Revised Generic comprehensive

Nursing curriculum

March 3, 2021

Ethiopia

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 ACKNOWLEDGMENT

This curriculum was developed by the Federal Ministry of Health (FMOH) and Ministry of Education
(FMOE), in collaboration with Ethiopian Public Higher Educational Institutions, Ethiopian Nurses
Association (ENA), Jhpiego the Strengthening Human Resources for Health Project and Ipas Ethiopia

At last but not least we would like to thank instructors from different universities in particular for their
cooperation in developing this curriculum. The members who developed this curriculum were;

SrTereza Belay FMOH

Tirsit Mehari FMOH
Getachew Molla FMOH
Equlinet misganaw Jhpiego
Fantu Abebe Jhpiego
Almue Ebssa Ipas-Ethiopia
Alemayehu Molla Ipas-Ethiopia
Teferra Likassa Ambo University
Wondwossen Yimam Wollo University
Jote Markos Wollega University
Abel Tibebu Haramaya University
Kidist Reba Bahir dar University
Ashenafi Habte Wollega University
Sindew Mahmud Deberbirhan University
Ketema Diriba Arba minchi University
Salem Tasew Dilla University
Abebe Abera Jimma University
Netsanet Abera Wolaita Sodo univer
Tensay Kahsay Mekelle University
Hadgu Gerensea Aksum University
Getachew gezahegn Jigjiga University
Benti Negero Feyisa Mettu University
Agezegn Asegid Wachemo University
Abenet menene Arsi University
Yonatan Solomon Abdo Hawassa University
Zewdu Baye Tezera University of Gondar University
Getachew Arage Debre Tabor University
Mekuria Kassa Mekelle University
Bayisa Bereka Jimma University
Teshager worku Haramaya University
Aliye Kediro Arsi University
Dessalegn Haile Debre Markos University
Feyissa lemessa Madda walabu University
Ayele semachew Bahir dar University
Berhanu boru University of Gondar University
Alebachew demelash Debre berhan University
Etaferaw bekele Dilla University

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 ACRONYM & ABBREVIATION
AV Audio Visual

AVA Audio Visual Aids

BSC Bachelor Science

CBTP Community Based Training Program

CC Core competencies

COC Certificate of Competence

CGPA Cumulative Grade Point Average

DOCS Direct Observation of Clinical Skills

EtCTS Ethiopia Credit Transfer System

FMOE Federal Ministry of Education

FMOH Federal Ministry of Health

HR Human Resource

HRH Human Resource for Health

HSEDC Health Science Education Development Center

MDG Millennium Development Goal

MSH Management Sciences for Health

PBL Problem-Based Learning

PHC Primary Health Care

PHCU Primary Health Care Unit

PN Pediatrics Nursing

PRRE Personal Research and Reflection Exercise

SDL Skill Development Lab

SPH Social and Public Health

TTP Team Training Program

TVET Technical & Vocational Education & Training

WHO World Health Organization

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TABLE OF CONTENTS

Contents
ACKNOWLEDGMENT......................................................................................................................................... 2
ACRONYM & ABBREVIATION ......................................................................................................................... 3
TABLE OF CONTENTS ........................................................................................................................................ 4
1. Background (Context) ..................................................................................................................................... 6
2. Programme rationale ....................................................................................................................................... 7
3. Nursing Educational Philosophy ..................................................................................................................... 7
4. Curriculum model ........................................................................................................................................... 8
5. Domains and competency statements ............................................................................................................. 8
DOMAIN 1: SOCIO-CULTURAL AND PUBLIC HEALTH CONTEXT OF NURSING CARE ................... 9
DOMAIN 2: PROFESSIONAL, ETHICAL & LEGAL PRACTICE OF NURSING ...................................... 9
DOMAIN 3: COMPREHENSIVE NURSING CARE AND PRACTICE ....................................................... 10
DOMAIN 4: COMMUNICATION AND COLLABORATION ...................................................................... 11
DOMAIN 5: MANAGEMENT AND LEADERSHIP ..................................................................................... 12
DOMAIN 6: EVIDENCE BASED PRACTICE AND RESEARCH ............................................................... 13
DOMAIN 7: EDUCATIONAL AND PROFESSIONAL DEVELOPMENT .................................................. 13
6. Program goal ................................................................................................................................................. 14
Specific programme objectives/outcomes ........................................................................................................ 14
7. Program structure .......................................................................................................................................... 15
Program alignment of nursing role, core competencies and course/modules ................................................... 15
Programme courses /modules, codes and EtCTS.............................................................................................. 16
Academic Programme Duration........................................................................................................................ 17
Program admission requirement (eligibility) .................................................................................................... 17
Courses /Modules delivery approach /model .................................................................................................... 17
Course and module schedule............................................................................................................................. 17
Teaching and Learning Methods....................................................................................................................... 21
Quality Improvement, Monitoring and Evaluation .................................................................................... 25
Assessment Methods.................................................................................................................................. 26
Grading system ........................................................................................................................................ 30
Promotion /advancement from one course/module /year to another course/module/ year) requirements31
Probation and Dismissal .......................................................................................................................... 32
Graduation Requirement .......................................................................................................................... 32

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 Degree Nomenclature .............................................................................................................................. 32
8. Module syllabus ................................................................................................................................................ 33
Year I .................................................................................................................................................................... 33
Civics and Ethics Course Syllabus.................................................................................................................... 33
Communicative English Skills Course Syllabus ............................................................................................... 38
HIV/AIDS , SRH and Life Skills ...................................................................................................................... 44
Foundation of Nursing I .................................................................................................................................... 49
Basic English Writing Skills ............................................................................................................................. 72
Foundation of Nursing II................................................................................................................................... 76
Determinants of Health ..................................................................................................................................... 97
Year II ................................................................................................................................................................. 104
Medical Surgical Nursing I ............................................................................................................................. 104
Health Informatics .......................................................................................................................................... 120
Measurement of Health & Disease ................................................................................................................. 125
Medical surgical Nursing - II .......................................................................................................................... 130
Health Promotion and Disease Prevention...................................................................................................... 143
Year III ................................................................................................................................................................ 150
Maternity and reproductive health module ..................................................................................................... 150
Mental health nursing...................................................................................................................................... 159
Health Policy and Management ...................................................................................................................... 168
Pediatric and Child Health Nursing ................................................................................................................ 176
Nursing leadership and management .............................................................................................................. 187
Research Methodology ................................................................................................................................... 194
Nursing Education and Curriculum Development .......................................................................................... 198
CBTP .............................................................................................................................................................. 202
Year Iv ................................................................................................................................................................ 206
Pre-internship exam ........................................................................................................................................ 206
Medical Nursing professional practice/internship .......................................................................................... 208
Surgical Nursing professional practice Internship .......................................................................................... 212
Maternity and reproductive health nursing professional practice ................................................................... 216
Pediatrics and Child Health Nursing professional practice............................................................................. 221
Team training program (TTP) ......................................................................................................................... 225
Nursing Research Project ................................................................................................................................ 239
Comprehensive Exam ..................................................................................................................................... 240

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 1. Background (Context)
World Health Organization (WHO) has designated Ethiopia as having a ‘critical’ health workforce shortage and
ranked in the lowest quintile among African nations in terms of density of healthcare personnel. The health
workforce crisis in Ethiopia is characterized by an absolute shortage of trained health workers; an imbalance in
the numbers of different health worker cadres; uneven distribution of health workers between urban and rural
areas; under-production of trained personnel; low retention, including a “brain drain” of health workers to more
developed countries that offer better compensation; and a poorly motivated health workforce. This crisis has
disastrous implications for the health and well-being of millions of people. For example, in low- and middle-
income countries, an estimated 1,500 women lose their lives in pregnancy and childbirth every day — lives that
could often be saved if a qualified health professional were available.

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

Between 2008 and 2013, The health workforce density in Ethiopia has increased from 0.84 to 1.3 per 1000
population, indicative of an improvement in supply and availability of health workers. The marked
improvement in the availability of health workers is due to massive scale up of training and education in the last
two decades. The number of public higher educational institutions has increased from eight to 57. Of these, 34
are universities and hospital based colleges offering degree programs while 23 are regional health science
colleges offering technical and vocational qualifications (level 1 to 5). Private health science colleges have also
flourished, with 24 institutions offering accredited programs as of 2012/2013. There has also been parallel
expansion in enrollment and graduation outputs. Over sixty thousand health science students were enrolled in
public higher education institutions; and an additional 15,834 in private higher educational institutions as of
2012/2013. Annual enrollment of health science students in public higher educational institutions reached close
to 23,000 (58 % in regional health science colleges) in 2014. Graduation output from higher educational
institutions has increased close to 16-fold from 1,041 in 1999/2000 to 16,017 by 2012/2013.

Scaling up educational programmes to produce more doctors, nurses, midwives and other health professionals is
clearly urgent and essential. Increasing the number of graduates alone, however, will not solve the more
intractable problems facing the health workforce. In order to transform population health outcomes, the current
efforts to scale up medical education must increase not only the quantity, but also the quality and the relevance
of the providers of the future.

The current reality is that educational institutions are not sufficiently integrated with the relevant local, regional,
and national health authorities to ensure an effective alignment between medical education, research, health
service delivery, and population health needs. In many cases today, educational institutions are isolated from
national health systems and from health service delivery, limiting their ability to prepare graduates to respond to
the evolving policies, epidemiology, and technologies relevant to their eventual practice sites. University
curricula may not accurately reflect the disease burden of the areas in which health professionals are most
urgently needed. The scientific content of their education may be poorly matched to the epidemiology of the
communities in which they work. The educational methods are static and fragmented and shortages of teaching

5
staff severe. Clinical training sites are most often urban tertiary centers whose practice conditions may be very
unlike those graduates will ultimately face. Finally, the failure to orient medical education to the needs of the
local health care system and the most relevant models of care delivery may leave graduates unprepared to serve
as advocates for improving the health care system around them.

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

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

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

3. Nursing Educational Philosophy

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

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

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

Year IV

Clinical
Sciences

Social and
Population
Health

Bio- medical
Sciences

Year I

Figure 1: vertical and horizontal Integration of Biomedical science , clinical science and SPH modules

5. Domains and competency statements

The core competencies are organized in seven domains or thematic areas:
1. Socio-cultural and public health context of nursing profession
2. Professional, ethical & legal practice of nursing

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 3. Comprehensive nursing care and practice
4. Communication and collaboration
5. Leadership and Management
6. Evidence based practice and research
7. Educational and professional development

DOMAIN 1: SOCIO-CULTURAL AND PUBLIC HEALTH CONTEXT OF NURSING CARE

Competency: The comprehensive nurses apply the knowledge, attitude and skills acquired from
social, behavioral and public health sciences on the basis of high quality, culturally relevant and
appropriate health services to clients in all age groups. In order to achieve this outcome, the graduates
are expected to:
✓ Comprehend mechanisms of disease causation and epidemiological approaches
✓ Analyze, interpret and use health and health related indicators
✓ Apply different types of epidemiological designs
✓ Illustrate epidemiology of diseases of public health importance in Ethiopia
✓ Apply the concepts and models of disease prevention and health promotion
✓ Analyze socio-cultural, socio-economic, psychological, environmental and behavioral
determinants of health and disease at individual, family and community level
✓ Apply methods of nutritional assessment, interpret results and provide nutritional counseling
and education
✓ Apply knowledge of HIV, sexual and reproductive health into practice
✓ Demonstrate the ability to promote the health of populations by influencing lifestyle, nutrition
and socio-economic, physical and cultural environment through methods of health promotion,
including health education, directed towards populations, communities and individuals
✓ Analyze causes of morbidity and mortality and devise strategies to reduce them
✓ Apply principles of public emergency and disaster management
✓ Use information technologies for health promotion and disease prevention
✓ Apply principles of diversity and provide culturally relevant service to all age groups

DOMAIN 2: PROFESSIONAL, ETHICAL & LEGAL PRACTICE OF NURSING

Competency: The comprehensive nurses apply professionalism, ethical and legal practices through
demonstrating standardized nursing care that is consistent with moral, altruistic, legal, ethical,
regulatory, and humanistic principles. Client-centered care is providing holistic care that recognizes
individuals’ preferences, values and needs and respects the client or designee as a full partner in
providing coordinated, age and culturally appropriate, compassionate, respectful, safe and effective
care.

✓ Perform holistic nursing practices in relation to current patient care information, professional
practice standards, guidelines, rules and regulations
✓ Provide rationale for decisions and actions in matters related to provision of care for clients
✓ Manage teamwork and collaborative performances across an array of functions

8
 ✓ Apply evidence based nursing knowledge in the provision of care for the client
✓ Document accurately and timely relevant health care data to ensure patient safety and improve
health outcome
✓ Serve as a role model, change agent, teacher and mentor in their professional life
✓ Participate in ethical decision-making within the multidisciplinary team
✓ Take responsibility and accountability for own decisions, actions or omissions in nursing care
delivery
✓ Apply ethical theories and principles to make sound decisions related to nursing care delivery
✓ Adhere to all relevant ethical codes of conduct and standards set by the profession, including,
but not limited to, confidentiality, privacy and respect for dignity
✓ Advocate for maintaining standard of care and evidence based practice
✓ Protect clients from incompetent, unethical or illegal healthcare practices, and unconsented
research endeavors
✓ Maintain patients’ bill of rights throughout the course of nursing care service including, but not
limited to, guidance, informed choice and consent
✓ Apply compassionate and respectful nursing care
✓ Practices within a prescribed legal framework relevant to own practice, including but not
limited to, the Constitution, the Children’s Act, Nursing Act, National Health Act
✓ Report any malpractices, tort, and criminal acts to responsible body

DOMAIN 3: COMPREHENSIVE NURSING CARE AND PRACTICE

Competency: The comprehensive nurses provide holistic nursing care through a direct interaction
with patients, families and groups of patients to promote health or well-being and improve quality of
life. Comprehensive nursing care will be provided by applying five distinct and sequential processes:
assessment, diagnosis, planning, implementation and evaluation).

In order to achieve this competence, the graduates are expected to:

✓ Assess, diagnose, plan and manage client problems, and evaluate outcomes using nursing
process as a framework
✓ Anticipate and manage potential complications and collaborative problems of clients
✓ Manage common emergency, acute & chronic health problems accordingly
✓ Perform basic nursing procedures correctly and independently
✓ Assist advanced diagnostic and therapeutic procedures applied for clients undergoing medical
or surgical care
✓ Perform preventive, promotive, curative and rehabilitative care for clients in all age groups
✓ Apply biomedical sciences knowledge and skill to manage client problem
✓ Provide holistic maternal, newborn, child, adolescent and geriatric care
✓ Take history and collects relevant health data from clients or significant others
✓ Performs comprehensive physical examinations to identify physical, mental or emotional
problems of the client

9
 ✓ Analyze and interpret health data through the functional health pattern (Gordon’s) approach
✓ Documents and report findings with the patient, patient family (when appropriate) and the
multidisciplinary team in a timely manner
✓ Work collaboratively with other health workers to help solicit client information
✓ Analyses and utilizes assessment information to make a clinical judgment about the clients’
status and responses to actual or potential health conditions.
✓ Utilizes expert knowledge to interpret results of screenings and diagnostic investigations
performed
✓ Formulates nursing and/or medical diagnosis
✓ Make prioritization of clients problem
✓ Identify and document expected outcomes and goals
✓ Develop a prioritized plan of care that includes interventions and alternatives to attain expected
outcomes for the client
✓ Reviews and revises the plan with the client, the client family and multidisciplinary team
✓ Considers economic, social, religious, cultural and environmental conditions of the clients
during designing nursing plan of care
✓ Implements the interventions identified in the plan of care in-line with evidence-based nursing
practice
✓ Collaborates with nursing colleagues and other members of the healthcare team to implement
the plan of care
✓ Implement the plan of care with efficient utilization of resources
✓ Integrates principles of safety and quality into interventions
✓ Documents implementation of the identified plan accordingly
✓ Evaluate patient outcomes against stated goals and outcome criteria
✓ Monitor progress of client status and adjust nursing care plan accordingly
✓ Collaborate with clients, their family and health care team in the evaluation process
✓ Document all processes and outcomes, and keep them confidential

DOMAIN 4: COMMUNICATION AND COLLABORATION

This domain encompasses competencies that the comprehensive nurse graduate should attain as
regards to communication, use of technology and application of basic principles of communications.
They are also expected to acquire empathic communication skills and techniques for effective
interpersonal relationships with people and other professionals in health care settings. The major
competencies that graduate should possess include: -

1. Communicate effectively both verbally and/or non-verbally in the patient care environment
2. Practice proper recording and documentation of patient care related information and other
relevant data produced in their practice environment
3. Demonstrate effective communication with clients/patients, their family, health care team
and the community at large

10
 4. Forge seamless collaboration and partnership with people within and outside of the health
organizations
5. Utilize information, education and communication (IEC) and behavior change
communication (BCC) materials for proper communication and education of clients
6. Apply therapeutic communication skills in the management of client
7. Communicate appropriately in special circumstances and sensitive issues
8. Effectively use information management technologies for health care
9. Provide counseling service for clients based on their scope

DOMAIN 5: MANAGEMENT AND LEADERSHIP

The competences expected under the leadership and managerial domain involves working as a team
leader, change agent, patient advocator, planner and mentor for the wellbeing of clients, rapid
recovery, independence and safety through efficient use of scarce resources and instituting a
continuous performance improvement process. To address those roles graduates are expected to
acquire the following specific competencies.

✓ Employ a continuous and sustainable quality improvement mechanisms to improve client

outcomes and transform future nursing practices
✓ Take responsibility in managing and leading health programs at all level of managerial
hierarchy
✓ Act as change agents, role model, mentor and provide leadership to enhance peoples’
wellbeing and experience of healthcare
✓ Play a team lead role and model professionalism to peers and other colleagues in the public
health landscape
✓ Mange time and resources effectively and efficiently to ensure nursing quality of care is
maintained and clients outcome improved
✓ Apply principles of leadership in the management of clinical care and utilization of resources
✓ Advocate for safe working environment for nursing and medical care provision
✓ Participate in the development and implementation of standards, practice guidelines, policies
and protocol
✓ Design and facilitate in-service training to health professionals working across an array of
functions
✓ Monitor and evaluate the progress of implementation of activities
✓ Take initiatives and manage changes for improvement of health service quality
✓ Apply management and leadership theories in execution of nursing care and delegation of
responsibilities
✓ Attain continuous professional and personal development
✓ Materialize participation in nursing council and other professional societies
✓ Apply principles of conflict management in the work environment
✓ Envision to demonstrate excellence in managing the health system at different levels

11
DOMAIN 6: EVIDENCE BASED PRACTICE AND RESEARCH
Competency: Actively engage in scientific research endeavors, interpretation and application of
evidences in clinical practice and quality improvement interventions. In order to achieve this outcome,
the graduates are expected to:

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

DOMAIN 7: EDUCATIONAL AND PROFESSIONAL DEVELOPMENT

Competency: a comprehensive nurse professional must actively engage in educational quality
improvement initiative and demonstrate competence in the domain of educational & professional
development.

✓ Acquires current knowledge and skills that reflect evidence-based practice and applies them
appropriately in a practice setting
✓ Evaluates own nursing knowledge and practice in relation to current patient care information,
professional practice standards, guidelines and rules and regulations
✓ Possess professional excellence and competence through continuing education and lifelong
learning
✓ Apply principles of teaching, learning and evaluation to design educational programs that
enhance the knowledge and practice of staff in the different care unit
✓ Participates in formal and informal education of others

12
✓ Mentors staff and students in different care units to develop expertise in the care of
patients/clients
✓ Mentors colleagues for the advancement of comprehensive nursing care practice, nursing
profession and quality of care
✓ Mentors colleagues in acquisition of clinical knowledge, skills, abilities and judgment

✓ Teach nursing students at college, university and health facility level

✓ Involve in curriculum design and implementation process
✓ Demonstrate pedagogic skills of education, and assessment
✓ Provide peers with formal and informal constructive feedback regarding their practice or role
performance to enhance professional development/advancement
✓ Promote professionalism and continuous professional development
✓ Demonstrates commitment to personal and professional development of self and others

6. Program goal
• To equip nurses with a complex mix of knowledge, skills and attitudes and preparing competent
graduate nurses to their professional roles expected in the broader society.

Specific programme objectives/outcomes

• To prepare competent graduate nurses who are able to:
o Provide high quality comprehensive nursing care in ethical and professional manner at
individuals, family and community levels at all level of health care settings
o Manage common MCH, RH, emergency and mental health problems
o Promote and prevent disease at individuals. family and community levels at all level of health
care settings
o Lead and manage nursing care services
o Engage in nursing education, research and advocacy that will improve and enhance nursing
profession and services

13
 7. Program structure
Program alignment of nursing role, core competencies and course/modules
Role Core competencies Common Supportive Core Course/Mod
Course/Module s Course/Mod ules leading to CC
leading to CC ules leading to
CC
Care Provide high quality nursing care Communicative Determinants of Foundation of Nursing
provider( in ethical and professional manner English Skills -I Health I &II
clinician) at individuals, family and General Physics Measurements of
community levels at all level of General Psychology Health and Medical- Surgical I
Mathematics for Natural Disease
health care settings &II
Sciences Health Promotion
Manage common MCH, RH, Critical Thinking & Disease
emergency and mental health Geography of Ethiopia and Prevention Maternal and RH
problems the Horn Research
Public Promote and prevent disease at Physical Fitness Methods Pediatric and Child
health individuals. Communicative English Student Research health
expert family and community levels Skills -II Project
at all level of health care Social Anthropology Entrepreneurs Mental health
settings General Biology hip CBTP
Nursing Lead and manage nursing care Global Trend Introduction Nursing Education
to Emerging Technologies and curriculum
Leader services
Moral and Civics Education development
and General Chemistry
manager Nursing
Economics leadership and
Nursing Participate in nursing education, Inclusiveness
education research and advocacy that will management
TTP
al scholar improve and enhance nursing Pre-internship Exam
professionals and services Surgical nursing
Nursing Internship
researche Maternity &
r Reproductive
Health Nursing
Internship
Pediatrics nursing
Internship
Comprehensive
qualification Exam

Advocato
r

14
Table of Course Breakdown (Course catalogue)
Year I Modules (Week 1-20) - Semester 1
Module
Module Code Module Name ECTS Week Delivery
FLEn 1011 Communicative English Skills -I 5 16 Parallel
Phys 1021 General Physics 5 16 Parallel
Psch 1031 General Psychology 5 16 Parallel
Math 1041 Mathematics for Natural Sciences 5 16 Parallel
LoCT 1051 Critical Thinking 5 16 Parallel
GeES 1061 Geography of Ethiopia and the Horn 5 16 Parallel
SpSc 1071 Physical Fitness P/F 16 Parallel
Total 30

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

Module
Module Code Module Name ECTS Week Delivery
FLEn 1011 Communicative English Skills -II 5 16 Parallel
Anth 1021 Social Anthropology 5 16 Parallel
Biol 1031 General Biology 5 16 Parallel
GlTr 1041 Global Trend 5 16 Parallel
EmTe 1051 Introduction to Emerging Technologies 5 16 Parallel
MCiE 1061 Moral and Civics Education 5 16 Parallel
Chem1071 General Chemistry 5 16 Parallel
Econ 1081 Economics 3 16 Parallel
Total 38

Year I Totals 68

Year based
Year II Modules (Week 1-14)
Module
Module Code Module Name ECTS Week Delivery
Nurs 2013 Foundation of Nursing I 16 10 Block
Incl 2021 Inclusiveness 3 4 Parallel
SPH-2032 Determinants of Health 3 4 Parallel

Total 22

Year II Modules (Week 15-40)

Module
Module Code Module Name ECTS Week Delivery
Nurs 2053 Foundation of Nursing II 16 10 Block
Nurs 2063 Medical-Surgical Nursing I 18 12 Block
SPH 2073 CBTP 4 4 Block
Total 38

15
 Year II Total ECTS 60

Year III Modules (Week 1-18)

Module
Module Code Module Name ECTS Week Delivery
SPH-2012 Measurements of Health and Disease 4 18 Parallel
SPHM-3022 Health Promotion & Disease Prevention 4 18 Parallel
Nursing Education and curriculum
Nurs 3033 development 3 18 Parallel
Nurs 3043 Medical-Surgical Nursing II 23 18 Parallel
Total 34

Year III Modules (Week 19-40)

Module
Module Code Module Name ECTS Week Delivery
Maternity & Reproductive Health
14 22 Parallel
Nurs 3043 Nursing
Nurs 3053 Pediatrics and child health Nursing 14 22 Parallel
Nurs 3063 Mental health nursing 8 22 Parallel
SPH 3073 Nursing leadership and management 4 22 Parallel
Total 40

Year III Total ECTS 74

Year IV Modules (Week 1-20)

Module
Module Code Module Name ECTS Week Delivery
Entr 4011 Entrepreneurship 3 4 Parallel
SPH 4022 Nursing Research Methods 5 4 Parallel
SPH 4033 TTP 6 8 Block
Nurs 4043 Pre-internship Exam P/F 4 Block
Nurs 4053 Medical nursing Internship 7 4 Block
Total 21
Year IV Modules (Week 21-38)
Module
Module Code Module Name ECTS Week Delivery
Nurs 4063 Surgical nursing Internship 7 4 Block
Maternity & Reproductive Health
Nurs 4073 Nursing Internship 7 4 Block
Nurs 4083 Pediatrics nursing Internship 7 4 Block
SPH 4092 Student Research Project 6 4 Block
Nurs 4103 Comprehensive qualification Exam P/F 4 Block
Total 27
16
 Year IV Total ECTS 48

Four Year Total ECTS = 260

Programme courses /modules, codes and EtCTS

Module Module /Course name ECTS Course/moduleclassification
/Course code
FLEn 1011 Communicative English Skills -I 5 General
Phys 1021 General Physics 5 General
Psch 1031 General Psychology 5 General
Math 1041 Mathematics for Natural Sciences 5 General
LoCT 1051 Critical Thinking 5 General
GeES 1061 Geography of Ethiopia and the Horn 5 General
SpSc 1071 Physical Fitness P/F General
FLEn 1011 Communicative English Skills -II 5 General
Anth 1021 Social Anthropology 5 General
Biol 1031 General Biology 5 General
GlTr 1041 Global Trend 5 General
EmTe 1051 Introduction to Emerging Technologies 5 General
MCiE 1061 Moral and Civics Education 5 General
Chem1071 General Chemistry 5 General
Econ 1081 Economics 3 General
Nurs 2013 Foundation of Nursing I 16 Core
Incl 2021 Inclusiveness 3 General
SPH-2032 Determinants of Health 3 Supportive
Nurs 2053 Foundation of Nursing II 16 Core
Nurs 2063 Medical-Surgical Nursing I 18 Core
SPH 2073 CBTP 4 Core
SPH-2012 Measurements of Health and Disease 4 Supportive
SPHM-3022 Health Promotion & Disease Prevention 4 Supportive
Nurs 3033 Nursing Education and curriculum development 3 Core
Nurs 3043 Medical-Surgical Nursing II 23 Core
Nurs 3043 Maternity & Reproductive Health Nursing 14 Core
Nurs 3053 Pediatrics and child health Nursing 14 Core
Nurs 3063 Mental health nursing 8 Core
SPH 3073 Nursing leadership and management 4 Core
Entr 4011 Entrepreneurship 3 General
SPH 4022 Research Methods 5 Supportive
SPH 4033 TTP 6 Core
Nurs 4043 Pre-internship Exam P/F Core
Nurs 4053 Medical nursing Internship 7 Core
Nurs 4063 Surgical nursing Internship 7 Core
Maternity & Reproductive Health Nursing Core
Nurs 4073 Internship 7
Nurs 4083 Pediatrics nursing Internship 7 Core
SPH 4092 Student Research Project 6 Core
Nurs 4103 Comprehensive qualification Exam P/F Core
Total ECTS 260
17
For the coding of modules, as per the 2012 Higher education institutions national modularization
guideline of Ethiopia, the following is agreed: The module code shows:
• Home base (to which program/department does the module belong)
• Level of students (years)
• Module Number
• Category (1-General, 2-Supportive, 3-Core)
Example: Module PCHNM-3043 (PCHN- Home base, 3- level, 04-Module number, 3-category of the module)
European Credit Transfer and Accumulation System (ECTS) is a learner-centered system for credit
accumulation and transfer based on the transparency of learning outcomes and learning processes. The credits
are based on the workload students need in order to achieve expected learning outcomes. Workload indicates
the time students typically need to complete all learning activities (such as lectures, seminars, projects, practical
work, self-study and examinations) required to achieve the expected learning outcomes. (ECTS User’s Guide,
Brussels, 6 February 2009). 60 ECTS credits are attached to the workload of a typical full-time academic year
of learning whereby one credit corresponds to 25 to 30 hours of work according to the Bologna framework for
European countries (ECTS User’s Guide, Brussels, 6 February 2009). In Ethiopian Universities, it was agreed
that an academic year shall have activities of 60 ECTS credit points and one ECTS credit points corresponding
to 27 working hours. (A report of training on course modularization for academic middle management, Jimma
University, January 23-26, 2012)

18
 Academic Programme Duration and total study hours
• Duration = 4 years; year based
• Total EtCTS= 260

Program admission requirement (eligibility)

Generic

• Candidates must be a natural science student in secondary school & preparatory classes and full fill the
following criteria
• Meet the set criteria of the Ministry of Education for degree students to join higher learning institution
• Physically and mentally fit for nursing service
• Preferably, those who choose to enter the profession.

Procedure for Application

• The applicants should apply to the office of registrar

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

Courses /Modules delivery approach /model

• Concurrent: General courses and supportive study modules run in parallel with the core study
modules.
Year 1 ------------- Year II Year III Year IV
Core study Modules
Supportive study modules
General Modules ------------

Course and module schedule

Acade Module /Course Module /Course name ECTS Week Total hr/week
mic code
Year
FLEn 1011 Communicative English Skills -I 5
Phys 1021 General Physics 5
Psch 1031 General Psychology 5
Math 1041 Mathematics for Natural Sciences 5
Year I LoCT 1051 Critical Thinking 5
Sem I GeES 1061 Geography of Ethiopia and the Horn 5
SpSc 1071 Physical Fitness P/F

19
 Year I semester II
Year I Module /Course code Module /Course name ECTS
Sem.II FLEn 1011 Communicative English Skills -II 5
Anth 1021 Social Anthropology 5
Biol 1031 General Biology 5
GlTr 1041 Global Trend 5
EmTe 1051 Introduction to Emerging Technologies 5
MCiE 1061 Moral and Civics Education 5
Chem1071 General Chemistry 5
Econ 1081 Economics 3

Year II Module /Course code Module /Course name ECTS

Nurs 2013 Foundation of Nursing I 16
Incl 2021 Inclusiveness 3
SPH-2032 Determinants of Health 3
Nurs 2053 Foundation of Nursing II 16
Nurs 2063 Medical-Surgical Nursing I 18
SPH 2073 CBTP 4
Total ECTS 60

20
 Total duration = 40 weeks/y
Foundation I=10weeks
• 5 weeks –class room Lecture, PBL and Lab. Session. (clinical, biomedical)
• 1-week exam period
• 4 weeks –Clinical and community practice
Foundation II=10weeks
• 5 weeks –class room Lecture, PBL and Lab. Session. (clinical, biomedical)
• 1-week exam period
• 4 weeks –Clinical and community practice
Medical surgical I=12weeks
• 6 weeks –class room Lecture, PBL and Lab. Session. (clinical, biomedical)
• 1-week exam period
• 5 weeks –Clinical and community practice

Year III
Module /Course code Module /Course name ECTS Weeks
SPH-2012 Measurements of Health and Disease 4
SPHM-3022 Health Promotion & Disease Prevention 4
Nurs 3033 Nursing Education and curriculum development 3
Nurs 3043 Medical-Surgical Nursing II 23
Nurs 3043 Maternity & Reproductive Health Nursing 14
Nurs 3053 Pediatrics and child health Nursing 14
Nurs 3063 Mental health nursing 8
SPH 3073 Nursing leadership and management 4

Total ECTS 74
Total duration = 40 weeks
Medical-Surgical Nursing II(12 weeks)
• 5 weeks –class room Lecture, PBL and SDL (clinical and biomedical lab)
• 1-week exam period
• 6 weeks –Clinical and community practice
Pediatrics and child health Nursing (8weeks)
• 4 weeks –class room Lecture, PBL and SDL (clinical and biomedical lab)
• 3weeks –Clinical and community practice\
• 1examweek
Maternity & Reproductive Health Nursing (8weeks)
• 4 weeks –class room Lecture, PBL and SDL (clinical and biomedical lab)
• 3weeks –Clinical and community practice\
• 1exam week
Mental health nursing (4 weeks)
• 2 weeks –class room Lecture, PBL and SDL (clinical and biomedical lab)
• 1exam week
• 1weeks –Clinical and community practice\

Year IV
Module /Course code Module /Course name ECTS Weeks
Entr 4011 Entrepreneurship 3
SPH 4022 Research Methods 5
SPH 4033 TTP 6
Nurs 4043 Pre-internship Exam P/F
21
 Nurs 4053 Medical nursing Internship 7
IV Nurs 4063 Surgical nursing Internship 7
Maternity & Reproductive Health Nursing
Nurs 4073 Internship 7
Nurs 4083 Pediatrics nursing Internship 7
SPH 4092 Student Research Project 6
Nurs 4103 Comprehensive qualification Exam P/F
Total ECTS 48
• Approach: BLOCK system
• Total duration = 40 weeks
• 5 weeks for each nursing internship
• TTP = 4weeks
• 4 weeks= Student research work( data collection, analysis, defense …)
• 4 weeks= Comprehensive exam (including student preparation, exam preparation,
administration and scoring )

22
 Teaching and Learning Methods
Selection of appropriate teaching and learning methods is of critical importance in a competency In the
concurrent model, options or special study modules run alongside the basic core teaching but do not
cover the same content area or topic

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

23
 1. Role play2, 3, 4: In a role play, learners play out different roles or parts-such as of a patient and
provider-in a simulated situation. Role play addresses knowledge, skills and attitude objectives.
Role plays promote learning through behavior modeling, observation, feedback, analysis and
conceptualization. They are also often useful for exploring, discussing and influencing
behaviors and attitudes of learners, as well as for helping learners develop skills such as
history-taking, physical examination and counseling. It is also useful for teaching management
and supervision skills.
2. Case study6, 8: Case studies present realistic scenarios/situations that focus on a specific issue
or problem, which may be related to diagnosis or treatment of patients, interpersonal skills or
any of a wide range of managerial or organizational problems. Learners typically read, study
and react to the case study individually or in small groups. Case studies are important to teach
higher order knowledge objectives (application, analysis and synthesis) and critical thinking
skills.
3. Simulated practice (clinical skills lab)5: Simulated practice is the use of simulated person,
device or set of conditions for instructional purpose. The learner is required to respond to the
situation as he or she would under natural circumstances. Simulation takes various forms.
Simulation can be static (like using anatomical models that closely resemble the human body
or parts of it) or automated using advanced computer technology. Some are individual,
prompting solitary performance, or interactive, involving groups of people. In medical
education, simulation complements patient-based education and is best employed to prepare
learners for real patient contact. It allows them to practice and acquire patient care skills in a
controlled, safe and forgiving environment. Simulations are used to develop psychomotor,
procedural and clinical decision-making skills. Simulation also aids development of
communication and teamwork skills as well as the ability to respond to medical emergencies
systematically. Simulated teaching facilitates learning under the right conditions including, but
not limited to, learners receiving feedback on their performance, learners having the
opportunity for repetitive practice and simulation being an integral part of the curriculum.
Clinical skills lab is suggested to be used in the whole years of the ECCN curriculum.
4. Clinical practicum6: Clinical practicum or clinical teaching is the use of direct patient or
client experiences to develop and practice knowledge, skills and attitude required for
healthcare delivery or patient care under the supervision of a skilled clinical instructor or
preceptor. These skills include generic skills (communication skills, mental and physical
examination skills and basic clinical testing and procedural skills), problem-based clinical
skills (skills related to patient complaints or diagnoses), discipline-specific clinical skills (such
ventilatory management) and continuum of care skills. Clinical learning opportunities include

2Jhpiego Corporation. Training skills for healthcare providers: reference manual. 3 rd edition. Baltimore: 2010.
3Jhpiego Corporation. In-service training techniques, timing, setting and media; findings from a systematic review of the literature. Maryland,

2012
4 The Office for Domestic Preparedness. Training Strategy.
5Issenberg, S. Barry MD, Mcgaghie, William C., Petrusa, Emil R., Gordon, David Lee and Scalese, Ross J. Features and uses of high-fidelity

medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher, 2005; 27(1):10- 28
6 Association of American Medical Colleges. Recommendations for clinical skills curricula for undergraduate medical education. 2005.

24
 placements at a variety of clinical and community settings for outpatient emergency care, acute
care (outpatient and inpatient), operation theatre, chronic care (outpatient and institutional),
palliative and end of life care, wellness and preventive care, and population-based healthcare
(community, public health). Outpatient departments are appropriate to practice interviewing,
interpersonal and counseling skills as well as clinical skills. Inpatient departments (PW) are
good to teach patient management, practice healthcare delivery skills including documentation
of care plan and treatment given and demonstrate management of rarely seen conditions.
Clinical teaching and learning uses a variety of techniques including observation,
demonstration, role-modeling, practice, coaching, feedback, discussion and reflection. Clinical
teaching starts after completion of the theoretical aspect of each professional module and runs
throughout the comprehensive nursing curriculum increasing in complexity, level of
involvement and responsibility.
5. Team training and community based learning: Community-based education refers to
learning activities that take place outside academic hospital in the community setting 7. These
settings include, but are not limited to, family homes, primary health care networks (health
post, health center, and primary hospital), clinics, outreach sites, schools and prison facilities.
Uses of community-based education include increasing the willingness and ability of
comprehensive nurse to work in rural and underserved communities thereby contributing to
solution of inequity in health service delivery; enhancing learning (like PBL) by providing
opportunities for students to learn in situations similar to those in later professional lives and
opportunities to elaborate on previously acquired knowledge; equipping students with
competencies that they would never learn adequately otherwise, e.g., leadership skills, ability
to work in a team, the capability to interact with the community, the need for continuity of
care, the effect illness has on a family and the early signs of disease and spectrum of health
problems; offering an opportunity to learn and work with other health professionals; keeping
the curriculum responsive to changing needs of the community; rendering opportunities for
partnerships between the community, the university and the government. Hence, on the last
semester, students will have a team training program for a blocked 8 weeks. During this
attachment, depending on student number and logistics, students will be distributed among
different community-learning sites.
6. Laboratory practice: Students will have opportunities for demonstration, guided practice and
coaching in labs to deepen their understanding and apply principles and methods of basic and
clinical sciences.
7. Portfolio-based learning: Portfolio8,9,10 is collection of products collected by the student that
provides evidence of learning and achievements related to a learning plan. Portfolio develops

7MohiEldin M.A. Magzoub and Henk G. Schmidt. A Taxonomy of Community-based Medical Education.

Acad. Med. 2000;75:699–707.`

8 ACGME and ABMS. Toolbox of assessment methods. A product of the joint initiative of the ACGME Outcome Project of the Accreditation Council for

Graduate Medical Education (ACGME), and the American Board of Medical Specialties (ABMS). Version 1.1, September 2000.
9M. Friedman ben david, m.h. Davis, r.m. Harden, p.w. Howie , j. Ker &m.j. Pippard. Amee medical education guide no. 24: portfolios as a method of student

assessment.Medical teacher, vol. 23, no. 6, 2001

10hankedekker, erikdriessen, edithterbraak, feddescheele, jorisslaets, thys van der molen&jankecohen-schotanus. Mentoring portfolio use in undergraduate and

postgraduate medical education. Medical teacher 2009; 31: 903–909

23
 self-directed learning and reflective ability. It provides personal and professional educational
evidence for student learning, contextualizes learning, links experience with personal
interpretation, enhances interactions between students and teachers, allows students to receive
feedback, stimulates the use of reflective strategies and expands understanding of professional
competence. The basic structure of the portfolio may include a title page (giving student’s
name, year of training and name of the mentor), contents page (listing what is in the portfolio
with page references), a list of learning objectives (whose achievement the evidence in the
portfolio claims to demonstrate), a short reflective overview (summarizing the learning that has
taken place since the last portfolio review, and indicating which items of evidence relate to
which learning objectives) and the evidence itself (probably grouped together into the areas
contained in the learning objectives. Mentoring is crucial for portfolio-based learning, as it
enhances the feedback process and stimulates students’ reflections. Students will have
individual mentors (preferably with same background) from first year and will stay with one
mentor until the point of graduation. The aims of the mentoring are to provide feedback,
stimulate reflection, support students in compiling portfolio, monitor students’ competency
development, support students in developing a better awareness and understanding of their
strengths and weaknesses, support students in drawing up a learning plan for the coming period
and motivate/inspire students, The Mentor will evaluate portfolio of the students at least two
times a year and hold discussion to provide feedback.
8. Personal research and reflection exercise: In this methodology the student selects content
area from list of topics provided (e.g. examine the impact of culture on the delivery of health
care) then use journals, self- reflection, community based research, clinical experiences,
discussions etc., and is expected to present the findings (in writing and /or orally). This will
help the student apply literature review, self-reflection and critical thinking as a method of
professional exploration and growth to enhance their research and communication skill and
deepen and broaden their knowledge.
9. Whole group session: During years 1 to 4, all students and faculty will meet on Friday
afternoon for whole group session. The purpose of the session is to consolidate and reflect on
the different learning activities covered during the week. The session is student-centered
discussion that will be facilitated by one or more faculty.
10. Journal club: A journal club11 is a group of individuals who meet regularly to discuss the
clinical applicability of articles in current nursing related journals. Journal club is an
increasingly popular way to promote the uptake of research evidence into practice. To make it
effective, evidence suggests mentoring and brief training of students on how to judge quality of
research as well as the use of structured critical appraisal instrument. Journal club is suggested
to be implemented during autonomous nursing practice after students have completed research
methods module.
11. Case based discussion(CBD)

11harris j, kearley k, heneghan c, meats e, katherinekearley-shiers, niaroberts, pererar.Are journal clubs effective in supporting evidence-based decision making?

A systematic review. Beme report. November 2009.

24
Quality Improvement, Monitoring and Evaluation
Higher institutions delivering this program have already established a health sciences education
development center (HSEDC) to lead and coordinate quality assurance and program
monitoring and evaluation. Quality assurance will be guided and monitored by program
specific educational standards and benchmarks defined by the Higher Education Relevance and
Quality Agency. The ongoing quality of the comprehensive nursing education will be
monitored and ensured through:

• Engagement and capacity building of the curriculum committee under the HSEDC to
oversee the implementation of the curriculum, develop standard guidelines for teaching
and assessment and make necessary adjustments along the way.
• Establishment of PBL coordinating committee under the HSEDC that will be tasked
with designing, revising and storage of PBL cases
• Gaining leadership buy-in to mobilize time and human resources and establish the
infrastructure needed, such as syndicate rooms for PBL tutorials
• Self-review of the educational inputs, processes and outputs (including human
resources physical infrastructure, teaching/learning in classroom, skills lab, clinical and
community settings, student assessment, management and governance and student
performance results) semi-annually and taking action. This will be coordinated by the
quality assurance committee or team.
• Organizing regular faculty development and support programs on instructional
methods, technical updates, research, leadership, etc. This will be coordinated by the
faculty development committee or team.
• Establishment of an assessment committee or team under the HSEDC to develop and
maintain exam banks and coordinate, review and administer student assessment
practices
• Evaluation of teaching effectiveness by systematic collection of feedback from students
and at the end of each module or attachment and use it for program improvement
• Peer and module/rotation evaluation by instructors at the end of module delivery
• Annual assessment of the program by the teaching staff
• Exit interviews at graduation and for all those who drop out for any reason
• Monitoring students’ pass rate in national qualification (pre-licensure) exam and
comparing it with other nursing schools
• Establishing alumni of graduates as a mechanism to assess their career choice and
development
• Evaluation of graduates’ performance including obtaining feedback from employers
and society and use the information for program improvement
• Review and amendment of the curriculum implementation every year and overall
evaluation of its effectiveness at some point in time (5-6 years after the launch of the
program) to be led by the curriculum committee under the HSEDC

25
 Assessment Methods
Assessment plays a central role in education process: it determines much of the work students
undertake affects their approach to learning and is an indication of which aspects of the course are
valued most highly. The purposes of assessment are to motivate students to learn, create learning
opportunities, to give feedback to students and teachers, grading and quality assurance. There is a
distinction between a formative assessment, which is mainly intended to help the student learn and a
summative assessment, which is intended to identify how much has been learned. Formative
assessment is most useful part way through the module and will involve giving students feedback
which they can use to improve future performance. Faculty should conduct at least two formative
assessments of each student during a given module or rotation. Summative assessment is used to make
a pass/fail or, promotion decision; findings of formative assessment are not used to make pass/fail
decisions, however12. That being said both formative and summative assessments are equally
important; however, psychometric rigor is required more from summative assessment strategies. The
following principles13,14 are considered in selection of assessment strategies and faculty should keep in
mind these principles in appraising and revising assessment methods during implementation. Validity
and reliability are of utmost importance but it is also recommended to consider feasibility and cost.

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

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

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

Assessment blueprint

12 Chris Rust. Learning and Teaching Briefing Papers Series: Purposes and Principles of Assessment. Oxford Centre for Staff and learning Development. 2002
13Steven M Downing & Thomas M Haladyna. Validity threats: overcoming interference with proposed interpretations of assessment data. Medical Education

2004; 38: 327–333

14Steven M Downing. Reliability: on the reproducibility of assessment data. Medical Education 2004; 38: 1006–1012

26
Developing assessment blueprint helps to improve validity of a test through creating a match between
the curriculum and the assessment methods: Blueprinting means the identification of “what” has to be
assessed in terms of the key topics of knowledge, essential skills and desirable attitudes, in relation to
both the educational program objectives and the outcomes expected for those passing through it
[Boulet, J. and Raymond, M. 2015]. In other words, any assessment methods must match with the
competencies being learnt and all tests should be checked to ensure that they are appropriate for the
objective being tested [Wass, 2001].

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

Fig.2: Miller’s pyramid of competence

Feasibility and acceptability of the assessment methods are also important aspect worth considering. No matter
how valid and reliable the method is, it is the feasibility of that determine the method to be chosen [van der
Vleuten, & Schuwirth, 2005]. Feasibility is the degree to which the assessment method selected is affordable
and efficient for the testing purpose; assessments need to have reasonable costs. Acceptability is the extent to

27
which stakeholders in the process (e.g., medical students and faculty, practicing physicians, patients) endorse
the measure and the associated interpretation of scores [Norcini and McKinley, 2007].

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

1. Direct observation of clinical skills (DOCs)

The purpose of DOCs or mini-clinical evaluation exercise15 is to assess clinical skills while a student
interacts with patients in different settings. Typically it takes 15-20 minutes and the assessor follows
the student with a checklist and gives feedback at the end. The DOCs offers students immediate and
ongoing feedback about their observed clinical skill and performance (interviewing skills, physical
examination skills, and professionalism, clinical judgment, counseling skills, organization/efficiency
and overall clinical competence). This method will be used in all years of the training and there will be
at least two DOCs to be performed by a student in each module or clinical rotation. This assessment
method enables one to follow the progress of the student and will be used for formative assessment.

2. Objective structured examination

Objective structured clinical examination (OSCE) is a performance-based exam. During the exam,
students are observed and evaluated as they go through a series of 8 or more stations. It allows
assessment of multiple competencies. It is Objective, because examiners use a checklist for evaluating
the trainees; structured, because every student sees the same problem and performs the same tasks in
the same time frame; Clinical, because the tasks are representative of those faced in real clinical
situations. These increase the reliability and validity of the assessment. OSCE16 is a standardized
means to assess history taking, physical examination skill, communication skills, ability to summarize
and document findings, ability to make a differential diagnosis or plan treatment, clinical judgment
based on patient ‘s note and procedural skills. OSCE may use manikins and simulators, standardized
patients and real patients. Standardized patients are healthy persons trained to simulate a medical
condition in a standardized way. Health science students, health facility staff and faculty may serve as
standardized patients. Objective structured practical exam (OSPE) is a variant of OSCE to assess
students’ knowledge and skill in a non-clinical setting. Both OSCE/OSPE will be part of the
summative assessment and will be implemented from year 1-4 in the comprehensive nursing
program.

3. Structured long cases

Structured long case assessment presents the student with a complete and realistic clinical challenge
thereby enabling the evaluator to see the complete picture of the student’s ability in addressing the
challenges. The use of multiple cases improves reliability of the examination, which is a major
weakness in the traditional long case. Additional improvements to the traditional long case that would

15JohnJ. Norcini; Linda L. Blank; F. Daniel Duffy; and Gregory S. Fortna. The Mini-CEX: A Method for Assessing Clinical Skills. Ann Intern Med.
2003;138:476-481.
16 ACGME and ABMS. Toolbox of assessment methods. A product of the joint initiative of the ACGME Outcome Project of the Accreditation Council for

Graduate Medical Education (ACGME), and the American Board of Medical Specialties (ABMS). Version 1.1, September 2000.

28
improve reliability are observing the student-patient interaction and using checklist and increasing the
number of examiners17. Because of feasibility considerations, structured long cases will be used only
during year IV as part of the summative assessment of the student.

4. Standardized oral exam

The standardized oral examination18 is a type of performance assessment using realistic patient cases
for questioning the examinee. The examiner begins by presenting to the examinee a clinical problem in
the form of a patient case scenario and asks the examinee to manage the case. Questions probe the
reasoning for requesting clinical findings, interpretation of findings, and treatment plans. In efficiently
designed exams each case scenario takes three to five minutes. One or two faculty serve as examiners
and students can be tested on several different clinical cases. Oral exam will be part of the summative
assessment in year IV.
5. Written exam
Written assessments may include different item formats such as multiple choice questions, matching,
true-false, essay and short answer. Written assessment methods will help to evaluate knowledge and
understanding of basic, clinical, public health and psychosocial sciences and professionalism and
ethics. Important point to remember is to ensure written exams assess higher order knowledge in
addition to recall and comprehension. Written assessments would be parts of both as formative and
summative assessment in all years of the comprehensive nursing program.
6. Logbook
Logbook documentation serves as evidence of scope of patient care and community experience to
meet requirements or specific learning outcomes. Maintaining logbook will encourage students to
make use of all possible learning opportunities for clinical/procedural skills and community skills to
fulfill minimum requirement. Regular review of logbook can be used to help the student track what
procedures or experiences must be sought to meet requirements. The logbook document should be
counter signed by faculty. The number reported in a logbook may not necessarily indicate competence.
Logbook will be part of the formative assessment throughout the comprehensive nursing curriculum.

7. Portfolio
Portfolio19 is collection of papers and other forms of evidence that learning has taken place. It provides
evidence for learning and progress towards learning objectives. Reflecting upon what has been learned
is an important part of constructing portfolio. In addition to products of learning, the portfolio can
include statement about what has been learnt, its application, remaining learning need, how they can
be met. Portfolio helps to assess learning outcomes including those that are not easy to assess with
other methods like personal growth, self-directed learning, reflective ability, self-assessment of
personal growth and professionalism. Portfolio allows assessment of progress towards learning
outcomes by using chronological work samples collected at different points in time. Portfolio will be
17John Norcini. The death of the long case? BMJ 2002;324:408–9
18 ACGME and ABMS. Toolbox of assessment methods. A product of the joint initiative of the ACGME Outcome Project of the Accreditation Council for

Graduate Medical Education (ACGME), and the American Board of Medical Specialties (ABMS). Version 1.1, September 2000.

19M. Friedman ben david, m.h. Davis, r.m. Harden, p.w. Howie , j. Ker &m.j. Pippard. Amee medical education guide no. 24: portfolios as a method of student
assessment.Medical teacher, vol. 23, no. 6, 2001

29
part of the formative assessment throughout the duration of the ECCN training and can be used as a
summative assessment during professional comprehensive nursing practice.

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

9. 3600 Evaluation
3600 evaluation21 consists of measurement tools completed by multiple people in a student’s sphere of
influence. Evaluators usually are faculty, other members of the health care team, peers, patients and
others as needed. 360 evaluations can be used to assess interpersonal and communication skills,
teamwork ability, management skills, decision-making professional behaviors and some aspects of
patient care. It will be used as part of the summative assessment in team training program (TTP), and
in some nursing modules as indicated.

10. PBL progressive assessment

PBL22 progressive assessment is a continuous assessment of students’ performance during PBL
tutorials with regards to content, process and professionalism. To improve reliability of the score, this
assessment strategy will be guided by a checklist. The checklist may assess competencies in four
areas: knowledge of basic, clinical, public health and psychosocial sciences, information gathering
skills, reasoning skills, participation and communication skills, and cooperation and team building
skills. This assessment method will be part of both formative and summative assessment during year I
to IV. PBL tutorial assessment at the end of each session and midway during a module will be used as
a formative assessment method while end of module assessment of students’ performance during PBL
tutorials will be used as part of the summative assessment.

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

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

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

medical education (acgme), and the american board of medical specialties (abms). Version 1.1, september 2000.
21Acgme and Abms. Toolbox of assessment methods. A product of the joint initiative of the acgme outcome project of the accreditation council for graduate

medical education (acgme), and the american board of medical specialties (abms). Version 1.1, september 2000.
22Division of Educational Development & Research, Teacher & Educational Development, University of New Mexico School of Medicine. Faculty and student

guide to PBL tutorials in phase I curriculum of the University of New Mexico School of Medicine. 2002.

30
 Fixe d Number
Corresponding

Corresponding

Letter Grade

Description

Description
Status
Raw Mark Interval-[100 %]

class Class
[90,100] 4.0 A+
[85, 90) 4.0 A

Excellent

Great
[80, 85) 3.75 A-

First class First

with
[75, 80) 3.5 B+

Distinctio
[70, 75) 3.0 B

Good
Very

with

n
[65, 70) 2.75 B-

class
First
[60, 65) 2.5 C+
Unsatisfa Satisf Good

Second
[55, 60) 2.0 C

Class
actor
y

[50, 55) 1.75 C-

Lowest Lowest Lower Lower
Class Class
ctory

[45,50) 1.0 D
Very
Poor

[40,45) 0 Fx
Class
*Fail

[<40) 0 F
Class
Fail

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

year) requirements
• Students are required to achieve a passing mark of C (55%) in knowledge based and C+ (60%) in
performance assessments that will be conducted before their transition from one core modules to
another core module and transition to internship program (pre-internship assessment) respectively.

31
• Any student scoring below 60% in core modules in hospital or community based clinical practice
assessment should repeat the clinical attachment for at least one month and get reassessed to
verify improvement.
• A student who scores C¯ or D in overall modular assessment of major modules will be allowed to
take the next module/s while concurrently repeating the modules he/she scored C¯ or D.
• A failure (F) in the performance of the second attachment would suffice to delay the student by
one year.
• Any student scoring below 50% in core modules in school based assessment, including written
exam, simulation based assessment and PBL progressive assessment should take re-exam in two
weeks’ period. Achieving at least 50% in overall school based assessment is a requirement to join
the modules’ clinical practice.

• A student who scores C—in supportive and common courses could progress to take the next
modules/semester/year given that his/her cumulative GPA is inacceptable range.
• A student who scores D in supportive course should take re-exam although he/she may have GPA
of 2.0 or more. But for common courses, scoring D does not prohibit students to progress to the
next level given that his/her GPA is inacceptable range (as specified for 1st and second year in the
table above).
• A student with F in any of the modules must repeat the course/module as long as his/her
cumulative GPA is inacceptable range.

Probation and Dismissal

• As per harmonized senate university

Graduation Requirement
• Students are required to achieve a passing mark of C (55%) in knowledge based and C+ (60%)
in performance assessments in core modules and comprehensive exit exams to qualify for
graduation respectively.
• A student cannot graduate with a grade point average (GPA) of less than 2.0 out of the 4-scale
grading system. That being said however, he/she should at least score a minimum of
C+(>60%) and above for all major modules and C (≥55%) for supportive courses (SPH) to be
eligible for graduation.

Degree Nomenclature
Upon successful completion of the Four years program, the graduate will be awarded the degree of
‘Bachelor of Science in Nursing and in Amharic ‘የሳይንስ ባችለር ዲግሪ በነርስነት

32
 Year I

Name of Department/Program: Nursing

Module Title Communicative English Language Skill I
Module Number FLEn-M1011

33
Total ETCTS and Credit ETCTS: 10
Hours of the module Credit Hours: 6
Courses of the Module
Course code Course Name Cr. Hr CP/ETCTS
FLEn1011 Communicative English language Skills 3 5
Course Information
Course code FLEn1021
Course Title Communicative English Language Skills I
ETCTS Credits 5
Contact Hours (per week) 3
Course Objectives Upon completing the course, students will be able to:
Express their ideas in various communicative contexts (in group/ pairdiscussion,
public speaking settings etc.)
Use various vocabulary learning strategies and techniquesWrite and
present reports
Read various materials and make their own notes Identify the
structure of oral and written discourses
Attend their academic work at ease and with clarity.
Course Description This course is intended to develop and improve students' language competence. It is
also aimed at developing students‟ communicative abilities in English which will
help students to develop their communicative skills and overall language
competence in English. Generally, this course will cover the specific language
aspects described below. Developing basic functions of English language skills:
reading (scanning, skimming, reading for details, summarizing, understanding the
structure of a text); listening (listening for the gist, listening for details, recognizing
discourse markers, noticing the structure of a lecture, understanding speaker
intentions, recognizing signposting, attending and following skills); writing
(summarizing a text, writing descriptive texts); speaking (introducing oneself and
others, interviewing, discussions, stating and supporting propositions,
stating one‟s opinions, organizing and taking part in a debate, making a

34
 persuasive speech, questioning); vocabulary (working out meanings
from context, synonyms, antonyms, collocations, definitions); grammar
(relative clauses, modals, voice, conditionals, tense, reported speech).
WEEKS Course Contents Reading

1&2 Introductory Unit

Listening and Speaking: Finding out about other
people
Vocabulary: Learning to learn vocabulary
Grammar: Learning to use grammar for facilitating
meaning
Reading: What is involved in understanding text?
Speaking: Introducing oneself and others
Writing: A short Personal description or story
3, 4, 5 & 6 AIDS
Listening and Speaking:
Understanding markers of addition and relating
Listening for gist
Responding to the speaker's purpose
Writing a brief summary of a talk
Vocabulary
Using component parts of a word as clues to
meaning
Using topic relationships in order to learn words
Being aware of how words collocate with each
other
Working out word meanings from context
Grammar
Using relative clauses
Expressing warning and advice
Reading
Identifying the intended audience of a text and other
critical reading skills

35
 Relating a diagram to a text
Speaking
Brain storming
Public speaking
Writing: Writing a short summary of a talk
7, 8, 9, & 10 Culture and Values
Listening and Speaking
Identifying the structure of a talk
Completing a note framework
Vocabulary
Using topic relationships to learn newwords
Words of Greek and Latin origin
Using a vocabulary network to learn
words
Grammar
Using active and passive constructions
for descriptive writing
using time clauses for descriptive
writing
Reading
Critical reading
Reading for main ideas
Reading for detail
Speaking
Understanding reference
Brainstorming
Organizing and taking part in a debate
Writing
Writing a brief summary of key ideasfrom
a text
Writing a descriptive essay about a

36
 marriage ceremony
11, 12, 13, & 14 4. Improving Study Practices
Listening and speaking
Thinking about what you do when youlisten to a
lecture and take notes
Understanding listing and sequencing
markers
Listening for a main sections of a talk
Vocabulary
Using a dictionary
Working out word meanings from context
Grammar
Using Conditional I,II and III
Reading
Skimming for gist
Critical reading and evaluating
Using reference/textual markers
Speaking
Brainstorming and discussing on what makesa good
learner
Writing
Summarizing a talk
Summarizing an academic article
Writing an essay on learning English
15 & 16 Tutorial
Teaching & Learning The teaching and learning methodology include lecturing, discussions,
Methods/strategy problem solving, and analysis. The full and active participation of
students is highly encouraged.
Assessment/Evaluation The evaluation scheme will be as follows:
Assessment Scheme %
Listening 10%
Speaking 10%

37
 Reading 10%
Writing 10%
Vocabulary 10%
Grammar 10%
Final Examination 40%
Total 100%
Work load in hours
Hours Required Total
Lectures Assessments Tutorials Self-Studies Assignment Hrs

48 10 16 51 10 135
Roles of the Instructor He/she will come to the class regularly on time and deliver the lecture
in a well-organized manner. He/she is also responsible to give
feedback for each assessment.
Roles of the students The success of this course depends on the students‟ individual and
collective contribution to the class discussions. Students are expected
to participate voluntarily, or will be called upon, to contribute to set
exercises and problems. Students are also expected to read the assigned
readings and prepare the cases before each class so that they could
contribute effectively to class discussions. Students must attempt
assignments by their own. Proficiency in this course comes from
individual knowledge and understanding. Copying the works of others
is considered as serious offence and leads to disciplinary actions.
Text and reference Reference Books
books Dean, M.1988. Write it; Writing Skills for intermediate learners of
English. Cambridge University Press
DEFLL, 1996.College English: volume I and II.AAU.AAU Printing
Press
Gregory.1999.Public speaking for college and career (Fifth Ed).New
York: McGraw Hill College
Hewings, M. 1999.Advanced Grammar in use: self-study Reference
Practice Book for Advanced Learners of English. Cambridge: CUP.
MOE, 2005. Improve Your English: A Course for Ethiopian Teachers

38
 (Grade 1-4)-Face to Face Learner's Books 1&2.Addis Ababa: EMPDE
Mohammedtahir and Tibebe Kasahun, 2005.Communicative English
Skills II (unpublished). Jimma University Press
Strong, W.1991. Writer's Choice: Grammar and Composition. Illinois:
McGraw Hall

Name of Department/program: Nursing

Module Title General Physics
Module Number Phys1021
Total ETCTS and ETCTS: 5
Credit Hours of the Credit Hours: 3
module
Courses of the Module
Course code Course Name Cr. Hr CP/ETCTS
Phys1011 General Physics 3 5
Course Information
Course code Phys1011
Course Title General Physics
Module General physics
ETCTS Credits 5
Contact Hours (per week) 3
Course Objectives By the end of this course the student will able to:
• Develop knowledge and skills in basic measurement and uncertainty.
• Understand the basic concepts of physics and the relations between
them (Laws).
• Describe and explain natural phenomena using the basic concepts and
laws.
• Apply the basic concepts and laws to practical situations.
• Develop the algebraic skills needed to solve theoretical and practical
problems.
• Appreciate the applicability of physics to a wide range of disciplines.

39
Course Description This algebra based course provides science students with the basic concepts of
physics that enable them to understand describe and explain natural
phenomena. Emphasis is laid on general principles and fundamental concepts
in measurements, mechanical and thermal interactions, fluid mechanics,
electromagnetism, oscillations and waves with applications of physics in
various fields of science.

40
 The course is organized into 7 chapters. The chapters on mechanics
introduce the principles and laws governing the motion of objects and the
interaction between the mass well as conservation laws. The chapter on heat
and temperature discusses the interaction between systems through energy
transfer and describes some basic thermal properties of such systems. The
chapters on oscillations, waves and optics provide basic concepts of periodic
motions, how waves transfer energy from one place to the other, and use the
concepts of light rays to explain image formation by mirrors and lenses.
Electromagnetism and electronics introduces the basic electric and magnetic
phenomena using the concept of field and treats elementary concepts of
semiconductors. Cross-cutting applications of physics explain the roles of
physics in Agriculture, Industries, Medicine, Archeology, Power
Generation, Earth and Space Sciences.
WEEKS Course Contents Reading
st
1 Preliminaries
❖ Physical Quantities and Units of
Measurement
❖ Uncertainty in Measurement and
significant digits
❖ Vectors: composition and Resolution
❖ Units of Vector
2nd, 3rd ,4th and 5th Kinematics and dynamics of practice
❖ Kinematics in one and two dimensions
❖ Particle dynamics and planetary motion
❖ Work, Energy and linear momentum
6th,and 7th Fluids Mechanics
❖ Properties of Bulk Matter
❖ Density and pressure in static fluids
❖ Buoyant Force, Archimedes Principle
❖ Moving Fluids and Bernoulli‟s
Equation
8th and 9th Heat and thermodynamics
❖ The Concept of Temperature
❖ The Concept of Heat and Work
❖ Specific Heat and Latent Heat
❖ Heat Transfer Mechanism
❖ Thermal Expansion
❖ Energy Conservation
10th and 11th Oscillations, Wave and Optics
❖ Simple Harmonic Motion
❖ Simple Pendulum
❖ Wave and its Characteristics
❖ Resonance
❖ Dopller Effect
❖ Image Formation by thin lenses and

41
 Mirrors
th th Electromagnetism and Electronics
12 and 13
❖ Coulombs‟ Law and Electric fields
❖ Electric Potential
❖ Current, Resistance and Ohm‟s law
❖ Equivalent Resistance and Kirchhoff‟s
law
❖ Magnetic field and magnetic flux
❖ Electromagnetic Induction
❖ Insulators, Conductors and
semiconductors
❖ Diodes, Characteristics of Curve
❖ Transistors
14th , 15th and 16th Cross Cutting Applications of Physics
❖ Application in Agriculture
❖ Physics and Industry
❖ Physics in Health Science and Medical
Imaging
❖ Physics and Archeology
❖ Application in Earth and Space science
❖ Application in power Generation
Teaching & Learning The teaching and learning methodology include lecturing, discussions,
Methods/strategy problem solving, and analysis. The full and active participation of students
is highly encouraged.
Assessment/Evaluation The evaluation scheme will be as follows:
Test 1 Test 2 Test 3 Quiz Assignment Final Total
10% 10% 15% 5% 10% 50% 100%
Work load in hours
Hours Required
Total
Assess Self- Assig
Hrs
Lectures Lab ments Tutorials Studies nment Advising
48 - 12 - 60 15 - 135
Roles of the Instructor He/she will come to the class regularly on time and deliver the lecture in a
well-organized manner. Besides, he/she is responsible to give feedback for
each assessment.
Roles of the students The success of this course depends on the students‟ individual and
collective contribution to the class discussions. Students are expected to
participate voluntarily, or will be called upon, to contribute to set
exercises and problems. Students are also expected to read the assigned

42
 readings and prepare the cases before each class so that they could
contribute effectively to class discussions. Students must attempt
assignments by their own. Proficiency in this course comes from
individual knowledge and understanding. Copying the works of others is
considered as serious offence and leads to disciplinary actions.
Text and reference Reference Books
Books Serway, R. A. and Vuille, C., 2018, College Physics, 11th ed., Cengage Learning,
Boston, USA
University Physics with Modern Physics by Young, freedman and Lewis Ford
Physics for Scientists and Engineers with Modern Physics by Douglas C. Giancoli
Fundamentals of physics by David Halliday, Robert Resnick and Gearl Walker
College Physics by Hugh D. Young Sears Zemansky, 9th edition
Herman Cember and Thomas A. Johnson, Introduction to Health Physics, 4th
ed., (2008).
William R. Hendee and E. Russell Ritenour, Medical Imaging Physics, 4th ed.,
(2002).
Tayal D.C. Basic Electronics. 2nd ed. Himalaya Publishing House Mumbai,
(1998).
Theraja B.L., R.S. Sedha. Principles of Electronic Devices and Circuits, S.Chand
and Company Ltd, New Delhi, (2004).
Introduction to Space Physics, M. G. Kivelson and C. T. Russell, Cambridge
University Press, 1995.
Stacey, Frank D.: Physics of the earth. 2nd Ed.,Wiley, 1977.

Course Title: General Psychology and Life SkillsCr. Hr:

3(5 ECTS)
Target Group: All 1st Year Students
Instructor name:
Course Code: PsyL 1031
Module
code:
Office No
:
Email: someone@example.com
Mode of delivery: Parallel

Course description
This introductory course will provide students with an overview of the current body of
knowledge and the science of psychology. This course examines the role of environmental
factors and the interaction of nature and nurture in determining behaviors and mental
processes. Areas to be discussed will include; the essence psychology, human development,
theories of learning, memory and forgetting, motivation and emotion, psychological disorder
43
and treatments. The course will also focus on how to develop life skills based on the theories
and principles of psychology where self-development, academic and social skills shall be
given due attention.

Course Rationale
The course General Psychology and Life skill encompasses the fundamental concepts and
principles of psychology which have immense application to human life problems. Hence,
this course is intended to introduce students to the basic concepts of psychology and acquaint
them with how to apply psychological knowledge, principles, and theories to real life
situation and problems. So it is of paramount importance for students of any field of study to
be effective in their personal, social, and professional life. Apart from that, it is to introduce
students to the core set of life skills, which are important in realizing holistic development of
students (i.e sense of well-being, confidence and academic performance) so that they can lead
happy, healthy, successful, and productive life.

Learning outcomes
Up on the completion of this course, students will be able to:

• Describe basic psychological concepts.

• Compare and contrast the major theoretical perspectives in psychology.
• Discuss different aspects of human development
• Compare and contrast different learning theories
• Summarize motivational and emotional processes
• Demonstrate social and interpersonal skills in everyday life.
• Set an adaptive goal and plan for future.
• Apply knowledge of psychology to one’s own life & to develop life skills.

44
 • Explain ways how self-confidence, self-esteem, self-efficacy, assertiveness,
responsible behaviors, interpersonal skills will be strengthened.
• Apply different stress coping mechanisms.

Week Contents Assessment

Techniques
Chapter One: Essence of Psychology
1.1. Definition of Basic Concepts
1.2. Goals of Psychology
1.3. Historical Background of Psychology
Week 1
1.4. Theoretical Perspectives in Psychology
1.5. Branches of Psychology
1.6. Research Methods in Psychology
1.7. Applications of Psychology
Week 2 & 3 Chapter Two: Human Development
2.1.Definition and Concepts of Human Development
2.2. Facts and Principles of Human Development
2.3. Aspects of Human Development
2.4. Theories of Human Development
2.4.1. Cognitive Theories
2.4.2. Psychosexual Theory
2.4.3. Psychosocial Theory
2.4.4. Moral Development Theory
2.5. Personality Development
2.5.1. Meaning of Personality
2.5.2. Trait theories of Personality
2.5.3. Humanistic theories of Personality
Week 4 & 5 Chapter Three: Learning and Theories of Learning
3.1 Definition, Principles and Characteristics of Learning
3.2 Factors Influencing Learning
3.3 Theories of Learning and their Applications
3.3.1. Behavioral Theory of Learning
3.3.2. Social Learning Theory
3.3.3. Cognitive Learning Theory
Week 6 Chapter Four: Memory and Forgetting
4.1. Memory
4.1.1. Meaning and Process Of Memory
4.1.2. Stages of Memory
4.1.3. Factors Affecting Memory
4.2. Forgetting
4.2.1. Meaning and Concepts of Forgetting
4.2.2.Theories of Forgetting
4.3. Improving Memory
Week 7 & 8 Chapter Five: Motivation and Emotion
5.1. Motivation
5.1.1. Definition and Types of Motivation
5.1.2. Theories of Motivation and their Applications
5.1.3. Conflict of Motives and Frustration

45
 5.2. Emotion
5.2.1. Definition of Emotion
5.2.2. Components of Emotion
5.2.3. Theories of Emotion and their Applications
Week 9 Chapter Six: Psychological Disorders and Treatment
Techniques
6.1. Nature of Psychological Disorders
6.2. Causes of Psychological Disorders
6.3. Types of Psychological Disorders
6.4. Treatment Techniques
Week 10 Chapter Seven: Introduction to Life Skills
7.1. Nature and Definition of Life skills
7.2. Goals of Life Skills
7.3. Components of Life Skills
Week 10-12 Chapter Eight: Intra-personal and Personal Skills
8.1. Self-Concept and Self-Awareness
8.2. Self-Esteem and Self-Confidence
8.3. Self-Control
8.4. Emotional Intelligence and Managing Emotion
8.6. Resilience and Coping with Stress
8.7. Anger Management
8.8. Critical and Creative Thinking
8.9. Problem Solving and Decision Making
Week 13 Chapter Nine: Academic Skills
9.1. Time Management
9.2. Note-taking and Study Skills
9.3. Test-Taking Skill
9.4. Test Anxiety and Overcoming Test Anxiety
9.5. Goal Setting
9.6. Career Development Skill
Week 14 & 15 Chapter Ten: Social Skills
10.1. Understanding Intercultural Diversity and Diversity
Management
10.2. Gender and Social Inclusion
10.3. Interpersonal Communication Skills
10.4. Social Influences and Peer Pressure
10.5. Assertiveness
10.6. Conflict and Conflict Resolution
10.6. Team Work
10.7. Overcoming Risky Behavior
Week 16 is Reserved For Final Examination

46
 Teaching Learning Methods
Classroom lessons will be mainly lectures preceded by activities (leading questions followed
by brainstorming) and pair or group discussions followed by presentations with amendments
by the instructor. Students will be given cases in light of the theories covered and asked to
analyze cases form the perspectives of the course objectives and make presentations. At the
start of every lesson, students will be requested to give brief summaries of the previous
lesson. At the end of each unit, they will be requested to prepare exit slips where they reflect
on what they have learned and what aspects of the unit need further consideration. In this way
continuous assessment of students’ understanding will be held and remedial actions taken.
Whatever so, below is listed some general approaches:

• Gapped Lecturing
• Brainstorming
• Collaborative learning
• Discussion
Independent learning
Reading assignment and presentation
• Role play

Assessment & Evaluation Techniques

1. Continuous Assessment 50 %
▪ Test: 20 %
▪ Group assignment- 10 %
▪ Individual assignment- 10 %
▪ GroupPresentation-10 %
2. Final exam 50%

Course Policy
Responsibilities of the Students
All students are expected to abide by the code of conduct of students as per the Legislation of
the respective university throughout the course. Academic dishonesty, including cheating,
being late, fabrication and plagiarism will not be tolerated and will be reported to the
concerned bodies for disciplinary action. Regular attendances, class activities (questions),
doing assignments and submitting them on time are indispensable vehicles for the successful
accomplishment of the course. Moreover, mobile cell phones are to be switched off so as to
avoid distractions in the teaching learning activities including examination time. Lastly, but
not least, note that all issues discussed in the class will be incorporated in quiz, tests or final
exams.

Responsibilities of the Instructor

▪ Planning learning activities needed for the successful accomplishment and realization
of the course objectives

47
▪ Running classes according to the official instructional schedule for successful
coverage of the designed course contents within the planned instructional time
▪ Regularly planning assessment activities and designing relevant (reliable, valid, and
usable) assessment tools to realize the objectives of continuous assessment
▪ Providing timely and constructive feedbacks on students’ performance on every
assessment activities
▪ Being good role model for the students in the issues like punctuality, objectivity,
honesty, transparency, fairness, humbleness, tolerance, devotion to one’s duty, mercy,
dressing/neatness etc.

References

o Coon, D. & Mitterer, J.O. (2008). Introduction to psychology: Gateways to mind and
behavior (12th ed). New York, NY: McGraw Hill.

o Feldman, R.S. (2018). Essentials of understanding psychology (13th ed). New

York, NY:McGraw Hill.

o Gray, P. & Bjorklund, D.F. (2017). Psychology (7th ed). New York, NY: Worth

Publishers.Kalat, J.W. (2013). Introduction to psychology (13th ed). New York, NY:

McGraw Hill.

o Lahey, B.B. (2008). Psychology: An introduction (10th ed). New York, NY: McGrawHill.

o Lilienfeld, S.O., Lynn, S.J., Namy, L.L. & Woolf, N.J. (2017). Psychology: From
Inquiry tounderstanding (3rd ed). Upper Saddle River, NJ: Pearson Education.

o Meyers, D.G. & DeWall, C.N. (2016). Exploring psychology in modules (10th ed).
New York,NY: Worth publishers.

o Weiten, W. (2014). Psychology: Themes and variations (briefer version, 9th ed).
Belmont,CA: Wadsworth Publishing.

o Burnard, P. (1989). Teaching interpersonal skills: A handbook of experiential

learning forhealth professionals. London, UK: Chapman and Hall.

o Cotnell, S. (2013). The study skills handbook. New York, NY: Palgrave MacMillan.

o Haddon, P.F. (1990). Mastering personal and interpersonal skills: Key techniques
andpersonal success. London, UK: Thorogood Ltd.

o Hays, J. (2002). Interpersonal skills at work (2nd ed). New York, NY: Routledge.

o Pavord, E. & Donnely, E. (2015). Communication and interpersonal skills (2nd ed).
Banbury,UK: Lantern publishing.

48
o Peace Corps (2001). Life skills manual. Washington, DC: Author.Skills You need
(2018). Personal development. Author.

o State University of New York (nd). The study skills handbook. Albany, GA: Author.

o Sultmann, B. & Burtpn, T. (2003). People skills: Guiding to effective interpersonal behavior.
▪ Bowen Hills, Australis: Australian Academic Press.

49
Course Title: Basic Mathematics for Natural Sciences
Course Code: Math 1041

Credit hour: 3

Tutorial hrs: 2

Course Descriptions

The course intends to prepare natural science students with the basic concepts and materials from
mathematics that necessitate a good foundation to treat fundamental mathematical tools in
science. This course rigorously discusses the basic concepts of logic and set theory, the real and
complex number systems, mathematical induction, least upper bound and greatest lower bound,
functions and types of functions, polynomial and rational functions, logarithmic and exponential
functions, trigonometric functions, hyperbolic functions and their graphs and analytic geometry.

Course objectives:
After completion of the course, students will be able to:

✓ apply propositional logic in reasoning,

✓ use quantifiers in open propositions in mathematical logic
✓ understand concepts of sets and set operations,
✓ understand the fundamental properties of real numbers
✓ use mathematical induction in proofs,
✓ analyze least upper bound and greatest lower bound,
✓ understand the fundamental properties of complex numbers
✓ express complex numbers in polar representation
✓ explain different types of functions, their inverses and their graphs
✓ evaluate zeros of polynomials
✓ Understand basic properties of logarithmic, exponential, hyperbolic, and trigonometric
functions
✓ Understand basic concept of analytic geometry
✓ derive equations of conic sections

50
Chapter One: Propositional logic and Set Theory (14 hrs)

Definition and examples of proposition

Logical connectives
Compound (or complex) propositions
Tautology and contradiction
Open proposition and quantifiers
Set theory
The concept of a set
Description of sets
1.2.3. Set operations and Venn diagrams

Chapter Two: The real and complex number systems (14 hrs)

The real number system

The natural numbers, Principle of mathematical induction and the Well
ordering Principle
The integers, rational numbers and real numbers.
Upper bound and lower bound: least upper bound and greatest lower bound;
Completeness property of real numbers
Complex number system
Definition of complex numbers and their operations
Polar representation of complex numbers and the De-Moivere’s formula
Extraction of roots

Chapter Three: Functions (14 hrs)

Review of relations and functions
Real-valued functions and their properties
Types of functions and inverse of a function
Polynomials, zeros of polynomials, rational functions, and their graphs
Definitions and basic properties of logarithmic, exponential, trigonometric
and hyperbolic functions, and their graphs.
Chapter Four: Analytic Geometry (22 hrs)

4.1 The straight-line: Division of segments and various forms of equation of a line.

51
 Circles
Definition of circle and examples
Equation of a circle centre at the origin and different from the origin.
Intersection of a circle and a line
Parabola
Definition of parabola and standard form of equation of parabola.
Equation of parabola parallel to the x-axis (the y-axis)
Ellipse
Definition of Ellipse and examples
Equation of ellipse centre at the origin and different from the origin
Hyperbola
Definition of circle and examples
Equation of hyperbola of center at the origin transverse axis to x-axis (the y-axis)

Mode of delivery
✓ Lecture
✓ Group discussion
✓ Demonstration
✓ Problem solving

Assessment methods
• Assignments / quizzes / tests 20%
• Mid Exam 30%
• Final examination 50%

Reading and textbooks: -

Abera Abay, An Introduction to Analytic Geometry, AAU, 1998

Alemayehu Haile and Yismaw Alemu, Mathematics an Introductory Course, Department of

Mathematics, AAU

52
Name of Department/Program: Nursing
Course Information
Course code LoCT 1051
Course Title Critical thinking
Module Critical thinking
ETCTS Credits 5
Contact Hours (per 3
week)
Course Objectives At the end of the course, students should be able to:
• Understand the relationship of logic and philosophy,
• Recognize the core areas of philosophy,
• Appreciate the necessity learning logic and philosophy,
• Understand basic logical concepts, arguments,
• Understand deductivness, inductiveness, validity, strength,

53
 soundness, and cogency,
• Develop the skill to construct sound argument and evaluate
arguments;
• Cultivate the habits of critical thinking and develop sensitivity
to clear and accurate usage of language;
• Differentiate cognitive meanings from emotive meanings of
words,
• Differentiate standard forms of categorical propositions from
other types of sentences used in any language,
• Apply symbols to denote standard forms of categorical
propositions to form further logical assertions among them.
• Develop logical and open-mind that weighs ideas and people
rationally;
• Develop confidence when arguing with others,
• Demonstrate logical argumentative ability,
• Develop logical reasoning skill in their day to day life, and
• Appreciate logical reasoning, disproving mob-mentality and
avoid social prejudice.
• Understand the basic concepts and principles of critical
thinking.
• Understand the criterion of good argument.
• Identify the factors that affect critical thinking.
• Apply critical thinking principles to real life situation.

Course Logic and Critical Thinking is an inquiry that takes arguments as its
Description basic objects of investigation. Logic is concerned with the study of
arguments, and it seeks to establish the conditions under which an
argument may be considered acceptable or good. Critical thinking is an
exercise, a habit, a manner of perception and reasoning that has
principles of logic as its fulcrum, and dynamically involves various
reasoning skills that ought to be human approach to issues and events
of life. To think critically is to examine ideas, evaluate them against

54
 what you already know and make decisions about their merit. The aim
of logic and critical thinking course is to maintaining an „objective‟
position. When you think critically, you weigh up all sides of an
argument and evaluate its validity, strengths and weaknesses. Thus,
critical thinking skills entail actively seeking all sides of an argument
evaluating the soundness of the claims asserted and the evidence used
to support the claims. This course attempts to introduce the
fundamental concepts of logic and methods of logical reasoning. The
primary aim of this course is to teach students essential skills of
analyzing, evaluating, and constructing arguments, and to sharpen their
ability to execute the skills in thinking and writing.
WEEKS Course Contents Reading

1st and 2nd Logic and Philosophy

Meaning and Definition of philosophy

Core Branches of Philosophy

Importance of Learning Logic and
Philosophy
3rd, 4th and 5th Basic Concepts of Logic
Basic Concepts of Logic

Techniques of recognizing arguments.

Types of Arguments (deductive and

Inductive)
Evaluation of Arguments
6th and 7th Logic and Language
Logic and Meaning
▪ Cognitive and Emotive Meaning of
Words
▪ Intentional and Extensional Meaning of
Terms
Logic and Definition
▪ Types and Purposes of Definition

55
 ▪ Techniques of Definition
▪ Criteria for Lexical Definitions
8th and 9th Basic Concepts of Critical Thinking
❖ Meaning and Definition of Critical
Thinking.
❖ Principles of Critical Thinking.
❖ Criterion/Standard of Argument Good
Argument.
❖ Factors Affecting Critical Thinking.
❖ Relevance of Critical Thinking.
10th, 11th ,12th and Logical Reasoning and Fallacies
th
13 Types of Fallacies: Formal and Informal
Categories of Informal Fallacies
Fallacies of Relevance

Fallacies of Weak Induction

Fallacies of Presumption

Fallacies of Ambiguity

Fallacies of Grammatical Analogy

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

56
 Obversion, and Contraposition
Teaching & For the successful completion of this course, different Student-Centered
Learning teaching methodologies will be applied. These include: Semi-Lecture,
Methods/strategy Class Discussion, Group discussion, Pair Discussion, peer-Learning,
Video/Audio Visual, and Self-Reading, Debate
Assessment/ The evaluation scheme will be as follows:
Evaluation Test 1 Test 2 Test 3 Quiz Assignment Final Total
10% 10% 15% 5% 10% 50% 100%
Work load in
Hours Required
hours Total
Assess Self- Assig
Hrs
Lectures Lab ments Tutorials Studies nment Advising
48 - 12 - 60 15 - 135
Roles of the He/she will come to the class regularly on time and deliver the lecture
Instructor in a well-organized manner. Besides, he/she is responsible to give
feedback for each assessment.
Roles of the The success of this course depends on the students‟ individual and
students collective contribution to the class discussions. Students are expected to
participate voluntarily, or will be called upon, to contribute to set
exercises and problems. Students are also expected to read the assigned
readings and prepare the cases before each class so that they could
contribute effectively to class discussions. Students must attempt
assignments by their own. Proficiency in this course comes from
individual knowledge and understanding. Copying the works of others
is considered as serious offence and leads to disciplinary actions.
Text and reference Hurley, Patrick J. (2014) A Concise Introduction to Logic, 12th
books Edition, Wadsworth, Cengage Learning.
Hurley, Patrick J. (2012) A Concise Introduction to Logic, 11th
Edition, Wadsworth, Cengage Learning.
Reference Books
Copi, Irving M.and Carl Cohen, (1990) Introduction to Logic, New
York: Macmillan Publishing Company.
Damer, Edward. (2005). Attacking faulty reasoning. A practical guide

57
to fallacy free argument. Wadsworth Cengage learning, USA.
Fogelin, Robert, J, (1987) Understanding Arguments: An Introduction
to Informal Logic, New York: Harcourt Brace Jvanovich Publisher.
Guttenplan, Samuel: (1991) The Language of Logic. Oxford: Blackwell
Publishers Stephen, C.(200) The Power of Logic. London and Toronto:
Mayfield Publishing company.
Simico, N.D and G.G James. (1983) Elementary Logic, Belmont, Ca:
Wadsworth Publishing Company.
Walelign, Emuru, (2009) Freshman Logic, Addis Ababa.

58
Name of University
Degree Program
Course Title Geography of Ethiopia and the Horn
Course Code GeES 1061
Course information Academic Year Semester
Meeting: Day Time _ Location
Instructor Name
Instructor’s Contact Department:
Information
Email:
Mobile number:
Office hour:
Block and room number:
Credit hour 3
ECTS 5
Student Work Load Lectures Tutorial
Group Work/ Discussion Home Study Total
and Presentation
48 - 35 52 135hrs
Course Description This course attempts to familiarize students with the basic geographic
concepts particularly in relation to Ethiopia and the Horn of Africa. It is also
intended to provide students a sense of place and time (geographic literacy)
that are pivotal in producing knowledgeable and competent citizens that are
able to comprehend and analyze problems and contribute to their solutions.
The course consists of four parts. The first part provides a brief description on
the location, shape and size of Ethiopia as well as basic skills of reading maps.
Part two introduces the physical background and natural resource endowment
of Ethiopia and the Horn which includes its geology and mineral resources,
topography, climate, drainage and water resources, soil, fauna and flora. The
third part of the course focuses on the demographic characteristics of the
country and its implications on economic development. The fourth component
of the course offers treatment of the various economic activities of Ethiopia
and the Horn which include agriculture, manufacturing and service sectors.
Moreover, Ethiopia in a globalizing world is treated in the perspectives of the
pros and cons of globalization on its natural resources, population and socio-

59
 economic conditions.

Course Objectives Upon completion of this course the students will be able to:
• Describe the location, shape and size of Ethiopia and the Horn
• Explain the implications of location, shape and size of Ethiopia and the
Horn on the physical environment, socioeconomic and political aspects.
• Elaborate the major geological events; the resultant landforms and mineral
resources of Ethiopia and the Horn.
• Identify the major drainage systems and water resources of Ethiopia and
their implications for regional development and integration.
• Develop an understanding of the climate of Ethiopia, its dynamics and
implications on the livelihoods of its inhabitants.
• Examine the spatio-temporal distribution and abundance of natural
vegetation, wildlife and Soil resources of Ethiopia.
• Discuss the demographic attributes and dynamics as well as the ethnic
diversity of Ethiopia.
• Read maps as well as compute basic demographic and climatic rates
• Appreciate the biophysical and socio-cultural diversities in Ethiopia and
the Horn
• Explicate the major types of economic activities in Ethiopia; discern their
spatiotemporal distributions and their contributions to the overall
development of the country.
• Comprehend the effects of globalization on the socioeconomic
development of Ethiopian and the Horn.

Expected Learning ➢ Acquire basic knowledge on the geographic attributes of Ethiopia and
Outcomes Horn

➢ Develop a sense of appreciation and tolerance of cultural diversities and

their interactions

➢ Acquire general understanding of physical geographic processes, and

60
 human-environment relationships

➢ Develop ethical aptitudes and dispositions necessary to live in harmony

with the natural environment

➢ Develop an understanding of national population distributional patterns

and dynamics

➢ Conceptualize the comparative advantages of economic regimes; and

understand the impacts of globalization.

➢ Understand their country’s overall geographic conditions and

opportunities; and be proud of the natural endowments and cultural
richdom that help them develop a sense of being an Ethiopian.

Mode of Delivery Semester based/parallel

Target Group All first year undergraduate students
Year /Semester Year I/ Semester I and or II
Pre requisite None
Status of Course Common Course

Course Content
Weeks Conceptual focus
I. INTRODUCTION (5 hrs)
Geography: Definition, scope, themes and approaches
1&2 Location, Shape and Size of Ethiopia and the Horn
Location and its effects
The shape of Ethiopia and its implication
The size of Ethiopia and its implications
Basic Skills of Map Reading
CHAPTER TWO: THE GEOLOGY OF ETHIOPIA AND THE HORN
(5hrs)
Introduction
The Geologic Processes: Endogenic and Exogenic Forces
The Geological Time scale and Age Dating Techniques

61
 Geological Processes and the Resulting Landforms
The Precambrian Era geologic processes and resultant features
2, 3 & 4
The Paleozoic Era geologic processes and resultant features
The Mesozoic Era geologic processes and resultant features
2.4.4.The Cenozoic Era geologic processes and resultant
features
Rock and Mineral Resources of Ethiopia
CHAPTER THREE: THE TOPOGRAPHY OF ETHIOPIA AND THE
HORN (3hrs)
Introduction
Physiographic Divisions
The Western Highlands and Lowlands
The Southeastern Highlands and Lowlands
4&5
The Rift Valley
The Impacts of Relief on Biophysical and Socioeconomic Conditions
CHAPTER FOUR: DRAINAGE SYSTEMS AND WATER RESOURCES
OF ETHIOPIA AND THE HORN (5hrs)
Introduction
Major Drainage Systems of Ethiopia
Water Resources: Rivers, Lakes, and Subsurface Water
5&6
General Characteristics of Ethiopian Rivers
Water Resources Potentials and Development in Ethiopia

62
 CHAPTER FIVE: THE CLIMATE OF ETHIOPIA AND THE HORN
(7hrs)
Introduction
Elements and Controls of Weather and Climate
Spatiotemporal Patterns and Distribution of Temperature
andRainfall in Ethiopia
Agro-ecological Zones of Ethiopia
Climate and its Implications on Biophysical
andSocioeconomic Aspects
Climate Change/Global Warming: Causes, Consequences
7, 8 & 9
and
Response Mechanisms
CHAPTER SIX: SOILS, NATURAL VEGETATION AND
WILDLIFERESOURCES OF ETHIOPIA AND THE HORN (6hrs)
Introduction
Ethiopian Soils: Types, Degradation and
Conservation
Types and Distribution of Natural Vegetations in
Ethiopia

9, 10 & 11 Natural vegetation: Uses, Degradation

and ConservationStrategies
Wildlife Resources of Ethiopia: Types,
Importance, and
Conservation Strategies
CHAPTER SEVEN: POPULATION OF ETHIOPIA AND THE HORN
(8hrs)
Introduction

Population Data: Uses and Sources

11, 12 &13 Population Dynamics: Fertility, Mortality and

Migration

Population Distribution and Composition

Sociocultural Aspects of Ethiopian

63
 Population: Education, Healthand Languages

64
 7.6. Settlement Types and Patterns
CHAPTER EIGHT: ECONOMIC ACTIVITIES IN ETHIOPIA (9hrs)
Introduction
Mining, Fishing and Forestry
Agriculture in Ethiopian
Contributions, potentials and
characteristics of agriculture in
14, 15 & 16
Ethiopia
Agricultural systems in Ethiopia
Major problems of Ethiopian
agriculture
Manufacturing in Ethiopia
Manufacturing: essence and
contributions
Types, characteristics and distribution
of manufacturing
Industrial development in Ethiopia:
Challenges and Prospects
The Service Sector in Ethiopia
Transportation and communication
in Ethiopia: types, rolesand
characteristics
Trade in Ethiopia: types,
contributions and characteristics
Tourism in Ethiopia: Types,
major tourist attraction sites,
challenges and prospects
Teaching Methods Gap Lecture, Peer/ group Discussion and Reflection, Reading Assignment.
Assessment Methods Paper & presentation (20 %); Mid exam (30 %); Final examination (50 %)
Date of Submitting Assignment:
As a student of this university, you are expected to abide by the code of
conduct of students enshrined in the university’s legislation. Academic

65
 dishonesty including cheating (exam or attendance), fabrication and plagiarism
will not be tolerated and will be reported to concerned bodies for appropriate
action. Moreover, you are expected to actively participate in classroom
discussions through asking and answering questions, raising issues, giving
constructive feedbacks, accomplishing and submitting assignments according
to the program schedule. You are also expected to attend class regularly.
Course Policy
Attendance will be taken regularly and any absenteeism without tangible
reasons will severely affect your performance and grade. Side talks, moving
chairs and creating all sorts of disturbance are intolerable. If you miss 20% of
the class attendance, you will be cancelled from the course. You should come
to the class in time. You are also supposed to come to class with your
appropriate learning materials like note book, handouts and other reference
materials.
• References • A.D. Tathe.(2012). Lecture Notes on Climatology: For Intermediate
MetTraining Course, Indian Meteorological Department.
• Addis Ababa University (2001). Introductory Geography of
Ethiopia,Teaching Text, Department of Geography.
• Assefa M., Melese W., Shimelis G.(2014). Nile River Basin;
Ecohydrological Challenges, Climate Change and Hydropolitics.
Springer InternationalPublishing, Switzerland.
• B. D, Ray (1989). Economics for Agriculture: Food, Farming and the
RuralEconomy. Macmillan.
• CSA 1994 & 2007. Population and Housing Census Results. CSA: A.A.
• Diao, Xinshen,. 2007. The Role of Agriculture in Economic Development:
Implications for Sub Saharan Africa. Sustainable Solutions for ending
Hunger and Poverty, Research Report 153. IFPRI.Ethiopia.
• Engdawork Assefa(2015). Characterization and classification of major
agricultural soils in CASCEP intervention weredas in the central highlands
of Oromia Region, Ethiopia, Addis Ababa University
• FDRE.2001 Ministry of Water Resources, National Metrological Survey,
A.A.

66
• • Girma Kebede(2017). Society and Environment in Ethiopia
• Hartshorne, T. & J. Alexander (1988). Economic Geography, 3rd Ed.
• Hooguelt, A (2001). Globalization and the post-colonial world. The
Newpolitical Economy of Development. Basingstoke plagrave.
• Hurni. H. 1988. Ecological Issues in the Creation of Ethiopia. Paper
presented in the National Conference on Disaster prevention and
preparedness Strategy for Ethiopia, A.A
• International Centre for Migration Policy Development (ICMPD) (2008).
East Africa Migration Route Initiative Gaps & Needs Analysis Project
CountryReports: Ethiopia, Kenya, Libya. Vienna
• Laurence G., Jeremias M., Tilahun A., Kenneth M.(2012). Integrated
Natural Resource Management in The Highlands of Eastern Africa; From
Concept to Practice. New York, Earthscan.
• Lloyd, P. & P. Dickens (1977). Location in Space. Harper @ Row.
• Mesfin Woldemariam (1972). Introduction to Ethiopian Geography, Addis
Ababa,
• Ministry of Agriculture/MOA/ (1998). Agro-ecological zones of Ethiopia:
Natural Resources Management and Regulatory Department, AddisAbaba
• Morgan R.P.C (2005). Soil Erosion and Conservation. National Soil
Resources Institute, Carnfield University. Blackwell Publishing, Oxford,
UK.
• OXFAM (2018). Horn of Africa climate crisis response. Regional
summary Pausewang, Siegfried (1990), Ethiopian Rural Development
Options.
• Plant genetic resource center (1995). Ethiopia: country report to the
FAO International Technical Conference on Plant Genetic Resource,
AddisAbaba
• Robert, E.G, James, F.P & L. Michael T. (2007). Essentials of
PhysicalGeography. Thomson Higher Education, Belmont, 8th
edition.
• UNDP, FAO (1984) Ethiopia Forest Resources and Potential for

67
 Development;An assistance to land use planning.
• United Nations Framework Convention on Climate Change (2007).
Climate
• Change; Impacts Vulnerabilities and Adaptations in DevelopingCountries.
http://www.preventionweb.net/publications/view/2759
• Waugh, D. (1990). Geography: An Integrated Approach. Nelson: London.

Approval Section
Instructors Name Date Signature
Department Head

68
 PHYSICAL FITNESS & CONDITIONING COURS SYLLABUS

Course Information Course name: Physical fitness

• Course code: SpSc 1071

• Credit hours: No

• ECTS: 5

• Contact hours: 2
• Course eligibility: All first year undergraduate students

• Semester:

Instructor’s Contact - Instructor’s name:

Information - Department:
- Office/block and room number:
- Phone:
- Email:
- Contact hour:
This course will provide the students with basic concepts of the five
Course Description components of health related physical fitness (cardiovascular, muscular
strength and endurance, flexibility, and body composition), conditioning,
hypokinetic disease and general principles of training. It is mainly practical
oriented. As a result, the students will be exposed to various exercise
modalities, sport activities, minor and major games, and various training
techniques as a means to enhance health related physical fitness components.
In addition, they will develop the skills to assess each component of fitness
and will practice designing cardiovascular, muscular strength and endurance,
and flexibility programs based on the fitness assessment. The course serves as

69
 an introduction to the role of exercise in health promotion, fitness,
performance including the acute and chronic responses of the body to
exercise.
Expected learning By the end of this course the students will be able to:
outcomes 1. Recognize the immediate and long term responses of the body to
various types of exercise.

2. Understands the basic concepts of physical fitness and conditioning

exercises.

3. Understand the concept of hypokinetic disease and conditions.

4. Distinguish the general principles of fitness training

5. Develop conditioning programs to enhance the components of health

related physical finesses.
6. Participate in conditioning programs which may help to develop the
components of health related physical finesses.

7. Understand health issues in relation to excess body fatness and

excessively low body fat.

8. Develop skills to assess health related physical fitness components.

9. Develop healthy body weight management skill.

10. Appreciate and value the benefits of regular physical exercise to

healthy living.
11. Develop interest to engage in a regular physical exercise program as a
life time activity.
12. Develop self-confidence and effective communication skills in and out
of the school environment.
Course Calendar and Delivery
Date /week Key Topics Teaching Method
Chapter 1- Concepts of physical fitness and
conditioning • Lecture
Week - 1 Meanings and definitions of terms • Group discussion
physical fitness • Questioning and answering
physical conditioning

Physical Activity,

Physical exercise and

Sport

70
 1.2. General principles of fitness training
Week -2 Chapter 2- The Health Benefits of Physical Activity • Lecture
Physical Activity and Hypokinetic
Diseases/Conditions • Group discussion
Physical Activity and Cardiovascular Diseases
physical activity and postural deformity
• Questioning and answering

Week - 3 Chapter 3 - Making Well-Informed Food Choices • Lecture

Sound Eating Practices
Nutrition and Physical Performance • Group discussion

• Questioning
and
answering
Chapter 4- Health related components of fitness
Week Cardiovascular fitness • Lecture
4&5 Meaning and concepts of cardiovascular
fitness 2.1.2.Means and methods of • Group
developing cardiovascular
fitness discussion
Muscle fitness
Meaning and concepts of muscle fitness
2.1.2.Means and methods of developing
• Presentation
muscle fitness
Flexibility
Meaning and types of flexibility
2.1.2. Means and methods of developing flexibility
Body composition
Meaning of body composition
Health risks associated with over fatness
2.4.3.Health risks associated with
excessively low
body fatness
Chapter 5- Assessment of fitness components
Week - 6 Assessment of cardiovascular fitness • Lecture
Assessment of muscle fitness
Assessment of flexibility • Group discussion
Assessment of body composition
• Presentation

Practical session
Week Chapter 6- Development and Assessment of the • Field Practice
7-16 health related components of fitness
•

71
 • Explanation
• Demonstration

Assessment techniques
Students are expected to participate in and complete all of the assessment criteria listed below.
Types of Assessment Assessment Date Assessment Competency to
Weight be assessed
Test (Written) Week 3 10% Chapter 1
Group assignment (peer fitness Week 8 20% Chapter 5
assessment)
Mid - term exam (Written) Week 9 30% Chapter 1,2,3,& 4
Final exam - practical group Week 14 - 16 40% Chapter 6
assignment (peer training on the
five components of fitness)
Instructor’s commitment - Provide maximum physical activity time within the class
period

- Promote equal participation of all students in the course

- Teach skills and activities that transfer in to lifetime physical

activity

- Motivate students to be active participants in the course

- Praise for active participation

Course policies
Grading As per the university’s legislation
Attendance policy As per the legislation of the university
Class Participation: The success of this course and students learning experience is dependent on
active engagement and participation of the students in all the spectrum of
the course. Students are expected to come well prepared/dressed and
constructively engage in class.
Class Discipline “In each and every aspect of life, discipline comes first and worth a lot”.
This is what department of Sport Science reflects. As a result of this, any
noise, chatting, chewing gum and the like are prohibited in every sessions

72
 of the course. In addition to these portable electronic media and
communicative devices such as cell phones, pagers, MP3 players, I pods
etc are not be used during the class for any reason. Thus, these devices
should be switched off and kept out of sight.
Reference materials
Text • Charles B. Corbin, Gregory J. Weik, William R. Corbin and Karen
A. Welk. (2006). Concepts offitness and wellness: a comprehensive
lifestyle approach. 6th edt.

Reference 1. Schott k. Powers, Stepheen L. Dod and Virginia J. (2006), Total

Fitness and Wellness.

2. Paul M, and Walton T. (2006), Core Concepts in Health, 10th edit.

3. Charles B. Corbin and Ruth Lindsey (1990), Fitness for life, 3rd
Edition, Scott.

Name of Department/Program: Nursing

Course Information
Course code FLEn 1011
Course Title Communicative English Language Skill II
Module Communicative English Language Skill II
Module Number and Code M1; FLEn 1011
ETCTS Credits 5
Contact Hours (per week) 3
Course Objectives Upon completing the course, students will be able to:
• construct meaningful sentences in English;
• learn to compose a paragraph that has a clearly stated topic sentence
and details ;
• use appropriate coordination and subordination skills to relate ideas;
• identify and correct common sentence problems
• Compose paragraphs that have clearly stated topic sentences and
supporting details.
• write a well-structured essay of different types ( descriptive,
narrative, expository and argumentative)

73
Course Description This course aims at developing students‟ basic writing skills. It
contains sentence level writing: sentence structure, sentence types,
functional and structural category, common sentence errors
(fragments, run-on sentences, dangling modifiers and agreement
errors); paragraph level writing : paragraph, topic sentence and
supporting details, structure, essentials of a paragraph, basic types of
paragraphs( expository, narrative, descriptive and argumentative ) and

74
 techniques of paragraph development; essay level writing : structure
of an essay, thesis statement and supporting paragraphs, types of
essays and techniques of essay development
WEEKS Course Contents Reading

1, 2, 3, & 4 Unit One: Writing Effective Sentences:

overview of writing effective sentences -
sentence definition, Identifying sentence parts
(subject and predicate), writing complete
sentences; sentence types: functional category
(declarative, interrogative, imperative and
exclamatory sentences)
Writing Effective Sentences (continued )
Identifying sentence types: structural Category (
simple, compound, complex and compound
complex); Joining ideas :coordination,
subordination, correlation and using relative
pronouns
Writing Effective Sentences (continued )
Identifying and correcting faulty sentences
:fragments, run-ons, comma splices,
Writing Effective Sentences (continued --- )
Identifying and correcting faulty sentences:
dangling modifiers and agreement errors;
Writing Effective Sentences (continued --- )
Using punctuation(a period, comma, semi-colon, colon,
quotation mark) and capitalization
5, 6, 7, 8, & 9 Unit Two: Writing Effective Paragraphs; overview of
writing effective Paragraphs- paragraph
definition, nature of a paragraph, Identifying
topic sentence and supporting details, writing
topic sentences( with topics and controlling
idea), nature and position of topic sentences in
paragraphs, narrowing a title

75
 Writing Effective Paragraphs (continued…)
structure of a paragraph, essentials of a paragraph: unity,
coherence(ways of achieving coherence: using transitional
devices, pronouns, key words and synonyms) and
adequate development; organization: space, time and
order of importance
Writing Effective Paragraphs (continued…)
Writing basic types paragraphs: expository, descriptive,
narrative and argumentative;
Techniques of paragraph development: definition,
exemplification/illustration, classification, cause and
effect, comparison, contrast, description( process,
objective and impressionistic), and listing/enumeration
Writing Effective Paragraphs (continued…)
Developing a paragraph: guided and free writing guided
writing-arranging given sentences in a logical order,
writing a paragraph by developing topic sentence and
specific details using given points of a title
Free writing –writing a paragraph on a given title or on
your own title
10, 11, 12, 13, 14, Unit Three Essay Writing
15&16 Stimulating idea on features of an essay
Definition of an essay, structure of an essay: introduction,
body and conclusion; reviewing paragraph structure vs
essay structure
Identifying thesis statement and supporting paragraphs,
elements of the thesis statement: topic and controlling
idea
Essay Writing (continued…)
Achieving unity and coherence within an essay
Writing the introduction ( writing the hook, the
background and the thesis statement)
Essay Writing (continued…)
Writing the body and the concussion
Steps in writing an essay: Planning(questioning, making
list, clustering, preparing outline), drafting, revising, and
editing
Essay Writing (continued…)

76
 Writing the basic types of essays ( expository, descriptive,
narrative and argumentative)by employing the different
techniques
Essay Writing (continued…)
Writing the basic types of essays ( expository, descriptive,
narrative and argumentative)by employing the different
techniques
Essay Writing (continued…)
Writing the basic types of essays ( expository, descriptive,
narrative and argumentative)by employing the different
techniques

Teaching & Learning The teaching and learning methodology include lecturing, discussions,
Methods/strategy problem solving, and analysis. The full and active participation of
students is highly encouraged.
Assessment/Evaluation The evaluation scheme will be as follows:
Test 1 Test 2 Quiz Quiz 2 2 Final Total
1 Assignments
10% 10% 10% 10 % 20% 40% 100%
Work load in hours
Hours Required Total
Lectures Assessments Tutorials Self-Studies Assignment Hrs

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

77
Text and reference Reference Books
books Writer‟s Choice : Grammar and Composition
Rorabacher ,L A Concise Guide to Composition (3rd Ed). London
Harper and Row publishers(1976)
A Guided Writing to Composition
Langan,J College Writing Skills. sixth Edition. Boston: Mcgraw-Hill
(2005).
Savage, A.and M. Shafiei,Effective Academic Writing 1. Oxford:
Oxford University Press. (2007)
Savage, A.and P. Mayer Effective Academic Writing 2 Mcgraw-Hill
(2005). Oxford University Press. (2005)
Davis,J and R,Liss Effective Academic Writing 3 The Essay. Oxford
University Press. (2005)

78
Social Anthropology
I. Course Information
Course Name: Anthropology of Ethiopian Societies and Cultures
Course Code: Anth 1021
Credit Hours: 3Cr. Hrs. (5 ECTS)

II. Course Description:

This course is designed to introduce the anthropology of Ethiopian societies and cultures to first
year students' of Higher Learning Institutions (HLIs). It covers basic concepts of anthropology
such as culture, society and humanity. It also discusses themes including unity and diversity;
kinship, marriage and family; indigenous knowledge systems and local governance, identity,
multiculturalism, conflict, conflict resolution and peacemaking system; intra and inter-ethnic
relations of Ethiopian peoples. In addition, the course explores culture areas of Ethiopia such as
plough culture, enset culture and pastoralism. The course further covers marginalized minority
and vulnerable groups in terms of age, gender, occupation and ethnicity by taking ethnographic
case studies into account and discuss ways of inclusive growth.

III. Course Objectives

Intended Learning
Outcome:
Up on the successful completion of the course, students will be able to:
✓ Develop an understanding of the nature of anthropology and its broader scope inmaking
sense of humanity in a global perspective;
✓ Understand the cultural and biological diversity of humanity and unity in diversity across
the world and in Ethiopia;
✓ Analyze the problems of ethnocentrism against the backdrop of cultural relativism;
✓ Realize the socially constructed nature of identities & social categories such as gender,
ethnicity, race and sexuality;
✓ Explore the various peoples and cultures of Ethiopia;
✓ Understand the social, cultural, political, religious& economic life of different ethno-
linguistic & cultural groups of Ethiopia;
✓ Understand different forms marginalization and develop skills inclusiveness;
✓ Appreciate the customary systems of governance and conflict resolution institutions of
the various peoples of Ethiopia;
✓ Know about values, norms and cultural practices that maintain society together;
✓ Recognize the culture area of peoples of Ethiopia and the forms of interaction developed
over time among themselves; and
✓ Develop broader views and skills to deal with people from a wide variety of socio-
economic and cultural backgrounds.

IV. Course
Contents:
Chapter One
1. Introducing Anthropology and its Subjects
What is anthropology – a Mirror for Humanity?

79
 ✓ Sketching the subject matter, scope and concerns of anthropology

✓ Anthropological imagination: asking questions and seeing the world

anthropologically.
• Q- What does it mean by using the anthropological lens when looking at
the world?
✓ Defining Features of Anthropology- holism, relativism & comparative perspectives
✓ Methods of Research in anthropology: ethnography & ethnographic methods
Sub-fields of Anthropology: Four Mirrors for Understanding Humanity
The relation between anthropology and other disciplines

Chapter Two
2. Human Culture and Ties that Connect
Conceptualizing Culture: What Culture Is and What Culture Isn’t?
Characteristics features of culture: what differentiates culture from other traditions?
Aspects of Culture –Material & Non-material (values, beliefs & norms)
Levels of culture: universality, generality and particularity (cultural diversity)
Ethnocentrism, Cultural relativism, and human rights
➢ Discussion- Debating cultural relativism: Human rights law and the
demonization of culture and anthropology along the way
Cultural Change: what is cultural change?
✓ Cultural Diffusion versus Cultural Assimilation
✓ Innovation
➢ Discussion - Contesting culture as sharply bounded versus unbounded
‘cultural flows’ or as ‘fields of discourse’ in the context of globalization.
Ties that Connect: Marriage, Family and Kinship
✓ Marriage -rules, functions and forms of Marriage
✓ Family -types and functions of Family
• Q. How families and marriage differ in different societies?
✓ Kinship System -types of kin groups and rules of descent
✓ Kinship and Gender Across Cultures
Sex and Gender: Mapping differences in cross cultural perspective
Gender –as power relations
Cultural practices, norms and values that maintain society together

Chapter Three
3. Human Diversity, Culture Areas, and Contact in Ethiopia
Human Beings & Being Human: What it is to be human? –(a bio-cultural animal?)
Origin of the Modern Human Species: Homo sapiens sapiens (that’s you!)
✓ Religious, biological & evolutionary (paleo-anthropological) explanations
The Kinds of Humanity: human physical variation
• Q. Why isn’t everyone the same?
• Q. Why do people worldwide have differences in their phenotypic attributes?
Human Races: the history of racial typing
✓ The Grand Illusion: Race, turns out, is arbitrary
80
 • Q. What can we say for sure about human races?
Why is Everyone Different? Human Cultural Diversity - anthropological explanations
• Q. Why don’t others do things the way we/I do?
Culture areas and cultural contacts in Ethiopia
Plough culture area
Enset culture area
Pastoral societies culture area
Historical and social interactions between culture areas

Chapter Four
4. Marginalized, Minorities, and Vulnerable Groups
Gender based marginalization
Occupational cast groups
Age based vulnerability (children and old age issues)
Religious and ethnic minorities
Human right approaches and inclusive growth, anthropological perspectives

Chapter Five
5. Theories of inter-ethnic relations and multiculturalism in
Ethiopia
The Scales of Human Identity: Who am I?- Understanding ‘self’ & ‘other’
• Q- What are the ways we tell for others who we are?
Ethnicity and Race: What’s in a name?
Ethnic Groups & Ethnic Identity
• Q. What is the basis of one’s ethnic identity?
• Q. Is ethnicity a fundamental aspect of human nature & self-consciousness,
essentially unchanging and unchangeable identity? Or
• Q. Is it, to whatever extent, socially constructed, strategically or tactically
manipulable, and capable of change at both the individual and collective
levels?
Race –the social construction of racial identity
• Q. Do the claims of some people/groups about superior & inferior racial
groups have any scientific validity?
Primordialism; Instrumentalism; Social constructivism
Debates on inter-ethnic relations and identities

Chapter Six
6. Customary and local governance systems and peace making
Indigenous knowledge systems and local governance
Intra and inter-ethnic conflict resolution institutions
Ethnographic cases: commonalities and shared practices (e.g., Oromo and Somali,
Afar and Tigray; Gedeo and Oromo; Guraghe and Siltie; Amara and Tigray)
Customary/Local governance systems
Ethnographic cases: Oromo Geda; Somali-Gurti; Gamo, Gofa, Wolayita-
81
Woga; Guraghe-Sera
Legal pluralism: interrelations between customary, religious and state legal systems

82
 ❖ Students Work Load:

ECTS 4 CP
Student Work Lectur Tutorial, Continuous Assessments Privat Total
Load e class (test, term paper, home taken e
discussions & exam/case studies & final Study
presentations exam)
48 hrs 22 hrs 2 hrs 28 hrs 100 hrs

❖ Course Requirements:
(Classroom, resources, and other inputs required to deliver the course will be listed)

❖ Grading Policy:
(Legislation of the concerned university will be adopted by departments/schools handling the
common course across the country)

❖ Assessment and Evaluation Criteria:

Based on the progressive understandings of the course, students will be evaluated
continuously through both non-graded assignments/activities, like (reading assignments) and
graded assignments/activities and assessments including class discussion & participation,
Test, Term Paper & presentation, Home Taken Exam/case studies and Final Exam.

V. Suggested readings:
1. Asmarom Legesse (2006). Oromo Democracy: an Indigenous African Political
System. The Red Sea Press, Inc.
2. Cameron, M. Smith and Evan T. Davies (2008). Anthropology for Dummies. Wiley
Publishing, Inc., Indianapolis, Indiana.
3. Clifored Geertz . (1973). The Interpretation of Cultures. A division of Harper
Collins Publishers.
4. Donald Donham . (1986). Marxist Modern. The Ethnographic History of Marxist Ethiopia.
5. Donald N. Levine. (1974). Greater Ethiopia: The Evolution of A Multiethnic Society.
Chicago & London., University of Chicago.
6. Dunif-Hattis and Howard C. (1992). Anthropology: Understanding Human Adaptation.
New York: Harper Collins, Inc.
7. Eriksen, T. H. (2001). Small Places, larger Issues: An introduction to social and
cultural anthropology. London: Pluto Press.
8. Eriksen, T. H. (2004). What is anthropology? London: Pluto Press.
9. Eriksen, T. Hylland. (2002). Ethnicity and Nationalism. London; Pluto Press.
10. Eriksen, T.H. and Nielsen, F.S. (2001). A History of Anthropology. London: Pluto Press.

83
11. Hallpike, Christopher R. (1972). The Konso of Ethiopia: A Study of the Value of a
Cushitic People. Oxford: Clarendon Press.
12. Hamer, John. (1970). The Sidama Generational Class Cycles: A Political
Geronotocracy. Africa 40,I (Jan,1970): 50-70.
13. Haviland, WA, (1999).Cultural Anthropology (9th ed.). Fort Worth: Harcourt and Brace
College Pub.
14. Kottak, C. P. (2004) – Anthropology: the Exploration of Human Diversity (10th ed.).
McGraw Hill, New York.
15. Lavenda, R. and Emily S. (2015). Anthropology. What Does It Mean to Be
Human?. (3rded.). Oxford. Oxford University Press.
16. Pankhurst. R.(2001). Historic Images of Ethiopia. Shamans Books. Addis Ababa, Ethiopia.
17. Richard Jenkins. (2006). Rethinking Ethnicity. London Sage Publication.
18. Rosman, A., Rubel, P.G. and Weisgrau, M. (2009). The Tapestry of Culture: an
Introduction to Social Anthropology. Lanham: Rowman and Little field.
19. Scupin and DeCorse (1988). Anthropology: A Global Perspective (2nd ed.). New
Jersey: Prentice Hall.
20. Shack, William S. (1966). The Gurage: A People of the Enset Culture. London:
OxfordUniversity Press.
21. Triulzi et al. (2002). Remapping Ethiopia Easer African Studies:. Addis Ababa: AAU

84
Name of Department/program: Nursing
Module Title General Biology
Module Code Biol 1031

Total ETCTS and ETCTS: 5

Credit Hours of the Credit Hours: 3
module
Courses of the Module
Course code Course Name Cr. Hr CP/ETCTS
Biol 1031 General Biology 3 5
Course Information
Course code Biol 1031
Course Title General Biology

85
Module General Biology
ETCTS Credits 5
Contact Hours (per week) 3

Course Objectives At the end of the course, the students will be able to:
□ Explain the scope of biology and molecular basis of life
□ Describe life activities from the cellular point of view
□ Manipulate basic biological tool, record data and draw conclusions
□ Develop scientific attitude, skill and conduct biological experiments using
scientific procedures
□ Outline basic processes of energy transduction and synthesis of
intermediate or final products in living cells
□ Understand the basic concepts of genetics and inheritance
Understand the concepts of infection and immunity
□ Classify organisms based on their cellular organization and complexity
□ Explain components, processes and interrelationships within a given
ecosystem
□ Know the general features of invertebrate and vertebrate animals
□ Appreciate the practical uses of biological knowledge and its application in
the wider society
Course Description This course provides Natural science students with the basic concepts of
general biology that enable them to understand describe and explain general
biology issues. This course is primarily intended for natural science students
to familiarize with basic concepts of biological science, the nature and
origin of life, scientific methods and the subject matter of biology.
WEEKS Course Contents Reading

1st Introduction
❖ The meaning and Scope of Biology
❖ The Origin and Nature of Life
❖ Scientific Methods
2nd, 3rd , and 4th Biological Molecules
❖ Carbohydrates
❖ Lipids
❖ Proteins
❖ Nucleic Acids
❖ Vitamins
❖ Water
❖ Minerals
5th ,and 6th The Cellular Basis of Life
❖ The cell theory
❖ Cell organelles
❖ Structure and function of organelles
❖ Cellular diversity

86
 ❖ Transport across the cell membranes
th th th Cellular Metabolism and Metabolic Disorders
7 , 8 and 9
❖ Cellular metabolism
❖ Enzymes and their role in metabolism
❖ Bioenergetics and biosyntheses
10th and 11th Genetics and Evolution
❖ Basic Principles of Mendelian genetics and
patterns of inheritance
❖ Molecular genetics and inheritance
❖ Introduction to Evolution
12th and 13th Infectious diseases and Immunity
❖ Principles of infectious diseases
❖ Infection and Disease
❖ Sign, symptom and syndrome
❖ Classifying infectious diseases
❖ Classifying infectious diseases by occurrence
of diseases
❖ The spread of infection
❖ Types of infectious disease and their
causative agent
❖ Modes of transmission
❖ Host defenses against infectious diseases
❖ Adverse immune reactions (responses)
❖ Tumor Immunolology
14th Taxonomy of organisms
❖ Early Attempts to Classify Organisms
❖ Modern Views of Classification (Schemes of
Classification)
❖ Domains of Life and the Hierarchical System
of Classification
❖ Binomial Nomenclature
15th and 16th Ecology and Conservation of Natural Resources
❖ Definition of ecological terms and Basic
concepts of Ecology
❖ Cycling of Materials (Nutrients)
❖ Environmental pollution and public health
Introduction to Botany
Introduction to Zoology
Applications of Biological Sciences
Teaching & Learning The teaching and learning methodology include lecturing, discussions,
Methods/strategy problem solving, and analysis. The full and active participation of
students is highly encouraged.
Assessment/Evaluation The evaluation scheme will be as follows:

87
 Test 1 Test 2 Test 3 Quiz Assignment Final Total
10% 10% 15% 5% 10% 50% 100%
Work load in hours
Hours Required
Total
Assess Self- Assig
Hrs
Lectures Lab ments Tutorials Studies nment Advising
48 - 12 - 60 15 - 135
Roles of the Instructor He/she will come to the class regularly on time and deliver the lecture
in a well-organized manner. Besides, he/she is responsible to give
feedback for each assessment.
Roles of the students The success of this course depends on the students‟ individual and
collective contribution to the class discussions. Students are expected to
participate voluntarily, or will be called upon, to contribute to set
exercises and problems. Students are also expected to read the assigned
readings and prepare the cases before each class so that they could
contribute effectively to class discussions. Students must attempt
assignments by their own. Proficiency in this course comes from
individual knowledge and understanding. Copying the works of others
is considered as serious offence and leads to disciplinary actions.
Text and reference Reference Books
books

88
Name of Department/Program: Nursing
Course Information
Course code GlTr 1041
Course Title Global Affairs/Trends
Module Global Affairs/Trends
ETCTS Credits 5
Contact Hours (per 3
week)
Course Objectives At the end of the course, students will be able to:
➢ Understand nations, nationalism and states
➢ Explain the nature and historical development of international
relations

89
 ➢ Gain basic knowledge of the major theories in the discipline of
International Relations and develop the ability to critically evaluate
and apply such theories
➢ Elucidate national interest, foreign policy and diplomacy
➢ Explicate the nature and elements of international political economy
and international law
➢ Examine the extent and degree of influence of state and non-state
actors in the international system
➢ Examine the roles major international and regional institutions play in
world politics
➢ Critically evaluate the major contemporary global issues
➢ Assess the overriding foreign policy guidelines of Ethiopia in the past
and present
➢ Explore Ethiopia‟s role in regional, continental and global institutions
and affairs
Course The course is designed to familiarize learners on the nature and
development of international relations and global issues. It deals with
Description
nations, states, national interest, cooperation and conflict among states, and
the role of state and non-state actors in the international system.
Additionally, it explains the nature of international law, global political
economy and the nexus between regionalism and globalization. It also
critically examines the contemporary global issues and how the
international community is trying to address them. It is organized to
systematically examine international issues by employing different theories
and providing concrete examples from different parts of the world. Last but
not least, after providing rigorous understanding of how the international
system functions, it will equip learners to consciously observe and critically
understand the Ethiopia‟s Relations with the outside world. As the saying
goes “Think globally act locally!”
WEEKS Major Contents Readings
1st and 2nd Understanding International Relations
Conceptualizing Nations, Nationalism and
States
The Nature and Evolution of International
Relations
Actors of International Relations
- State Actors
- Non-State Actors
Levels of Analysis in the International
Relations
Power, Anarchy and Sovereignty in the
International System
The Structure of International System
Contending Theories of International Relations
Realism and Neo-Realism
Liberalism and Neo-Liberalism
Marxism and Neo-Marxism
Critical Theory
90
 2.5. Constructivism
2..6. Modernism and Post-Modernism
3rd, 4th and 5th Foreign Policy and Diplomacy
Conceptualizing National Interest, ForeignPolicy
and Diplomacy
National Interest and Foreign Policy
-Determinants of National Interest and Foreign
Policy
- Objectives of Foreign Policy
- Foreign Policy Orientations
- Instruments of Foreign Policy
3.3 A Survey of Foreign Policy and Diplomacy of
Ethiopia
- Foreign Policy of Ethiopia during the Reign of
Emperor Menilik II
- Foreign Policy of Ethiopia during the Reign of
Emperor Hailesillassie
- Foreign Policy of Ethiopia during the Derg
Regime
- Foreign Policy of Ethiopia during the EPRDF
6th and 7th The International Political Economy (IPE)
4.1. Meaning and Nature of IPE
- The Nexus between Politics (State) and
Economics (Market)
4.2. Theoretical Perspectives on IPE
- Classical Mercantilism and Economic
Nationalism
- Classical Liberalism and Adam Smith
- Comparative Advantage and David Ricardo
- Neoliberalism and Keynesianism
- Marxism and Dependency Theory
- Hegemonic Stability Theory
- Developmental State Model
4.3. The Political Economy of North-South, South-
South: Conflict and Cooperation
8th and 9th International Law
Meaning, Nature and Areas of InternationalLaw
Sources and Subjects of International Law
Law Making and Enforcement process at
International and Domestic level
Formation, Recognition and Responsibility of
State under International Law

10th, 11th ,12th and Regionalism and Globalization

6.1.The Concept, Nature and Developmentof
13th
Regionalism and Regional Integration
- The Old and New Regionalism

91
 6.2.Major Theories of the Regional
Integrations
- Functionalism
- Neo-functionalism
- Inter- governmentalism
- Supra-nationalism
- Selected Cases of Regional Integration(EU,
AU...)
6.3.Definition and Evolution of Globalization
- Aspects of Globalization
- Actors of Globalization
- Pros and Cons of Globalization
- Ethiopia in a globalized World
6.4.Regionalization versus Globalization
and State
- The Convergence, Divergence and Overlapping
relations of Regionalization and Globalization
- The Hypocrisy of Sovereignty

14th, 15th and 16th Major Contemporary Global Issues

Conceptualizing Global Issues
Survey of Global Issues
- Security Issues (
• Terrorism, Religious Fundamentalism and
political Extremism
• Weapons of Mass Destruction and The
Nuclear Power paradox
• Illicit Human Trafficking, Drug
Trafficking, Firearms Trafficking
- Environmental Issues
• Climate Change and Global warming
• Technology Related Issues
• Cyber Crime and Cyber Security
- Other Social, Economic and Political Issues
• Human Rights
• Migration and Refugee
• Trade War
• Aid, Debt Relief
Teaching & For the successful completion of this course, different Student-Centered
Learning teaching methodologies will be applied. These include: Semi-Lecture,
Methods/strategy Class Discussion, Group discussion, Pair Discussion, peer-Learning etc
Assessment/ The evaluation scheme will be as follows:

92
Evaluation Test 1 Test 2 Test 3 Quiz Assignment Final Total
10% 10% 15% 5% 10% 50% 100%
Work load in
Hours Required
hours Total
Assess Self- Assig
Hrs
Lectures Lab ments Tutorials Studies nment Advising
48 - 12 - 60 15 - 135
Roles of the He/she will come to the class regularly on time and deliver the lecture
Instructor in a well-organized manner. Besides, he/she is responsible to give
feedback for each assessment.
Roles of the The success of this course depends on the students‟ individual and
students collective contribution to the class discussions. Students are expected to
participate voluntarily, or will be called upon, to contribute to set
exercises and problems. Students are also expected to read the assigned
readings and prepare the cases before each class so that they could
contribute effectively to class discussions. Students must attempt
assignments by their own. Proficiency in this course comes from
individual knowledge and understanding. Copying the works of others
is considered as serious offence and leads to disciplinary actions.
Text and reference • Altinay, Hakan (2011) Global Civics: Responsibilities and Rights in an
Interdependent World. The Brookings institution:Washington
books
• Armstrong, David(ed.)(2009). Routledge Handbook of International
Law. London: Routledge
• Baylis, J. and Smith, S. (eds.) (1997).The Globalization of World
Politics. Oxford: Oxford University Press
• Browlie, Ian (2003). Principles of Public International Law. (6th ed.).
New York: Oxford University
• Copson, Raymond w.(2007)The United States inAfrica:Bushpolicyand
beyond in association with InternationalAfrican InstituteRoyalAfrican
Societyof Social Science Research Council, Zed Books: London
• Crane, George T. and Abal Amawi (1997). The Theoretical evolution of
International Political Economy: A Reader (2nd Edition). Oxford
University Press: New York.
• Crawford, Robert (2000) Idealism and Realism in International
Relations: Beyond the Discipline. Routledge: USA
• Demelo, Jaime and Arvind Panagariy(eds.) (1993)ANew Dimensionsin
Regional Integration, Centre for Economic Policy Research 1993,
Cambridge University Press:USA

93
Name of Department/Program: Nursing
Course Information
Course code EmTe 1051
Course Title Introduction to Emerging Technologies
Module Introduction to Emerging Technologies
ETCTS Credits 5
Contact Hours 3
(per week)

Course Objectives By the end of this course the student will able to:
• Identify different emerging technologies
• Differentiate different emerging technologies
• Select appropriate technology and tools for a given task
• Identify necessary inputs for application of emerging technologies
Course This course will enable students to explore current breakthrough
Description technologies in the areas of Artificial Intelligence, Internet of Things
and Augmented Reality that have emerged over the past few years.
Besides helping learners become literate in emerging technologies,
the course will prepare them to use technology in their respective
professional preparations.
WEEKS Major Contents
1st and 2nd Introduction to Emerging Technologies

94
 ❖ Evolution of Technologies
✓ Introduction to Industrial revolution
✓ Historical Background
(IR1.0,IR2.0,IR 3.0,IR4.0)
❖ The role of Data for Emerging
Technologies
❖ Programmable devices
❖ Human to Machine Interaction
❖ Future Trends in Emerging Technologies
3rd, and 4th Introduction to Data Science
❖ Definition of Data And Information
❖ Data type and representation
❖ Data Value Chain ( Data Acquisition,
Analysis, Curating, Storage and usage)
❖ Basic Concept of Big Data
5th, 6th and 7th Artificial Intelligence(AI)
❖ Introduction to AI
❖ Application of AI
❖ AI tools and platforms
❖ Sample application with Hands on
activities
8th , 9th and10th Internet of Things(IOT)
❖ Overview of IOT
❖ How IOT works?
❖ Application of IOT
❖ IOT tools and platforms
❖ Sample applications with hands on
activities
11th , and 12th Augmented Reality(AR)
❖ Introduction to AR
❖ Virtual Reality(VR), Augmented
Reality(AR) Vs Mixed Reality(MR)

95
 ❖ Architecture of AR system
❖ Application of AR system
13th and 14th Ethic and Professionalism of Emerging Technologies
❖ Technology and ethics
❖ Digital Privacy
❖ Accountability and Trust
❖ Threats and Challenges
15th and 16th Other Emerging Technologies
❖ Nanotechnology
❖ Biotechnology
❖ Block chain Technology
❖ Cloud and Quantum Computing
❖ Autonomic Computing
❖ Computer Vision
❖ Embed System
❖ Cyber Security
❖ Additive Manufacturing (3D Printing) etc
Teaching & For the successful completion of this course, different Student-Centered
Learning teaching methodologies will be applied. These include: Semi-Lecture,
Methods/strategy Class Discussion, Group discussion, Pair Discussion, Seminar,
Demonstration, Video/Audio Visual, and Self-Reading, Debate
Assessment/ The evaluation scheme will be as follows:
Evaluation Test 1 Test 2 Test 3 Quiz Assignment Final Total
10% 10% 15% 5% 10% 50% 100%
Work load in
Hours Required
hours Total
Assess Self- Assig
Hrs
Lectures Lab ments Tutorials Studies nment Advising
48 - 12 - 60 15 - 135
Roles of the He/she will come to the class regularly on time and deliver the lecture in
Instructor a well-organized manner. Besides, he/she is responsible to give
feedback for each assessment.
Roles of the The success of this course depends on the students‟ individual and

96
students collective contribution to the class discussions. Students are expected to
participate voluntarily, or will be called upon, to contribute to set
exercises and problems. Students are also expected to read the assigned
readings and prepare the cases before each class so that they could
contribute effectively to class discussions. Students must attempt
assignments by their own. Proficiency in this course comes from
individual knowledge and understanding. Copying the works of others
is considered as serious offence and leads to disciplinary actions.
• Text and • Follett, J. (2014). Designing for Emerging Technologies: UX for
reference Genomics,Robotics, and the Internet of Things: O'Reilly Media.

books • Vong, J., & Song, I. (2014). Emerging Technologies for Emerging
Markets:Springer Singapore.
• Del Rosal, V. (2015).Disruption: Emerging Technologies and the
Future ofWork. Emtechub.
• Sadiku, M. N. O. (2019). Emerging Internet-Based Technologies: CRC
Press. Mohamed Anis Bach Tobji, Rim Jallouli, Yamen Koubaa, Anton
NijholtDigital Economy. Emerging Technologies and Business Innovation,
2018.
• Mahdi H. Miraz, Peter Excell, Andrew Ware, Safeeullah Soomro, Maaruf
Ali, Emerging Technologiesin Computing, Lecture Notes of the Institute
for Computer Sciences, Social Informatics and Telecommunications
Engineering 200, Springer International Publishing, 2018.
• Francesco Corea. Artificial Intelligence and Exponential Technologies:
Business Models Evolution and New Investment Opportunities, 2017.
• Laura Igual and Santi Segui, Introduction to Data Science, A Python
Approach to Concepts, Techniques and Applications, Springer
International Publishing Switzerland, 2017.
• Laura Igual, Santi Segu, Introduction to Data Science. A Python
Approach to Concepts, Techniques and Applications, Undergraduate
Topics in Computer Science, Springer, 2017.
• Oleg Chertov, Tymofiy Mylovanov, Yuriy Kondratenko, Janusz
Kacprzyk, Vladik Kreinovich, Vadim Stefanuk , Recent Developments in
Data Science and Intelligent Analysis of Information, 2019
• Carlos Cordon, Pau Garcia-Milà, Teresa Ferreiro Vilarino, Pablo
Caballero,
97
• Strategy is Digital: How Companies Can Use Big Data in the Value
Chain, 2016.
• Timothy Jung, M. Claudia tom Dieck, Augmented Reality and Virtual
Reality:Empowering Human, Place and Business, 2019
• Jon Peddie, Augmented Reality : Where We Will All Live, Springer
International Publishing, 2017.
• Sandler, Ronald, ed.Ethics and Emerging Technologies. Springer, 2016.
Sachin Ramar, David Oc‟conner, Artificial Intelligence: How it
Changes theFuture, 2019

• Federica Lucivero, Ethical Assessments of Emerging Technologies:

Appraising the moral plausibility of technological visions, 2016

98
Course Syllabus

Name
Academic
Instructor’s Position
Contact Information Cell-phone
Email
Course Title Moral and Civic education
Course Code MCiE 1061
Credit Hours 3 Cr.Hrs (5 ECTS)
Academic Year
Status of Course Compulsory Common Course
Lectures Tutorial Library and Assign Home Total
Student Work Load Group Work Report Study W. L.
48hrs. -- 20hrs. 17hrs. 50 hrs. 135hrs
This course is designed for undergraduate students with the aim of producing good citizens.
It emphasizes on equipping learners with the necessary civic competence and active
participation in public life. It will also help them to exercise their democratic rights and
discharging their responsibilities effectively by familiarizing them with necessary civic
knowledge and skills. In countries such as ours, where the process of cultivating modern
constitutional and democratic values in the minds of citizens is experiencing serious
Course Description

challenges, largely because the country had no established civic culture and partly because
these values and principles are not yet well-institutionalized, civics and ethical education
remains to be imperative. To this end, the course introduces learners to the basics of civics
and ethics, citizenship, morality and the goals of studying civics and ethics. It exposes
students to the meanings, foundations, approaches, values and principles of ethics and civic
virtue that learners must be equipped with both as citizens and professionals in their
encounter with real life situations both to be morally matured and responsible while making
decisions and taking actions. The course also elucidate the nature, purpose and forms of
state and government, constitution, democracy and human rights, the nature of democratic
citizenship, modes of cultivating civic-virtues in our citizens mainly within the context of
Ethiopia.

99
 Ethiopia is currently going through a twin process of hope and despair. On the one hand
there are tremendous social, economic and political changes. On the other hand, significant
challenges are affecting the process, the pace and magnitude of this change. For such
changes to be successful however, it is imperative that citizens develop rational thinking,
critical support and reasonable opposition to the growing culture of mob mentality.
Moreover, citizens also need to go beyond their narrow individual interests and prioritize
Course Purpose

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

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

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

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

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 COURSE CONTENTS AND SCHEDULES

Contact Chapters, Sections and Sub-sections

Hours

Chapter One: Understanding Civics and Ethics

Defining Civics, Ethics, Morality and amorality

The Origin and Development of Civics and ethical education

06 hours

The purpose of civics and ethical education

Citizen: Rights and responsibilities

Competences of good citizen

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 Chapter Two: Approaches to Ethics
Normative ethics
Teleological Ethics (Consequentialist)
▪ Hedonism
▪ Ethical and psychological Egoism: Epicureanism and Cyrenaicism
▪ Social Hedonism: Utilitarianism
Deontological Ethics (Non- Consequentialist)
▪ Performance of One’s own Duty
▪ Devine-based Morality
▪ Kant’s Categorical Imperative
▪ W.D. Ross’s Prima Facie duty
Virtue Ethics and Civic Virtues
▪ Basic Principles of Civic Virtues
▪ How to be virtuous person?
12 hours

Non-Normative Ethics

▪ Meta Ethics
▪ Absolutism/Objectivism
▪ Relativism/Subjectivism and Conventionalism
▪ Naturalism and Non-naturalism
Issues in Applied Ethics
Development Ethics
▪ How should a society Develop?
▪ Who is morally responsible for Underdevelopment?
▪ A ‘Just’ Development
Environmental Ethics
▪ Ecosystem and the environmental pollutions
▪ Principles of Environmental Ethics
Professional Ethics
▪ Profession and Professionalism
▪ The scope of Professional Ethics
▪ Common Principles of Professional Ethics

102
 Chapter Three: Ethical Decision Making and Moral Judgments

Ethical Principles and Values of Moral Judgments

▪ The principle of equal consideration of interest

06 hours

▪ Conflicting goals and ethical Justifications

▪ Ethical values and Justifiable exceptions

Why Should I act ethically?

Chapter Four: State, Government and Citizenship

Understanding State
▪ What is a state?
▪ Attributes of State
▪ State Structures
Understanding Government
▪ Major Function and Purpose of Government
▪ Types of Government: Limited and Unlimited
12 hrs

▪ Systems of Government
Understanding Citizenship
▪ What is Citizenship
▪ Inclusion and exclusion in Citizenship
▪ Ways of Acquiring Citizenship
▪ Ways of Losing Citizenship
▪ Citizenship in Ethiopian Context: Past and Present
State Formation and Nation-building in Ethiopian Context

103
 Chapter Five: Constitution, Democracy and Human Rights
Constitution and Constitutionalism
▪ Peculiar features of Constitution
▪ Major Purpose and Functions of Constitution
▪ Classification of Constitutions
▪ The Constitutional Experience of Ethiopia: pre and post 1931
Democracy and Democratization
▪ Definitions and Forms of Democracy
▪ Views on Democracy: Substantive and Procedural Views
▪ Fundamental Values and Principles of Democracy
12 hrs

▪ Democratization and Its Waves

▪ Major actors in Democratization Process
▪ Democracy and Good Governance in Ethiopia
Human Rights
▪ Definitions and Nature of Human Rights
▪ Basic Characteristics of Human Rights
▪ Dimensions of Human Rights
▪ The Protection and Promotion of Human Rights
- Human Rights Instruments: Documents
- Oversight Mechanisms: Institutions

Teaching methodology : Lectures, Group discussions, debates &Reflections

Recommended Quiz (5%)

Mode of Tests (15%)
assessment Assignments (15%)
Mid-Exam (25%)
Final Examination (40%)
Total: 100%

Instructor’s Commitment: The course instructor is expected to provide timely lectures, demonstrate
students to understand and practice the issues pertaining to central theme of the course, suggest available
reading materials, and evaluate students’ performance regularly.
Course Policy: The policy, which administer this course, is in line with University’s legislation (no?
year?) available at (website). Meaningful participation during class, group work and presentation is

104
important for the success of this course. Since each class builds on the one before it, attendance is
mandatory. Concerning to academic integrity, learners are expected to exert high level of commitment,
responsibility and academic honesty. Because the value of an academic degree depends upon the
absolute integrity of the work done by the student for that degree, it is imperative that a student
demonstrate a high standard of individual honor in his or her scholastic work. If you cheat on an exam
you will receive a failing grade, and most likely will be dropped from the class. Academic dishonesty of
any type by a student provides grounds for disciplinary action by the instructor or department. In written
works, no material may be copied from another. The work that you submit must be your own, for both
moral and legal reasons.

▪ Recommended Reading Materials

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

105
• Oppenheim, A. N. (1977). Civic education and participation in democracy : the German case.
London ; Beverly Hills: Sage.
• Penrose, W. O. (1952). Freedom is ourselves: Legal rights and duties of the citizen as a basis
for civic education. Newark: University of Delaware Press.
• Vinay Bhargava (2006). Introduction to Global Issues.
• Walts, Kenneth N. (2003) Progress in International Relations Theory. Belfer Center for
Science and International Affairs John F. Kennedy School of Government, Harvard University
Cambridge, Massachusetts
• Weber, Cynthia (2001) International Relations Theory: A Critical Introduction(2nd edition)
Routledge: London

106
 General chemistry
Syllabus for Economics (Common Course)

I. Instructor Contact Instructor’s Name Mob.No_

Information Meeting day (s): Meeting time: Building location:
Floor No_ Room No_
Email: Consultation Hours:
II. Course Lecture Discussion Group & Home Total numberof hours per semester
Information with Peers Individual Study/Self
& instructor Assignment -study/ Assessmen
t
48 30 15 40 25 158
Course is offered to All first year Students
Degree Program B.A./BSc./BED/LLB/MD/DVM
Course Title Economics
Course status Common Course
Course is coordinated By Economics Department/School
Course code Econ-1103
ECTS /Credit Hours 5/3
Academic Year: Semester: I/II

III. Course description

IV. This course provides a general introduction to economics combining elements of micro and macro
fundamentals. The first part of the course focuses on theories of consumers’ and producers’ behavior. Besides
the course will also cover the neoclassical theory of product and/or service pricing for perfectly competitive
market and provide brief introduction to monopoly, monopolistic competition, and oligopoly market structures.
The second major part of the course will discuss elements of macroeconomics such as macroeconomic goals,
national income account and its measurement, macroeconomic problems and policy instruments. In offering the
course, the real contexts Ethiopia will be thoroughly considered. General objective

The course will introduce students to the fundamental economic concepts and principles.

V. Specific objectives of the course

This course is aimed at:
✓ Describing the major economic agents and their respective roles and objectives,
✓ Introducing the concepts of demand and supply and their interactions.
✓ Introducing students to the neoclassical theory of consumer preferences and utility
maximization approaches,

✓ Discuss short- run behaviour of production and the related cost structure,

107
✓ Introduce the different market structures and their real world applications, and

✓ Equipping students with macroeconomic goals, national income accounting, economic

problems and policy instruments in light Ethiopian context.

VI. Expected learning outcomes

After completing introduction to economics, students will be able to:
✓ Describe the major economic agents and their corresponding roles and objectives;
✓ Understand the concepts of demand and supply and their interactions;
✓ Explain the objective functions of consumers and producers’ behaviour in the short run, .
✓ Differentiate the various types of market structures,
✓ Understand the fundamental macroeconomic concepts, problems and policy
instruments in the context of Ethiopia.

108
 Units and contents
Lecture Topic & Sub Topics of the Course

Chapter One: Introduction

1. Introduction
Definition and Meaning of Economics
Rationale of Economics
Scope and methods of economic analysis
6 hours Micro and macro economics
Positive and normative economics
Inductive and deductive reasoning in economics.
Scarcity, choice, opportunity cost and production
possibilities frontier
Basic economic questions,
Economic systems

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 1.7. Decision making units and the circular flow model

Chapter Two: Theory of Demand and Supply

2. Theory of Demand and Supply
Theory of Demand
Demand function, demand schedule and demand curve
Determinants of Demand
Elasticity of Demand
8 hours
Theory of Supply
Supply function, supply schedule and supply curve
Determinants of supply
Elasticity of supply
Market equilibrium
Chapter Three: Theory of Consumers’ Behaviour
3. Theory of Consumers’ Behaviour
Consumer preferences
The concept of utility
Approaches of measuring Utility
The cardinal utility approach
Assumptions of cardinal utility theory
Total and marginal utility
Law of diminishing marginal utility (LDMU)
9 hours
Equilibrium of the consumer
The ordinal utility approach
Assumptions of ordinal utility approach
Indifference curve and map
Properties of indifference curves
The marginal rate of substitution (MRS)
The budget line or the price line
Equilibrium of the consumer
Chapter Four : The Theory of Production and Costs

4. Theory of Production and Costs

Theory of production in the short run
Definition of production
Production function
8 hours Total, average, marginal product
The law of variable proportions
Stages of production
Theory of costs in the short run

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 Definition and types of costs
Total, average, marginal costs in the short run
Relationship between short-run production and cost curves

Chapter Five: Market structure

5. Market structure
The concept of market in physical and digital space
Perfectly Competitive market
Assumptions
Short run equilibrium of the firm
6 hours Short run equilibrium of the industry
Monopoly market
Definition and Characteristics
Sources of Monopoly
Monopolistically competitive
market
Definition and
characteristics
Oligopolistic market
Definition and characteristics

Chapter Six: Fundamentals of macroeconomics (with stylized facts from Ethiopia)

6. Fundamentals of macroeconomics
Goals of Macroeconomics
The National Income Accounting
Approaches to measure national income (GDP)
11 hours Other income accounts (GNP, NNP, NI, PI and DI)
Nominal versus Real GDP
The GDP deflator and the Consumer Price Index(CPI)
The Business Cycle
Macroeconomic Problems
Unemployment
Inflation
Trade deficit and budget deficit
Macroeconomic Policy Instruments
Monetary policy
Fiscal policy

111
Course teaching methodology

The course will involve deploying different teaching methods that attempt to
make the teaching- learning process as effective as possible. For most part of the
course, delivery method will be arranged as to make the process student-
centered. There shall be full and active participation from students and they are
strongly encouraged to ask questions, to reflect on brain-storming queries, and
be involved actively and attentively in take-home assignments and peer
discussions that appear during the semester both within and outside class-room
sessions.

While there is no limit to the imagination and flexibility of the instructor, the
course delivery techniques will generally involve the following items:

➢ Lecture
➢ Brain-storming sessions
➢ Group discussions
➢ Individual and group assignments

VII. Assessment Methodology

Students will be evaluated using different mechanisms and their weights as

indicated in the table below.

Table1. General assessment profile

Assessment method Weight
Assignment (individual and/or group) 20%
Tests/ quizs 30%
Final Exam 50 %
Total 100%

VIII. Course policy

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

112
 o Cheating: students must do their own work and should not copy answers from
someone else.
o Acts and mannerisms: When students are in class, they are strictly forbidden from
chewing gum, consuming any addictive substances, listening to recorders or CD
players, or being involved in acts that interrupt the normal teaching-learning process.
Besides, students are required to switch off their cell phones before class and exam
sessions. Students who attempt to disobey these rules and regulations will be subject
to disciplinary measures accordingly to the Senate Legislations of the University.

IX. Commitments of instructor & students

o Preparedness: students must come to class prepared by bringing the appropriate
materials like handouts, worksheets, exercises given, text books and assignments. Students
must plan their own learning through reading various course related materials and
chapters in books. They are expected to work a lot individually to meet the requirement
of the course. They have to use their time for group work and home study effectively.
o Participation: students are expected make active participation during class sessions.
o Coordination: instructors shall play a pivotal role in facilitating the teaching and
learning processes both in the class room and outside the class rooms.

X. Readings and texts

1. A. Koutsoyiannis, Modern Microeconomics
2. D.N.Dwivedi, 1997, Micro Economic Theory, 3rd edition., Vikas Publishing
3. R.S. Pindyck& D.L. Rubinfeld, Microeconomics.
4. Hal R. Varian, Intermediate Microeconomics: A Modern Approach, 6th edition.
5. C.L.Cole, Micro Economics: A Contemporary Approach.
6. Ferguson & Gould’s, 1989, Microeconomic Theory, 6th edition.
7. N. Gregory Mankiw, 2007, Macroeconomics, 4th edition.
8. P. Aghion and P. Howitt ,2009, The Economics of Growth, The MIT Press.
9. A. B. Abel and B.S. Bernanke, 2017, Macroeconomics, 9th edition, Pearson.
10. Ayele Kuris, Introduction to Economics, 2001.
11. Begg, Fisher &Dornbusch, 2005, Macroeconomics, 8th Ed.
12. Liberman, Marc and Hill, Robert E, 2005, Introduction to Economics 2nd Ed.
13. Richard E. Carmichael, 2006, Economics for Everyone: An introduction to Economics.

113
Foundation of Nursing I
Module Name: Foundation of Nursing I

Module Code: Nurs 2013

Module ECTS: 16

Module summary

Weeks Total hours

Total module duration 10
• Class room based teaching (lecture) 5 100 hrs
• SDL (clinical and biomedical lab) 5 15
Teaching
• Exam period 1
• Clinical practice 4 160 (40hr/week)
Course Contents contributed to the module Total hrs Grade %
• Anatomy 19 6%
• Physiology 19 6%
• Biochemistry 8 3%
• Pharmacology 5 2%
• Microbiology 5 2%
• Ethics 8 3%
• Fundamental of Nursing 33 12%
• First Aid 8 3%
• Clinical laboratory methods 2 1%
• Skill lab + Basic science lab 15 5%
• Clinical practice 160 57%
Total 275 100%
Module Description:

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

Module Objectives:

114
By the end of this module, students will be able to provide Basic Nursing care by applying knowledge
of biomedical sciences related to Musculoskeletal, Respiratory, Circulatory systems and HEENT
problems.

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

115
Teaching-Learning Materials
• Learning guides and checklists
• Text books
• Reference manual
• Flip chart
• Writing board
• Posters
• Anatomic models & simulators
• LCD Projector
• White board, marker
• Laptop
• Audiotape
• Videotapes
Methods of Assessment
•Formative
▪ Quizzes
▪ PBL tutorial reflection and feedback
▪ Logbook
▪ Portfolio
▪ Simulation based practical tests
Summative assessment of the overall module

1. Class room based teaching =40%

• Written test =25%
• SDL =15%
• Total = 40%
2. Clinical and community practice = 60 %
• DOP= 24 %
• Review of portfolio= 12%
• OSCE with oral =18%
• Other student performance (seminar, CBD etc..) 6 %
• Total =60%

116
References

1. Tortora, G.J. & Bryan D. 11th edition. Principles of Anatomy & Physiology
2. Van de Graaf Kent 4th ed. and above. Human Anatomy
3. Langman J & Woerdeman M.W (1978). Atlas of medical Anatomy
4. W.Henry Hollinshead 4th ed. Text Book of Anatomy
5. Frederic H.Martini,7th edition.Fundamentals of human anatomy & physiology
6. Joanna R. Fuller: Surgical Technology, Principles and Practice 2nd edition, W.B. Saunders
Company Philadelphia 1986.
7. Guyton A C. Textbook of Medical physiology. Guytom &Hall 11th ed, 2006
8. Ganongy WF. Review of Medical physiology. Mc Graw Hill 22nd ed, 2006.
9. John Bullock, Joseph Boyle and Michael B. Wang. Physiology, National Medical Series (NMS)
for Independent Study. Williams & Wilkins. 3rd edition 1992
10. Berne R.M. and Levy M.N. Physiology. 3rd edition.
11. Mackenna B.R and Callander R. 1991. Illustrated Physiology 5th edition.
12. Parth C.M. 1990. Pathophysiology. 3rd edition.
13. Hawker R.W. Notebooks of medical physiology.
14. Findlag A.L.R. Physiological principles of Reproduction and the foetus.
15. Salah Abu-sitta. Handouts containing different chapters (eight separate handouts)
16. Barbara M. Soule: Infections and Nursing Practice, Prevention and control,
17. Mosby, 1995.
18. Carol Tayler, Carol Lillis, Prescilla LeMone: Fundamentals of Nursing, The Art and Science of
Nursing Care, third edition, Lippincott, 1997.
19. Neolon F.: Fundamental Skills in Surgery, fourth edition, Philadelphia W. B. Saunders 1994.
20. Barbara Bates (1995), a guide to physical examination and history taking.
21. Bette A. Baker (1984), health assessment across the life spans.
22. Mary K. Dempsey (1981), health assessment for professional nursing.
23. Elizabeth Burns (1992), health assessment in nursing practice
24. Janet Weber (1997), nurses’ handbook of health assessment
25. Routh F. Craven (1992), fundamentals of nursing
26. Verolyn Roe Bolander (1994), Sorensen and Luckman’s basic nursing-a psycho physiologic
approach
27. Fente Ambaw: Lecture note on Health assessment for health science students
28. American Red Cross standard first Aid and Personal Safety, 2nd ed. New York 1979.
29. Alemaya University, lecture notes, Alemayehu Galmessa, First Aid and Accident Prevention for
Nurses
30. Warner. C. Germanie. Emergency cares Assessment and intervention 3rd Ed. The C.V Mosey
Comp. London 1983
31. Markell, Voge, Jhon. Medical Parasitology. 6th ed. 1986. W.b. Saunders company.
32. Paul Chester Beaver, Rodney Clifton jung, Eddie Wayne Cupp. Clinical Parasitology. 9th ed. 1984.
K.M. Varghese company
33. Herbert M. Gilles. Protozoal Diseases. 1999. Arnold
34. David L. Belding. Text book of Parasitology. 3rd ed. 1965.
35. Monica Cheesbrough. District Laboratory Practice in Tropical countries. Part I -2nded updated.
1998. Tropical Health Technology. Cambridge
36. Judith S. Heelan, Frances W. Ingersoll. Essentials of Human Parasitology. 2002. Delmar Thomson
Learning VigarZaman. Atlas of Medical Parasitology. 1979 Harold W. Brown, Franklin A. Neva.
Basic Clinical Parasitology. 5th ed. 1983

117
37. Mohammed AwolAdem and WaqtolaCheneke. Medical Parasitology: Lecture note for medical
laboratory technology students: upgraded lecture note serious. 2006
38. Modern Parasitology A text book of Parasitology ( Cox 2ndedn)
39. Clinical parasitology (Beaver et. al 9thed.)
40. Atlas of Medical Helminthology and Protozoology (Jaffeey and Leach 2nd edition)
41. District laboratory practice in tropical counties (Monica CheesbroughVol I)
42. Essentials of Parasitology (Murray D. Dailey 6th ed. 1996)
43. Essentials of parasitology (Gerald D. Schmidt 4th ed. 1994)
44. Parasitology for medical Laboratory Technology students – Lecture note series (GirmaM. and
Mohammed A. 2003)
45. Craig ad Faust’s clinical parasitology (Ernest C. Faust 8th ed. 1977) Web materials – DPDX
46. Pamela C.C, and Richard A.H., Lippincott's Illustrated Reviews: Biochemistry 3rd edition, J.B.
Lippincott Company Philaderphia, 1998.
47. Stryer L. Biochemistry, CBS publishers and distributors, 1986 or recent edition.
48. Lehninger A.L, Principles of Biochemistry, CBS publishers and distributors, 1987 or recent
edition.
49. Murray R.K et. al. Harper's Biochemistry 24th edition a Large Medical Book, 1996
50. Zubay, Parson, Vance, Principles of Biochemistry, WM.C. Brown Publishers USA, 1995.
51. Smith E.L et. al., Principles of Biochemistry, McGraw-Hill-International, 1993 or recent edition.

118
 Foundation I

Date/Week Learning Activity Required Reading

(Assignment)

Week 1 Lecture And Discussion: 6Hrs. 6hrs/week

Overview of the curriculum (30min)

▪ Structure and design
▪ Education strategies
▪ Core competencies
▪ Teaching and learning methods
▪ Assessment methods
Foundation of modern nursing (1hr.)
• Definition of nursing
• Historical background of nursing
• Religious and civilization influence on nursing
• The history of Nursing in Ethiopia
• Nursing as a profession rather than occupation
Philosophy of nursing theory (1hrs)
• Over review of theory
• Definition of terms related to theory
• Relationship of theory to practice and research
• Major nursing theories used for nursing practice
• Non-nursing theories used for nursing practice
Introduction to human Anatomy --- 1Hrs
• History, Definition and divisions of Anatomy
• Divisions of Anatomy
• Anatomical terminologies
• Body Parts, Planes and Body Movement
• Anatomical positions
• Anatomical planes and sections
• Anatomical planes
• Directional terms in Anatomy
• Terms of relationship (position)
• Terms of movement
Physiology --- 1 and 30 Hrs
General Introduction and Cell Physiology

• Composition of human body

• The Cell
• Cell membrane, functional structure
• Cell organelles
• Intracellular connections and Communications
• Transport across cell membrane
119
 • Homeostasis
Biochemistry --------------------(1 Hrs)

INTRODUCTION TO BIOCHEMISTRY

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

Microbiology [2 Hrs.]
▪ Scopes of Microbiology, History of Microbiology
▪ Germ theory of disease, Classification of micro-
organisms (Eukaryotic and prokaryotic cells)
▪ Structure and classification of bacteria
▪ Identification and nomenclature of bacteria
o Bacterial growth and genetics

Lecture And Discussion: 7Hrs. 7hrs/wk

Introduction to lab. (1 hrs.)
-Selection of Lab. Tests
-Interpretation of test results
-Patient approach
pharmacology ------------ (4hrs)
Introduction to general pharmacology
• Introduction (definitions, History, subdivision of
• pharmacology)
• pharmacokinetics
• Drug absorption
• Drug distribution
• Drug biotransformation
• Excretion of drugs
Ethics-legal aspects to nursing (2 hrs.)
• Ethics issue in nursing
• Normal value and ethics
• Ethical principles
• Ethical philosophy
• Analysis of Ethical Dilemma

120
 • Legal issue in nursing
• Sources of law
• Standardized of care
• Patient bill of right
• Informed consent
• Torts and crimes
Recording and reporting (30 hrs.)
• Admission and discharge documentation
• Client progress notes
• Critical incident reporting to senior staff
SDL Practice Areas ( 2 hrs)
• Recording And Reporting
Biomedical skill lab (1 hrs.) Anatomy, biochemistry
Week2 Lecture And Discussion: 10 Hrs. 10hrs/wk
Foundation--------------------------- (4 hrs)
• Historical development of nursing process
• Different approaches of nursing assessment
✓ The 11 functional health pattern (Gordon’s
approach)
✓ Systemic approach
✓ Human response pattern
• Component of nursing process
✓ Assessments
✓ Nursing Diagnosis
✓ Planning
✓ Outcome identification
✓ Implementation
✓ Evaluation
Body regions and regional names (4Hrs.)
Body regions
• abdominopelvic regions
• abdominopelvic quadrants
• Regional names
• The head
• The Neck
• The trunk
• The upper limb
• The lower limb
Body cavities and membranes
• Body cavities

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 • Dorsal /posterior
• cranial cavities
• Vertebral cavity
• Ventral/anterior body cavities
• Thoracic cavity
• The Abdomino - pelvic cavity
Levels of structural organization
• Chemical level of organization
• The cellular levels of structural organization
• The tissue levels of organization
• The organ levels of organization
• The system levels
• The organizational level
Physiology------------------------------- continued (2 hrs.)
CELLULAR ORGANIZATION OF THE BODY
• Ultra structure of generalized animal cell
• The cytoplasm, cytoplasmic organelles and
cytoplasmic inclusions.
• The plasma membrane
• Cell nucleus
• Cell cycle
• Cell extensions and connection
• Cilia
• Flagella
• Cytoskeleton

Lecture And Discussion: 8 Hrs. 8hrs/wk

Introduction to operating room technique 2 hrs.
− Physical organization of the Operating Room
− Design of the operating room
− Traffic Flow and Activity Patterns
− Operating Suite Equipment
− Personnel organization of the Operating Room
− Sterile team members
− Unsterile team members
− Qualities of the Operating Room personnel
− Coordinated work of the Operating Room team
− Item count

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 − Economic use of supplies and time
Surgical conscience and ethics 30hrs.
− Surgical conscience
− Areas affected by surgical conscience
− Protection of the patient
− Situations that undermine surgical conscience
− Legal aspects of surgery
− Criminal responsibilities
− Common areas of negligence
Infection prevention and patient safety------------------
(4hrs.)

• Hand hygiene
o Hand washing
o Hand antisepsis
o Antiseptic hand rub
o Surgical scrub
• Personal protective equipment
o Donning and removing PPE
o Donning and Removing Gowns
o Donning and removing a Cap and Mask
o Donning and removing glove(Sterile & Clean)
o Eye protection
• Creating and maintaining sterile field
• Instrument processing
o Decontamination
o Cleaning
o Drying and packing
o High level disinfection
o Sterilization
o Storing
o Distribution of sterile items
o Cleaning the operating room
• Waste segregation
• Sharp waste disposal
• Patient unit care
• Linen processing
Biochemistry 1and30 hrs.

MOLECULAR BIOLOGY

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

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 • The Genetic Code
• Translation
• Mutation
• Regulation of gene expression in
• Prokaryotes
• Eukaryotes

SDL Practice Areas IPPS (2 hrs.)

Lecture And Discussion: 8Hrs. 8hrs/wk

Pharmacology ------------------------ (2 hrs.)
Pharmacodynamics
• Site & mechanisms of drug action
• Character of receptors and drugs
• Drug – receptor interactions
Dose – response – relationship (ED50, LD50, therapeutic
index, potency, maximum efficacy
Ethics (1 hrs.)
• Communication process
• Definition of communication
• Purpose and levels of communication
o Types of communication
• Component of communication
• The basic characteristics of communication
o Techniques of effective communication
Musculoskeletal SYSTEM (3 hrs.)
o Functions of the skeletal system
o The Structure of a Typical Bone
• Compact bone
o The Histological Features of compact bone:
• Osteon (Haversian System)
• Central (Haversian) canal
• Perforating (Volkmann’s) canal Spongy bone
• The Histological Features of Spongy Bone:
• Lamellae
• Trabeculae
• Types of Bone Cells
• Osteoblasts
• Osteocytes
• Osteoclasts
• Classification of Bones:
• Long bones

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 • Short bones
• Flat bones
• Irregular bones
• Sesamoid bones
• Accessory bones
Foundation----------------- (2hrs.)
Managing patient safety device and comfort
• Applying cotton rings
• Applying foot-board
• Applying pillows
• Applying air rings
• Applying bed-cradle
• Adjusting side rails of beds
• Applying sand bag
• Applying Splint
• Applying fracture board
• Appling back rest
SDL Practice Areas (2 hr.)
Hygiene and Grooming
Patient comfort and safety device

Week 3 Lecture And Discussion: 8Hrs. 8hrs/wk

Anatomy----------------------1and
30 hrs
o Divisions of the skeletal system
o Axial skeletons
Physiology------------------ 1and 30 Hr
Physiology of the Muscle
• Classification
• Muscle structure
• Mechanism of muscle contraction
• Neuromuscular junction
• Excitation-Contraction coupling mechanism
• General aspects of cardiac & smooth muscles
Body mechanics and mobility 3hrs

• Positioning and moving a patient

• Patient ambulation
• Assisting patient with assistive devices
• Gait belt
• Prosthetics assistance
• Cane
• Walker
• Crutch-
• Gaits used with crutches
• Four-point gait
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 • Two-point gait
• Three-point gait
• Swing-through gait
• Swing to gait
• Up & down stair
• Lifting the patient
• Dangling
• Logrolling
• Shoulder lift
• Moving patient up on the bed
• Patient transfer
• Applying ROM exercises
Foundation----------------- 2Hrs.
Bed making
• Stripping bed
• Unoccupied bed
• Closed bed
• Open bed
• Occupied bed
• Fracture bed
• Anesthetic bed
• Cardiac bed
• Amputation bed
• Baby crib
SDL Practice Areas (2hr.)
• Bed making
• Body Mechanics

126
Lecture And Discussion: 11 Hrs. 11hrs/wk
Anatomy – continued -------------------- 3Hrs.
• Naming of skeletal muscles
• orientation of fibers
• relative position, or function
• Coordinated action of Muscle groups
• Antagonistic Muscles
• Synergistic Muscles
• Major skeletal muscles
o Origin
o Insertion
o Action
• Innervations
• Blood supply
• Applied Anatomy
Physiology-------------------- 1 Hrs
Body fluid and electrolytes
• Fluid compartments: ECF, ICF
• Composition of body fluid
• Water and electrolyte homeostasis

Microbiology [2Hrs.]
Gram negative bacilli (Entero bacteriaciae, bordetella,
aemophilus, Pseudomonas, campylobacter, helicobacter,
Vibrio)
Biochemistry ------------------------ 3Hrs

ENZYMES & COENZYMES

• Definition and Classification

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

Microbiology [2 Hrs.]
‒ Hypersensitivity Reactions and autoimmunity
‒ Immunoprophylaxis (Use of Vaccines) and
Immunotherapy
‒ Gram Positive Cocci (Staphylococci and
Streptococci)
‒ Gram Negative Cocci (Neisseria)
Gram Positive Bacilli (bacillus, , corneybacterium)
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 Biomedical Skill Lab: 1 Hrs.

6hrs/wk
Lecture Hour 6 hrs.

Microbiology [3Hrs.]
▪ Antimicrobial agents: principles, mechanisms of
action and drug resistance,
▪ Sterilization and disinfection
▪ Basic principles of immunology
‒ Defense Mechanisms:
‒ Non- Specific/innate resistance
Specific/adaptive immunity (humoral and cellular Immunity

Foundation-------------------------- (3hrs.)
Essential assessment components
✓ Measuring Vital signs
• Pulse rate
• Respiratory rate
• Body Temperature (Oral, Axilary ,Rectal,
Tympanic)
• Blood pressure
✓ Measuring patient's body weight
✓ Taking patient's height
✓ Pain assessment
✓ Specimen collection
SDL: Vital signs (2 hr.)
Week 4 Lecture Hour 12hrs. 12hrs/wk
Anatomy-------------------------- 3Hrs.
RESPIRATORY SYSTEM
• Function and structures
• Respiratory pathways
• Anatomical divisions of Respiratory system:
• Upper respiratory zone
• lower respiratory zone
• Functional divisions of respiratory system:
• Respiratory portion
• Conducting portion
• Nose
• Pharynx
• Larynx
• Laryngeal muscles

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 • Laryngeal innervation
• Trache
• Bronchi
• Primary Bronchi
• secondary Bronchi
• Lungs
Physiology------------------------------ 3 Hrs.
Physiology of the Respiratory System

• Introduction
• Mechanism of breathing
• Diffusion and gas transport (O2 and CO2)
• Regulation of breathing
Biochemistry --------------------- 1Hrs
WATER & pH
• Role of water in biological system
• Acid base theories
• Definition of pH, pKa and pKb
• Buffers & Acid-base balance

Pharmacology of respiratory system ------------------ (3 hrs.)

• Classifications
• Sites & mechanisms of drug action
• Individual drugs mechanism of action and indication,
contraindication and side effect
• Therapeutic approaches
Principles of therapy
Foundation of Nursing ------------- (2 hrs.)
Oxygenation and ventilation
• Measuring oxygen saturation
• Methods of oxygen Administration
• Air way suctioning
o Nasopharyngeal
o Oropharyngeal
o Endothracheal
• Tracheostomy care
• Postural drainage and water seal drianage
• Thoracentesis
Oxygenation: Respiratory function
• Normal respiratory function
• Altered respiratory function
• Application of nursing process(Activity and exercise
pattern)

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SLD: Oxygenation 2 hrs

Lecture Hour 10 hours. 10hrs/wk

Anatomy------------------------------ 3Hrs
CIRCULATORY SYSTEM
Introduction
components:
a. Cardiovascular system
Heart
Blood
Blood vessels
b. Lymphatic system
❖ Lymph nodes
❖ Lymphatic capillaries
❖ Lymphatic vessels
1. Heart- structure
• Location and coverings
• Major parts & heart wall
• Conducting system
• Innervations & Blood supply
2. Circulatory roots
• Systemic circulation
• Pulmonary circulation
• Fetal circulation
• Cerebral circulation
3. Lymphatic system
• Lymph
• Vessels
• Nodes
• Circulation
• edema
Physiology of circulatory system --------------- [2 and 30Hrs.]
General Introduction; functional structure of the heart
Electrophysiology of the heart muscle
The cardiac cycle
The heart sounds
The heart rate and its regulation
The cardiac output in normal and in failing heart
The arterial blood pressure and its regulation
Physiology

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Physiology of Blood ------------ 1 Hrs
▪ General Introduction: functions and composition of
blood
▪ Plasma and plasma proteins
Cardiovascular Pharmacology ---------- (2hrs.)
• Classifications
• Sites & mechanisms of drug action
• Individual drugs mechanism of action and indication,
contraindication and side effect
• Therapeutic approaches (nitrites –beta blockers –,
calcium antagonists)
• Principles of therapy (positive ionotropics – digoxin,
diuretics, vasodilators

Hematology 1and 30 hrs.

Basic hematological tests
• CBC
• Reti. Count
• B/F preparation and staining
• ESR
Lecture Hour 7hours. 7hrs/wk
Homeostasis 1 hrs.
-General principle of Blood coagulation
-Tests to discover etiology of hemorrhage and
thrombosis..
Immuno hematology 1hrs
Principle of Immunohematology
-Blood group antigens and antibodies
-Immunohematology reaction
-Test to discover etiology of
-Blood transfusion
Body fluid analysis
30Minute
• CSF
• Synovial fluid
• Serous Fluid analysis
Medication and fluid therapy (4 and
1/2 hrs.) Medication preparation
• Withdrawing Medication from a Vial
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 • Withdrawing Medication from an Ampoule
• Mixing Medications from Two Vials into One Syringe
• Preparing an IV Solution
Medication administration
• Administering Oral, Sublingual, and Buccal
Medications
• Administering Eye and Ear Medications
• Administering Skin/Topical Medications
• Administering Nasal Medications
• Administering Rectal Medications
• Administering Vaginal Medications

SLD: Medication administration 3 hrs

Week 5 Lecture Hour 8hours. 8hrs/wk

Medication and fluid therapy (4hrs)

• Administering Nebulized Medications
• Parenteral Medications administration
• Administering an IntradermalInjection
• Administering a Subcutaneous Injection
• Administering an Intramuscular Injection
• Administering Medication via IV Injection
• Adding Medications to an IV Solution
• Administering Medications via IV Bolus or IV Push
Fluid therapy
• Setting an IV line
• IV fluid therapy
• Blood transfusion
ANATOMY OF THE EYE --------------- (1 hrs.)

• Functional Anatomy of the Visual System

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

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 • Physical Principles of Optics
• Refractive errors
• Photochemistry of Vision
• The Neurophysiology of vision
• Central Visual Pathways
• function of the visual cortex
Anatomy of the Ear ------------------ (1hrs)

• Functional Anatomy of the Ear

• External Ear: Pinna, External Auditory Canal
• Middle Ear: Tympanic Membrane, Auditory Ossicles
• Inner Ear
• Vestibular Receptors
• Cochlear Organization
• Auditory Receptors
• Central auditory system
• Anatomy & excitation of central pathways
Physiology of the ear------------------- (1 hrs)
• The Auditory physiology
• Acoustics (physical properties of the sound stimulus)
• Conducting Mechanism of the Ear
• Sound transmission: The role of the outer, middle and
inner ear
• Physiology of Chemical sense
• Characterization of chemical senses
• Pathophysiology of Auditory defects

Lecture Hour 8and ½ hours. 8and ½ hrs/wk

The sense of taste ------------------------------ (1hrs)

• The sense of taste

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

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 • Abnormalities (‘Taste Blindness’)
The sense of smell --------------------------- (1/2hrs)

• Sensors & pathways in olfaction

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

Introduction of first aid and emergency nursing

• Define first aid and accident prevention
• Identify reasons for First Aid
• Explain principles of first aid
• List value of First Aid Training
• Adopt general directions for given first aid
First aid and emergency nursing continued –4 Hrs.
Respiratory Emergencies and Artificial respiration,
Cause of Respiratory failure
➢ Definition respiratory Emergency
➢ Definition respiratory failure
➢ Classification of respiratory failure
➢ Cause of respiratory failure
➢ Artificial respiration
➢ Cardiac arrest
• CPR
Bleeding control -
• First aid for bleeding
• First Aid for wounds
• Prevention of contamination and infection of Wounds
Dressing and Bandages—1hrs
➢ Definition of dressings
➢ Principles of dressing
➢ Bandaging
➢ Types of commercially available bandages
➢ Application of bandages
➢ First Aid kits and supplies
SLD: Basic life support 2 hrs

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Lecture And Discussion: 8 Hrs. 8hrs/wk
Specific injures---2hrs.
• Head injuries
• Eye injuries
• Neck injuries
• Open Wounds of the chest
• Abdominal injures
Moving and lifting of causality—1 hrs
Burns—1hrs.
• Definition
• Causes and effects
• Classification
• First aid measures for burn
• Prevention of heat emergencies
Poisoning ----------------------------- 2 hrs
• Definition
• Causes
• Sign and Symptoms
• Objective in treatment of first aid
• Contact poisons
• Prevention of Accidental poisoning
Animal bite and sting --------------- 2hrs
Definition, cause, S/S first aid management and prevention of:

• Human bite
• Dog bite
• Snake bite
• Scorpion bite
• Insects sting

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 SDL Practice Areas (1 hrs.)
• Wound & bleeding control

6week Final exam for theory 1 week

Hospital practice – during this particular practice the 160 Hr

7-10wk students are attached to Emergency room, regular OPDS,
Surgical ward, and Medical ward to observe and/or
perform the following but not limited to:

• Observation of the clinical environments

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

136
 Inclusion in Education and Development: A course for Higher Education

Students of all disciplines

1. Course information
Course Title: Inclusion in Education and Development
Course code: Incl 2021
Credit hours: 2
Contact hours: 32 Hours

2. Introduction
Development efforts of any organization need to include and benefit people with
disabilities through providing education, creating employability, promoting prosperity,
reducing poverty and enhancing stability. Unfortunately, this has not been the practice for the
majority of people with disabilities due to unfavorable attitude, negligence and exclusion
from all development endeavors. It is obvious that people with disabilities are the large stand
most disadvantaged minority in the world. They are about 15 percent of the global population
(about one billion people), and 17.6 million in Ethiopia, with most extended families
including someone with a disability (World Health Organization and World Bank and 2011).
Exclusion practices of this large number of persons with disabilities in Ethiopia seem
undermines their potential/ability to contribute to poverty reduction and economic growth
within their household, their community and the country. It is clear that it is not impairment,
but, the exclusion practices that has contributed for poverty aggravation for persons with
disabilities. Exclusion practices of persons with disabilities have a long history, affecting the
life of people with disabilities and the society at large. In the past and even today people have
been discriminated due to their disabilities.

Inclusions promote effective developments through full participation of all members of a

population and people with disabilities, where both are agents of development and
beneficiaries. Through identifying and removing barriers, people with disabilities participate
and benefit from the developments. Genuine inclusion of people with disabilities allow them

137
actively participate in development processes and eliminate dependence syndrome, leads to
broader benefits for families and communities, reduces the impacts of poverty, and positively
contributes to a country’s economic growth. All stages of development processes of any
organization should be inclusive through creating equal access to education, health care
services, work and employment, social protection and all development center of human
being.

3. Course Description
Special needs education refers to people with divers’ disabilities, gifted and talented, and
divers’ population being at risk of education and development. As per the institutional
reform that is focusing on enhancing development for all population, the field of inclusive
education is taking center stage in institutional planning and improvement. This course
introduces the process of achieving inclusion with all appropriate accessibility and
established support system at institutional level.

In this course, the higher education students will learn how to assess, understand and address
the needs of persons with disabilities and provide relevant support or seek extra support form
experts. He/she also learns how to adapt and implementing services for an inclusive
environment that aimed to develop holistic development such as affective, cognitive and
psychosocial skills of the population with disabilities. Identification and
removal/management of environmental barriers would find a crucial place in the course. The
students learn how to give more attention and support for students with; hearing impairments,
visual impairment, deaf-Blind, autism, physical and health impairments, intellectually
challenged, emotional and behavior disorders, learning difficulty, communication disorders,
gifted and talented student, and those at risk due to different reason (population who are
environmentally and culturally deprived, abused, torched, abandoned, and orphaned and
vulnerable..etc). All University students will be given the chance to study the specific
developmental characteristics of each group of students with disabilities and come up with
appropriate intervention strategies in inclusive settings of their respective professional
environment and any development settings where all citizens are equally benefited.

138
4. Learning outcome of the course
The goal of this course is to provide the tools and strategies that help to create a convenient
environment that accommodates population with divers’ disabilities and potential. This
course encourages exploring the benefits of collaborating with colleagues to design and
implement inclusion an all sphere of life. It also guides the discovery of ways to modify
environment as well as services and practices to meet the needs of all persons with
disabilities in inclusive environment.

As a result of reviewing various reading materials, completing the assignments, engaging in

related discussions, and strongly workings on activities, towards the completion of the
course, the University students of all fields in Ethiopia will be able to:

1. Aware the needs of people with special needs, their potential and include all aspects of
developmental needs
2. Identify population with special needs, their potentials and the learning and working
styles of all population with special needs in their environment.
3. Demonstrate desirable attitude towards all population with special needs in their learning,
working and living environment
4. Apply various assessment strategies for evidence-based planning to meet their needs
5. Attempt to adapt environments they are working and living in according to the need and
potential of the population with special needs
6. Develop an accommodative and inclusive attitude help to think for the wellbeing and
development of population with special needs.
7. Identify and select appropriate support and services method that addresses the life needs
of population with special needs individually and on group bases.
8. Collaborate with experts and relevant others for the life success of all persons with
disabilities in all environments.
9. Create and maintain successful inclusive environment

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5. Detailed Syllabus components

Unit 1. Understanding students with diverse needs/special needs

Time allotted: 10 contact hours
Unit objectives
At the end of completing this unit, the students will be able to:
1. Brief historical trends of special needs population and their holistic development
2. Describe the effect of negative attitude on educational and life success of people
with special needs
3. Describe the nature of difficulties, preventable causes, identification, and
assessment, of students with various impairments that affect their daily learning.
4. Identify students with special needs whose daily life and functioning is challenged
and those students who are at risk.
5. Describe the need and characteristics of gifted and talented population
6. Depict the condition of student at risk because of different reasons
(environmentally, culturally and linguistically deprived, abused, torched,
abandoned, and orphaned and vulnerable student) who need special attention in
educational setting.
Unit Contents and sub contents

1. Overview of students with various special needs; sensory, physical, below

average intelligence, emotional and behavioral challenges, learning
difficulties, communication difficulties, gifted and talented, students at risk,
their developmental characteristics and preventable causes.
2. Theoretical models such as the right model, medical model and social model
of special needs and its relevance.
3. Educational of students with various special needs.
4. Attitudinal barriers and means to enhance awareness among the community
members and political leaders.

140
 5. The relationship between Poverty and Disability
6. Planning effective development of population with special needs in
inclusive settings

General Approach/Methods/Strategies

This section is flexible to involve the instructor’s creativity in identifying selecting and
adapting the instructional method to the context of the learner. Some general approaches are
listed below. The instructor can select among this and add his own that he/she feels
appropriate

1. Interactive lectures
2. Collaborative learning
3. Independent/self learning
4. Institutional/school visits and practicum
5. Individual and group assignments and presentation
6. Seminars
7. Expert consultancy
8. Group participation
9. Guest practitioners
10. Others…
Detailed activities

Students’ Activities
2. Reading the materials delineated for this purpose
3. Discus and/or report the diversities of learners in the classroom and report
4. Conduct mini case studies of students with divers needs
5. Visit schools that integrate students with special needs and report the
teaching and learning experience at school.
6. Find out gifted and talented students and gather facts on the teaching and
learning experience at school.
7. Find out evidence the effective instructional approach from existing
experience and literature.

141
 Instructors Activities

1. Facilitate students learning by posing questions and guiding their activities

2. Provide some examples of students with special needs and their success.
3. Provide group case study questions
4. Support learners in all aspects in relation to their learning
5. Facilitate dialogue among learners to find out effective instructional approach
that address divers learning needs.

Assessment Strategies and Techniques

1. Recording attendance
2. Recording group and individual participation
3. Visit reports and presentation
4. Assignment (individual and group)
5. Test at the end of the unit

Unit 2. Understanding Inclusion

Time allotted: 8 hours
Unit Objectives
Upon accomplishing this unit, the teacher candidates will be able to perform the following
activities.

1. Organize and implement inclusion for people with varying special needs
2. Demonstrate understanding of the principles of an inclusive environment,
the rationale for inclusion, and its effect on education, and development.
3. Define terms associated with inclusion and its practices
4. Recognize what an inclusive environment looks and sounds like
5. Respect rights of students with special needs along with the disability
convention ratified by the Ethiopian Government
6. Identify the benefits and challenges of inclusion
7. Modify environment to meaningfully accommodate population with
special needs in all environments

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

General Approach/Methods/Strategies

This section is flexible to involve the instructor’s creativity in identifying selecting and
adapting the instructional method to the context of the learner. Some general approaches are
listed below. The instructor can select among this and add his own that he/she feels
appropriate.

1. Interactive lectures
2. Group task
3. Collaborative/cooperative learning
4. Independent/self learning
5. Institutional visits and practicum
6. Individual and group assignments and presentation
7. Seminars
8. Expert consultancy
9. other…

Detailed activities
Students’ Activities

1. Discuss; define what inclusive environment and the support system for
population with divers needs
2. Discus and list elements and characteristics of inclusive enviroment

143
 3. List special populations’ right to development and discuss how to
implement Inclusive environment
4. Explore the benefits and challenges of inclusion, individually and in-group

Instructors Activities

1. Facilitate students learning by posing questions and guiding their activities

2. Create participatory learning classroom.
3. Provide activity guide for the students
4. Encourage all students to work on the activities in cooperative manner
5. Provide special support for those with difficulties or special needs
6. Provide feedback on the students various activities
7. Stabilize the learning by summarizing core points
8. Demonstrate the importance and application of adapted technology
9. Introduce Web sites devoted to technology use in the inclusive classroom.
10. Introduce software and multimedia applications.
Assessment Strategies and Techniques

1. Recording attendance
2. Recording group and individual participation
3. Recording the product f students
4. Test at the end of the unit
5. Assignment and visit reports

Unit 3: Identification of population with special needs

Time allotted: 5 hours
Unit objectives
Upon completing this unit, the students will be able to:
1. Learn and engage in developing identification tools that would be applicable
in the environment
2. Identify different needs among population with special needs and use various
strategies that support their developmental needs.

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 3. Demonstrate the process of identifying students who need special support and
the options available for serving these students’ educational needs
Unit Contents and sub contents
1. Development of checklists for identification of various difficulties.
2. Procedure of identification
3. Identifying learners needs, potentials and difficulties in learning

General Approach/Methods/Strategies

This section is flexible to involve the instructor’s creativity in identifying selecting and
adapting the instructional method to the context of the learner. Some general approaches are
listed below. The instructor can select among this and add his own that he/she feels
appropriate.

1. Interactive lectures
2. Group activities.
3. Collaborative learning
4. Independent/self learning
5. Institutional/school visits and practicum
6. Individual and group assignments and presentation
7. Seminars
8. Expert consultancy
9. Others…
Detailed activities
Students’ Activities
1. Read materials on how to identifying learning styles of learns, from
literature and experiences.
2. Discuss how to identify various support strategies
3. Discus on various instruments on how to identify students need, potentials
and difficulties
4. Develop identification checklist for specific difficulty.
Instructors Activities

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 1. Facilitate students learning by posing questions and guiding their activities
2. Provide activity guide for the students
3. Encourage all students to work on the activities in cooperative manner
4. Provide special support for those with who need it
5. Provide feed back on the students various activities

Assessment Strategies and Techniques

1. Recording attendance
2. Recording group and individual participation
3. Recording the product f students
4. Test at the end of the unit
5. Assignment
6. Portfolio

Unit 4. Assessment in special needs

Time allotted: 5 hours
Unit objectives
At the end of this unit, the students will be able to:

1. Adapt assessments for students with special needs

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

146
learning difficulty, communication disorders, and students at risk and gifted and talented
students.
8. Assess and design on elimination of social and environmental barriers that
would facilitate inclusive education

Unit Contents and sub contents

1. Strategy and procedure to develop assessment instrument.

2. Relevant components of assessment instrument.
3. Progressive assessments
4. Portfolios
5. Implication of assessment

General Approach/Methods/Strategies

This section is flexible to involve the instructor’s creativity in identifying selecting and
adapting the instructional method to the context of the learner. Some general approaches are
listed below. The instructor can select among this and add his own that he/she feels
appropriate.

1. Assignment
2. Group and individual presentations
3. Collaborative learning
4. Independent/self learning
5. Institutional/school visits and practicum
6. Individual and group assignments and presentation
7. Seminars
8. Expert consultancy
9. Others….

Detailed activities
Students’ Activities

147
 1. Identify and discus some basic assessments techniques for students with
special needs and their challenges
2. Exercise how to assessments progresses of all students
3. Discus how to use portfolios for all students
4. Practice to develop assessment tools
Instructors Activities

1. Facilitate students learning by posing questions and guiding their activities

2. Provide activity guide for the students
3. Encourage all students to work on the activities in cooperative manner
4. Provide special support for those with difficulties or special need
5. Provide feed back on the students various activities

Assessment Strategies and Techniques

1. Recording attendance
2. Recording group and individual participation
3. Recording the product f students
4. Test at the end of the unit

Unit 5: Differentiated services for populations of special

needs
Time allotted: 5 hours
Unit Objectives
At the end of this unit, the students will be able to involve effectively in the following
activities:

1. Demonstrate understanding of the individualized services plan for

population with special needs as a means of ensuring that these population
receive services opportunities tailored to their needs
2. Describe the purpose of an individualized services plan
3. Identify the components of an individualized services plan

148
 4. Develop strategies for providing remediation to population with special
needs
5. Identify applicable technologies and software that will be useful for
persons with various
6. Use the internet and other technology tools to enhance services and
developments for populations of persons with various special needs
7. Evaluate technology applications for population with special needs
8. Explain the need for interdisciplinary individualized services plan teams,
and describe the role and responsibility of each team member
9. Develop group intervention and describe its approach
10.

Unit Contents and sub contents

Strategies of mediation to students with special needs

1. Content-specific resources for students

2. Instructional technology
3. Individualized service plan
4. Interdisciplinary individualized services plan teams
5. Curriculum enrichment
6. The role and responsibilities of a general education teacher in the
7. implementation of the individualized services p
8. Planning group intervention

General Approach/Methods/Strategies

This section is flexible to involve the instructor’s creativity in identifying selecting and
adapting the instructional method to the context of the learner. Some general approaches are
listed below. The instructor can select among this and add his own that he/she feels
appropriate.

1. Interactive lectures
2. Group activities
3. Collaborative learning
149
 4. Independent/self learning
5. Institutional/school visits and practicum
6. Individual and group assignments and presentation
7. Seminars
8. Guest lecture
9. Others…
Detailed activities
Students’ Activities

1. Define what individualized services plan mean

2. Discus the purposes of individualized services plan
3. List the components of individualized services plan
4. Discuss how individualized services plan could be realized in the school
5. Design and present single case individualized services plan .
6. Develop group intervention plan

Instructors Activities

1. Facilitate students learning by posing questions and guiding their activities

2. Provide activity guide for the students
3. Encourage all students to work on the activities in cooperative manner
4. Give assignments
5. Provide special support for those with who need it
6. Provide feedback on the students various activities
7. Design and present the sample for good individualized services plan and
group educational intervention.

Assessment Strategies and Techniques

1. Recording attendance
2. Recording group and individual participation
3. Recording the product of the students
4. Test at the end of the unit
5. Assignment
150
 Unit 6. Promoting Positive Behaviors Institution-wide
Time allotted: 5 hours
Unit objectives
Upon the accomplishing this unit, the Higher education students will be able to perform
the following activities.

1. Implement strategies for managing an inclusive environment effectively

2. Describe behavior management modifications in an inclusive environment
3. Use strategies to increase desirable behaviors while decreasing undesirable
behaviors
4. Develop effective techniques for responding to inappropriate behavior
both in and out of the classroom
5. Build positive social relationships between all populations with special
needs.
6. Demonstrate understanding of the importance of collaboration in an
inclusive environment
Unit Contents and sub contents

1. Behavior management modifications

2. Classroom management for inclusive environment
3. Social relationships and collaboration in an inclusive environment

General Approach/Methods/Strategies

This section is flexible to involve the instructor’s creativity in identifying selecting and
adapting the instructional method to the context of the learner. Some general approaches are
listed below. The instructor can select among this and add his own that he/she feels
appropriate.

1. Interactive lectures
2. Collaborative learning
3. Independent/self learning
4. Institutional/school visits and practicum

151
 5. Individual and group assignments and presentation
6. Seminars
7. Expert consultancy
8. Discussion
9. Others….
Detailed activities
Students’ Activities
1. Discuss how to learn ways to create an inclusive community.
2. Explore how to modify the current environment.
3. Discuss techniques for relationship building in the inclusive environment.
Instructors Activities

1. Facilitate students learning by posing questions and guiding their activities

2. Encourage interactive approach.
3. Provide activity guide for the students
4. Encourage all students to work on the activities in cooperative manner
5. Provide special support for those with who need it
6. Provide feed back on the students various activities
Assessment Strategies and Techniques

1. Recording attendance
2. Recording group and individual participation
3. Recording the product f students
4. Test at the end of the unit

Unit 7: Resources for the Inclusive environment

Time allotted: 5 hours
Unit objectives
At the end of this unit, the students will be able to accomplish the following tasks:

1. Apply constructivist techniques to create a conducive climate to diverse

populations’ success.
2. Find out existing resource that enhances success of inclusive environment.
152
 3. Make adaptations based on the nature of the disabilities
4. Adapt communication for people with special needs education, such as,
Braille, augmentative communication and Sign Language

Unit Contents and sub contents

1. Modification of environment and materials

2. Adapting learning and working process according to the needs
3. Identifying human material and other resources that help inclusive
environmental activities.
4. Accessing adapted technologies
5. Accessing communication through various means such as Sign Language

General Approach/Methods/Strategies

This section is flexible to involve the instructor’s creativity in identifying selecting and
adapting the instructional method to the context of the learner. Some general approaches are
listed below. The instructor can select among this and add his own that he/she feels
appropriate.

1. Assignment
2. Interactive lectures
3. Visits and reporting
4. Collaborative learning
5. Independent/self learning
6. Institutional/school visits and practicum
7. Individual and group assignments and presentation
8. Seminars
9. Expert consultancy
10. Others…

Detailed activities
Students’ Activities
153
 1. Review some high school curriculum in group and exercise how to adapt
for learners
2. Adapting instructional techniques and present them in the classroom

Instructors Activities

1. Facilitate students learning by posing questions and guiding their

activities
2. Provide activity guide for the students
3. Encourage all students to work on the activities in cooperative
manner
4. Provide special support for those with difficulties and special
needs
5. Provide feedback on the students various activities

Assessment Strategies and Techniques

1. Recording attendance
2. Recording group and individual participation
3. Recording the product f students
4. Test at the end of the unit

Unit 8: Collaborative Partnerships with stakeholders

Time allotted: 5 hours
Unit objectives
At the end of this unit the students will be able to:

1. Identify key elements of successful collaboration

2. Describe the benefits and challenges of collaboration for various
stockholders for the success of inclusive education
3. Explain the process of cop-planning, and develop strategies for effective
co-planning and team learning and working
4. Identify characteristics of successful stockholders partnerships,

154
 5. Design and plan strategies for community involvement

Unit Contents and sub contents

1. Collaboration to successfully move towards inclusion
2. Planning Inclusive development in all sectors
3. Implementing inclusive
4. Individualized support as per the law, policies and directives
5. Evaluation and monitoring
General Approach/Methods/Strategies

This section is flexible to involve the instructor’s creativity in identifying selecting and
adapting the instructional method to the context of the learner. Some general approaches are
listed below. The instructor can select among this and add his own that he/she feels
appropriate.

1. Interactive lectures
2. Collaborative learning
3. Independent/self learning
4. Institutional/school visits and practicum
5. Individual and group assignments and presentation
6. Seminars
7. Individual and group presentations
8. Expert consultancy
9. Others…
Detailed activities
Students’ Activities
1. Discuss and sort out key elements of successful team or co teaching.
2. Discus the benefits and challenges of collaboration in the move towards
inclusive education.
3. Identify and list resources for successful inclusion
Instructors Activities

1. Facilitate students learning by posing questions and guiding their activities

155
 2. Provide activity guide for the students
3. Encourage all students to work on the activities in cooperative manner
4. Provide special support for those with who need it
5. Provide feed back on the students various activities

Assessment Strategies and Techniques

1. Recording attendance
2. Recording group and individual participation
3. Recording the product f students
4. Test at the end of the unit

9. Responsibilities
General Responsibilities of Instructors
Profile of teacher educator teaching this course must be the right professional in Special
needs education. In the past, it was observed that non-special needs educators used to
teach similar course. In order to produce quality teachers, this course should be offered
only by teacher educator, MEd/or MA or PhD in special needs education. To meet the
learning out come aforementioned and enhance teachers’ quality, the special needs
teacher educator will have the following major responsibilities.
1. Advise students on all the aspects of the course
1. Provide the students with the syllabus and other materials well ahead of
the delivery of it
2. Conduct the interactive lectures as per the plan
3. Facilitate students’ individual assignments, group assignments, field
works, practicum, seminars, presentations, and collaborative learning
4. Periodically assess the students’ work
5. Provide the students with timely feedbacks on their graded and ungraded
academic works
6. Follow on students’ progress and communicate to the students
7. Keep student records on the whole work of the students
8. Design and execute students’ consultation program

156
 General Responsibilities of Students
This course is designed for would teachers after completion of Bachelor degree in various
fields. For successful completion of this course the teacher candidates would have the
following responsibilities
1. Students are expected to actively and fully attend and participate all the in
class and outclass learning activities. Missing a single class will cost
students 2 points.
2. Carry out individual assignments, group assignments, field works,
practicum as per the details and deadlines
3. Students are expected to read given materials before class
4. Students are expected to read selected books and ten articles
5. Actively participate in the planning, organizing and conducting of all the
seminars and presentations
6. Reflect on feedbacks and initiate actions on them
7. Passing the exams successfully

10. General Course Assessment and Evaluation Methods

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

157
 11. References
1. Alemayehu Teklemariam and Temsegen Fereja (2011). Special Need Education in Ethiopia: Practice of Special
Needs Education around the World. Washington: Gallaudet University Press.
2. Alemayehu Teklemariam (2019). Inclusive Education in Ethiopia: WILEY and Blackwell: Singapore
3. A Teachers Guide (2001). UNESCO. Inclusive Education and Classroom Practice in Secondary Education (2004).
4. Berit H. Johanson and Alemayehu Teklemariam (2006). Towards Special Needs Education as a University
Discipline: An Important step on the way to Education for All. In When All Means All. Hakapaino Oy: Helsinki
5. Tirussew Teferra and Alemayehu Teklemariam (2007). Including the Excluded: Integrating disability into
EFA Fast Track Initiative Process and National Education Plans in Ethiopia. World Vision
6. MOE (2007). School Improvement Program
7. MOE (2010). Special Needs Program strategies implementation guide.
8. MOE (Ministry of Education). (2006). Special Needs Education Program Strategy. Addis Ababa
9. Understanding and responding to children’s need in inclusive classroom (2010). www.european-agency.org

10. ዓለማየሁ ትክለማርያም (2009). በመተባበር መማር፡- አንድ ለሁሉም፣ ሁሉም ለአንድ፣ አዲስ አበባ፡- ፋርኢስት

አታሚ

11. ዓለማየሁ ትክለማርያም (2011). አካቶ ትምህርት ለምን፣ምን፣ለነማን እንዴት፤ አዲስ አበባ፡- ፋርኢስት አታሚ

Annexes
Instructional Materials and Equipments for Demonstration in the learning and teaching
process

• LCD and/or Smart Board

• E - Chart
• arious magnifying lenses
• Slate and styles
• Perkins Braille writer
• White Cane
• Blind folder
• Tuning fork
• Audiometer
• Hearing aids (various type)
• Sign language books and videos
158
• Various instructional videos related this unit
• Braille atlases
• Molded plastic, dissected and undissected relief maps
• Relief globs
• Land form model
• Abacus
• Raised clock faces
• Geometric area and volume aids
• Write forms for matched planes and volumes
• Braille rulers
• Raised-line check books
• Signature guide
• Longhand-writing kit
• Script letter – sheets and boards
• Talking calculator
• Closed-circuit television
• Computer software for various students with special needs; for example Jawse for blind and sign language software
for deaf
• And others additional

Module Name Determinants of Health

Module code SPH-2032

Module EtCTS 5

Duration 4 weeks

Lecture 3 hr. /weeks/ for 4 weeks

Hours/week

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

159
Module This module is designed to equip comprehensive nurses with the knowledge,
description attitude and skills needed to examine the human behavior, psychology of
learning and concepts of sociology so as to enable them to develop positive
attitudes towards self and human relationships in the practice of nursing. It
also equips them with general concepts related to environmental control
activities relevant to health promotion and disease prevention with focus on
the control of water supply, waste management, control of insects and
rodents, food hygiene & housing.
At the end of this module, the comprehensive nursing student will be able to
Module Objective acquire knowledge and skills needed to identify and intervene psyco-social,
environmental and ecological factors to human health.

Module After completion of this module, comprehensive nursing students will be

competency:
competent utilize of the concepts of psychology, sociology and environmental
in providing psycho-social nursing care and apply principles of environmental
control

Instructional By the end of the module, students will be able to:

Objectives 1. Analyze socio-cultural determinants of health and disease at individual, family

and community level

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

and community level

3. Analyze psychological and behavioral determinants of health and disease at

individual, family and community level

4. Analyze environmental and ecological determinants of health and disease at

individual, family and community level

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

health.

6. Apply the basic principles of environmental control

160
 7. Instruct individuals, groups, and communities on proper human excreta and
refuse disposal, water source protection & storage

8. Acquire a clear understanding of personality development, mental mechanisms

and emotions in health and sickness

9. Explain the dynamics of society and common social problems

Pre-requisite None

Module status Supportive

• Interactive lecture and discussion
Teaching Methods • Small group learning activities: assignment, exercise, case study
• Individual reading
• Student presentation
• Personal research and reflection exercise (PRRE)
• Reflective portfolio and mentoring

Teaching- • AV aids (LCD and computer and, writing board and marker/chalk)
Learning • Handouts of lecture materials
Materials • Logbooks for entry of community experience

• Exercise and assignment

Assessment • Logbook and portfolio
Methods • 360 degree evaluation
• Student presentation
• Global rating of community experience midway during the module

Assessment
Class room based teaching (theory) = 40%
• Written exam (40 %)
Community attachment (60 %) along with clinical practice
• Review of Reflective portfolio (20%) (review of
works/activities/tasks
/projects/assignments etc…completed by students.
• Direct observation of performance (individual/group) = 30 %
• Other performance (seminar etc.) =10%
• Lecture and tutorial attendance is mandatory.
Module policy • Student should submit assignment reports on due date
• Student should take all continuous assessments as scheduled. If he/she misses
quiz or assignment, will be treated according to university legislation.
• Student should do his/her own work. If he/she is caught red-handed while
cheating, he/she will be treated according to university legislation
.
Reference Books
1. Yemane Berhane, Damen Hailemariam and Helmu Kloos. Epidemiology and ecology of Health
and Disease in Ethiopia. 2006
2. EPHTI. Ecology. Lecture note series for health science students. 2007
3. White, P. Biopsychosocial medicine: An integrated approach to understanding illness. 2005
Oxford University Press.
161
 4. Frankel, R. M., Quill, T. E., & McDaniel, S. H. Biopsychosocial approach: Past, present,
future. 2003. University of Rochester Press.
5. Singer, M. & Baer, H. A. Introducing medical anthropology: A discipline in action (2nd ed.)
2011. Rowman Littlefield

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

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

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

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

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

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

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

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

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

Module Schedule

Weeks Units to be Contents Methods Time

covered
o Introduction to medical sociology and medical
Introduction anthropology Interactiv
to Human o Importance of studying sociology and role in e Lecture
1 nursing
health,
society and o Understanding health, illness and disease
and healing: sociological and
culture anthropological perspective

Introduction Interactive
to Lecture
Psychologic o Introduction to medical psychology 2 hr.
al and
o Developmental psychology /weeks
o Understanding health, illness and disease
behavioral and healing: psychology perspective
determinants
of health
o Definitions of terms and scope of Environmental
Introduction to health Interactive
environmental o Global aspects, issues and history of environmental Lecture
health
health

162
 o Socio-cultural factors affecting human health
2 Social and include, but are not limited to, place of residence, Interactive
cultural aspects lecture
of human health urbanization, culture, religion, ethnicity, gender
views and roles, status of women, educational
status, demography, social structures (mobility and
migration) and organizations (social cohesion,
support and network), laws, human rights 2hr.
/weeks
• Motivation
Psychological
• Stress
aspects of
health and • Pain
illness • Personality
• Health and illness
• Definitions
Introduction to
• Source of water
safe water
supply • Importance
• Water and water related diseases
• Protection and treatment of water sources
• Water pollution and its effects
o Religion,
3 Social and o Ethno medicine,
o Alternative and complementary medicine 2hr.
cultural
/weeks
aspects of
medicine
o The nature of human development
Human o Issues or controversies in
development development Theories of
human development
o cognitive development
o psychosexual development
o psychosocial development
o moral development
o Definitions
Food Hygiene o Principles and methods of food processing and
preservation
o Food And Disease
o Prevention of food borne diseases
o Sanitation of Food And Beverages
o Inspection of food and drink service establishment
4-5 Human Economic factors include, but are not limited to, 2hr.
/weeks
health and unemployment, poverty, income inequality,
socio- neighborhood deprivation, assets, economic growth,
economic globalization, healthcare cost)
factors

163
 ➢ The role of behavior in health
➢ Smoking
Health and ➢ Physical activity
human ➢ Eating behavior
behavior ➢ Alcohol and drug use
➢ Sexual health and behavior

Chronic illness, death and dying

164
 o Definitions
Waste o Classification and types of solid waste
management o Options of solid waste management
o Effects of solid waste mismanagement
o Managing excreta and sewage disposal
o Methods of excreta and sewage disposal
o Faecal borne diseases
o Gaseous waste management
o Nature of culture, man's cultural past, diversit
6-7 Culture uniformity of culture 2hr.
o I -Social Organization /weeks
o Social groups -crowds and public groups -nations, ra
o Social institutions: The family, marriage, edu
religion, arts, economic organization
o Cultural lag
o Definition and characteristics of learning
Learning o Theories of learning
o Pavlov’s classical conditioning
o Operant conditioning.
o Social learning theory
o Cognitive view of learning
• Introduction to Housing and institutional health
Housing and • Housing
institutional • Definition of terms
Health • Basic housing principles
• Public health importance
• Criteria for an adequate village house
• Certain basic elements of housing standards
• Institutional health or sanitation
• School health
• Prison Health, Hospital, Health centre, etc

8-9 Social • Introduction to Social Disorganization, contro 2hr.

Problems - Planning /weeks

• Poverty, population, housing, illiteracy

• Food supplies, growth of urbanization, prostitution

• Minority groups, rights of women,

and children delinquency and crime

Vector and • Vector control

control
• Vectors of public health importance

• vector borne diseases

• Ways of transmission of vector borne diseases

165
 • Prevention and control of vectors

• Rodent control

• Identification

• Investigation of rodent infestation

• Diseases transmitted by rodents

• Prevention and control of rodents

Motivation • The nature of motivation

and Emotion • Theories of motivation

• Conflict motives & frustration

• Definition of emotions
• Components of emotion

• Theories of emotion

10-11 Process of • Competition

Interaction
• Conflict-war,
2hr.
/weeks
• Co-operation

• Accommodation and assimilation

Abnormal • Introduction

Behaviors and • Criteria/approaches of abnormality

psychotherapy
• Classifications of abnormal behaviors

• Treatment of psychological disorders

Occupational • Introduction

Health and Saf • Definition of terms

• The scope of occupational health, and safety

• Elements of the work environment

• Classification of occupational health hazards

166
 • Occupational health hazard control

12 Exam week Module Completion and Examination

Week 13-20 Community practice along with Clinical practice 8-10

hr./week
Objective for 4
weeks
To analyze biological, psychological, behavioral and socio-economic
determinants of health and disease at individual, family and community
level

Identify and interpret these determinants of health

Design strategies to promote health and prevent

disease

Teaching methods

• Guided community practice

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

Assessment methods Tota

l
60%

Direct observation of individual/group performance 30%

Review of student portfolio 20%

Other ( seminar ..) 10%

167
Foundation of Nursing II
Module Name: Foundation of Nursing II
Module Code: Nurs 2053
ETCTS: 16
Module summary

Weeks Total hours

Total module duration 16
• Class room based teaching (lecture) 5 100hrs
• PBL 5 20
• SDL (clinical and biomedical lab ) 5 15
teaching
• Exam period 1 week
• Clinical and community practice( BLOCK 4 160 (40hrs/week)
SYSTEM) Including 80 hr.
Community
practice(SPH1)
Course Contents contributed to the module Hour Load % Emphasis
• Anatomy 15 5%
• Physiology 15 5%
• Parasitology 15 5%
• Pharmacology 15 5%
• Biochemistry 18 6%
• Fundamental of Nursing 26 8%
• Clinical laboratory methods 6 2%
• PBL 15 5%
• SDL (clinical and biomedical lab ) 15 5%
• Clinical and community practice 160 54%
Total 295 100%

Module Description:
This module is designed for BSc Nursing students to foster opportunity to learn the theoretical
background of human Anatomy, physiology and pharmacology of Gastrointestinal system (GIS),
Genitourinary system (GIS), Reproductive system (RS), Integumentary system (IS), Endocrine system
(ES) and Nervous system (NS), parasitology and biochemistry for nursing practice. The module also

168
enables learners with adequate knowledge, skill and attitude required to apply fundamental nursing
care for patients.

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

169
 • Demonstrate therapeutic and diagnostic procedure, and tests (Gastrointestinal system (GIS),
Genitourinary system (GIS), Reproductive system (RS), Integumentary system (IS), Endocrine
system (ES) and Nervous system (NS))
• Administer enema for patient with altered bowel function
• Document information’s according to principles of proper recording and documentation
• Demonstrate application of nursing process (Gastrointestinal system (GIS), Genitourinary
system (GIS), Reproductive system (RS), Integumentary system (IS), Endocrine system (ES)
and Nervous system (NS))
• Provide colostomy or ileostomy care
• Perform urinary catheter for patient with altered urinary function
• Apply nursing process using Gordon approach
• Provide nursing care of patients with altered skin integrity
• Discuss human sexuality
• Apply nursing process for altered sexual functions
• Explain the purpose of nursing process using Gordon approach procedure (Gastrointestinal
system (GIS), Genitourinary system (GIS), Reproductive system (RS), Integumentary system
(IS), Endocrine system (ES) and Nervous system (NS)
• Interpret the normal and the abnormal organized (liver function tests, renal function tests,
blood glucose and DM tests, and urine sediments) with their diagnostic features.
• Identify the different types of surgical instruments
• Demonstrate receiving and positioning of surgical patients
• Describe the roles of nurses in the pre, intra and postoperative phases of patient care.
• Distinguish the difference between general and local anesthesia
• Demonstrate how to pass instrument/sharps to the surgeon or his/her assistant
Teaching and learning methods
• Interactive lecture
• PBL
• Small group discussion
• Role play
• Case study
• Bedside teaching
• Portfolio
• Clinical simulation
• Video show
• Demonstration
• Seminar presentation
• Guided clinical practice
• Inter-professional learning experience in the clinical practice

170
Assessment methods
Formative

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

1. Class room based teaching =40%

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

REFERENCES
2. Human anatomy and physiology, Tortora (11edition 11edition) pp.1-107)
3. Tortora, G.J. & Bryan D. 11th edition. Principles of Anatomy & Physiology
4. Van de Graaf Kent 4th ed. and above. Human Anatomy
5. Langman J & Woerdeman M.W (1978). Atlas of medical Anatomy
6. W.Henry Hollinshead 4th ed. Text Book of Anatomy
7. Frederic H.Martini,7th edition.Fundamentals of human anatomy & physiology
8. Monica Cheesbrough. District Laboratory Practice in Tropical countries. Part I -2nded updated. 1998.
Tropical Health Technology. Cambridge Judith S. Heelan, Frances W. Ingersoll. Essentials of Human
Parasitology. 2002. Delmar Thomson Learning
9. Mohammed AwolAdem and WaqtolaCheneke. Medical Parasitology: Lecture note for medical
laboratory technology students: upgraded lecture note serious. 2006
10. Judith S. Heelan, Frances W. Ingersoll. Essentials of Human Parasitology. 2002. Delmar Thomson
Learning
11. Markell, Voge, Jhon. Medical Parasitology. 6th ed. 1986. W.b. Saunders company.
12. David L. Belding. Text book of Parasitology. 3rd ed. 1965.
13. Medical Parasitology for Medical laboratory technology students, upgraded lecture note series
(Adem M and Chenecke W, 2006).
14. Medical microbiology (Brooks GF, Butel JS, Morse S.A. Jawetz: 21st edition)

171
 15. Atlas of Medical Helminthology and Protozology (Jaffeey and Leach 2nd edition)
16. Monica Cheesbrough, Medical Laboratory Manual for tropical countries Volume I
17. Monica Cheesbrough, Medical Laboratory Manual for tropical countries Volume II
18. Medical Microbiology and Immunology for health science students (Gebresilassie S. et. al. Lecture note
series, 2005)
19. Medical Microbiology and Immunology; Levinson W, Jawetz E.6th Ed edition. 2000
20. Abul K. Abbas Andrew H. Lichtman, Cellular and Molecular Immunology, 5th edition
21. Goldsby et al, CUBEY Immunology, 5th edition
22. Bauer,D.John, Clinical Laboratory Method 9th ed,1982.
23. Hlasted, The Laboratory in clinical medicine interpretation and application, 2nd ed, 1981.
24. Thompson R.B.S.I. Proctor, A short test book of Hematology 6th ed. 1985.
25. District laboratory practicein tropical countries. 2nd ed. Part I. Monica Cheesbrough, 2005
26. Text book of urinalysis and body fluids. Doris LR, Ann EN, 1983
27. Norbert L W. Tietz, Fundamental of clinic Chemistry, 2nd ed, 1984
28. Text book of urinalysis and body fluids. Doris LR, Ann EN, 1983
29. Urinalysis and body fluids: A color text and atlas. Karen MR, Jean JL. 1995
30. Clinicalchemistry: Principles, procedures, correlation. 3rd ed. Michael L. Bishop et al. 1996
31. Brunner and Suddarth’s Text Book of Medical Surgical Nursing, 12th Edition
32. RuthF.craven, ConstanceJ.Hirnle Fundamentals of nursing: human health and function Julia M.Leahy,
patricia E.kiZilay. Foundations of nursing practice
33. Taylor C. Lillis C. Lemone P. (2001). Fundamentals of Nursing. 4td edition
34. Margaret A. Burkhardt.: Ethics and Issues in contemporary Nursing; 2nd ed., 2001, delmar thomson
learning
35. Gloria Grippanda (1986) Nursing perspective &issues
36. OZANIC I (1961) Nursing in Ethiopia by the Ethiopian nurse association Addis Ababa
37. Fredrickson K. (1977) opportunity in nursing, a decision of National textbook company U.S.A
38. Joanna R. Fuller: Surgical Technology, Principles and Practice 2nd edition, W.B. Saunders
Company Philadelphia 1986.
39. Prevention Guidelines for Healthcare Facilities in Ethiopia, February 2005.
40. Carol Tayler, Carol Lillis, Prescilla LeMone: Fundamentals of Nursing, The Art and Science of
Nursing Care, third edition, Lippincott, 1997.
41. C. Barrie Williams: Basic Practical Surgery, Bristol Johnwright and Saunders 1971
42. Lichtiger Monte: Introduction to the Practice of Anesthesia, Hagerstown, Harper and Row
1974.
43. Hlasted, The Laboratory in clinical medicine interpretation and application, 2nd ed, 1981

Module schedule

• Lecture and discussion = 22hr/week for 12 weeks

172
 • PBL=4hr/week for 5 weeks
• SDL (clinical and Biomedical) =3hr/week for 5 weeks
• Self-study -
• Clinical practice= 4 weeks (from week 7-10)
o 40 hr/week
o Community practice (SPH1) = 10hr/week

Date/Week Learning Activity Required Reading

(Assignment)

Week 1 Interactive lecture and discussion – 7 hrs Reflective portfolio 23

Anatomy of the nervous system – 2 hrs
• Types and structures of the cells of the nervous system
• The central nervous system
The Brain:
• General structures, coverings, Brain ventricles
• Principal parts and their functions
• Formation and circulation of CSF Assessment methods 7hrs/week
Physiology of the nerve …2hrs
o Functional structure of neurons
o Classification of neurons and neuroglia cells’
o Membrane potential (resting membrane potential)
o Action potential (nerve impulse)
o Propagation of nerve impulse
o Synapses
o Synaptic transmission at neuronal synapses
Pharmacology of Central Nervous system--1hrs
• Sedative – hypnotic( anexiolytics )drugs
• Pharmacotherapy of epilepsy
• Psychotropic and antiparkinson drugs
Parasitology 1 hrs
• Introduction to Medical Parasitology
• Features of parasites
• Source of infection
• Mode of transmission
• Direct mode of transmission
• Indirect mode of transmission
• Routes of transmission

23Students are required to maintain in their portfolio learning experiences, learning outcomes achieved, evidence of learning and

reflections longitudinally and their mentors would provide feedback occasionally. Clinical instructors should also ask students to
submit reflective portfolio twice during the attachment for formative assessment and feedback.

173
 • General life cycle of parasites
Biochemistry -------------------- 1 Hrs
CARBOHYDRATES
• Structure & classification of carbohydrates
Digestion & absorption of carbohydrate
Clinical skills lab (1 hrs.)
▪ Assist in lumbar puncture procedure
▪ Nursing care plan patient with epilepsy

Basic science lab (1 hrs.)

▪ Anatomic charts
▪ CSF analysis
PBL (4 hrs.)
• spinal cord injury
Interactive lecture and discussion--- hrs Reflective portfolio
Anatomy of the nerve system (1hrs.)
Spinal cord:
▪ Structure and function 8hrs/week
▪ Protection and coverings
▪ Spinal nerves
Physiology of Central Nervous System ….1 hrs
o General organization of the NS
o General tissue; neurons and neuralgia
o Generation and transmission of nerve impulse
o Sensory function of the NS
o Sensory receptors, classification
o Somatic sensation and their pathways
Pharmacotherapy of pain --- 1hrs
• Classification of analgesics
• Treatment of pain with narcotic
• Treatment of pain with non-narcotic
• Pharmacotherapy of rheumatic arthritis
• Treatment of acute & chronic gout
• General & local anesthetics
Biochemistry ------ 2hrs
• Metabolism of carbohydrates:
• Glycolysis
• Oxidation of pyruvate
• Pentose phosphate path way
• Glycogen metabolism
• Gluconeogenesis
• Metabolism of major non-glucose sugars
• Regulation of blood glucose
Parasitology ----- 1 hrs
• Nemathyhelminthes /Round worms/

174
 • General characteristics
• Classification (Intestinal & tissue)
• Intestinal round worms
• Ascaris lumbricoides
• Trichuris trichura
Fundamentals Nursing …….2 hrs
Loss & grieving
• Normal grieve function
• Altered grieve function
• Application of Nursing process
Coping and stress management
• Normal coping & adaptation to stress
• Altered coping & adaptation to stress
• Application to nursing process

Basic science lab (1 hrs.)24

▪ Anatomical charts and atlas
• Computer assisted simulations and video shows

PBL (4 hrs.) organophosphate poisoning

Week 2 Interactive lecture and discussion…7.5 hrs

Fundamentals Nursing .(1hr) Reflective portfolio25
Sleep and rest pattern
• Normal sleep /rest function
• Altered “ “ “ 7.5 hrs/week
• Application of Nursing process
Anatomy of the peripheral nervous system (PNS)--- 2hrs
• Neural pathways
• Autonomic nervous system (ANS)
• Divisions and structures
• Cranial nerves(I-XII)
• nerve plexus
• Spinal nerves
• Ramis(dorsal and ventral)
• Applied Anatomy
Physiology of the nerve system ------- 2hrs
o Acid,base and buffer system
o Motor function of the NS

24Basicscience lab will be arranged based on the needs of the courses covered in the week for two hours. And it’s better if one
hour per course is arranged weekly so as to accommodate two basic science courses in lab per week.
25Students are required to maintain in their portfolio learning experiences, learning outcomes achieved, evidence of learning and

175
 o Reflexes; arcs, examples
o Higher motor centers
o Cerebral cortex
o Basal ganglia function and disease
o Hypothalamus function and disease
o Thalamus function and disease
o Cerebellum function and disease
o The brain stem; reticular formation
o Pyramidal and extra pyramidal tracts, lesion
o The limbic system function
o Sleep, memory
Pharmacology of Autonomic Nervous System---- 2hrs
• Drugs acting on the cholinergic system
o Cholinomimetics
o Cholinergic receptor blockers
o Antimuscarinics
o Neuromuscular blockers
• Drugs acting on the adrenergic system
o Sympathomimetics
o Adrnergic blockers

Clinical lab methods ( 1/2hrs)

CSF analysis (interpretation of normal and abnormal
findings)
Skill lab(2hrs)
• Nursing care plan pt with neurologic problems
PBL (4 hrs.)
Head injury

Interactive lecture and discussion…10 hrs Reflective portfolio26

Biochemistry --------------------- 2Hrs
• Tricarboxylic acid (Krebs') cycle
• Bioenergetics (thermodynamics): 10 hrs/week
• Related to nutrition and obesity
• The Electron transport system
• Oxidative phosphorylation
Parasitology ------- 1 hrs
• Enterobiu svermicularis
• Ancylostoma duodenale
• Necator americanus
• Strongyloides stercoralis
Fundamental of Nursing------ 4hrs

26Students are required to maintain in their portfolio learning experiences, learning outcomes achieved, evidence of learning and

176
 Thermoregulation
− Normal thermoregulations
− Altered thermoregulations Application of nursing process
Pain perception & comfort
− Pain mechanism
− Altered function resulting in pain
− Application of nursing process
Sensory perception
− Normal sensory perception function
− Altered sensory function
− Application of nursing process
Cognitive processes
− Normal Cognitive processes
− Altered Cognitive processes
Application of nursing process
Fundamental of nursing /ORT ----- 3 hrs
General surgical instrumentation
− Introduction
− Classification of surgical instruments
− Care of surgical instruments
Receiving and positioning of surgical patients
− Activities during receiving surgical patients
− Positioning the surgical patient
− Preliminary considerations for positioning
− Responsibilities of team members
− Timing and positioning
− Preparation for positioning a surgical patient
− Safety measures and equipment used for safety
−
Clinical skills lab (1 hrs.)
• Identification of surgical instruments
PBL (4 hrs.)
Interactive lecture and discussion…7.5 hr Reflective portfolio27
Peri-operative patient care 1 hrs
o per operative
o intra operative
− Immediate Postoperative Patient Care 7.5 hrs/week
o post-operative

27Students are required to maintain in their portfolio learning experiences, learning outcomes achieved, evidence of learning and

reflections longitudinally and their mentors would provide feedback occasionally. Clinical instructors should also ask students to
submit reflective portfolio twice during the attachment for formative assessment and feedback.

177
 − Ongoing postoperative patient care
− The Recovery Room and patient care
ORT
Hazards in the OR ---- 1/2 hrs
− Introduction
− Classification of Hazards
− Regulation of Hazards
Principles of anesthesia ---- ( 1 hrs)
− Introduction
− Types of anesthesia
− Methods of administering
− Stages of general anesthesia
− Choices of anesthesia
− Premedication
Anatomy of digestive system------------ 2- Hrs
• General organization
• Structure
• Organs oral cavity ( mouth )
• tongue
• Salivary glands
• teeth
• Pharynx
• Esophagus
• Stomach Parts:
• Small intestine & Large intestine
Physiology of digestive system------------------------- 2 Hrs
• Introduction, a general overview, histology, embryology,
blood supply, innervation, and regulation
• Functional structures
• GIT motility, vomiting
• Secretary function of GIT
• Salivary Secretion
• Gastric secretion
• Pancreatic secretion
• Intestinal secretion
• Bile secretion
Clinical lab ( 1hrs)
- Plasma enzyme tests of the liver ( LFT)
Methods of analysis, interpretation of normal and
abnormal findings
Clinical skills lab (1 hrs.)
• Positioning of surgical patients
• Types of anesthesia

178
 PBL (4 hrs.)

Week 3 Interactive lecture and discussion…8.5 hr Reflective portfolio

Pharmacology ----------------------- (1hrs )
• Pharmacotherapy of peptic & duodenal ulcer
• Pharmacotherapy of emesis 8.5 hrs/week
• Symptomatic treatment of constipation
Biochemistry……1 hrs
LIPIDS
• Structure and classification of lipids
• Biological membranes
• Digestion & absorption of lipids
• Metabolism of fatty acids:
• Biosynthesis and storage of fatty acids
Parasitology…. 1hrs
• Plathyhelminthes
• Cestodes /The tape worms/
• General characteristics
• Taeniasaginata
• Taeniasolium
• Hymenolepis nana
• Echinococcus granulosus
Fundamental of nursing ---------------- (4 hrs)
• Feeding a helpless patient
• Gastrostomy feeding
• Parenteral feeding
• Nasogastric Tube Insertion
• Gastric Lavage
• Gastric Aspiration
• Gastric Gavage
• Nasogastric tube Removal

Anatomy of digestive system------------ 1Hrs

• Accessory organs
o liver
o gall bladder
o pancreas
• Innervations & Blood supply to major digestive
systems
Physiology of digestive system------------------------- 1/2Hrs
• Digestive & absorptive function of GIT
Clinical skills lab ( 2 hrs.)
• Gastrostomy feeding

179
 • Parenteral feeding
• Naso Gastric Tube Insertion & removal
• Gastric Lavage
• Suctioning
Gavage
PBL (4 hrs.): epigastric pain

Basic science Lab ( ½

hrs) Liver function test
(LFT)
Interactive lecture and discussion- cont…-- 9 hrs Reflective portfolio
Physiology of digestive system------------------------- 1Hrs
• Energy and Metabolism
• Energy balance
9 hrs/week
• The metabolic rate
• Feeding and its regulation
• Body temperature regulation
• Obesity and the balance diet
•
Pharmacology ----------------------- (1 hrs )
• Antimicrobial drugs of GIT
• Anti-helminthic drugs of GIT
• Anti-protozoal drugs of GIT
Biochemistry… ..... 1hrs
LIPIDS
• Oxidation of Fatty Acids
• Ketogenesis & Ketolysis
• Lipid transport and storage:
• Structure and function of Lipoproteins
Cholesterol synthesis, transport, & excretion
Parasitology .......1hrs
• Tematodes /The flukes/
• General characteristics
• Classification (blood, liver & intestinal flukes)
• Blood flukes
• Schistosoma mansoni
• Schistosoma haematobium
Fundamental of Nursing…. 4 hrs
Bowel Elimination
- Enema
▪ Cleansing enema
▪ Retention Enema
▪ Rectal wash out
- Insertion of flatus tube
- Colostomy irrigation and care
180
 o Rectal wash out
o Insertion of flatus tube
o Colostomy irrigation
o Colostomy care
Gastrointestinal therapeutic and diagnostic Procedures GIT
• Paracentesis
• Liver biopsy
Anatomy (1hr)
Male reproductive System--------------------
- Perineum
- Scrotum
- penis
- Testes
Clinical skills lab ( 3 hrs.)
- Nursing process for GIT patients using Gordon’s approach
- Enema
- Colostomy care
PBL (4 hrs.)

Basic science lab (1 hrs.): Anatomical charts

Interactive lecture and discussion …6 hrs Reflective portfolio
Reproduction ( male physiology) -------------------- 1 Hrs
- Reproductive organs: functions, embryogenesis
- Reproductive and hormonal function of the male 6hrs/week
- Functional structures: gonads and accessory organs
- Spermatogenesis
- Function of seminal vesicles
- Function of the prostate gland
- Male sex hormones and their function
- Abnormalities of male sex: impotence, infertility
Pharmacology --------------- ( 1hrs)
Pharmacology of reproductive system
- Sexual hormones (hormonal contraceptives)
- Corticosteroids
Biochemistry ....... 1hrs
PROTEINS
• Structure and classification of amino acids
• Physico-chemical properties of amino acids
• Structure & functions of proteins
• Mechanism of oxygen binding to myoglobin and
hemoglobin.
Anatomy of female reproductive system …. 1 hrs
- Ovaries
- Fallopian ( uterine ) tubes
- Uterus

181
 - Endocrine relations – menstrual and ovarian cycles
- Vagina and vulva
- Breast ( mammary glands )
- Innervations & blood supply to major reproductive
organs
Physiology of female reproductive organs --- 2 hrs
- Physiology of hormones
- Physiology of Fallopian ( uterine ) tubes
- Physiology of Uterus
- Physiology of menstrual and ovarian cycles
- Physiology of Vagina and vulva
- Physiology of Breast ( mammary glands )
- Innervations & blood supply to major reproductive
organs
- Contraception and Pregnancy
- Parturition and lactation

Clinical skill lab (1/2 hrs.)

▪ Counseling on clients sexual problem ( impotence,
dyspareunia)

PBL (4 hrs.): Erectile Dysfunction

Week 4 Interactive lecture and discussion cont… ----- 3 hrs Reflective portfolio

Pharmacology of the reproductive --- 1 hrs

- Oxytocic drugs (ergometrine, oxytocin) 3hrs/week
Biochemistry ....... 1hrs
Protein
• Digestion & absorption of proteins
• Metabolism of proteins & amino acids:
• Catabolism of Proteins & of Amino Acid
Parasitology 1 hrs
Protozoa
- General Morphology
- Life Cycle
- Classification
The Amoeba:
- Alimentary canal
- General characteristics
- Entamoeba histolytica/dispar
-
Clinical skills lab ( 1 hrs.)
• Counseling of sexual dysfunction ( female)
• Role play
• Perennial care

182
 • Douche
Basic science lab (1 hrs.)
▪ Anatomical charts and atlas
▪ Parasitology lab

PBL (4hrs)
Interactive lecture and discussion ……9hrs Reflective portfolio
Anatomy of Urinary System ----- 1 hrs
- Urinary system organs 9hrs/week
- Kidneys
- Ureters
Renal Physiology and Acid base balance… 2 hrs
- Function of the kidneys
- Structural function of kidneys, nephrons
- Urine formation, GFR, tubular load, Tm & Plasma clearance
- Concentration and dilution of urine
- Micturition and its abnormalities in some diseases

Pharmacology of urinary system ----- 1 hrs

- Chemotherapy of microbial infections
- General considerations (mechanisms, drug resistance, misuse
& failure of therapy)
- Individual drug class sulphonamides,
Biochemistry ……1hrs
VITAMINS
• Classification of vitamins
• Structure and function of:
• Water soluble vitamins

Fundamental Nursing -2hrs

- Urinary Elimination
o Indwelling catheter (Female & Male)
o Plain catheter
o Applying a condom catheter
o Bladder irrigation
o Catheter removal
Parasitology --- 1 hrs
- Flagellate Protozoa:
- Digestive and urogenital tract
- General characteristics
- Giardia lamblia
- Trichomonasvaginalis
- Hemoflagellates / Blood and Tissue/
Parasitology --- 1 hrs

183
 - The Leishmania
- Leishmaniatropica complex
- L. tropica minor
- L. tropica major
- L. aethiopica
- Leishmaniamexicana complex
o
Clinical skills lab ( 2 hrs)
o Catheterization ( male and female)
o Plain catheter
o Applying a condom catheter
o Bladder irrigation
o Catheter removal
PBL (4 hrs.)

Interactive lecture and discussion …. 7 hrs Reflective portfolio

Anatomy of the Urinary system----- 1 hrs
- Urinary bladder 7 hrs/week
- Urethra: -Male & female urethra
- Innervations &Blood supply to major urinary systems
Renal Physiology and Acid base balance… 1hrs
- Pathophysiology of the renal system
- Acid-base balance
- Chemical and physiological regulation
- Acid-base imbalance
Pharmacology of the urinary system…. 2 hrs
- Drugs for Shock
- Diuretic Therapy and Drugs for Renal Failure
- Drugs for Fluid Balance, Electrolyte, and Acid-Base
Disorders
Biochemistry… ½ hrs
Fat soluble vitamins
Parasitology --- 2 hrs
- Flagellate Protozoa:
- Digestive and urogenital tract
- General characteristics
- Giardia lamblia
- Trichomonasvaginalis
- Hemoflagellates / Blood and Tissue/
- The Leishmania
- Leishmaniatropica complex
- L. tropica minor
- L. tropica major
- L. aethiopica
- Leishmaniamexicana complex
Parasitology .......1 hrs
• L. tropica minor

184
 • L. tropica major
• L. aethiopica
• Leishmaniamexicana complex
• L. m. mexicana
• L. m. Amazonensis
• L. M. pifanoi
• Leishmaniabraziliensis complex
• L. B. braziliensis
• L. B. guyanensis
Basic science lab (1 hrs.)
▪ Renal function test
▪ Parasitology lab
PBL (4 hrs.)

Week 5 Interactive lecture and discussion …. 12.5 hrs Reflective portfolio

Anatomy of endocrine system ----------------- 3 hrs
• Introduction
• The pituitary gland
12.5 hrs/week
• The thyroid gland
• The Parathyroid gland
• The Adrenal glands
• The Gonads
• Pancreas
• Thymus and Pineal glands
Physiology of Endocrine glands ---- --------------4 hrs
• Introduction, regulatory system of the body
• Chemical nature of hormones
• Mechanism of action of hormones
• Hypothalamus and its hormones
• The pituitary gland: location, parts, blood supply
• Posterior pituitary gland and its hormones
• Anterior pituitary gland and its hormones
Anterior pituitary gland and its hormones
• GH and prolactin: functions, abnormalities
• The thyroid gland function and malfunction
• The adrenal gland function and malfunction
• Calcium homeostasis: PTH, calcitonin, Ca-level
disturbances
• Pancreatic hormones and glucose homeostasis,
associated abnormalities

185
Pharmacology of Endocrine system …..2 hrs
• Pharmacotherapy of diabetic mellitus
• Treatment of type I
• Treatment of type II
Clinical Lab methods ( 3.5hrs)
- Physical characteristic s of urine and its interpretation
- Abnormal constituents if urine
- microscopic examination of urine sediments and
interpretation
- normal and abnormal organized urine sediments with
their diagnostic features
- Renal function test

Clinical skills lab (2 hrs.)

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

PBL (4 hrs.)
▪ Growth retardation
Interactive lecture and discussion …. 3.5 hrs Reflective portfolio
Biochemistry…………2 hrs
minerals
• Classification of mineral 3.5 hrs/week
• Structure and function of macro and micro nutrients
Water
• Role of water in biological system
• Acid base theories
• Definition of pH, pKa and pKb
Parasitology …… 1.5 hrs
• L. B. guyanensis
• L. B. panamensis
• L. peruviana
• Leishmaniadonovani complex
• L. d. donovani
• L. d. chagasi
• L. infantum
• The Trypanosome
• Trypanosoma brucei complex
• T. b. Gambiense
• T. b. Rhodesiense

186
 Skill lab 4hr
▪ Therapeutic and diagnostic procedures
▪ Paracenthesis abdominous
▪ Liver biopsy
Pbl 4hr
Week 6 Module completion and Exam week Reflective portfolio
Week 7-10 Hospital practice
• Provide counseling on clients sexual problem (impotence,
dyspareunia)
• Naso Gastric Tube Insertion & removal
• Gastric Lavage
• Aspiration
• counseling client with grieving
• Suturing and Wound dressing
• Assisting Paracenthesis abdominous
• Assisting Liver biopsy
• Assist in lumbar puncture procedure
• Gastrostomy feeding
• Parenteral feeding
• Glucose monitoring
• DKA management
• Heat and cold application
• General bath
• Perennial care
• Catheterization ( male and female)
• Colostomy care
• Enema
• Positioning of surgical patients
• Identification of surgical instruments

Teaching –learning methods and activities

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

187
Medical Surgical Nursing I
Module Name: Medical Surgical Nursing I
Module code: Nurs 2063

EtCTS: 18

Module summary
Module Weeks Hours
code
Total Duration 12
Class room based teaching 120 hrs
SDL teaching 6 18
PBL 24
Clinical and community practice 5 200hrs (40hrs/wks)
Exam period 1
%
Content area Hour Load Emphasis
Module contents 15
4%
• Nursing Heath Assessment
• Communicable disease 15
4%
control
• Introduction to 10
3%
pathophysiology
• Medical Surgical Nursing 80
22%
theory
• Skill lab 18 5%
• PBL 24 7%
• Medical Surgical Nursing I
200 55%
Clinical Practicum
Total 362 100%

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

188
Supporting Objectives
To achieve the above module objectives, the students will be expected to:
• Discuss the basics of nursing health assessment
• Conduct nursing health assessment using both functional health pattern and medical
approach
• Performs a focused health assessment and/or an advanced comprehensive health
assessment, using and adapting assessment tools and techniques based on client needs and
relevance to client stage of life.
• Synthesizes health assessment information using critical inquiry and clinical reasoning to
diagnose health risks and states of health/illness;
• Diagnoses diseases, disorders, injuries, conditions and identifies health needs, while
considering the client response to the health/illness experience;
• Supports, educates, coaches and counsels clients regarding diagnoses, prognoses, and self-
management including their personal responses to diseases, disorders, conditions, injuries,
risk factors, lifestyle changes and therapeutic interventions;
• Identify, diagnose, treat and apply preventive measures for common communicable
diseases
• Provide nursing care for older adults as per their need by taking nursing process as
framework.
• Examine the concerns of older people and their families in the home and community, in
the acute care setting, and in the long-term care facility.
• Use the nursing process as a framework for the care of patients with pain
• Discuss the basics of pathophysiology like cell adaptation, injury, inflammation, healing
and cell death
• Incorporate the knowledge of pathophysiology in making diagnosing and providing overall
therapeutic managements for patient with EENT, GIS, RS, Immunology and MSS
disorders.
• Provide nursing care for patient with cancer during surgery, radiation therapy,
chemotherapy, targeted therapy, hematopoietic stem cell transplantation, and other
therapies
• Provide effective palliative care for patient with cancer and other chronic illness related to
EENT, GIS, RS, Immunology and MSS.
• Practice comprehensive care co-ordination and interdisciplinary team work across all
setting where palliative care is offered
• Provide nursing care for patient with cancer using nursing process as framework
• Perform effectively common nursing procedure identified in EENT, GIS, RS, and MSS.
• Properly involve and take a role in the performance of diagnostic and therapeutic
procedure involving EENT, GIS, RS, and MSS.
• Use the nursing process as a framework for care of patients with EENT, GIS, RS,
Immunology and MSS disorders.
• Provide appropriate teaching for the patient and family affected by EENT, GIS, RS,
Immunology and MSS disorders.
• Provide safe and effective nursing care for patients having surgery involving, EENT, GIS,
RS, and MSS.
• Manage patient with communicable diseases

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Prerequisites: Foundation of nursing I&II

Duration: 12 wks.

Teaching and learning methods

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

190
Summative assessment of the overall module

1. Class room based teaching =40%

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

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

Module schedule
• Lecture and discussion = 20hr/week for 6 weeks
• PBL=4hr/weeks for 6 weeks
• SDL (clinical and Biomedical) = 3hr/week for 6 weeks
• Self-study -

191
• Week 6= examination weeks
• Clinical practice = 5 weeks (from week 7-12) = 40 hr/week
• Community practice (SPH1)= 10hr/week

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

192
 PBL (4hr):
Pain
Week 2 Interactive lecture……………………… 10hrs

Introduction to pathophysiology ………(6hr) 16 hrs/week

Common terms(,sign, symptoms, disease,etiology, genetic
disease,congenital disease,acquired disease)
Definition and difference with pathology
Cell adaptation, injury and death
Inflammation and tissue healing
Hemodynamic, thrombo - emblolism and homeostasis
Alteration in tissue oxygenations
Introduction to oncology nursing(4hr)
Definition
Risk factor/causes
Biology of oncogenesis/pathophysiology
Types, nomenclature, and features neoplasm
Detection and prevention of cancer
Treatment modalities and nursing role
• Chemotherapy
• Surgery
• Radiation
• Others
• Palliative care basics
✓ Principles of palliative care
✓ Components of palliative care

Skill lab(2hr):
➢ Pain management with algorism
➢ Nursing care plan (pain, ineffective coping)
➢ Nursing care plan(patient with cancer)
➢ Nursing process for patient with immune suppressive
therapy
➢ Nursing process for patient with HIV infection

PBL (4hr):
• Pain

Week 3 Interactive lecture……………………….20 hrs

Immunology …………..(4hrs) 27 hrs/week
Assessment of immune function
o Anatomy and physiologic overview of immune
system
o History
o Physical examination
o Diagnostic evaluation
Immulogic disorders

193
 • Immuno pathology
o Hypersentsetivity reactions
• Immuno deficiency
• Nursing role in immune suppressive therapy
• Nursing and Medical management of patient with HIV:
(definition, epidemiology, etiology, pathophysiology,
clinical manifestations, diagnosis, PMTCT, PITC, WHO
staging, management)
Nursing Intervention of Patients with eye disorders
Introduction………………………………….....(2hr)
Anatomy and physiologic review of the eye
Assessment of patient with eye
Assessment of sensory and perceptual pattern(eye)
• History taking
• P/E (Visual acuity, visual field)
Definition, risk factor/causes, pathophysiology, c/m,
diagnosis, DDx, management and complications
Refractive errors (2hr):
• Myopia
• Hypermetropia
• Astigmatism
• Presbyopia
Disease of the eye lids……………………..(2hr)
• Hordeolum (stye)
• Chalazion
• Trichiasis
• Ectropion
• Ptosis
• Blephritis
Disease of the lacrimal gland……………..(0.5hr)
• Dacrocystitis
Disease of the conjunctiva………………….(1 hr)
• Conjunctivitis(bacterial,viral,allergic)
• Trachoma
Disease of the cornea………………………….(0.5hr)
• Keratitis,
• Pterygium,
• Corneal abrasion or ulcer

194
Interactive lecture
Definition, risk factor/causes, pathophysiology, c/m,
diagnosis, DDx, management and complications..
(4hrs)
• Disease of the lens- cataract
• Disease of the uveal tract (UVEITIS)and
Scleritis Injuries of the eye
• Sympathetic ophthalmia
• Panophthalmitis
• Other conditions of the eye
• Glaucoma
• Diabetic retinopathy
• Retinal detachment
• Muscular eye disorders
• Nystagmus
• Strabismus
• . Orbital surgeries
Nursing Intervention of Patients with ear, nose and throat
disorders ………………………(4 hrs)
• Introduction to ENT
• health Assessment
Overview of anatomy and physiologic review of ENT
Assessment of patient with ENT

Skill:(3hrs)
Skill lab
Assessment of Eye
• Visual acuity
• visual field
• ophthalmic examinations
• fundoscopic examinations
Nursing care plan for patient having eye surgery
o History
o Physical examination
o Diagnostic evaluation
PBL: 4 hrs

195
 Interactive lecture……………………20hr
Week 4 Disorder of the ear and intervention for clients with ear
and hearing disorders
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications (4hr)
External ear problems
o Cerumen impaction
o Foreign bodies
o External otitis
Middle Ear
Problems:
o Otitis media,
o Mastoditis,
o Otosclerosis
) Inner ear
Problems:

196
 o Labyrinthitis 27hrs/week
o Ménière’s disease /syndrome/
Disorders of the nose and nasal cavity(Nasal
obstruction,Deviated nasal septum)
o Epistaxis
o Nasal polyps/ Growth/ Infections (Rhinitis , Sinusitis
Nursing Intervention of Patients with Respiratory system
Disorders (10hr)
❖ Introduction to the respiratory system
❖ Review of anatomy and physiology of respiratory
system
❖ Assessment of patient with respiratory system
History
Physical examination
Diagnostic and therapeutic procedures
• Assisting in bronchoscopes
• Performing postural drainage
• Assisting in thoracenthesis
• Oxygen administration
• Tracheostomy care
• Endo tracheal tube suctioning
• Chest drainage system
• Chest percussion & vibration
• steam inhalation
• Coughing and breathing exercise & incentive
spirometer
❖ Activity and exercise pattern (respiratory)

197
Upper respiratory disorders(2hr)
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications:-
Tonsillitis
Pharyngitis
Laryngitis
Adenoiditis
• Common cold
Air borne disease(CDC) (6hr)
Definition, agent, incubation period, period of communicability,
Epidemiology, risk factor/causes, life cycle, c/m, diagnosis,
DDx, management, complications and prevention and control
methods
• Leprosy (hansen's disease)
• Measles (rubella)
• Pertussis (whooping cough)
• Diphteria
• Influenza
• Tuberculosis
Lower respiratory tract disorders (6hr)
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications
Bronchitis
Pneumonia
COPD
Chronic Bronchitis
Bronchiectasis
Emphysema
Asthma
Lung abscess
Empyema
Pneumothorax
pleural effusion
Atelectasis
Corpulmonale
Pulmonary embolism
Pulmonary edema
Pluerisy/Pleuritis/
ARDS (Acute Respiratory Distress Syndrome)
Acute Respiratory Failure
Lung cancer
Skill lab(3hr)
• Chest drainage system
• Chest percussion & vibration
• steam inhalation
• Coughing and breathing exercise & incentive spirometer

198
 • Activity and exercise pattern (respiratory)
• Management of asthma with available guidelines
• Gorden’s functional health pattern (Nursing care plan for
patient with bronchial asthma,

PBL 4hr:
• TB
Week 5 Interactive Lecture …….20hr 27hrs/week
Gastrointestinal system disorders(3Hrs.)
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications
• Introduction to gastrointestinal system
• Overview of anatomy, physiology
• Assessment of gastrointestinal system (3hr NHA)
• Hx
• Abdominal assessment
• Common diagnostic procedure
Therapeutic procedures
• Elimination pattern (Bowel)
Diseases of the mouth and related structures
Interactive Lecture (4Hrs.)
Periodontal diseases
Periapical abscesses
▪ Dental caries and tooth extraction
Stomatitis
Gingivitis
Parotitis
Cancer of the mouth
Trauma of the mouth and jaw
Fracture of the jaw
Injury to soft tissues
Esophageal disease
(1.5Hrs.) o Achalasia
o Esophageal diverticula
o Hiatus hernia
o Cancer of the oesophagus

199
Gastric disorders (3Hrs.)
• Gastritis and PUD
• Pyloric stenosis
• Cancer of the stomach
Abnormality of fecal eliminations
Constipation
Diarrhea
Intestinal parasitic disease and infection (4Hrs.)
Definition, agent, incubation period, period of communicability,
Epidemiology, risk factor/causes, life cycle, c/m, diagnosis,
DDx, management, complications and prevention and control
methods
• Typhoid fever
• Ameabiasis
• Gardiasis
• Ascariasis
• Trichuriasis
• Entrobiasis
• Strogloidiasis
• Hook worm
Intestinal parasitic disease cont,,,,,(1hrs)
• Tiniasis
• H.nana
• Shigellosis
• Cholera
• Acute gastroenteritis(AGI)
• Guinea worm, Schistosomiasis
Communicable Disease (1.5Hrs)
LYMPHEDEMA
• Features of LF/Podoconiosis,
• Acute dermatolymphangioadenitis(ADLA)
• Management of Lymphedema:
• Spectrum of Morbidity associated with LF and
Podoconiosis:
• Setting up of Home-based morbidity management and
disability prevention (MMDP) Care (Community
Program) and
• Monitoring and Evaluation
Skill lab(3hrs)
✓ NG tube/IV nutritional therapy
• Gastrostomy feeding
• Gastric lavage
• Gavages & feeding
• Gastrostomy care

200
 • Management of patient with cholera with National & or
WHO guideline—CDC
PBL(4hrs)
• Epigastric pain

Week 6 Interactive Lecture cont --- 20 Hrs.) 27hrs/week

Food borne diseases (food poisoning ,food borne intoxications,
food borne infection)………….. (1hrs)
• Staphylococal food poisoning (intoxication
• Botulism
• Salmonellosis
Disorders of the lower G.I.T……… (4Hrs.)
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications
• Acute abdomen
• Appendicitis
• Intestinal obstruction
• Peritonitis
• Volvulus
• Intussusceptions
Inflammatory bowel disease
• Ulcerative colitis
• Regional enteritis
• Cancer of the colon
• Hernias
Disorders of the rectum……………(2Hrs.)
• Hemorrhoids’
• Colorectal Cancer
• Anal fissure
• Anal abscess
• Anal fistula
Disorders of the Accessory Organs……….(2hrs)
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications
.Diseases of the liver
Hepathobiliary manifestation
Hepatitis
Cirrhosis of the liver
Abscess of the liver
Trauma of the liver
Diseases of the gallbladder and pancreas
Cholecystitis
Cholelithiasis
Cancer of the gall-bladder
Pancreatitis
Communicable Disease (2Hrs)

201
Oncocerciasis
• Features
• Community Directed Treatment
• Facility level treatment
• Monitoring and Evaluation

Disorder of musculoskeletal system (2Hrs.)

Assessment of musculoskeletal system
Overview of anatomic and physiology
Assessment of musculoskeletal system( NHA)
Hx
P/E
• Diagnostic and therapeutic procedures
• Splint application
• Bandaging
• Cast application and care
• Traction care
• Athrocenthesis
• Arthrography
• DEXA
• X ray
Orthopedic emergency
(2Hrs.)
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications
• Sprain
• Strain
• Dislocations
• Fractures
• Amputation
Joints and connective tissue diseases
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications
Interactive Lecture (3Hrs.)

202
 oOsteoarthritis
oRheumatoid arthritis
oSeptic arthritis
oGouty arthritis
o Spondylitis
o Osteomyelitis
Degenerative bone disease
Definition, risk factor/causes, pathophysiology, c/m, diagnosis,
DDx, management and complications
Interactive Lecture (1Hrs.)
• Osteoporosis
• Osteomalacia
Communicable Disease (2Hrs)
Epidemiology, Definition, Causes and Transmission, Symptoms
and Signs, Case investigation, Case Management, Prevention
and Monitoring and Evaluation of:
• Soil transmitted helminths (STH)
• Shistosomiasis
• Guinea worm
• Scabies
Skills Lab (3Hrs.)

• Abdominal examination(appendicitis and etc) (1Hr)--- H

assessment
• Nursing care plan for patient having colorectal surgery
• Colostomy care
• Enema administration
Abdominal organ examination using different techniques
o Nursing care plan for patient with liver cirrhosis
o Nursing care plan for patient with hepatic coma
• History taking
• Physical examination of musculoskeletal system
• Diagnostic and therapeutic procedures
• Splint application
• Bandaging
• Cast application and care
• Skin traction application and Traction care
• Nursing care plan for patient with Osteoporosis,
Osteoarthritis
• Nursing care of patient with Soft tissue injury and
fracture
• Nursing care plan: Impaired mobility
PBL(4hrs)
• Joint pain
Week 7 Exam week

203
8-12 Hospital practice
Week

Medical ward Surgical ward

• Developing nursing care plan for • Assess , diagnose and intervene

patient with medical disorder of patients with surgical disorders

204
 EENT, GIS, RS, and MSS • Providing nursing care for a patient
• Assess , diagnose and intervene with surgical problem of body
patients with Medical disorders of systems
EENT, GIS, RS, and MSS • Practice scrubbing and circulating
• Providing nursing care for a patient roles
with EENT, GIS, RS, and MSS • Process surgical instruments
• Provide basic nursing care • Apply principles of infection
• Monitoring of patient’s condition prevention
and intervene • Assess and provide Wound care
• Prevent and treat complications • Monitoring of patient’s condition and
• NG tube insertion intervene
• Input & output monitoring • Prevent and treat complications
• Documentation & recording • NG tube insertion
• Apply principles of infection • Input & output monitoring
prevention • Documentation & recording
• Interpreting investigations of lab • Interpreting investigations of lab
result Implementing developed result
care plan • Developing and implementing nursing
• Evaluating care plan care plan
• Prepare bedside & case • Prepare bedside & case presentations
presentations • Rounds & regular visits
• Rounds & regular visits • Provide Basic nursing care
• Administer oxygen for minimum • Administer oxygen for minimum of
of patients patients
• Perform postural drainage • Give peri-operative nursing care
• Chest percussion • Pack and sterilize instruments, gloves
• Chest vibration and rums
• Perform airway suction • Suturing wound
• Give tracheotomy care • Remove wounds stitches
• Administering Oxygen • Give tracheotomy care
• Breathing and coughing exercise • Administering Oxygen
• Perform gastric lavage • Breathing and coughing exercise
• Give nasal tube feeding (gavage) • Perform gastric lavage
• Urinary Catheterization • Give nasal feeding (gavage)
• Give intramuscular injection • Urinary Catheterization
• Give subcutaneous injection • Administer medication via various
• Give intravenous injection routs
• Set and give IV infusion • Set and give IV infusion
• Transfuse blood product • Blood transfusion
• Perform skin traction • Assist in:-
• Provide eye irrigation, eye padding o Abdominal paracenthesis
and dressing o Liver biopsy
• Administer medication via various o Lumbar puncture
routs o Traction applications
• Provide ear irrigation o Cast care procedure
• Assist in:- o Broncosopy procedure
o Coloscopy procedure

205
 o Abdominal paracenthesis o Endocscopy procedure
o Liver biopsy • Colostomy care
o Lumbar puncture • Treat and care for patient with feco-
o Broncosopy procedure oral disease
o Coloscopy procedure • Provide care for patient with
o Endocscopy procedure immobilization devices
• Treat and care for patient with • Crutch walking counseling and
feco-oral disease demonstration
`
Teaching –learning methods and activities
• Guided practice (coaching)
• Seminar presentation /
assignment/project /report
• Group discussion following exposure
to any learning experience
• Independent study and practice
Teaching –learning assessment methods Total Weight (60%)
• Direct observation (DO)== 24%
• Review of portfolio === 12%
• OSCE and oral exam—18%
• Seminar presentation == 6%
.

206
Community-Based Training Program
Module Title: Community-Based Training Program
Module Code: SPH 2073
Module Duration:3
weeks /44hrs
Module ECTs - 4

Module Description: This CBTP attachment is intended to enable comprehensive nurse students to apply
the knowledge, skills and attitude they have acquired during the academic year regarding disease
prevention and control at community level.

Module Objective
At the end of this module, the comprehensive nurse student will be able to screen populations for priority
health problems and participate in disease prevention and control activities at community level.

Supporting Objectives
▪ Screen population groups for selected health problems such as (Communicable and none
communicable disease, intestinal infestation, ,Sanitation problem, road traffic accident,
immunization problem, postpartum home visit, dewarming, Vitamin A supplementation) (S4)
▪ Use effective communication and counseling strategies to promote health of individuals and groups
(S4)
▪ Participate in disease prevention and control activities at PHCU and outreach sites (such as
Communicable and none communicable disease, intestinal infestation, ,Sanitation problem, road
traffic accident, immunization problem, postpartum home visit dewarming, Vitamin A
supplementation) (S4)
▪ Demonstrate clear, sensitive and effective communication skills in interaction with individuals
families, communities, PHCU staff, local health department staff, peers and faculty (SA3)
▪ Demonstrate professional values and behavior in interaction with individuals, families and
communities consistent with the future role of a comprehensive nurse (A3)
▪ Demonstrate key public health values, attitudes and behaviors such as commitment to equity and
social justice, recognition of the importance of the health of the community as well as the individual,
and respect for diversity, self-determination, empowerment, and community participation (A3)
▪ Show respect for peers and other healthcare professionals and the ability to foster a positive
collaborative relationship with them (A3)
▪ Analyze community practice experience and perform practice-based improvement activities using a
systematic methodology (K4)
▪ Demonstrate a habit of self-reflection, responsiveness to feedback and an on-going development of
new skills, knowledge and attitude (A3)
▪ Search, collect, organize and interpret health and health-related information from different sources
(A3)
▪ Use information and communication technology to assist in health promotion and disease prevention
measures for individuals, and families (A3)
Teaching-Learning Methods
▪ Community survey and action planning
▪ Guided community practice

207
 ▪ Student presentation and discussion
▪ Portfolio
▪ PPRE

Teaching-Learning Materials
References
▪ Karen J. Marcdante, Nelson Essentials of pediatrics, 6th edition
▪ Abuhay R. Satoskar et al. Medical parasitology. 2009
▪ Color atlas of parasitology.
▪ Goldman. Cecil Medicine. 23rd edition. 2007
▪ Cunningham (et al). Williams Obstetrics. 23rd edition. 2010.
▪ Bertram G. Katzung. Basic and clinical pharmacology. 12th edition. 2011
▪ Carl Fertman and Diane Allensworth. Health promotion programs: from theory to practice. 2010
▪ Lawrence Green, Marshall Kreuter. Health program planning: an educational and
ecologicalapproach. Volumes 1-2. 2005
▪ Jackie Green, Tones. Health promotion: planning and strategies. 2010.
▪ Mark Edberg. Essentials of health behavior: social and behavioral theory in public health. 2007
▪ Richard D. Semba and Martin W. Bloem. Nutrition and health in developing countries. HumanPress.
2008
▪ Goeffrey P Webb. Nutrition: a health promotion approach. 3rd edition.
▪ Judith E. Brown. Nutrition through the life cycle. 4th edition. 2010.
▪ Rosalind S. Gibson. Principles of nutritional assessment. 2nd edition. 2005
AV aids (LCD and computer or Overhead projector and transparencies, writing board and marker or
chalk)
Logbooks for entry of community experience
Drugs, equipment, tools and materials for clinical and public health interventions

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

208
 Week Activity

Week 1 Divide students into groups:

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

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

Week 2 • Evaluate the learning experience and service provided to the community

209
 YEAR - III
Measurement of Health & Disease
Module Title: Measurement of Health & Disease
Module Code: SPH-2012
Module ECTS:4
Prerequisite: None
Module Duration:

Module Description: This module is designed to equip learners with the knowledge, skills and
attitude needed to measure disease and other health conditions in the community for public health
action. It is offered during foundations to medicine phase of the year one.

Module Objective

At the end of this module, learners will be able to apply public health methods for the
measurement of health and disease at population level.

Supporting Objectives

• Explain the notion of health from scientific and layman perspective (K2)
• Describe the history, evolution and functions of public health and its relevance to the
practice of ECCN (K2)
• Apply epidemiological approach to disease causation with emphasis on infectious
diseases(K2)
• Apply levels of prevention regarding avoidance and control at different levels(K2)
• Apply the different types of epidemiologic studies (K2)
• Calculate and interpret measures of morbidity and mortality including from existing data
sources (K3)
• Apply different methods of data collection in the community (KAS3)
• Apply basic biostatistics concepts, tools and methods (K3)
• Describe criteria for establishing and evaluating screening programs and factors that affect
validity and reliability of screening tests (K2)
• Describe the processes, uses, and evaluation of public health surveillance (K2)
• Apply the steps of an outbreak investigation and management (K3)
• Discuss epidemiology of diseases of public health significance in Ethiopia and locally (K2)
• Demonstrate clear, sensitive and effective communication skills in interactions with
individuals, families, communities, PHCU staff, local health department staff, peers and
faculty ( S3, A3)
• Suggest health promotion and disease prevention methods for major public health
problems (K4)
• Demonstrate professional values and behavior in interaction with individuals, families and
communities consistent with the future role of a physician (A3)

210
 • Demonstrate key public health values, attitudes and behaviors such as commitment to
equity and social justice, recognition of the importance of the health of the community as
well as the individual, and respect for diversity, self-determination, empowerment, and
community participation (A3)
• Show respect for colleagues and other healthcare professionals and the ability to foster a
positive collaborative relationship with them (A3)
• Analyze community practice experience and perform practice-based improvement
activities using a systematic methodology (KAS4)
• Use information technology to manage information, access online medical information,
and support one’s own education (KAS3).
• Demonstrate a habit of self-reflection, responsiveness to feedback and an on-going
development of new skills, knowledge and attitude (AS3).
• Search, collect, organize and interpret health and health-related information from different
sources (S3)
• Use information and communication technology to assist in health promotion and disease
prevention measures for individuals and families (S3).
Teaching-Learning Methods
• Interactive lecture and discussion
• Small group learning activities: assignment, exercise, case study
• Individual reading
• PHCU/Community-based learning and study trip: home visit, discussion with individuals
and families to identify and solve problems, observation, PHCU visit, Zonal and District
Health Department Visit, field visit, and targeted literature review based on community
experience
• Use of computer applications and access to the internet
• Student presentation
• Personal research and reflection exercise (PRRE)
• Reflective portfolio and mentoring

Teaching-Learning Materials
• Reference Books
1. Fletcher. Principles of Epidemiology
2. Charles H Hennekens and Julie E Buring. Epidemiology in Medicine
3. Rothman, Kenneth J.; Greenland, Sander; Lash, Timothy L. Modern epidemiology. 3rd
edition. 2008
4. David G. Kleinbaum, Kevin M. Sullivan. A pocket guide to epidemiology. 2007
5. Yemane Berhane, Damen Hailemariam and Helmut Kloos. Epidemiology and ecology
of health and disease in Ethiopia. 2006
6. Daniel. Biostatistics: a foundation for analysis in health sciences.
7. Pagano. Principles of Biostatistics
8. Colton. Statistics in Medicine

211
 9. Bland. An introduction to Medical Statistics.
• AV aids (LCD and computer or Overhead projector and transparencies, writing board
and marker or chalk)
• Computers with appropriate statistical software like EPI info and SPSS
• Handouts of lecture materials
• Logbooks for entry of community experience

Assessment Methods
Formative assessment
• Exercise and assignment
• Logbook and portfolio
• 360 degree evaluation
• Student presentation
• Global rating of community experience midway during the module
Assessment

1. Class room based teaching (theory) = 40%

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

Module Schedule

Total lecture = 20hrs/week

Week Contents Time

1 Introduction to public health 2hr/week
o Health and disease: concepts, definitions and
perspectives
o Public health: definition, philosophy, history,
development, core functions and services
o Public health sciences, their scope and use in medicine
2-3 Epidemiological concepts of disease causation (2 hours) 3hr/week
• Concepts of disease causation
• Epidemiological models in disease causation
(epidemiological triangle, web of causation, wheel model)
• Factors in causation
• Time, Place and Person concept in disease causation
• Establishing causation

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 • Natural history of diseases (communicable and non-
communicable)
2. Levels of prevention (1 hour)
3. Screening (1 hour)
• Definition of screening
• Types of screening
• Criteria for screening
• Factors affecting validity and reliability of screening tests
4-5 Types of epidemiologic studies, their use and limitations 3hr/week
• Observational and Experimental
Measuring disease frequency (incidence, prevalence)
Using available information to measure health and disease
(health information system)
Death rates, morbidity and disability measures
Comparing disease occurrence (absolute and relative
comparisons, standardization)
Epidemiology of diseases of public health significance in
Ethiopia
6-7 Handling data 3hr/week
Scales of Measurement
Methods of data collection
Presenting and summarizing data
Probability and probability distributions
Sampling and Sampling distributions
Statistical inferences
Point and interval estimation
Hypothesis testing
Measures of Association
Sample size determination
Interpreting and communicating results
8-9 Public health surveillance 3shr/week
• Principles of public health surveillance
• Integrated disease surveillance and response
• Timely warning and intervention
10-11 Outbreak investigation and management 4hr/week
• Patterns of occurrence of diseases
• Disease outbreaks
• Steps of investigation of an outbreak
• Management and control of an outbreak or epidemic
12weeks Exam period
Week13-14 Community practice along with Clinical practice
Main Objective
To measure health and disease at individual, family and 4 hr./week for 2 weeks
community level
Identify and interpret data
Design strategies to promote health and prevent disease
Teaching methods

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

Health Promotion and Disease Prevention

Module Title: Health Promotion and Disease Prevention

Module Code: SPHM-3022
Module ECTS: 4
Module Duration:
Prerequisite: (1) Measurement of Health and Disease and (2) Determinants of Health

Module Description: The module is designed to equip learners with the knowledge, skills and
attitude needed to promote health and prevent disease in individuals, families and population.

Module Objective
At the end of this module, medical students will be able to apply principles and methods of
health promotion to improving the health of a population

Supporting Objectives
o Describe the history and evolution of health promotion, including the relationships
between health education, health promotion and public health (K2)
o Discuss the concepts and models of disease prevention and health promotion (K2)
o Illustrate the contribution of the social sciences to health promotion theory and practice
(K2)
o Identify priority action areas for health promotion in Ethiopia (K2)
o Describe the epidemiology of emergency & critical illnesses globally and nationally (K2)
o Analyze health problems in their social context with focus on emergency and critical
illness (K4)
o Apply methods of nutritional assessment and interpret results (K3)
o Describe evidence-based strategies to improve nutrition of individuals and population
(K2)
o Describe evidence-based strategies to improve community health (K2)
o Describe national reproductive health and nutrition strategies (K2)
o Describe health promotion programs in Ethiopia (K2)
o Describe application of different health education related theories in designing and

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 assessing behavior change (K2)
o Describe the planning of health education in the context of the Precede-Proceed Model
(K2)
o Describe the concepts of empowerment, participation, social capital, and capacity building
(K2)
o Identify barriers for the implementation of health education in individuals and population
groups, based on theories of diffusion and social change (K2)
o Identify appropriate health promotion measures effective for health problems of public
health significance in Ethiopia (K2)
o Demonstrate the ability to promote the health of populations by influencing lifestyle,
nutrition and socio-economic, physical and cultural environment through methods of
health promotion, including health education, directed towards populations, communities
and individuals (K4)
o Demonstrate the ability to plan, implement and evaluate health promotion activities (K4)
o Demonstrate the ability to communicate effectively in writing and orally with linguistic
and cultural proficiency ( K4)
o Apply communication and group dynamic strategies in interactions with individuals and
groups (K3)
o Demonstrate the ability to use effective communication for healthcare advocacy (K4)
o Demonstrate clear, sensitive and effective communication skills in interacting with
individuals, families, PHCU staff, peers and faculty (A3)
o Advise individuals and families to promote health and prevent illness (S3)
o Demonstrate professional values and behavior in interaction with individuals, families and
communities consistent with the future role of a physician (A3)
o Demonstrate key public health values, attitudes and behaviors such as commitment to
equity and social justice, recognition of the importance of the health of the community as
well as the individual, and respect for diversity, self-determination, empowerment, and
community participation (A3)
o Show respect for peers and other healthcare professionals and the ability to foster a
positive collaborative relationship with them (A3)
o Analyze community practice experience and perform practice-based improvement
activities using a systematic methodology (K4)
o Demonstrate a habit of self-reflection, responsiveness to feedback and an on-going
development of new skills, knowledge and attitude (AS3)
o Search, collect, organize and interpret health and health-related information from
different sources (KS3)
o Use information and communication technology to assist in health promotion and disease
prevention measures for individuals and families (KS3)
Teaching-Learning Methods
• Interactive lecture and discussion
• Small group learning activities: assignment, exercise, case study, role play
• Individual reading
• PHCU/Community-based learning and study trip: home visit, discussion with individuals

215
 and families to identify and solve problems, observation, health education, PHCU visit,
Zonal and District Health Department Visit, field visit, and targeted literature review
based on community experience
• Student presentation
• Personal research and reflection exercise (PRRE)
• Reflective portfolio and mentoring
• AV aids (LCD and computer or Overhead projector and transparencies, writing board and
marker or chalk)
• Handouts of lecture materials
• Logbooks for entry of community experience

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

216
 http://www.infoforhealth.org/inforeports/
17. de Fossard, E., and Lande, R.“Entertainment-Education for Better Health,” INFO
Reports, No. 17. Baltimore, INFO Project, Johns Hopkins Bloomberg School of
Public Health, January 2008. Available online at:
http://www.infoforhealth.org/inforeports/
18. IOM (Institute of Medicine).Promoting Cardiovascular Health in the Developing
World: A Critical Challenge to Achieve Global Health. Washington DC: The
National Academies Press.2010

Assessment Methods
Formative assessment
• Exercise and assignment
• Logbook and portfolio
• 360 degree evaluation
• Student presentation
• Global rating of community experience midway during the module
Summative assessment
• Written exam (40 %)
• PRRE28 (15 %)
• Reflective portfolio (15 %)
• Global rating of community experience (15 %)
• Assignment and/or student presentation (15 %)
Module Schedule

• Duration = 14weeks
• Total hours /week =24 hr

Week Contents Time

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

217
28Possible topics for PRRE
3-4 2. Application of health education theories and 2hours of classroom activities
models in behavior change 1 hours of student presentation
• Human behavior and health
• Health education theories and models

➢ Health Belief Model

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

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 • Introduction to human nutrition
• Mechanisms and principles underlying
nutritional health, and malnutrition
• Nutritional requirements at different
stages of the life cycle
• Common food sources of nutrients and
nutritional anthropology in Ethiopia
• Assessment of dietary intake
• Assessment of nutritional status
• Epidemiology and consequences of
malnutrition in Ethiopia
• Macronutrient deficiencies of public
health importance in Ethiopia
• Micronutrient deficiencies of public
health importance in Ethiopia
• Public health interventions to address
malnutrition (e.g., Nutritional
surveillance)
• Food and nutrition policies and programs
in Ethiopia
Week 12 • Exam weeks
Week Community practice along with Clinical practice
13-14 Main Objective/ctivite
Promotion of community health 4 hr./week for 2weeks
Prevention of disease
N.B. students are required to identify measure health
problems (their determents ) , measure health and
disease in the community , design strategy to
implement health promotion and disease prevention
Teaching methods
• Guided community practice
• Facilitated discussion after exposure of
learning experience
• Independent study
• Small group work
• Seminar
Assessment methods Total 60%
Direct observation of individual/group performance 30%
Review of student portfolio 20%
Other( seminar ..) 10%

219
Nursing Education and Curriculum Development
Module title: Nursing Education and Curriculum Development
Module code: Nurs 3033
ECTS: 3
Module Duration:
Module description: This module is designed for undergraduate nursing students to equip the
required knowledge, attitude and skill on planning and facilitating teaching, designing and
developing instructional materials including nursing curriculum that enable students to
effectively participate and contribute in curriculum development, teaching-learning process
quality improvement of nursing education .
General objective: At the end of this module, the students will be able to effectively design,
develop, facilitate and monitor teaching - learning experience in nursing professions

Learning outcomes

• Analyze the different theories of learning and its implication in teaching learning
process
• Analyze the different educational philosophies and their implication in curriculum
design
• Identify effective teaching –learning approach in the perspective of the different
educational philosophies and learning theories
• Identify challenges in nursing professional educations and provide suggestion for
improvement
• Evaluate the content and the different components of existing nursing curriculum and
provide suggestion for improvement
• Effectively plan for facilitating teaching in various settings

220
 • Facilitate learning using a variety of learning methods and activities
• Assess the progress of learning and making judgment to increase student's learning and
development
• Conduct educational quality assessment using standards
• Identify performance gaps , analyze the cause of performance gaps and select
appropriate intervention to fix the existing gaps /problem

Teaching –learning methods and activities

• Interactive lecture
• Demonstration
• Guided practice
• Facilitated group discussion
• Project work
• Peer learning
Learning assessment methods

• Direct observation of performance

• Written test (MCQ, Essay, …)
• Review of task( project, assignment, report,…) completed by students
• Oral questioning
• Peer assessment

Module schedule

• Lecture , discussion and other learning activities = 24hr/ week

Week /Day Learning Activities Required

Reading

221
 Interactive lecture and discussion ( 4hrs) Reflective
Foundation of Health professional education Portfolio31
• Definition of terms (,education, Teaching, instruction,
training …)
1 • Health professional education: past experience and
future possibilities
• Learning (meaning)
How do people learn ?
Theories of learning
Behavioral learning theory
Constructivism learning theory
• Traditional teaching-learning method
• How learning become more effective
• Principles to guide educational/teaching practice
• Challenges of health professional educations
Activity:
• Students identify different engagement teaching –learning
activities using ICPA framework
Interactive lecture and discussion (4 hrs) Reflective
• Curriculum design , development, implementation and Portfolio
evaluation
-Curriculum concept/ different definitions of curriculm
2 • Educational philosophy underpin curricula choices and
decisions on curricular models
-The conservative view
-The progressive view
-Modernism and post modernism
• Curriculum models
• Principle of curricula design and development

• Curriculum development process (Basic steps/components

in curriculum development process

Activity (Guided practice)

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

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

222
3 Interactive lecture and discussion (4 hrs) Interactive
• Plan and prepare for teaching lecture and
• Plan and prepare for teaching/facilitation discussion
• Writing learning objectives/learning outcomes ( 4 hrs)
• Analyzing and selecting essential contents
• Selecting learning methods and activities
• Selecting learning materials and resource
• Select learning assessment methods
Developing session plan
Project 1
• Preparing session plan
4-6 Interactive lecture and discussion ( 4 hrs)
• Facilitate teaching
• Basic facilitation skills
• Delivering interactive presentation
• Facilitating skill development (Demonstration and
coaching)
• Facilitating role play
• Facilitating case study
• Facilitating group discussion
• Facilitating clinical simulation
• Facilitating PBL
• Providing Feedback
Activity : Plan and prepare to facilitate teaching

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

223
 Developing Knowledge assessment (formats /methods ,
selection)
Developing Performance assessment (formats and selection)

Activity : Critique knowledge assessment

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

224
Medical surgical Nursing - II
Course Title: Medical surgical Nursing - II
Module Code: Nurs 3043
EtCTS= 23
Prerequisite: Foundation I and II, Medical Surgical Nursing - I theory and practice
Module summary
Module Module content Weeks Hours
code
Total Duration 12
Class room based teaching 6 84
SDL teaching 18
24
PBL
Clinical and community practice 5 200(40hr/
weeks
Exam period 1
Module contents %
Hour Load
Emphasis

• Nursing Heath Assessment 3 1%

• Introduction to 2 1%
pathophysiology
• Medical Surgical Nursing
79 25%
theory
• Skill lab (Total) 18 5%
• PBL 24 7%
• Medical Surgical Nursing 11
200 61%
Clinical Practicum
Total 326 100%

Module Description: This module is designed to help students to acquire knowledge of various
medical and surgical disorders of the Integumentary, endocrine, genitourinary, cardiovascular and
nervous system disorders and their treatment. It is also designed to enable students to assess,
diagnose, plan, implement, monitor and evaluate the outcomes of nursing interventions provided
for patients presenting with medical and/or surgical disorders. The module is also intended to help
the students in understanding human behavior and in differentiating between normal and abnormal
behavior. It also will help students to develop skills in therapeutic communication and in
developing nurse-patient relationship and to manage, support, and rehabilitate patient with in the
hospital and in the community.

Module objective: After completion of this module the students will be able to assess and manage
various medical and surgical disorders of the Integumentary, endocrine, genitourinary,
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cardiovascular and nervous systems and be competent to provide individualized nursing care using
nursing process as a framework. Furthermore, they will demonstrate skills in therapeutic
communications in the health institution and in the community.
Supportive Objectives:
At the end of the course the students will be able to:
✓ Differentiate causative/risk/contributing factors of Integumentary disorders
✓ Describe the clinical manifestations of patients with Integumentary disorders
✓ Explain pathophysiologic process of Integumentary disorders
✓ Discuss diagnostic procedures/evaluations used in the diagnosis of Integumentary
disorders
✓ Explain the medical and or/surgical managements of patients with Integumentary disorders
✓ Apply nursing process in managing nursing care of patients with Integumentary disorders.
✓ Differentiate causative/risk/contributing factors of endocrine disorders.
✓ Describe the clinical manifestations of patients with endocrine disorders
✓ Explain pathophysiologic process of endocrine disorders
✓ Discuss diagnostic procedures/evaluations used in the diagnosis of endocrine disorders
✓ Explain the medical and/or surgical managements of patients with endocrine disorders
✓ Apply nursing process in managing nursing care of patients with endocrine disorders.
✓ Differentiate causative/risk/contributing factors of cardiovascular disorders
✓ Describe the clinical manifestations of patients with cardiovascular disorders
✓ Explain pathophysiologic process of cardiovascular disorders
✓ Discuss diagnostic procedures/evaluations used in the diagnosis of cardiovascular
disorders
✓ Explain the medical and/ surgical managements of patients with cardiovascular disorders
✓ Apply nursing process in managing nursing care of patients with cardiovascular disorders.
✓ Differentiate causative/risk/contributing factors of genitourinary disorders
✓ Describe the clinical manifestations of patients with genitourinary disorders
✓ Explain pathophysiologic process of genitourinary disorders
✓ Discuss diagnostic procedures/evaluations used in the diagnosis of genitourinary disorders
✓ Explain the medical and/or surgical managements of patients with genitourinary disorders
✓ Apply nursing process in managing nursing care of patients with genitourinary disorders.
✓ Differentiate causative/risk/contributing factors of sexually transmitted infections
✓ Apply syndromic approach in the management of common sexually transmitted infections
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 ✓ Differentiate causative/risk/contributing factors of neurologic disorders
✓ Explain pathophysiologic process of neurologic disorders
✓ Describe the clinical manifestations of patients with neurologic disorders
✓ Discuss diagnostic procedures/evaluations used in the diagnosis of neurologic disorders
✓ Explain the medical and/or surgical managements of patients with neurologic disorders
✓ Apply nursing process in managing nursing care of patients with neurological disorders.
✓ Demonstrate skills in therapeutic communications and counseling.
✓ Refer cases that require further investigation and treatment.

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

227
Summative assessment of the overall module

3. Class room based teaching =40%

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

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Module Schedule: Medical Surgical Nursing II
• Lecture + SDL + PBL = 26 hr /week for 10 weeks
• Clinical practice (week 6-12) =28hr/week

Date/W Learning Activity Time Required

eek allotted Reading
(Assignmen
t)
week 1 Interactive Lecture: 11hrs 18hrs/wk
Nursing intervention for patients with integumentary disorders
Anatomy and Physiology overview of the Integumentary
system ……………….(1/2hr)
Nursing assessment and examination of the Integumentary
system (hair, nail and skin glands)………..(2 hr)
Common diagnostic methods with nursing responsibilities
Integumentary disorders (description, risk factor/etiology,
pathophysiology, classifications, clinical manifestation,
assessment and diagnosis, management (medical, surgical
and/or nursing) and prevention, complications)
Skin lesions
Inflammatory and allergic conditions of the skin ……(1hrs)
o Dermatitis
o Eczema
o Acne
o Psoriasis
o Scabies
Infections of the skin…………………….. (1 hrs)
❖ Bacterial
• Boils
• Carbuncle
• Impetigo
• Furuncle
❖ Viral
• Herpes
❖ Fungal/mycosis
• Tinea species
❖ Parasitic infections:
• Leshimaniasis

229
 Nursing Intervention of Patients with Endocrine Disorders
…………………(1hrs)
✓ Review of anatomy and physiology of endocrine system
✓ Assessment and examination of patient with endocrine
disorder
✓ Common diagnostic techniques and nursing responsibilities
………………………(1 hr)
✓ Endocrine system disorders (description, risk factor/etiology,
pathophysiology, classifications, clinical manifestation,
assessment and diagnosis, management (medical, surgical
and/or nursing) and prevention, complications)
Disorders of Pituitary gland
➢ Diabetic insipidus (1/2hr)
➢ Syndrome of inappropriate ant diuretic hormone secretion
Disorders of Thyroid gland (2hrs)
➢ Hypothyroidism
➢ Hyperthyroidism
➢ Iodine deficiency related goiter
➢ Thyroiditis (acute and chronic)
➢ Thyroid Cancer
Disorders of parathyroid gland (1hrs)
• Hypoparathyroidism
• Hyperparathyroidism
Disorders of adrenal gland (1hrs)
➢ Cushing syndrome
➢ Addison’s diseases
Skill lab: Assessment of the integumentary system ( 2hrs)
Assessment of the endocrine system
PBL (4 hr)

week 2 Interactive lecture: 17hrs 24hrs/wk

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

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

❖ Acid-base imbalances……… (2hrs)

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

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

Skill lab፡Assessment of the Genito-urinary System (3hrs)

• History taking &P/E
• Diagnostic methods the endocrine disorder
PBL፡ 4hrs
week 3 Interactive Lecture: 14.5 21.5hrs/wk
hrs Urolithiasis: 1/2hrs
Renal failure: 2hrs
o Acute Renal failure
❖ Chronic Renal failure Benign Prostatic Hyperplasia
(BPH)(2hrs)
❖ Cancer of the Prostate
❖ Epididymitis
❖ Testicular Cancer
❖ Hydrocele
❖ Varicocele
❖ Priapism
❖ testicular torsion
Sexually transmitted infections (4hrs)
❖ Introduction to STI
❖ Gonorrhoea
❖ syphilis
❖ condylomataacuminata
❖ Introduction to STI
❖ Gonorrhoea
❖ syphilis
❖ condylomataacuminata,
❖ Chancroid
❖ Chlamydia
❖ LGV

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 Sexually transmitted infections (1 hrs)
❖ genital herpes
❖ hepatitis B
❖ Candidasis
using Syndromic STI management
Nursing Intervention of Patients with cardiovascular Disorders
Interactive Lecture……..4hr
Anatomy and Physiology overview of the cardio-vascular
system
Nursing assessment and examination of Cardiovascular
system, activity exercise pattern,
Common diagnostic techniques of cardiovascular system
Cardio-vascular system disorders (description, risk factor/etiology,
pathophysiology, classifications, clinical manifestation, assessment
and diagnosis, management (medical, surgical and/or nursing) and
prevention, complications)
Electrical disorders
Common Arrhythmias/ dysthymias - 2hrs
o Sinus arrhythmia
o Supra ventricular arrhythmia
o Ventricular arrhythmia
o Conduction blocks
o Pre-excitation syndrome
Skill lab: Assessment of the cardiovascular system(3 hrs)
Diagnostic modalities of the GUS
▪ PBL 4hrs
week 4 Interactive Lecture: 16hrs 23 hrs/wk
Coronary Artery Diseases – 2hrs
▪ Atherosclerosis and Arteriolosclerosis
▪ Angina pectoris
▪ Myocardial ischemia
▪ Myocardial infarction
Infectious/inflammatory disorders: 2hrs
o Rheumatic fever
o Endocarditis
o Myocarditis
o Pericarditis
Valvular heart diseases: 1hrs
o Mitral disorders
o Aortic disorders
Heart Diseases: 2hr
o Heart failure
o Acute pulmonary oedema
o Cardiac arrest
o Cardiomyopathy

233
 Vascular Diseases – 4hrs
Disorders of the arteries
✓ Aortic diseases (aneurysm, stenosis)
✓ Hypertension
Disorders of the veins
✓ Phlebothrombosis
✓ Thrombophlebitis
✓ Deep venous thrombosis (DVT)
✓ Varicose veins
✓ Venous insufficiency/venous ulceration
Disorders of the lymphatic system
✓ Lymphadenitis/Lymphangitis
✓ Elephantiasis
Hematological and tissue perfusion disorders – 6 hrs
RBC disorders
➢ Anemia
➢ Hemophilia
➢ Polycythemia
WBC disorders
➢ Leukemia
➢ Lymphoma:
✓ Non-Hodgkin’s lymphoma (NHL)
✓ Hodgkin’s lymphoma (HL)
Platelet disorders
o thrombocytopenia
o thrombocythemia
❖ Shock
❖ Infectious:
❖ Malaria

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

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

234
 Neurologic disorders (6hrs)
Headache
Cerebro-vascular accident (CVA)
➢ Ischemic stroke
➢ Hemorragic stroke
Increased intra cranial pressure
Brain tumor
Brain Abscess
Seizures
Infectious neurological problems:
➢ Meningitis
➢ Encephalitis
➢ Tetanus
➢ Rabies
➢ Anthrax
➢ Poliomyelitis
➢ Toxoplasmosis
Autoimmune disorders:
➢ Multiple Sclerosis
➢ Myasthenia Gravis
➢ Guillain-Barré Syndrome
week 6 Interactive Lecture: 14hrs 21hrs/wk
Cranial nerve disorders: 2hr
➢ Bell’s palsy
➢ Trigeminal Neuralgia (Tic Douloureux)
✓ Peripheral nervous system disorder: 3hrs
➢ Neuropathy
➢ Neuritis
✓ Traumatic lesions: 5hrs
➢ Head injury
➢ Brain injury
➢ Spinal cord trauma
✓ Degenerative disorders: 5hrs
➢ Parkinsonism
➢ Huntington Disease
➢ Alzheimer’s Disease
Skill lab: Care plan for a patient with head injury (3 hrs)
• History taking and physical examination
PBL: 4hrs

235
Week 7 Exam

8-12 Hospital Practice

• Assessment of the integumentary system
• History taking and physical examination
• Observation and nursing management of Inflammatory and
allergic conditions of the skin using nursing process
• Nursing care plan for Infectious neurological problems
• Nursing care plan for Autoimmune disorders:
• Nursing care plan for Hematological and tissue perfusion
disorders
• Observation of diagnostic methods in managing
neurological problem
• Medication administration
• Monitoring pt vital sign intake out put
• Observation of intracranial pressure (ICT)
• Observation of pt resuscitations
• Observation and management of seizure
Teaching –learning methods and activities
•Guided practice (coaching)
• Seminar presentation / assignment/project /report
• Group discussion following exposure to any learning experience
• Independent study and practice
Teaching –learning assessment methods
• Direct observation (DO)== 24%
• Review of portfolio === 12%
• OSCE and oral exam—18%
• Seminar presentation == 6%

REFERENCES:

2. Brunner and Suddarth’s Text Book of Medical Surgical Nursing, 12th Edition
3. RuthF.craven, ConstanceJ.Hirnle Fundamentals of nursing: human health and function
4. Julia M.Leahy, patriciaE.kiZilay. Foundations of nursing process approach
5. Harrison’s Principles of Internal Medicine, 18th Edition
6. Bate’s guide to History taking and physical examination, 9th Edition.
7. National Infection prevention and patient safety guideline , 2017
8. standard treatment guidelines for zonal hospitals, DACA, Ethiopia, 2014

236
9. Fundamentals of nursing skill lab manual for health science student by Univesity and
Aidstar one Ethiopia.
10. Abraham A., Tadele K.,TesfayeB.,Lecture notes on Fundamentals of Nursing-II for
B.Sc.Nursing students
11. Kozier, B, Erb. G., Berman A., (2008). Fundamentals of Nursing: Concept, process, and
practice (8th Ed.), Prentice Hall: NJ.
12. Ruth. F. Craven, Constance j. Himel: Fundamental of Nursing: Human Health and function
13. Julia M. Leahy, Patricia E. Kizilay: Foundation of Nursing process approach
14. Newfield S A, Hinz M D, Tilley D S, Sridaromont K L &Maramba P J. Cox’s clinical
application of nursing diagnosis 5th ed.2007.F.A. Davis
15. DeLaune S C & Ladner P K. Fundamentals of nursing: standard and practice. 2002 .Ed 2nd
.also available on http://delaune.DelmarNursing.com.
16. Brunner and Suddarth’s. Test book of Medical surgical nursing .10th ed. 2006
17. Dossey MA, Keegan L,&Guzzeta C. Holestic nursing a handbook for practice. 4th ed.
2005. Jones
18. Barbara Bates (1995), a guide to physical examination and history taking.
19. Bette A. Baker (1984), health assessment across the life spans.
20. Mary K. Dempsey (1981), health assessment for professional nursing.
21. Elizabeth Burns (1992), health assessment in nursing practice
22. Janet Weber (1997), nurses’ handbook of health assessment
23. Routh F. Craven (1992), fundamentals of nursing
24. Verolyn Roe Bolander (1994), Sorensen and Luckman’s basic nursing-a psycho
physiologic approach
25. FenteAmbaw: Lecture note on Health assessment for health science students
26. James Chin. Control of communicable diseases in Man 17th ed. Washington, American
public Health Association, APHA, Washington DC; 2000.
27. Zein Ahmed Z & Helmut Kloos. The Ecology of Health and disease in Ethiopia 1993.
Addis Ababa, Ethiopia.
28. Getachew S, Tegegn A: Communicable disease control for health officer students, The
Carter Centre, Addis Ababa, 2006
29. Alemayehu M. Communicable disease control for nursing students, lecture note series the
carter center 2004
30. The pathogenesis of infectious disease C.A Mims, NJ.DImmock 1995
31. Standard treatment guidelines for zonal hospital 1st ed. Drug administration and control
authority of Ethiopia, 2004
32. David L. Heymann, MD, editor. Control of communicable disease manual, 18th ed.
33. Control of communicable disease in man By A.S. Benson
34. Community health’s for students nurse by Mary Fbradley
35. Microbiology for the health science by Gwendolyn. R. burton

237
36. Last, JM. Maxcy-Rosenau. Preventive Medicine and Public Health Connecticut, Appleton-
Century – Crofts- Norwalk; 1986.
37. Holland WW. et al (edit). Oxford Textbook of Public heath, Volumes I-IV. Oxford, Oxford
University Press; 1985
38. Robinson D. (edit). Epidemiology and the community control of disease in warm climate
countries 2nd ed. New York, Churchill Livingstone; 1985.

238
 Maternity and reproductive health nursing module
MODULE SYLLABUS

Module Title Maternity and reproductive health nursing

Module code/No Nurs 3043

Module ECTS 14
Program Comprehensive nursing (Regular )
Module Summary
Duration 8 weeks ( 4 weeks –class room based teaching and 4 weeks clinical
attachment )
Total hours
Class room based teaching 4 weeks ( week 1-4)
Lecture = 32
hours
PBL = 16 hours
SDL= 12 hours
Clinical practice 4 weeks ( week 5-week8) , total hours 160
week 5 Exam period

Essential modules contents Reproductive health nursing

Obstetrics & Gynecology Nursing theory

239
Module Schedule and contents
Lecture and discussion = 8hr/week for 4 weeks
PBL= 4hr/week for 4 weeks alternative with mental health modules
SDL = 3hr/ weeks for 4 weeks
Clinical practice (week 6-week 8) =40 hrs/week
28hr/week MCH clinical practice
Case based discussion (CBD)=2hr/week during clinical practice
Community practice (SPH4) =10hr/week ( 1 full day)

Required
Date/Week Learning Activity Reading
(Assignment)
Week 1 Interactive lecture and discussion : 6 Hrs Reflective
• Introduction to Reproductive health portfolio
• Definition 15
• Historical development of RH hr/weeks
• Magnitude of RH problems
• Components of RH and indicators
• Gender and RH
• Magnitude of maternal health problems
• Causes of maternal morbidity and mortality
• Maternal health services
• Interactive lecture and discussion : Hrs
• Introduction to Obstetrics and Gynaecology Nursing
• Anatomy and physiology of female reproductive system
• Introduction to embryology and fetal development
• Definitions and Terminologies
• The female pelvis
• The female reproductive organs
• The menstrual cycle
• Early development of fetus
• Conception
• Placenta,
• Fetal circulation
• Fetal skull

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

240
 Interactive lecture and Discussion : 2Hrs
• NORMAL PREGNANCY,
• Physiological and Psychological Changes in Pregnancy
• Minor disorders of pregnancy
• Antepartum Nursing assessment Nursing diagnoses ,plan
and intervention
• Focused ANC
Skill lab(3hrs)
• Focused ANC
• The female pelvis
• Fetal circulation
• Video show
PBL: 4 hrs
Week 2 Interactive lecture and Discussion : 4 Hrs 13hrs/wk
• Abnormal pregnancy
• Hyperemesis gravidarum, Polyhydramniuos and
oligohydraminous
• Nursing assessment, Nursing diagnosis, intervention
for women with Hyperemesis Gravidra
• PIH (gestational hypertension, preeclampsia,
eclampsia) chronic hypertension
• Nursing assessment, Dx and intervention for women
with Hypertensive disorder of pregnancy
• Antepartum haemorrhage
• Placenta praevia
• Placenta abruption
• Nursing assessment , DX & intervention for women with
APH
• Nursing responsibility for women with
• A.B.O and Rhesus incompatibility
• Diseases associated with pregnancy
• Anemia,
• Cardiac disease,
• Diabetes mellitus
• Malaria in pregnancy
• Nursing assessment , Dx and intervention for women
having medical disorder in pregnanc
Interactive lecture and discussion 2Hrs
• Harmful Traditional practices
• Introduction
• Violence against Women
• Female genital mutilation (FGM)
• Early Marriage
• Gender inequality

241
 • Normal Labour
• Definitions and descriptions of labour
• Physiology of the first stage of labour
• Management of the first stage of labour
• Physiology and mechanism of second
• stage of labour
• Episiotomy, Perineal lacerations
• Physiology of the third stage of labour
• AMTSL (Active Management of the third stage of labour )
• Obstetric practices as per standard precautions during
labour and delivery
• Identify psychosocial issues
• Birth-Related Procedures

Skill Lab: 3 Hrs

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

PBL: 4 Hrs
Week 3 Interactive lecture and discussion : 1Hrs 18hrs/wk
• Essential newborn care
• Nursing Care of the newborn baby at birth
• APGAR score, Asphyxia and Resuscitation
• Physiologic Responses and adaptation of the newborn
• Nursing Assessment of the Newborn
• The Normal Newborn: Needs and Care
• Newborn Nutrition
• The newborn at Risk: Conditions Present at Birth the
newborn at Risk: Birth-Related Stressors
Interactive lecture and discussion : 3Hrs
• Introduction to FP
• Definition of family planning
• Purpose of Family planning
• Impacts of rapid population growth
• Trends in TFR and FP use in Ethiopia
• Demographic factors determining population growth
• Measurement of demography (TFR, CPR etc)
• Abnormal labour
• Introduction to Malpositions and malpresentation
• Multiple pregnanciesPresentation and prolapse of

242
 cordMalpositions: Occipito posterior position
• Nursing assessment ,Nursing diagnoses , and intervention
for women with multiple pregnancy, prolapsed of cord ,
malposition
• Induction and augmentation of labour
• Malpresentations:
• Brow , Face , Transverse lie /Shoulder presentation , Breech
presentation ,
• Nursing assessment ,Nursing diagnoses , and intervention
for women having malposition and presentation
• Complications of labour
• Cephalopelvic disproportion, Trial of labour, Prolonged
labour, Obstructed labour, Uterine rupture,Premature
Rupture of Membrane/, PROM
• Nursing assessment ,Nursing diagnoses , NIC , and NOC
• Operative deliveries
• Vacuum extraction and Forceps delivery
• Caesarean section, Destructive deliveries Versions
• Nursing assessment ,Nursing diagnoses , NIC , and NOC
• Complications of the third stage of labour
• Post-partum hemorrhage Retained placentaAdherent
placenta, Amniotic fluid embolism, Obstetric shock
• Nursing assessment ,Nursing diagnoses , NIC , and NOC
Interactive lecture and discussion : 3Hrs
STIs including HIV
• Definition of STI and its Magnitude
• Types and common symptoms
• Mode of transmission
• Prevention
• Importance of early diagnosis, treatment and partner
notification
• Management of STIs and prevention strategies
• Complications of untreated STIs
• Stigma and discrimination
Normal puerperium
• Physiology of the puerperium
• Management of puerperium
• Anatomy and physiology of the breast and postpartal
Adaptation and Nursing
• Postnatal care
• Assessment, The Postpartal Family, Needs and Care,
Home Care of the Postpartal Family
• Lactation

243
Management of breast feeding
• Follow-up care for HIV +ve postnatal mothers /infant.
• Post natal H/E for HIV +ve mother’s families and
community.
• Home based care for HIV +ve mot
• Appropriate contraception for HIV +ve postnatal mother
• Abnormal Puerperium
• Breast complications, Puerperal psychosis, Puerperal
sepsis, Urinary complications, Thrombophlebitis and PID
• Nursing assessment ,Nursing diagnoses , NIC , and NOC

Interactive lecture and discussion : 4 Hrs

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

244
 Introduction to MTCT
Overview of MTCT of HIV
Epidemiology of PMTCT
Public Health importance of VCT/PIHCT, PMTCT
Guiding principles of PMTCT program
Obstetric measures preventing MTCT during Labour, delivery,
Infant feeding options for infants born to HIV +ve mothers.
PIHCT and its public health importance
Counselling (Pre & Post, Pre-treatment counselling)
Monitoring and evaluation in HIV/AIDs …
National strategies and guidelines to address MTCT of HIV/AIDS
Skill lab (3hrs)
• REDI framework
• Role play
• Essential newborn care
• Normal labour
PBL:- (4hrs)
• PMTCT-Lost to follow up
Interactive lecture and discussion : 3 Hrs 15hrs/wk
Week 4 • Introduction to Gynecology
• Definitions and description of terms
• Menstrual disorders, Infertility and sterility, menstrual
related disorders and Menopause
• Nursing assessment ,Nursing diagnoses , NIC , and NOC
• Bleeding in early pregnancy
• Ectopic pregnancy
• Hydatidiform mole
• Malformations of the female genital tract
• Uterine Tubal , Vaginal malformation
• Imperforated hymen, Retro version of the uterus
• Nursing assessment ,Nursing diagnoses , NIC , and NOC
Interactive lecture and discussion : 5Hrs
• Comprehensive Abortion Care (CAC)
• Unwanted pregnancy & abortion
• Introduction to Laws & Policies on Abortion in Ethiopia
• Uterine Evacuation (UE) methods
• Clinical assessment for CAC Services
• UE using MA & MVA
• Abortion complication & its mgt
• PAC
• Introduction
• Tumors of the female genital tract
• Uterine growths, Ovarian growth, Tumors of the Breast,

245
 cervical cancer
• Genito-urinary Complications, VVF and RVF, Rectocele
and Cystocele, Prolapse of the uterus, Incontinence of the
urine , Urinary tract infection
• Visual inspection with acetic acid, mamography
• Nursing assessment ,Nursing diagnoses , NIC , and NOC
• Apply to gynaecology case nursing process
• Gender and GBV
• Introduction
• Definition
• Gender Vs. Sex
• Gender and SRH
• Gender role
• Gender needs
• Gender equity and equality
• Gender based violence
• Definition of GBV
• Types of GBV
• Causes of GBV
• Consequences of GBV
• Gender Issues in Ethiopia
• Gender related problems in Ethiopia
• Status of Ethiopian Women
• Intervention of GBV
•
Skill lab (3hrs)
• Long acting contraceptives demonstration Lab
demonstration and re demonstration, IPPS (Insertion and
removal procedures)
• CAC
PBL:- (4hrs)
Exam period
Week 5
Hospital Practices
Week 6-8

246
• Attend orientation on (learning outcome, code of conduct,
assessment policies,& setting )
• Perform registration using various formats
• Take history
• Conduct physical examination
• Identify danger sign during pregnancy
• Request and interpret ANC related lab investigation
• Provide short acting FP methods
• Assist insertion and removal of long acting contraceptives
• Discuss case
• Provide ANC and PMTCT
• Provide short acting FP methods and insert and remove of
long acting contraceptives
• interpret ANC related lab investigation
• Give Health Education

247
• Conduct FP Counseling
• Present Seminar
• Provide nursing care such as Vital sign, IV secure,
catheterization, medication administration, blood transfusion,
• Assist, manage normal labour and delivery (Diagnosis, follow
normal labour using partograph
• Preform AMTSL, and newborn care
• Provide postnatal care
• Observe abnormal labour and delivery follow up and
managements
• Provide CAC
• Provide Post Abortion care
• Take Gynecologic history using nursing process as
framework
• Provide nursing care such as Vital sign, IV secure,
catheterization, medication administration, blood transfusion,
wound care …
• Take Gynecologic history using nursing approach
• Assist in Dx abnormal pregnancy, labour and delivery where
beyond scope consult or refer
• Discussion on selected Case
• presentation case and seminars
• Discuss bedside
• conduct nursing round

248
Pediatric and Child Health Nursing

MODULE NAME: Pediatric and Child Health Nursing

Module Code: Nurs 3053

Module Status: Core Module

Module ECTS: 14

Module summary
Total Duration = 8 weeks ( including exam) Weeks/hrs
Class room based teaching 4weeks

PBL 16hr
SDL) 12hr
Clinical practice 3
exam week 1
Module content Hours
Pediatric and Child Health Nursing Theory 32
PBL 16
Skill lab 12
Clinical Practice Hours 120
Total study hours 180

Module Duration: 8Weeks

Module Description: This module is designed based on an integrated and innovative

competency based teaching and learning approach for Comprehensive BSc Nursing students to
enable them have adequate theoretical base of common neonatal and childhood illness and
essential skills to provide high quality and comprehensive nursing care for well and sick new
born and child.

Module Objective
▪ By the end of this module, students will be able to provide essential nursing care for new
born and child.

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

249
3. Take history and perform physical examination for all pediatric age groups.
4. Perform emergency assessment and management for all pediatric age groups.
5. Monitor Growth and Developmental Stages
6. Provide essential new born care
7. Describe feeding options for neonates and child
8. Perform neonatal resuscitation
9. Manage common neonatal and childhood illnesses
10. Provide immunization
11. Provide nursing care for child with systemic disease
12. Provide care for children with disability (physically, mentally, and socially)
13. Manage newborn and childhood illnesses using National Guidelines
14. Provide palliative care for children with life-limiting illnesses
15. Manage Pediatric Tuberculosis and HIV
Pre-requiste: Maternity and Reproductive Health Module, Foundation Modules, Medical
Surgical Modules

Teaching and learning methods

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

250
 ▪ Logbook and Portfolio
Summative assessment
1. Class room based teaching =40%

• Written test =25%

• PBL=5%
• SDL =10%
• Total = 40%

2. Clinical and community practice = 60 %

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

Module schedule

• Lecture and discussion + PBL + SDL = 15 hrs/week for 4 weeks

• Clinical practice= 40 hr/week for 3 weeks (including 8hr/week for community attachment
and 2 hr/week for case based discussion)

Week Content Teaching Contact

Method Hrs

Week-1 Introduction to Pediatrics (1hours) Interactive 18 hrs/wk

➢ Definition of terms lecture and
➢ History of Neonatal and Pediatric Nursing Discussion
➢ Neonatal and Child Morbidity and Mortality in
Ethiopia
➢ Role of Nurses in Neonatal and Child Health
Pediatric Health Assessment (2hours)
➢ New born assessment
➢ Essential New born Care
➢ Pediatric Assessment
➢ Pediatrics emergency
➢ Emergency Triage Assessment and Treatment
(ETAT) principles
Adjustment to Extra uterine Life(2hrs)
➢ Respiratory System
➢ Circulatory System
➢ Thermoregulation,
➢ Hematopoietic
➢ Fluid and Electrolyte Balance

251
➢ Gastrointestinal System
➢ Renal System
➢ Integumentary System
➢ Fluid and Electrolyte Imbalance(MF)
➢ Thermoregulation (Hypothermia
and Hyperthermia)
➢ Glucohomestasis (Hypoglycemia
and Hyperglycemia)
Growth and Development(1hrs) Lecture and
➢ Growth and Developmental Millstones: Discussion
➢ Principles of Growth and Development :
➢ Factors Affecting Growth and Development
➢ Theory of Growth and Development Stages
➢ Anticipatory Guideline
Classification of New born(2hours)
➢ Based on Maturity and Birth Weight
New born Feeding
➢ New born, Infant and young child feeding
(exclusive breast feeding , Complementary
feeding, Formula Feeding)
➢ Position and Attachment
Child Nutrition
➢ Nutritional Assessment
➢ Malnutrition

New born disorders (2hrs)

➢ Birth Asphaxia
➢ HMD(Respiratory Distress
Syndrome)
➢ Meconium Aspiration
Syndrome
➢ Jaundice
➢ Sepsis

Lecture and
Discussion

252
➢ Meningitis
➢ Necrotizing Enter colitis
➢ Neonatal tetanus
➢ Congenital infection TORCHS
➢ Infants of diabetic mother
HEENT disorders (2hrs)
Definition, etiology, risk factor, pathophysiology
classification, clinical manifestation, differential
diagnosis, actual and potential nursing diagnosis,
investigation, complication and nursing and medical
treatment of HEENT
Head:
➢ Headache
➢ Head Injury
Eye disorders
➢ Conjunctivitis
➢ Myopia & hyperopia
➢ Nystagmus
➢ Pediatrics cataract
➢ Eye injury
➢ Retinoblastoma
➢ Pytosis
➢ Orbital cellulites
➢ Glaucoma
Ear disorders
➢ Hearing loss
➢ Otitis external
➢ Foreign body
➢ Ear infection (acute & chronic otitis media….)
➢ Otosclorosis
➢ Mastoiditis
➢ Labyrinthitis
Nose disorders
➢ Choanal atresia
➢ Epistaxis
Skill lab( 2 hours)
➢ Neonatal Resuscitation
➢ Oxygen Administer
➢ Pulse Oxymeter
➢ Audiometer
➢ Oto-scope
➢ Weakening of Ear and drop and ointment
➢ Application
➢ New born Assessment
➢ Baby bath, TTC, Vit K, Chlorahexadine
➢ ETAT
➢ History taking
253
➢ KMC
➢ Anthropometric measurements CC, WT, HT, LT,
Indeces),MUAC,HC
➢ Growth Chart
➢ Position and Attachment
Formula Feeding Preparation
PBL (4 hours)

254
Week2 Birth Injures (2hrs) Lecture and 15 hrs/wk
➢ Birth Injuries Discussion
➢ Soft Tissue Injury
➢ Caput Succedaneum
➢ Cephalo-hematoma
➢ Subgaleal Hemorrhage
➢ Brachial Palsy
➢ Phrenic Nerve Paralysis
➢ Hemolytic Disease of the Newborn
➢ (Hyperbilirubinemia or Jaundice)
➢ RH and ABO incompatibility
Respiratory system disorders (3hrs)
Definition, etiology, risk factor, pathophysiology
classification, clinical manifestation, differential
diagnosis, actual and potential diagnosis,
investigation, complication and nursing and medical
treatment of the following disorders
➢ Common cold
➢ Croup
➢ Bronchitis
➢ Pneumonia
➢ Sinusitis
➢ Pharyngitis
➢ Tonsillitis
➢ Tuberculosis
➢ Mastoiditis
➢ Epiglottis
➢ Empyema
➢ Emphysema
➢ Child hood asthma
➢ Foreign body aspiration
➢ Neoplasm of the Larynx, Trachea

255
Congenital heart disease (1hrs) Lecture and
Definition, etiology, risk factor, pathophysiology Discussion:
classification, clinical manifestation, differential
diagnosis, actual and potential diagnosis,
investigation, complication and nursing and medical
treatment of the following disorders
➢ Congenital heart disease (VSD , ASD, PDA,
Coarctation of aorta, TOF, PVS, AVS ,
Transposition of great arteries, Truncus
arteriosus, Single ventricle)
Cardiovascular disorders (3hrs)
Definition, etiology, risk factor, pathophysiology
classification, clinical manifestation, differential
diagnosis, actual and potential diagnosis,
investigation, complication and nursing and medical
treatment of the following disorders
➢ Acute rheumatic fever and rheumatic heart
disease
➢ Infective endo-carditis
➢ Heart failure
➢ Myocardial infarction,
➢ Cardiomyopathy
➢ Angina pectoris
➢ HTN
Hematologic disorders (1hours)
Definition, etiology, risk factor, pathophysiology
classification, clinical manifestation, differential
diagnosis, actual and potential diagnosis,
investigation, complication and nursing and medical
treatment of the following disorders
➢ Anemia
➢ Polycythemia
➢ Hemophilia
Skill Lab (2hours)
➢ Demonstrating cardio-vascular P/E
➢ ECG/EKG, and Echo cardiography
➢ Photo-therapy
➢ Exchange Transfusion
➢ Tracheostomy care
➢ Oxygen Administration
➢ Nebulazer
➢ Postural drainage
➢ Thoracentesis
➢ Water –seal drainage
PBL (4 hours)

256
Week 3 Congenital Disorders (continued)…….. (1hrs) Lecture and 14.5hr/week
Definition, etiology, risk factor, pathophysiology Discussion
classification, clinical manifestation, differential
diagnosis, actual and potential nursing diagnosis,
investigation, complication and nursing and medical
treatment of the following disorders
➢ Trachea-esophageal fistula
➢ Cleft palate/lip
➢ Gastro-intestinalanomalous (omphalocele,

257
 Gastro-eschasis )
➢ Genito-urinary anomalies (Bladder Extrophy)
➢ Rectal anomalies (Imperforated anus)
➢ Musculo - skeletal anomalies (Club foot, Hip
bone displasia)
➢ Genital anomalies (phimosis, paraphimosis,
criptiorchidism)
Common Genetic Disorders(1/2Hrs)
➢ Down syndrome
➢ Autism
Gastrointestinal disorders (2hrs)
Definition, etiology, risk factor, pathophysiology,
Classification, Clinical manifestation, diagnosis,
investigation, complication, nursing and medical
managements
➢ Disorders of the oropharynx (E.g. Oral and
Esophageal Lesions)
➢ Esophageal disorders (esophageal varices,
Esophageal cancer)
➢ Abdominal trauma
➢ Peritonitis
➢ Appendicitis
➢ Gastro esophageal reflex
➢ Inflammatory bowel diseases
➢ Diarrheal diseases
➢ Intestinal parasitosis
➢ Hepato-bilary disorders
➢ Pancreatitis
➢ Hepatitis
➢ Anorectal Disorders( like haemorrhoids)
➢ Hirsch sprung Diseases
➢ Short bowel syndrome
➢ Intussusception
➢ Pyloric stenosis
➢ Hernia (hiatal, inguinal, Femoral, Umbilical,
Incisional)

Renal Disorders (2 hrs) Lecture And

Definitions, etiology, risk factors, Patho-physiology, Discussion:

258
Clinical manifestations, Diagnosis ,investigation and
nursing &medical treatment
➢ Nephrotic Syndrome
➢ Hemolytic Uremic Syndrome (HUS)
➢ Renal Failure/Acute Kidney injury
➢ Renal Tubular Acidosis (RTA)
➢ Urinary Tract Infection (UTI)
➢ Renal Stones
➢ Glomerulonephritis
➢ Polycystic Kidney Disease (PKD)
Neurologic disorders (1hours)
Definition, etiology, risk factor, pathophysiology
classification, clinical manifestation, differential
diagnosis, actual and potential diagnosis,
investigation, complication and nursing and medical
treatment of the following disorders
➢ Epilepsy/Seizure
➢ Meningitis
Integumentary (2hours)
Definition, etiology, risk factor, Pathophysiology,
Classification, Clinical manifestation, diagnosis,
investigation, complication, nursing and medical
managements
➢ Skin lesions
➢ Acne ,Warts & Scabies
➢ Atopic dermatitis/eczema
➢ Seborrheic dermatitis
➢ Psoriasis
➢ Erythema toxicum
➢ Impetigo
➢ Cellulitis
➢ Pyomyositis
➢ Folliculitis
➢ Carbuncle
➢ Furuncle
➢ Mucocutaneous Lishmaniasis
➢ Fungal Infections of the Skin (Onychomycosis,
Dermatophytosis, Tineacorporis, Tinea capitis,
Tineacruris & Tineapedis)
➢ Burn
Skill Lab(2 hours)
➢ Catheterzation
➢ Bladder irrigation
➢ Per-cutaneous urine aspiration
➢ Care of comatose child
➢ Lumbar puncture
➢ IV Secure and Fluid Administration
259
➢ Gastric gavages
➢ Gastric Lavage
➢ Gastrostomy feeding
➢ Enema
➢ Circumcision

260
 PBL (4 hours)
Week4 Musculoskeletal Disorders (2hrs) Lecture and 15 hrs/wk
Definition, etiology, risk factor, Pathophysiology, Discussion
Classification, Clinical manifestation, diagnosis,
investigation, complication, nursing and medical
managements
➢ Osteomyelitis
➢ Arthritis
➢ Fracture
➢ Bone cancer
➢ Dislocation
➢ Strain
➢ Sprain
➢ Spinal curvature defects(Lordosis, Scoliosis,
Kyphosis)
Pediatric oncology (2 hrs)
Definition, etiology, risk factor, Pathophysiology,
Classification, Clinical manifestation, diagnosis,
investigation, complication, nursing and medical
managements
➢ Oncology (Lukemia, Wilms Tumor and other)
➢ Pediatric HIV
➢ Palliative Care
Endocrine Disorders (3 hrs)
Definition, etiology, risk factor, Pathophysiology,
Classification, Clinical manifestation, diagnosis,
investigation, complication, nursing and medical
managements
➢ Shock
➢ DM
➢ Hyperthyroidism and hypothyroidism

Integrated Management New born and Childhood Lecture and

Illnesses and Discussion
EPI and Vaccine Preventable Disease (2 hours)
Skill Lab (2 hours) Video teaching
➢ Crutch walking Demonstration
➢ Cast application and removal Video Teaching
➢ Care of a child with traction and Role play
➢ Care of a child with amputation
➢ Shock Position
➢ Cold Chain Management
PBL (4 hours)

261
 Vaccine administration
Week-5 Final exam
Week Hospital practice
6-8 Manage Common Neonatal Problems
Perform Essential new born care
Perform New born assessment
Perform Neonatal Resuscitation
Counsel optimal Nutrition
Demonstrate proper attachment and position on Breast feeding
Demonstrate KMC
Operate Radiant warmer, Phototherapy, Incubator
Perform NG tub, Cup feeding
Cup feeding
Measure Vital Sign
Use Pulse oxymeter for monitoring progress
Apply hot and cold compression
Administer Oxygen
Perform CPAP
Prepare IV maintenance fluid
Assist Exchange Blood transfusion
Collect Blood sample
Perform Catheterization
Measure Input and output
Manage Dehydration
Assist Indotriachial intubation
Evaluate Nutritional Status
Manage malnutrition
Evaluate Sick child who needs Emergency management
Perform Ear irrigation and Eye irrigation
Execute Postural drainage, Thoracentesis and Water –seal drainage
Assist Tracheotomy care
Perform CPR
Assist Removing foreign body form eye, ear & nose
Perform wound care
Manage burned Child
Applying comfortable device
Applying sand bag
Applying Splint
Applying fracture board
Perform Application and Removal of cast and Traction
Assist Lumbar puncture
Administer Medication
Perform diagnostic and therapeutic gastric aspiration
Apply the different types of enema
Apply colostomy care
Prepare fluids with different concentration

262
Administer fluids for dehydrated patients
Administer Enema
Assist Pre-cutaneous urine aspiration
Assist Male circumcision
Monitor Growth and Development
Apply counseling skill
Recording and reporting patient finding
Carry out admission and discharge documentation
Document Client progress notes
Apply infection prevention
Practicing how to give vaccination for children
Practicing caring a child with HIV/AIDS

263
Mental health nursing
Module title: Mental health nursing
Module Code: Nurs 3063
EtCTS=8
Prerequisite: foundation I and II theory and practice
Module summary
• Duration 4 weeks
• Total class room based teaching hrs. (Lecture, PBL.) = 2weeks(40hr)
• SDL =2wk
• Exam =1week
• Clinical practice = 40hr/week
Module Description: This module is designed to prepare nursing students to assess, diagnose,

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

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

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

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

and community.

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

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

framework.

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

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

✓ Differentiate mental health, mental illness and common psychiatric disorder

✓ Perform psychiatry nursing assessment (history taking and MSE)
✓ Demonstrate skills in therapeutic communications
✓ Recognize common psychiatry disorders
✓ Apply the diagnostic and statistical manuals of mental health DSM – 5
✓ Manage common psychiatric disorders
✓ Refer cases that require further investigation and treatment.
✓ Apply the preventive, curative and promote methods of mental health including
rehabilitative care
264
 Teaching –learning assessment methods
Formative assessment
• Quiz
• Assignment
• Seminar
• Project work
• Observation with checklist
• Logbook
• Dairy writing
• Nursing care plan
• Feedback on reflective portfolio

Summative assessment of the overall module

1. Class room based teaching =40%

• Written test =25%

• PBL=5%
• SDL =10%
• Total = 40%

2. Clinical and community practice = 60 %

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

Module schedule

• Lecture and discussion + SDL + PBL = 20hr/week for 2 weeks

• Clinical practice = 1weeks

• Exam=1 week

265
Course Day Topics Contact Refe
Schedule Hours renc
e
1st WK Introduction to psychiatry Nursing (1hr) 13hr/wk
❖ Definition of mental health, mental illness and mental
disorders
❖ Factors influencing mental health and characteristics of
mental health
❖ Common misconception about mental illness.
❖ Psychiatric nursing historical development
Psychopathology (2)
❖ Define sign, symptom and syndrome
❖ Disturbance of perception,
❖ Disturbance of thought and speech problem
❖ Motor signs and symptoms
❖ Define mood, affect, feeling

Mental health assessment (1hrs)

❖ History taking
❖ Mental status examination
Therapeutic communication
❖ Definitions and types
❖ Process and techniques of communication
Nurse-patient-relationship
❖ Major Depressive Disorder
❖ Dysthymic Disorder
Depressive Disorder NOS

266
 ❖ History taking
❖ Mental status examination
❖ Process and techniques of communication Nurse-
patient- relationship

Mood disorder
Introduction to mood disorder (2hr)
Unipolar depression(Depressive Disorders)
Bipolar Disorders
❖ Bipolar I Disorder
❖ Bipolar II Disorder
❖ Cyclothymic Disorder
Bipolar Disorder NOS
Mood Disorder Due to a GMC
Substance-Induced Mood
Disorder
❖ Treatment of Depression and Mania
❖ Nursing intervention for patient
Skill lab 2hrs
❖ History taking
❖ Mental status examination
❖ Nursing intervention for patient with Bipolar Disorder
PBL-depression (4hrs)
2nd WK SCHIZOPHRENIA AND OTHER 27
hr/week
PSYCHOTIC DISORDERS (6hr)
❖ Introduction to psychoses
❖ Schizophrenia
❖ Schizophreniform disorder
❖ Schizoaffective disorder
❖ Brief psychotic disorder
❖ Delusional disorder(none bizarre, functionality)
❖ Shared psychotic disorder

267
❖ Psychotic disorder due to GMC
❖ Substance-induced psychotic disorder
❖ Culture-bound psychotic syndromes
❖ Psychotic disorder NOS
❖ Management of patient with psychosis disorder
❖ Nursing intervention for patient with psychosis disorder
ANXIETY DISORDERS (2hr)
➢ Introduction to anxiety disorder
➢ Differentiate between anxiety and fear;
➢ Generalized anxiety disorder(GAD)
➢ Panic disorder with or without Agoraphobia
➢ Specific phobia
➢ Social phobia
➢ Obsessive-compulsive disorder (OCD)
➢ Posttraumatic stress disorder (PTSD)
➢ Acute stress disorder
➢ Anxiety disorder due to GMC
➢ Substance induced anxiety disorder
➢ Anxiety disorder NOS
➢ Management of patient with anxiety disorder
➢ Nursing intervention for patient with anxiety disorder
Emergency psychiatry (1hr)
❖ Suicide
❖ Extrapyramidal side effect (EPS)
❖ Postpartum psychosis
❖ Management of patient with psychiatry
emergency
➢ Nursing intervention for patient with psychiatry
Substance use (3hr)
❖ Alcoholism
❖ Drug dependence
❖ Khat
❖ Management of patient with substance use disorder
❖ Nursing intervention for patient with substance
use disorder
❖ Management of patient with substance use disorders
❖ Nursing intervention for patient with substance
use disorders
Sleep
Sexual
Eating disorder
Personality
disorders
❖ Cluster A
❖ Cluster B
❖ Cluster C
❖ Nursing intervention for patient with sleep, sexual,
eating and personality disorders
Interactive lecture and discussion
(2hrs) Role of nurse in:
❖ Child psychiatry
-Common infant, child and adolescent psychiatry
disorders’ define, etiology, clinical manifestation and
nursing

269
 management for: Childhood depression, Attention deficit
Hyperactivity, Mental retardation and pervasive
developmental disorder
❖ Geriatric psychiatry
-Common old age psychiatry, Psychosocial Aspects of Aging,
Factors Influencing Process, Myths about Aging, Emotional
Reactions or Behaviors, Nursing Interaction for geriatric psychiatry
❖ HIV/AIDS in psychiatry
-Common mental illness (depression, anxiety,
somatoform, suicide, substance use disorder)
❖ E. C. T. (Electroconvulsive therapy)
Skill lab 3hrs
❖ Management of HIV/AIDS in psychiatry using
nursing process
PBL(4hrs) HIV
3rd week Exam week
40/1WK Area Hospital practice
(OPD & • Differentiate common psychiatric disorder
WARD)
• Perform psychiatry nursing history taking

• Perform mental state examination (MSE)

(OPD & • Apply nursing intervention for patient with psychosis and
WARD)
mood disorders

(OPD & • Apply nursing intervention for patients with

WARD) anxiety disorder
(OPD & • Apply nursing intervention for patient with substance
WARD) use disorder
• Observation of E. C. T. (Electroconvulsive therapy)

270
 References
1. Kaplan & Sadock’s synopsis of psychiatry(10
2. L. R. shives. 2001. Basic concepts of psychiatric mental health nursing 8th. J. B. Lippincott
Co. Philadelphia.
3. L. R. shives. 1990. Basic concepts of psychiatric mental health nursing 2nd. J. B.
Lippincott Co. Philadelphia.
4. C.R. Swift. 1985. Mental health AMREF. Nairobi. A.P.A. DSM 4. 1994. A.P.A.
Publications.
5. Bergers, Ann, W. 1989. Psychiatric nursing in the hospital and in the community. Prentice
hall Inc. Englewood cliffs. New Jersey.
6. Gelder, Metal. 1989. Oxford text book of psychiatry 2nd ed. ELBS. London. 314
7. W. l. Linford Rees. 1978. A short text book of psychiatry. 2nd.ed. Hodder and Stoughton
educational division. London.
8. The ICD – 10. 1991. Classification of mental health disorder. WHO. Geneva.
1. th
9. Diagnostic and statistical manual of mental health disorder(5 edit.)

271
Nursing leadership and management
Module name Nursing leadership and management
Target group: Third year comprehensive BSC nursing students Prerequisite: All
modules except pediatric, internship, CBTP, TTP and research? Status of the
module: core
Module Code: SPH 3073
ECTS: 4
Duration: 2Weeks
Mod Module Components of module Assigned Module
ule Code EtCTS for EtCTS
No contents of
module

Nursing leadership and 3 4

management theory

Nursing leadership and 1

management practicum(project)

Interactive Project /practicum Student self- study Total hours

Lecture hours
27hours 8hours 35 hours

Module Description: This module is designed to comprehensive nursing students to equip them
with the knowledge, skills and attitude needed to lead and manage nursing service administration
and leadership.

Module Objective
At the end of this module, comprehensive nursing students will be able:
Describe analyses and apply basic principles of nursing service administration and leadership in
Ethiopian healthcare system.

Module Outcome:
Upon the completion of this module, students will be able to:

272
➢ Analyze and apply principles and functions of management
➢ Describe concept of nursing service administration and leadership

273
➢ Discuses and analyze the principle of leadership in the health sector
➢ Apply nursing service administration and leadership principles
➢ Demonstrate a merit-based selection, appointing ,managing and leading the
human Resources

➢ Describe basic principles involved in management of resources.

➢ Analyze the principle of change and involve in implementation of change
➢ Plan and perform quality assurance on nursing care service
➢ Identify the major risk areas in nursing services and manage it
➢ Lead group dynamics and team sprit
➢ Analyze and apply advocacy role in nursing care service
➢ Analysis and resolve conflict within and/or out of organization
➢ Analyses and Apply the discipline measures
➢ Manage nursing care and service, education, training, and staff development program
➢ Creat motivating working environment to assure quality nursing service
➢ Effectively manage time and financial resource of an organization
➢ Utilize organizational communication appropriately
➢ Design and conduct project on health service of the organization
➢ Explain and demonstrate managerial role at different organization level
➢ Identify and discuss the merit and demerit of leadership types
➢ Apply the attributes and principles of critical thinking in both clinical and
leadership areas
Teaching-Learning Methods
• Interactive lecture and discussion
• Small group learning activities: assignment, exercise,
• Individual reading assignment

274
 • Group discussion
• Student presentation
• Group project presentation

Assessment Methods
▪ Quiz and test (12 %)
▪ Assignment presentation (10%)
▪ Written exam (45 %)
▪ Project (33 %)
Unit /area Hours Grade percentage
1. Nursing leadership and
27
management
2. Nursing leadership and
management project 8

Total
35

Module Schedule
Week Contents Assig
ned
hours

1 week INTRODUCTION TO NURSING SERVICE MANAGEMENT 27

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

NURSING SERVICE ADMINISTRATION AND

LEADERSHIP PRINCIPLES

✓ Organizational structure of nursing services

✓ Nursing care delivery models
✓ Nursing round and Patient hand over

275
 ✓ Clinical supervision in nursing services
✓ Role of nurse at different levels of nursing service administration

NURSING SERVICE ADMINISTRATION AND

LEADERSHIP PRINCIPLES
✓ Nurse advocacy role( concept, principles and rationales)
✓ Quality assurance and risk management of nursing services

LEADERSHIP AND MANAGEMENT THEORIES

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

RESOURCE MANAGEMENT
Human resource management

➢ Acquisition and Recruitment,

➢ Selection
➢ Induction and orientation
➢ Retention,
➢ Development,

RESOURCE MANAGEMENT

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

Financial resource management

276
 ✓ Concepts of budget in health

✓ Types of budget

✓ Approach of budgeting
Time resource management

✓ Concept of time management

✓ Planning time arrangements ( Timetable, Schedule, Roster)

✓ Common time waster

✓ Principles of time management

Materials and equipment management

GROUP DYNAMICS AND TEAMWORK

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

CONFLICT MANAGEMENT
➢ Definition and concepts
➢ Sources of conflict
➢ Explain types of conflict

277
 ➢ Discuss stages of conflict
➢ Explain approaches to conflict resolution
INTRODUCTION TO PLANNING AND IMPLEMENTING
CHANGE
➢ Definition and concepts of change
➢ Purpose of change and areas of change influencing healthcare
today
➢ Change strategies
➢ Rules that should be followed in implementing change
➢ Leaders as change agents
➢ Change management
➢ Reason for change
➢ Change process (steps)
STRESS MANAGEMENT
➢Definition and concepts
➢Source of stress
➢Consequence of stress
➢Managing stress
CRITICAL THINKING
➢ Definitions and concepts
➢ Components
✓ Critical Reflection
✓ Critical Reasoning
✓ Judgment
Methods of problem solving

Nursing service project 8

hours
Planning and conducting project on nursing service and leadership
areas

278
References
1. Amsale Cherie and Brhane G/kidan. Lecturer note of Nursing leadership and management,
Adis Ababa iniversity, 2005
2. Management Sciences for Health (MSH). Managers who lead. MSH, 2005.
3. Jira C. Health planning for health science students. Carter Center; 2003.
4. Haile Mariam D. Exploring Alternatives for Financing Health Care In Ethiopia: An
Introductory Review Article.Ethiop J Health Dev2001;15(3):153-163.

5. Judith dwyer, Pauline Stanton, Project and management in health and

community services, 2005, new work

6. Anthony R. Kovner and Duncan n euhauser. Health service management 8thedution

7. Pankhurst R. An introduction to medical history of Ethiopia, with a postscript by

AsratWoldeyes. Trenton, New Jersey; 1990.
8. B.L marquis,C.J.Huston,leadership role and management function in
Nursing (theory and appilication 4th edi.)

9. Sullivan, J.E. (1992) Effective management in Nursing 3rd edition.

10. Stevens W.F.Mnagegement & leadership in Nursing 5th edition
11. Goddard. Principle of nursing administration 3rd edition
12. Nursing leadership and management lecture notes
6. Health service management lecture notes for health science students
 YEAR - IV
Research Methodology
Module Title: Research Methodology
Module Code: SPH 4022
Module ECTS: 5
Module Duration:
Pre-requisite: measurement of health and diseases
Module Description: This module is designed for BSc in Emergency and Critical Care Nursing
(ECCN) students to have basic theoretical and practical background in research methodology. This
course will enables the students to understand the methodological aspects of research process and
operationalize how to write research proposal (Scientific writing), data collection, organization, analysis
and interpretation. Furthermore it gives the students the opportunities to disseminate and utilize
research findings.

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

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

Teaching-Learning Methods
▪ Interactive lecture and discussion
▪ Small group learning activities: assignment, exercise, proposal writing
▪ Individual reading
280
 ▪ Project writing
▪ Use of computer applications and access to the internet
▪ Student presentation
▪ Personal reflection exercise

Teaching-Learning Materials

Reference Books
1. Hott JR. Buddin WC. Notters Essentilas of Nursing research. Sixth edition, 1999.
2. Holzemer W. Improving health through nursing research, 2010.
3. Hoskins C. and Mariano C. Research in Nursing and health; understanding and using quantitative and
qualitative methods. Second edition, 2004.
4. Walt C., Strickland O. and Lenz E. Measurement in nursing and health research. Third
edition, 2005.
5. Marthin C. and Thompson D. Analysis of clinical nursing research studies, 2000.
6. Polit D and Beck C. Nursing research; Generating and assessing evidence for nursing
practice. Ninth edition, 2012.
7. Daniel. Biostatistics: a foundation for analysis in health sciences.
8. Raj S. Bhopal. Concepts of Epidemiology: An integrated introduction to the ideas, theories,
principles and methods of epidemiology, 2002.
9. Antony S. Basic statistics and epidemiology: A practical guide, 2002.
10. Gerald B., Lloyde DF., PatrickJH. And Thomas L. Biostatistics: A methodology for Health
Sciences
11. Jolley J. Introducing research and evidence based practice for nurses, 2010.
12. Maltby J., Williams G., McGarry J. and Day L. Research methods for nursing and health
care, 2010.

Learning materials
▪ AV aids (LCD and computer, writing board and marker or chalk)
▪ Computers with appropriate statistical software like EPI info, SPSS and etc.
▪ Handouts of lecture materials
▪ Research budget
Assessment Methods
Formative assessment
▪ Exercise and assignment
▪ Student presentation
Summative assessment
▪ Written exam (50 %)
▪ Assignment and/or student presentation (20 %)
▪ Research proposal (30%)

281
 Module schedule

Module /course duration = 5weeks

Lecture and discussion hours = 48 hrs for

Week Contents Time

1. Introduction to research
o Research and nursing research
o Importance of research
o Common research terminologies
o Types of research
o Steps in research process
2. Identification and delimitation of research problems
• Research topic selection
• Identification and prioritization of research problem
• Writing study background and problem statement
3. Literature Review
• Importance of literature review
• Approaches to literature review (Induction and
deduction)
• Steps in literature review
• Different ways acknowledging scientific papers and
referencing
• Commonly used electronic data bases
• Conceptual frame work of study
4. Objective writing
General objective
Specific objectives
5. Methodology
• Types research design (Observational and
experimental)
• Selection of study design
• Selection of target population
• Sampling and sampling techniques
• Identification and operationalization of research
variables
• Research ethics
• Methods and procedure of data collection

282
 • Data analysis, interpretation and synthesis
• Quality assurance techniques in research
• Work plan and budget break down
• Research findings dissemination
Exam 5 hours

University
Institute/College/Faculty/School/Department of Syllabus of the Course of Entre

Instructor Instructor’s Name Mobile No.

Contact Meeting Day(s) Meeting Time_
Information
Building No Floor No.

E-Mail Consultation Hours

Cour Lecture Discussion with Group Project Home Assessment Total Number
se peer & and Individual Study/Self of Hours Per
Infor Instructors assignment Study semester
mati
on
48 30 15 40 25 158
Course is For all Fresh Students
Prearranged
Degree B.A/B.Sc/BED/ LLB/& Others
Program
Course Title Entrepreneurship and Business Development
Course Code Entr 4011
Course Status Common
Course is Management Department
Coordinated
ECTS/Credit 3/2
Hours

283
 Academic Year Semester II
Course This interdisciplinary course is designed to introduce students the meaning and concept of
Description
entrepreneurship, creativity, innovation and their manageable processes that can be applied across
careers and work settings. It focuses on building entrepreneurial attitude and behavior that will
lead to creative solution within community and organizational environments. The Course topics
include the history of entrepreneurship, the role of entrepreneurs in the globalized economy and
the identification of entrepreneurial opportunities. The development of a business
ideas, products and services, marketing and developing new ventures, the examination of

284
 feasibility studies and the social and ethical implications of entrepreneurship are
incorporated. Besides, issues related to starting and financing a new venture are included.
Finally, managing growth, transition and sustainability of the venture are considered. And
forms of business organizations, legal and regulatory frameworks of governing the whole
system are also encompassed in the course syllabus.

Pre- No Pre-requisite
requisite
Course Upon the completion of this course, students will be able to:
Objectives
▪ Define entrepreneurship within the context of society
▪ Identify business opportunities
▪ Prepare business plan
▪ Distinguish forms of business ownership
▪ Comprehend intellectual property rights in business practices
▪ Define basic marketing concepts
▪ Formulate context-based marketing strategies
▪ Identify and evaluate sources of financing new ventures
▪ Manage business growth and transition
▪ Practice ethical business with all stakeholders

Expected The expected learning outcomes of this course are to produce innovative, creative,
Learning entrepreneurial team players, ethical and calculated risk-taking students who can run
outcomes their own
businesses efficiently and effectively.
Co As the intension of the course entrepreneurship is preparing University students for self
ur employment, the curriculum is designed focusing on changing the behavior of students. It
se is designed in such a way that graduates will be more of “job creators than job seekers”.
Co Much should be done on the behavioral aspects than the technical aspects of
m entrepreneurship. Students are expected to develop the basic competencies that
pe successful entrepreneurs should
te possess.
nc
e

285
Wee Topics and subtopics Course Objectives and Competences to be
k
Acquired

286
We Chapter 1 Definition and philosophy of After completing this chapter, students will be
ek Entrepreneurship Vs Entrepreneurs able to:
1&2 Historical origin of entrepreneurship1.2.Type ▪ Define the term entrepreneurship and
of Entrepreneurs entrepreneur
1.3. Role within the economy ▪ Identify types of entrepreneur
1.4.Entrepreneurial Competence and ▪ Recognize the role of entrepreneurship
Environment in the economy
Entrepreneurial Mindset ▪ Analyze the entrepreneurial
Demographic Factors competences
Entrepreneurial Environment ▪ Differentiate the term creativity and
1.5. Entrepreneurship, creativity and innovation
innovation
Activitie
s
Teacher Activity Student Activity
➢ Introducing objectives to the students ➢ Define the term entrepreneurship and
entrepreneur
➢ Asking brain storming questions
➢ Discuss the role of entrepreneurship
➢ Giving brief introduction to the sub topics within the economy
➢ Giving class room and home based works ➢ Explain the entrepreneurial competences

➢ Checking, evaluating, and giving

feedback to student’s work

➢ Summarizing the chapter

Delivery Methods Interactive Lecture, group discussion and

reflection
Assessment Quiz 5%

Week Chapter 2 Business Planning Course Objectives and Competences to be

3,4&5 Acquired
2.1. Opportunity Identification and After completing this chapter, students will be
Evaluation able to:

287
 Business Idea Development ▪ Identify opportunity in the environment
Business Idea Identification ▪ Evaluate the opportunities in the
Sources of Business Ideas environment
Methods for generating Business Ideas ▪ Generate business idea
The Concept of Business Planning ▪ Explain the concept of business planning
Business Feasibility ▪ Identify components of business plan
The Business plan ▪ Develop business plan
Developing a business plan
Activities
Teacher Activity Students Activity
➢ Introducing objectives to the students ➢ Discuss business opportunities in the
environment
➢ Asking brain storming questions
➢ Generate business idea
➢ Giving brief introduction to the sub ➢ Synthesize the components of business
topics plan

➢ Giving class room and home based ➢ Develop business plan

works

➢ Checking, evaluating, and giving

feedback to student’s work

Summarizing the chapter

Delivery Interactive Lecture, group discussion and
Methods
reflection
Assessment ➢ Group Project/ Business Plan 15%
Development
5%
➢ Presentation

Week Chapter 3 Business Formation Course Objectives and Competences to be

6&7 Acquired
3.1. The Concept of Business After completing this chapter, students will be
Development able to:

288
 Forms of Business (a short ▪ Explain the concept of business
explanation) development
Definition and Importance of SMEs ▪ Identify the forms of business ownership
Setting up small scale business ▪ Define SMEs
3.5 Roles of SMEs ▪ Analyze the importance of SMEs
Business failure and success ▪ Set Up small scale business
factors.
▪ List role of SMEs
Problems of small scale
▪ Distinguish the failure and success
business inEthiopia
factors of SMEs
3.7 Organizational structure and
▪ Identify the problem of small scale
entrepreneurial team formation
business in Ethiopia
▪ Develop organizational culture
Activity
Teaching Activity Student Activity
➢ Introducing objectives to the students ➢ Discuss the concept of business
development
➢ Asking brain storming questions
➢ Brainstorm the importance of SMEs
➢ Giving brief introduction to the sub ➢ Discuss the failure and success factors of
topics SMEs

➢ Giving class room and home based

works

➢ Checking, evaluating, and giving

feedback to student’s work

➢ Summarizing the chapter

Delivery Methods Interactive Lecture, group discussion and

reflection
Assessment ➢ Individual assignment 10%
Week Chapter 4 Product or Services Development Course Objectives and Competences to be
8&9 Acquired

289
 The Concept of product or After completing this chapter, students will be
servicetechnology able to:
Product or service development ▪ Describe the concept of product and
Process
services
Legal and regulatory frameworks
▪ List product or service development
Intellectual Property
process
Protection/Productor service
▪ Discuss the intellectual property
protection
protection
Patent
Trademarks
Copyrighting
Activity
Teacher Activity Student Activity
➢ Introducing objectives to the students ➢ Describe the concept of product and
services
➢ Asking brain storming questions
➢ Analyze Product or service process
➢ Giving brief introduction to the sub ➢ Recognize legal and regulatory
topics frameworks

➢ Giving class room and home based ➢ Describe intellectual property protection

works

➢ Checking, evaluating, and giving

feedback to student’s work

➢ Summarizing the chapter

Delivery Methods Interactive Lecture, group discussion and

reflection
Week Chapter 5 Marketing Course Objectives and Competences to be
11&12 Acquired
The Concept and philosophy of After completing this chapter, students will be
marketing able to:
Marketing Mix and Strategies ▪ Define marketing
5.3 Marketing Information System ▪ Identify Marketing mix and strategies

290
 Marketing intelligence ▪ Analyze components of marketing
Marketing research information system
5.5. Competitive analysis ▪ Explain competitive environment
5.6 Selling and Customer Service ▪ Describe customer service and selling
process
Activity
Teaching Activity Student Activity
➢ Introducing objectives to the students ➢ Define marketing concept
➢ Discuss marketing mix strategies
➢ Asking brain storming questions
➢ Differentiate components of marketing
➢ Giving brief introduction to the sub information system
topics ➢ Explain competitive environment

➢ Giving class room and home based

works

➢ Checking, evaluating, and giving

feedback to student’s work

➢ Summarizing the chapter

Delivery Methods Interactive Lecture, group discussion and

reflection
Assessment Test 15%
Week Chapter 6 Financing the new venture Course Objectives and Competences to be
13&14 Acquired

291
 Overview of Business Financing After completing this chapter, students will be
Source of financing able to:
Equity financing ❖ Know business financing
Debt financing ❖ Identify the sources of finance
Trade credit ❖ Understand with traditional financing
Lease financing techniques
Traditional Financing (Equib/Edir, ❖ Familiarize with crowd funding
etc.) ❖ Know Ethiopian micro finance system
Crowd Funding
Micro finance in Ethiopia
Activity
Teaching Activity Student Activity
➢ Introducing objectives to the students ❖ Discuss business financing
❖ Identify the sources of finance
➢ Asking brain storming questions
❖ Explore traditional financing techniques
➢ Giving brief introduction to the sub ❖ Aware about crowd funding
topics ❖ Examine Ethiopian micro finance

➢ Giving class room and home based system

works

➢ Checking, evaluating, and giving

feedback to student’s work

Summarizing the chapter

Delivery Methods Interactive Lecture, group discussion and
reflection
Week Chapter 7 Managing Growth and Transition Course Objectives and Competences to be
15&16 Acquired
Managing business growth After completing this chapter, students will be
New venture expansion able to:
strategies
❖ Know how to manage business growth
Business Ethics and Social
❖ Understand business expansion
Responsibility

292
 strategies
❖ Know & Internalize business ethics &
social responsibilities
Activity
Teaching Activity Student Activity

➢ Introducing objectives to the students ▪ Discuss business growth & its

management
➢ Asking brain storming questions
▪ Identify new venture expansion
➢ Giving brief introduction to the sub strategies
topics ▪ Examine business ethics & social

➢ Giving class room and home based responsibility issues

works

➢ Checking, evaluating, and giving

feedback to student’s work

➢ Summarizing the chapter

Delivery Methods Lecture, group discussion and reflection ,

Discussion with Real World Entrepreneurs
Course Listen to a lecture and take notes on the lesson treated, take part in reading assignment,
Teaching Group Discussion, Individual reflection, Debate among groups, Case study discussion and
Learning analysis, Assignment presentation
Methods
Assessment Methods ➢ Quiz 5%
➢ Test 15%
➢ Individual Assignment 10%
➢ Business Plan Preparation 15%
➢ Presentation 5%
➢ Final Exam 50%
Commitment of Preparedness: You must come to class prepared by bringing with you the appropriate
Instructors and materials like handouts, worksheets and exercises given, text books and completed

293
Learners assignments. Complete the individual and group assignments and other activities on time.
You must plan your own learning through reading various course related materials and
chapters in books. You are expected to work much individually to meet the requirement of the
course. You have to use your time for group work and home study effectively.
Participation: Make active participation during discussions (you must participate in class).
You are not participating if you are simply talking to a friend, doing homework,
daydreaming, or not doing what the rest of the class is doing. If you are working in a group
or with a partner, you must talk to your group members or partner and be a part of the group.
Always be ready and willing to give constructive feedback to partners’/group members and
to listen to their comments on your work
Medium: Use only English, which is the medium of instruction, especially in the class
room
Policy of University: Attendance: It is compulsory to come to class on time and every time. If learners are going to
85% during the term, they should not take this course
Assignments: Learners must do their individual and group projects and submit on time. Any
assignments will be submitted on and before the specified deadline.
Tests/Quizzes: Learners have short quizzes and tests almost every unit. If they miss the class
or, are late for class, they will miss the quiz or test and no makeup test or quizzes will be
given for late arrivals. Therefore, learners are expected to comply with the rules and the
regulations of the University as well.
Cheating: Learners must do their own work and not copy and get answers from someone
else. When learners are in class, there are strictly forbidden from chewing gum, consuming
any addictive substances, listening to recorders or CD players, or being involved in acts that
interrupt the normal teaching-learning process. Besides, learners are required to switch off
their cell phones before class and exam sessions. Learners who attempt to disobey these
rules and regulations will be subject to disciplinary measures accordingly to the Senate
Legislations of the University.

Reference & Recommended Text book

Hirsh RobertD. and D. and Peters MichaelP. “Entrepreneurship” Fifth Edition, Tata McGraw
Hill Edition, 2002.
Texts Further References
❖ Justin G. Longenecker and Carlos W. Moore, Small Business Management 12th edition,
College Division South Western Publishing Co. Dallas, 2003

294
 ❖ Holt David H. “Entrepreneurship – New venture Creation “Eastern Economy Edition,
2000.
❖ DonaldF.Kutatko and RichardM.Hodgetts, “Entrepreneurship: A Cotemporary
Approach” Fourth Edition.
❖ HailayGebretinsae, Entrepreneurship and Small Business Management, 2nd Edition.

approach “. Fourth Edition, the Dryden Press, 1998.

Team training program (TTP)

Module Title: Team training program (TTP)
Module Code: SPH 4033
ECTS: 6
Duration: 8 Weeks
Professionals and level of education: Undergraduate Health professionals Training

Module Description: This TTP is designed for undergraduate health professional to equip with
the required knowledge, attitude and skills that can achieve an understanding of how collaboration
applies to healthcare to deliver the highest quality of care across setting by providing opportunity
to participate in inter-professional education which will enable them to be collaborative-practice
ready health work force.

Module General Objective

At the end of this module the students will be able to provide comprehensive services (both
clinical and non-clinical health-related work) in a collaborative team environment by working with
patients, their families, carers and communities to deliver the highest quality of care across setting
which in turn optimizes health-services, strengthens health systems and improves health outcomes
Learning outcomes
• Provide comprehensive services (both clinical and non-clinical health-related work, such
as diagnosis, treatment, surveillance, health communications, management and sanitation
etc…) a collaborative team environment by working with patients, their families, carers
and communities to deliver the highest quality of care across setting
• Work with individuals of other professions to maintain a climate of mutual respect and
shared values
• Use the knowledge of one’s own role and those of other professions to appropriately assess
and address the healthcare needs of the patients and populations served.
• Communicate with patients, families, communities, and other health professionals in a
responsive and responsible manner that supports a team approach to the maintenance of
health and the treatment of disease.
• Apply relationship-building values and the principles of team dynamics to perform
effectively in different team roles to plan and deliver patient-/population-centered care that
is safe, timely, efficient, effective, and equitable.
• Interact, negotiate and collaborate with colleagues from other professions (learn from each
295
 other) during providing clinical and non-clinical service
• Respect for the values and beliefs of their colleagues during providing clinical and non-
clinical service
• Learn to appreciate the challenges and benefits of working in teams during providing
clinical and non-clinical service
• Communicate and consult each other to optimize care for the patient during providing
clinical and non-clinical service
• Jointly work with a common set of problem with shared responsibility and decision-
making for patient care and foster a collaborative learning environment (learn with each
other)

Teaching-Learning Methods
1. Guided Community visit , survey and practice
2. Guided project work
3. Guided clinical practice(Task based learning)
4. Case/problem - based learning
5. Seminar
6. Facilitated Group discussion
7. Reflective Portfolio
8. Personal research and reflection exercise (PRRE)
Teaching learning materials
1. AV aids (LCD and computer or Overhead projector and transparencies, writing board and
marker or chalk)
2. Computers with internet and data analysis software
3. Logbooks for entry of community experience
4. Stationeries for community survey
5. Drugs, equipment, tools and materials for clinical and public health interventions

Assessment Methods
Formative assessment
1. Direct observation of performance ( clinical area, community setting,
2. Written test
3. Oral questioning /interview
4. Review of task ( assignment , project , activity report , logbook, portfolio) completed by
students
5. Global rating midway during TTP
6. Seminar presentation
7. Review of Reflective portfolio
Summative assessment
1. Feedback from colleagues and supervisors/peer (360 degree evaluation (20 %)
2. Feedback from immediate supervisor using Global rating scale (20 %))
3. Review of task (assignment, project, activity report including mini project, community
diagnosis etc..) completed by students (50%)
296
 4. Review of Reflective portfolio (10%)
Attendance or participation requirement

Attachment Schedule (8weeks)

297
 Key practice area Duration
1 Community Surveillance (CS) 1 week
2 Clinical practice ( Dx, Rx..)..(CP) 1 week
3 School Health Service + Outreach and health institutions supervision 1 week
activities (SHS &OR,Sup
4 Prison Health Service + Environmental health activities(PHS & EHA) 1 week
5 Primary Health Care (PHC) evaluations (PHC) 1 week
6 Inter-Professional Education (IPE) 1 week
7 Mini-project work (MP) 1 week
8 Home visiting (HV) 4 hr /week for 7 weeks
(Every Friday morning)

Week Evaluate effectiveness and efficiency of the service rendered and the community learning experience
8 Overall reporting and discussion
Typical weekly schedule
Week Area of practice Remark
1 Community surveillance All students
2 IPE All small group
3 CP SHS PHS PHC MP
4 G1 G2 G3 G4 G5
5 G5 G1 G2 G3 G4
6 G4 G5 G1 G2 G3
7 G3 G4 G5 G1 G2
8 G2 G3 G4 G5 G1
N.B.
• All the team will involve in community surveillance in the first week of TTP
• Students will divide in 5 small groups starting from 2 week of TTP and each group will be assigned and
practice IP learning activities
• Starting from 3rd week, each small group will be assigned in one practice area for a week and rotate every
week
• Each group apply principle of IPE (collaborative work with a common set of problem with shared
responsibility and decision-making, communication, consultation , interaction, respect … ) in all practice
area.
• Seminar –each team will have their on seminar on the identified patient /community problem to be solved
and the team explain, argue , reason and debate on it.
• Implementation of mini-project by each will continue till the end of the TTP practice
• Outreach and health facilities supervision will be conducted in the same week along with SHS and PHS
• All group will conduct home visiting every Friday morning
1. Community Diagnosis
It is the process of identification and detailed description of the most important health problems of a given
community. The objectives of this community diagnosis attachment is to enable students identify major
health & health related problems & set priorities, understand the health status of the population, design the
possible interventions to alleviate the major identified problems, identify resource for the intervention,
mainly resources available in the community, and implement interventions with full participation of the
community
298
 Monday Tuesday Wednesday Thursday
AM key activities
• Select the area/community,
PM
• Communicate with the relevant bodies in area/community,
• Develop tools of data collection, pretest and standardize the tools/instruments,
• Mapping and zoning the study area and number the houses,
• Collect, process, analyze data, and write up,
• Select appropriate intervention
• Design an action plan

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

Monday Tuesda Wednesday Thursday F

y r
i
d
a
y
AM Identification common set of Team Team work
problem and planning work Team work ….cont.d
1. Review and understanding of
core competency / objectives of
IPE and collaborative practice
2. Consensus on the ethical
principles /ground rules to guide
all aspects of patient care and Seminar ( on the identified
team work patient /community problem to
3.Identification of patient be solved and team explain, H

299
 /community problems to be argue , reason and debate on it) o
solved or /pt/community m
care/service to be provided e
collaboratively ( Based on
community diagnosis) v
4. Identification and selection i
of set of interventions to be s
implemented to solve i
problem/selection of strategies t
to provide care/service i
5. Clarify each member’s n
responsibility in executing g
components of a treatment plan
or public health intervention
6. Jointly plan and share
responsibilities (develop joint
action plan). Action plan
includes
• Activities/tasks to be
implemented
• Responsible profession
• Resource needed
• TimeLine
PM Working together Team Team work Review meeting
• Implement interventions work Team meet together and each
in collaborative and team members
consultative manner Explain
with shared implemented W
responsibilities and intervention/activitie e
decision making s e
• Perform range of tasks k
• Justify/discuss/argue l
together
the rationale for each y
intervention given
• Reflection on a
individual and team c
performance for t
individual, as well as i
team, performance v
improvement. i
Evaluation of IPE t
Evaluation focused on degree y
of :
• Collaboration work r
with a common set of e
problem p
• Communicate and o
consultation of each r

300
 other t
• Integration of the
knowledge and
experience of other
professions—
appropriate to the
specific care
situation—to inform
care decisions,
• Respecting the unique
cultures, values,
roles/responsibilities,
and expertise of other
health professions
• Engagement of other
health professionals—
appropriate to the
specific care
situation—in shared
patient-centered
problem-solving.
• Working in
cooperation with other
health professions, and
others who contribute
to or support the
delivery health
services
• Sharing accountability
with other professions
• Learning about, from
and with each other
• Benefits & Challenges
of working in teams
Understanding of how
professional roles and
responsibilities complement
each other in patient-
centered and
community/population
oriented care.
• Able to clearly describe
one’s own professional
role and responsibilities
to team members of
other professions and
understand others’
roles and

301
 responsibilities in
relation to one’s own
role
• Clarify each member’s
responsibility in
executing components
of a treatment plan or
public health
intervention.
• Able to knows and uses
the others’ expertise
and capabilities in a
patient centered way.

3. Clinical practice
The team in the clinical practice is expected to provide promotive, preventive, curative and rehabilitative
services. In the health care facility, the team can deal with conditions/illness that need more investigations
and attention.
Monday Tuesday Wednesday Thursday Friday
AM 1. Review and understanding Provide Provide
of core competency / comprehensi comprehensi Team work
objectives of IPE and ve services in ve services in
collaborative practice a a
Home visiting
2.Consensus on the ethical collaborative collaborative
principles and ground team team
rules to guide all environment environment Seminar ( on the identified
aspects of patient care and patient
team work /community problem to be solved
3. Clarify each member’s and team explain, argue , reason
responsibility in executing and debate on it)
components of a treatment
plan or public health
intervention
4. Discuss how to
effectively work in
collaboration,
consultation and
communication with
each professions on set
of problem
5. Engagement of other
health professionals—
appropriate to the
specific care situation—
in shared
patient-centered problem-
solving

302
PM Team work Team work Review meeting
Provide comprehensive Team meet together and each team
services in a collaborative members
team environment (Team • Explain
work) implement Weekly
ed intervention/activities activit
• Justify/discuss/argue y report
th
e rationale for each
intervention given
• Reflection on individual
and team performance for
individual, as well as team,
performance improvement.
Evaluation of IPE
Evaluation focused on degree of :
• Collaboration work with a
common set of problem
• Communicate and
consultation

303
 of each other
• Integration of the knowledge
and experience of other
professions— appropriate to
the specific care situation—to
inform care decisions,
• Respecting the unique
cultures, values, roles/
responsibilities, and expertise
of other health professions
• Engagement of other health
professionals—appropriate to
the specific care situation—in
shared patient-centered
problem- solving.
• Working in cooperation with
other health professions, and
others who contribute to or
support the delivery health
services
• Sharing accountability with
other professions
• Learning about, from and with
each other
• Benefits & Challenges of
working in teams

6. School Health Services (SHS)

School health service is a health service that is offered in the school, which focuses mainly on
prevention of diseases and promotion of health. The objective is to create conducive environment
for teaching learning process, prevent transmission of communicable diseases in the school,
identify and treat diseases at their earlier stage in order to prevent further suffering, disability and
death and promote health of students

Monday Tuesday Wedn Thursday Friday

esday

304
AM 1. Review and understanding of Team work Team Team work
core competency / objectives of work
IPE and collaborative practice
and its application in SHS
2. Consensus on the ethical
principles /ground rules to guide
all aspects of patient
/community care and team work
3.Identification of patient
/community problems to be Home
solved or care/service to be visiting
provided collaboratively (
Based on community diagnosis) Seminar ( on the
4. Identification and selection of identified patient
set of interventions to be /community
implemented to solve problem to be
problem/selection of strategies solved and team
to provide care/service. explain, argue ,

305
 5. Clarify each member’s reason and debate
responsibility in executing on it)
components of a treatment plan
or public health intervention
6. Jointly plan and share
responsibilities (develop joint
action plan)
action plan includes
• Activities/tasks to be
implemented
• Responsible profession
• Resource needed
• TimeLine
PM Working together Team work Team Review meeting
• Implement interventions work Team meet
in collaborative and together and each Weekly
consultative manner team members activity
with shared Explain report
responsibilities and implemented
decision making intervention/
activities
Justify/discuss/ arg
ue the rationale
for each
intervention given
Reflection on
individual and team
performance for
individual, as well
as team,
performance
improvement.
Evaluation of IPE
Evaluation
focused on degree
of :
Collaboration
work with a
common set
ofproblem
Communicate and
consultation of
each other
Integration of the
knowledge and
experience of other
professions—
appropriate to the

306
 Specific care
situation—to
inform care
decisions,
Respecting the
unique cultures,
values, roles
/responsibilities,
and expertise of
other health
professions
Engagement of
other health
professionals—
appropriate to the
specific care
situation—in
shared patient-
centered problem-
solving.
Working in
cooperation with
other health
professions, and
others who
contribute to or
support the
delivery health
services
Sharing
accountability with
other professions
Learning about,
from and with
each other
Benefits &
Challenges of
working in teams

7. Prison Health Service

It is one of the setting in which health care service is provided for prisons with the objective of
identifying health & health related problems in the prison , maintaining the sanitation of the
prison, breaking disease transmission and increasing health awareness of the prison staff and
prisoners.
Monday Tuesday Wednesda Thursday
y
AM 1.Review and understanding of core team work Team work Team work
competency /
objectives of IPE and collaborative
practice and its
307
 application in PHS
2. Consensus on the ethical principles
/ground rules to guide all aspects of
patient /community care and team work Seminar ( on the identified
3. Identification of patient /community
patient /com problem to be
problems to be solved or care/service to
be provided collaboratively (Based on solved and team explain, a and
community diagnosis) debate on it)
4. Identification and selection of set of
interventions to be implemented to solve
problem/selection of strategies to
provide care/service.
5. Clarify each member’s responsibility in
executing components of a treatment
plan or public health intervention
6. Jointly plan and share
responsibilities (develop joint action
plan)
action plan includes
• Activities/tasks to be implemented
• Responsible profession
• Resource needed
• TimeLine
PM Working together Team work Team work Review meeting
Team meet together and each
• Implement interventions in team members
collaborative and consultative • Explain implemented
manner with shared intervention/activities
responsibilities and decision • Justify/discuss/argue the
making rationale for each
• Reflection on individual
and team performa as well as
team, performance
improvement.
Evaluation of IPE
Evaluation focused on degree of
:
• Collaboration work with a
common set of
• Communicate and
consultation of each othe
• Integration of the
knowledge and ex
professions— appropriate to
the specific inform care
decisions,
• Respecting the unique
cultures, values, ro and
expertise of other health
professions
• Engagement of other health
professionals— specific care
situation—in shared patient-
solving.
• Working in cooperation with
other healt others who
308
 contribute to or support the
services
• Sharing accountability with
other professio
• Learning about, from and
with each other
• Benefits & Challenges of
working in teams

5. Environmental Health Activities

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

Monday Tuesday Wednesday Thursday Fri

day
AM 1.Review and understanding of core Team work Team work Team work
competency /

309
objectives of IPE and collaborative
practice and its application in EHA
2. Consensus on the ethical principles
/ground rules to guide all aspects of patient
/community care and team work
3.Identification of patient /community Seminar ( on the Ho
problems to be solved or care/service to be identified patient me
provided collaboratively ( Based on /community problem to visit
community diagnosis) be solved and team ing
4. Identification and selection of set of explain, argue , reason
interventions to be implemented to solve and debate on it)
problem/selection of strategies to provide
care/service.
5.Clarify each member’s responsibility in
executing components of a treatment plan
or public health intervention
6. Jointly plan and share responsibilities
(develop joint action plan)
action plan includes
• Activities/tasks to be implemented
• Responsible profession
• Resource needed
• TimeLine TimeLine

310
PM Working together Working Working Review meeting
• Implement interventions in together together Team meet together and
collaborative and consultative ….cont.d ….cont.d… each team members
manner with shared Explain We
responsibilities and decision implement ekly
making ed intervention/activities acti
Justify/discuss/argue vity
the rep
rationale for each ort
intervention given
Reflection on individual
and team performance
for individual, as well as
team, performance
improvement.
Evaluation of IPE
Evaluation focused
on degree
of :
Collaboration work with
a common
set of problem
Communicate
and consultation of
each other Integration of
the knowledge and
experience of
other professions—
appropriate to the
specific care situation—
to inform care decisions,
Respecting the
unique
cultures,
value
s, roles/responsibilities,
and expertise of other
health professions
Engagement of other
health professionals—
appropriate to the
specific care situation—
in shared patient-
centered problem-
solving.
Working in cooperation
with other health
professions, and others
who contribute to or
support the delivery
health services
Sharing accountability
with other professions
Learning about, from
311
 and with each other

312
 Benefits & Challenges of
working in teams
6. Mini- project
It is a small-scale project that will be devised and implemented by the health team to
alleviate health and health related problems, which was identified during community
diagnosis or other mechanisms. The objectives of the mini-project is to bring the different
disciplines together, find out problems, and try to solve them within the limited resources
available in the community.

Monday Tuesday Wednesday Thursday F

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

313
PM Working together Team work Team work Review meeting
• Jointly Implement the mini- Team meet together and each
team members
project in collaborative and
• Explain implemented
consultative manner with shared intervention/activities
responsibilities and decision • Justify/discuss/argue the W
making with full participation rationale for each ee
of the community and other intervention given kl
concerned bodies • Reflection on individual y
• Monitor and evaluate the mini- and team performance ac
project; arrange follow up for individual, as well as ti
mechanisms for sustainability team, performance vi
improvement. ty
Evaluation of IPE
re
Evaluation focused on
degree of : Collaboration p
work with a common set or
of problem Communicate and t
consultation of each other
Integration of the knowledge
and experience of other
professions— appropriate to
the specific care

314
 situation—to inform care
decisions, Respecting the
unique cultures, values,
roles/responsibilities, and
expertise of other health
professions Engagement of
other health
professionals—appropriate to
the specific care situation—in
shared patient-centered
problem-solving.
Working in cooperation with
other health professions, and
others who contribute to or
support the delivery health
services
Sharing accountability with
other professions
Learning about, from and
with each other
Benefits & Challenges of
working in teams

7. PHC evaluation
Primary health care evaluation is the assessment to know the status of PHC components,
identify challenges/problems in the implementation of the programs and there by
forwarding solution. The objectives are to know the status of PHC components, measure
the cost effectiveness and cost efficiency of the programs, identify problems/challenges in
the implementation of the programs and develop skills in planning, implementing and
evaluating specific PHC programs
Monday Tuesday Wednesday Thursday Friday
AM .Review and understanding of core competency / Collection of Data Provision of feedback
objectives of IPE and collaborative practice and its
application in PHC evaluation
data analysis • Give feed back to Home
Clarify each member’s responsibility in executing and write up the concerned visiti
bodies ng
components of a treatment plan or public health (Oral and written )
intervention

• Seminar ( on the
Planning identified patient
• Jointly Plan how to conduct the /community
evaluation problem to be
Planning includes solved and team
• Identification of indicators for explain, argue ,
the evaluation of PHC programs reason and debate
on it)
• Development of •
instruments/tools for the
evaluation
Analyze role and responsibilities of
each team member in PHC evaluation 315
share responsibilities
PM • Planning cont.d Collection of Data Review meeting
 for each intervention given Reflection on report
individual and team performance for individual,
as well as team, performance improvement.
Evaluation of IPE
Evaluation focused on degree of
Collaboration work with a common set of
problem Communicate and consultation of each
other
Integration of the knowledge and experience of
other professions— appropriate to the specific
care situation—to inform care decisions,
Respecting the unique cultures, values,
roles/responsibilities, and expertise of other
health professions Engagement of
other health professionals—
appropriate to the specific care situation—in
shared patient-centered problem-solving.
Working in cooperation with other health
professions, and others who contribute to or
support the delivery health services
Sharing accountability with other professions
Learning about, from and with each other
Benefits & Challenges of working in teams

316
Pre-internship exam
Course Title: Pre-internship exam
Course code: Nurs 4043
ECTS: Pass/Fail

Course/exam Description

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

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

1. The pre-internship examination will consist of four separate exam booklets and practical
exam/OSPE/OSCE on the following areas
• Neonatal Nursing
• Pediatric Nursing
• Medical Nursing
• Surgical Nursing
• Pediatric Nursing
• Obstetrics and Gynecology Nursing
2. The pass score for each written and practical exam is 60%

317
3. Student who fails pre-internship (Medical-surgical nursing, Oby/Gyn nursing and
Pediatrics nursing) shall repeat each attachment for one month before re-examination pre-
internship, If the Student fails again on re examination the student repeat the module of
Specific Competency He/She fails.

318
Medical Nursing professional practice/internship
Module Title: Medical Nursing professional practice/internship
Module Code: Nurs 4053
ECTS: 7
Module Duration: 5 Weeks (including summative assessment)
Approach: BLOCK system
Prerequisites: Medical surgical nursing II with its practicum
Module Description: This module is designed for students to provide opportunities to synthesize
and integrate the Knowledge, Skill and Attitude they have learned and practiced in the
classroom, demonstration room, clinical simulation room, clinical practice sites and the
community, and to apply them in the area of medical care units under minimum supervision.
Module Objective
By the end of this module, students will be able to provide quality, culturally sensitive
comprehensive independent & interdependent nursing care for individuals and families using
nursing process as framework in the area of medical units in accordance with nursing
professional codes of conduct and principles.
Supporting Objectives
To meet the above module objective the students will be able to:
• Identify and manage common medical disorders using nursing process as a framework
• Analyses, understands and makes professional clinical judgment, upholds ethical practice,
and maintains respect for the patients and families.
• Practice quality nursing care by the adoption of a holistic and individualized approach to the
patient in accordance with relevant legislation, policies and guidelines of the health care
facility
• Plan an efficient and effective communication system with the patient/family/significant
others, the multidisciplinary team and other relevant departments.
• Organize a group of peers and other professionals, bearing in mind the subsystem and the
organization’s purposes, and the results of the activity
• Formulate his/her professional portfolio in order to personally develop and meet the required
knowledge and skill for constantly evolving specialization.
• Plan to use resources effectively and efficiently in the provision of quality nursing care

319
• Prepare to actively teach, mentor and supervise junior students with in the working area.
• Devise high quality, culturally sensitive health education and advise to patients, relatives and
at risk groups according to their needs to help them reach in decisions and to maximize the
wellbeing of community
• Demonstrate proper documentation and reporting skills for dependent and independent
activities regularly
• Question any inappropriate medical care plan for their patients in the unit
• Manage the safety of patient care environment
• Justify any type of care plan they prepare for their patients, family and community.
• Interpret basic laboratory values
• Support patients and other health team during advanced procedures.
• Formulate admission and discharge planning for patients with medical problems
• Comply with infection prevention practices
• Manage common STIs using syndromic approach
Areas to be covered with this module
❖ Providing basic nursing care for patients with medical disorders
❖ Assisting during advanced medical procedures
❖ Care plan
❖ Professional attitude, ethics,
Practice site: Hospitals or health centers
Location: Medical ward/units/outpatient
Teaching and learning methods

320
 ▪ Demonstration of key task
▪ Guided practice ( coaching)
▪ Case Based Discussion (CBD)
▪ Seminar presentations(individual/group tutorials)
▪ Nursing round /bedside teaching
▪ Group discussion following exposure to any learning experience
▪ Independent study and practice
Methods of assessment
Formative

• Direct observation while student performance

• Oral exam
• Written test
• Review of student log book, portfolio etc... that show student learning
• Review of reports, procedures, care plan, assignment, project etc… developed by the
student (may be part of portfolio)
• Expert judgment (global rating)
• Use of multisource (360 degree)
• Documented and verified reports from supervisor, colleague, subject expert, trainer or
others(third party report)
▪ Reflective practice
▪ Case study
▪ Report from resident staff/nurses
Summative
DO (direct observation of performance ) ------------------------------------------------- (40%)
Review of portfolio (20%)
OSCE/Oral (30%)
Others (bedside, seminar, case based) (10%)
Key professional practice /key tasks

• Assess, diagnose and manage patients with medical disorders using nursing process
• Doing physical examination
• Comforting patient (bed making, comfort devices)

321
 • Preparing patient for medication procedures
• Administer medication
• Monitoring of patient’s condition/response to the problem or treatment
• Prevent and manage medical complications
• NG tube insertion & feeding
• Catheterization, input & output monitoring
• Documentation & recording
• Interpreting investigations of medical disorders
• Developing nursing care plan
• Implementing developed care plan
• Evaluating care plan
• Prepare bedside & case presentations
• Rounds & regular visits
• Prepare and present seminars
• Oxygen administration and monitoring
• Providing health information for the patients and families
• Prepare fluids with different concentration
• Assist with Lumbar puncture demonstration
• Blood sugar measurement
• Admission and discharge planning
• Assist in care of critically ill patients in the ICU
• Writing client progress notes
• Infection prevention
N.B.:
▪ There should be night duty during the attachment/internship
▪ Every day morning session (in each attachment site)
▪ Every Thursday seminar presentation/at least once a week
▪ Monday morning clinical round inpatient wards
▪ Weekly schedule will be prepared by clinical coordinator
▪ The following key learning activities should be included in each weekly schedule and time
should be allocated for each learning activities
▪ Demonstration of some key tasks by clinical facilitators

322
 ▪ Guided practice* -Time for students to practice with feedback
▪ Group discussion- time for facilitated group discussion
▪ Case based discussion*- time foe facilitating CBD
▪ Individual/group tutorial(seminar)
▪ Bedside teaching /Nursing round *
▪ Independent study and practice*

Surgical Nursing professional practice Internship

Module Name: Surgical Nursing professional practice Internship
Module code: Nurs 4063

EcTS: 7 ECTs

Pre-requisite (if any): Medical Surgical Nursing I and II module

Duration (In Weeks): 5 wks (including summative assessment)

Module Description: Also module is designed to provide opportunities to synthesize and

integrate the Knowledge, Skills and attitude they have learned in the area of Surgical nursing in
the classroom and practicum and apply in surgical inpatient, surgical emergency, operation room
and recovery Unit to practice nursing under minimum supervision before graduation.

Learning outcome:

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

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

Possible Area of clinical practice units

• Surgical inpatient
• Surgical emergency
• Surgical OPD
• Minor operation
• Operation room
• Recovery room (PACU
• CSR (central sterilization)
Key performance task/competencies
• Assess , diagnose and intervene patients with surgical disorders
• Providing nursing care for a patient with surgical problem of body systems
• Preparing patient for surgery
• Practice scrubbing and circulating roles
• Process surgical instruments
• Assess and provide Wound care
• Monitoring of patient’s condition and intervene
• Prevent and treat complications
• NG tube insertion
• Input & output monitoring
• Documentation & recording
• Interpreting investigations of lab result
• Developing nursing care plan
• Implementing developed care plan
• Evaluating care plan
• Prepare bedside & case presentations
• Rounds & regular visits
• Bed making
• Administer oxygen for minimum of patients
• Give peri-operative nursing care
• Give a minimum of bed baths
• Pack and sterilize instruments, gloves and rums
• Suturing wound
• Remove wounds stitches
• Give tracheotomy care
• Administering Oxygen
• Enema
• Breathing and coughing exercise
• Perform gastric lavage
• Give nasal feeding (gavage)
• Urinary Catheterization
• Give intramuscular injection
• Give subcutaneous injection
• Give intravenous injection
• Set and give IV infusion

324
 • Blood transfusion
• Take blood sample
• Perform general physical examination
• Assist in:-
o Abdominal paracenthesis
o Liver biopsy
o Lumbar puncture
o Traction applications
o Cast care procedure
o Broncosopy procedure
o Coloscopy procedure
o Endocscopy procedure
• Colostomy care
• Treat and care for patient with feco-oral disease
• Provide care for patient with immobilization devices
• Crutch walking counseling and demonstration

Teaching –learning methods and activities

• Demonstration of key task
• Guided practice ( coaching)
• Case Based Discussion (CBD)
• Seminar presentations(individual/group tutorils)
• Nursing round /bedside teaching
• Group discussion following exposure to any learning experience
• Independent study and practice
Learning assessment methods

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

• Direct observation of individual performance = 40%

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

325
N.B.:

▪ There should be night duty during attachment

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

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Maternity and reproductive health nursing professional practice

Module title: Maternity and reproductive health nursing professional practice

Module Code: Nurs 4073

Cr.Hr/EcTS: 7 EtCTS

Pre-requisite: All theoretical and practical modules

Duration (In Weeks):5 weeks (including examinations)

Description: This internship is designed for comprehensive BSC nurse students to provide
nursing care in maternity ward using nursing process for mothers with normal & abnormal
pregnancy, labour, puerperium and gynecological cases, while identifying and referring
complicated obstetric and gynecological cases for better management. Moreover, it equips them
to provide services reproductive health services base on client and/or patient need. Learning
outcome

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

Key performance task/competencies

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

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

327
 • Provide comprehensive abortion care
• Provide nursing care for women’s with gynaecologic problem using nursing process as
framework.
• Refer case if beyond scope of practice
• Demonstrate nursing skills and professional attitude in the daily activities of the clinical
area following CRC principles

Teaching –learning methods at clinical practice

• Guided practice ( coaching)

• Seminar presentation / assignment/project /report …
• Group discussion following exposure to any learning experience
• Independent study and practice
• Case study
• Bed side discussion

Teaching –learning materials and resources

• This will include: Reference text books, national service delivery guidelines, learning
guides, SOP, checklists, video, medical equipment and supplies, etc….

Teaching –learning assessment policies/guideline and methods

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

40% 20 % 30% 10%

Performance assessment methods

328
Module policy:

➢ Attendance is 100% mandatory without justifiable reasons i.e., without reporting to the
instructor and/ having medical certificate he/ she will end up with one year delay and repeat
that particular internship.
➢ If a student is absent with medical certificate or justifiable reasons he/ she compensates it.
➢ If a student is absent without justifiable reasons s/he will repute the internship
➢ Students are expected to work including night and weekend time.
Module Schedule (typical week)

o Total duration= 5 weeks

o Clinical practice (week 1-3)
o Case based discussion =1hr/week
o Community practice (SPH4) =1week

Attachment area Task Week

ANC and family • Attend orientation on (learning outcome, code of
planning units conduct, assessment policies,& setting )
• Preform registration using various formats
• Take history
• Conduct physical examination
• Identify danger sign during pregnancy
• Request and interpret ANC related lab investigation
• Provide short acting FP methods
• Assist insertion and removal of long acting contraceptives
• Discuss case
• mentor junior nursing students
ANC and family • Provide ANC and PMTCT
• Provide short acting FP methods and insert and remove of long
planning units
acting contraceptives
• interpret ANC related lab investigation
• Discuss Cases
• Give Health Education
• Conduct FP Counseling
• Present Seminar
• mentor junior nursing students
• Attend orientation on (learning outcome, code of conduct,

329
 assessment policies,& setting )
Labour ward • Provide nursing care such as Vital sign, IV secure,
catheterization, medication administration, blood
transfusion, …
• Preform registration using various formats
• Take History
• Conduct physical examination
• Assist normal labour (Diagnosis, follow normal labour using
partograph
• Assist normal labour and delivery
• Preform AMTSL, and newborn care
• Prepare equipment for labour and delivery
• Provide postnatal care
• Observe abnormal labour and delivery follow up and
managements
• mentor junior nursing students

• Provide nursing care such as Vital sign, IV secure,

catheterization , medication administration, blood
transfusion, …
Labour ward • Take History
• Conduct physical examination
• Manage Normal labour (Diagnosis, follow normal labour using
partograph
• Perform normal labour and delivery
• Preform AMTSL, and newborn care
• Provide postnatal care
• Assist abnormal labour and delivery
• Perform sterilization techniques
• mentor junior nursing students
Oby/gyni OPD • Attend orientation on (learning outcome, code of conduct,
assessment policies,& setting )
• Provide nursing care such as Vital sign, IV secure,
catheterization …
• Take Gynecologic history using nursing approach
• Assist in Dx abnormal pregnancy, labour and delivery where
beyond scope consult or refer
• Provide Post Abortion care

330
 • Provide Comprehensive abortion Care
• Discussion on selected Case
• mentor junior nursing students

• Attend orientation on (learning outcome, code of conduct,

Gyn ward assessment policies,& setting )
• Provide nursing care such as Vital sign, IV secure,
catheterization, medication administration, blood
transfusion, wound care …
• Take Gynecologic history using nursing process as framework
• Provide nursing care for women having gynaecologic
abnormality
• Implement nursing process on women gynacalogy ward
• Discuss case
• presentation case and seminars
• Discuss bedside
• conduct nursing round
• mentor junior nursing students

• Provide nursing care such as Vital sign, IV secure,

Gyn ward catheterization , medication administration, blood
transfusion, wound care …
• Take Gynecologic history using nursing process as framework
• Provide nursing care for women having gynaecologic
abnormality
• Implement nursing process on women gynacalogy ward
• discuss case
• presentation case
• present bedside
• conduct Nursing round
• mentor junior nursing students

Teaching methods

• Guided community practice

• Facilitated discussion after exposure of learning experience
• Independent study
• Small group work
• Seminar
Assessment methods Total

331
 60%

Direct observation of individual/group performance 30%

Review of student portfolio 20%

Other( seminar .testimonies ….) 10%

332
Pediatrics and Child Health Nursing professional practice

Module Title: Pediatrics and Child Health Nursing professional practice

Module Code: Nurs 4083
Module Duration: 5 Weeks (including summative assessment)
Module ECTS:7
Prerequisites: All Modules except TTP and Research Project
Module Description: This module is designed for comprehensive BSc Nursing students to
provide opportunities to Synthesize and integrate the Knowledge, Skill and Attitude they have
learned and practiced in the classroom, demonstration room, clinical simulation room and the
community, and to apply them under minimum supervision
Module Objectives:
After completing of this module, the student will be able to:
❖ Monitor the growth and development of newborns, infants and children
❖ Exercise teamwork in the provision of individualized patient care
❖ Apply nursing care plan using the nursing process approach.
❖ Apply preventive measures on childhood problems
❖ Manage common Pediatric and childhood illnesses
❖ Manage common under five problems using IMNCI protocol
❖ Apply Compassionate, Respectful and caring
❖ Establishes an efficient communication with the patient/family/and others
❖ Demonstrate the principles of leadership and management
❖ Provide care for physically, mentally, and socially children with disability
❖ Manage newborn and childhood illnesses using National Guidelines
❖ Provide palliative care for children with life-limiting illnesses
❖ Manage Pediatric Tuberculosis and HIV

Key tasks
➢ Manage Common Neonatal Problems
➢ Perform Essential new born care
➢ Perform New born assessment
➢ Perform Neonatal Resuscitation
➢ Counsel optimal Nutrition
➢ Demonstrate proper attachment and position on Breast feeding
➢ Demonstrate KMC
➢ Operate Radiant warmer, Phototherapy, Incubator
➢ Perform NG tub, Cup feeding
➢ Cup feeding
➢ Measure Vital Sign
➢ Use Pulse oxymeter for monitoring progress
➢ Apply hot and cold compression
➢ Administer Oxygen
➢ Perform CPAP
➢ Prepare IV maintenance fluid
333
➢ Assist Exchange Blood transfusion
➢ Collect Blood sample
➢ Perform Catheterization
➢ Measure Input and output
➢ Manage Dehydration
➢ Assist Indotriachial intubation
➢ Evaluate Nutritional Status
➢ Manage malnutrition
➢ Evaluate Sick child who needs Emergency management
Perform Ear irrigation and Eye irrigation

➢ Execute Postural drainage, Thoracentesis and Water –seal drainage

➢ Assist Tracheotomy care
➢ Perform CPR
➢ Assist Removing foreign body form eye, ear & nose
➢ Perform wound care
➢ Manage burned Child
➢ Applying comfortable device
➢ Applying sand bag
➢ Applying Splint
➢ Applying fracture board
➢ Perform Application and Removal of cast and Traction
➢ Assist Lumbar puncture
➢ Administer Medication
➢ Perform diagnostic and therapeutic gastric aspiration
➢ Apply the different types of enema
➢ Apply colostomy care
➢ Prepare fluids with different concentration
➢ Administer fluids for dehydrated patients
➢ Administer Enema
➢ Assist Pre-cutaneous urine aspiration
➢ Assist Male circumcision
➢ Monitor Growth and Development
➢ Apply counseling skill
➢ Apply counseling skill
➢ Recording and reporting patient finding
➢ Carry out admission and discharge documentation
➢ Document Client progress notes
➢ Apply infection prevention

Teaching –learning methods and activities

334
 • Demonstration of key task
• Guided practice ( coaching)
• Case Based Discussion (CBD)
• Seminar presentations(individual/group tutorils)
• Nursing round /bedside teaching
• Group discussion following exposure to any learning experience
• Independent study and practice
Learning assessment methods

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

• Direct observation of individual performance = 40%

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

▪ There should be night duty during attachment

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

335
Nursing Research Project
Module Title: Nursing Research Project
Module Code: SPH M4272
ECTS: 6

Duration = 4 weeks /activist Key tasks

▪ Finalize proposed study
▪ Collect data
▪ Nanlyze data
▪ Report findings
▪ Disseminate results
Learning methods
▪ Coaching and advising
▪ Independent study
▪ Group works
Assessment methods
▪ Review of quality of research works completed by students =50
▪ Peer assessment ( if research is conducted in group)= 20
▪ Direct observation of research reporting (oral defense) =30
Comprehensive examination

▪ Duration= 4 weeks (for Student preparation, Exam design and development, Stander
setting , Exam administration and scoring ,Providing Student feedback )

Objective

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

▪ To provides implicit feedback on where the student stands

Assessment methods and formats

▪ Written test using MCQ

▪ Performance test using OSCE

336
Comprehensive Exam

Module Title: Final Comprehensive Examination

Module Code:4283
Module ECTS: Pass/ Fail
Module Duration: 4 weeks

Components of this exam shall contain

Written exam 30%

▪ Structured oral exam ------------ 20%
▪ Practical examination /OSCE ---------- 50%

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

337
 Annexed
Instructor follow-up sheet for students during Medical Surgical attachment
St. Name I.d Cla. Year: Semi: _ Clinical
teacher/mentor:
Site of attachment: Ward/Unit:
Clinical practice period from to

Professional Ethical aspects (10%)

Punctuality 2%
professional appearance 3%
professional discipline 5%
Daily dairy report (10%)
Readiness to present (3%)
Explaining current patient condition (3%)
Develops a brief plan for each assigned patient
(1%)
Completeness of patient daily progress note (3%)
Ward Management (20%)
Readiness to manage cleanliness of ward and
bedside (4%)

338
Communicates and work well with colleagues and
or team members (4%)
Documents assessment findings, interventions,
skills, medication administration and progress
towards patient outcomes using nursing process
(5%)
Participates in patient admissions, transfers, and
discharges (3%)
Creating safety and maintaining comfort (4%)
Bedside case discussion (10%)
Participation (10%)
Seminar Case presentation (15%)
Organization of content (3%)
Individual participation (5%)
Utilization of reference (3%)
Ability to accept feedback (4%)
Nursing Care plan (35%)
Detailed assessment (8%)
Collects relevant data for nursing assessment (6%)
Interpret data accurately (2%)
Proper nursing diagnosis (10%)
Appropriate actual Nursing Diagnosis (6%)
Appropriate Potential nursing diagnosis (4%)
Clear and realistic planning (4%)
Patient centered planning (2%)
Planning independent and collaborative patient
problem (2%)
Nursing Implementation (8%)
Evaluation with available resource (5%)
Total (100%)

B). Attendance

Absenteeism without justifiable reason (e.g. medical certificate/sick leave) will end up
with one-year delay.
If a student is absent with a medical certificate or other justifiable reason, he or she needs
compensate for the lost days.
Chronic lateness (≥ 3 days),refusing patient care and/or failure to meet scheduled
obligations may result in grade alteration reflected in clinical evaluation.

339
 In the event of an unavoidable absence from clinical practice, the student will notify the
clinical instructor early to the instructor/mentor/preceptor to compensate for the missed
practical day/s.
A student who misbehaves against any healthcare team, instructor/mentor/preceptors, the
patients/clients or their families is treated according to the rules and regulations of the
University.
Name of the instructor: sig. Date:

340
PRACTICAL EVALUATION FORMAT FOR MATERNITY WARD
Name of the student Date

Score

Instructor Sign

S.NO EVALUATION CRITERIAS RATING SCALES REMARKS

.

I ATTITUDE TOWARDS PROFESSIONAL AND 1 2 3 4 5

ETHICAL STANDARDS

1.1 Punctuality

1.2 Completeness of the uniform

1.3 Neatness and grooming

1.4 Ability to identify own responsibility

1.5 Ability to work harmoniously with other colleagues

and ward staff

1.6 Ability to take responsibility for own action

1.7 Reports when temporarily leaving the work area

II DAILY NURSING CARE ACTIVITIES

2.1 Admits client in labour

2.2 Takes history of the client in labour

2.3 Performs physical examination for the client in labour

2.4 Records and interprets all the findings on partograph

2.5 Makes accurate observations on mother in labour

2.6 Keeps the client’s unit as clean and in order as

possible

2.7 Keeps the mother as clean and dry as possible

throughout the labour process

2.8 Understands the physical and psychological needs of

the mother in labour and addresses it accordingly

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2.9 Prepares the delivery sets and other necessary
materials in the delivery room

2.10 Performs and repairs episiotomy

2.11 Conducts normal labour

2.12 Gives the immediate care of the newborn

2.13 Assesses, records and interprets the Apgar score

Of the newborn

2.14 Safeguards the newborn from hazards (cold, falling)

2.15 Conducts the third stage of labour appropriately

applying one of the methods of expelling the placenta

2.16 Carries out an appropriate placental and membranes

examination for its completeness

2.17 Provides immediate postnatal nursing care for the

mother

2.18 Demonstrates and helps the mother in breast feeding

2.19 Carries out systematic neonatal physical examination

before discharge

2.20 Carries out systematic physical examinations for the

mother before discharge

2.21 Provides perineal care for unable and critically ill

clients

2.22 Cleans, sterilizes and returns all equipment back after

use

2.23 Cleans and keeps in order the delivery unit in order at

the end of the procedure

2.24 Eager to learn (asks questions, answers when asked)

2.25 Admits his own error

2.26 Participates actively in group discussion and seminar

presentations

2.27 Shows concern, sympathy and respect when giving

nursing for the clients

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 2.28 Self initiation for work and capacity to initiate others

III NURSING CARE PLAN

3.1 Nursing assessment

3.2 Formulation of nursing diagnosis

3.3 Setting of patient’s goal

3.4 Nursing intervention

3.5 Evaluation

IV POSTNATAL HEALTH EDUCATION

4.1 Organization

4.2 Comprehensiveness

4.3 Use of relevant references

4.4 Feedback and summary

V CASE PRESENTATION

5.1 Identification of patient’s problem

5.2 Organization

5.3 Use of references

EVALUATORS:

1) Instructor Sign
Date

2) Head nurse Sign Date

LABOUR AND DELIVERY FORMAT

I. History:

Name of the patient Age

Address: Region/Zone Woreda/Town Kebele-----House No.--------

Admission date Time

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Past Medical history: Family, Medical, Surgical)

Present obstetrical history: LMP EDD -------- Gestational age in wks

ANC follow-ups: Yes No

Any compliant during this pregnancy

Onset of labour: Date Time

Membranes: Intact Ruptured

If ruptured; Date Time

Amniotic fluid color

II. Physical examination:

Vital signs: BP PR TEMP RR

Abdominal palpation:

o Fundal ht in weeks

o Lie

o Presentation

o Position------------

o Descent

o FHB/mt

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

Vaginal examination: Cervical dilatation

• Effacement

• Consistency

• Position of the cervix

• Membranes (ruptured, intact)

• Amniotic fluid (colour)

• Position of the fetus

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 • Station of the presenting part

• Ischial spines--------------

FOLLOW UP OF THE 1st STAGE OF LABOUR

DATE TIM FH Cx. Descent BP PR Temp

E B
CONTRACTION Dilatn.

Frequency Length Strength

Delivery Summary

Mother:

• Name of the patient Age

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

• Time of delivery: Date Time

• Time of placental expulsion:

• Method of placental removal

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

• Uterus contracted: Yes No

• Fundal Ht below/above the umbilicus

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 • Bleeding stopped Yes No

• Episiotomy, Yes----No-----Indication---------------

• Laceration

• Average blood loss in ml -------------------

• Vital Sign: BP PR Temp RR

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

• Any other nursing care given

NEWBORN

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

• Sex Weight Ht H.C

• Vit. K TTC oint.

• Bleeding from the cord

• Any other nursing care given

Conducted by Sign Date

Assisted by Sign Date

Postnatal mother assessment before discharge

Patient name Age

Vital signs: BP PR TEMP RR

HEENT

CHEST: CVS

LUNGS

BREASTS: Engorgement

Nipple conditions

Mastitis

Lump

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ABDOMEN:

Inspection: (distention, contour, operation wound, and skin, etc)

If any operation scar, (e.g. c/s), (is the wound healing or healed, bleeding, reddened, swollen, dehisced, or
has discharge?)

Palpation:( any mass, tenderness, etc)

UTERUS: Fundal Ht (below/above the umbilicus) in cms

Consistency (hard, soft)

Tenderness

GENITALIA: Any tear Episiotomy

Lochia (type, colour, odour, consistency)

Warts

RECTUM: Hemorrhoids

EXTREMETIES: Symmetry

Dilated veins

Thrombosis

Tenderness

Foot drop

Any other abnormalities

Swelling

Any other nursing care measures given

Name of the student Sign Date

NEONATAL ASSESSMENT BEFORE DISCHARGE

Vital signs: AHB RR TEMP

HEENT: Head: (any fracture, deformity, swelling hydrocephally,microcephally)

Face: facial paralysis/palsy

Eyes: (any discharge, squint eyes)

Nose;( any discharge, deformity, snuffling)

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

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Neck: (any deformity)

Chest: (movements on respirations, and any abnormality)

Abdomen: (distended, tender, mass, movement on respirations)

Umbilical stump: Wet/Discharge Odour

Colour Bleeding

Hernia

Clean
and/dry Infected

GENITALIA: Passage of urine

Sex organ (any abnormality)

Testicles (un descended, descended) Hypospadias

Discharge (female)

EXTREMITIES: Extra digit

Clubfoot

Paralysis Any deformity

RECTUM: Anus (patent, impatent)

Passage of meconium BACK: (Spina Bifida)

Any relevant nursing care measures taken

Name of the student Sign Date

NURSING CARE PLAN FORMAT

Name of the student Year Semester Dept.

Name of the patient Age

Marital status Occupation

Address: Region/Zone Woreda/Town

Kebele House No

Investigations

Medical diagnosis

Medical managements

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S.NO. NURSING NURSING PLANNING NURSING EVALUATION
ASSESSMENT DIAGNOSIS INTERVENTION

Category of students: Duration of stay

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

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

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

S.NO Name of the student

activity (40%)

Postnatal H/E
Eth.standard
presentation
Clinical

(10%)

(20%)

(15%)

(15%)

100%
Case

1.

2.

3.

4.

5.

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Mental health nursing evaluation tool

EVALUATION TOOL Student’s ID NO. (Name )

A. Ethics

1. Complete Uniform (badge,

hygiene, clean and appropriate
uniform, neat and hair, nail

2. Harmonious relationship

3. Relationship that allows team

work and group learning

4. Act ethically

B. CLINICAL PERFORMANCE (60%)

1. Effective communication

2. Capacity to collect valid and

reliable subjective and objective data,
cluster cues, identifies and
formulates the correct nursing
diagnosis in real patient care.

3. Ability to prioritize patient

problems; set measurable,
appropriate and realistic goals and
select most appropriate nursing
interventions for the identified
problems.

4. Competency and patient advocacy

during the implementation of
interventions

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5. Proficiency in basic nursing arts
(psychomotor skill)

6. Ability to involve patient or

families throughout the nursing
process

7. Ability to evaluate patient care and

to replant timely

8. Ability document
appropriately/communicate orally
information of client care.

9. Demonstrates accountability and

responsibility; and understanding of
his/her level practice

10. Demonstrates understanding of

his/her accountability and
responsibility for the care of the
assigned patient

11. Ability to economize resources

and creativity in times or scarcity

C. Attitude towards Nursing

Profession (10%)

1. Punctuality

2. Curiosity to learn from other

3. Willingness and considerateness

to help others and guide juniors

4. Assignment accepting (e.g. cases

study) and presenting or submitting
on time

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5. Active participation at presentation
and rounds

D. Nursing care plan at least one

paper

Total (out or 100%)

352