2. Kumar, M and Anand, M (2010) Human Anatomy and Physiology for Nursing and Allied

Sciences. 2nd Edition. Jaypee Brothers Medical Publishers Ltd.3. Scott, N.W. (2011) Anatomy and Physiology made incredibly easy. 1st Edition. Wolters

Kluwers, Lippincotts Williams and Wilkins.4. Moore, L. K, Agur, M.R.A and Dailey, F.A. (2015) Essential Clinical Anatomy.15th Edition.

Wolters Kluwer.5. Snell, S. R. (2012) Clinical Anatomy by Regions. 9th Edition. Wolters Kluwer, Lippincott

Williams and Wilkins, China6. Wingerd, B, (2014) The Human Body-Concepts of Anatomy and Physiology. 3rd

EditionLippincott Williams and Wilkins and Wolters Kluwer.7. Rohen, Y.H-Orecoll. (2015) Anatomy.A Photographic Atlas 8th Edition. Lippincott Williams

& Wilkins

Module Unit. CN-1103: First Aid and Emergencies

This module unit shall introduce the student to the concepts, principles and first aid in practice. The student shall be guided to understand the principles, aims as well as rules and guidelines in performing first aid in life-threatening situations such as shock, cardiac arrest, wounds, epilepsy, asphyxia, drowning, chocking, and haemorrhage.

Learning Outcomes:

By the end of this module unit, the student shall be able to;• Provide first aid and handle emergencies• Perform appropriate first aid procedures in life-threatening conditions.• Make referrals of casualties attended to.

Learning-Working Assignments (LWAs) and related Practical Exercises (PEXs)

1.9. Topic: Introduction to first aidSubtopic: 1.9.1: Principles of First AidSubtopic: 1.9.2 Components of a First Aid KitSubtopic: 1.9.3: Life threatening conditionsSubtopic: 1.9.4 Personal protection during first aidSubtopic: 1.9.5: First aid in medical emergenciesSubtopic: 1.9.6: Injuries and Trauma

1.10. Learning-Working Assignment: Provide first aid and emergency treatment

PEX 1.10.1. Carry out emergency assessment of patientPEX 1.10.2. Demonstrate appropriate handling of a casualty during an emergency

Core References: 1. Prasad, K. (2018). First Aid for Nurses. 2nd Edition. Jaypee Brothers Publishers Ltd., India2. St. Andrews & St. John’s Ambulance (2002). First Aid Manual. DK Publishers3. Clement, I. (2012). Textbook on First Aid Emergency Nursing. 1st Edtion. Jaypee Brothers

Publishers

Module Unit. CN-1104: Microbiology

This module unit shall introduce students to the concept of Microbiology and its importance to medical science. Students shall be introduced to classification of microorganisms, their characteristics as well as their role in the spread of infection and disease. Students shall also familiarise with simple microbial laboratory tests. Concepts of immunity and immunization against common diseases shall also be covered.

Learning Outcomes:

By the end of this module unit, the student shall be able to;

• Explain the importance of microbiology to medical science in general and to a Certificate Nurse in particular.

• Identify different micro-organisms and parasites• Describe the common diseases causing microorganism• Carry out immunization among various categories of people • Handle and manage vaccine cold chain process.

Learning Working Assignments (LWAs) and related Practical Exercises (PEXs)1.11`. Topic: Introduction to Microbiology

Sub-topic 1.11.1. Concepts of MicrobiologySub-topic 1.11.2. Classification and types of microorganismsSub-topic 1.11.3. Pathogenic microorganismsSub-topic 1.11.4. Normal floraSub-topic 1.11.5. Characteristics and mode of spread of disease causing microorganisms Sub-topic 1.11.6. Pathological effects of microorganismsPEX 1.11.7. Simple laboratory tests Sub-topic 1.11.8. Infection prevention and control

1.12. Learning Working Assignments: ImmunologySubtopic 1.12.1: Introduction to ImmunitySubtopic: 1.12.2: AntibodiesSubtopic: 1.12.3: Principles of immunization

• Description of the common immunizable diseases• Existing immunization approaches• Principles of immunization• Types of vaccines

Core References

1. C. Engelkirk, P.G.,Englkirk, J.D. (2015). Burton’s Microbiology for the Health Sciences. 10th Edition. Wolters Kluwer

Other References: 2. C.Muyinda, N. (2010). Precise Medical Microbiology for Nurses and Allied Health Professionals.

EDCO International Ltd. Kampala. Uganda.3. C. Muyinda, N. & Mwebaza, J. (2015). Precise Microbiology for Nurses and Allied Health Professinals.

2nd Edition. EDCO International Ltd. Kampala, Uganda.4. Harvey, R. Cynthia Mau Cornelissen, Fisher, B, D. (2013) Microbiology. 3rd Edition. Lippinocott,

Williams and Wilkins,5. Winn, J.W, Allen, S, Jonda, W@., Koneman, W., Procoip, G. Schreckenberger, P and Woods, G.

(2017) Koneman’s Color Atals and Textbook of Diagnostic Microbiology. 7th Edition. Lippincott and Wiliams and Wilkins

6. MOH, 2017. Immunization in Practice; Uganda National Expanded Programme on Immunization. A reference Manual for Pre and In-service Health Workers

Module CN-1131: Providing Community Health Nursing (I)

Credit units: 3

Module Unit code Module Unit Contact Hours

CN-1105 Personal and Communal Health (PCH) 45

Module Unit. CN-1105: Personal and Communal Health

Module Unit DescriptionThis module unit shall cover elements of personal health as well as principles of maintaining a healthy environment. Hygiene practices for health promotion will be discussed as well as behaviour changes necessary for successful implementation of proper sanitation.

Learning Outcomes:

By the end of this module unit, the student shall be able to;• Describe the importance of personal hygiene practice in nursing• Identify and break up the disease transmission cycle• Conduct and promote essential environment hygiene and sanitation principles and practices.

Learning-Working Assignments (LWAs) orTopics and related Practical Exercises (PEXs)/Subtopics

Topic 1.13: Introduction to personal and communal healthSubtopic 1.13.1: Concepts of personal and communal healthSubtopic 1.13.2: Determinants of HealthSubtopic 1.13.3: Dimensions of Health

Topic1.14. Personal HygieneSubtopic 1.14.1: Introduction to personal hygieneSubtopic 1.14.2: Cleanliness of skin and its appendagesSubtopic 1.14.3: Cleanliness of the inside of the bodySubtopic 1.14.4: Special groups in personal hygieneSubtopic 1.14.5: Choice and cleanliness of clothing and foot wear.

Topic 1.15: Concepts in communicable diseasesSubtopic 1.15.1: Disease causation and preventionSubtopic 1.15.2: Disease transmission cycleSubtopic 1.15.3: Levels of disease prevention

Topic1.16. Environmental hygiene/sanitationSubtopic 1.16.1: Introduction to environmental hygiene/sanitationSubtopic 1.16.2: HousingSubtopic 1.16.3: Ventilation heating and lightingSubtopic 1.15.4: Safe water supplySubtopic 1.16.5: Food hygieneSubtopic 1.16.6: Sanitation

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent specific to this module:Reference materials (DVDs, CDs with materials), patients, stationery, audio/DVD equipment, Nurses and Midwives Act, projector, computer, teaching models/dummies, Public address system, projector screen, protective wear/gear, writing boards.

Core references1. Rahim,A. (2017). Principles and practices of community medicine. 2nd Edition. JAYPEE Brothers

Medical Publishers Ltd. New Delhi2. Cherie Rector, (2017) ,Community & Public Health Nursing: Promoting The Public’s Health 9e

Lippincott Williams and Wilkins

Other Reference materials 1. Gail A. Harkness , Rosanna Demarco (2016) Community and Public Health Nursing 2nd edition,

Lippincott Williams and Wilkins2. Basavanthapp, B.T and Vasundhra, M.K (2008), Community Health Nursing, 2nd edition. JAYPEE

Brothers Medical Publishers Ltd. New Delhi3. Kamalam, S. (2017), Essentails in Community Health Nursing Practice 3rd edition. JAYPEE Brothers

Publishers Ltd. New Delhi4. James F. McKenzie, PhD, MPH, MCHES, MEd,and Robert R. Pinger, PhD, (2018) An Introduction to

Community & Public Health , 9th edition, Jones and Bartlett Publishers. Sandburg, Massachusetts.5. Maurer, F.A, Smith, C.M (2005), Community /Public health Nursing Practice, 3rd edition ELSEVIER

SAUNDERS , USA6. MOH, (2013) Occupational Safety and Health Training Manual, 1st Edition7. MOH, (2008), Policy for Mainstreaming Occupational Health & Safety In The Health Service Sector.8. Wooding, N. Teddy, N. Florence, N. (2012) Primary Health Care in East Africa. 1st Edition. Fountain

Publishers. Kampala. Uganda.

YEAR ONE, SEMESTER II

Module. CN-1212: Fundamentals of Nursing (II)

Credit units: 16

CN-1201 Foundations of Nursing (II) 75CN-1202 Anatomy and Physiology (II) 60CN-1203 Sociology and Psychology 60CN-1204 Introduction to Computer 45

Total 240

Module Description:This module follows up on what was covered in Fundamentals of Nursing (I). Specifically, more topics in foundations of nursing including specialised nursing care and administration of medicine shall be covered. More content shall be covered in anatomy and physiology. Sociology and Psychology from the nursing perspective will be introduced in this module including nursing informatics where computer and related technology applications will be covered.

Suggestions on organization of learning:The acquisition of competencies (skills, knowledge, and attitudes) described in this module shall take place at an accredited Nursing Training School. Delivery modes may include theory instruction (lectures), hands-on practice (Clinical) and tutorials (discussions).

Occupational health, safety and environmental concerns to be observed:Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/equipment/material, administer first aid, clean tools/equipment/environment, ergonomics (appropriate working posture)

Work behaviour/attitudes to be acquired and observed during training:Responsible, willingness to learn, committed, have team spirit, hardworking, accurate, social, industrious, time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous, and humility.

Resources:The Tutor is advised to make reference to relevant and applicable reading materials that could be in form of textbooks, publications, video clips/demonstrations, authenticated internet sites and any other.

Module Unit. CN-1201: Foundations of Nursing (II)

In this module unit, the students continue the learning and understanding of the foundational studies in Nursing Sciences. Content to be covered includes; Nursing care, Bandaging of injured body parts, Nursing processes, Administration of prescribed medicines, Admission, transfer and discharge of patients.

Learning outcomes

By the end of this module unit, the student shall be able to;• Perform specialised nursing care• Apply nursing process to the management of patients• Administer prescribed medicine effectively

Learning Working Assignments (LWAs) or Topics and related Practical Exercises (PEXs)/Subtopics

2.1. Topic: Perform specialized nursing carePEX: 2.1.1: Carry out wound dressingPEX: 2.1.2: Perform removal of Sutures and ClipsPEX: 2.1.3: Perform Shortening and removal of drainsPEX: 2.1.4: Perform Colostomy CarePEX 2.1.5: Prepare for Abdominis Parecentesis (Abdominal Tapping)PEX: 2.1.6: Perform Vulval Toilet (Swabbing)PEX: 2.1.7: Carry out Oxygen AdministrationPEX: 2.1.8: Prepare for Lumbar PuncturePEX: 2.1.9: Perform Last OfficeSubtopic 2.1.10: Pass Nasogastric tube to feed patientsPEX: 2.1.11: Perform Gastrostomy FeedingPEX: 2.1.12: Carry out Gastric LavagePEX: 2.1.13: Prepare and perform CatheterizationPEX: 2.1.14: Perform Tracheostomy Care

2.2 Learning Working Assignment: Bandaging injured parts of the bodyPEX: 2.2.1: Carry out bandaging using spiral patternPEX: 2.2.2: Carry out bandaging using figure 8PEX: 2.2.3:Carry out bandaging using a divergent spica patternsPEX: 2.2.4:Carry out bandaging of the head using a CapellinePEX: 2.2.5: Care of patients on tractionPEX: 2.2.6: prepare for application of orthopedic splints

• Different types of bandage materials • Bandaging patterns and their applications

2.3. Learning-Working Assignment: Apply the Nursing process in the management of patients

Subtopic: 2.3.1: Nursing ProcessPEX: 2.3.2: Take history of the patientPEX: 2.3.3: Perform physical examination of the patientPEX: 2.3.4: Making a Nursing care plan

• Standard nursing process• Physical examination techniques

2.4. Learning Working Assignment: Administer medicine to patients

PEX: 2.4.1: Administer Oral MedicinePEX: 2.4.2: Administer Parenteral MedicinesPEX: 2.4.3: Prepare and monitor patient on blood transfusionPEX: 2.4.4: Administer topical medicine

2.5 Learning Working Assignment: Carryout admission transfer and discharge of patients

PEX:2.5.1: Admit patientsPEX: 2.5.2: Transfer patientsPEX: 2.5.3: Discharge of patients

2.6 Learning Working Assignment: Carry out sterilization and disinfectionPEX: 2.6.1: Carry out decontaminationPEX: 2.6.2: Carry out sterilization

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent specific to this module:Medicine, patients, stationery, Nurses and Midwives Act.

Core references1. Craveni, R. Hirnle, C. and Henshaw, M.C. (2017). Fundamentals of Nursing Human Health and

Function. 8th Edition. Wolters Kluwer2. Hill, R., Hall, H and Glew, P. (2017). Fundamentals of Nursing and Midwifery, A person-Centered

Approach to care. Wolters Kluwer3. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer, Philadelphia,

New York

Other References1. UCMB. (2015) Nursing and Midwifery Procedure Manual. 2nd Edition. Print Innovation and

Publishers Ltd. Kampala. Uganda.2. Karesh, P. (2012) First Aid for Nurses. 1st Edition. Jaypee Brothers Medical Publishers Ltd.

India.3. Gupta,L.C.,Sahu,U.C.,and Gupta,P.(2007):Practical Nursing Procedures.3rd edition.JAYPEE

brothers,New Delhi.4. Rosdah, B. C and Kowalski, T.M. (2017) Textbook of Basic Nursing. 11th Edition. Wolters and

Kluwer,5. Lynn, P. (2015) Taylor’s Clinical Nursing Skills; A Nursing Process approach. 4th Edition. Wolterrs

Kluwer6. Molley, S. (2007) Nursing Process; A Clinical Guide. 2nd Edition. Jaypee Brothers Medical

Publishers Ltd. India.7. Carter, J.P. (2016) Lippincott’s Textbook for Nursing Assistants. 4th Edition. Wolters Kluwer,

Lippincotts Williams and Wilkins.8. Jensen, S. (2015) Nursing Health Assessment; A best Practice Approach. 2nd Edition. Wolters

and Kluwer9. Timby, K.B. (2017) Fundamental Nursing Skills and Concepts. 11th Edition. Wolters Kluwer,

Lippincotts Williams and Wilkins10. Gupta, D.S. (2005) Nursing Interventions for the critically ill 1st Edition Jaypee Brothers

Medical Publishers Ltd. India11. Samson .R. (2009) Leadership and Management in Nursing Practice and Education 1st Edition

Jaypee Brothers Medical Publishers India.12. Taylor.C.R (2015) Fundamentals of Nursing, The Art and Science of person – centred nursing

care. 8th Edition Wolters Kluwer,Health/Lippincott Williams and Wilkins.13. Gupta, D.S. (2005). Nursing Interventions for the critically ill 1st Edition Jaypee Brothers

Medical Publishers Ltd. India.

Module Unit. CN-1202: Anatomy and Physiology (II)

In this module unit, the content covered shall comprise of the Anatomy and Physiology of the Respiratory, Urinary, Reproductive, Nervous, and Endocrine systems. Also to be included in this module unit will be the Anatomy and Physiology of the organs of special senses.

Learning Outcomes:

By the end of this module unit, the student shall be able to;• Explain deviations from the normal structure and functioning of respiratory, urinary,

reproductive, nervous, and endocrine systems• Explain deviations from the normal structure and functioning of organs of special senses

2.7. Learning Working Assignment: Structures and functions of various body systemsSubtopic: 2.7.1: The Respiratory systemSubtopic: 2.7.2: The Urinary SystemSubtopic: 2.7.3: The Endocrine systemSubtopic: 2.7.4: The Nervous systemSubtopic: 2.7.5: Organs of Special SensesSubtopic: 2.7.6: The Reproductive system

• Detailed diagrammatic description of the respiratory system• Detailed diagrammatic description of the urinary system• Detailed diagrammatic description of the reproductive system• Detailed diagrammatic description of the nervous system• Detailed diagrammatic description of the endocrine system• Detailed diagrammatic description of the lymphatic system

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent specific to this module:Reference materials (text books, DVDs, CDs, etc), patients, stationery, Nurses and Midwives Act.

Core Reference:1. Cohen, JB and Hull, L.K (2016) Memmlers – The Human body in Health and diseases 13th

Edition, Wolters, Kluwer.

Other references1. Scott, N.W. (2011) Anatomy and Physiology made incredibly easy. 1st Edition. Wolters Kluwers,

Lippincotts Williams and Wilkins.2. Moore, L. K, Agur, M.R.A and Dailey, F.A. (2015) Essential Clinical Anatomy.15th Edition. Wolters

Kluwer.3. Cohen, J.B and Hull, L.K (2016) Memmler’s Structure and Function of the Human Body. 11th

Edition. Wolters Kluwer, China4. Snell, S. R. (2012) Clinical Anatomy by Regions. 9th Edition. Wolters Kluwer, Lippincott Williams

and Wilkins, China5. Wingerd, B, (2014) The Human Body-Concepts of Anatomy and Physiology. 3rd Edition

Lippincott Williams and Wilkins and Wolters Kluwer.6. Rohen, Y.H-Orecoll. (2015) Anatomy.A Photographic Atlas 8th Edition. Lippincott Williams &

Wilkins.

Module Unit. CN-1203: Sociology and Psychology

Module unit Description

This module unit introduces students to Sociology and Psychology basing on the concepts of Sociology and Psychology. An introduction shall be made on the human behaviour and how it is influenced by culture, beliefs, attitude and how all these factors relate to human health and access to health services.

Learning Outcomes:

By the end of this module unit, the student shall be able to;• Identify and explain socio-cultural and psychological factors influencing individual behaviour in

relation to illness• Apply the functional understanding of sociology and psychology to influence and reinforce

positive health seeking practices • Apply socio-psychological techniques to help patients adhere to treatment regimes

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/Subtopics

2.8. Topic: Introduction to Sociology Sub-topic 2.8.1: Definitions of terms used in SociologySub-topic 2.8.2: Human groups and their effects on manSub-topic 2.8.3: Culture, beliefs and practices in relation to health

2.9. Topic: Identify socio-cultural factors influencing the behaviour of an individualSub-topic 2.9.1: SocializationSub-topic 2.9.2: Social aspects of diseasesSub-topic 2.9.3: Social aspects of hospitalizationSub-topic 2.9.4: Urbanization and delivery of health servicesSub-topic 2.9.5: Nurse-patient relationship

2.10. Topic: Introduction to Psychology in NursingSub-topic 2.10.1: Concept of PsychologySub-topic 2.10.2: Psychological DevelopmentSub-topic 2.10.3: PersonalitySub-topic 2.10.4: Psychological aspects in nursing care of patients

2.11. Topic: Psychological factors underlying patient’s illnessSub-topic 2.11.1: Mental Defense MechanismsSub-topic 2.11.2: Stress and StressorsSub-topic 2.11.3: Emotions

Core References1. Sreevani, R. (2013) Psychology for Nurses. 2nd Edition. Jaypee Brothers Medical Publishers (P) Ltd.

India.

2. Mark, Walsh and David Trait (2014) Introduction to sociology for health careers .2nd edition Cengage Learning EMEA; 2 edition (24 May 2014)

Other References

1. Stanhope, M & Lancaster, J. (2004). Community Health Nursing. 2nd Edition. Mosby Publisher

2. Judith, M., Schultz, Videbeck, S.L. (2013) Lippincott’s Manual of Psychiatric Nursing Care Plan. 9th Edition. Wolters Kluwer, Lippincott William & Wilkins

3. Basavanthapp, B.T and Vasundhra, M.K (2008), Community Health Nursing, 2nd edition. JAYPEE Brothers Medical Publishers Ltd. New Delhi

4. Sreenivasa, R. & Neeraja, K.P. (2006). Textbook of Sociology for Nursing Students. 1st Edition.Jaypee Brothers Publisher

5. Anthikad, J. (2004) Psychology for Graduate Nurses. 3rd Edition. Jaypee Brothers Medical Publishers (P) Ltd. India.

6. Neeraja, K.P. (2005) Textbook of Sociology for Nursing Students. 1st Edition. Jaypee Brothers Medical Publishers (P) Ltd., India

Module Unit. CN-1204: Introduction to Essential Computer Concepts in Nursing

Module Unit DescriptionThis module unit will provide an opportunity for students to interface with computers and the applications in the work environment of nursing care. Students shall be given the chance to learn and practice applicable computer software packages relevant to nursing.

Learning Outcomes:

By the end of this module unit, the student shall be able to;• Identify the different components of a computer• Produce work using common computer packages such as Microsoft office,• Carry out correspondences using electronic mail• Use the internet as a research resource in conducting various nursing processes

2.12. Learning Working Assignment: Introduction to computersPEX 2.12.1: Identify parts of the computer system PEX 2.12.2: Start and shut down computer

2.13. Learning Working Assignment: Introduction to computer office suitePEX 2.13.1: Create a word document, format, edit and savePEX 2.13.2: Operate MS power point presentationPEX 2.13.3: Create an MS Excel spreadsheet PEX 2.13.4: Scan, copy and print documentsPEX 2.13.5: Internet and email

• Computer operating systems• Introduction to Cloud computing• Introduction to computer software programs• Managing digital files• The internet/worldwide web

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent specific to this module:Reference materials (text books, DVDs, CDs, etc), patients, stationery, computer, printer, storage devices

Core References1. Beskeen,D.W and Cram,C.M (2016) Illustrated Micro Soft office 365 and office 2016:Introductory.

Course Technology. CENGAGE Learning.2. Selvasekarn.J. (2008) Essentials of Computer for Nurses 1st Edition Jaypee Brothers Medical

Publishers Ltd. India

Other References.1. Tukamushaba E.K. and Ikanga G.A (2008) Introduction to Computer Software Applications. 1st

Edition Makerere University Printery, Kampala Uganda2. Sewel.J. (2016) Informatics & Nursing, Challenges & Opportunities 5th Edition Wolters Kluwer,US3. Connie Morrison, Dolores J. Wells (2013) Computer Literacy BASICS, 4th Edition South-Western

College Publishing

Module. CN-1232: Providing Community Health Nursing (II)

Credit units: 4

Module Unit code Module Unit Contact HoursCN-1205 Primary Health Care (PHC) 60

Module Unit. CN-1205: Primary Health Care (PHC)Module Unit Description

This module unit shall cover the aspects of Primary Health Care that are important in the delivery of health services. Emphasis shall be on the roles of a Certificate Nurse in the promotion of community health as well as early child development activities in the community. The student shall be exposed to the pillars of Primary Health Care implementation.

Learning outcomes

By the end of this module unit, the student shall be able to;• Promote health care practices in the community• Carry out community sensitizations of health promoting practices• Participate in community immunization activities• Participate in community family planning campaigns• Achieve community involvement and participation• Monitor, follow-up and encourage the community to take full responsibility to support the

activities.

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/subtopics

2.14. Topic: Introduction to Primary Health CareSub Topic 2.14.1: Concepts of Primary Health CareSub Topic 2.14.2: Principles, Pillars and components/elements of Primary Health Care

2.15. Learning Working Assignment: Community-Based Health care Sub Topic 2.15.1: Introduction to Community based Health careSub Topic 2.15.2: Community participationSub Topic 2.15.3: Community organizationSub Topic 2.15.4: Community MobilizationSub Topic 2.15.5: Community empowerment

2.16. Learning Working Assignment: Conduct community assessment and diagnosisPEX 2.16.1. Participate in community entryPEX 2.16.2. Carry out community survey and assessmentPEX 2.16.3. Carry out home visitingPEX 2.16.3. Conduct community feedback meetings

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent specific to this module:Reference materials (DVDs, CDs with materials), patients, stationery, audio/DVD equipment, Nurses and Midwives Act, projector, computer, teaching models/dummies, Public address system, projector screen, protective wear/gear, writing boards.

Core References1. Wooding, N. Teddy, N. Florence, N. (2012) Primary Health Care in East Africa. 1st Edition. Fountain

Publishers. Kampala. Uganda.2. Basavanthapp, B.T and Vasundhra, M.K (2008), Community Health Nursing, 2nd edition. JAYPEE

Publishers Ltd. New Delhi

Other References1. James F. McKenzie, PhD, MPH, MCHES, MEd,and Robert R. Pinger, PhD, (2018) An Introduction

to Community & Public Health , 9th edition, Jones and Bartlett Publishers. Sandburg, Massachusetts.

2. MOH, (2013) Occupational Safety and Health Training Manual, 1st Edition3. MOH, (2008), Policy For Mainstreaming Occupational Health & Safety In The Health Service

Sector.

YEAR TWO, SEMESTER I

Module. CN-2113: Fundamentals of Nursing (III)

Credit units: 3

CN-2101 Pharmacology (I) 45

Module Description:The Fundamentals of Nursing (III) module unit shall focus on introductory aspects of Pharmacology. The aim is for nursing students to understand terms and concepts used in administration of medicine. Students shall also learn concepts in the different medicine classifications, control and use in human medicine in general.

Occupational health, safety and environmental concerns to be observed:Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/equipment/material, administer first aid, clean tools/equipment/environment, and egonomics (Appropriate working posture)

Work behaviour/attitudes to be acquired and observed during training:Responsible, willingness to learn, committed, having team spirit, hardworking, accurate, social, industrious, time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous, humility.

Resources:The tutor is advised to make reference to relevant and applicable reading materials that could be in form of textbooks, publications, video clips/demonstrations, authenticated internet sites and any other.

Module Unit. CN-2101: Pharmacology (I)

Learning outcomes

By the end of this module unit, the student shall be able to;• State the medicines comprising the Essential Drugs List• Read and interpret as well as explain to patients written medicine prescriptions• Carry out proper storage of medicines• Administer different drugs to patients (the types of drugs permitted)• Explain the legal aspects and national policy guidelines as prescribed in the Uganda Pharmacy

and Drug Legislation• Control and regulate usage of drugs according to existing guidelines and regulations

3.1. Topic: Introduction to PharmacologySubtopic:3.1.1 Terms used in PharmacologySubtopic:3.1.2 Sources and preparation of MedicinesSubtopic:3.1.3 Concepts of Essential Drugs and Rational Medicine use.Subtopic:3.1.4 Classification of Medicines & Schedule of controlled substancesSubtopic:3.1.5 Pharmacokinetics & Pharmacodynamics

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent specific to this module:Weighing scale, beakers, conical flasks, measuring cylinders, pipettes, stirring rods, porcelain mortar & pestle, glass mortar & pestle, distiller, hot plate, water bath, Bunsen burner, gas cylinder, sintered glass filter, filter paper, containers for packaging, glass slab, spatulas, spoons, funnels, homogenizer, evaporating dish, thermometers, powder sieves, tabulating machine, trays, mould, gelatine empty capsules, autoclave, ampoule cutter, capping machine, hot air oven

Core references1. Karch,A, M. ( 2017 )Focus on Nursing Pharmacology. 7th Edition, Wolters Kluwer / Lippincott

Williams & Wilkens New York – London.2. Woodrow,R., Bruce J. Colbert, D, M, and Smith ( 2017),Essentials of Pharmacology for Health

Professionals 8th Edition CENGAGE USA.

Other References1. Lynn, P (2015), Lippincott’s Photo Atlas of Medication Administration.5th Edition Wolters Kluwer/

Lippincott Williams & Wilkins New York- London.2. Ford, S, Roach, S.S. (2014), Roach’s Introductory Clinical Pharmacology. 10th Edition Wolters

Kuwer/Lippincott Williams & Wilkins. New York- London.3. Wolter’s Kluwer.( 2018 ), 1st Nursing DRUG guide Hand Book Wolter’s Kluwer, China.4. Karch,A, M. ( 2010), Focus on Nursing Pharmacology. 1st UK Edition Wolters Kluwer/ Lippincott

William & Wilkins New York- London

Module. CN-2121: Providing Nursing Care (I)

Credit units: 10Module Unit code Module Unit Contact HoursCN-2102 Medical Nursing (I) 75CN-2103 Surgical Nursing (I) 75

Module descriptionThis module introduces the clinical aspects of general nursing. It comprises module units such as Medical Nursing, Surgical Nursing as well as Mental Health Nursing. The Learner shall appreciate and have an understanding of various health conditions and their management under the different module units. This module unit shall be the basis for practice of other aspects of nursing.

Occupational health, safety and environmental concerns to be observed:Put on personal protective equipment, manage waste disposal, maintain personal hygiene, use recommended tools/equipment/material, and administer first aid, clean tools/equipment/environment, egonomics (appropriate work posture)

Work behaviour/attitudes to be acquired and observed during training:Responsible, willingness to learn, committed, having team spirit, hardworking, accurate, social, industrious, time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous, and humility.

Resources:The Tutor is advised to make reference to relevant and applicable reading materials that could be in form of textbooks, publications, video clips/demonstrations, authenticated internet sites and any other.

Module Unit. CN-2102: Medical Nursing (I)

Module Unit descriptionThis module unit is intended for students to acquire competencies in providing high quality evidence-based nursing care in traditional as well as innovative healthcare settings. This will mainly cover introduction to medical nursing, study of conditions of circulating, respiratory systems and conditions of hematology.

Learning Outcomes:

By the end of this module unit, students shall be able to;• Identify the common medical conditions affecting circulatory, blood and respiratory systems• Identify patients with circulatory, haematologic and respiratory conditions for referral• Identify cases in the above category of medical conditions for referral.

• Definition of medical terms related to the circulatory, blood and respiratory systems of the human body

• Causes of diseases of the circulatory, blood and respiratory systems• Management of diseases of the circulatory, blood and respiratory systems

Learning Working Assignments (LWAs) and related Practical Exercises (PEXs)3.2. Topic: Introduction to Medical Nursing

Subtopic 3.2.1: Definition of terms used in Medical NursingSubtopic 3.2.2: General causes of disease in the human bodySubtopic 3.2.3: Levels of disease preventionSubtopic 3.2.4: General principles of managing disease

3.3. Topic: Conditions of the circulatory systemSub Topic 3.3.1: Review of Anatomy and Physiology of the Circulatory systemSub Topic 3.3.2: General signs and symptoms of Cardiovascular disordersSub Topic 3.3.3: Inflammatory disorders of the Heart and Blood VesselsSub Topic 3.3.4: Congestive Cardiac FailureSub Topic 3.3.4: Rheumatic Heart DiseaseSub Topic 3.3.5: ArteriosclerosisSub Topic 3.3.6: EmbolismSub Topic 3.3.7: Hypertension

3.4. Topic: Medical conditions of hematologic disordersSub-topic 3.4.1: Review of anatomy and physiology of bloodSub-topic 3.4.2: AnaemiaSub-topic 3.4.3: LeukemiaSub-topic 3.4.4: Coagulation disorders

3.5. Topic: Conditions of the respiratory systemSub Topic 3.5.1. Review of the Anatomy and Physiology of Respiratory SystemSub Topic 3.5.2.Common coldSub Topic 3.5.3. SinusitisSub Topic 3.5.4. TonsillitisSub Topic 3.5.5. InfluenzaSub Topic 3.5.6. PharyngitisSub Topic 3.5.7. LaryngitisSub Topic 3.5.8. Otitis MediaSub Topic 3.5.9. PneumoniaSub Topic 3.5.10.BronchitisSub Topic 3.5.11.TuberculosisSub Topic 3.5.12.AsthmaSub Topic 3.5.13.Emphysema

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent specific to this module:Dispensing log, prescriptions, formulary manuals, BP machines, thermometers, patient/ clients, examination equipment, models, anatomical charts, simulator, pictures, diagrams, stethoscope, observation chart, LCD/computer, assorted drugs, relevant medical forms, white/chalk board, markers,

Core References1. Bloom, K. S. (2001) Toohey’s Medicine; A text book for students in health care professionals. 15th

Edition. Churchill .UK2. Barbara, K. T. And Nancy, E. E. (2014) Introductory Medical-Surgical Nursing.11th Ed. Lippincott

and William, London.Other References

1. Mark, H.B. (2004) Merck Manual of Medical Information; Second Home Edition. Pocket Books, USA.

2. Hodgson, B. and Kizior, R. (2017) Sanders Nursing Drug handbook. Saunders USA.

3. Wood, C. (2008). Community Health. African Medical and Research Foundation.

4. Chugh, S.N. (2009) Medicine for Nurses. 1st Ed. Jaypee Brothers. New Delhi, India.

5. Janice, L. H. and Cheever, K.H. (2017) Brunner and Saddath’s Textbook of Medical Surgical Nursing. 14th Ed. Wolters Kluwer.

6. Carpenito, L.J. (2014) Nursing Care Plans; Transitional patient and family centred care. 6th Edition. Wolters Kluwer/Lippincott Williams, USA.

7. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer, Philadelphia, Newyork

8. Carpnito, L. T. (2017) Nursing Diagnosis application to clinical practice. 15th Edition. Wolters Kluwer

Module Unit. CN - 2103: Surgical Nursing (I)

Module Unit descriptionThis module unit is intended to provide students with the opportunity to learn techniques and approaches of providing nursing care for conditions related to surgical attention. The content in this unit includes, introduction to surgical nursing, common surgical conditions, pre- and post-operative management, natural body defense mechanisms and specific surgical conditions.

Learning Outcomes: By the end of this module unit, the student shall be able to;

• Identify the common surgical conditions• Manage common surgical infections among pre-and post-operative patients• Identify surgical cases for referral• Apply infection prevention and control measures in the management of surgical conditions

• Definitions and terms used in surgical nursing• General principles and concepts in surgical nursing• Signs and symptoms as well as causes of specific surgical infections• Management of common and specific surgical conditions• Classification of body immunity• Stages of inflammation

3.6. Topic: Introduction to surgical NursingSub topic 3.6.1: History of surgerySub topic 3.6.2: Terms used in surgical nursingSub topic 3.6.3: Aseptic techniqueSub topic 3.6.4: Special investigations in surgical nursing

3.7. Learning Working Assignment: Pre-operative concepts and nursing management

Subtopic. 3.7.1: Pre-operative Nursing ManagementPEX 3.7.2: Carry out pre-operative observationsPEX 3.7.3: Perform bed bathPEX 3.7.4: Carry out CatheterizationPEX 3.7.5: Pass an Intravenous linePEX 3.7.6: Pass Nasogastric tube

3.8. Learning-Working Assignment: Intra operative nursing management PEX 3.8.1. Preparation of equipment for surgical procedures PEX 3.8.2. Perform surgical scrubbing PEX 3.8.3. Carryout gowning PEX 3.8.4: Perform surgical gloving

• Definition of intra-operative care• Care during operation

3.9. Learning Working Assignment: Post-Operative Nursing carePEX 3.9.1. Perform Post operative Observations.PEX 3.9.2. Administer Post operative MedicationsPEX 3.9.3. Carry out wound dressing.PEX 3.9.4: Monitor Fluid input and output.PEX 3.9.5. Removal of Naso-gastric tube in a post operative patientPEX 3.9.6: Mobilize patient

• Common post-operative complications• Definition of post-operative care• Receiving a patient after operation• Monitoring a patient after operation• Psychological care • Feeding• Elimination • Exercises• Position patient• Oral care• Wound care/wound healing

3.10. Topic: Natural body defense mechanismsSubtopic 3.10.1: ImmunitySubtopic 3.10.2: Inflammation

3.11. Topic: Specific surgical infectionsSubtopic 3.11.1: AnthraxSubtopic 3.11.2: TetanusSubtopic 3.11.3. Gangrene

3.12. Learning Working Assignment: Common surgical conditionsSubtopic 3.12.1: Surgical ShockSub topic 3.12.2: BurnsSub topic 3.12.2: HaemorrhageSubtopic 3.12.3: Blood TransfusionSubtopic 3.12.4: Fluids and Electrolyte ImbalanceSubtopic 3.12.5: TumorsSubtopic 3.12.6: FracturesSubtopic 3.12.7: WoundsPEX 3.12.8: Dressing of a clean wound.PEX 3.12.9: Dressing of a dirty wound.PEX 3.12.10: Removal of stitches.PEX 3.12.14: Immobilize affected part (Bandaging, Applying splints).PEX 3.12.15: Make a bed for Burns.PEX 3.12.16: Perform passive Exercises.PEX 3.12.17: Arrest Haemorrhage

• Surgical shock• Burns• Haemorrhage• Blood transfusion• Fluids and electrolyte imbalance• Tumours• Fractures• Infections• Wounds

Minimum required teaching/learning resourceConsent forms, appropriate medical forms, observation trays, suction machine, oxygen apparatus, charts, models, catheters, nasogastric tubes, visual equipment, computers, trolleys, trays, white/black boards, stationery, basins, patients/clients

Core References: 1. Janice, L. H. and Cheever, K.H. (2017) Brunner and Saddath’s Textbook of Medical Surgical

Nursing. 14th Ed. Wolters Kluwer.2. Barbara, K. T. And Nancy, E. E. (2014) Introductory Medical-Surgical Nursing.11th Edition.

Lippincott and William, London.

Other References1. Colmer, M.R. (2008) Moroney’s Surgery for Nurses, 17th Ed. Church Hill, U.K.2. Carpenito, L.J. (2014) Nursing Care Plans; Transitional patient and family centred care. 6th

Edition. Wolters Kluwer/Lippioncott Williams, USA.3. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer,

Philadelphia, Newyork4. Carpnito, L. T. (2017) Nursing Diagnosis application to clinical practice. 15th Edition. Wolters

Kluwer

Module. CN-2141: Maternal and Child Health (I)

Credit units: 5

CN-2104 Paediatric Nursing (I) 45CN-2105 Gynecological Nursing 30

Total 75

Module Description:This module focuses on the principles of paediatrics and gynaecological nursing. It covers the integrated management of childhood diseases. Other topics to be covered include nutrition and the assessment among children and management of common paediatric conditions is also covered. The module also includes gynaecological nursing which mainly focuses on conditions of the female reproductive system.

Suggestions on organization of learning:The acquisition of competencies (skills, knowledge, and attitude) described in this module shall take place at an accredited Nursing Training School. Delivery modes may include theory instruction (lectures), hands-on practice (Clinical) and tutorials (discussions).

Occupational health, safety and environmental concerns to be observed:Put on personal protective equipment, manage waste disposal, maintain personal hygiene, use recommended tools/equipment/material, administer first aid, clean tools /equipment/ environment, ergonomics (Appropriate working posture)

Module Unit. CN-2104: Peadiatric Nursing (I)

Module unit DescriptionThe module unit covers the key aspects of a sick child nursing to help the student fit within the different task descriptions of health care provision. The student shall be instructed to acquire knowledge and skills on how to put all the care aspects of children from early childhood.Learning Outcomes:

By the end of this module unit, the learner shall be able to;• Explain principles of paediatrics • Explain the process of normal child growth and development• Identify congenital abnormalities, birth injuries of a new born and manage or refer. • Explain the nutritional needs of children• Describe the management of a sick new born.

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/Subtopics

3.13 Topic: Concepts of Paediatrics Nursing Subtopic 3.13.1: Introduction to paediatric nursingSubtopic 3.13.2: Trends in paediatric nursingSub topic: 3.13.3: Growth and development

Underpinning Knowledge /theory

For Occupational theory suggested for instruction/ demonstration, the Tutor is not limited to the outline below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;

• Different types of weighing scales• Normal weight of different age groups

3.14. Topic: Nutrition Subtopic 3.14.1: Breast feeding in infants.Subtopic 3.14.2: Nutritional educationSubtopic 3.14.3: Food safety and securitySubtopic 3.14.4: Nutritional assessmentSubtopic 3.14.5: Malnutrition

3.15. Learning-Working Assignments: Manage a child with malnutritionPEX 3.15.1: Assess nutritional status of childrenPEX 3.15.2: Educate mothers on child feedingPEX 3.15.3: Demonstrate feeding techniquesPEX 3.15.4: Educate mothers on food preparationPEX 3.15.5: Prepare artificial feeds for severely malnourished

• Breast feeding and effects on child growth and development• Food and food values• Techniques of assessment of nutritional status• Classification of malnutrition• Causes and predisposing factors of malnutrition• Management of malnutrition

3.16. Topic: New born babySubtopic 3.16.1: Normal new born baby.Subtopic 3.16.2: Congenital abnormalities PEX 3.16.3: Examination of the new born baby

• Characteristics of a new born baby• APGAR Score

3.17 Topic: Sick new bornSubtopic 3.17.1: Introduction to management of a sick baby/child.Subtopic 3.17.2: Asphyxia neonatorumSubtopic 3.17.3: Neonatal infectionsSubtopic 3.17.4: Birth injuriesSubtopic 3.17.5: Low birth weight and prematuritySubtopic 3.17.7: Haemorrhagic diseases of the new-bornPEX 3.17.8: Resuscitation of a new-born

• Characteristics of a normal new born baby• APGAR Score

Minimum required teaching /learning resourcesWeighing scale, child health card, MUAC tapes, tape measure, modelsIEC- Information, Education, Communication materials such as DVDs and CDs

Core References

Bowden, V, R, & Greenberg, C. S (2016) Paediatrics Nursing Procedures.4TH Edition, WoltersKluwer, New York

DIZME, M, F. M Cooper M.A (2003) Myles Text book for midwives 4th Edition.

Hockenbery (2005) Wongs Essentials of Pediatric nursing.7thEdition.Elsevier Mosby, USA.

Kyle, T and Carma. S. (2003) Essentials of Paediatric Nursing. 2ndEdition.Walters Kkulwer, Florida

Module Unit. CN-2105: Gynaecological Nursing

Module Unit DescriptionThis module unit covers the key aspects of different gynecological conditions in women in order to enable a student to care for females with health conditions while in clinical and community settings. A student will acquire knowledge and skills to promote the health of women.

Learning OutcomesBy the end of this module unit, the student shall be able to;

• Explain the structure and functions of the female reproductive organs• List the common gynaecological conditions• Describe the management of common gynaecological conditions• Explain the preventive measures of common gynaecological conditions• Explain the physiology of menstruation• State the disorders of menstruation

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/Sub-topics

3.18. Topic: Manage women with gynaecological conditionsSubtopic 3.18.1: Menstruation disordersSubtopic 3.18.2: AbortionSubtopic 3.18.3: Ectopic PregnancySubtopic 3.18.4: Cervical erosion, trauma and polypsSubtopic 3.18.6: Pelvic Inflammatory DiseasesSubtopic 3.18.7: InfertilitySubtopic 3.18.8: Vesico-Vaginal Fistula(VVF) and Recto-Vaginal fistula (RVF)Subtopic 3.18.9: Cancers of Reproductive Health Organs ( Cervix, Breast, Uterus, Fallopian tubes and Ovaries)

Core references1. Charles R. B. Beckmann and Roger P. Smith, (2013) Obstetrics and Gynecology 7th Edition

Lippincott Williams and Wilkins2. Ash Monga and Edward Arlnord(2006) Gyanaecoloy by ten teachers, Edward, Arnald publishers

Limted3. Ronald S. Gibbs, Beth Y. Karlan, Arthur F. Haney and Ingrid E. Nygaard (Editors), (2008), Danforth’s

Obstetrics and Gynecology, 10th edition . Lippincott Williams and Wilkins

Other References

1. John A Rock, Horward W Jones III (2016), The Linde’s operative Gyanaecology 11th Edition, Wolter Kluwer/Lippincot Williams and Wilkin-US

2. Parrisaai M: Archana Shailendra, Ruma Dutta (2008), Crash course, Obstetric and Gyanaecology-2nd Edition Elsevier Ltd

3. Burton, B. (2011) Gynaecology illustrated. 6th Edition Churchhill, livingstone (Elsevier)

4. Shirish.s.sheth(2011) Essentials of Gynaecology 2nd Edition, Jayeep Brothers Medical Publishers

YEAR TWO, SEMESTER II

Module. CN-2214: Fundamentals of Nursing (IV)

Credit units: 3

CN-2201 Pharmacology (II) 45

Module Description:This module unit focuses on the description of specific antimicrobial agent and medicines for specific medical conditions. Also covered are hormonal agents, anti-neoplastic agents, anaesthetic and alcoholic agents and poisons.

Occupational health, safety and environmental concerns to be observed:Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/equipment/material, administer first aid, clean tools/equipment/environment, egonomics (Appropriate working posture)

Work behaviour/attitudes to be acquired and observed during training:Responsible, willingness to learn, committed, team spirit, hardworking, accurate, social, industrious, time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous and humility.

Module Unit. CN-2201: Pharmacology (II)

Learning outcomes

By the end of this module unit, the student shall be able to;• Identify the class and indications of commonly used medicines• Describe contra-indications of common medicines• Explain side effects of the common medicines• Requisition and dispense medicines according to prescription

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/Subtopic

4.1. Topic: Specific antimicrobial agentsSubtopic 4.1.1. AntibioticsSubtopic 4.1.2. QuinolonesSubtopic 4.1.3. Anti-Tuberculous agentsSubtopic 4.1.4. Ant HelminthsSubtopic 4.1.5. ARVsSubtopic 4.1.6. Antifungal

4.2. Topic: Medicine acting on specific body systemSubtopic 4.2.1: CardiovascularSubtopic 4.2.2: Gastro intestinalSubtopic 4.2.3: Respiratory systemSubtopic 4.2.4: Urinary systemSubtopic 4.2.5: Medicine acting on specific organs, eye, ears, nose, throatSubtopic 4.2.6: Dermatological medicinesSubtopic 4.2.7: Haematological medicinesSubtopic 4.2.8: Endocrine system medicinesSubtopic 4.2.9: Central Nervous System medicines

4.3. Topic: Therapeutic agents Subtopic 4.3.1: Anti-neoplastic agents Subtopic 4.3.2: Analgesics

Core references1. Karch,A, M. ( 2017 )Focus on Nursing Pharmacology. 7th Edition, Wolters Kluwer/ Lippincott

Williams & Wilkens New York – London.2. Woodrow,R., Bruce J. Colbert, D, M, and Smith ( 2017),Essentials of Pharmacology for Health

Professionals 8th Edition CENGAGE USA3. Lynn, P (2015),Lippincott’s Photo Atlas of Medication Administration.5th Edition Wolters Kluwer/

Lippincott Williams & Wilkins New York- London.

Other References

1. Muyinda, N. (2011). Precise Pharmacology. 2nd Edition. EDCO International Ltd, Kampala. Uganda.

2. Ford, S, Roach, S.S. (2014), Roach’s Introductory Clinical Pharmacology. 10th Edition Wolters Kuwer/Lippincott Williams & Wilkins.New York- London.

3. Wolter’s Kluwer. (2018), 1st Nursing DRUG guide Hand Book Wolter’s Kluwer, China.

4. Scott, W.N. & McGrath, D. (2008). Nursing Pharmacology Made Incredibly Easy. 1st Edition. Lippincott Williams and Wilkins, UK.

5. Frandsen, G & Penington, S.S. (2014). Abram’s Clinical Drug Therapy.10th Edition. Lippincot Williams and Wilkins, UK.

6. Gould, D. & Greensteins, B. (2009). Trounce’s Clinical Pharmacology for Nurses. 18th Edtiion, Churchill Livingstone, London.

Module. CN-2222: Providing Nursing Care (II)

Credit units: 13

Module Unit code Module Unit Contact HoursCN-2202 Medical Nursing (II) 75CN-2203 Surgical Nursing (II) 75

CN-2204 Mental Health Nursing 45

Total 195

Module Description:This module mainly focuses on the aspects of guiding students through the medical and surgical nursing procedures as well as a general introduction to mental health. In this module, students shall learn nursing care for different conditions of the digestive and urinary systems. Also to be covered are the endocrine, nervous, and the musculoskeletal systems as well as an introduction to psychiatry and mental health.

Occupational health, safety and environmental concerns to be observed:Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/equipment/material, administer first aid, clean tools/equipment/environment, egonomics (Appropriate working posture)

Work behaviour/attitudes to be acquired and observed during training:Responsible, willingness to learn, committed, have team spirit, hardworking, accurate, social, industrious, time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous, humility.

Module Unit. CN-2202: Medical Nursing (II)

Module unit DescriptionThis module unit shall cover conditions of the digestive, urinary and central nervous systems. Skills in providing nursing care to patients diagnosed with those conditions shall be learned and applied.

Learning outcomesBy the end of this module unit, students should be able to:

• Identify the common conditions affecting digestive, urinary and nervous systems

• Provide nursing care to patients with various conditions of digestive, urinary, nervous, endocrine and musculo-skeletal systems

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/Subtopic

4.4. Topic: Conditions of the digestive systemSub Topic 4.4.1: Review of Anatomy and physiology of digestive systemSub Topic 4.4.2: StomatitisSub Topic 4.4.3: GastritisSub Topic 4.4.4: Peptic Ulcer DiseaseSub Topic 4.4.5: JaundiceSub Topic 4.4.6: HepatitisSub Topic 4.4.7: Liver CirrhosisSub Topic 4.4.8: Cholecystitis

4.5. Topic: Medical conditions of the urinary systemSub topic 4.5.1: Review of anatomy and physiology of urinary systemSub topic 4.5.2: UrethritisSub topic 4.5.3: CystitisSub topic 4.5.4: PyelonephitisSub topic 4.5.5: GlomerulnephritisSub topic 4.5.6: Nephrotic syndromeSub topic 4.5.7: Renal failure

4.6. Topic: Medical conditions of the Central Nervous systemSub-topic 4.6.1: Review of anatomy and physiology of the Central Nervous SystemSub-topic 4.6.2: General signs and symptoms of the nervous system disordersSub-topic 4.6.3: Meningitis Sub-topic 3.6.4: EncephalitisSub-topic 4.6.5: Cerebral vascular accidents (Stroke)Sub-topic 4.6.6: Unconsciousness (Coma)Sub-topic 4.6.7: Poliomyelitis

4.7. Topic: Medical conditions of the Endocrine systemSub-topic 4.7.1: Review of anatomy and physiology of endocrine systemSub-topic 4.7.2: Diabetes MellitusSub-topic 4.7.3: Thyrotoxicosis

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent specific to this module:Dispensing log, prescriptions, formulary manuals, BP machines, thermometers, patient/ clients, examination equipment, models, anatomical charts, simulator, pictures, diagrams, stethoscope, observation chart, LCD/computer, assorted drugs, relevant medical forms, white/chalk board, and markers

Core Reference:1. Bloom, K. S. (2001) Toohey’s Medicine; A text book for students in health care professionals. 15th

Edition. Churchill .UK2. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer,

Philadelphia, Newyork3. Carpnito, L. T. (2017) Nursing Diagnosis application to clinical practice. 15th Edition. Wolters Kluwer

Other Reference:1. Carpenito, L.J. (2014) Nursing Care Plans; Transitional patient and family centred care. 6th Edition.

Wolters Kluwer/Lippioncott Williams, USA.2. Mark, H.B. (2004) Merck Manual of Medical Information; Second Home Edition. Pocket Books, USA.3. Hodgson, B. and Kizior, R. (2017) Sanders Nursing Drug handbook. Saunders USA.4. Wood, C. (2008). Community Health. African Medical and Research Foundation.5. Chugh, S.N. (2009) Medicine for Nurses. 1st Ed. Jaypee Brothers. New Dehli, India.6. Janice, L. H. and Cheever, K.H. (2017) Brunner and Saddath’s Textbook of Medical Surgical Nursing.

14th Ed. Wolters Kluwer.7. Barbara, K. T. And Nancy, E. E. (2014) Introductory Medical-Surgical Nursing.11th Edition. Lippincott

and William, London

Module Unit. CN-2203: Surgical Nursing (II)

This module unit is intended to provide students with knowledge and skills in identifying and managing surgical conditions of the head, neck, chest the abdominal cavity, ano-rectal as well as the genital urinary systems.

Learning Outcomes:

By the end of this module unit, the student shall be able to;• Identify and manage surgical conditions of the head and neck, chest, abdominal cavity, ano-

rectum and genital urinary system.• Identify and refer complicated cases• Apply infection prevention and control mechanisms in surgical cases related to the head and

neck, chest, abdominal cavity and ano-rectal and genital urinary system.

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/ sub-topic

4.8. LWA 1: Surgical conditions of the head Subtopic 4.8.1: Head InjuryPEX 4.8.2: Apply Scalp BandagePEX 4.8.3: Preparation of a Neurological Examination.

• Definition of head injury• Types of head injury• Causes of head injury• Signs and symptoms of head injury• Management of a patient with head injury

4.9. Topic: Surgical conditions of the neck Subtopic 4.9.1: Goitre Subtopic 4.9.2: Thyrotoxicosis/thyroidectomy Subtopic 4.9.3: Tonsillitis-Tonsillectomy PEX 4.9.4: Performa oral care

4.10. Topic: Surgical conditions of the chest Subtopic 4.10.1: Trauma of the chest Subtopic 4.10.2: Lung abscess Subtopic 4.10.3: Pleural effusion Subtopic 4.10.4: Infection of the breast Subtopic 4.10.5: Breast cancer

PEX: 4.10.6: Breast examinationPEX: 4.10.7: Bandaging a breast stampPEX: 4.10.8: Care of patient before and after mastectomy

4.11. Topic: Surgical conditions of the abdomenSubtopic: 4.11.1: Acute AbdomenSubtopic 4.11.2: Ruptured SpleenPEX :4.11.3: Perform wound dressingPEX: 4.11.4: Pass Nasogastric TubePEX: 4.11.5 Perform catheterizationPEX: 4.11.6: Carry out vital observations

4.12. Topic: Ano-rectal surgical conditionsSubtopic: 4.12.1: Perineal absessSubtopic: 4.12.2: Anal Fistula and Anal FissureSubtopic: 4.12.3: Rectal prolapsePEX: 4.12.4: Prepare patient for rectal examinationPEX: 4.12.5: Carry out aspiration of gastric contents

4.13. Topic: Surgical conditions of the genital urinary systemSubtopic: 4.13.1: Enlargement of prostate glandSubtopic: 4.13.2: Urethral stricturesSubtopic: 4.13.3: Genital urinary traumaPEX: 4.13.4: Perform bladder irrigation

Minimum required teaching/learning resourcesAirway tubes, model of skull, charts showing the bones of head and neck, charts- observation charts/Neurological charts, trolleys, oxygen cylinder in working condition, trays, suction machines and tubing, drip stands and bottle hanger, examination tray, intravenous, catheters, bed bath, wound dressing, bed elevators, sterile gauges/swabs, suction apparatus, tubings, urinary bags, drainage tubings, colostomy bags, Core References

1. Janice, L. H. and Cheever, K.H. (2017) Brunner and Saddath’s Textbook of Medical Surgical Nursing. 14th Ed. Wolters Kluwer.

2. Barbara, K. T. And Nancy, E. E. (2014) Introductory Medical-Surgical Nursing.11th Edition. Lippincott and William, London.

Other Reference1. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer,

Philadelphia, Newyork2. Colmer, M.R. (2008) Moroney’s Surgery for Nurses, 17th Ed. Church Hill, U.K.3. Carpnito, L. T. (2017) Nursing Diagnosis application to clinical practice. 15th Edition. Wolters Kluwer4. Carpenito, L.J. (2014) Nursing Care Plans; Transitional patient and family centred care. 6th Edition.

Wolters Kluwer/Lippioncott Williams, USA

Module Unit. CN-2204: Mental Health NursingModule Unit DescriptionIn this module unit, the student shall be introduced to the concept of Mental Health. This will cover introduction to common mental health conditions. The student shall also be introduced to psychiatric nursing interventions to the common conditions as well as emergencies

Learning outcomesBy the end of this module unit, the student shall be able to;

• State the causes of various mental illness• Explain the characteristics of various mental illness• Describe the ways of managing common mental illness• Assess mental patients/clients• Support patients/clients in carrying out activities of daily living• Counsel patients and their families• Administer treatment for common mental illness• Utilize life skills in handling patients with mental illness

Learning Working Assignments (LWAs) and related Practical Exercises (PEXs)4.14. Topic: Introduction to Mental health Subtopic 4.14.1: Concepts of mental health and mental illness Subtopic 4.14.2: Etiological factors of mental illness Subtopic 4.14.3: General signs and symptoms of mental illnesses Subtopic 4.14.4: Classification of Mental illnesses Subtopic 4.14.5: Pyschiatric Assessment

Subtopic 4.14.6: Prevention of mental illness and promotion of mental health Subtopic 4.14.7: Referral system

4.15. Topic: Basic psychiatric nursing aspects Subtopic 4.15.1: Nurse-patient relationship Subtopic 4.15.2: Therapeutic environment

4.16. Topic: Common Psychiatric disorders Subtopic 4.16.1: Functional psychiatric disorders Subtopic 4.16.2: Organic mental disorders

Subtopic 4.16.3: Anxiety disorder Subtopic 4.16.4: Substance/alcohol abuseCore References

1. Boyd, M,A. (2015), Psychiatric Nursing Contemporary Practice, 5th Edition, Wolters Kluwer/Lippincot Williams and Wilkins

2. Sheila, L. V. (2017) Psychiatric Mental Health Nursing. 7th Edition. Wolters KluwerOther References:

1. Wanda, K. M. (2013) Psychiatric Mental Health Nursing; Evidenced-based concepts, skills and practices. Wolters Kluwer,

2. Screeni, R. (2009) A Guide to Mental Health and Psychiatric Nursing, Jaypee Brothers, Medical Publishers (P) Ltd.

3. Townsend, M.C. (2014) Psychiatric Mental Health Nursing F.A. Davis Company Philidalphia4. Benjamin, J.S. Virginia, A. S. & Pedro, R. (2015) Kaplan and Sadock’s Synopsis of psychiatry

Behavioral Sciences/Clinical Psychiatry. 11th Edition. Wolters Kluwer,5. Judith, M.S. & Sheilla, L.V. (2013) Lippincott’s Manual of Psychiatric Nursing Care Plans. 9th Edition.

Wolters Kluwer/Lippincott Williams and Wilkins, New York6. Videbeck, S and Acott, K. (2017), Mental Health nursing 7th edition, Wolter Kluwer, Lippincott,

Williams and Wilkins7. Kaplan and Sadock (2015), Synopsis of Psychiatric, 11th Edition, Lippincott Williams and Wlikins.8. Basavanthapp, B.T and Vasundhra, M.K (2008), Community Health Nursing, 2nd edition. JAYPEE

Brothers Medical Publishers Ltd. New Delhi

Module. CN-2234: Providing Community Health Nursing (III)

Credit units: 2

CN-2205 Occupational Health and Safety 30

Module Unit. CN-2205: Occupational Health and SafetyModule Description:This module unit deals with safe work environment and prevention of occupational hazards at work place. The student shall be equipped with the knowledge and skills to be able to transfer the acquired competencies to workers in various areas so that the workers can protect themselves from hazards.

• Protect self and others from occupational hazards• Educate others on safe work environment• Treat and refer the injured or acquired hazards at workplace

Occupational health, safety and environmental concerns to be observed:Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/equipment/material, administer first aid, clean tools/equipment/environment, and ergonomics (Appropriate working posture)

Resources:The tutor is advised to make reference to relevant and applicable reading materials that could be in form of textbooks, publications, video clips/demonstrations, authenticated internet sites among others.

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/ Subtopics

4.17. Topic: Introduction to occupational health hazardsSubtopic 4.17.1: Identification of occupational health hazard in different work placesSubtopic 4.17.2: Types of occupational health hazardsSubtopic 4.17.3: Prevention and control of occupational health hazardsSubtopic 4.17.4: Role of a nurse in prevention of occupational health hazard in work placesSubtopic 4.17.5: Workers compensation Act.

4.18. Learning Working Assignment: Health and Safety at work

PEX 4.18.1: Personal protective equipmentPEX 4.18.2: Healthcare waste management PEX 4.18.3: Apply injection safety methodsPEX 4.18.4: Participate in documentation of waste management information

• Hazards• Regulations about workers compensation• Planning hazard control measures• Waste management• Use of protective equipment• Documentation injuries

Minimum required teaching/learning resourcesFlip charts, LCD projectors, computers, chalk boards, white boards, butcher, papers, markers, chalk, text books, models, posters, clinical sites, gum boots, uniform, public address system, aprons, screen

Core ReferencesUganda Government, (2000). Workers’ Compensation Act CAP 225. LDC Publishers. Kampala. Uganda.MOH-Uganda. (2013) Occupational Safety and Health Training Manual. IntraHealth International, Uganda.MOH-Uganda. (2013) Guidelines for Mainstreaming Gender Equality and Other Equal Opportunities into Human Resources for Health Management. IntraHealth International, Uganda.MOH-Uganda. (2013) Occupational Safety and Health Procedures. IntraHealth International, Uganda

Other References1. Mckena, J.F, Pinger, R.R & Kotecki, J.E. (2005). Community Health, 5th Edition, Jones and Bartlett

Publishers. Sandburg, Massachusetts.2. Basavanthapp, B.T and Vasundhra, M.K (2008), Community Health Nursing, 2nd edition. JAYPEE

Publishers Ltd. New Delhi4. MOH, (2013) Occupational Safety and Health Training Manual, 1st edition5. MOH, (2008), Policy for Mainstreaming Occupational Health and Safety in the Health Service

Sector.6. MOH Uganda. (2008) Policy for Mainstreaming Occupational Health and Safety in the Health

Services Sector. The Capacity Project, IntraHealth International, Inc. Chapel Hill, USA

Module. CN-2242: Maternal and Child Health (II)

Credit units: 3

CN-2206 Paediatric Nursing (II) 45

Module Unit. CN-2206: Paediatric Nursing (II)

Module Description:This module unit covers the key aspects of a sick child within the context of the family, across range of clinical and community settings. It consists of a range of childhood conditions/illness which will enable the students to identify the conditions and be able to apply the knowledge, skills and attitudes within medical settings and the community.

Learning Outcomes

By the end of this module unit, the student shall be able to;• Manage paediatric conditions• Apply the Integrated Management of Childhood Illnesses (IMCI) approach in management of

the sick child• Manage children living with HIV/AIDS• Describe management of children involved in domestic accidents

Occupational health, safety and environmental concerns to be observed:Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/equipment/material, administer first aid, clean tools/equipment/environment, and ergonomics (sitting posture)

Work behaviour/attitudes to be acquired and observed during training:Responsible, willingness to learn, committed, have team spirit, hardworking, accurate, social, industrious, time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous, and humility.

4.19 Topic: Paediatric condition of the respiratory system Subtopic 4.19.1: Respiratory distress syndromeSubtopic 4.19.2: Broncho pulmonary dysplasia/ chronic lung diseaseSubtopic 4.19.3: Meconium aspirationSubtopic 4.19.4: Pulmonary haemorrhageSubtopic 4.19.5: ApnoeaSubtopic 4.19.6: Pneumonia Sub topic 4.19.7: Asthma

4.20 Topic: Paediatric conditions of the cardio vascular systemSubtopic 4.20.1: Sickle cell diseaseSubtopic 4.20.2: PericarditisSubtopic 4.20.3: Rheumatic heart disease.

4.21 Topic: Neurological disordersSubtopic 4.21.1: Congenital toxoplasmosis.Sub topic 4.21. 2: Intra-cranial haemorrhageSubtopic 4.21.2: Hypoxic ischemia encephalopathy

4.22 Topic Genital urinary conditions in children Subtopic 4.22.1: Acute Glomerulo-nephritis Subtopic 4.22.2: Nephrotic syndrome.

4.23 Topic: Bone conditionsSubtopic 4.23.1: Fractures.Subtopic 4.23.2: Osteopenia of prematurity (metabolic bone diseases)Subtopic 4.23.3: Osteomyelitis Subtopic 4.23.4: Osteo-genesis imperfecta

4.24 Topic: Manage children living with HIV /AIDSSubtopic 4.24.1: Introduction to HIV/AIDS in children.Subtopic 4.24.2: Clinical manifestation of HIV/AIDS in childrenSubtopic 4.24.3: Opportunistic infections in childrenSubtopic 4.24.4: Treatment of HIV/AIDS in children (ARV therapy)Subtopic 4.24.5: Prevention and control of HIV/AIDS

Core References1. Boyd, M,A. (2015), Psychiatric Nursing Contemporary Practice, 5th Edition, Wolters Kluwer/

Lippincot Williams and Wilkins

2. Sheila, L. V. (2017) Psychiatric Mental Health Nursing.7th Edition. Wolters Kluwer,

Other Reference1. Wanda, K. M. (2013) Psychiatric Mental Health Nursing; Evidenced-based concepts, skills and

practices. Wolters Kluwer, 2. Screeni, R. (2009) A Guide to Mental Health and Psychiatric Nursing, Jaypee Brothers, Medical

Publishers (P) Ltd.3. Townsend, M.C. (2014) Psychiatric Mental Health Nursing F.A. Davis Company Philidalphia4. Benjamin, J.S. Virginia, A. S. & Pedro, R. (2015) Kaplan and Sadock’s Synopsis of psychiatry

Behavioural Sciences/Clinical Psychiatry. 11th Edition. Wolters Kluwer,

YEAR THREE, SEMESTER I

Module. CN-3123: Providing Nursing Care (III)

Credit units: 10

Module Unit code Module Unit Contact HoursCN-3101 Tropical Medicine 60CN-3102 Guidance and Counselling 30CN-3103 Surgical Nursing (III) 60

Total 150

Module Description:This module shall cover aspects of tropical medicine/communicable diseases in addition to the management of conditions of ENT, dental, oral and eye. Also to be covered under this module is Guidance and Counselling of patients suffering from various ailments. Palliative care to terminally ill patients shall furthermore be covered in this module.

Occupational health, safety and environmental concerns to be observed:Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/equipment/material, administer first aid, clean tools/equipment/environment, e.g. ergonomics (sitting posture).

Module Unit. CN-3101: Tropical Medicine

Module unit descriptionThis module unit shall cover aspects of tropical medicine/communicable diseases. Major focus shall be providing nursing care to patients affected by tropical disease as well as the preventive measures.

Learning outcomes

By the end of this module unit, the student shall be able to;• Describe the pre-disposing factors, causes, signs and symptoms of common tropical diseases• Provide nursing care to patients affected by communicable diseases• Conduct preventive measures to communicable diseases.

5.1. Topic: Tropical diseases/communicable diseasesSub Topic 5.1.1: Introduction to communicable diseasesSub Topic 5.1.2: MeaslesSub Topic 5.1.3: MalariaSub Topic 5.1.4: Trypanosomiasis (sleeping sickness)Sub Topic 5.1.5: Helminthic diseases (Intestinal worms)Sub Topic 5.1.6: Onchocerciasis (River blindness)Sub Topic 5.1.7: SchistosomiasisSub Topic 5.1.8: Elephantiasis (Bancroftian Filariasis)Sub Topic 5.1.9: Dracunculosis (Guinea worm)Sub Topic 5.1.10: Typhoid FeverSub Topic 5.1.11: DysenterySub Topic 5.1.12: CholeraSub Topic 5.1.13: BrucellosisSub Topic 5.1.14: EbolaSub Topic 5.1.15: Yellow FeverSub Topic 5.1.16: Mumps (Parotiditis)Sub Topic 5.1.17: Chicken PoxSub Topic 5.1.18: Rabies

Minimum required teaching/learning resourcesOverhead projector and transparences, laptop and projectors (LCD), patients/clients, medical forms and other relevant documents, checklist, patients/clients, white board

Core References: Bloom, K. S. (2001) Toohey’s Medicine; A text book for students in health care professionals. 15th Edition. Churchill .UKHodgson, B. and Kizior, R. (2017) Sanders Nursing Drug handbook. Saunders USA.Wood, C. (2008). Community Health. African Medical and Research Foundation.Nordberg, E. (1999) Communicable diseases. 3rd Edition. African Medical and Research Foundation.AMREF (1999). Communicable Diseases. A manual for health workers in sub-saharan Africa, 3rd edition (1999) Nairobi Kenya.Chugh, S.N. (2009) Medicine for Nurses. 1st Ed. Jaypee Brothers. New Delhi, India.

Module Unit. CN-3102: Guidance and Counseling

Module Unit DescriptionThis module unit covers aspects of guidance and counseling to various groups of people. The students shall acquire knowledge and skills to provide guidance and counseling to people of various life situations. To enhance their competences in real life situations, role play skills shall be conducted.

Learning outcomes

By the end of this module unit, the student shall be able to;• Describe the situations where guidance and counseling can be applied• Discuss the difference between guidance and counseling techniques• Describe the qualities of a counselor• Explain the methods of communication used in counseling

5.2. Learning Working Assignment: Provide guidance and counseling to various groups of people.

Sub-topic 5.2.1: Introduction to Guidance and Counselling Sub-topic 5.2.2: Counselling procedure and TechniquesSub-topic 5.2.3: Communication in guidance and counselingSub-topic 5.2.4: Group counselingSub-topic 5.2.5: Ethical codes in counsellingPEX 5.2.6: Carry out individual counseling PEX 5.2.7: Carry out group counseling

Minimum required teaching/learning resourcesCharts, posters, textbooks, CDs/DVDs, Internet

Core References:

1. Amri.M. Ngatia.P & Mwakilisa .O, (1993) A guide for training teachers of health workers.: AMREF, Nairobi

2. Rajinikanth, A.M. (2010) Counseling Skills for Health Care Professionals. Jaypee Brothers Medical Publishers, New Delhi

3. Hough .M. (2010) Counseling Skills and Theory. 3rd Edition, Hodder Education. UK.

Module Unit. CN-3103: Surgical Nursing (III)

Module Unit DescriptionThis module unit provides students with an opportunity to acquire knowledge and skills in the management of conditions of the ear, nose and throat (ENT), dental, oral, and eye and also provide palliative care to patients with various terminal conditions.

• Manage patients with various conditions of ear, nose and throat (ENT), dental, oral, and eye at the recommended competence level.

• Provide palliative care to terminally ill patients at the recommended competence level.

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/ Sub-topics5.3. Topic: Ear, nose and throat (ENT) conditions Subtopic 5.3.1: Common tumours of ear, nose and throat (ENT) Subtopic 5.3.2: Foreign bodies in ear, nose and throat (ENT) Subtopic 5.3.3: Epistaxis 5.4. Topic: Eye conditions Subtopic 5.4.1: Conjuctivitis Subtopic 5.4.2: Trachoma Subtopic 5.4.3: Stye Subtopic 5.4.4. Foreign body Subtopic 5.4.5. Eye Trauma Subtopic 5.4.3: Glaucoma Subtopic 5.4.4. Corneal ulcer Subtopic 5.4.5. Cataract

5.5. Topic: Palliative CareSubtopic 5.5.1: Palliative Care PrinciplesSubtopic 5.5.2: Pain management principles in Palliative care to patientsSubtopic 5.5.3: Management of common symptoms in Palliative careSubtopic 5.5.4: Psychosocial support to terminally ill patients

Minimum required teaching/learning resourcesAirway tubes, model of skull, charts showing the bones of head and neck, charts- observation charts/neurological charts, trolleys, oxygen cylinder in working condition, trays, suction machines and tubing, drip stands and bottle hanger, examination tray, intravenous, catheters, bed bath, wound dressing, bed elevators, sterile gauges/swabs, suction apparatus, tubing, urinary bags, drainage tubings, colostomy bags, tuning folk, autoscope, auroscope, buggies, models of ear, nose, eye

Core References1. Janice, L. H. and Cheever, K.H. (2017) Brunner and Saddath’s Textbook of Medical Surgical Nursing.

14th Ed. Wolters Kluwer.2. Barbara, K. T. And Nancy, E. E. (2014) Introductory Medical-Surgical Nursing.11th Edition. Lippincott

and William, London.Other References:

1. Colmer, M.R. (2008) Moroney’s Surgery for Nurses, 17th Ed. Church Hill, U.K.2. Carpenito, L.J. (2014) Nursing Care Plans; Transitional patient and family centred care. 6th Edition.

Wolters Kluwer/Lippioncott Williams, USA.3. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer,

Philadelphia, Newyork4. Carpnito, L. T. (2017) Nursing Diagnosis application to clinical practice. 15th Edition. Wolters Kluwer,

Module. CN-3143: Maternal and Child Health (III)

Credit units: 4

CN-3104 Reproductive Health 60

Module Unit. CN-3104: Reproductive Health

Module Unit Description:This module covers key aspects in the management of integrated health services which include family planning, Sexually Transmitted Infections (STIs), and adolescent reproductive health services as well as emergency management of 2nd and 3rd stages of labour and timely referrals. The student shall acquire knowledge and skills in the various health services within clinical and community settings.

Learning Outcomes:

By the end of this module unit, the student shall be able to;• State the pillars of safe motherhood• Assess clients for different family planning methods• Explain family planning services• Manage sexually transmitted infections using syndromic approach• Manage HIV/AIDS• Provide adolescent reproductive health services• Provide post abortal care• Manage a mother in 2nd and 3rd stages of labour

Occupational health, safety and environmental concerns to be observed:Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/equipment/material, administer first aid, clean tools/equipment/environment, egonomics (working posture)

Work behaviour/attitudes to be acquired and observed during training:

Responsible, willingness to learn, committed, having team spirit, hard working, accurate, social, industrious, time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous, humility.

Resources:The tutor is advised to make reference to relevant and applicable reading materials that could be in form of textbooks, publications, video clips/demonstrations, authenticated internet sites among other resources.

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/ Sub-topics

5.6. Learning Working Assignment: Management of Integrated reproductive health services

Sub topic 5.6.1: Review anatomy and physiology of reproductive systemSub topic 5.6.2: Pillars of safe motherhoodSub topic 5.6.3: Methods of family planningSub topic 5.6.4: Management of STI’s and HIV/AIDSSub topic 5.6.5: Adolescent and reproductive healthSub topic 5.6.6: Adolescent friendly health servicesSub topic 5.6.7: Adolescent health and developmentSub topic 5.6.8: Post abortal care

5.7. Learning Working Assignment: Emergency management of a mother in 2nd stage of labour

PEX 5.7.1 : Prepare to conduct 2nd stage of labourPEX 5.7.2 : Confirm 2nd stage of labourPEX 5.7.3 : Conduct 2nd stage of labour

• Signs and symptoms of pregnancy• Signs and symptoms of labour• Management of 2rd stage of labour• Management of 3rd stage of labour• Examination of placenta• Care of a baby’s cord• Health education of mothers• Referral system for mothers

5.8. Learning Working Assignment: Emergency management of a mother in 3nd stage of labour

PEX 5.8.1: Prepare to conduct 3rd stage of labourPEX 5.8.2: Conduct 3rd stage of labour

• Signs and symptoms of 3rd stage of labour• Management of 3rd stage of labour• Examination of placenta• Care of a baby’s cord• Health education of mothers• Referral system

Minimum teaching /learning materialsMedical equipment and materials, charts, posters, textbooks, video tapes/CDs, audio visual materials, and models.

Core References1. Campell, A., Thomas, W., Yazbeck, M,A (2006) Reproductive Health, The Missing Millennium

Gaol. International Bank for reconstruction and Development – USA2. Lynna Y. Littleton, Gibbs, Joan C., Engebretson (2013); Maternity Nursing Care 2nd Edition,

Cengage Learning; USA

Other References 1. Yazbeck, A. S, Campbell-white, A. and Merrick, T.W. (2006). The Missing Millennium Development

Goal Poverty, Health, and Development in a Changing World. 1st Edition. World Bank Publications 2. Integrated reproductive health curriculum3. National integrated reproductive health curriculum4. Adolescent reproductive health curriculum5. Dizme, M,F. MCopper, M, A.(2014) Myles Textbook for Midwives. 16th Edition. Churchill Livingstone,

London.6. UCMB (2015) nursing and midwifery procedure manual 2nd Edition Print innovations and

publishers Ltd7. Sweet, B.R. (2011) Mayes’s Midwifery: A textbook for Midwives. 14th Edition, Bailliere Tindall

Module. CN-3151: Managing Health Unit (lower levels)

Credit units: 4Module Unit code Module Unit Contact Hours

CN-3105 Health Service Management 30CN-3106 Entrepreneurship 30

Total 60

Module Description:The module covers the student’s aspect of health services management. This will help the student to gain skill, knowledge and attitude in management of the ward and lower health sub units, managing the human resource (staff), patients, attendants, and other stakeholders.

Occupational health, safety and environmental concerns to be observed:Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/equipment/material, administer first aid, clean tools/equipment/environment, ergonomics (appropriate work posture)

Work behaviour/attitudes to be acquired and observed during training:

Responsible, willingness to learn, committed, having team spirit, hardworking, accurate, social, industrious, time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous, and humility.

Module Unit. CN-3105: Managing Health Unit (Lower Levels)

The module unit covers the student’s aspect of health services management. This will help the student to gain skill, knowledge and attitude in the national health care, management of ward and customer care.

• Participate in the day-to-day management of wards and lower level health units• Be able to prepare business documentation

5.9. Topic: the Uganda National Health Care SystemSubtopic 5.9.1: Uganda Health Sector Subtopic 5.9.2: Commonly used concepts used in Health Service ManagementSubtopic 5.9.3: Leadership in Healthcare deliverySubtopic 5.9.4: Sustainable Development Goals (SDGs)

5.10. Topic: Human Resource ManagementSubtopic 5.10.1: Management roles in a health facilitySubtopic 5.10.2: MotivationSubtopic 5.10.3: Delegation Subtopic 5.10.4: Conflict resolution Subtopic 5.10.5: Team Building Subtopic 5.10.6: Decision-making and critical thinking

5.11. Learning Working Assignment: Ward ManagementPEX 5.11.1: Chair ward meetingsPEX 5.11.2: Carry out inventoryPEX 5.11.3: Prepare and give Ward report

5.12. Topic: Communication, customer care and public relations in health service deliverySubtopic 5.12.1: CommunicationSubtopic 5.12.2: Customer careSubtopic 5.12.3: Public relations in health service deliverySubtopic 5.12.4: Management of health facility resources

• Management skills

Minimum teaching /learning materialsStationery, projector, computer, writing board, CD/DVD with learning materials.

Core References1. Amri M. Ngatia, Mwakilasa A.O (1993) A guide for Training Teachers of health workers 1st edition

AMREF Nairobi2. Rees W.David & Porter Christine (2008) Skills of Management. 6th Edition, Palgrave Macmillan3. Julie Beardwell Tim Claydon (2007). Human resource management, a contemporary approach .5th

Edition. FT Publishing International; UK4. Robert .A. Paton and James Maccalman (2008) Managing change A guide to effective

implementation. 3rd Edition5. WHO (2002) On being in charge – A guide management in primary health care Geneva6. MOH (2012) Management of medicines and health supplies 1st Edition

Module Unit. CN-3106: Entrepreneurship

Module unit DescriptionThe module unit covers important aspects of entrepreneurship. The students will be exposed to concepts of entrepreneurship, will gain understanding of characteristics of an entrepreneur, will learn financial management and appreciate the importance of preparing work plan and budget to enable them to run the units sustainably.

Learning outcomesBy the end of this module unit, the student shall be able to;

• Explain the objectives and functions of financial management• Understand the steps in preparing a work plan and budget• Resources from various organizations• To explain the characteristic of an entrepreneur• Explain the importance of financial management.

5.13. Topic: EntrepreneurshipSubtopic 5.13.1: Introduction to Entrepreneurship Subtopic 5.13.1: Entrepreneurship skillsSubtopic 5.13.2: Business ideasSubtopic 5.13.3: Business opportunitiesSubtopic 5.13.4: Types of business enterprisesSubtopic 5.13.4: Business competitionSubtopic 5.13.4: Marketing Health Services

Core References1. Stokes,D and Wilson, N. (2016). Small Business Management and Entrepreneurship, 7th Edition Cengage2. Kigenyi, F. D, (2008). Entrepreneurship Education for UACE & Colleges, 2nd Edition

Other ReferencesKirzner, M. (2015) Competition and Entrepreneurship. University of Chicago press.Komunda .M. (2008), Principles of Marketing, 1st Edition, Mukono Bookshop Printing and Publishing Co. Ltd, Colline House, Plot 4 , Pilkington road .Rowley .F. (1997). Focusing on Customer’s school of management Schlence Vol. 46. Nov. 2 PP 81-89Fullerton, R.A. (1988) How Modern is Marketing? Marketing ‘s evolution and the myth of the production era”, Journal of Marketing, Vol. 52401 PP. 108 -25.

Part 4: Instruments for Assessment of Learning:

Competence-Based Assessment (CBA) is a measure of one’s ability to carry out a defined task. In the process, it supports occupational learning.

The development of assessment instruments (test items) is critical to the success of assessment process. Competence-Based Assessment demands objectivity in the development process of the instruments and in implementation of the assessment.

Assessment instruments developed should be of good quality if they are to serve the desired purpose. The criteria of quality assessment instruments include the following; validity, objectivity, reliability, efficiency, transparency, differentiation, comprehensiveness.

To increase scope of assessment coverage, different types of written assessment instruments are generated /considered following the CBA development criteria. The written assessment instruments developed (samples) that are part of this curriculum include; multiple choice type, short answer type, matching type and work sequence type.

According to Bloom’s Taxonomy cognitive domains include remembering (knowledge), functional understanding (comprehension and application) and problem solving (analysis, synthesis, evaluation). CBET puts more emphasis on complexity levels of functional understanding and problem solving cognitive domains in determining competence of individuals considering the competence/qualification level.

Composition of a written examination will be a mix of assessment instruments from the modules (part of the modules) covered in a particular learning period and from different cognitive domains.

Practical assessment instruments under competence-based assessment emphasize HOW-WELL activities are performed. Attention will go beyond considering performed steps/activities to assessing the observable criteria (scoring guide for both the process and product) to determine the competence of an individual.

Following are sample assessment instruments (written and practical) for Certificate Nurse. Additional assessment instruments consisting of written and practical items can be viewed from Test Item Banks managed by the recognized assessment body.

MULTIPLE CHOICE TYPE QUESTION

Question Which of the following is the first line of treatment for complicated malaria?

Related Module: Tropical Medicine

A) I.V Quinine C) I.V ArtesunateB) Oral Duocortexin D) I.M Artemether

KEY: C

SHORT ANSWER TYPE QUESTION

Question 1State three main clinical features for a patient with Hyperglycemia [Related module: Medical Nursing]

1 …………………………………………………………….............................................................................……………………

2………………………………………………………………………….............................................................................………

3 ………………………………………………………………………………...........................................................................…..

MATCHING TYPE QUESTION

Question 1 Match the types of immunity to the processes of how they are acquired. [Related Module: Personal and Communal Health]

Drugs Description

A. Artificially acquired passive immunity 1.

Administration of anti –toxin

B. Artificially acquired active immunity 2.

Having resistance to infection

C. Naturally acquired passive immunity 3.

Pre formed anti bodies given to host

D. Naturally acquired active immunity 4.

Actual infection

5. Mother to child transmission

6. Vaccination

PRACTICAL TYPE QUESTION

Uganda Performance Question

Occupational title Certificate Nurse

Qualification Certificate

Question: Administer oral Paracetamol 1gm.

Related Module Fundamentals of Nursing

Required tools,

Materials and

Equipment

Tray, spoon, medicine cup, medicine (paracetamol 1gm), Drinking water, glass, bowl, prescription/patient’s file,

Time allocation 5 -10 minutes

Preferred venue` Skills lab, clinical area

Remarks for

Candidates

Observe safety and health precautions

Remarks for

Institution

# AssessmentCriteria Scoring guide

Max. Score CommentsProcess ResultScore Score

1. Identify the right patient

Greets patient/creating rapport (name, sickness, last medication)

Explain procedure (mention the medicine, why it is given, any side effects)

2.Identify the correct medicine

Confirms the prescription (looks at prescription form)

Checks label, dosage, expiry date, (and confirms with a Senior/qualified staff).

4. Administer medicine

First positioned patient (sit up position)

Wash and dry hands after positioning patients

Scoops 2 tablets of paracetamol 500mg (use spoon)

Places tablets in medicine cup, and hands it to patient

Gets a cup/glass of water (no spillages)

5.Confirm medicine is swallowed

Observes client as she/he swallows

Asks client to open mouth and lift tongue

Thanks patient

6.Document in patient’s file

(first observed patient for reaction response to the medicine before taking records) Records the name of medicine, dose, route, time of administration, signs against it.

7. Clear away

Thanks patient for accepting to take medicine

Helped patient to preferred comfortable position, straightened bed linen

Take the tray of remaining medicine (no spillages water, items used), folded screens

Appendices

Appendix 1: List of Panelists (Occupational Profiling)

Name Title of present occupation Organization

1. Apio Rebecca Enrolled Nurse St. Kizito Hospital Matany

2. Abio Aniceta Dramadri Principal Arua School of Comprehensive Nursing

and Midwifery

3. Omach Mono Harriet Deputy Principal Nyenga Nursing and Midwifery Training School

4. Namirembe Mary Enrolled Nurse Masaka Regional Referral Hospital

5. Sr. Amongi Genevive Jacinta Aber Senior Health Tutor Lira School of Comprehensive Nursing

6. Amaku Festo Enrolled Nurse/Focal Person ART Units/TB Lodonga Mission Health Centre Yumbe

7. Akoth Alice Vivian Enrolled Nurse Namatala H/C IV Mbale

8. Amuge Agnes Enrolled Nurse Uganda Prisons

9. Odong Emmanuel Peter Enrolled Nurse Mengo Hospital

10. Namutebi Sarah Principal Islamic University in Uganda, School of Nursing and Midwifery Mbale

11. Nabwami Eva Enrolled Nurse Mulago N.R.H

12. Mbusa Joel Muhanuka Enrolled Nurse Kalibo Health Centre III Kasese

13. Kiggundu Christine Namubiru Nsubuga

Senior Nursing Officer/ Ward Mentor Mengo Hospital

14. Masereka Emilio Nurse Tutor/ Academic Registrar

Kagando School of Nursing and Midwifery

15. Namisango. T. Rose Senior Nursing officer- Mentor Masaka Regional Referral Hospital

16. Sr. Winnie Mueni Nurse Officer Kyatiri M.S.M.M.C Health Centre III

17. Hellen Atekit Principal Nursing Officer St. Kizito Hospital Matany PNFP

18. Mugume Ahimbisibwe Enid

Nursing officer/Mentor Mulago National Referral Hospital

19. Nakku Mwanjuma Twaibu Enrolled Nurse Kibuli Muslim Hospital

Appendix 2: List of Panelists (Training Module Development

2. Amuge Agnes Enrolled Nurse Mbale Main Prisons Health Centre III

3. Sr. Winnie Mueni Nursing Officer Kyatiri M.S.M.M.C Health Centre III

4. Kyefamu Alex Nurse Tutor Ntungamo Health Training Institute

5. Kiggundu Christine Namubiru Nsubuga

Senior Nurse Officer/ Ward Mentor

Mengo Hospital

6. Namukasa Jane Frances Deputy Principal Nsambya School of Nursing and Midwifery

7. Apio Rebecca Enrolled Nurse St. Kizito Hospital Matany

8. Kirabira Annet Olivia Principal Kalungi School of Nursing and Midwifery

9. Mugume .A. Enid Nursing Officer Mulago National Referral Hospital

10. Owiny Charles Ayen Nurse Tutor Soroti School of Comprehensive Nursing

12. Hellen Atekit Principal Nursing Officer St. Kizito Hospital Matany

13. Mbabazi Maureen Nurse Tutor Kibuli Muslim School of Nursing and Midwifery

14. Namutebi Sarah Nurse Tutor Islamic University in Uganda, School of Nursing and Midwifery, Mbale

15. Amaku Festo Enrolled Nurse Lodonga Mission Health Centre III Yumbe

16. Anne .A. Avinyia Nursing Officer Bugema University, Arua Branch

17. Adriko Nicholas Health Tutor Butabika School of Psychiatric Nursing

18. Angujeru Pacutho Betty Principal Hoima School of Nursing and Midwifery

19. Abio Aniceta Dramadri Principal Arua School of Comprehensive Nursing and Midwifery

Appendix 3: List of Panelists (Test Item Development)

4. Apio Rebecca Enrolled Nurse Matany Hospital

5. Kirabira Annet Olivia Principal Kalungi School of Nursing and Midwifery

7. Hellen Atekit Principal Nursing Officer St. Kizito Hospital Matany

8. Mbabazi Maureen Nurse Tutor/ Academic Registrar

Kibuli Muslim Health Hospital Training School- School of Nursing and Midwifery

9. Namutebi Sarah Nurse Tutor Islamic University in Uganda, School of Nursing and Midwifery, Mbale

10. Amaku Festo Enrolled Nurse Lodonga Mission Health Centre III Yumbe

11. Abio Aniceta Dramadri Principal Arua School of Comprehensive Nursing

and Midwifery

12. Sr. Genevive Aber J. Senior Health Tutor Lira School of comprehensive Nursing

13. Betty Masengere Examinations Officer UNMEB

14. Irene Y Kiprop Examinations Officer UNMEB

15. Ssebugenyi Annet Natalia Examinations Officer UNMEB

Appendix 4: List of panelists (Validation workshop)

1. Masereka Emilio Nurse Tutor/ Academic Registrar Kagando School of Nursing & Midwifery

5. Kiggundu Christine Namubiru Nsubuga Nurse/Midwife Mengo Hospital

6. Mugume .A. Enid Nursing Officer Mulago National Referral Hospital

7. Omach Mono Harriet Deputy Principal Nyenga Nursing & Midwifery Training School

8. Hellen Atekit Principal Nursing Officer St. Kizito Hospital Matany9. Susan Oketcho PIVES Directorate of Education Standards

10. Benard Akol .O. Curriculum Development Specialist National Curriculum Development Centre

11. Mubeezi .P. Mary ETR Manager Uganda Nurses and Midwives Council

12. Ogarubo Tiko Mary Chairperson Examination Committee UNMEB

Appendix 5: Key reference documents used during the development process

1) The Curriculum for Enrolled Nurse, 1997

2) The Nurses and Midwives Act, 1996

3) BTVET Act, 2008.

4) The Universities and other tertiary institutions (grading and classification of undergraduate degrees and diplomas) regulations, 2015

5) DACUM Handbook

SUPPORT TO THE DEVELOPMENT PROCESS FUNDING

USAID- Strengthening Human Resources for Health Activity/IntraHealth

CORDINATION TEAM AT INTRAHEALTH

1 Dr. Vincent Oketcho Chief of Party

2 Mr. Stephen Ssebaggala Senior Advisor Training

3 Christine Alura Program Officer (Nursing & Midwifery)

CONSULTANTS/ PROCESS FACILITATORS

Joshua Kunya - Skills Initiative UgandaRichard Basalirwa - Skills Initiative Uganda

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