Nursing Level IV Final Edition 20-07-11

Ethiopian TVET-System
Model Curriculum
Nursing
Level IV
Based on
Occupational Standard (OS)
Ethiopian TVET System
Model Curriculum
Preface
The reformed TVET-System is an outcome-based system. It utilizes the needs of the

labor market and occupational requirements from the world of work as the
benchmark and standard for TVET delivery. The requirements from the world of work
are analyzed and documented – taking into account international benchmarking – as
occupational standards (OS).
In the reformed TVET-System, curricula and curriculum development play an

important role with regard to quality driven TVET-Delivery. Curricula help to facilitate
the learning process in a way, that trainees acquire the set of occupational
competences (skills, knowledge and attitude) required at the working place and
defined in the occupational standards (OS). Responsibility for Curriculum
Development will be given to the Regional TVET-Authorities and TVET-Providers.
This curriculum has been developed by a group of experts from different Regional
TVET-Authorities based on the occupational standard for Nurse. It has the character
of a model curriculum and is an example on how to transform the occupational
requirements as defined in the respective occupational standard into an adequate
curriculum.
The curriculum development process has been actively supported and facilitated by
the Ministry of Health and Federal TVET Agency in line with one of its mandates to
provide technical support to the regions.
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(TVET Program Title) Page No.
Copyright Info/Author:
Model Curriculum
TVET-Program Design
1.1. TVET-Program Title: Nursing Level IV
1.2. TVET-Program Description

The Program is designed to develop the necessary knowledge, skills and attitude of
the learners to the standard required by the occupation. The contents of this
program are in line with the occupational standard. Learners who successfully
completed the Program will be qualified to work as a Nurse with competencies
elaborated in the respective OS. Graduates of the program will have the required
qualification to work in the HealthSector in the field of Nursing.
The prime objective of this training program is to equip the learners with the
identified competences specified in the OS. Graduates are therefore expected to
Manage Community Health Service, Prevent and Manage Common Communicable
and Neglected Tropical Diseases, Manage Common Non-communicable Diseases,
Perform Nursing Assessment, Administer and Monitor Medications in the Work
88Environment, Implement and Monitor Nursing Care Chronic Health Problems,
Provide Maternal and Child Health Care, Provide Care in the Pre/Post and Intra
Operative Nursing, Manage Nutritional Problems and Provide Dietary Service, Plan
and Organize Work, Migrate to New Technology, Establish Quality Standards,
Develop Individuals and Team, Utilize Specialized Communication Skills , Manage
Micro, Small and Medium Enterprises in accordance with the performance criteria
described in the OS.
1.3. TVET-Program Learning Outcomes

The expected outputs of this program are the acquisition and implementation of the
following units of competence –
HLT NUR4 01 1218 Manage Community Health Service

HLT HES4 02 0118 Prevent and Manage Common Communicable and Neglected
Tropical Diseases
HLT NUR4 03 1218 Manage Common Non-communicable Diseases
HLT NUR4 04 1218 Perform Nursing Assessment
HLT NUR4 05 1218 Administer and Monitor Medications in the Work Environment
HLT NUR4 06 1218 Implement and Monitor Nursing Care Chronic Health
Problems
HLT NUR4 07 1218 Provide Maternal and Child Health Care
HLT NUR4 08 1218 Provide Care in the Pre/Post and Intra Operative Nursing
HLT NUR4 09 1218 Manage Nutritional Problems and Provide Dietary Service
HLT NUR4 10 1218 Plan and Organize Work
HLT NUR4 11 1218 Migrate to New Technology
HLT NUR4 12 1218 Establish Quality Standards
HLT NUR4 13 1218 Develop Individuals and Team
HLT NUR4 14 1218 Utilize Specialized Communication Skills
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Model Curriculum
HLT NUR4 15 1218 Manage Micro, Small and Medium

HLT NUR4 16 1218 Apply Problem Solving Techniques and Tools
1.4. Duration of the TVET-Program

The Program will have duration of 1799 hours including the on-the-job practice or
cooperative training time and Civic Education et al.
1.5. Qualification Level and Certification

Based on the descriptors elaborated on the Ethiopian National TVET Qualification
Framework (NTQF) the qualification of this specific TVET Program is “Level IV”.
The learner will be awarded any certificate after completion of all the modules.
1.6. Target Groups

Any citizen without disability who meets the entry requirements under items 1.7 and
capable of participating in the learning activities is entitled to take part in the
Program.
1.7 Entry Requirements

The prospective participants of this program are required to possess the
requirements or directive of the Federal TVET Agency.
1.8 Mode of Delivery

This TVET-Program is characterized as a formal Program on middle level technical
skills. The mode of delivery is co-operative training. The TVET-institution and
identified companies have forged an agreement to co-operate with regard to
implementation of this program. The time spent by the trainees in the industry will
give them enough exposure to the actual world of work and enable them to get
hands-on experience.
The co-operative approach will be supported with school-based lecture-discussion,

simulation and actual practice. These modalities will be utilized before the trainees
are exposed to the industry environment.
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Model Curriculum
1.9. TVET-Program Structure

Duration
Unit of Competence Module Code & Title Learning Outcomes
(In Hours)
HLT NUR4 01 1218 Manage HLT NUR4 M01 0219 Managing  Follow organizational
Community Community guidelines, understand health
Health Service Health Service policy and service delivery
system
68
 Plan, manage, monitor and
evaluate health system
 Lead and build individual’s and
team’s capacity
HLT HES4 02 0118 Prevent and HLT HES4 M02 0219 Preventing and  Apply general principles of
Manage Managing prevention and control
Common Common  Asses, screen and manage
Communicable Communicable common communicable
and Neglected and Neglected diseases
Tropical Tropical  Asses, screen, promote and 320
Diseases Diseases manage common Neglected
Tropical diseases
 Perform disease Surveillance
 Follow up of Cases
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Model Curriculum
HLT NUR4 03 1218 Manage HLT NUR4 M03 0219 Managing  Prevent non-communicable
Common Non- Common Non- diseases through provision of
communicable communicable adequate information and
Diseases Diseases education.
 Screen and refer clients
76
requiring further investigation
and management
 Follow up of cases and
promote community based
rehabilitation
HLT NUR4 04 1218 Perform HLT NUR4 M04 0219 Performing  Perform nursing assessment
Nursing Nursing  Develop nursing diagnosis
Assessment Assessment  Develop nursing plan 180
 Implement nursing plan
 Perform nursing evaluation
HLT NUR4 05 1218 Administer and HLT NUR4 M05 0219 Administering  Minimize potential risk to safe
Monitor and Monitoring administration of medications
Medications in Medications in  Prepare for medication
the Work the Work administration within scope of
Environment Environment enrolled nurse
 Administer medications within
90
legal parameters
 Monitor and evaluate client
response to administered
medication
 Monitor peripheral intravenous
therapy
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Model Curriculum
 Develop strategies for pain

management
HLT NUR4 06 1218 Implement and HLT NUR4 M06 0219 Implementing  Identify the impact of acute
Monitor and Monitoring health problems on the client
Nursing Care Nursing Care and their family
Chronic Health Chronic Health  Contribute to planning care for
Problems Problems the client with acute Health
problems
 Contribute to multidisciplinary
health care team in caring for
clients in the critical care
environment
 Perform nursing interventions 310
for acute health problems
 Contribute to an emergency
response
 Contribute to pre-operative
nursing care of a client
 Manage medical and surgical
related disorders
 Contribute to nursing care of
the client receiving a blood
transfusion
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Model Curriculum
HLT NUR4 07 1218 Provide HLT NUR4 M07 0219 Providing  Provide care for a mother and
Maternal and Maternal and her baby
Child Health Child Health  Interpret the impact of sexual 310
Care Care and reproductive health on a
client and/or their family
HLT NUR4 08 1218 Provide Care in HLT NUR4 M08 0219 Providing Care in  Work as part of the
the Pre/Post the Pre/Post and multidisciplinary Health care
and Intra Intra Operative team in the pre /post and intra
Operative Nursing operative environment
Nursing  Contribute to assessment of
client undergoing surgical
intervention
 Contribute to planning care for
pre/post and intra operative
180
client
 Perform clinical nursing
actions appropriate to care of
pre/post and intra operative
clients
 Evaluate effectiveness of
nursing interventions and
planned care in pre/post and
intra operative environment
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Model Curriculum
HLT NUR4 09 1218 Manage HLT NUR4 M09 0219 Managing  Identify different elements of
Nutritional Nutritional food.
76
Problems and Problems and  Assess nutritional
Provide Dietary Providing Dietary requirements
Service Service  Apply Feeding Infants and
children
 Apply Feeding Infants and
children
HLT NUR4 10 1218 Plan and HLT NUR4 M10 0219 Planning and  Set objectives
Organize Work Organizing Work  Plan and schedule work
activities
 Implement work plans 16
 Monitor work activities
 Review and evaluate work
plans and activities
HLT NUR4 11 1218 Migrate to New HLT NUR4 M11 0219 Migrating to New  Apply existing knowledge and
Technology Technology techniques to technology and
transfer
 Apply functions of technology
to assist in solving 30
organizational problems
 Evaluate new or upgraded
technology performance
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HLT NUR4 12 1218 Establish HLT NUR4 M12 0219 Establishing  Establish quality specifications
Quality Quality for product
Standards Standards  Identify hazards and critical
control points
 Assist in planning of quality
assurance procedures
 Implement quality assurance
28
procedures
 Monitor quality of work
outcome
 Participate in maintaining and
improving quality at work
 Report problems that affect
quality
HLT NUR4 13 1218 Develop HLT NUR4 M13 0219 Developing  Provide team leadership
Individuals and Individuals and  Foster individual and
Team Team organizational growth
Skills  Monitor and evaluate
workplace learning 24
 Develop team commitment
and cooperation
 Facilitate accomplishment of
organizational goals
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HLT NUR4 14 1218 Utilize HLT NUR4 M14 0219 Utilizing  Meet common and specific
Specialized Specialized communication needs of
Communication Communication clients and colleagues 16
 Contribute to the development
of communication strategies
 Represent the organization
 Facilitate group discussion
 Conduct interview
HLT NUR4 15 1218 Manage Micro, HLT NUR4 M15 0219 Managing Micro,  Develop and communicate
Small and Small and Strategic work plan
Medium Medium  Identify daily work
requirements and Develop
effective work habits
 Manage Marketing of MSMEs
 Manage Human Resources 35
 Manage production and
Operation
 Maintain financial records and
use for decision making
 Monitor, Manage and
Evaluate work performance
HLT NUR4 16 1218 Apply Problem HLT NUR4 M16 0219 Applying  Identify and select
Solving Problem Solving theme/problem.
Techniques Techniques and  Grasp current status and set
40
and Tools Tools goal.
 Establish activity plan.
 Analyze causes of a problem.
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Model Curriculum
1.10 Institutional Assessment

Two types of evaluation will be used in determining the extent to which learning
outcomes are achieved. The specific learning outcomes are stated in the modules.
In assessing them, verifiable and observable indicators and standards shall be used.
The formative assessment is incorporated in the learning modules and form part of
the learning process. Formative evaluation provides the trainee with feedback
regarding success or failure in attaining learning outcomes. It identifies the specific
learning errors that need to be corrected, and provides reinforcement for successful
performance as well. For the teacher, formative evaluation provides information for
making instruction and remedial work more effective.
Summative Evaluation the other form of evaluation is given when all the modules in
the program have been accomplished. It determines the extent to which
competence have been achieved. And, the result of this assessment decision shall
be expressed in the term ‘competent or not yet competent’.
Techniques or tools for obtaining information about trainees’ achievement include

oral or written test, demonstration and on-site observation.
1.11 TVET Teachers Profile

The teachers conducting this particular TVET Program are B Level and have
satisfactory practical experiences or equivalent qualifications.
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Model Curriculum
LEARNING MODULE 01 Logo of TVET

Provider
TVET-PROGRAMMETITLE: NURSING LEVEL IV

MODULETITLE: Managing Community Health Service
MODULE CODE: HLT NUR4 M01 0219
NOMINALDURATION:68 Hours
MODULE DESCRIPTION:
This module aims at providing the trainees with the knowledge, skills and
appropriate attitude required to manage health service of the area in an ethical
manner.
LEARNING OUTCOMES
At the end of the module the learner will be able to:
LO1.Follow organizational guidelines, understand health
policy and service delivery system
LO2. Plan, manage, monitor and evaluate health system
LO3. Lead and build individual’s and team’s capacity
MODULECONTENTS:
LO1 Follow organizational guidelines, understand health policy and service
delivery system
1.1. Definition of terms
1.2. Historical development of Ethiopian health policy and services
1.3. Organization of health service delivery
1.4. Concepts of primary healthcare
1.5. Primary healthcare in Ethiopia
1.6. Health Extension Program
LO2.Plan,manage,monitor and evaluate health system

2.1. Management and leadership in community healthcare
2.1.1. Definition of management and leadership
2.1.2. Concepts and Principles of management
2.1.3. Management functions, roles and levels
2.2. Planning health programs
2.2.1. Planning process
2.2.2. Types of planning
2.2.3. Stages of operational planning
2.3. Management of supplies at health system
2.3.1. Supplies at the health system
2.3.2. Management of equipment
2.3.3. Ordering and Controlling supplies
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Model Curriculum
LEARNING METHODS:
 Interactive lecture and discussion
 Role play
 Group discussions
 Demonstration
 Practical training
ASSESSMENTMETHODS:
 Interview/Written Test
 Observation/Demonstration with Oral Questioning
ASSESSMENTCRITERIA:
LO1. Recognize Health Policy and Health Service Delivery System
 The policy and organization of the health care system i n Ethiopia is
explained
 Primary healthcare in Ethiopia is described
 Elements of primary health care are identified
 Health Service Extension Program is described
 Workplace instruction and polices are explained
LO2. Plan, manage, monitor and evaluate health system

 Management skills regarding efficient health care system are briefed
 Basic principles of leadership are listed
 Health programs are planned
 Resources for health care are properly managed
 Health service monitoring and evaluation mechanisms are developed
LO3. Lead and develop individuals and teams

 Learning and developing program goals and objectives are identified
 Joint action plans are developed by team and individuals.
 Collaborative efforts are made to attain organizational goals
 Feedback from individuals or teams is used to identify challenges,
develop interventional strategies, and implement them to bring about
improvement
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Model Curriculum
Annex: Resource Requirements

HLT NUR4 M01 0219
Managing Community Health Service
Recommended
Item
Category/Item Description/ Specifications Quantity Ratio
No.
(Item: Learner)
A. Learning Materials
1. TTLM To be prepared by trainer 1 1:1
2. Reference Books
Community health service FMOH and HEAT in Africa
2.1 management learning 5 1:5
module
National health policy Federal Ministry of Health,1993
2.2 2 1:10
Journals/Publication/
3.
Magazines
Learning Facilities &
B.
Infrastructure
1. Lecture Room 5*5m 1 1:25
2. Library Standard
Computer lab with Standard
3.
Internet
C. Consumable Materials
1. Paper A4 5rim 1:5
2. Pencil HB 5 1:5
3. Pen Ball point 5 1:5
4. Marker/Art line Standard
5. Flipchart Standard
6. Whiteboard marker Standard
D. Tools and Equipments
Magnetic whiteboard with mobile
stand
1 Whiteboard
Wall thickness of iron stand is
1.2mm
2 Computer Standard
3 Printer Standard
4 Photocopy machine Standard
5 LCD projector Standard
6 Scanner Standard
7 Tape recorder Standard
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Model Curriculum
Logo of TVET
LEARNING MODULE 02
Provider
TVET-PROGRAMME TITLE: Nursing Level IV
MODULE TITLE: Preventing and Managing Common Communicable and
Neglected Tropical Diseases
NOMINAL DURATION: 320 Hours
MODULE DESCRIPTION:
This Module aims to provide the trainees with the knowledge, skills and right
attitudes required to identify common communicable and neglected tropical
diseases, provide basic preventive, curative and referral services, undertake
integrated diseases surveillance
LEARNING OUTCOMES
LO1. Apply general principles of prevention and control
LO2. Asses, screen and manage common communicable diseases
LO3. Asses, screen, promote and manage common Neglected Tropical
diseases
LO4. Perform disease Surveillance
LO5. Follow up of Cases
MODULE CONTENTS
LO1.Apply general principles of prevention and control
1.1 Introduction to communicable disease
1.1.1 Common communicable Diseases
1.1.2 Neglected tropical diseases
1.1.3 Preparing plan
1.1.4 Designing strategies to resolve health problems
1.1.5 Identifying most at risk population(MARPS)
1.1.6 Diseases prevention and control measures
1.1.7 Factors for the transmission of communicable diseases
1.1.8 Natural history of communicable diseases
1.1.9 Defining common communicable diseases, etiology, clinical
manifestations and diagnostic approaches
1.1.10 Common myths of common communicable disease in the community
1.1.11 Compiling, reporting and documenting activities

2.1. Assessing and screening common communicable diseases
2.2.1. bacterial
2.2.2. viral
2.2.3. protozoal
2.2.4. parasitic
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2.2.5. zoonotic
2.4. Referring Special cases

diseases/NTDs
3.1.Managing common neglected tropical diseases
3.2. Prevention and control of NTDs
3.3. Referring Special cases

4.1. Integrated disease surveillance
4.2. Active and passive surveillance procedures
4.3. Organizing, analyzing and interpreting data
4.4. Possible and probable cases definition
4.5. Epidemic investigations and management
4.6. Timely and complete reports
4.7. Collecting and disseminating feedback

5.1. Monitored and reporting side effects of drugs
5.2. Ensuring compliance of drugs
5.3. Tracing defaulters given advice
5.4. Ensuring adherence
5.5. Follow up of ART and other cases
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Model Curriculum
LEARNING METHODS:
 Role play
 Demonstration
 Practical training
ASSESSMENTMETHODS:
ASSESSMENT CRITERIA
LO1. Apply general principles of prevention and control
 Common communicable and neglected tropical diseases of the community
are identified and classified
 Appropriate plan is prepared to explore community health problems
 Strategies are designed to resolve the health problems
 Most At Risk Populations (MARPs) are identified for intervention
 Disease specific prevention and control measures are applied
 Performed activities are compiled reported, and documented

 Common communicable diseases are assessed and screened using clinical
and limited investigations within community and health post settings
 Common communicable diseases are managed based on existing national
guidelines and protocols
 Special groups and cases need further investigation and management are
referred

Diseases
 Common neglected tropical disease are assessed and screened using
clinical investigation and investigations are done
 Prevention and control of NTDs are promoted
 .Common neglected tropical diseases are managed based on based on
existing national guidelines and protocols
 Special cases are referred for further investigation

 Preparations are made for integrated disease surveillance
 Data are collected through active and passive surveillance procedures
 Data are organized, analyzed and interpreted
 Possible and probable cases are determined based on the standard case
definition
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 Proper epidemic investigations and management are performed in

collaboration with others.
 Timely and complete reports (public burden, epidemic prone, under
elimination/eradication) are submitted using the existing guidelines.
 Feedback is collected and disseminated to the concerned bodies as per the
existing formats

 Side effects of drugs are monitored and reported
 House to house visit is conducted to ensure compliance.
 Defaulters are traced and given advice.
 Drug adherence of clients is ensured.
 Follow up of ART and other cases is performed
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Model Curriculum
HLT NUR4 M02 0219

Preventing and Managing Common Communicable and Neglected tropical Diseases
Recommended
Item
No.
(Item: Learner)
2. Reference Books
2.1 1:5
Journals/Publication/Mag
3.
azines
1) communicable Jan Eshuis and peter Manschot
diseases , a manual MOH, Addis Ababa
for rural health
workers African
medical and research
foundation, Nairobi © 1:10
1978
2) National guide line on
selected epidemic
diseases in Ethiopia ,

B.
Infrastructure
2. Library Standard
Computer lab with Standard
3.
Internet
2. Pencil HB 5 1:5
4. White board marker Standard
Magnetic whiteboard with
1 Whiteboard
mobile stand
Version:
Model Curriculum

1.2mm
2 Computer Standard
3 Printer Standard
6 Scanner Standard
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Model Curriculum
LEARNING MODULE 03 Logo of TVET

Provider
TVET-PROGRAMMETITLE: NURSING, Level IV
MODULE TITLE: Managing Common Non-Communicable Diseases
MODULE CODE:HLT NUR4 M03 0219
NOMINALDURATION:76 hours
MODULEDESCRIPTION:
This Module aims at providing students with knowledge, skills and appropriate attitude
required to improve the life style of the community that will enable them prevent and
control common non-communicable diseases. It also describes effective community
based rehabilitation (CBR) for the people with disabilities, early detection (screening),
referral and follow up of cases
LEARNING OUTCOMES
LO1.Prevent common non-communicable diseases through provision of adequate
information and education.
LO2. Screen and refer clients requiring further investigation and management
LO3. Follow cases and promote community based rehabilitation
MODULE CONTENTS:
LO1. Prevent non-communicable diseases through provision of adequate
information and education
1.1. Introduction to common non-communicable diseases
1.2. Carrying out community diagnosis
1.3. Action plan
1.4. Selecting methods to resolve the problem
1.5. Preparing IEC materials
1.6. Providing education on healthy life style and early detection of diseases
1.7. Reporting and follow up cases
LO2. Screen and refer clients requiring further investigation and management
2.1. History taking and physical examination (P/E)
2.2. Management of minor symptoms
2.3. Identifying and counseling individual with risk factors
2.4. Referral of suspected cases
LO3.Follow cases and promote community based rehabilitation

3.1. Following up of cases
3.2. Mobilizing community taking care of disabilities
3.2. Conducting training for selected family and organizations
3.3. Follow up of reported cases
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Model Curriculum
LEARNING METHODS:
 Role play
 Demonstration
 Case presentation and seminars.
 Practical training (guided practice)
ASSESSMENTMETHODS:
 Direct observation of tasks (real or simulated practice) using checklist
 Written exam/test
ASSESSMENTCRITERIA:
LO1.Prevent non-communicable diseases
 Common non communicable diseases are discussed
 Communitydiagnosisiscarriedoutandcasesareidentifiedbasedonthestandardproce
dures.
 Plan is prepared to resolve the identified cases.
 Methods to resolve cases are selected based on case management guideline.
 Communities are educated on healthy life style and early detection of diseases.
 Activityisreportedandcasesarefollowedupbasedontherecommendedguideline.
LO2.Screen and refer clients requiring further investigation and management

 History taking and physical examination(P/E) are conducted based on
the standard procedures.
 Simple test and examination are performed to identify chronic diseases like DM,
cataract, breast tumor, hypertension etc.
 Minor symptoms related to non-communicable diseases are managed.
 Individuals with risk factors are identified and counseled.
 Cases beyond scope are referred for further investigation and management
LO3.Follow cases and promote community based rehabilitation

 Cases are followed up as per the feedback obtained from the health
institutions.
 Disability and community rehabilitation are described
 Community is mobilized for taking care of people with disabilities
 Trainings are conducted to selected family members and community
based organizations.
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Model Curriculum

HLT NUR4 M03 0219 Managing Common Non-Communicable Diseases
Recommended
Item
No.
(Item: Learner)
2. Reference Books
Brunner and Suddarth¡¦s Smeltzer, S and Bare, B (2004)
textbook of medical Surgical
2.1. nursing, 10th edition, 1:5
Lippincott Williams and
Wilkins, USA.
Journals/Publication/Magaz
3.
ines
3.1 1:10
B.
Infrastructure
2. Library Standard
3. Computer lab with Internet Standard
Magnetic whiteboard with
mobile stand
1 Whiteboard
1.2mm
2 Computer Standard
3 Printer Standard
6 Scanner Standard
Version:
Model Curriculum
Logo of TVET
LEARNING MODULE 04
Provider
TVET-PROGRAMME TITLE: Nursing level IV
MODULE TITLE: Performing Nursing Assessment
NOMINAL DURATION: 180Hours
MODULE DESCRIPTION: This module aims to provide the trainees with the
knowledge, skills and right attitudes required to undertake nursing assessment,
nursing diagnosis, nursing planning, nursing implementation and nursing
evaluation o f patient care
LEARNING OUTCOMES
LO1. Perform nursing assessment
LO2. Develop nursing diagnosis
LO3. Develop nursing plan
LO4. Implement nursing plan
LO5. Perform nursing evaluation
MODULE CONTENTS:
1.1. Introduction to nursing assessment
1.1.1 Definition of terms
1.1.2 Concepts of health and illness
1.1.3 Historical background of nursing
1.1.4 Types of assessment
1.1.5 Purpose of assessment
1.1.6 Patient preparation for physical assessment
1.2. Collecting Subjective and objective data
1.3. Identifying actual and potential patient problems
1.4. Holistic Approaches of nursing health history taking
1.5. Keeping records in patient chart

2.1. Nursing Diagnosis
2.1.1. Definition
2.1.2. Characteristics of nursing diagnosis(Vs medical diagnosis)
2.1.3. Types of Nursing Diagnoses
2.1.4. Components of nursing diagnosis
2.2. Prioritizing problem based on the assessment
2.3. Developing nursing diagnosis using NANDA
2.4. Keeping records in patient care
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Model Curriculum

3.1.Definition
3.2.Components of planning
3.3.Identifying resource implications
3.4.Prioritizing problem
3.5.Goals/expected outcomes
3.6.Developing appropriate interventions
3.7.Keeping records in nursing care plan format

4.1. Implementation
4.2. Caring out responsibilities
4.3. Performing Procedures using standard manuals and guidelines
4.4. Keeping records in nursing care plan format

5.1. Evaluating Nursing process according to outcome criteria
5.2. Re-assessment whether the expected outcomes are achieved or not
5.3. keeping records in nursing care plan format
LEARNING METHODS
 Lecture-discussion
 Demonstration
 Group discussion
 Individual assignment
ASSESSMENT METHODS
 Continuous assessments ( quiz, assignment, test etc)
 Role play
 Demonstration
 Final exam
ASSESSMENT CRITERIA:
 Subjective and objective data are collected from patient and significant
others based on protocols/standards
 Actual and potential patient problems are identified
 Holistic approaches are used during assessment
 Keep records in patient chart

 Problems are prioritized for the process based on the assessment
 Nursing diagnosis are developed using NANDA
 Records are kept in patient chart
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Model Curriculum

 Problems are prioritized based on basic life need
 Goals/expected outcomes are identified
 Appropriate interventions are selected for the problems
 Resource implications are identified to implement the plan
 Records are kept in nursing care plan format

 Responsibilities are carried out as per the plan
 Procedures are followed using standard manuals and guidelines

 Nursing process are evaluated according to outcome criteria
 Re-assessment are applied whether the expected outcomes are achieved
or not
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Model Curriculum
HLT NUR4 M04 0219

Performing Nursing Assessment
Recommended
Item Description/
Category/Item Quantity Ratio
No. Specifications
(Item: Learner)
1. TTLM
2. Textbooks
Reference Books Patricia
Nursing Health Assessment. M.Dillen (2007)
2nd Edition, F.A. Davis
3. 2 1:10
Company Philadelphia,
Pennsylvania
3.
Site survey
1
4. Journals/Publication/Magazines
B.
Infrastructure
2. Library
3. (etc.)
2. Pencil HB 5 1:5
1. Stethoscope Standard 5 1:5
2. BP caff Standard 5 1:5
Version:
Model Curriculum
Logo of TVET
LEARNING MODULE 05
Provider
MODULE TITLE: Administering and Monitoring Medications in the Work
Environment
NOMINAL DURATION: 90 hours
MODULE DESCRIPTION:
This module aims to provide the trainees with the knowledge, skills and right
attitudes required of enrolled nurses to administer and monitor medications and
evaluate their effectiveness for clients with in a health environment
LEARNING OUTCOMES
LO1. Minimize potential risk to safe administration of medications
LO2. Prepare for medication administration within scope of enrolled nurse
LO3. Administer medications within legal parameters
LO4. Monitor and evaluate client response to administered medication
LO5. Monitor peripheral intravenous therapy
LO6. Develop strategies for pain management
MODULE CONTENTS:
1.1. Checking client medication chart
1.2. Raising issues to drug
1.3. Checking any known allergies
1.4. Drug and poison
1.5. Checking contraindications and adverse reactions
1.6. Drugs and poisons schedules and classifications
1.7. Perform infection prevention technique
1.8. Identifying pharmacology and substance incompatibilities
1.9. Checking expiry dates

2.1 . Explaining procedure
2.2 . Ensuring readiness
2.3 . Positioned of client
2.4 . Identifying route of administration
2.5 . Effect of medications on the body
2.6 . Dosage calculation
2.7 . Medication administration techniques and precautions
2.8 . Storage of medication and disposal of medication
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Model Curriculum

3.1. Laws relating to administering medication
3.2. Legislation
3.3. Standards
3.4. Health care unit policies and procedures
3.5. Accountability
3.6. Responsibility
3.7. Administration
3.8. Authorized prescriber
3.9. Consent
3.10. Dispensing
3.11. Prescribing
3.12. Quality management and risk assessment
3.13. The role of the nurse in the administration of medications
3.14. Safe storage and disposal of medication
3.15. Medications of dependence
3.16. Admission or/pass medications

4.1 . recording of administered medications
4.2 . providing information to clients and care givers
4.2.1. possible side effects
4.3 . Evaluating client understanding of information
4.4 . Recognize and acting upon acute and delayed adverse reactions
4.5 . Emergency actions to address acute and delayed adverse reactions
4.6 . Recording and reporting response to emergency strategies
4.7 . Recording and reporting effectiveness of pain relieving medication

5.1. purpose and function of intravenous therapy
5.2. Identifying client
5.3. Fluid and electrolyte imbalance
5.4. intravenous drip rate calculation
5.5. Risk and complications
5.6. monitoring and documenting IV therapy
5.7. Nursing care for client with fluid electrolyte imbalance
5.8. Monitoring action of drug in fluid and electrolyte imbalance
5.9. securing IV Cannula
5.10. IV solutions /Fluids
5.11.Nursing care
5.12.Procedures
5.13. Discontinuation of IV
Version:
Model Curriculum

6.1. Sign of pain and discomfort
6.2. Clarifying location and nature of pain
6.4. Pain assessment scale
6.5. Pain management strategies
6.5. Evaluation of client for drug effectiveness
6.5. Nursing roles of pain management
LEARNING METHODS:
 Group work
 Demonstration
ASSESSMENT METHODS:
 Oral questioning
 Written test
 Practice with standard checklist
 Client medication chart in relation to timing and route of medication to
be administered is checked
 Issues are raised related to drug and poison administration
with appropriate personnel.
 Common contraindications and adverse reactions of prescribed
medications are checked for and identified and referred to authorized
health personnel.
 Client identity for any known allergies is confirmed. and checked
 Drugs and poisons schedules and classifications are referred to as
determined by law.
 Ensure infection prevention and control methods are applied
correctly.
 Pharmacology and substance incompatibilities are identified in
relation to specific situations involving medication administration.
 Expiry dates of medication prior to administration are checked.

 The process of medication administration to the client is explained and
ensured their readiness.
 The client is positioned appropriately prior to administration of
medication.
 Administration route for each medication to be administered is correctly
identified using appropriate terminology.
 The effect of commonly used medications on the body is considered
Version:
Model Curriculum
prior to medication for administration of drugs.

 Dosages for administration of drugs is accurately calculated
 Medications are prepared in accordance with legislative requirements and
organization guidelines.
 Medication administration techniques and precautions specific to each client
situation are applied as per medication orders.
 Ensure medication is stored and disposed of in accordance with medical
instructions and organization policy and procedures. Medications are
prepared in accordance with legislative requirements and organization
guidelines.
 Medication administration techniques and precautions specific to each client
situation and are applied as per medication orders.
 Ensure medication is stored and disposed of in accordance with medical
instructions and organization policy and procedures.

 Medications are administered within scope of own role in line with the
jurisdictional legislative requirements and organization policy.
 Medications are stored in a safe manner according to legislative
requirements and organization policy.
 PRN medications are administered within legislative requirements
and organization policy.
 Quality management and risk assessment practices relating to
administration of medication are applied.
 Client information and education relating to medication requirements
are provided

 Administration of medications is recorded in accordance with relevant policy
and procedures.
 Information is provided to clients and caretakers on medication
administration (including possible side effects) in consultation/collaboration
with the health care team.
 Client understanding of information provided is evaluated
 Acute and delayed adverse reactions to medications are recognized and
acted upon within role responsibility.
 Emergency actions to address acute and delayed adverse reactions are
implemented within role responsibility.
 Response to emergency strategies is recorded and reported, where
appropriate.
 Client experiencing pain is assessed and managed using appropriate
medication and non-medication therapies.
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Model Curriculum
 Effectiveness of pain relieving medication is recorded and reported

 The purpose and function of intravenous therapy are identified
 Administered to a client is identified
 Common fluid and electrolyte imbalances are checked, recorded and
reported.
 Intravenous therapy rates are calculated
 The risks and complications are recognized and reported associated with
intravenous therapy.
 Observations in peripheral intravenous therapy are monitored and
documented
 Nursing care is provided for client with fluid and/or electrolyte imbalance
 Action of drugs is commonly used in fluid and/or electrolyte
imbalance is monitored through client responses and record and
report.
 Intravenous cannula is secured according to organization policy and
procedure.

 Clients are observed and questioned to identify signs of pain
and/or discomfort
 The location and nature of pain are clarified and factors which may
influence a client‘s perception of pain taken into account
 Pain assessment scale is used to ensure consistency of interpretation.
 Comprehensive observations are undertaken as required to assess pain
experienced by client.
 A range of medication and complementary strategies which may assist in
alleviation o8f pain and discomfort are identified and applied in
consultation/collaboration with health care personnel
 The effectiveness is monitored and evaluated using these strategies in
consultation/collaboration with health care team
 Observations and evaluation of pain are recorded
Version:
Model Curriculum
HLT NUR4 M05 0219

Administering and Monitoring Medications in the Work Environment
Recommended
Item Description/
No. Specifications
(Item: Learner)
1. TTLM
2. Textbooks
Clinical Pharmacology & Eisenhauer,
3. Nursing Management 5 thed, L: (1998) 2 1:10
Pincott. New York.
B.
Infrastructure
2. Library
3. (etc.)
2. Pencil HB 5 1:5
2. BP cuff Standard 5 1:5
3. Arm model Standard 5 1:5
4. Dol Standard 5 1:5
6. Simulator Standard 5 1:5
Version:
Model Curriculum
Logo of TVET
LEARNING MODULE 06
Provider
MODULE TITLE: Implementing and Monitoring Nursing Care for Chronic
Health Problems
NOMINAL DURATION:310Hours
knowledge, skills and right attitudes required to contribute to the care of the person
with an acute and chronic health problems by performing nursing interventions that
support their health care needs and assist them to regain optimal function and
lifestyle
LEARNING OUTCOMES
LO1. Identify the impact of acute health problems on the client and their family
LO2. Contribute to planning care for the client with acute Health problems
LO3. Contribute to multidisciplinary health care team in caring for clients in the
critical care environment
LO4. Perform nursing interventions for acute health problems
LO5. Contribute to an emergency response
LO6. Contribute to pre-operative nursing care of a client
LO7. Manage medical and surgical related disorders
LO8. Contribute to nursing care of the client receiving a blood transfusion
MODULE CONTENTS:
LO1. Identify the impact of acute health problems on the client and their
family
1.1 Clinical manifestation of acute health problem
1.2 Physical and psychological impact of acute health problem
1.3 Pathophysiology
1.4 Identifying acute and potential health problems
1.5 Using problem solving approach to assess the impact of acute health
problem
1.6 Available resources and support services
1.7 Maintaining Confidentiality
LO2. Contribute to planning care for the client with acute health problems
2.1. Gather and record admission data
2.2. Gathering and recording ongoing data in the client’s care plan
2.3. Exchange of information on the activities of daily living in discharge planning
2.4. Discussing clients care with relevant persons
2.5. Explaining the rationale for planned care
Version:
Model Curriculum
2.6. Identifications of factors relevant to client situation

2.7. Clients discharge procedure
2.8. Documenting and reporting changes in clients condition
LO3. Contribute to multidisciplinary health care team in caring for clients in

the critical care environment
3.1. Health staff role & responsibility care of clients
3.2. Collaboration of multidisciplinary team to maintain continuity of care
3.3. Identifying relevant factors of client situation
3.3.1 Physical
3.3.2. Psychological
3.3.3. Social
3.3.4. Economic
3.3.5. religious
3.4. Collection and communication of data with health care team

4.1. Nursing interventions
4.1.1 Predetermined plans of care
4.1.2 Reflect client needs and individuality
4.1.3 In respect for the dignity of the client
4.1.4 Consideration of cultural and religious issues
4.1.5 Encouraging the client and/or their significant others
4.1.6 Considering Physical, psychological and social needs
4.1.7 Professional, legal, ethical and organization requirements
4.1.8 Using critical thinking and problem solving approaches
4.1.9 Making safe administration of medication
4.1.10 Assisting client to meet their activities of daily activities
4.1.11 Addressing gender and age issues
4.1.12 Identifying and responding emergency situations
4.1.13 Supporting health teaching plans
4.1.14 Psychological support and care
4.1.15 Documenting and reporting emergency situations
4.1.16 Reflecting pre- and post-procedure care

5.1. Definition Emergency
5.2. Roles and responsibility emergency response team
5.3. Preparing emergency equipment
5.4. Request from emergency response team
5.5. Drugs in emergency resuscitation
5.6. Performing Emergency resuscitation techniques
Version:
Model Curriculum

6.1. Collection of pre-operative client health assessment data
6.2. Preparation for specific surgical procedures
6.3. Nursing management of a preoperative client
6.4. Monitoring and reporting actions and side effects of drugs
6.5. Responding to clients recovering from anesthesia
6.6. the relationship between pre-operative care and postoperative
complications

7.1. Applying nursing intervention for medical and surgical disorders

8.1. The rationale for performing a blood transfusion
8.2. Observations of the client undergoing blood transfusion
8.3. Work with an awareness of potential complications of blood
transfusion
8.4. Taking precautions related to bodily fluids
LEARNING METHODS
 Demonstration
ASSESSMENT METHODS
 Continuous assessments ( quiz, assignment, test etc)
 Role play
 Demonstration
 Written exam
ASSMENT CRITERIA
LO1. Identify the impact of acute health problems on the client and their
family
 The clinical manifestations of acute health problems on body systems are
clarified
 The physical and/or psychological impacts of acute health problems on
activities of daily living are clarified through discussion with the client and/or
family (with client consent)
 Understanding of the path physiology of the client’s is confirmed in
underlying/presenting condition
 Actual and potential health issues of a client presenting with an acute health
problem are identified through discussion of information gained from a
preliminary health assessment with the appropriate members of the health
care team
Version:
Model Curriculum
 Problem solving approach is used to assess the impact of the acute health
problem on the client and their family and the achievement of activities of
daily living
 Available resources and support services are discussed with client/s and
significant others where appropriate with the consent of the client
 Confidentiality is maintained in line with facility policy and procedures
LO2. Contribute to planning care for the client with acute Health problems
 Admission data for the client with an acute health problem, for inclusion in a
care plan is gathered and recorded according to organization policy
 Ongoing clinical data for inclusion in the client’s care plan is gathered and
recorded in line with organization policy
 Information and data on the activities of daily living for the client are
discussed with an acute illness for inclusion in a discharge plan
 Discussions on the care of the client are made with other members of the
health team
 The rationale for the planned care and therapeutic interventions is explained
in assisting the client to achieve optimal health outcomes
 Factors relevant to client situation is identified by giving consideration to the
physical, psychological, social and economic impacts
 Client discharge procedure are implemented in line with organization policy
and procedures
 Changes in client condition are accurately gathered, documented and
reported to appropriate health care team members
 Clients in health and/or community settings are advocated
LO3. Contribute to multidisciplinary health care team in caring for clients in

the critical care environment
 Emergency service personnel, referring agencies and other hospital
department staff are interacted appropriately health care team
 An understanding of the role of specialist nursing and medical services are
done with the care of clients in the critical care environment
 Multi-disciplinary team is collaborated with partnership with the client to
maintain continuity of care
 Factors relevant to client situation are identified to give consideration to the
physical, psychological, social and economic impacts
 Data is collected and communicated with relevant the health care team

 Nursing interventions are undertaken based on predetermined plans of care
 Nursing interventions are ensured to reflect client needs and individuality
 Nursing interventions are performed with respect for the dignity of the client
Version:
Model Curriculum
 Consideration of cultural and religious issues is reflected in the performance

of nursing interventions
 The client and/or their significant others are encouraged to assist in the
performance of nursing interventions
 Physical, psychological and social needs in the performance of nursing
interventions are considered
 Nursing interventions are carried out in accordance with professional, legal,
ethical and organization requirements
 Critical thinking and problem solving approaches are used
 Administered medications are made safe based on knowledge of principles
of drug actions and side
 Clients are assisted to meet their activities of daily living
 Gender and age issues are addressed in the performance of nursing
interventions
 Emergency situations are identified and responded according to organization
policy and procedure and within legal and professional requirements
 Health teaching plans have been supported for the client with an acute and
chronic health problem
 Appropriate psychological support and care for individual clients are
identified
 Emergency situations are reported and documented according to policy and
procedure
 Pre- and post-procedure care in nursing interventions are reflected

 The roles and responsibilities of members of the emergency response team
are confirmed
 Equipment on the emergency trolley is prepared and/or checked
 Request from emergency response team is accessed and drugs commonly
used during emergency resuscitation (including drugs for anaphylaxis)
 Emergency resuscitation techniques are performed

 Contribute to collection of pre-operative client health assessment data,
consent and addressing all relevant factors according to the institution policy
 Preparation for specific surgical procedures is assisted
 Contribute to the nursing management of a preoperative client
 Actions and side effects of drugs are commonly used pre-operatively are
monitored and reported
 Respond appropriately to clients recovering from a range of anesthesia used
for general, local and epidural/spinal procedures
 Ensured pre-operative care have taken into account the relationship
Version:
Model Curriculum
between pre-operative care and postoperative complications

 Nursing intervention is applied for medical and surgical disorders by using
appropriate equipment according to health organization policies and
procedures.

 The rationale is confirmed for performing a blood transfusion
 Contribute to observations of the client undergoing blood transfusion
 Work with an awareness of potential complications of blood transfusion
 Appropriate precautions are taken relating to bodily fluids
Version:
Model Curriculum
HLT NUR4 M06 0219

Implementing and Monitoring Nursing Care for Chronic Health Problems
Recommended
Item Description/
No. Specifications
(Item: Learner)
1. TTLM
2. Textbooks
Smeltzer, S
Brunner and Suddarth’s
and Bare, B
textbook of medical–surgical
(2004)
nursing, 10th edition, Lippincott
Williams and Wilkins, USA.
3. 2 1:10
Fundamentals of Nursing:
Human Health and Functions.
2nd Edition. Hippincott.
Craven, R.F &
Philadelphia.
Hirnle, G.J.
(1996)
B.
Infrastructure
2. Library
3. (etc.)
2. Pencil HB 5 1:5
4. Dol Standard 5 1:5
7. Glove Standard 125 5:1
Version:
Model Curriculum
Logo of TVET
LEARNING MODULE 07
Provider
TVET-PROGRAMME TITLE: Nursing level IV
MODULE TITLE: Providing Maternal and Child Health Care
knowledge, skills and right attitudes required by an enrolled nurse working in the
area of providing care to mothers and babies in a range of settings, such as
postnatal ,low risk nursery, child and family health and pediatric settings
LEARNING OUTCOMES
LO1. Provide care for a mother and her baby
LO2. Interpret the impact of sexual and reproductive health on a client and/or their
family
MODULE CONTENTS:
1.1 Introduction
1.1.1 Anatomy and physiology of female reproductive organs
1.1.2 Fetal skull structure
1.1.3 Physiology of pregnancy
1.1.4 Physiology of fetus
1.1.5 Common terminology related with pregnancy, birth & new born care
1.1.6 Diagnosis of pregnancy (signs and symptoms)
1.2 . Providing Antenatal care
1.2.1. Definition and Purposes of antenatal care
1.2.2. General examination of the pregnant mother/client
 History taking
 Physical examination (leopard maneuver )
 Anthropometric measurement( weight & Height)
 Lab investigation
1.2.3. Counseling on ANC
1.2.4. Immunization of Pregnant mother
1.2.5. PMTCT service including option B+
1.2.6. Minor pregnancy disorders
1.2.7. Complication of pregnancy
 APH
 Pregnancy induced hypertension
 Twin pregnancy
 RH Incompatibility
1.3 Providing Nursing care for laboring mother
1.3.1. Definition of labour, cause of labour, sign of labour
Version:
Model Curriculum
1.3.2. Stages of labour

1.3.3. Types of delivery
1.3.4. Assisting instrumental delivery
1.3.5. Assisting destructive delivery
1.3.6. Assisting Caesarian section
1.3.7. Episiotomy
1.4 . Providing Nursing care for postnatal mother
1.4.1 Normal puerperium
1.4.2 Normal puerperium
1.4.3 Discussion about contraception method
1.5 Neonatal care
1.5.1 Immediate newborn care
1.5.2 APGAR score
1.5.3 Breast feeding
1.6 Providing Nursing care for mother with complications of labor
1.6.1. Early rapture of membrane
1.6.2. Cord prolapse & cord presentation
1.6.3. Mal presentation & mal position
1.6.4. Prolonged labour & Uterine atony
1.6.5. Obstructed labour
1.6.6. Retained placenta
1.6.7. Post partum hemorrhage
1.6.8. Ruptured Uterus
1.6.9. Laceration & tear
1.6.10. Fetal distress
LO 2. Interpret the impact of sexual and reproductive health on a client/ their

family
2.1. Definition of Terms
2.1.1 Reproductive health
2.1.2 Gender Vs Sex
2.1.2 Adolescent health
2.2. Historical development of sexual and reproductive health
2.3. The global context of sexual and reproductive health
2.4. Components of Reproductive Health
2.4.1 Definition and over view
2.4.1 Cause
2.4.1 Complications
2.5. The impact of population on service delivery and access
2.6. Assisting Client to access relevant screening programs
2.7. Identifying of male /female reproductive health conditions
2.7.1 Sign and symptoms
2.8. Identifying sexually transmitted and reproductive tract infections
Version:
Model Curriculum
2.8.1 Definition and over view of STD

2.8.2 Sign and symptom
2.8.3 Vulnerable group
2.8.4 Mode of transmission
2.8.5 Ways of prevention and Treatment
2.9. Impact of sexual and reproductive conditions on activities of daily living
LEARNING METHODS
 Demonstration
ASSESSMENT METHODS
 Role play
 Demonstration
 written Test
ASSESSMENT CRITERIA
 An assessment is practiced to the mother and baby in
consultation/collaboration with the midwife
 Terminology associated with pregnancy, labor and antenatal care is
correctly used of mother
 Acknowledge of patterns are done with of antenatal and postpartum care of
mother and practice to delivering care in line with own nursing role
 The mother is assisted and supported with feeding to baby
 Any difficulties are referred to feeding baby to midwife
 Methods are discussed to contraception with the mother
 Safe bathing is demonstrated base on baby safety, dressing
techniques and feeding assistance for the newborn
 Care plans and progress notes are reviewed to the newborn and discuss
observations and progress in line with enrolled nurse responsibilities
 Any abnormal observations and report are recorded to midwife to care
for a mother and her baby
 Potential emotional, spiritual and/or specific cultural needs are identified
and discussed with new mothers, as appropriate, in consultation
/collaboration with the midwife
 Holistic care is provided to support maternal and child health in line with
own nursing role
 Immunization is provided or the mother and the baby
 Health education is provided during antenatal ,pre-natal and postnatal period
Version:
Model Curriculum
LO2. Interpret the impact of sexual and reproductive health on a client and/or
their family
 Understanding of the historical development of sexual and reproductive
health strategies is applied.
 The global context of sexual and reproductive health is acknowledged.
 The impact of population on service delivery and access is
acknowledged
 Client is assisted to access relevant screening programs
 Signs and symptoms of male/female reproductive health conditions are
identified
 Signs and symptoms of sexually transmitted and reproductive tract
infections are identified
 The impact of sexual and reproductive conditions on activities of daily living
are identified
Version:
Model Curriculum
HLT NUR4 M07 0219

Providing Maternal and Child Health Care
Recommended
Item Description/
No. Specifications
(Item: Learner)
1. TTLM
2. Textbooks
Essentials of Human Anatomy Marieb, E
and Physiology, 9th edition, (2009)
Pearson, Benjamin
Cummings, San Francisco.
3. 2 1:10
Myles Textbook for Midwives, Fraser, D and
14th edition, Churchill Cooper, M
Livingstone Edinburgh. (2003)
B.
Infrastructure
2. Library
3. (etc.)
2. Pencil HB 5 1:5
4. Doll Standard 5 1:5
Version:
Model Curriculum
Logo of TVET
LEARNING MODULE 08
Provider
MODULE TITLE: Providing Care in the Pre/Post and Intra Operative Nursing
MODULE DESCRIPTION:
This module aims to provide the trainees with the knowledge, skills and right
attitudes required to apply the practice of pre / post and intra operative nursing care,
building upon existing skills to enable the enrolled nurse to provide holistic nursing
care, use a range of complex nursing interventions to assist client/s, and their
significant others, to attain and maintain optimal health.
LEARNING OUTCOMES
LO1. Work as part of the multidisciplinary Health care team in the pre /post
and intra operative environment
LO2. Contribute to assessment of client undergoing surgical intervention
LO3. Contribute to planning care for pre/post and intra operative client
LO4. Perform clinical nursing actions appropriate to care of pre/post and
intra operative clients
LO5. Evaluate effectiveness of nursing interventions and planned care in
pre/post and intra operative environment
MODULE CONTENTS:
LO1. Work as part of the multidisciplinary Health care team in the pre
/post and intra operative environment
1.1. Introduction
1.2. The role of the multi-disciplinary health care team
1.4. Organizations of areas in the Operation room
1.5. Operating team & relationship
1.6. The role of emergency service personnel, referring agencies and other
hospital department staff
1.7. Professional communication
1.8. Division of duties
1.8.1. Scrub nurses duties
1.8.2. Circulatory nurse duties
1.8.3. OR nurse
1.8.4. Anesthetic nurse
1.9 Preventing hazards in the operating theatre
1.9.1 Definition
1.9.2 Purpose
1.9.3 classification of hazards
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Model Curriculum
1.9.4 Methods of prevention

1.9.5 Nursing responsibilities
1.10. Preventing infection in the operating theatre
1.10.1 General preparation
1.10.2 Personal hygiene
1.10.3 Clothing & shoes
1.10.4 Hair cover and mask
1.10.5 Operative room cleaning
 Definition
 Purpose
 Principle of cleaning
 Time of cleaning
 Nursing Responsibility
1.11. Performing hand washing and scrubbing
1.11.1. Definition of scrubbing
1.11.2. Purposes of hand washing and scrubbing
1.11.3. Nursing responsibility
1.12. Procedures for wearing sterile gloves and gowns
1.12.1 Definition
1.12.2 Purpose
1.12.3 .Methods of gloving
1.12.4 . closed method
1.12.5 open method
1.12.6 Methods of gowning
LO2. Contribute to the assessment of client undergoing surgical intervention

2.1. Definition
2.2. Phases of surgery
2.3. Communicating clients, significant others and health team
members
2.4. Assessment of client undergoing surgical intervention
2.5. Preoperative nursing assessment
2.5.1. Cardiovascular assessment
2.5.2. Respiratory assessment
2.5.3. Nutritional &fluid assessment
2.5.4. Hepatic & renal assessment
2.5.5. Immunity & endocrine
2.5.6. Psychological & spiritual assessment
2.5.7. Risk factors for surgical complication
2.6. Intraoperative nursing assessment
2.7. postoperative nursing assessment
2.8. Documented pre/post and inters operative assessment
Version:
Model Curriculum
LO3. Contribute to the planning care for pre/ post and intra operative client
3.1. Preoperative nursing interventions
3.1.1. developing an individualized plan of care
3.1.2. Registered nurse
3.1.4. Nursing care plan with participation of clients
3.1.5. Risk management principles
3.1.6. Demonstrating risk management principles
3.1.7. Informed consent
3.1.8. Health promotion and education
3.1.9. Preoperative patient education
. 3.1.2.1. Bowel &urinary preparation
3.1.2.2. pain management
3.1.2.3. Infection prevention
3.1.10. Deep breathing & coughing exercise
3.1.11. Mobility & active body movement
3.1.12. Preoperative pain management
3.1.13. Preoperative psychological intervention
3.1.14. General preoperative nursing intervention
3.1.14.1. Skin preparation
3.2. Caring out regular review of plan
3.3. Identifying potential for adverse client outcome
3.4. Reporting potential for adverse client outcome
3.5. Following policies and procedures for discharge/transfer
LO4. Perform clinical nursing actions that are appropriate to the care of
pre/post and intra operative clients
4.1. Prioritizing nursing interventions
4.2. Critical thinking & problem solving approaches
4.3. Modifying nursing interventions in case of need
4.4. Nursing interventions
4.4.1. Preliminary preparation and positioning
4.4.2. Assisting in skin preparation and draping
4.5. Maintaining a safe environment appropriately for the age
4.6. Contemporary nursing interventions
4.7. Checking equipment
4.7.1. Proper functioning
4.7.2. Taking corrective action
4.7.3. Reporting
4.8. Performing infection control measure
4.9. Standards of a surgical conscience
4.10. Undertaking preoperative diagnostic procedures
4.11. Implementing preoperative surgical procedures
Version:
Model Curriculum
4.12. Anticipating and intervening Potential intra operative

complications
4.13.1. Assisting in administration of anesthesia
4.13.1. Definition and Purpose
4.13.2. Types of anesthesia
4.13.3. Indication
4.13.4. Method of administration
4.13.5. Stage of anesthesia
4.13.6. Complications of anesthesia
4.13.7. Pre anesthesia medication
4.13.8. Nursing responsibilities
4.14. Selecting instruments according to type of operation
4.14.1. General set
4.14.2. Minor set
4.14.3. Plastic set
4.15. Passing instrument at the operation field
LO5. Evaluate the effectiveness of nursing interventions and planned care in

pre/ post and intra operative environment.
5.1. Evaluation consideration
5.1.1 Client responses
5.1.2. Nursing interventions
5.1.3. Documentation
5.1.4. Client acceptance to specific health promotion initiatives
5.2. Assess consideration
5.2.1. Client understanding of their condition
5.2.2. Medications and therapeutic regimes
5.3. Identifying emergency response to adverse reactions
5.4. Reporting emergency treatment and client‘s response
5.5. Orientation to recovery room
5.6. Equipment
5.7. Nursing care for patient in recovery room
5.8. Admitting patient to recovery room
5.9. Nursing management in recovery room
5.10. Post-operative patient assessment
5.11. Maintaining patent airway
5.11.1 head tilt and chin lift maneuver:
5.11.2 . Air way maintenance using oral/nasal air way device
1.1 Maintaining cardiovascular stability
1.2 Assessing and managing electrolyte imbalance
1.3 Assessing and managing Hemorrhage
1.4 Pre anesthesia medication for relieving pain & anxiety
1.5 Post anesthesia care
Version:
Model Curriculum
1.6 Postoperative complication

1.7 Post-operative report
1.8 Discharge from post anesthesia care unit
1.9 Care & storage of instrument
LEARNING METHODS:
 Group work
 Demonstration
ASSESSMENT METHODS:
LO1. Work as part of the multidisciplinary Health care team in the pre /post
and intra operative environment
 The role of the multi-disciplinary health care team is contribute
appropriately to support in managing care needs of clients in the pre
/post and intra operative environment
 Effective teamwork and supportive group dynamics have been contributed
to achieving working with healthcare colleagues
 Relationships with other members of the healthcare team is established
 The philosophical framework for managing care is incorporated into practice
for the client in the pre/post and inters operative environment
 The role of emergency service personnel, referring agencies and other
hospital department staff are recognized as contributors to the
initial/emergency care needs of the client in the pre/post and
intraoperative environment
 Professional communication with all members are maintained to the pre/post
and intraoperative team
LO2. Contribute to assessment of client undergoing surgical intervention

 Clients, their significant others and other health team members are
communicated effectively to assessment of client undergoing surgical
intervention
 Holistic client centered care is provided in the pre/post& intra operative
environment
 Pre/post and inters operative assessment is documented to any special needs
identified for the client
Version:
Model Curriculum
LO3. Contribute to planning care for pre/post and intra operative client
 An individualized plan of care is developed for client in the preoperative
environment in conjunction with registered nurse/midwife/the client / health
care team
 Registered nurse/ to ensure nursing care plan is participated with reflects
specific nursing care requirements in accordance with health unit policy
 Registered nurse/ to ensure care plan is made participatory with reflects
client‘s current nursing needs and nursing actions designed to maximize
physical function and minimize potential complications
 Understanding of risk management principles is demonstrated in planning
client care
 Planned care and therapeutic interventions aim are confirmed to assist client/s
to achieve optimal health outcomes
 Requirements of client (and identified significant other/s) are identified for
health promotion and education to enhance implementation of nursing care
plan
 Regular review of plan is carried out of care and, in conjunction with registered
nurse, modify to reflect changes in client condition
 Potential for adverse client outcome is identified and reported using
information gained through pre/post and intra operative assessment
 An individualized plan of care is developed for client in the preoperative
environment in conjunction with registered nurse/midwife/the client / health
care team
 Registered nurse/ to ensure nursing care plan is participated with reflects
specific nursing care requirements in accordance with health unit policy
 Registered nurse/ to ensure care plan is participated with reflects client‘s
current nursing needs and nursing actions designed to maximize physical
function and minimize potential complications
 Understanding of risk management principles is demonstrated in planning
client care
 Planned care and therapeutic interventions aim is confirmed to assist client/s
to achieve optimal health outcome
 Requirements of client(and identified significant other/s) is identified for health
promotion and education to enhance implementation of nursing care plan
 Regular review of plan is carried out of care and, in conjunction with registered
nurse, modify to reflect changes in client condition
 Potential for adverse client outcome is identified and reported using
information gained through pre/post& intra operative assessment
 The registered nurse, ensured health teaching and discharge planning are
incorporated into practice in line with established policies and procedures for
discharge/transfer
Version:
Model Curriculum
LO4. Perform clinical nursing actions appropriate to care of pre/post and

intra operative clients
 Nursing interventions are prioritized according to client needs, in
conjunction with registered nurse/
 Nursing interventions are modified using critical thinking & problem solving
approaches, to reflect changes in client condition
 Nursing interventions are performed to assist client(and significant
other/s)to meet expected outcomes of using care plan, including health
promotion and/or education
 A safe environment is maintained appropriately for the age specific
population
 Nursing interventions are monitored to address client needs and revise
them in consultation/collaboration with the health care team
 Contemporary nursing interventions are performed for the client within the
pre/post and intraoperative environment as part of the health care team
 An individualized plan of care is implemented for the lent within the pre/post
and intraoperative environment In conjunction with registered nurse,
 Environmental hazards are recognized advantage of every opportunity
to reduce risk and promote safety
 Equipment are checked according to manufacturer recommendations,
ensure proper functioning and take corrective action and report when faulty
equipment and/or environmental hazards are detected
 The practice of infection control is applied to all activities within the
pre/post& introspective environment, applying a surgical conscience at all
times in line with Ethiopian standards
 Appropriate preoperative diagnostic procedures are undertaken in line
with organization policies and procedures
 Appropriate preoperative surgical procedures are implemented in line with
organization policies and procedures
 Medication administration is ensured based on sound knowledge of
principles of drug actions and side effects in accordance with health unit
policies and procedures
LO5. Evaluate effectiveness of nursing interventions and planned care in

pre/post and intra operative environment
 Responses of client/s and identified significant to nursing interventions, and
document are evaluated in accordance with health unit policy and in
conjunction with registered nurse
 Client understanding of their condition, medications and therapeutic
regimes is assessed according to prior discharge/transfer
 Client acceptance is evaluated to specific health promotion initiatives prior
Version:
Model Curriculum
to discharge/transfer
 Understanding of identified significant is assessed and reviewed in relation
to current condition of client and their ongoing management
 Appropriate emergency response is identified to adverse reactions or
pre/post& intra operative complications and initiate as required
 Emergency treatment and the client‘s response are reported and documented
to evaluate effectiveness of nursing interventions
Version:
Model Curriculum
HLT NUR4 M08 2011

Providing Care in the Pre/Post and Intra Operative Nursing
Recommended
Item Description/
No. Specifications
(Item: Learner)
1. TTLM
Textbooks Abebaw E.
Lecture notes for Nursing (May 2008)
students, Operation Room
2. 5 1:5
Technique. University of
Gondar.
3. Reference Books
B.
Infrastructure
2. Library
3. (etc.)
2.
2. Stretcher Standard 1 1:25
3. simulator Standard 5 1:5
4. PPE Standard 25 1:1
Version:
Model Curriculum
Logo of TVET
LEARNING MODULE 9
Provider
MODULE TITLE: Managing Nutritional Problems and providing Dietary Service
MODULE CODE: HLT NUR4 09 1218
knowledge, skills and right attitudes required to assess, screen, identify, plan and
manage nutritional problems and provide dietary service in nursing practice
LEARNING OUTCOMES
LO1. Identify different elements of food.
LO2. Assess nutritional requirements
LO3. Apply Feeding Infants and children
LO4. Apply nutritional assessment and intervention
MODULE CONTENTS:
1.1 Introduction to nutrition
1.2 Classifications of nutrients
1.3 Nutritional guideline
1.4 Describing elements of food
1.4.1. Components elements of food
1.4.2. Source elements of food
1.4.3. Classification elements of food
1.4.4. Composition and function elements of food

2.1. Addressing nutritional requirement
2.2. Addressing reason for nutritional requirements
2.3. Factors affecting nutritional requirements
2.4. Balanced diet and factors affecting it
2.5. Addressing Nutritional deficiency status in Ethiopia

3.1. Cleaning and sterilizing infant’s feeding bottles.
3.2. Formula milk preparation
3.3. Determining nutritional requirements of infants and children
3.4. Healthy feeding procedures
3.5. Feeding Infants and children
Version:
Model Curriculum
4.1. Nutritional guide line

4.2. Nutritional assessment
4.2.1. Nutritional assessment tool
4.2.2. Organization's reporting process
4.2.3. Monitoring own service area
4.3. Nutritional intervention
LEARNING METHODS:
 Demonstration
 Exercise
ASSESSMENT METHODS:
 Interview
 Written test
 Demonstration/Observation
 Different classifications of nutrients are described.
 Different elements of food are described based on a given nutritional standards
 Components ,source, classification, composition and function of different food
elements are identified based on nutritional guideline

 Nutritional requirement is addressed based on the standards.
 Factors affecting energy (calorie) requirement and reason for nutritional
requirements are addressed.
 Balanced diet and factors are described in estimating nutritional requirements.
 Nutritional deficiency status in Ethiopia is addressed

 Infants feeding bottles are cleaned and sterilized as needed.
 Milk formula is prepared as prescribed for infants.
 Nutritional requirements of infants and children are determined according to
their developmental stage.
 Infants and children are fed following healthy procedures

 Nutritional assessment is applied by using nutritional guide line.
 Nutritional intervention is addressed based on the guideline.
Version:
Model Curriculum
HLT NUR4 M09 2011

Managing Nutritional Problems and providing Dietary Service
Recommended
Item Description/
No. Specifications
(Item: Learner)
1. TTLM
Textbooks
2.
3. Reference Books
B.
Infrastructure
2. Library
3. (etc.)
2.
2. Stretcher Standard 1 1:25
3. simulator Standard 5 1:5
4. PPE Standard 25 1:1
Version:
Model Curriculum
Logo of TVET
LEARNING MODULE 10
Provider
TVET-PROGRAMME TITLE: NURSING LEVEL IV
MODULE TITLE: Planning and Organizing Work
MODULE DESCRIPTION: This module covers the knowledge, skills and attitude
required in planning and organizing work activities in a production application. It
may be applied to a small independent operation or to a section of a large
organization
LEARNING OUTCOMES
LO1.Set objectives
LO2.Plan and schedule work activities
LO3.Implement work plans
LO4. Monitor work activities
LO5. Review and evaluate work plans and activities
MODULE CONTENTS:
LO1.Set objectives
1.1 . Planning objectives and linking to work activities
1.2 . Stating objectives
1.3 . Reflecting support and commitment of team members.
1.4 . Identifying realistic and attainable objectives
LO2.Plan and schedule work activities

2.1 . Identifying and prioritizing tasks/work activities
2.2 . Breaking down tasks/work activities
2.3 . Assigning task/work activities to appropriate team/person
2.4 . Allocating resources
2.5 . Coordinating schedule of work activities
LO3.Implement work plans

3.1 . Team work and consultation strategies
3.2 Identifying work methods and practices with concerned personnel
3.3 .Implementing work plans in time frames, resources and standards

4.1 . Monitoring and comparing work activities with set objectives
4.2 . Monitoring work performance
4.3 . Reporting deviations from work activities
4.4 Coordinating recommendations with appropriate personnel &set standards.
4.5 . Complying reporting requirements
Version:
Model Curriculum
4.6 . Observing timeliness of report

4.7 . Establishing and maintaining files

5.1 . Reviewing work plans, strategies and implementation
5.2 . Doing review on comprehensive consultation
5.3 . Providing results of review to concerned parties
5.4 Forming results of review as a basis for adjustments/simplifications
5.5 . Conducting performance appraisal
5.6 . Preparing and documenting performance appraisal report regularly
5.7 . Preparing and presenting recommendations
5.8 .Implementing feedback mechanisms
LEARNING METHODS:
 Demonstration
 Exercise
ASSESSMENT METHODS:
 Interview
 Written test
Assessment Criteria
LO1. Set objectives
 Objectives are planned consistent with and linked to work activities in
accordance with organizational aims.
 Objectives are stated as measurable targets with clear time frames.
 Support and commitment of team members are reflected in the objectives.
 Realistic and attainable objectives are identified.
LO2. Plan and schedule work activities

 Tasks/work activities to be completed are identified and prioritized as
directed.
 Tasks/work activities are broken down into steps in accordance with set time
frames and achievable components.
 Task/work activities are assigned to appropriate team or individuals in
accordance with agreed functions.
 Resources are allocated as per requirements of the activity.
 Schedule of work activities is coordinated with personnel concerned.
Version:
Model Curriculum
LO3. Implement work plans

 Work methods and practices are identified in consultation with personnel
concerned.
 Work plans are implemented in accordance with set time frames, resources
and standards

 Work activities are monitored and compared with set objectives.
 Work performance is monitored.
 Deviations from work activities are reported and recommendations are
coordinated with appropriate personnel and in accordance with set standards.
 Reporting requirements are complied with in accordance with recommended
format.
 Timeliness of report is observed.
 Files are established and maintained in accordance with standard operating
procedures.

 Work plans, strategies and implementation are reviewed based on accurate,
relevant and current information.
 Review is done based on comprehensive consultation with appropriate
personnel on outcomes of work plans and reliable feedback.
 Results of review are provided to concerned parties and formed as the basis
for adjustments/simplifications to be made to policies, processes and
activities.
 Performance appraisal is conducted in accordance with organization rules
and regulations.
 Performance appraisal report is prepared and documented regularly as per
organization requirements.
 Recommendations are prepared and presented to appropriate
personnel/authorities.
 Feedback mechanisms are implemented in line with organization policies
Version:
Model Curriculum
HLT NUR4 M10 0219

Planning and Organizing Work
Recommended
Item Description/
No. Specifications
(Item: Trainee)
1. TTLM Developed by Trainer 25 1:1
2. Reference Book Related to topics 5 1:5
3. Journals Related to topics 5 1:5
4 Posters Related to topics 5 1:5
5 Manuals Related to topics 5 1:5
B. Learning Facilities and Infrastructure
2. Library 1 1:25
1. Paper A4 1 1:1
2. Flip chart 23”32” 1 1:25
3 Marker Art line 25 1:1
Version:
Model Curriculum
Logo of TVET
LEARNING MODULE- 11
Provider
MODULE TITLE: Migrating to New Technology
MODULE DESCRIPTION: This module defines the competence required to apply
skills and knowledge in using new or upgraded technology. The rationale behind
this unit emphasizes the importance of constantly reviewing work processes, skills
and techniques in order to ensure that the quality of the entire business process is
maintained at the highest level possible through the appropriate application of new
technology. To this end, the person is typically engaged in on-going review and
research in order to discover and apply new technology or techniques to improve
aspects of the organization’s activities
LEARNING OUTCOMES
LO1. Apply existing knowledge and techniques to technology and transfer
LO2. Apply functions of technology to assist in solving organizational problems
LO3. Evaluate new or upgraded technology performance
MODULE CONTENTS:
LO1.Apply existing knowledge and techniques to technology and transfer
1.1 . Identifying situations for existing knowledge
1.2 . Reacquiring and using new or upgraded technology skills
1.3 . Identifying, classifying and using new or upgraded equipment
LO2.Apply functions of technology to assist in solving organizational

problems
2.1 .Specification manuals
2.2 Testing of new or upgraded equipment
2.3 . Applying features of new or upgraded equipment
2.4 .Using Features and functions of new or upgraded equipment
2.5 .Sources of information for new or upgraded equipment.
LO3 Evaluate new or upgraded technology performance

3.1 . Evaluating new or upgraded equipment for
3.1.1 Performance
3.1.2 Usability and against OHS standards
3.2 . Determining environmental considerations
3.3 . Seeking feedback
Version:
Model Curriculum
LEARNING METHODS:
 Demonstration
 Exercise
ASSESSMENT METHODS:
 Interview
 Written test
ASSESSMENT CRITERIA
LO1. Apply existing knowledge and techniques to technology and transfer
 Situations are identified where existing knowledge can be used as the basis
for developing new skills.
 New or upgraded technology skills are acquired and used to enhance
learning.
 New or upgraded equipment are identified, classified and used where
appropriate, for the benefit of the organization
LO2. Apply functions of technology to assist in solving organizational

problems
 Testing of new or upgraded equipment is conducted according to the
specification manual.
 Features of new or upgraded equipment are applied within the organization
 Features and functions of new or upgraded equipment are used for solving
organizational problems
 Sources of information relating to new or upgraded equipment are accessed
and used
LO3. Evaluate new or upgraded technology performance

 New or upgraded equipment is evaluated for performance, usability and
against OHS standards.
 Environmental considerations are determined from new or upgraded
equipment.
 Feedback is sought from users where appropriate
Version:
Model Curriculum
HLT NUR4 M11 0219

Migrating to New Technology
Recommended
Item Description/
No. Specifications
(Item: Trainee)
2. Reference Book Related to Topics 5 1:5
3. Journals Related to Topics 5 1:5
4 Posters Related to Topics 5 1:5
5 Manuals Related to Topics 5 1:5
2. Library 1 1:25
1. Paper A4 1 1:1
2. Flip chart 23”32” 1 1:25
4 Cardboard
Version:
Model Curriculum
Logo of TVET
LEARNING MODULE- 12
Provider
MODULE TITLE: Establishing Quality Standards

MODULE CODE : HLT NUR4 M12 0219
MODULE DESCRIPTION: This module covers the knowledge, skills and attitudes
required to establish quality specifications for work outcomes and work
performance. It includes monitoring and participation in maintaining and improving
quality, identifying critical control points in the production of quality output and
assisting in planning and implementing of quality assurance procedures
LEARNING OUTCOMES
LO1.Establish quality specifications for products
LO2.Identify hazards and critical control points
LO3. Assist in planning of quality assurance procedures
LO4.Implement quality assurance procedures
LO5. Monitor quality of work outcome
LO6.Participate in maintaining and improving quality at work
LO7.Report problems that affect quality
MODULE CONTENTS:
LO1.Establish quality specifications for product
1.1 .Sourcing market specifications and identifying legislated requirements
1.2 . Developing and agreeing upon quality specifications
1.3 . Documenting and introducing quality specifications
1.4 . Updating quality specifications
LO2.Identify hazards and critical control points

2.1 . Identifying critical control points
2.2 . Determining degree of risk for each hazard
2.3 . Accomplishing necessary documentation

3.1 . Developing procedures for identified control point
3.2 . Minimizing hazards and risks
3.3 . Developing processes
LO4.Implement quality assurance procedures

4.1 . Allocating responsibilities for carrying out procedures
4.2 . Preparing instructions
4.3 . Giving staff and contractors
Version:
Model Curriculum
4.4 . Safety procedures

4.5 Giving Staff and contractors in-service training

5.1 . Identifying quality requirements
5.2 . Inspecting inputs
5.3 . Conducting work to produce required outcomes
5.4 .Monitoring work processes
5.5 . Adjusting processes to maintain outputs
LO6.Participate in maintaining and improving quality at work

6.1 . Routinely monitoring work area, materials, processes and product
6.2 . Workplace reporting requirements
6.3 Identifying and reporting non-conformance in
6.3.1 Inputs
6.3.2 Process
6.3.3 product and/or service
6.4 . Taking corrective action s
6.5 . Raising quality issues
LO7.Report problems that affect quality

7.1 . Recognizing potential or existing quality problems
7.2 . Identifying instances of variation in quality
7.3 . Reporting variation and potential problems
LEARNING METHODS:
 Demonstration
 Exercise
ASSESSMENT METHODS:
 Interview
 Written test
Version:
Model Curriculum
Assessment criteria
[
LO1. Establish quality specifications for product

 Market specifications resourced and legislated requirements identified.
 Quality specifications are developed and agreed upon
 Quality specifications are documented and introduced to organization staff /
personnel in accordance with the organization policy
 Quality specifications are updated when necessary
LO2 Identify hazards and critical control points

 Critical control points impacting on quality are identified.
 Degree of risk for each hazard is determined.
 Necessary documentation is accomplished in accordance with organization
quality procedures

 Procedures for each identified control point are developed to ensure optimum
quality.
 Hazards and risks are minimized through application of appropriate controls.
 Processes are developed to monitor the effectiveness of quality assurance
procedures
LO4. Implement quality assurance procedures

 Responsibilities for carrying out procedures are allocated to staff and
contractors.
 Instructions are prepared in accordance with the enterprise’s quality
assurance program.
 Staff and contractors are given induction training on the quality assurance
policy.
 Staff and contractors are given in-service training relevant to their allocated
safety procedures.

 Quality requirements are identified
 Inputs are inspected to confirm capability to meet quality requirements
 Work is conducted to produce required outcomes
 Work processes are monitored to confirm quality of output and/or service
 Processes are adjusted to maintain outputs within specification.
Version:
Model Curriculum
LO6. Participate in maintaining and improving quality at work

 Work area, materials, processes and product are routinely monitored to
ensure compliance with quality requirements.
 Non-conformance in inputs, process, product and/or service is identified and
reported according to workplace reporting requirements.
Corrective action is taken within level of responsibility, to maintain quality
standards.
 Quality issues are raised with designated personnel
LO7. Report problems that affect quality

 Potential or existing quality problems are recognized.
 Instances of variation in quality are identified from specifications or work
instructions.
 Variation and potential problems are reported to supervisor/manager
according to enterprise guidelines
Version:
Model Curriculum
HLT NUR4 M12 0219

Establishing Quality Standards
Recommended
Item Description/
No. Specifications
(Item: Trainee)
2. Library 1 1:25
1. Paper A4 1 1:1
2. Flip chart 23”32” 1 1:25
3 Parker 1 25 1:1
Version:
Model Curriculum
Logo of TVET
LEARNING MODULE 13
Provider
MODULE TITLE: Developing Individuals and Team

required to determine individual and team development needs and facilitate the
development of the workgroup.
LEARNING OUTCOMES
LO1.Provide team leadership
LO2.Foster individual and organizational growth
LO3.Monitor and evaluate workplace learning
LO4. Develop team commitment and cooperation
LO5. Facilitate accomplishment of organizational goals
MODULE CONTENTS:
LO1.Provide team leadership
1.1 . Organizational requirements
1.2 Identifying and implementing learning and development needs
1.3 . Developing and implementing learning plan
1.4 . Encouraging individuals to
1.4.1Self evaluate performance
1.4.2 Improvement area identification
1.5 . Collecting feedback on performance
LO2.Foster individual and organizational growth

2.1 . Identifying learning and development program goals and objectives
2.2 . Making learning delivery methods appropriate to
2.2.1 Learning goals,
2.2.2 Learning style of participants
2.2.3 Availability of equipment and resources.
2.3 . Providing workplace learning opportunities
2.4 Providing coaching/ mentoring assistance
2.5 . Identifying and approving resources and timelines
LO3.Monitor and evaluate workplace learning

3.1 . Using feedback from individuals or teams
3.2 . Assessing and recording outcomes and performance of individuals/teams
3.3 . Negotiating modifications to learning plans
3.4 . Maintaining records and reports
Version:
Model Curriculum

4.1 . Using open communication processes
4.2 . Reaching decisions
4.3 . Developing mutual concern and camaraderie

5.1 . Participation of team members.
5.2 . Developing individual and joint responsibility
5.3. Sustaining collaborative efforts
LEARNING METHODS:
 Demonstration
 Exercise
ASSESSMENT METHODS:
 Interview
 Written test
ASSESSMENT CRITERIA
LO1. Provide team leadership
 Learning and development needs are systematically identified and
implemented in line with organizational requirements.
 Learning plan to meet individual and group training and developmental
needs is collaboratively developed and implemented.
 Individuals are encouraged to self-evaluate performance and identify areas
for improvement.
 Feedback on performance of team members is collected from relevant
sources and compared with established team learning process.
LO2. Foster individual and organizational growth

 Learning and development program goals and objectives are identified to
match the specific knowledge and skills requirements of competence
standards.
 Learning delivery methods are made appropriate to the learning goals, the
learning style of participants and availability of equipment and resources.
 Workplace learning opportunities and coaching/ mentoring assistance are
provided to facilitate individual and team achievement of competencies.
 Resources and timelines required for learning activities are identified and
approved in accordance with organizational requirements.
Version:
Model Curriculum
LO3. Monitor and evaluate workplace learning

 Feedback from individuals or teams is used to identify and implement
improvements in future learning arrangements.
 Outcomes and performance of individuals/teams are assessed and recorded
to determine the effectiveness of development programs and the extent of
additional support.
 Modifications to learning plans are negotiated to improve the efficiency and
effectiveness of learning.
 Records and reports of competence are maintained within organizational
requirement.

 Open communication processes to obtain and share information is used by
team.
 Decisions are reached by the team in accordance with its agreed roles and
responsibilities.
 Mutual concern and camaraderie are developed in the team

 Team members are actively participated in team activities and
communication processes.
 Individual and joint responsibility is developed by teams’ members for their
actions.
 Collaborative efforts are sustained to attain organizational goals
Version:
Model Curriculum
HLT NUR4 M13 0219

Developing Individuals and Team
Recommended
Item Description/
No. Specifications
(Item: Trainee)
4 posters Related to Topics 5 1:5
2. Library 1 1:25
1. Paper A4 1 1:1
2. Flip chart 23”32” 1 1:25
Version:
Model Curriculum
Logo of TVET
LEARNING MODULE 14
Provider
MODULE TITLE: Utilizing Specialized Communication Skills

required to use specialized communication skills to meet specific needs of internal
and external clients, conduct interviews, facilitate group discussions, and
contribute to the development of communication strategies.
LEARNING OUTCOMES
LO1.Meet common and specific communication needs of clients and
colleagues
LO2.Contribute to the development of communication strategies
LO3.Represent the organization
LO4. Facilitate group discussion
LO5. Conduct interview
MODULE CONTENTS:
LO1.Meet common and specific communication needs of clients and
Colleagues
1.1 .Identifying and metting specific communication needs
1.2 . using different approaches
1.3 . Addressing conflict promptly
LO2.Contribute to the development of communication strategies

2.1 . Developing, promoting, implementing and reviewingStrategies for
2.1.1 Internal dissemination of information
2.1.2 External dissemination of information
2.2 . Establishing and reviewing channels of communication
2.3 . Coaching in effective communication
2.4 . Maintaining work related network and relationship
2.5 . Using negotiation and conflict resolution strategies
2.6 . Making communication with clients and collegues.
LO3.Represent the organization

3.1 . Researching and apprropriate promotion of organization
3.2 . Making clear and sequential of presentation
3.3 .Delivering presentation in a predetermined time.
3.4 . Utilizing appropriate media
Version:
Model Curriculum
3.5 . Respecting differences in views

3.6 . Making written communication consistent of organizational standards.
3.7 . Responding inquiries

4.1 . Defining and implementing mechanisms which enhance effective group
interaction
4.2 . Using group encouraging strategies
4.3 . Setting and following objectives and agenda
4.4 . Providing relevant information
4.5 . undertaking evaluation of group communication strategies
4.6 . Identifying and addressing specific communication needs of individuals

5.1 . Appropriate communication strategies with interview situations
5.2 . Conducting different types of interview
5.3 . Making and maintaining records of interviews
5.4 . Techniques of questioning, listening and nonverbal communication
LEARNING METHODS:
 Demonstration
 Exercise
ASSESSMENT METHODS:
 Interview
 Written test
ASSESSMENT CRITERIA
LO1. Meet common and specific communication needs of clients and
Colleagues
 Specific communication needs of clients and colleagues are identified and
met.
 Different approaches are used to meet communication needs of clients and
colleagues.
 Conflict is addressed promptly and in a timely way and in a manner which
does not compromise the standing of the organization
LO2. Contribute to the development of communication strategies

 Strategies for internal and external dissemination of information are
developed, promoted, implemented and reviewed as required.
 Channels of communication are established and reviewed regularly.
Version:
Model Curriculum
 Coaching in effective communication is provided.

 Work related network and relationship are maintained as necessary.
 Negotiation and conflict resolution strategies are used where required.
 Communication with clients and colleagues is appropriate to individual needs
and organizational objectives.
LO3. Represent the organization

 When participating in internal or external fora, presentation is relevant,
appropriately researched and presented in a manner to promote the
organization.
 Presentation is made clear and sequential and delivered within a
predetermined time.
 Appropriate media is utilized to enhance presentation.
 Differences in views are respected.
 Written communication is made consistent with organizational standards.
 Inquiries are responded in a manner consistent with organizational standard

 Mechanisms which enhance effective group interaction are defined and
implemented.
 Strategies which encourage all group members to participate are used
routinely.
 Objectives and agenda are routinely set and followed for meetings and
discussions.
 Relevant information is provided to group to facilitate outcomes.
 Evaluation of group communication strategies is undertaken to promote
participation of all parties.
 Specific communication needs of individuals are identified and addressed

 A range of appropriate communication strategies are employed in interview
situations.
 Different types of interview are conducted in accordance with the
organizational procedures.
 Records of interviews are made and maintained in accordance with
organizational procedures.
 Effective questioning, listening and nonverbal communication techniques are
used to ensure that required message is communicated.
Version:
Model Curriculum
HLT NUR4 M14 0219

Utilizing Specialized Communication Skills
Recommended
Item Description/
No. Specifications
(Item: Trainee)
1. TTLM Developed by trainer 25 1:1
2. Reference Book Related to topics 5 1:5
3. Journals Related to topics 5 1:5
4 posters Related to topics 5 1:5
5 Manuals Related to topics 5 1:5
2. Library 1 1:25
1. Paper A4 1 1:1
2. Flip chart 23”32” 1 1:25
Version:
Model Curriculum
Logo of TVET
LEARNING MODULE- 15
Provider
MODULE TITLE: Managing and Maintaining Small/Medium Business
Operations
MODULE DESCRIPTION: This module covers the operation of day-to-day
business activities in a micro or small business. The strategies involve developing,
monitoring and managing work activities and financial information, developing
effective work habits, and adjusting work schedules as needed. This unit covers
knowledge, skills and attitude required in running Micro, Small and Medium
enterprises. The strategies involve developing, monitoring and managing work
activities and financial information, developing effective work habits, and adjusting
work schedules as needed.
LEARNING OUTCOMES
LO1. Develop and communicate Strategic work plan
LO2. Identify daily work requirements and Develop effective work habits
LO3. Manage Marketing of MSMEs
LO4. Manage Human Resources
LO5. Manage production and Operation
LO6. Maintain financial records and use for decision making
LO7. Monitor, Manage and Evaluate work performance
MODULE CONTENTS:
LO1. Develop and communicate Strategic work plan
1.1 Importance of planning
1.2 Basics of planning
1.3 Measurable and realistic short-term business objective
1.4 Developing realistic activities plans and schedule.
1.5 Major components of work plan
1.6.Importance of constantly reviewing plans
LO2. Identify daily work requirements and Develop effective work habits
2.1. Basic concept of effective working culture
2.2.Ddifferent approaches to work culture
2.3. identifying work requirements considering resources & constraints
2.4. prioritizing Work activities on
2.4.1 Business needs
2.4.2 Requirements and deadlines.
2.5. Allocating work to relevant staff or contractors
Version:
Model Curriculum
2.6..Time management strategies

2.7. Identified work and personal priorities
2.8. seeking Inputs from internal and external sources
2.9 Using inputs to develop and refine new ideas and approaches
2.10. Responding to business or inquiries promptly and effectively.
2.11. presenting Information in appropriate format
LO3. Manage Marketing of MSMEs

3.1.Analyzing Information on market and business needs
3.2. Identifying market opportunities.
3.3. Evaluating marketing mix and components.
3.4. Determining marketing mix for specific target market.
3.5. Monitoring marketing mix and adjusting continually.
LO4. Manage Human Resources

4.1. Human resource rules, regulations law and procedures.
4.2. Auditing and identifying human resource is gaps.
4.3. Conducting recruitment and selection.
4.4. Orienting and placing candidates
4.5. Appraisal of employees’ performance
4.6. Using appraisal results for training, promotion, disciplinary measures
4.7. Maintaining employee relations.
LO5. Manage production and Operation

5.1. Developing and implementing production /operation plan
5.2. Purchasing inputs and maintaining adequate inventories
5.3. Checking and controlling. Production /operation process.
5.4. Applying and maintaining quality control
LO6. Maintain financial records and use for decision making

6.1 Objective and benefits of financial records
6.2 Identifying and recording asset, liabilities and capital.
6.3 Balance sheet and different journals
6.4. Business transactions
6.5. Maintaining daily financial records.
6.6. Preparing and distributing Invoices and payments.
6.7. Collecting or following-up Outstanding accounts.
6.8. Revenue, expense and costs.
6.9. Different ledgers and subsidiary ledgers.
6.10. Preparing profit and loss report
6.11. conducting financial interpretation with appropriate person
6.12. Preparing financial manual.
Version:
Model Curriculum
LO7. Monitor, Manage and Evaluate work performance

7.1. Coordinating People, resources and/or equipment
7.2. Business goals
7.3. communicating Staff, clients and/or contractors
7.4. Applying problem solving techniques.
7.5. Monitoring opportunities for improvements.
7.6. Adjusting work schedules
7.7. Communicating and recording Proposed changes.
7.8. Using relevant codes of practice.
LEARNING METHODS:
 Demonstration
 Exercise
ASSESSMENT METHODS:
 Interview
 Written test
Assessment criteria
LO.1Develop and communicate Strategic work plan
 The importance of planning is sensitized before acting and about the
importance of plans to reduce risks and to inhibit impulsive actions and
discussed.
 The basics of planning and beginning with goal setting are communicated.
 The achievement of measurable and realistic short-term business objective
is addressed.
 How to develop realistic activities plans and schedule is discussed.
 Major components of work plan are introduced and understood.
 The importance of constant reviewing their plans is understood by
monitoring the results.
LO.2 Identify daily work requirements and Develop

effective work habits
 Basic concept about effect working culture is discussed and understood.
 Different approaches to work culture are developed and understood.
 Work requirements are identified for a given time period by taking into
consideration of resources and constraints.
 Work activities are prioritized based on business needs, requirements and
deadlines.
 If appropriate, work is allocated to relevant staff or contractors to optimize
efficiency.
Version:
Model Curriculum
 Work and personal priorities are identified and a balance is achieved

between competing priorities using appropriate time management strategies.
 Input is sought from internal and external sources and used to develop and
refine new ideas and approaches.
 Business or inquiries is/are responded to promptly and effectively.
 Information is presented in a format appropriate to the industry and
audience.
LO.3 Manage Marketing of MSMEs

 Information on market and business needs is analyzed and market
opportunities identified.
 Marketing mix and components are evaluated.
 Marketing mix for specific target market is determined.
 Marketing mix is monitored and continual adjusted against marketing
performance.
LO .4 Manage Human Resources

 Human resource rules, regulations law and procedures are identified and
determined.
 The existing human resource is audited, and gaps are identified.
 Recruitment and selection are conducted based on the organizational
requirements.
 Selected candidates are oriented and placed for the appropriate position.
 Appraisal of employees’ performance is conducted.
 Appraisal result is used for training and development, promotion,
compensation, disciplinary measures and other purposes as required.
 Employee relations are maintained.
LO .5 Manage production and Operation

 Production /operation plan is developed and implemented.
 Required inputs are purchased and adequate inventories maintained.
 Production /operation process is checked and controlled.
 Quality control is applied and maintained.
LO .6 Maintain financial records and use for decision

making
 The objective and benefits of financial records are discussed and
understood.
 Asset, liabilities and capital are identified and recorded.
 Balance sheet and different journals are discussed.
 Business transactions are discussed, analyzed, classified and recorded.
 Daily financial records are maintained correctly in accordance with legal and
Version:
Model Curriculum
accounting requirements.
 Invoices and payments are prepared and distributed in timely manner and in
accordance with legal requirements.
 Outstanding accounts are collected or followed-up.
 Revenue, expense and costs are identified and discussed.
 Different ledgers and subsidiary ledgers are discussed and maintained.
 Profit and loss report is prepared.
 Financial interpretation is conducted with assistant from the appropriate
person.
 Financial manual is prepared.
LO .7 Monitor, Manage and Evaluate work performance

 People, resources and/or equipment are coordinated to provide optimum
results.
 Staff, clients and/or contractors are communicated within a clear and regular
manner, to monitor work in relation to business goals or timelines.
 Problem solving techniques are applied to work situations to overcome
difficulties and achieve positive outcomes.
 Opportunities for improvements are monitored according to business
demands.
 Work schedules are adjusted to incorporate necessary modifications to
existing work and routines or changing needs and requirements.
 Proposed changes are clearly communicated and recorded to aid in future
planning and evaluation.
 Relevant codes of practice are used to guide an ethical approach to
workplace practices and decisions
Version:
Model Curriculum
HLT NUR4 M15 0219

Managing and Maintain Small/Medium Business Operations
Recommended
Item Description/
No. Specifications
(Item: Trainee)
2. Library 1 1:25
1. Paper A4 1 1:1
2. Flip chart 23”32” 1 1:25
3 Parker Art line 25 1:1
Version:
Model Curriculum
Logo of TVET
LEARNING MODULE 16
Provider
MODULE TITLE: Applying Problem Solving Techniques and Tools
MODULE DESCRIPTION: This module covers the knowledge, skills and attitude
required to apply scientific problem solving techniques and tools to enhance
quality, productivity and other kaizen elements on continual basis.
LEARNING OUTCOMES
LO1.Identify and select theme/problem
LO2.Grasp current status and set goal
LO3.Establish activity plan
LO4. Analyze causes of a problem
LO5.Examine countermeasures and their implementation
LO6.Assess effectiveness of the solution
LO7.Standardize and sustain operation
MODULE CONTENTS:
LO1.Identify and select theme/problem
1.1 . Following safety requirements
1.2 . Listing all possible problems by using statistical tools and techniques
1.3 . Identifying and listing all possible problems related to kaizen
1.4 . Classifying problems on obviousness of cause and action
1.5 . Selecting critical factors
1.6 . Giving and selecting emphasis on Problems related Kaizen Elements
LO2.Grasp current status and set goal

2.1 . Defining extent of problem
2.2 . Setting appropriate and achievable goal
LO3.Establish activity plan

3.1 . Confirming problems
3.2 . Selecting high priority problem
3.3 . Defining extent of problems
3.4 . Establishing activity plan per 5W1H

4.1 . Listing all possible causes of problem
4.2 . Analyzing cause relationships using4M1E
4.3 . Identifying causes of the problems
Version:
Model Curriculum
4.4 . Selecting root causes

4.5 . Listing all possible ways using creative idea generation
4.6 . Testing and evaluating suggested solutions
4.7 . Preparing detail summaries of the action
LO5.Examine countermeasures and their implementation

5.1 . Implementing action plan by medium KPT members
5.2 . Monitoring Implementation and checking activities

6.1 . Identifying tangible and intangible results
6.2 . Verifying results over time
6.3 . Comparing tangible results
LO7.Standardize and sustain operation

7.1 . standardizing and making achievable goal
7.2 . Training all employees on new Standard Operating Procedures (SOPs)
7.3 . Verifying and following SOP
7.4 . Selecting next problem
LEARNING METHODS:
 Demonstration
 Exercise
ASSESSMENT METHODS:
 Interview
 Written test
ASSESSMENT CRITERIA
LO1. Identify and select theme/problem
 Safety requirements are followed in accordance with safety plans and
procedures.
 All possible problems related to the process /Kaizen elements are listed using
statistical tools and techniques.
 All possible problems related to kaizen elements are identified and listed on
Visual Management Board/Kaizen Board.
 Problems are classified based on obviousness of cause and action.
 Critical factors like the number of customers affected, Potentials for
bottlenecks, and number of complaints etc… is selected.
 Problems related to priorities of Kaizen Elements are given due emphasis
and selected.
Version:
Model Curriculum
LO2 .Grasp current status and set goal

 The extent of the problem is defined.
 Appropriate and achievable goal is set.
LO3. Establish activity plan

 The problem is confirmed.
 High priority problem is selected.
 The extent of the problem is defined.
 Activity plan is established as per 5W1H.

 All possible causes of a problem are listed.
 Cause relationships are analyzed using4M1E.
 Causes of the problems are identified.
 Root causes are selected.
 The root cause which is most directly related to the problem is selected.
 All possible ways are listed using creative idea generation to eliminate the
most critical root cause.
 The suggested solutions are carefully tested and evaluated for potential
complications.
 Detailed summaries of the action plan are prepared to implement the
suggested solution.
LO5. Examine countermeasures and their implementation

 Action plan is implemented by medium KPT members.
 Implementation is monitored according to the agreed procedure and activities
are checked with preset plan.

 Tangible and intangible results are identified.
 The results are verified over time.
 Tangible results are compared with targets using various types of diagram.
LO7. Standardize and sustain operation

 If the goal is achieved, the new procedures are standardized and made part
of daily activities.
 All employees are trained on the new Standard Operating Procedures
(SOPs).
 SOP is verified and followed by all employees.
 The next problem is selected to be tackled by the team.
Version:
Model Curriculum
HLT NUR4 M16 0219

Applying Problem Solving Techniques and Tools
Recommended
Item Description/
No. Specifications
(Item: Trainee)
1. TTLM 25 1:1
2. Reference Book 5 1:5
3. Journals 5 1:5
4 posters
5 Manuals
2. Library 1 1:25
1. Paper A4 1 1:1
2. Flip chart 23”32” 1 1:25
3 Parker Art line 25 1:1
Version:

Nursing Level IV Final Edition 20-07-11

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What is the purpose of the TVET curriculum?

What is the purpose of the TVET curriculum?

What are the learning outcomes of the Nursing Level IV program?

What are the learning outcomes of the Nursing Level IV program?

Ethiopian TVET-System

The reformed TVET-System is an outcome-based system. It utilizes the needs of the

In the reformed TVET-System, curricula and curriculum development play an

1.2. TVET-Program Description

1.3. TVET-Program Learning Outcomes

HLT NUR4 01 1218 Manage Community Health Service

HLT NUR4 15 1218 Manage Micro, Small and Medium

1.4. Duration of the TVET-Program

1.5. Qualification Level and Certification

1.6. Target Groups

1.7 Entry Requirements

1.8 Mode of Delivery

The co-operative approach will be supported with school-based lecture-discussion,

1.9. TVET-Program Structure

 Develop strategies for pain

1.10 Institutional Assessment

Techniques or tools for obtaining information about trainees’ achievement include

1.11 TVET Teachers Profile

LEARNING MODULE 01 Logo of TVET

TVET-PROGRAMMETITLE: NURSING LEVEL IV

LO2.Plan,manage,monitor and evaluate health system

LO2. Plan, manage, monitor and evaluate health system

LO3. Lead and develop individuals and teams

Annex: Resource Requirements

LO2. Asses, screen and manage common communicable diseases

LO3. Asses, screen, promote and manage common Neglected Tropical

LO4. Perform disease Surveillance

LO5. Follow up of Cases

LO2. Asses, screen and manage common communicable diseases

LO3. Asses, screen, promote and manage common Neglected Tropical

LO4. Perform disease Surveillance

 Proper epidemic investigations and management are performed in

LO5. Follow up of Cases

Annex: Resource Requirements

HLT NUR4 M02 0219

Learning Facilities &

Wall thickness of iron stand is

LEARNING MODULE 03 Logo of TVET

LO3.Follow cases and promote community based rehabilitation

LO2.Screen and refer clients requiring further investigation and management

LO3.Follow cases and promote community based rehabilitation

Annex: Resource Requirements

LO2. Develop nursing diagnosis

LO3. Develop nursing plan

LO4. Implement nursing plan

LO5. Perform nursing evaluation

LO2. Develop nursing diagnosis

LO3. Develop nursing plan

LO4. Implement nursing plan

LO5. Perform nursing evaluation

Annex: Resource Requirements

HLT NUR4 M04 0219

LO2. Prepare for medication administration within scope of enrolled nurse

LO3. Administer medications within legal parameters

LO4. Monitor and evaluate client response to administered medication

LO5. Monitor peripheral intravenous therapy