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REPUBLIC OF KENYA

COMPETENCY BASED CURRICULUM

FOR

ORTHOPAEDIC AND TRAUMA MEDICINE

LEVEL 6

TVET CDACC
P.O. BOX 15745-00100
NAIROBI
First Published 2021
Copyright ©2021, TVET CDACC

All rights reserved. No part of this curriculum may be reproduced, distributed, or transmitted in
any form or by any means, including photocopying, recording, or other electronic or mechanical
methods without the prior written permission of the TVET CDACC, except in the case of brief
quotations embodied in critical reviews and certain other non-commercial uses permitted by
copyright law. For permission requests, write to the Council Secretary/CEO, at the address
below:

CEO/Council Secretary
TVET Curriculum Development, Assessment and Certification Council
P.O. Box 15745–00100
Nairobi, Kenya
Email: info@tvetcdacc.go.ke

ii
FOREWORD

The provision of quality education and training is fundamental to the Government’s overall
strategy for social economic development. Quality education and training will contribute to
achievement Kenya’s development blue print and sustainable development goals.

Reforms in the education sector are necessary for the achievement of Kenya Vision 2030 and
meeting the provisions of the Constitution of Kenya 2010. The education sector had to be aligned
to the Constitution and this resulted to the formulation of the Policy Framework for Reforming
Education and Training (Sessional Paper No. 1 of 2019). A key feature of this policy is the
radical change in the design and delivery of the TVET training. This policy document requires
that training in TVET be competency based, curriculum development be industry led,
certification be based on demonstration of competence and mode of delivery allows for multiple
entry and exit in TVET programmes.

These reforms demand that Industry takes a leading role in curriculum development to ensure the
curriculum addresses its competence needs. It is against this background that this Curriculum has
been developed.

It is my conviction that this curriculum will play a great role towards development of competent
human resource for the health sector’s growth and sustainable development.

PRINCIPAL SECRETARY, VOCATIONAL AND TECHNICAL TRAINING


MINISTRY OF EDUCATION

© TVET CDACC 2021


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PREFACE
Kenya Vision 2030 aims to transform the country into a newly industrializing, “middle-income
country providing a high-quality life to all its citizens by the year 2030”. Kenya intends to create
a globally competitive and adaptive human resource base to meet the requirements of a rapidly
industrializing economy through life-long education and training. TVET has a responsibility of
facilitating the process of inculcating knowledge, skills and attitudes necessary for catapulting
the nation to a globally competitive country, hence the paradigm shift to embrace Competency
Based Education and Training (CBET).

The Technical and Vocational Education and Training Act No. 29 of 2013 and the Sessional
Paper No. 4 of 2016 on Reforming Education and Training in Kenya, emphasized the need to
reform curriculum development, assessment and certification. This called for a shift to CBET to
address the mismatch between skills acquired through training and skills needed by industry as
well as increase the global competitiveness of Kenyan labour force.

TVET Curriculum Development, Assessment and Certification Council (TVET CDACC), in


conjunction with Orthopaedic and Trauma Medicine Sector Skills Advisory Committee (SSAC)
have developed this curriculum.

This curriculum which is designed and organized with an outline of learning outcomes,
suggested delivery methods, training/learning resources and methods of assessing the trainee’s
achievement, was developed following the CBET framework policy; the CBETA standards and
guidelines provided by TVET Authority and the Kenya National Qualification Framework
designed by Kenya National Qualification Authority.The curriculum is competency-based and
allows multiple entry and exit to the course.

I am grateful to the Council Members, Council Secretariat, Orthopaedic and Trauma Medicine
SSAC, expert workers and all those who participated in the development of this curriculum.

CHAIRMAN
TVET CDACC

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ACKNOWLEDGEMENT
This curriculum has been designed for competency-based training and has independent units of
learning that allow the trainee flexibility in entry and exit. In developing the curriculum,
significant involvement and support was received from various organizations.

I take this opportunity to acknowledge the board of directors and management of colleges and
institutions involved for initiating and supporting the process of developing this curriculum.

I recognize with appreciation the role of the Orthopaedic and Trauma Medicine Sector Skills
Advisory Committee (SSAC) in ensuring that competencies required by the industry are
addressed in the curriculum. I also thank all stakeholders in the health sector for their valuable
input and all those who participated in the process of developing this curriculum.

I am convinced that this curriculum will go a long way in ensuring that workers in Orthopaedic
and Trauma Medicine acquire competencies that will enable them to perform their work more
efficiently.

CEO/COUNCIL SECRETARY

TVET CDACC

© TVET CDACC 2021


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Table of Contents
FOREWORD..................................................................................................................................iii
PREFACE.......................................................................................................................................iv
ACKNOWLEDGEMENT...............................................................................................................v
ABBREVIATIONS AND ACRONYMS....................................................................................viii
KEY TO UNIT CODE...................................................................................................................ix
COURSE OVERVIEW...................................................................................................................x
BASIC UNITS OF LEARNING.....................................................................................................1
COMMUNICATION SKILLS........................................................................................................2
NUMERACY SKILLS....................................................................................................................5
DIGITAL LITERACY....................................................................................................................9
ENTREPRENEURIAL SKILLS...................................................................................................12
EMPLOYABILITY SKILLS........................................................................................................15
ENVIRONMENTAL LITERACY................................................................................................20
OCCUPATIONAL SAFETY AND HEALTH PRACTICES.......................................................24
COMMON UNITS OF LEARNING.............................................................................................26
HUMAN ANATOMY AND PHYSIOLOGY...............................................................................27
BASIC HOSPITAL PROCEDURES............................................................................................42
COMMON DISEASES.................................................................................................................45
FIRST AID SERVICES................................................................................................................48
MEDICAL–LEGAL ETHICS.......................................................................................................51
HEALTH PROMOTION SERVICES...........................................................................................54
PSYCHOSOCIAL HEALTH SUPPORT SERVICES..................................................................57
ACTION RESEARCH..................................................................................................................60
CORE UNITS OF LEARNING....................................................................................................65
EMERGENCY CARE IN DISASTER INCIDENT......................................................................66
SOFT TISSUE INJURIES.............................................................................................................69
FRACTURES AND DISLOCATIONS........................................................................................72
ORTHOPAEDIC CONDITIONS..................................................................................................75
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ORTHOPAEDIC SURGICAL PROCEDURES...........................................................................78
ADMINISTRATIVE SERVICES IN ORTHOPAEDIC AND TRAUMA MEDICINE..............82
MANAGEMENT OF ORTHOPAEDIC AND TRAUMA FACILITY........................................86

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ABBREVIATIONS AND ACRONYMS

A Control version

BC Basic Competency

CDACC Curriculum Development, Assessment and Certification Council

CM Common Competency

CR Core Competency

CU Curriculum

HE Health sector

ICT Information Communication Technology

NEMA National Environmental Management Authority

OS Occupational Standards

OSHA Occupation Safety and Health Act

OSHS Occupation Safety and Health Standards

OT Operating Theatre

OTM Orthopaedic and trauma Medicine

OTM Orthopaedic and Trauma Medicine

PPE Personal Protective Equipment

SSAC Sector Skills Advisory Committee

TT Theatre Technology

TVET Technical and Vocational Education and Training

© TVET CDACC 2021


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KEY TO UNIT CODE

HE/CU/OTM/BC/01/6/A

Industry or sector

Curriculum

Occupational area

Type of competency

Competency number

Competency level

Control version

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COURSE OVERVIEW

Orthopaedic and Trauma Medicine Level 6 qualification consists of competencies that an


individual must develop to provide services in an accident and emergency unit, Orthopaedic
operating room and Orthopaedic wards in a hospital. It entails providing emergency services in
disaster incident, managing soft tissue injuries, managing fractures and dislocations, participating
in management of Orthopaedic condition, participating in Orthopaedic surgical procedure,
executing administrative duties and managerial responsibilities in an Orthopaedic and trauma
facility. It also entails carrying out action research on Orthopaedic and trauma techniques and
trends

Units of Learning
This course consists of the following Basic, Common and Core units of learning
BASIC UNITS OF LEARNING
Unit Code Unit Title Duration in Credit Factor
Hours
HE/CU/OTM/BC/01/6/A Communication Skills 40 4
HE/CU/OTM/BC/02/6/A Numeracy Skills 60 6
HE/CU/OTM/BC/03/6/A Digital Literacy 60 6
HE/CU/OTM/BC/04/6/A Entrepreneurship Skills 100 10
HE/CU/OTM/BC/05/6/A Employability Skills 80 8
HE/CU/OTM/BC/06/6/A Environmental Literacy 40 4
HE/CU/OTM/BC/07/6/A Occupational Safety and 40 4
Health Practices
Total 420 42

COMMON UNITS OF LEARNING


Unit Code Unit Title Duration in Credit
Hours Factor
HE/CU/OTM/CC/01/6/A Human Anatomy and 160 16
Physiology
HE/CU/OTM/CC/02/6/A Basic Hospital Procedures 50 5

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HE/CU/OTM/CC/03/6/A Common Diseases 50 5

HE/CU/OTM/CC/04/6/A First-aid Services 60 6


HE/CU/OTM/CC/05/6/A Medical-legal Ethics 30 3
HE/CU/OTM/CC/06/6/A Healthh Promotion Services 50 5
HE/CU/OTM/CC/07/6/A Psychosocial Health 30 3
Support
HE/OS/OTM/CC/08/6/A Action Research 80 8

Total 510 51

Core Units of Learning


Unit Code Unit Title Duration in Credit
Hours Factor
HE/CU/OTM/CR/01/6/A Emergency Care in 120 12
Disaster Incident
HE/CU/OTM/CR/02/6/A Soft Tissue Injuries 100 10

HE/CU/OTM/CR/03/6/A Fracture and Dislocation 240 24

HE/CU/OTM/CR/04/6/A Orthopaedic Conditions 100 10

HE/CU/OTM/CR/04/6/A Surgical Procedures in 180 18


Orthopaedic and Trauma
HE/CU/OTM/CR/05/6/A Administrative Services in 80 8
Orthopaedic and Trauma
Medicine
HE/CU/OTM/CR/06/6/A Management Of 80 8
Orthopaedic and Trauma
Facility
HE/CU/OTM/CR/08/6/A Industrial Attachment
Clinical Placement 480 48
Clinical Internship 960 96
Total 0 234
GRAND TOTAL 3270 327
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Entry Requirements
An individual entering this course should have any of the following minimum requirements:

a) Kenya Certificate of Secondary Education (KCSE) mean grade C- (minus)


Or
b) National Certificate Level 5 in Orthopaedic and Trauma Medicine or related courses
Or
c) Equivalent qualifications as determined by Kenya National Qualifications Authority
(KNQA)
And/or
d) As may be guided by relevant regulatory body

Trainer Qualification
A trainer for this course must have a higher qualification than level 6 in the same field.

Assessment
The course will be assessed at two levels:

a) Internal assessment: conducted continuously by the trainer (internal assessor) who is


monitored by an accredited internal verifier.
b) External assessment: conducted by an accredited external assessor who is monitored by an
accredited external verifier.

The assessor and verifiers are accredited by TVET CDACC which also coordinates external
assessment.

Industrial Attachment

The trainee should interact with the industry during clinical placement and clinical internship as
explained below;

a) Clinical Placement
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An individual enrolled in this course will be required to undergo clinical placement when the
trainee should rotate for practical lessons in various sections covering different units of
competencies of the qualification for a period of 480 hours in a recognized hospital with
orthopaedic, accident and emergency units. The trainer or clinical instructor guides the trainee
during the clinical placement period.

b) Clinical Internship

The trainee should undertake clinical internship for period of 960 hours (six months) in hospital
with an emergency and orthopaedic unit when the clinical supervisors use TVET CDACC
mentoring tool to mentor the trainee. Assessments are undertaken during this period, that is
before, at the middle and at the end of the internship period.

The mentoring tool should be filled and signed in all sections by both the trainee and the
industrial supervisors or their preceptors during internship period.

Certification
An individual candidate will be awarded a Certificate of Competency on demonstration of
competence in a Unit of Competency. To be awarded National Certificate in Orthopedic and
Trauma Medicine Level 6, an individual must demonstrate competence in all the Units of
Competency.

These certificates will be awarded by TVET CDACC in conjunction with the training provider.

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BASIC UNITS OF LEARNING

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COMMUNICATION SKILLS

UNIT CODE: HE/CU/OTM/BC/01/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Demonstrate Communication Skills

Duration of Unit: 40 hours

Unit Description
This unit covers the competencies required to demonstrate communication skills. It involves,
meeting communication needs of clients and colleagues; developing communication strategies,
establishing and maintaining communication pathways, conducting interviews, facilitating group
discussion and representing the organization.

Summary of Learning Outcomes


1. Meet communication needs of clients and colleagues
2. Develop communication strategies
3. Establish and maintain communication pathways
4. Promote use of communication strategies
5. Conduct interview
6. Facilitate group discussion
7. Represent the organization
Learning Outcomes, Content and Suggested Assessment Methods
Learning Outcome Content Suggested Assessment
Methods
1. Meet communication  Communication process  Oral tests
needs of clients and  Modes of communication  Written tests
colleagues  Medium of communication  Interviews
 Effective communication  Observation
 Barriers to communication  Portfolio of
 Flow of communication Evidence
 Sources of information  Third Party
 Organizational policies Reports
 Organization requirements for
written and electronic
communication methods
 Report writing
 Effective questioning techniques
(clarifying and probing)
 Workplace etiquette
 Ethical work practices in

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handling communication
 Active listening
 Feedback
 Interpretation
 Flexibility in communication
 Types of communication
strategies
 Elements of communication
strategy
2. Develop  Dynamics of groups  Oral tests
communication  Styles of group leadership  Written tests
strategies  Openness and flexibility in  Interviews
communication  Observation
 Communication skills relevant to  Portfolio of
client groups Evidence
 Third Party
Reports

3. Establish and maintain  Types of communication  Oral tests


communication pathways  Written tests
pathways  Interviews
 Observation
 Portfolio of
Evidence
 Third Party
Reports

4. Promote use of  Application of elements of  Oral tests


communication communication strategies  Written tests
strategies  Effective communication  Interviews
techniques  Observation
 Portfolio of
Evidence
 Third Party
Reports

5. Conduct interview  Types of interviews  Oral tests


 Establishing rapport  Written tests
 Facilitating resolution of issues  Interviews
 Developing action plans  Observation
 Portfolio of
Evidence

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 Third Party
Reports

6. Facilitate group  Identification of communication  Oral tests


discussion needs  Written tests
 Dynamics of groups  Interviews
 Styles of group leadership  Observation
 Presentation of information  Portfolio of
 Encouraging group members Evidence
participation  Third Party
 Evaluating group communication Reports
strategies
7. Represent the  Presentation techniques  Oral tests
organization  Development of a presentation  Written tests
 Multi-media utilization in  Interviews
presentation  Observation
 Communication skills relevant to  Portfolio of
client groups Evidence
 Third Party
Reports

Suggested Methods of Instruction


 Discussion
 Role playing
 Simulation
 Direct instruction
Recommended Resources
 Desktop computers/laptops
 Internet connection
 Projectors
 Telephone

© TVET CDACC 2021


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NUMERACY SKILLS

UNIT CODE: HE/CU/OTM/BC/02/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Demonstrate Numeracy Skills.

Duration of Unit: 60 hours

Unit Description
This unit describes the competencies required to demonstrate numeracy skills. It involves
applying a wide range of mathematical calculations for work; applying ratios, rates and
proportions to solve problems; estimating, measuring and calculating measurement for work;
using detailed maps to plan travel routes for work; using geometry to draw and construct 2D and
3D shapes for work; collecting, organizing and interpreting statistical data; using routine formula
and algebraic expressions for work and using common functions of a scientific calculator.

Summary of Learning Outcomes


1. Apply a wide range of mathematical calculations for work
2. Apply ratios, rates and proportions to solve problems
3. Estimate, measure and calculate measurement for work
4. Use detailed maps to plan travel routes for work
5. Use geometry to draw and construct 2D and 3D shapes for work
6. Collect, organize and interpret statistical data
7. Use routine formula and algebraic expressions for work
8. Use common functions of a scientific calculator

Learning Outcomes, Content and Suggested Assessment Methods


Learning Outcome Content Suggested Assessment
Methods
1. Apply a wide  Fundamentals of mathematics  Oral tests
range of  Addition, subtraction,  Written tests
mathematical multiplication and division  Interviews
calculations for of positive and negative  Observation
work numbers  Portfolio of
 Algebraic expressions Evidence
manipulation  Third Party Reports
 Forms of fractions, decimals and
percentages
 Expression of numbers as powers
and roots
2. Apply ratios,  Rates, ratios and proportions  Oral tests
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rates and  Meaning  Written tests
proportions to  Conversions into  Interviews
solve problems percentages  Observation
 Direct and inverse  Portfolio of
proportions determination Evidence
 Performing calculations  Third Party Reports
 Construction of graphs,
charts and tables
 Recording of information
3. Estimate,  Units of measurements and their  Oral tests
measure and symbols  Written tests
calculate  Identification and selection of  Interviews
measurement for measuring equipment  Observation
work  Conversion of units of  Portfolio of
measurement Evidence
 Perimeters of regular figures  Third Party Reports
 Areas of regular figures
 Volumes of regular figures
 Carrying out measurements
 Recording of information
4. Use detailed  Identification of features in
maps to plan routine maps and plans  Oral tests
travel routes for  Symbols and keys used in  Written tests
work routine maps and plans  Interviews
 Identification and interpretation  Observation
of orientation of map to North  Portfolio of
 Demonstrate understanding of Evidence
direction and location  Third Party Reports
 Apply simple scale to estimate
length of objects, or distance to
location or object
 Give and receive directions
using both formal and informal
language
 Planning of routes
 Calculation of distance, speed
and time
5. Use geometry to  Identify two dimensional shapes • Oral tests
draw and and routine three-dimensional • Written tests
construct 2D and shapes in everyday objects and • Interviews
3D shapes for in different orientations • Observation
work  Explain the use and application • Portfolio of Evidence

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of shapes • Third Party Reports
 Use formal and informal
mathematical language and
symbols to describe and
compare the features of two-
dimensional shapes and routine
three-dimensional shapes
 Identify common angles
 Estimate common angles in
everyday objects
 Evaluation of unknown angles
 Use formal and informal
mathematical language to
describe and compare common
angles
 Symmetry and similarity
 Use common geometric
instruments to draw two
dimensional shapes
 Construct routine three
dimensional objects from given
nets
6. Collect, organize  Classification of data  Oral tests
and interpret  Grouped data  Written tests
statistical data  Ungrouped data  Interviews
 Data collection  Observation
 Observation  Portfolio of
 Recording Evidence
 Distinguishing between sampling  Third Party Reports
and census
 Importance of sampling
 Errors in sampling
 Types of sampling and their
limitations e.g.
 Stratified random
 Cluster
 Judgmental
 Tabulation of data
 Class intervals
 Class boundaries
 Frequency tables
 Cumulative frequency

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 Diagrammatic and graphical
presentation of data e.g.
 Histograms
 Frequency polygons
 Bar charts
 Pie charts
 Cumulative frequency
curves
 Interpretation of data
7. Use routine  Solving linear equations  Oral tests
formula and  Linear graphs  Written tests
algebraic  Plotting  Interviews
expressions for  Interpretation  Observation
work  Applications of linear graphs  Portfolio of
 Curves of first and second degree Evidence
 Plotting  Third Party Reports
 Interpretation
8. Use common  Identify and use keys for  Oral tests
functions of a common functions on a  Written tests
scientific calculator calculator  Interviews
 Calculate using whole numbers,  Observation
money and routine decimals and  Portfolio of
percentages Evidence
 Calculate with routine fractions  Third Party Reports
and percentages
 Apply order of operations to
solve multi-step calculations
 Interpret display and record
result
Suggested Methods of Instruction
 Group discussions
 Demonstration by trainer
 Practical work by trainee
 Exercises
Recommended Resources
 Calculators
 Rulers, pencils, erasers
 Charts with presentations of data
 Graph books
 Dice

© TVET CDACC 2021


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DIGITAL LITERACY

UNIT CODE:HE/CU/OTM/BC/03/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Demonstrate Digital Literacy

Duration of Unit: 60 hours

Unit Description
This unit describes competencies required to demonstrate digital literacy. It involves identifying
computer software and hardware, applying security measures to data, hardware, software in
automated environment, computer software in solving task, internet and email in communication
at workplace, desktop publishing in official assignments and preparing presentation packages.

Summary of Learning Outcomes


1. Identify computer software and hardware
2. Apply security measures to data, hardware, software in automated environment
3. Apply computer software in solving tasks
4. Apply internet and email in communication at workplace
5. Apply desktop publishing in official assignments
6. Prepare presentation packages

Learning Outcomes, Content and Suggested Assessment Methods


Learning Outcome Content Suggested Assessment
Methods
1. Identify computer  Concepts of ICT  Oral tests
hardware and software  Functions of ICT  Written tests
 History of computers  Interviews
 Components of a computer  Observation
 Classification of computers  Portfolio of
Evidence
 Third Party
Reports
2. Apply security  Data security and control  Oral tests
measures to data,  Security threats and control  Written tests
hardware, software in measures  Interviews
automated  Types of computer crimes  Observation
environment  Detection and protection  Portfolio of
against computer crimes Evidence
 Laws governing protection of  Third Party
ICT Reports

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3. Apply computer  Operating system  Oral tests
software in solving  Word processing  Written tests
tasks  Spread sheets  Interviews
 Data base design and  Observation
manipulation  Portfolio of
 Data manipulation, storage and Evidence
retrieval  Third Party
Reports
4. Apply internet and  Computer networks  Oral tests
email in  Network configurations  Written tests
communication at  Uses of internet  Interviews
workplace  Electronic mail (e-mail)  Observation
concept  Portfolio of
Evidence
 Third Party
Reports
5. Apply desktop  Concept of desktop publishing  Oral tests
publishing in official  Opening publication window  Written tests
assignments  Identifying different tools and  Interviews
tool bars  Observation
 Determining page layout  Portfolio of
 Opening, saving and closing Evidence
files  Third Party
 Drawing various shapes using Reports
DTP
 Using colour pellets to enhance
a document
 Inserting text frames
 Importing and exporting text
 Object linking and embedding
 Designing of various
publications
 Printing of various publications
6. Prepare presentation  Types of presentation packages  Oral tests
packages  Procedure of creating slides  Written tests
 Formatting slides  Interviews
 Presentation of slides  Observation
 Procedure for editing objects  Portfolio of
Evidence
 Third Party
Reports

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Suggested Methods of Instruction
 Instructor led facilitation of theory
 Demonstration by trainer
 Practical work by trainee
 Viewing of related videos
 Project
 Group discussions

Recommended Resources
 Computers
 Printers
 Storage devices
 Internet access

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ENTREPRENEURIAL SKILLS
UNIT CODE: HE/CU/OTM/BC/04/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Demonstrate Entrepreneurial Skills

Duration of unit: 100 hours

Unit Description
This unit covers the competencies required to demonstrate understanding of entrepreneurship. It
involves demonstrating understanding of an entrepreneur, entrepreneurship and self-employment. It
also involves identifying entrepreneurship opportunities, creating entrepreneurial awareness,
applying entrepreneurial motivation and developing business innovative strategies.

Summary of Learning Outcomes


1. Demonstrate understanding of who an entrepreneur
2. Demonstrate knowledge of entrepreneurship and self-employment
3. Identify entrepreneurship opportunities
4. Create entrepreneurial awareness
5. Apply entrepreneurial motivation
6. Develop business innovative strategies
7. Develop Business plan

Suggested Assessment
Learning Outcome Content Methods
1. Demonstrate  Importance of self-employment  Oral tests
knowledge of  Requirements for entry into self-
 Written tests
entrepreneurship and employment
self-employment  Role of an Entrepreneur in  Interviews
business  Observation
 Contributions of Entrepreneurs to  Portfolio of
National development Evidence
 Entrepreneurship culture in
Kenya  Third Party Reports
 Born or made entrepreneurs

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2. Identify  Business ideas and opportunities  Oral tests
entrepreneurship  Sources of business ideas
 Written tests
opportunities  Business life cycle
 Legal aspects of business  Interviews
 Assessment of product demand  Observation
 Business environment  Portfolio of
 Factors to consider when Evidence
evaluating business environment
 Third Party Reports
 Technology in business

3. Create entrepreneurial  Forms of businesses  Oral tests


awareness  Sources of business finance
 Written tests
 Factors in selecting source of
business finance  Interviews
 Governing policies on Small  Observation
Scale Enterprises (SSEs)  Portfolio of
 Problems of starting and Evidence
operating SSEs
 Third Party Reports
4. Apply entrepreneurial  Internal and external motivation  Oral tests
motivation  Motivational theories
 Written tests
 Self-assessment
 Entrepreneurial orientation  Interviews
 Effective communications in  Observation
entrepreneurship  Portfolio of
 Principles of communication Evidence
 Entrepreneurial motivation
 Third Party Reports
5. Develop business  Innovation in business  Oral tests
innovative strategies  Small business Strategic Plan
 Written tests
 Creativity in business
development  Interviews
 Linkages with other entrepreneurs  Observation
 ICT in business growth and  Portfolio of
development Evidence
 Third Party Reports

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6. Develop Business Plan  Business description  Oral tests
 Marketing plan
 Written tests
 Organizational/Management
 plan  Interviews
 Production/operation plan  Observation
 Financial plan  Portfolio of
 Executive summary Evidence
 Presentation of Business Plan
 Third Party Reports

Suggested Methods of Instruction


 Direct instruction
 Project
 Case studies
 Field trips
 Discussions
 Demonstration
 Question and answer
 Problem solving
 Experiential
 Team training

Recommended Resources
 Case studies
 Business plan templates
 Computers
 Overhead projectors
 Internet
 Mobile phone
 Video clips
 Films
 Newspapers and Handouts
 Business Journals
 Writing materials

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EMPLOYABILITY SKILLS
UNIT CODE: HE/CU/OTM/BC/05/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Demonstrate Employability Skills

Duration of Unit: 80 hours

Unit Description
This unit covers competencies required to demonstrate employability skills. It involves
conducting self-management, demonstrating interpersonal communication, critical safe work
habits, leading a workplace team, planning and organizing work, maintaining professional
growth and development, demonstrating workplace learning, problem solving skills and
managing ethical performance.

Summary of Learning Outcomes


1. Conduct self-management
2. Demonstrate interpersonal communication
3. Demonstrate critical safe work habits
4. Lead a workplace team
5. Plan and organize work
6. Maintain professional growth and development
7. Demonstrate workplace learning
8. Demonstrate problem solving skills
9. Manage ethical performance

Learning Outcomes, Content and Suggested Assessment Methods


Learning Outcome Content Suggested Assessment
Methods
1. Conduct self-  Self-awareness  Oral tests
management  Formulating personal vision,  Written tests
mission and goals  Interviews
 Strategies for overcoming  Observation
life challenges  Portfolio of Evidence
 Managing emotions  Third Party Reports
 Emotional intelligence
 Assertiveness versus
aggressiveness
 Expressing personal
thoughts, feelings and
beliefs
 Developing and maintaining
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high self-esteem
 Developing and maintaining
positive self-image
 Setting performance targets
 Monitoring and evaluating
performance
 Articulating ideas and
aspirations
 Accountability and
responsibility
 Good work habits
 Self-awareness
 Values and beliefs
 Self-development
 Financial literacy
 Healthy lifestyle practices
 Adopting safety practices
2. Demonstrate  Meaning of interpersonal  Oral tests
interpersonal communication  Written tests
communication  Listening skills  Interviews
 Types of audience  Observation
 Public speaking  Portfolio of Evidence
 Writing skills  Third Party Reports
 Negotiation skills
 Reading skills
 Meaning of empathy
 Understanding customers’
needs
 Establishing communication
networks
 Assertiveness
 Sharing information
3. Demonstrate  Stress and stress  Oral tests
critical safe work management  Written tests
habits  Time concept  Interviews
 Punctuality and time  Observation
consciousness  Portfolio of Evidence
 Leisure  Third Party Reports
 Integrating personal
objectives into
organizational objectives
 Resources mobilization

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 Resources utilization
 Setting work priorities
 Developing healthy
relationships
 HIV and AIDS
 Drug and substance abuse
 Managing emerging issues
4. Lead a  Leadership qualities  Oral tests
workplace team  Power and authority  Written tests
 Team building  Interviews
 Determination of team roles  Observation
and objectives  Portfolio of Evidence
 Team parameters and  Third Party Reports
relationships
 Individual responsibilities in
a team
 Forms of communication
 Complementing team
activities
 Gender and gender
mainstreaming
 Human rights
 Developing healthy
relationships
 Maintaining relationships
 Conflicts and conflict
resolution
 Coaching and mentoring
skills
5. Plan and  Functions of management  Oral tests
organize work  Planning  Written tests
 Organizing  Interviews
 Time management  Observation
 Decision making concept  Portfolio of Evidence
 Task allocation  Third Party Reports
 Developing work plans
 Developing work
goals/objectives and
deliverables
 Monitoring work activities
 Evaluating work activities
 Resource mobilization

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 Resource allocation
 Resource utilization
 Proactive planning
 Risk evaluation
 Problem solving
 Collecting, analysing and
organising information
 Negotiation
6. Maintain  Avenues for professional  Oral tests
professional growth  Written tests
growth and  Training and career  Interviews
development opportunities  Observation
 Assessing training needs  Portfolio of Evidence
 Mobilizing training  Third Party Reports
resources
 Licenses and certifications
for professional growth and
development
 Pursuing personal and
organizational goals
 Managing work priorities
and commitments
 Recognizing career
advancement
7. Demonstrate  Managing own learning  Oral tests
workplace  Mentoring  Written tests
learning  Coaching  Interviews
 Contributing to the learning  Observation
community at the workplace  Portfolio of Evidence
 Cultural aspects of work  Third Party Reports
 Networking
 Variety of learning context
 Application of learning
 Safe use of technology
 Taking initiative/proactivity
 Flexibility
 Identifying opportunities
 Generating new ideas
 Workplace innovation
 Performance improvement
 Managing emerging issues
 Future trends and concerns

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in learning
8. Demonstrate  Critical thinking process  Oral tests
problem solving  Data analysis tools  Written tests
skills  Decision making  Interviews
 Creative thinking  Observation
 Development of creative,  Portfolio of Evidence
innovative and practical  Third Party Reports
solutions
 Independence in identifying
and solving problems
 Solving problems in teams
 Application of problem-
solving strategies
 Testing assumptions
 Resolving customer
concerns
9. Manage ethical  Meaning of ethics  Written tests
performance  Ethical perspectives  Oral tests
 Principles of ethics  Interviewing
 Ethical standards  Portfolio of evidence
 Organization code of ethics  Third party report
 Common ethical dilemmas
 Organization culture
 Corruption, bribery and
conflict of interest
 Privacy and data protection
 Diversity, harassment and
mutual respect
 Financial
responsibility/accountability
 Etiquette
 Personal and professional
integrity
 Commitment to
jurisdictional laws
 Emerging issues in ethics
Suggested Methods of Instruction
 Demonstrations
 Simulation/Role play
 Group Discussion
 Presentations
 Assignments

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 Q&A
Recommended Resources
 Computers
 Stationery
 Charts
 Video clips
 Audio tapes
 Radio sets
 TV sets
 LCD projectors
ENVIRONMENTAL LITERACY

UNIT CODE: HE/CU/OTM/BC/06/6/A

Relationship to Occupational Standards:


This unit addresses the Unit of Competency: Demonstrate Environmental Literacy

Duration of Unit: 40 hours

Unit Description
This unit describes the competencies required demonstrate environmental literacy.it involves
controlling environmental hazard, controlling environmental pollution, complying with
workplace sustainable resource use, evaluating current practices in relation to resource usage,
identifying environmental legislations/conventions for environmental concerns, implementing
specific environmental programs, monitoring activities on environmental protection/programs,
analysing resource use and developing resource conservation plans.

Summary of Learning Outcomes


1. Control environmental hazard
2. Control environmental Pollution
3. Demonstrate sustainable resource use
4. Evaluate current practices in relation to resource usage
5. Identify Environmental legislations/conventions for environmental concerns
6. Implement specific environmental programs
7. Monitor activities on Environmental protection/Programs
8. Analyse resource use
9. Develop resource conservation plans

Learning Outcomes, Content and Suggested Assessment Methods


Suggested
Learning Outcome Content Assessment
Methods
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1. Control environmental  Purposes and content of  Oral tests
hazard Environmental Management and  Written tests
Coordination Act 1999  Interviews
 Storage methods for  Observation
environmentally hazardous  Portfolio of
materials Evidence
 Disposal methods of hazardous  Third Party
wastes Reports
 Types and uses of PPE in line
with environmental regulations
 Occupational Safety and Health
Standards (OSHS)
2. Control environmental  Types of pollution  Oral tests
Pollution control  Environmental pollution control  Written tests
measures  Interviews
 Types of solid wastes  Observation
 Procedures for solid waste  Portfolio of
management Evidence
 Different types of noise  Third Party
pollution Reports
 Methods for minimizing noise
pollution
3. Demonstrate sustainable  Types of resources  Oral tests
resource use  Techniques in measuring current  Written tests
usage of resources  Interviews
 Calculating current usage of  Observation
resources  Portfolio of
 Methods for minimizing Evidence
wastage  Third Party
 Waste management procedures Reports
 Principles of 3Rs (Reduce,
Reuse, Recycle)
 Methods for economizing or
reducing resource consumption
4. Evaluate current  Collection of information on  Oral tests
practices in relation to environmental and resource  Written tests
resource usage efficiency systems and  Interviews
procedures,  Observation
 Measurement and recording of  Portfolio of
current resource usage Evidence
 Analysis and recording of  Third Party
current purchasing strategies. Reports

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 Analysis of current work
processes to access information
and data
 Identification of areas for
improvement
5. Identify Environmental  Environmental issues/concerns  Oral tests
legislations/conventions  Environmental legislations  Written tests
for environmental /conventions and local  Interviews
concerns ordinances  Observation
 Industrial standard  Portfolio of
/environmental practices Evidence
 International Environmental  Third Party
Protocols (Montreal, Kyoto) Reports
 Features of an environmental
strategy
6. Implement specific  Community needs and  Oral tests
environmental programs expectations  Written tests
 Resource availability  Interviews
 5s of good housekeeping  Observation
 Identification of  Portfolio of
programs/Activities Evidence
 Setting of individual roles  Third Party
/responsibilities Reports
 Resolving problems /constraints
encountered
 Consultation with stakeholders
7. Monitor activities on  Periodic monitoring and  Oral tests
Environmental Evaluation of activities  Written tests
protection/Programs  Gathering feedback from  Interviews
stakeholders  Observation
 Analyzing data gathered  Portfolio of
 Documentation of Evidence
recommendations and  Third Party
submission Reports
 Setting of management support
systems to sustain and enhance
the program
 Monitoring and reporting of
environmental incidents to
concerned /proper authorities
8. Analyze resource use  Identification of resource  Oral tests
consuming processes  Written tests

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 Determination of quantity and  Interviews
nature of resource consumed  Observation
 Analysis of resource flow  Portfolio of
through different parts of the Evidence
process.  Third Party
 Classification of wastes for Reports
possible source of resources.
9. Develop resource  Determination of efficiency of  Oral tests
Conservation plans use/conversion of resources  Written tests
 Causes of low efficiency of use  Interviews
of resources  Observation
 Plans for increasing the  Portfolio of
efficiency of resource use Evidence
 Third Party
Reports

Suggested Methods of Instruction


 Instructor led facilitation of theory
 Practical demonstration of tasks by trainer
 Practice by trainees
 Observations and comments and corrections by trainers

Recommended Resources
 Standard operating and/or other workplace procedures manuals
 Specific job procedures manuals
 Environmental Management and Coordination Act 1999
 Machine/equipment manufacturer’s specifications and instructions
 Personal Protective Equipment (PPE)
 ISO standards
 Ccompany environmental management systems (EMS)
 Montreal Protocol
 Kyoto Protocol

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OCCUPATIONAL SAFETY AND HEALTH PRACTICES

UNIT CODE:HE/CU/OTM/BC/07/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Demonstrate Occupational Safety and Health
Practices

Duration of Unit: 40 hours

Unit Description
This unit specifies the competencies required to demonstrate occupational health and safety
practices. It involves identifying workplace hazards and risk, identifying and implementing
appropriate control measures to hazards and risks and implementing OSH programs, procedures
and policies/guidelines.

Summary of Learning Outcomes


1. Identify workplace hazards and risk
2. Control OSH hazards
3. Implement OSH programs

Learning Outcomes, Content and Suggested Assessment Methods


Learning Outcome Content Suggested
Assessment Methods
1. Identify workplace  Identification of hazards in the  Oral tests
hazards and risks workplace and/or the indicators of  Written tests
their presence  Interviews
 Evaluation and/or work  Observation
environment measurements of OSH  Portfolio of
hazards/risk existing in the Evidence
workplace  Third Party
 Gathering of OSH issues and/or Reports
concerns
2. Control OSH  Prevention and control measures  Oral questions
hazards e.g., use of PPE  Written tests
 Risk assessment  Portfolio of
 Contingency measures evidence
 Third party
report

3. Implement OSH  Company OSH program,  Oral tests


programs evaluation and review  Written tests
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 Implementation of OSH programs  Interviews
 Training of team members and  Observation
advice on OSH standards and  Portfolio of
procedures Evidence
 Implementation of procedures for  Third Party
maintaining OSH-related records Reports
 Third party
report

Suggested Methods of Instruction


 Assigments
 Discussion
 Q&A
 Role play
 Viewing of related videos

Recommended Resources
 Standard operating and/or other workplace procedures manuals
 Specific job procedures manuals
 Machine/equipment manufacturer’s specifications and instructions
 Personal Protective Equipment (PPE) e.g.
 Mask
 Face mask/shield
 Safety boots
 Safety harness
 Arm/Hand guard, gloves
 Eye protection (goggles, shield)
 Hearing protection (ear muffs, ear plugs)
 Hair Net/cap/bonnet
 Hard hat
 Face protection (mask, shield)
 Apron/Gown/coverall/jump suit
 Anti-static suits
 High-visibility reflective vest

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COMMON UNITS OF LEARNING

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HUMAN ANATOMY AND PHYSIOLOGY

UNIT CODE: HE/CU/OTM/CC/01/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Demonstrate Knowledge of Human Anatomy and
Physiology

Duration of Unit: 160 hours

Unit Description
This unit specifies the competencies required to demonstrate knowledge of human anatomy and
physiology. It involves demonstrating the knowledge of organization of the human body, body
fluids and their functions, body tissues; membranes and their functions, body cavities, human
skeletal system, major muscles of the body and their functions, body joints, circulatory system,
lymphatic system, endocrine system and its functions, nervous system and its function, digestive
system and its function, urinary system and its function respiratory system and its function,
special senses and their functions, reproductive system and its functions.

Summary of Learning Outcomes

1. Demonstrate knowledge of organization of the human body


2. Demonstrate knowledge of body fluids and their functions
3. Demonstrate knowledge of body tissues and membranes and their functions
4. Demonstrate knowledge of body cavities
5. Demonstrate knowledge of the human skeletal system
6. Demonstrate knowledge of the major muscles of the body and their functions
7. Demonstrate knowledge of the body joints
8. Demonstrate knowledge of circulatory system
9. Demonstrate knowledge of the lymphatic system
10. Demonstrate knowledge of the endocrine system and its functions
11. Demonstrate knowledge of the nervous system and its function
12. Demonstrate knowledge of the digestive system and its function

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13. Demonstrate knowledge of the urinary system and its function
14. Demonstrate knowledge of the respiratory system and its function
15. Demonstrate knowledge of the special senses and their functions
16. Demonstrate knowledge of the reproductive system and its functions

Learning Outcomes, Content and Suggested Methods of assessment

Learning Outcome Content Suggested Methods of


assessment
1. Demonstrate  Meaning of anatomical terms  Oral tests
knowledge of  Branches of human Anatomy  Written tests
organization of the  Organization of the human body  Interviews
human body  Functions of the human body  Observation
 Cell and cell cycle  Portfolio of Evidence
 Homeostasis  Third Party Reports
2. Demonstrate  Meaning of terms in the endocrine system  Oral tests
knowledge of human  Types human body fluids
 Written tests
body fluids and their  Functions of the human body fluids
functions  Types of electrolytes in the human body  Interviews
 Functions of electrolytes  Observation

 Portfolio of Evidence

 Third Party Reports

3. Demonstrate  Meaning of terms tissues and membranes  Oral tests


knowledge of body  Types tissues and tissue structures  Written tests
tissues and membranes  Functions of tissues  Interviews
and their functions  Observation
 Portfolio of
Evidence
 Third Party
Reports

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4. Demonstrate  Types of body cavities  Oral tests
knowledge of body  Contents of body cavities  Written tests
cavities  Interviews
 Observation
 Portfolio of
Evidence
 Third Party
Reports
5. Demonstrate  Meaning of terms in the human skeletal  Oral tests
knowledge of the system  Written tests
human skeletal system  Divisions of the human skeleton  Interviews
 Components of axial and appendicular  Observation
skeleton  Portfolio of
 Types of bones Evidence
 Third Party
Reports
 party report
6. Demonstrate  Meaning of terms in the endocrine system  Oral tests
knowledge of the  Types of muscles  Written tests
major muscles of the  Structure of the human body muscles  Interviews
body and their  Functions of muscles  Observation
functions  Portfolio of
Evidence
 Third Party
Reports
7. Demonstrate  Meaning of terms in the endocrine system  Oral tests
knowledge of the body  Types of joints  Written tests
joints  Structure of a joint  Interviews
 Functions of joints  Observation
 Portfolio of
Evidence
 Third Party

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Reports
8. Demonstrate  Meaning of terms in the endocrine system  Oral tests
knowledge of  Components of circulatory system  Written tests
circulatory system  Types of circulation  Interviews
 Structure and function of the blood  Observation
 Structure and function of the heart  Portfolio of
 Structure and function of blood vessels Evidence
 Third Party
Reports
9. Demonstrate  Meaning of terms in the endocrine system  Oral tests
knowledge of the  Components of lymphatic system  Written tests
lymphatic system  Functions of the components in the  Interviews
lymphatic system  Observation
 Portfolio of
Evidence
 Third Party
Reports
10. Demonstrate  Meaning of terms in the endocrine system  Oral tests
knowledge of the  Components of endocrine system  Written tests
endocrine system and  Types of hormones  Interviews
its functions  Functions of hormones  Observation
 Portfolio of
Evidence
 Third Party
Reports
11. Demonstrate  Meaning of terms in the endocrine system  Oral tests
knowledge of the  Types of neurons  Written tests
nervous system and its  Structure and function of a neuron  Interviews
function  Divisions of nervous system and their  Observation
components  Portfolio of
 Types of nervous reflexes Evidence
 Third Party

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Reports
12. Demonstrate  Meaning of terms in the endocrine system  Oral tests
knowledge of the  Components of digestive system  Written tests
digestive system and  Structure and functions of components in  Interviews
its function digestive system  Observation
 Process of digestion  Portfolio of
Evidence
 Third Party
Reports
13. Demonstrate  Meaning of terms in the endocrine system  Oral tests
knowledge of the  Components of urinary system  Written tests
urinary system and its  Structure and functions of components in  Interviews
function urinary system  Observation
 Process of urine formation  Portfolio of
Evidence
 Third Party
Reports
14. Demonstrate  Meaning of terms in the endocrine system  Oral tests
knowledge of the  Components of respiratory system  Written tests
respiratory system and  Structure and functions of components of  Interviews
its function the respiratory system  Observation
 Respiration process  Portfolio of
Evidence
 Third Party
Reports
15. Demonstrate  Meaning of terms in the endocrine system  Oral tests
knowledge of the  Types of sensory organs  Written tests
special senses and  Structures of special organs  Interviews
their functions  Functions of special organs  Observation
 Portfolio of
Evidence
 Third Party

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Reports
16. Demonstrate  Meaning of terms in the endocrine system  Oral tests
knowledge of the  Components of the human reproductive  Written tests
reproductive system system  Interviews
and its functions  Structure and functions of components in  Observation
the female reproductive system  Portfolio of
 Structure and functions of components in Evidence
the male reproductive system  Third Party
 Process of human fertilization Reports

Suggested Methods of Instruction:


 Instructor lead facilitation of theory
 Practical demonstration of tasks
 Practice by trainee
 Simulation/Role play
 Group Discussion

Required resources
 Skills lab
 The human skeleton
 Manqué
 Anatomical wall charts
 Intravenous fluids
 PPE
 Computers
 Overhead projectors
 White boards

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BASIC HOSPITAL PROCEDURES

UNIT CODE: HE/CU/OTM/CC/02/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Apply Basic Hospital Procedures

Duration of Unit: 50 hours

Unit Description
This unit specifies the competencies required to apply basic hospital procedures. It involves
demonstrating the knowledge of a health facility set up, medical equipment in basic patient care
identifying elements of total-patient-care and applying basic patient care procedures.

Summary of Learning Outcomes

1. Demonstrate the knowledge of a health facility set up


2. Demonstrate the knowledge of medical equipment in basic patient care
3. Identify elements of total-patient-care
4. Apply basic patient care procedures

Learning Outcomes, Content and Suggested Methods of assessment

Learning Outcome Content Suggested Methods of


assessment
1. Demonstrate the  Meaning of terms  Oral tests
knowledge of a health  Types of departments in a health  Written tests
facility set up facility  Interviews
 Management structure and  Observation
ministerial organogram  Portfolio of Evidence
 Levels of health facilities  Third Party Reports
 Layout of an accident and
emergency unit

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 Structure of orthopaedic unit
2. Demonstrate knowledge  Meaning of terms • Oral tests
of medical equipment in  Types of health facility
• Written tests
ortho-trauma and equipment and instruments
emergency services  Functions of health facility • Interviews
equipment and instruments • Observation
 Care and maintenance of health
• Portfolio of Evidence
facility equipment and
instruments • Third Party Reports

3. Identify elements of total-  Meaning of terms • Oral tests


patient-care  Physical elements of total- • Written tests
patient-care • Interviews
 Socio-cultural elements of • Observation
total-patient-care • Portfolio of Evidence
 Psychological elements of • Third Party Reports
total-patient-care,
 Spiritual elements of total-
patient-care
4. Apply Basic Patient Care  Meaning of terms  Oral tests
Procedures  Types of basic patient care  Written tests
procedures  Interviews
 Patient triaging  Observation
 Client flow management  Portfolio of Evidence
 Decontamination process  Third Party Reports
 Storage of instruments and
equipment
 Waste segregation and disposal

Suggested Methods of Instruction:

43
 Instructor lead facilitation of theory
 Practical demonstration of tasks
 Practice by trainee
 Simulation/Role play
 Group Discussion

Required resources
 Blood pressure machine
 Thermometers
 Weighing machine
 PPE
 Decontaminants
 Buckets with lids
 Bin liners
 Colour coded bins
 Assorted hospital equipment and instruments
 Hospital signage

44
COMMON DISEASES

UNIT CODE: HE/CU/OTM/CC/03/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Demonstrate Knowledge of Common Diseases

Duration of Unit: 50 hours

Unit Description
This unit specifies the competencies required to demonstrate the knowledge of common diseases.
It involves identifying the stages of disease development, demonstrating the knowledge of
communicable diseases, non-communicable diseases and management of common diseases

Summary of Learning Outcomes

1. Identify stages of disease development


2. Demonstrate knowledge of communicable diseases
3. Demonstrate knowledge of non-communicable diseases
4. Demonstrate knowledge on management of common diseases

Learning Outcomes, Content and Suggested Methods of assessment

Learning Outcome Content Suggested


Methods of
assessment
1. Identify the stages of  Meaning of terms  Oral tests
disease development  Types of diseases  Written tests
 Natural history of a disease  Interviews
 Stages of disease development  Observation
 Portfolio of
Evidence
 Third Party

45
Reports
2. Demonstrate the  Meaning of terms  Oral tests
knowledge of  Types of communicable diseases  Written tests
communicable diseases  Modes of transmission of  Interviews
communicable diseases  Observation
 Portfolio of
Evidence
 Third Party
Reports
3. Demonstrate the  Meaning of terms  Oral tests
knowledge of non-  Types of non-communicable diseases  Written tests
communicable diseases  Risk factors of non-communicable  Interviews
diseases  Observation
 Portfolio of
Evidence
 Third Party
Reports
4. Demonstrate the  Meaning of terms  Oral tests
knowledge on  Control and Prevention measures of  Written tests
management of common common diseases  Interviews
diseases  Basic management of common diseases  Observation
 Portfolio of
Evidence
 Third Party
Reports

Suggested Methods of Instruction:


 Instructor lead facilitation of theory
 Practical demonstration of tasks
 Practice by trainee
 Simulation/Role play

46
 Group Discussion
List of Recommended Resources
 Charts
 White boards
 Videos
 The centre for disease control reference materials

47
FIRST AID SERVICES

UNIT CODE: HE/CU/OTM/CC/04/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Provide First Aid Services

Duration of Unit: 60 hours

Unit Description
This unit specifies the competencies required to provide first aid. It involves providing cardio-
pulmonary resuscitation; managing choking, burns, scalds, trauma, nose bleeding, cuts, fractures,
drowning, poisoning and snake bites. It also involves assisting patients with existing conditions
such as asthma, epilepsy and diabetes.

Summary of Learning Outcomes


1. Assess the nature and extent of injury or illness
2. Provide first aid intervention
3. Evaluate first aid intervention
4. Wind-up first aid intervention

Learning Outcomes, Content and Suggested Methods of assessment

Learning Outcome Content Suggested


Methods of
assessment
1. Assess the nature  Principles of first aid  Observation
and extent of  Scene size-up  Written
injury or illness  Assessment of nature and extent of injury  Oral
and /or illness  Portfolio of
 Sourcing for emergency services Evidence
 Decision making-triaging  Third Party

48
 Requirements for first aid reports
2. Provide first aid  Performing cardio- pulmonary resuscitation;  Oral tests
intervention  Management of:  Written tests
- Choking  Interviews
- Burns and scalds  Observation
- Trauma  Portfolio of
- Nose bleeding Evidence
- Cuts  Third Party
- Fractures Reports
- Drowning
- Poisoning
- Snake bites
 Assisting patients with medical conditions such
as:
- Asthma
- Epilepsy
- Diabetes
 Effective communication on casualty’s
condition
 Handing over casualty to medical personnel
 Monitoring Casualty’s condition
3. Evaluate first aid  Evaluating response of the casualty to the  Written
intervention intervention  Oral
 Evaluating first aider’s response to the  Observation
situation  Third Party
Reports
4. Wind-up first aid  Documentation  Oral tests
intervention  Waste management  Written tests
 Report writing  Interviews
 Observation
 Portfolio of

49
Evidence
 Third Party
Reports

Suggested Methods of instruction:


 Instructor lead facilitation of theory
 Practical demonstration of tasks
 Practice by trainee
 Simulation/Role play
 Group Discussion
List of Recommended Resources
 Trolley  Splints
 Stretcher  Mask
 Gloves  Goggles
 Spine board  Apron/Gown/coverall/jump suit
 Cervical collar  Air ways/ adjuncts
 Sheets  Ambu-bag
 First Aid kit

50
MEDICAL–LEGAL ETHICS

UNIT CODE: HE/CU/OTM/CC/05/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Apply Medical-legal Ethics in Orthopaedic and
Trauma Medicine.

Duration of unit: 30 hours

Unit description
This unit specifies the competencies required to apply medical legal ethics in OTM. It involves
acquiring knowledge on the medical-legal and ethical issues, exhibiting medical-legal ethics, and
liaising with law enforcement team. It also involves documenting medical legal & ethical issues
in OTM.

Summary of Learning Outcomes


1. Acquire knowledge on medical- legal ethics in OTM
2. Exhibit medical legal ethics in OTM
3. Liaise with law enforcement team on medical legal and ethical issues
4. Document medical legal- ethical issues in OTM

Learning Outcomes, Content and Suggested Methods of assessment

Learning Outcome Content Suggested Methods of


Assessment
1. Acquire  Roles and responsibilities of  Oral tests
knowledge on OTM staff  Written tests
medical- legal  Medical-legal issues and ethics in  Interviews
ethics in OTM health  Observation
 Sources of law  Portfolio of Evidence
 Criminal and tort law

51
 Law of contracts  Third Party Reports
 Labour laws
 Acts of Parliament related to
health
2. Exhibit medical  Medical-legal offences related to  Oral tests
legal ethics in OTM  Written tests
OTM  Medical legal implications  Interviews
related to OTM  Observation
 Law and morality  Portfolio of Evidence
 Laws relating to persons and  Third Party Reports
organizations
 Employment law and
Employment Act
 Medical ethics
3. Liaise with law  Identification of the nature of  Oral tests
enforcement offences  Written tests
team on medical  Enforcement team  Interviews
legal and ethical  Applicable laws in medical-  Observation
issues legal issues  Portfolio of Evidence
 Leadership & Interpersonal  Third Party Reports
skills
 Communication of medical
legal issues
 Administrative skills
 Documentation of medical legal  Oral tests
4. Document
and ethical issues  Written tests
medical legal-
 Report writing and  Interviews
ethical issues in
dissemination on medical legal  Observation
OTM
issues  Portfolio of Evidence
 Waste disposal  Third Party Reports

52
Suggested Methods of instruction:
 Instructor lead facilitation of theory
 Practical demonstration of tasks
 Practice by trainee
 Simulation/Role play
 Group Discussion

List of Recommended Resources


 Computer  Antiseptic  Safety boxes
 Tool box  Operation Lights  Abdominal packs
 Medical PPEs  Recording materials/computers  Waste bins
 Decontaminant  PT apparatus  Cleaning materials
 PT instruments

53
HEALTH PROMOTION SERVICES

UNIT CODE: HE/CU/OTM/CC/06/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Provide Health Promotion Services

Duration of Unit: 50 hours

Unit Description
This unit specifies the competencies required to Provide Health Education and Promotion. It
involves identifying and assessing health education and promotion needs, developing objectives,
planning, implementing, evaluating and documenting health promotion and education activities.
Its main objective is to enlighten a person or a community on healthcare.

Summary of Learning Outcomes


1. Carry out needs’ assessment on health promotion
2. Develop objectives for health promotion
3. Plan for health promotion activity
4. Implement action plan for health promotion
5. Monitor and evaluate health promotion services
6. Document health promotion services

Learning Outcomes, Content and Suggested Methods of assessment

Learning Outcome Content Suggested Methods of


assessment
1. Carry out needs’  Basics community health  Oral tests
assessment for assessment techniques  Written tests
promotion  Assessing health needs of a  Interviews
patient  Observation
 Communication skills in health  Portfolio of Evidence
education and promotion  Third Party Reports

54
 Recording and Presentation
assessment reports
2. Develop objectives  Principles of health promotion  Oral tests
for health  Developing objectives of health  Written tests
promotion promotion/education  Interviews
 Observation
 Portfolio of Evidence
 Third Party Reports
3. Plan for health  Health promotion & education  Oral tests
promotion activity guidelines  Written tests
 Developing action plans  Interviews
 Resource mobilisation and  Observation
allocation  Portfolio of Evidence
 Third Party Reports
 Levels of health education and  Oral tests
4. Implement action
promotion  Written tests
plan for health
 Implementing action plans and  Interviews
promotion
policies on health education  Observation
 Teaching methodologies in  Portfolio of Evidence
Health promotion  Third Party Reports
 Strategies for effective health
promotion
 Monitoring and evaluation of  Oral tests
5. Monitor and
health education programs  Written tests
evaluate health
 Data recording and analysis in  Interviews
promotion services
Health education  Observation
 Portfolio of Evidence
 Third Party Reports

55
 Report writing  Oral tests
6. Document health
 Written tests
 Documenting patient/community
education and  Interviews
health activities  Observation
promotion services
 Portfolio of Evidence
 Third Party Reports

Suggested Methods of instruction:


 Instructor lead facilitation of theory
 Practical demonstration of tasks
 Practice by trainee
 Simulation/Role play
 Group Discussion

List of Recommended Resources


 Teaching charts  Sound system  Weighing scales/materials
 Stationery  Recording  Cleaning materials
 Computer – internet, materials/computers  Bronchures
 Pamphlets  VCD/DVDs -  Models
 Posters /flip-charts audio,videos

56
PSYCHOSOCIAL HEALTH SUPPORT SERVICES

UNIT CODE: HE/CU/OTM/CC/07/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Provide Psychosocial Health Support Services

Duration of Unit: 30 hours

Unit Description
This unit specifies the competencies required to provide psychosocial health support. It
involves identifying and assessing patients for psychosocial healthcare, caring for patients
with psychosocial health needs, linking same patients to appropriate psychosocial healthcare,
following–up on psychosocial healthcare support and documenting psychosocial health
support services.

Summary of Learning Outcomes

1. Identify and assess patients for psychosocial healthcare need


2. Care for patients with psychosocial health needs
3. Follow up on psychosocial healthcare support
4. Document psychosocial healthcare support

Learning Outcomes, Content and Assessment Methods

Learning Outcome Content Suggested Methods of


Assessment
 Basic human psychology  Oral tests
1. Assess patients
 Basic human development and  Written tests
for Psychosocial
behaviour  Interviews
healthcare need
 Basic counselling principles  Observation
 Basic counselling skills  Portfolio of
 Identification of psychosocial Evidence
needy  Third Party

57
 patients Reports
 Psychosocial health needs
 Components of psychosocial
healthcare
 Patient assessment of
psychosocial needs
 Prioritizing psychological
2. Care for patients  Oral tests
needs
with psychosocial  Written tests
 Standards for psychosocial
health needs  Interviews
health care services  Observation
 Psychosocial healthcare team  Portfolio of
 Collaborative approaches Evidence
 Effective communication in  Third Party
psychosocial health care Reports
 Critical thinking
 Care for the care giver
 Social support systems  Oral tests
3. Follow up on
 Interpersonal skills  Written tests
psychosocial
 Monitoring psychosocial  Interviews
healthcare
patient’s progress  Observation
support
 Reporting of psychosocial  Portfolio of
issues Evidence
 Third Party
Reports
 Documentation of  Oral tests
4. Document
psychosocial healthcare  Written tests
psychosocial
services  Interviews
healthcare
 Report writing and  Observation
support
dissemination  Portfolio of
 Patient agreement Evidence
 Transfer reports  Third Party

58
 Waste disposal Reports

Suggested Methods of Instruction:


 Instructor lead facilitation of theory
 Practical demonstration of tasks
 Practice by trainee
 Simulation/Role play
 Group Discussion

List of Recommended Resources


 Psychologist and  Recording  Tables
Counseling Act materials/computers  Chairs
 Code of ethics of a  Charts  Stationery
counselor 2014  Videos/audios  Computer
 Medical PPEs

59
ACTION RESEARCH

UNIT CODE: HE/CU/OTM/CR/08/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Conduct education action research

Duration of Unit: 80 hours

UNIT DESCRIPTION
This unit covers the competencies required to conduct action research. It involves writing
research proposals, collecting and analysing research data and writing research reports,
implementing action research recommendations, implementing recommended actions, reviewing
implemented actions and adopting modified actions into SOPs.

Summary of Learning Outcomes


1. Write research proposal
2. Collect research data
3. Analyse research data
4. Write research report
5. Implement action research recommendations
6. Implement recommended actions
7. Review implemented actions
8. Adopt modified actions into SOPs

Learning Outcomes, Content and Suggested Methods of Assessment

Learning Outcome Content Suggested Methods of Assessment

1. Write  Terms and concepts  Oral tests


research  Historical background of research  Written tests
proposal  Importance of research  Interviews
 Ethics in research  Observation
 Critical reading and academic  Portfolio of Evidence
writing  Third Party Reports
 Scientific research process

60
Learning Outcome Content Suggested Methods of Assessment

 Types of research
 Action research as educational
development
 Different forms of Action
Research
 Quantitative and qualitative
research methodologies
 ALACT / Korthagen's model
of experiential learning in the
workplace
 Schön’s theory of the reflective
practitioner

 Importance of research proposal


 Types of research proposal
 Format of academic research
proposal
 Sources of research problem
 Qualities of a good research
problem
 Identification of research problem
 Formulation of research title
 Research proposal writing
o Background information of
the study
 Formulation of research objectives
o Research questions
o Research hypothesis
o Statement of research
problem
o Purpose of research study
o Significance of research
study
o Limitation of research
study
o Scope of research study

61
Learning Outcome Content Suggested Methods of Assessment

o Definition of terms
o Abbreviations and
acronyms
 Review of related literature
o Purpose of review
o Sources of literature
o Style of presentation
 Research methodology
o Research design
o Population of study
o Sample and sampling
techniques
o Types of data collection
tools
o Development of data
collection tools
o Procedure for data
collection
o Data analysis plan
o Research study work plan
 Monitoring and evaluation
 Documenting actions
 Adapting implementation plans

2. Collect ● Piloting of data collection tools  Oral tests


research data ● Collection of data  Written tests
● Collation of data  Interviews
 Observation
 Portfolio of Evidence
 Third Party Reports

3. Analyse ● Data analysis  Oral tests


research data o Quantitative  Written tests
o Qualitative  Interviews
 Observation
 Data processing  Portfolio of Evidence

62
Learning Outcome Content Suggested Methods of Assessment

o Validation  Third Party Reports


o Editing
o Coding
o Tabulation

 Data presentation and


interpretation
 Conclusion and recommendations

4. Write  Compiling and writing of Research  Oral tests


research report  Written tests
report  Editing research report  Interviews
 Sharing of research report  Observation
 Dissemination of research finding  Portfolio of Evidence
 Third Party Reports

 Planning for action  Oral tests


5. Implement
 Budgeting for action research  Written tests
action
 Assignment of responsibilities in  Interviews
research
action research  Observation
recommendat
 Portfolio of Evidence
ions
 Third Party Reports

6. Implement  Collection of routine data in action  Oral tests


recommende research  Written tests
d actions  Analysis of data in action research  Interviews
 Conclusions and recommendations  Observation
in action research  Portfolio of Evidence
 Recommendation for action in  Third Party Reports
action research

7. Review  Interpretation of recommendations  Oral tests


implemented on M&E report  Written tests
actions  Revision of actions for improved  Interviews
outcomes  Observation
 Implementation of reviewed action  Portfolio of Evidence

63
Learning Outcome Content Suggested Methods of Assessment

 Third Party Reports

8. Adopt  Regularization of improved  Oral tests


improved actions in SOPs  Written tests
action into  Implementation of improved  Interviews
SOPs actions as part of SOPs  Observation
 Portfolio of Evidence
 Third Party Reports

Suggested Methods of Instruction:


● Direct instruction
● Project
● Case studies
● Field trips
● Discussions
● Demonstration
● Question and answer
● Problem solving

List of Recommended Resources:


● Computers
● Stationery
● Filing equipment
● Cameras
● LCD projectors
● Video clips
● Software for data analysis
● Resource persons
● Print media

64
CORE UNITS OF LEARNING

65
EMERGENCY CARE IN DISASTER INCIDENT
UNIT CODE: HE/CU/OTM/CR/01/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Provide Emergency Care in Disaster Incident

Duration of Unit: 120 hours

Unit Description
This unit specifies the competencies required to provide emergency care in a disaster incident. It
involves assessing and mapping out community trauma and disaster risks, planning community-
based trauma, emergency and disaster response system, organizing community-based trauma,
emergency and disaster response activities, implementing trauma, emergency and disaster
response operations, overseeing trauma, emergency and disaster mitigation and recovery
operations, and monitoring and evaluating trauma, emergency and disaster mitigation activities
in the community.
It applies in the health sector.

Summary of Learning Outcomes

1. Assess and map out community trauma and disaster risks


2. Plan community-based trauma, emergency and disaster response systems
3. Organize community -based trauma, emergency and disaster response activities
4. Implement trauma, emergency and disaster response operations
5. Oversee trauma, emergency and disaster mitigation and recovery operations
6. Monitor and evaluate trauma, emergency and disaster mitigation activities in the
community

66
Learning Outcomes, Content and Suggested Methods of assessment

Learning Outcome Content Suggested Methods of


Assessment

Assess and map out  Meaning of terms  Oral tests


1.
trauma  Classes and types of disaster hazards  Written tests
community
 Critical disaster Factors  Interviews
and disaster risks
 Risk Assessment  Observation
 Report writing on disaster risks  Portfolio of Evidence
 Third Party Reports

2. Plan community-based  Risk evaluation  Oral tests

trauma, emergency and  Levels of disaster management  Written tests


 Disaster response resource  Interviews
disaster response systems
 Action plan  Observation
 Portfolio of Evidence
 Third Party Reports

3.Organise community-  The composition Disaster response  Oral tests


based trauma, emergency team  Written tests
and disaster response  The role of Disaster response team  Interviews
activities  Resource allocation for disaster  Observation
response  Portfolio of Evidence
 Resource mobilization  Third Party Reports
4.Implement trauma,  Phases of disaster management  Oral tests
emergency and disaster  Steps of disaster response  Written tests
response operations  Implementation of action plan  Interviews
 Team work  Observation
 Disaster Mitigation measures  Portfolio of Evidence
 Third Party Reports

67
5.Oversee trauma and  Responsibilities of disaster response team  Oral tests
disaster mitigation and  Role of Communication in disaster  Written tests
recovery operations response and recovery  Interviews
 Understanding disaster command system  Observation
 Portfolio of Evidence
 Third Party Reports
6.Monitor and evaluate  Indicators of disaster risk  Oral tests
trauma, emergency and  Creating awareness of hazards, risks and  Written tests
disaster mitigation Disaster incident  Interviews
activities in the  Community based mitigation measures for  Observation
community disaster  Portfolio of Evidence
 Role of stakeholders of disaster response  Third Party Reports
and mitigation
 Incident report

Suggested Methods of instruction:


 Instructor lead facilitation of theory
 Practical demonstration of tasks
 Practice by trainee
 Simulation/Role play
 Group Discussion

List of Recommended Resources


 Theatre checklist  Antiseptic  Safety boxes
 Stationery  Recording  Waste bins
 Consumables materials/computers  Cleaning materials
 Medical PPEs  Perioperative Theatre  PT apparatus
 Decontaminant instruments

68
SOFT TISSUE INJURIES
UNIT CODE: HE/CU/OTM/CR/02/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Manage soft tissue injuries

Duration of Unit: 100 hours

Unit Description
This unit specifies competencies required to manage soft tissue injuries.
It entails managing external bleeding, cleaning wounds, managing sprains and strains and burns.
It also involves applying and removing bandages.

Summary of Learning Outcomes


1. Manage external bleeding
2. Clean wound
3. Manage sprains and strains
4. Manage burns
5. Apply bandage
6. Remove bandage

Learning Outcomes, Content and Suggested Methods of assessment

Learning Outcome Content Suggested Methods of


assessment
1. Manage external  Meaning of terms  Oral tests
bleeding  Categories of bleeding  Written tests
 Causes of bleeding  Interviews
 Techniques of stopping bleeding  Observation
 The procedure arresting bleeding  Portfolio of Evidence
 Positioning of patient and bleeding  Third Party Reports
site
 Requirements for management of

69
external bleeding
 Danger signs in external bleeding
 Initial scene and patient Assessment
2.Clean wound  Requirements for wound cleaning and  Oral tests
dressing
 Written tests
 Classes of wounds
 Procedure for wound cleaning  Interviews
 Procedure for dressing of wound  Observation
 Patient self-care for wounds
 Portfolio of Evidence

 Third Party Reports


 Meaning of terms  Oral tests
3.Manage strains and
 Classes of strains and sprains  Written tests
sprains.
 Assessment of sprains and strains  Interviews
 Management of strains and sprains  Observation
 Complications of strains and sprains  Portfolio of Evidence
 Patient self-care for strains and sprains  Third Party Reports
 Meaning of terms  Oral tests
7. Manage burn
 Classes of burns  Written tests
 Assessment of burns  Interviews
 How to manage burns  Observation
 Patient self-care for burns  Portfolio of Evidence
 Third Party Reports
 Requirement for bandaging  Oral tests
8. Apply bandage
 Uses of bandages  Written tests
 Procedure for bandaging  Interviews
 Precautions during bandaging  Observation
 Patient self-care for bandage  Portfolio of Evidence
 Third Party Reports
 Requirement for removal of bandage  Oral tests
9. Remove bandage
 Danger signs for applied bandages  Written tests

70
 Patient self-care for burns  Interviews
 Documentation  Observation
 Waste segregation and disposal  Portfolio of Evidence
 Third Party Reports
Suggested Methods of instruction:
 Instructor lead facilitation of theory
 Practical demonstration of tasks
 Practice by trainee
 Simulation/Role play
 Group Discussion

List of Recommended Resources


 Face mask  Disposable gowns  Drum
 Gloves  Mackintosh  Safety boxes
 Goggles  Operation table  Gauze
 Theatre caps  Trolleys  Adnominal packs
 Safety shoes/  Trays  Swabs
 Emergency /Trauma unit  Antiseptic  Waste bins
 Patient’s gown  Stools  Polyethene bags
 Surgical spirit  Retractor  Artery Forceps
 Decontaminant  Manikin  Assorted scissors
 Clamps

71
FRACTURES AND DISLOCATIONS
UNIT CODE: HE/CU/OTM/CR/03/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Manage Fracture and Dislocation

Duration of Unit: 240 hours

Unit Description
This unit describes the competencies required to manage fracture and dislocation. It involves
using radiological images, manipulating and reducing fractures and dislocations, applying and
removing casts, braces, splints and traction.

Summary of Learning Outcomes


1. Use radiological images
2. Manipulate and reduce fractures and dislocations
3. Apply and remove casts
4. Apply and remove braces
5. Put and remove splints
6. Apply and remove traction

Learning Outcomes, Content and Suggested Methods of assessment

Learning Outcome Content Suggested Methods of


Assessment

72
1. Use radiological  Definition of terms  Observation
images  Imaging modalities  Written
 Imaging indications  Oral
 Anatomy of a bone and joint  Third party report
 Anatomy of the human skin
 Projections
 Viewing and analyzing images
 Interpreting various radiological
results
2. Manipulate and reduce  Definition of terms  Oral tests
fractures and  Process of healing
 Written tests
dislocations  Complication of fractures
 Mechanisms of injury  Interviews
 Classification of fractures  Observation
 Classification of dislocations
 Portfolio of Evidence
 Assessment of injured areas
 Fracture reduction manoeuvres  Third Party Reports

 Dislocation reduction manoeuvres


3. Apply and remove  Definition of terms  Oral tests
casts  Material science  Written tests
 Regional casts  Interviews
 Application techniques  Observation
 Removal techniques  Portfolio of Evidence
 Third Party Reports
4.Put and remove splints  Definition of terms  Oral tests
 Material science  Written tests
 Regional splints  Interviews
 Application techniques  Observation
 Removal techniques  Portfolio of Evidence
 Third Party Reports

73
5.Put and remove brace  Definition of terms  Oral tests
 Material science  Written tests
 Regional braces  Interviews
 Application techniques  Observation
 Removal techniques  Portfolio of Evidence

 Third Party Reports


6.Apply and remove  Definition of terms  Oral tests
traction  Types of traction  Written tests
 Methods of traction  Interviews
 Regional traction  Observation
 Application techniques  Portfolio of Evidence
 Removal techniques  Third Party Reports

Suggested Methods of Instruction:


 Instructor lead facilitation of theory
 Practical demonstration of tasks
 Practice by trainee
 Simulation/Role play
 Group Discussion

List of Recommended Resources


 Computer  Antiseptic  Safety boxes
 Tool box  Operation Lights  Adnominal packs
 Medical PPEs  Recording  Waste bins
 Decontaminant materials/computers  Cleaning materials
  Operation Theatre apparatus

74
75
ORTHOPAEDIC CONDITIONS
UNIT CODE: HE/CU/OTM/CR/04/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Participate in Management of Orthopaedic
Conditions

Duration of Unit: 100 hours

Unit Description
This unit describes the competencies required to Participate in management of orthopaedic
conditions. It involves correcting congenital orthopaedic malformations, managing acquired
orthopaedic conditions, reviewing, referring and following up patients with orthopaedic
conditions. It also involves documenting orthopaedic cases.
It apples in the health sector

Summary of Learning Outcomes

1. Correct congenital orthopaedic malformations


2. Manage acquired orthopaedic conditions
3. Review patient with orthopaedic conditions
4. Refer patients with orthopaedic conditions
5. Follow up patients with orthopaedic conditions
6. Document orthopaedic condition cases

Learning Outcomes, Content and Suggested Methods of assessment

Learning Outcome Content Suggested Methods of


assessment

1. Correct congenital  Definition of terms  Observation


 Congenital orthopaedic conditions
orthopaedic  Written
 Assessment of patient with congenital
malformations
orthopaedic malformation  Oral

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 Diagnosis of congenital orthopaedic  Third party report
conditions
 Using ponseti method to correct club
foot (CTEV)

acquired  Definition of terms


2. Manage  Observation
 Classify acquired orthopaedic
orthopaedic  Written
conditions
conditions
 Diagnosis of orthopaedic conditions  Oral
 Antimicrobial agents  Third party report
 Treatment of specified orthopaedic
conditions

patient  Definition of terms  Oral


3. Review
orthopaedic  Planning for reviews  Observation
with
 Patient review protocols  Written
conditions
 Third party report

4. Refer patients with  Definition of terms  Oral


 Patient referral protocols  Observation
orthopaedic
 Planning for referrals  Written
conditions
 Referral options  Third party report

5. Follow up patients  Definition of terms  Oral

with orthopaedic  Patient referral protocols  Observation


 Planning for referrals  Written
conditions
 Third party report

Suggested Methods of Instruction:


 Instructor lead facilitation of theory
 Practical demonstration of tasks
 Practice by trainee
 Simulation/Role play

77
 Group Discussion

List of Recommended Resources


 Face mask  Disposable gowns  Safety boxes
 Gloves  Mackintosh  Gauze
 Goggles  Operation table  Adominal packs
 Safety shoes/Operation  Trolleries  Swabs
Theatre s  Trays  Waste bins
 Patient’s gown  Antiseptic  Polythine bags
 Surgical spirit  Stools  Artery Forceps
 Decontaminant  Retractor  Assorted scissors
 Clamps  Toniquet  Specimen containers
 Patient monitors  Branula  Specimen preservative
 BP machine  Syringes &Needles  Cleaning materials
 Stethoscope  Operation Lights  Recording
 Thermometers  Scopes materials/computers

78
ORTHOPAEDIC SURGICAL PROCEDURES
UNIT CODE: HE/CU/TT/CR/05/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Participate in Orthopaedic Trauma Surgical
Procedures
Duration of Unit: 180 hours

Unit Description
This unit describes the competencies required to participate in orthopaedic and trauma surgical
procedures. It involves participating in open reduction and internal fixation and open reduction
and external fixation; removing K- wires and external fixators; fixing and removing skeletal
traction; it also involves assisting in carrying out operative techniques in orthopaedic theatres as
well as participating in post-surgical review and follow up for patients
It applies in the health sector

Summary of Learning Outcomes


1) Participate in open reduction and internal fixation
2) Participate in open reduction and external fixation
3) Remove K- wires and external fixators
4) Fix skeletal tractions
5) Remove skeletal tractions
6) Assist in carrying out operative techniques in orthopaedic theatres
7) Participate in post-surgical patient review and follow up

Learning Outcomes, Content and Suggested Methods of assessment

Learning Outcome Content Suggested Methods of


Assessment
1. Participate in  Definition of terms  Oral tests
open reduction  Nosocomial infections
 Written tests
and internal  Aseptic techniques

79
fixation  Orthopaedic Surgical  Interviews
procedures
 Observation
 Methods of infection control
 Indications for orthopaedic  Portfolio of Evidence
and trauma surgical  Third Party Reports
intervention
 Assessment of patients for
ORIF
 Counselling patients for
ORIF
 Perioperative care of ORIF
patients
2. Participate in  Definition of terms  Observation
open reduction  Indications for OREF  Written
and external  Assessment of patients for  Oral
fixation OREF  Third party reports
 Counselling patients for
OREF
 Perioperative care of OREF
patients
3. Remove K-  Definition of terms  Oral tests
wires and  Assessment for removal of K  Written tests
external fixators wires and External fixators  Interviews
 Requirements for removal  Observation
 Removal procedure  Portfolio of Evidence
 Wound dressing  Third Party Reports
 Advice and care post removal
 Review and follow ups
4)Fix skeletal tractions  Definition of terms  Oral tests
 Types of traction  Written tests
 Methods of traction  Interviews

80
 Regional traction  Observation
 Fixing techniques  Portfolio of Evidence
 Removal techniques  Third Party Reports
5) Remove skeletal  Definition of terms  Oral tests
tractions  Types of traction
 Written tests
 Methods of traction
 Regional traction  Interviews
 Removal techniques  Observation

 Portfolio of Evidence

 Third Party Reports


6) Assist in carrying  Definition of terms  Oral tests
out operative  Orthopaedic related operative
 Written tests
techniques in techniques
orthopaedic theatres  Aseptic techniques  Interviews
 Equipment used in  Observation
orthopaedic related operative
 Portfolio of Evidence
procedures
 Roles to play in orthopaedic  Third Party Reports

related operative procedures


7) Participate in post-  Definition of terms  Oral tests
surgical patient  Definition of terms
 Written tests
review and follow  Patient Assessment
up  Patient follow-up protocols  Interviews
 Planning for follow-up  Observation

 Portfolio of Evidence

 Third Party Reports

Suggested Methods of Instruction


 Instructor lead facilitation of theory
 Practical demonstration of tasks

81
 Practice by trainee
 Simulation/Role play
 Group Discussion
List of Recommended Resources
 Human
 Computers
 Stationery
 Telephone
 Internet services
 Relevant policy, acts and regulations

82
ADMINISTRATIVE SERVICES IN ORTHOPAEDIC AND TRAUMA MEDICINE

UNIT CODE: HE/CU/OTM/CR/05/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Execute Administrative Services in orthopaedic
and Trauma Medicine

Duration of Unit: 80 hours

Unit Description
This unit describes the competencies required to execute administrative services in orthopaedic
and trauma medicine. It involves planning administrative duties, providing supervisory and
liaison services; implementing policies, guidelines and standards; Mentoring trainees and staff;
representing department at interdepartmental and inter-facility activities. It also entails
Monitoring and evaluating the delivery of orthopaedic and trauma services in the day to day
running of orthopaedic and emergency facility.

Summary of Learning Outcomes


1) Plan administrative duties in orthopaedic and trauma medicine
2) Provide supervisory services in orthopaedic and trauma facility
3) Implement policies, guidelines and standards
4) Provide liaison services in orthopaedic and trauma facility
5) Mentor trainees and staff
6) Represent department at interdepartmental and inter-facility activities
7) Monitor and evaluate delivery of orthopaedic and trauma services

83
Learning Outcomes, Content and Suggested Methods of assessment

Learning Outcome Content Suggested Methods of


Assessment
1.Plan administrative  Basic Principles of administration  Oral tests
duties in orthopaedic  Duties of orthopaedic and trauma  Written tests
and trauma medicine staff  Interviews
 Workplace policy compliance  Observation
 Service charter  Portfolio of
 SOPs Evidence
 Resources for Administrative  Third Party Reports
activities
2.Provide supervisory  Resource management  Oral tests
services in  Human  Written tests
orthopaedic and  Time  Interviews
trauma facility  Finance  Observation
 Materials and supplies  Portfolio of
Evidence
 Third Party Reports
3.Implement policies,  Environmental laws and  Oral tests
guidelines ans regulations  Written tests
standards  HR policies and regulations  Interviews
 Labour laws and regulations  Observation
 Resources management policy  Portfolio of
 Development of Strategic Plans Evidence
 Execution of strategic plan  Third Party Reports
4.Provide liaison  Organizational structure  Oral tests
services in  Interpersonal skills  Written tests
orthopaedic and  Medico-legal aspects  Interviews
trauma facility  Observation
 Portfolio of

84
Evidence
 Third Party Reports
6. Mentor  Interpretation Mentoring tool  Oral tests
trainees and  Reasons for mentorship  Written tests
staff  Process of mentoring  Interviews
 Observation
 Portfolio of
Evidence
 Third Party Reports
7. Represent  Public relations in a medical  Oral tests
department at facility  Written tests
interdepartme  Stakeholders in health services  Interviews
ntal and inter-  Role of Regulatory bodies and  Observation
facility agencies  Portfolio of
activities Evidence
 Third Party Reports
3. Monitor and  Monitoring and evaluation (M&E)  Oral tests
evaluate  Customer satisfaction surveys  Written tests
delivery of  Performance evaluation  Interviews
Operation  Development and use of M&E  Observation
Theatre Tools  Portfolio of
services  Collecting and analysing M&E Evidence
data  Third Party Reports
 Investigative skills
 Critical thinking
 Report writing in Operation
Theatre

Suggested Methods of instruction:


 Instructor lead facilitation of theory

85
 Practical demonstration of tasks
 Practice by trainee
 Simulation/Role play
 Group Discussion

List of Recommended Resources


 Human
 Computers
 Stationery
 Telephone
 Internet services
 Relevant policy, acts and regulations

86
MANAGEMENT OF ORTHOPAEDIC AND TRAUMA FACILITY
UNIT CODE: HE/CU/OTM/CR/06/6/A

Relationship to Occupational Standards


This unit addresses the Unit of Competency: Manage Orthopaedic and Trauma Facility

Duration of Unit: 80 hours

Unit Description
This unit describes the knowledge, skills and attitudes required to manage orthopaedic and
trauma facility. It involves planning, organizing, directing and controlling orthopaedic and
trauma facility. It also involves preparing and disseminating orthopaedic and trauma case reports.

Summary of Learning Outcomes


1) Prepare and plan to manage orthopaedic, emergency and trauma resources
2) Organize orthopaedic and trauma and emergency resources
3) Direct Orthopaedic and trauma services
4) Control Orthopaedic and trauma resources
5) Prepare orthopaedic and trauma case reports
6) Disseminate reports

Learning Outcomes, Content and Suggested Methods of assessment

Learning Outcome Content Suggested Methods of


assessment
1. Prepare and plan  Basic principles and functions of  Oral tests
to manage management  Written tests
orthopaedic,  Management theories  Interviews
emergency and  Emergency unit layout  Observation
trauma resources  Resource mobilization  Portfolio of
Evidence
 Third Party Reports

87
2. Organize  Staffing procedures/recruitment  Oral tests
orthopaedic and procedures  Written tests
trauma and  Resource allocation  Interviews
emergency  Organization structure/protocol  Observation
resources  Communication methods  Portfolio of
 Ethics in OTM Evidence
 Third Party Reports
3. Direct  Interpersonal skills  Oral tests
Orthopaedic and  Employment Act  Written tests
trauma services  Work place policies  Interviews
 Law and Labour regulations  Observation
 Leadership skills  Portfolio of
Evidence
 Third Party Reports

4. Control  Resource management  Oral tests


Orthopaedic and  Medical legal aspects in OTM  Written tests
trauma resources  Creative and Critical thinking  Interviews
 Basic monitoring and evaluation  Observation
 Observation skills  Portfolio of
 Interviewing skills Evidence
 Investigative skills  Third Party Reports
5. Prepare  Case summary  Oral tests
orthopaedic and  Report writing  Written tests
trauma case  Features of medical report  Interviews
reports  Observation
 Portfolio of
Evidence
 Third Party Reports

88
6. Disseminate  Records keeping in OTM  Oral tests
reports  Inventories in OTM  Written tests
 Interviews
 Observation
 Portfolio of
Evidence
 Third Party Reports

Suggested Methods of instruction


1. Instructor led facilitation theory 4. Group discussions
2. Practical demonstration 5. Trainee practical
3. Simulation/role play

List of Recommended Resources


 Face mask  Tables/Chairs/benches/Stools
 Gloves  Lockable shelves
 Goggles  Trolleries
 Computers /Internet services  Trays
 Telephone  Antiseptic
 Relevant policy, acts and regulations  Safety boxes
 Stationery

89

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