THE REPUBLIC OF UGANDA MINISTRY OF EDUCATION AND SPORTS

Business, Technical, Vocational Education and Training (BTVET)

TEACHER’S GUIDE FOR CERTIFICATE IN NURSING

June 2018 THE REPUBLIC OF UGANDA

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

TEACHER’S GUIDE FOR CERTIFICATE IN NURSING

August 2018

i Foreword The Ministry of Education and Sports (MoES) in partnership with Ministry of Health and other stakeholders are responsible for ensuring quality standards in training of Human Resource for Health (HRH) for effective health service delivery in Uganda.

The Competence-Based Education and Training (CBET) curriculum was acknowledged as one of the key interventions for enhancing competence for effective health care delivery.

Implementation of the CBET calls for strengthening partnerships with the public-private sector as it ensures the much needed exposure in the world of work. This teachers’ guide will help in enhancing the key competencies, stipulated in the Certificate Nurse Curriculum in a structured and sequential manner to ensure standardization of training of certificate Nurse nationwide.

Any Health-Training Provider and/or those who wish to present themselves for Professional Assessment and Certification in Nursing at Certificate level will use this Teacher’s Guide.

Herewith, the Ministry of Education and Sports presents the Teacher’s Guide based on the revised edition of the Competence-Based Curriculum for training, assessing and certifying learners pursuing a Certificate in Nursing Training Programme.

I appeal to all stakeholders involved in training of Certificate Nurse to implement the CBET curriculum training guide to enhance training of Nurses of high moral and professional standards who will provide quality health care in Uganda and beyond.

Mr. Alex Kakooza PERMANENT SECRETARY Ministry of Education and Sports

ii Acknowledgement

The Ministry of Education and Sports (MoES) acknowledges with appreciation the valuable contributions of the following persons, teams from Institutions and Organisations, who participated in the development of this Teacher’s Guide.

Your rich experience, commitment and contributions enabled the completion of this very important Certificate Nursing Teacher’s Guide. The ministry is greatly obliged to thank IntraHealth International not only for their technical input but also for funding the entire process i) Ministry of Health (MOH) • Human Resource for Health Department • Nursing department • Teaching Hospitals • Health Facilities • Uganda Nurses and Midwives Council ii) Ministry of Education and Sports • Business Technical Vocational Education and Training department • Uganda Nurses and Midwives Examinations Board (UNMEB) • National Curriculum Development Centre (NCDC) • Directorate of Education Standards (DES) • National Council for Higher Education • Health Training Institutions iii) Intra Health International through the USAID-Strengthening Human Resources for Health Activity iv) Consultants - Skills Initiative Uganda Ltd (SIU) v) Medical Bureaus vi) Resource Persons from various organisations

For God and My Country.

Hajat Safinah Kisu Museene (Mrs.) Commissioner, Business, Technical, Vocational Education and Training (BTVET)

iii Abbreviations and Acronyms

BTVET Business, Technical, Vocational Education and Training CBET Competence-Based Education and Training DES Directorate of Education Standards LWA Learning-Working Assignment MoES Ministry of Education and Sports MoH Ministry of Health NCDC National Curriculum Development Centre PEX Practical Exercise SHRH Strengthening Human Resource for Health Activity SIU Skills Initiative Uganda TMD Training Modules Development UNMEB Uganda Nurses and Midwives Examinations Board USAID United States Agency for International Development UNMC Uganda Nurses and Midwives Council

iv Table of Contents

Foreword...... ii Acknowledgement...... iii Abbreviations and Acronyms...... iv Definition of Terms...... vi

Introduction...... 1 Rationale...... 7 Aims of the Teacher’s Guide for Certificate in Nursing...... 7 How to use this Teacher’s Guide...... 8

Summary of Training Modules for Certificate Nurse...... 4 Module Unit Structure...... 4

YEAR I SEMESTER I...... 7 Module Unit- CN1101: Foundations of Nursing (I)...... 7 Module Unit-CN1102: Anatomy & Physiology I...... 17 Module Unit-CN1103: First Aid and Emergencies...... 21 Module Unit-CN1104: Microbiology...... 24 Module Unit- CN1105: Personal and Communal Health (PCH)...... 28

YEAR I SEMESTER II...... 33 Module Unit CN1201: Foundations of Nursing II...... 33 Module Unit-CN1202: Anatomy & Physiology II...... 42 Module Unit-CN1203: Sociology and Psychology...... 45 Module UnitCN1204: Introduction to Essential Computer Concepts in Nursing...... 50 Module Unit-CN1205: Primary Health Care...... 53

YEAR II SEMESTER I...... 56 Module Unit-CN2101: Pharmacology (I)...... 56 Module Unit-CN 2102: Medical Nursing (I)...... 59 Module Unit-CN2103: Surgical Nursing (I)...... 66 Module Unit-CN2104: Paediatric Nursing (I)...... 76 Module Unit-CN2105: Gynacological nursing...... 84

YEAR II SEMESTER II...... 88 Module Unit-CN2201: Pharmacology II...... 88 Module Unit-CN2202: Medical Nursing II...... 93 Module Unit-CN2203: Surgical Nursing (II)...... 99 Module Unit-CN2204: Mental Health Nursing...... 106 Module Unit-CN2205: Occupational Health...... 112 Module Unit-CN2206: Paediatric Nursing (II)...... 116

YEAR III SEMESTER I...... 124 Module Unit-CN3101: Tropical Medicine...... 124 Module Unit-CN3102: Guidance and Counselling...... 130 Module Unit-CN3103: Surgical Nursing (III)...... 133 MODULE UNIT-CN3104: Reproductive Health...... 138 Module Unit- CN 3105: Managing Health Unit (Lower Levels)...... 142 Module Unit-CN3106: Entrepreneurship...... 146

LIST OF PARTICIPANTS IN THE DEVELOPMENT OF HEALTH TUTOR’S GUIDE...... 149 LIST OF PARTICIPANTS IN THE VALIDATION OF THE DRAFT HEALTH TUTOR’S GUIDE...... 150

v Definition of Terms

Module: Is the theme guiding the training module unit for a specified period of study and describing major aspects of study Module Unit This is part/component of a module. It has particular competences that learners are expected to acquire at various levels during the course of study. Module Unit Contact Hours This is the suggested time allocation for a given module unit within a specific academic year of study. Module Unit Code This is the unique module unit reference (code) which also pairs as the examination paper code applied on the transcript. Learning Outcome This is the general objective of the given content in the module unit. It clarifies generally what the learner should be able to do as a result of passing through the learning process. Preparations These are activities you undertake prior to teaching learners. The activities are meant to facilitate the process of learning.

Learning Working Assignments (LWAs) These are learning clusters of a module that are related to work environment but used in training for acquiring competences.

Practical Exercises/Sub-topics This presents a specific topic in relationship with the module unit.

Competences to be gained by Learners These are a set of specific skills, knowledge and attitude which the learner is expected to acquire and exhibit, during and after going through every specific module unit’s content.

Content Outline This is an outline of the subject matter to be learnt in a particular module unit and within a prescribed timeframe.

Suggested Teaching Methods/Strategies These are methods that you use to facilitate learning that suit a particular content and learners. The teaching/learning strategies require your active participation and that of learners during the teaching/ learning process.

Actions/Activities for emphasis As a Teacher, there are some complimentary activities you may want to do to emphasis the learning of the competences in a particular area. These may be within or without the teaching environment. Similarly, for students to be helped further on the competences taught, they may be asked to take some actions from which they would benefit.

Assessment According to the curriculum, guidance on assessment is provided as below; A candidate shall be considered to have acquired a competence when he/she performs tasks required of a Certificate Nurse in the labour market. One must have attended at least 85 % of thecourse and undergone both continuous assessment and end of year academic examinations. Continuous assessments shall be administered by the training institutions, honoured and verified by Uganda Nurses and Midwives Examination Board (UNMEB).

vi Introduction This Teacher’s Guide is aimed at equipping the Teacher with learner-centred methods of conducting training sessions (teaching and learning strategies). To ensure that learners gain the desired competences, they should participate in the lesson administration.

The Guide emphasises practical teaching, projects and acquisition of skills by the learner. The competences that learners are expected to acquire are clearly spelt out in each Module Unit covered in the Semester. “You” should ensure that learners are well versed with practical work. The teaching methodologies developed in this Guide, if implemented effectively will ensure production of Certificate in Nursing graduates who are able to: i. Admit patients ii. Take vital observations iii. Carry out General Nursing Care iv. Provide specific nursing care v. Administer medicine vi. Prepare for ward rounds vii. Prevent and control infection on the ward viii. Prepare patients for procedures ix. Discharge patients x. Participate in community outreaches xi. Perform administrative tasks

Teachers should therefore guide learners to acquire these competences during the course of study.

Rationale This Teacher’s Guide is meant to facilitate teachers to effectively interpret and use the curriculum to deliver updated and relevant content to the learners. It outlines the teaching methods to use, the procedures to be taken and the assessment. It is an essential document in the success of the teaching/ learning process of the Certificate in Nursing.

Aims of the Teacher’s Guide for Certificate in Nursing This Teacher’s Guide will: i) Introduce and guide teachers through the concept of Competence-Based Education and Training. ii) Support teachers with practical methodologies to equip learners with the skills required to solve day to day health care challenges. iii) Empower teachers with creative and innovative teaching/learning methodologies to enhance learner’s research and development. iv) Guide you to empower learners with knowledge and skills that will enable them upgrade to higher levels of education. v) Directing you to foster an attitude change. vi) Guide teachers on the teaching/learning resources that aid in imparting knowledge and skills to learners. vii) Guide in the assessment of learners so as to consolidate the achievement of competences and update their performance record.

1 How to use this Teacher’s Guide

To effectively implement competence-based training, you should ensure that the related practical, knowledge, values and attitudes are integrated during the teaching/learning process. As a teacher, you are expected to: i) Refer to the content of the outlined LWAs/PEXs/Sub-topics in the curriculum and extract the specific area to be learnt ii) Apply the suggested teaching/learning strategies and resources related to the content iii) Redistribute the total time allocated to each module unit to suite the content iv) Involve learners in the teaching and learning process v) Assess learners using the assessment criterion or other effective assessment strategies related to the competences vi) Guide learners to effectively use the suggested teaching and learning resources to acquire the set competences vii) Innovatively create resources for teaching/learning other than the ones outlined viii) Enforce health, safety, security and environment standards during the teaching/learning process. ix) Carry out preparatory activities of introducing the module unit x) Actively participate and stand as a role model for the learners to present the desired attitude regarding their choice of joining the profession

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

Skills Laboratory work /practical tests/projects 10% • Assignments consisting of; - Class exercises and home taken assignment 05% - Individual class tests 05% - Clinical assessment 10% • Clinical record books assessment 10% Total 40%

For continuous assessment to be authentic, a learner shall undertake; a minimum of four (4) assignments, two (2) tests and four (4) practical exercises per module unit. It is recommended that continuous assessment results are displayed at the institute and submitted to UNMEB prior to summative examinations. ii. End of Semester Examinations (Summative Examinations) The end of semester examinations shall be administered by UNMEB and shall be computed to constitute 60%. The summative assessment shall consist of written and practical paper examinations.

Further Reading Materials These are spelt out lists of reference for further reading materials.

Teaching/Learning Resources These are the identified teaching aids used by both you and the learners during teaching/learning to clarify the concept or ideal situation being learnt.

Methodology The teaching/learning methodologies in this Teacher’s Guide are suggested. It is at your discretion to apply any methodologies deemed suitable to the lecture room setting. The type of methodology selected should be guided by the competences to be acquired by the learner. You are encouraged to use a variety of methodologies in a lecture to make it more interesting and practical. Examples of some of the teaching/learning methodologies include the following:

2 1. Discussion a) Group discussions Learners discuss issues in groups. The methodology enables knowledge/information to come from the learners rather than from the teacher. It promotes teamwork and allows all learners to have an opportunity to give their opinions and ideas and also stimulate their interest as they learn from each other.

Guidelines for using group discussion methodology i) Group learners. ii) Give clear instructions to learners as to what each group should do. iii) Assign task(s) to each group. iv) Learners discuss issues raised in the task with the guidance of the teacher. v) Learners agree on the issues to be presented. vi) Group presentations and general discussions. vii) Summarise the agreed class points. b) Guided discussions Guidelines for using guided discussion methodology i) Lead the discussion. ii) Give clear instructions to learners as to what they should do. iii) Learners discuss issues raised in the task with your guidance. iv) Learners agree on the issues. v) Summarise the session by drawing on the main points.

2. Case study This methodology is where learners are given information about a situation and they have to come up with decisions or solutions to a problem. The purpose of case study is to: i) Help learners to identify and solve problems in a typical situation. ii) Provide learners with confidence in decision-making. iii) Help learners develop analytical skills.

3. Interactive lecture This methodology is where you, as a facilitator, presents concepts and procedures to learners and also engage them during the lecture. Making it interactive minimises the practice of only issuing lecture notes to learners.

4. Brainstorming This is a way of obtaining as many views as possible from the learners in a short time. The learners should be guided to give as many ideas as they can on a particular issue/topic. It is recommended that all ideas are accepted without questioning. The ideas should be ranked according to their relevance to the issue being brainstormed.

Basic rules for brainstorming i) Encourage as many ideas as possible. ii) Criticism of ideas should not be allowed.

5. Guided discovery This method is based on the notion that the learners know more than they think they know. The assumption is that they only need to be prompted to discover this knowledge for themselves. Your role is to organise the learning environment and present the content in such a way that the learners can discover more knowledge and ideas.

6. Demonstration This is the act of exhibiting, describing and explaining the operation or process by use of a device, machine, process or product to learners. A demonstration is usually done by you and is practical in nature.

7. Illustration This is a graphical depiction or representation of a subject matter, such a drawing, sketch, painting, photograph or other kind of image of things seen, remembered or imagined. This method is best used where words are not sufficient to clearly bring out a concept. It gives a visual impression to what is being taught.

3 8. Role-play This methodology is where learners are presented with a situation they are expected to explore by acting out the roles of those represented in this situation. The role-play learners should be carefully selected and properly prepared for their roles. The remaining learners should be equally prepared for the role-play by briefing them on how they are to act during the presentation. The players should try to behave naturally during the presentation. You should: i) Observe when the presentation is taking place. ii) Guide learners in the course of presentation to ensure that they focus on theme of the play. iii) Engage learners in a discussion or ask them questions about what they have learnt from the role-play with a view of finding out if it has provided sufficient information.

9. Study tour This is when learners are taken out to perform particular tasks with the aim of carrying out an observation, practice or witness the flow of events. It enables the learners to link the learning situation with the reality in the communities or world of work.

Work Behaviour/Attitudes to be Instilled and Observed during Training Work behaviour/attitude is key to the success of any practitioner. As training progresses, the learner will be expected to develop work behaviours such as being:

• responsible • social • accountable • willing to learn • industrious • trustworthy • committed • time conscious • result-oriented • a team player • cooperative • honest • hard working • ethical • courteous • accurate • smart • humble

Summary of Training Modules for Certificate Nurse AVERAGE TRAINING DURATION MODULE TRAINING MODULES CODE HOURS (TOTAL) CREDIT UNITS

CN 1.0 FUNDAMENTALS OF NURSING 540 36 CN 2.0 PROVIDING NURSING CARE 495 33

CN 3.0 PROVIDING COMMUNITY HEALTH NURSING 135 9

CN 4.0 MATERNAL AND CHILD HEALTH 180 12

CN 5.0 MANAGING HEALTH UNIT 60 4 5 TRAINING MODULES (COVERED IN 2½ SUMMATION 1410 94 YEARS)

Module Unit Structure Description of content In this program, students will be equipped with knowledge, skills and the right attitude to offer general nursing care. The training modules are split across the entire training duration as follows:

4 Module Unit Structure Key Hours/Credit units Coding nomenclature:

TH = Teaching Hours CN = Program code Certificate in Nursing PH = Practical Hours 1st digit = Year of study CLH = Clinical Hours 2nd digit = Semester CH = Contact Hours 3rd digit and 4th digit = Module unit number/ paper number LH = Lecture hours e.g. CN-1202 = Program of Certificate in Nursing, Year CU = Credit Units One, Semester Two, Module Unit number two/Paper 1 CH = 1 LH = 2 PH =2 CLH number two 1 CU = 15 CH

Semester 1 YEAR ONE

Module Unit code Module Unit TH PH CLH CH CU

CN-1101 Foundations of Nursing (I) 30 60 30 75 5 CN-1102 Anatomy and Physiology (I) 45 30 -- 60 4 CN -1103 First Aid and Emergencies 15 30 30 45 3 CN -1104 Personal and Community Health (PCH) 15 30 30 45 3 CN -1105 Microbiology 15 30 -- 30 2 Total 255 17

Semester 2 YEAR ONE

Module Unit code Module Unit TH PH CLH CH CU CN-1201 Foundation of Nursing (II) 30 30 60 75 5 CN -1202 Anatomy and Physiology (II) 45 30 0 60 4 CN -1203 Sociology and Psychology 60 0 0 60 4 CN -1204 Introduction to Computer 15 60 0 45 3 CN -1205 Primary Health Care (PHC) 30 30 30 60 4 Total 300 20

Semester 1 YEAR TWO

Module Unit code Module Unit TH PH CLH CH CU CN -2101 Pharmacology(I) 30 15 15 45 3 CN -2102 Medical Nursing(I) 45 30 30 75 5 CN -2103 Surgical Nursing(I) 45 30 30 75 5 CN -2104 Paediatric Nursing (I) 30 15 15 45 3 CN -2105 Gynecological Nursing 15 15 15 30 2 Field Placement Total 270 18 CN -21 Field Placement (Hospital/Community) -- 60 30 2

5 YEAR TWO Semester 2 Module Unit code Module Unit TH PH CLH CH CU

CN 2201 Pharmacology (II) 30 15 15 45 3

CN 2202 Medical Nursing (II) 45 30 30 75 5 CN 2203 Surgical Nursing (II) 45 30 30 75 5 CN 2204 Mental Health Nursing 30 15 15 45 3 CN 2205 Occupational Health 15 15 15 30 2

CN 2206 Paediatric Nursing (II) 30 15 15 45 3 Total 315 21 Field Placement Field Placement (Hospital/ CN -22 -- 60 30 2 Community)

Semester 1 YEAR THREE

Module Unit code Module Unit TH PH CLH CH CU CN -3101 Tropical Medicine 45 15 15 60 4 CN -3102 Guidance and Counseling 15 15 15 30 2 CN -3103 Surgical Nursing (III) 45 15 15 60 4 CN -3104 Reproductive Health 30 30 30 60 4 CN -3105 Health Service Management 30 0 0 30 2 CN -3106 Entrepreneurship 30 0 0 30 2 Total 270 18

6 YEAR ONE SEMESTER ONE Module: Fundamentals of Nursing (I)

Module Unit- CN1101: Foundations of Nursing (I) Duration: 75 CH Credit Units: 5

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

Learning outcomes:

By the end of this module unit, the student shall be able to • Apply ethical standards in nursing • Take vital observations from patients • Carry out basic nursing care • Prevent and control infections in the hospital including wards

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place. Occupational health, safety and environmental concerns to be observed: Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/equipment/material, administer first aid, clean tools/equipment/environment, ergonomics (sitting posture)

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard) Suggested teaching/learning methods • Interactive lecture • Group Discussion • Brainstorming • Presentation

Required teaching/learning resources: Anatomical Models Anatomical charts Simulated Presentations Text books

7 LWA/Topic 1.1: Introduction to Ethical standards

Desired Competencies Content outline Suggested approach/strategy Subtopic 1.1.1: History of Nursing • Definition of nursing Ability to; • History of of • Explain the origin of nursing nursing (Florence • Task students to define nursing profession Nightingale and • Explain the history of Nursing • Apply the relevance of Florence Nursing in Uganda) Nightingale in nursing profession.

Subtopic 1.1.2: Code of conduct for Nurses Ability to; • Communicate the code of conduct for Nurses. • Code of conduct for Guide learners to discuss Nurses • Ability to recognise the importance Nurses. Code of Conduct in groups and of and ultimately show a positive make presentations attitude regarding the code of conducts for nurse. Subtopic 1.1.3: Principles of Ethics & etiquette Ability to; • Demonstrate the ethics and • Task students to define ethics and • Ethics and etiquette. etiquette principles of Nursing. etiquette in nursing • Principles of ethics • Present the desired attitude • Lead a guided discussion on the regarding the Nursing ethics and principles of ethics and etiquette etiquette. Subtopic 1.1.4: Patient’s rights Ability to; • Lead guided discussion on • Patients’ rights. • Communicate patients’ rights. components of patients’ rights. • Components of the • Present the desired attitude • Group learners to discuss patient’s Patients’ rights. regarding patients’ rights. rights Desired Competencies Content outline Suggested approach/strategy Subtopic 1.1.5: Nurses Rights • Task the learner to define nurse’s • Communicate the importance of • Nurses’ rights. rights and components the Nurses’ rights in the nursing • Components of the • Group learners to discuss patient’s profession. nurses’ rights. rights and make presentations

Subtopic 1.1.6: Nurse and the Law Ability to; • Ask learners to describe the nurse • Communicate the importance of • Definition of law and the law the law to a nurse. • Importance of the law • Group learners to discuss the • Understanding the Nurses and to the nurse nurse and the law and make Midwives Act Cap 274. • Categories of the law presentations • Practicing of the Law in nursing • The Nurses and • Make presentation on law • Present the desired attitude Midwives Act Cap 274 categories regarding the implications of law • Guide learners to discuss the to a Nurse. Nurses and Midwives Act

8 Subtopic 1.1.7: Nursing standards and qualities of a nurse Ability to; • Group learners to discuss the • Qualities of a nurse • Describe qualities of a nurse. qualities of a nurse and make (Soft skills in Nursing, presentations. e.g interpersonal, • Present the desired attitude • Lead discussion on qualities of a communication and regarding soft skills application in nurse. social skills, Customer Nursing. • Give an assignment to discuss care etc.) the qualities of a nurse Subtopic 1.1.8: General Principles and Rules of all Nursing procedures. Ability to; • Principles of nursing • Communicate principle of all procedures • Guide a discussion on the Nursing procedures. • General Rules of principles and general rules of • Present the desired attitude carrying out nursing nursing procedures regarding the principles and rules procedures of all nursing procedures Desired Competencies Content outline Suggested approach/strategy PEX 1.1.9: Introduction to the practical Room.

Ability to; • Understanding the equipment • Guide learners on a tour of the used in the practical room. practical room emphasizing safety • Equipment in the • Ability to use equipment and precautions practical room instruments. • Demonstrate the use of various • Use of various • Ability to recognise importance equipment in the practical room equipment in the of and ultimately show a positive • Task students to outline safety practical room. attitude regarding practical room rules while in the practical room during training.

Subtopic 1.1.10: Hospital Economy • Task learners to define hospital Ability to; • Hospital economy • Understanding the hospital economy. economy • Guide learners to discuss the • Apply hospital economy in practice. • Importance importance of hospital economy • Present the desired attitude regarding the of hospital and make presentations. importance of hospital economy. economy.

LWA/Topic 1.2: Carryout infection Prevention and control PEX 1.2.1: Perform hand washing • Ability to effectively wash hands • Present the desired attitude • Demonstrate to learners the • Hand washing regarding the importance proper techniques applied in techniques of washing handsi infection effective washing of hands prevention and control

PEX 1.2.2: Demonstrate appropriate use of protective equipment

• Different personal protective equipment • Desribe the different personal • Ability to use personal • Techniques in proective equipment protective equipment applying different • Demonstrate to learners the personal protective proper use equipment

9

Desired Competencies Content outline Suggested approach/strategy PEX 1.2.3: Perform routine and weekly cleaning of the ward

• Understand the • Equipment used in ward cleaning • Task learners to participate in importance of ward • Preparation for cleaning ward the routine ward cleainig hygiene • Ward cleaning procedure PEX 1.2.4: Carryout appropriate waste management and disposal • Demonstrate ability to carry out appropriate waste • Different medical waste • Display and explain to l earners disposal disposal methods the different waste disposal bins • Present the desired attitude • Color-coded waste bins in a health facility regarding he importance of proper waste disposal

1.2.5: Carryout isolation of infectious patients

Ability to; • identify patients with • Infectious conditions infectious conditions • Lead a guided discussion on • Isolation methods • apply different methods in isolation of infectious patients • Equipment used in isolating infectious patients • Make a guided tour of isolation isolation of infectous • Present the desired attitude wards/rooms patients regarding the importance of isolating infectious patients

LWA 1.3: Perform basic nursing care Subtopic 1.3.1: Carry out adequate feeding of patients • Lead guided discussion on the • Principles of feeding • Apply principles of Principles of feeding helpless helpless patients. feeding helpless patients. patients. • Requirements for feeding • Ability to feed the • Guide learners to identify the a patient. patient. requirements for feeding a patient. • Procedure for feeding • Demonstrate the procedure for patients feeding patients.

Subtopic: 1.3.2: Perform physiotherapy to the patient Ability to; • Task the learners to define • Describe the types of exercises physiotherapy needed by patients. • Definition of • Group learners to discuss the types • Assist patients to perform physiotherapy of exercises and the benefits and different exercises. • Types of exercises make a presentation. • Present the desired attitude • Benefits of exercises • Give learners assignments to regarding the benefits of research on types of exercises and exercises to patients. the benefits. PEX 1.3.3: Perform bladder and bowel care • Requirements for • Ability to carry out bladder • Guide learners to identify the giving bedpan and and bowel. requirements for giving bed pan and urinals. • Present the desired attitude Urinal. • Procedures for regarding the importance of • Demonstrate the procedures for giving bedpan and bowel and bladder care. giving bedpan and urinal. urinal

10 PEX: 1.3.4: Passing a flatus tube • Task learners to define a flatus tube. • Flatus tube. • Lead guided discussion on measures • Measures to relieve • Ability to pass a flatus tube. to relieve flatus. flatus. • Present the desired attitude • Guide the learners to identify • Requirements for regarding the importance of requirements for passing a flatus passing a flatus tube. passing the flatus tube. tube. • Technique for passing • Demonstrate the techniques for flatus tube. passing flatus tube. PEX: 1.3.5: Administration of enemata • Understanding • Enema. • Task the learners to define enemata. enemata. • Types of enema. • Lead guided discussion on the types of enema. • Ability to • Requirements for giving • Guide learners to identify requirements for administer enema giving enema. enema. • Technique of giving • Demonstrate the technique of giving enema. • Present the enema • Group learners to discuss the complications of desired attitude • Complications of enema and make presentations regarding the enema. • Guide learners on the interpretation and importance of • Interpretation and reporting of results. enema. reporting of results. Subtopic 1.3.6: Carry out relevant investigations • Principles for • Apply the principles for • Group learners to discuss collecting collecting specimens. the principles for collecting specimen. • Ability to collect and examine specimen • Types of specimens. • Task learners to discuss the types specimen. • Present the desired attitude of specimen • Technique for regarding the importance • Demonstrate the technique collecting and of effective collection and for collecting and examining of examining of examination of specimen. specimen specimen. Subtopic 1.3.7: Demonstrate giving and receiving of ward reports/records • Ward report/ • Apply the concept of giving and • Task learners to define ward records receiving ward reports/records. report/record • Types of ward • Ability to give and receive reports. • Lead a guided discussion on reports and records • Present the desired attitude types of ward reports/records. • Importance of ward regarding the importance of • Group learners to discuss the reports/ records. giving and receiving ward reports/ importance of ward reports / records. records

PEX 1.3.8: Demonstrate appropriate methods of lifting/positioning a patient • Describe the methods • Positions used in • Explain the various positions used in used in lifting and nursing. Nursing. positioning of patients. • Requirements needed • Guide the learners to identify • Ability to lift and position for positioning patients. requirements for positioning patients. patients. • Methods of lifting/ • Demonstrate the various methods of • Present the desired positioning of patients lifting and positioning of patients. attitude regarding the • Body mechanics during • Demonstrate application of body technique used in lifting lifting of patients. mechanics during lifting of patients and positioning patients.

11 Desired Competencies Content outline Suggested approach/strategy Subtopic 1.3.9: Perform tepid sponging • Describe tepid sponging. • Ability to carry out tepid • Requirements for • Guide the learner to identify sponging. tepid sponging. requirements for tepid sponging • Present the desired attitude • Procedure for • Demonstrate the procedure for regarding the importance of tepid sponging. tepid Sponging. tepid sponging in reducing body temperature.

LWA 1.4/Topic: Demonstrate bed making Subtopic 1.4.1: Prepare and make an unoccupied bed. • Guide learners in the description of an • Ability to make an • An unoccupied bed. unoccupied bed. unoccupied bed. • Rules for bed making. • Explain the rules for bed making • Present the desired • Requirements for an • Guide learners to identify requirements attitude regarding unoccupied bed. for making an unoccupied bed. the methods of bed • Procedure for making an • Demonstrate procedure of making an making. unoccupied bed. unoccupied bed.

PEX/ Subtopic: 1.4.2: Demonstrate Stripping and Changing of patient bed linen.

• Procedure for stripping • Demonstrate the procedure for the bed. • Ability to strip the bed stripping the bed • Requirements for methodically. • Guide the learners to identify changing of patient’s bed requirements for changing linen. • Present the desired attitude patient’s bed linen from top to • Top to bottom regarding the importance bottom and side to side. • Side to side of changing bed Linen. • Demonstrate the procedure for • Procedure for changing changing patient’s linen. of patient’s linen. Subtopic 1.4.3: prepare and make an occupied bed. • An occupied bed. • Guide the learners in the description • Requirements for an of an occupied bed • Ability to make an occupied occupied bed. • Guide the learners to identify bed. • Procedure for making requirements for an occupied bed. an occupied bed. • Demonstrate making an occupied bed.

Desired Competencies Content outline Suggested approach/strategy

Subtopic 1.4.4: Prepare and make an admission bed • Guide the learners in the description of • Ability to make an • Admission bed. an admission bed admission bed. • Requirements for • Lead learners to identifying the • Present the desired making an admission requirements for making an admission attitude regarding bed. bed. making an admission • Procedure for making • Demonstrate making of an admission bed an admission bed. bed.

12 Subtopic 1.4.5 Prepare and make a cardiac bed. • Guide the learners in the description of the • Cardiac bed. • Ability to make a cardiac bed. • Indications of a cardiac cardiac bed. • Lead guided discussion of indications of a bed. • Present the cardiac bed. • Requirements for making desired attitude • Guide the learners to identify the a cardiac bed. regarding making requirements for making a cardiac bed. • Procedure for making a of a cardiac bed • Demonstrate the procedure for making a cardiac bed. cardiac bed. Subtopic 1.4.6: Prepare and make admission bed for burns. • Admission bed for • Ability to make an • Guide the learners in the description patients with burns. admission bed for of the admission bed for burns. • Requirements for patients with burns. • Guide the learners to identify making admission bed • Present the desired the requirements for making an for burns. attitude regarding making admission bed for burns • Procedure for making an admission bed for • Demonstrate the procedure for admission bed for burns. making admission bed. patients with burns. Desired Competencies Content outline Suggested approach/strategy Subtopic 1.4.7: Prepare and make a post-operative bed. • Ability to make a • Post-operative bed. • Guide the learners in the description of post- post-operative bed. • Requirements for operative bed. • Present the desired making a post- • Guide the learners to identify requirements attitude regarding operative bed. for making a post- operative bed. the procedure for • Procedure for making • Demonstrate the procedure for making a making a post- a post-operative bed. post-operative bed. operative bed. Subtopic 1.4.8: Prepare and make a divided bed. • Guide the learners in description of a • Ability to make a • Divided bed. divided bed divided bed • Indications for a divided • Group the learners to discuss the • Present the bed. indications for the divided bed. desired attitude • Requirements for making a • Lead the learners to identify requirements regarding divided bed. for making a divided bed. making a • Procedure for making a • Demonstrate the procedure for making a divided bed. divided bed. divided bed. Subtopic 1.4.9: Prepare and make a fracture bed. • Fracture bed. • Guide the learners in the description of the • Requirements for a fracture fracture bed. • Ability to make bed. • Lead the learners to identify the requirements a fracture bed. • Procedures for making a for the fracture bed. fracture bed. • Demonstrate on making a fracture bed.

13 LWA/Topic 1.5: Take vital observations Desired Competencies Content outline Suggested approach/strategy PEX 1.5.1: Take patient’s body temperature. • Body temperature. • Task the learners to define body • Explain body • Sites for taking body temperature. temperature. temperature. • Guide the learners to identify the different • Ability to take • Factors affecting body sites for taking body temperature. body temperature. temperature. • Group learners to discuss and present • Present the • Disorders of body factors affecting body temperature, desired attitude temperature. disorders of body temperature. regarding the • Requirements for taking • Guide the learners to identify importance of body temperature. requirements for taking body temperature taking body • Types of thermometers. and various types of thermometers. temperature. • Procedure for taking body • Demonstrate the procedure for taking temperature. body temperature.

Subtopic 1.5.2: Take patients’ blood pressure. • Task the learners to define blood • Blood pressure. • Explain blood pressure pressure. • Factors affecting blood of a human being. • Lead guided discussion and present • Disorders of blood • Ability to take blood factors affecting the blood pressure pressure. pressure. and disorders. • Requirements for taking • Present the desired • Guide learners to identify the blood pressure attitude regarding requirements for taking blood • Procedure for taking normal blood pressure pressure. blood pressure in a human being. • Demonstrate the procedure for taking blood pressure.

Desired Competencies Content outline Suggested approach/strategy Subtopic 1.5.3: Take patients pulse rate. • Task learners to define pulse. • Pulse. • Guide learners to identify sites for taking • Describe a patient’s • Sites for taking pulse. pulse. pulse. • Common terms • Lead guided discussion on common terms • Ability to take pulse. relating to pulse. related to pulse and its disorders. • Present the desired • Disorders of pulse. • Guide learners to identify requirements attitude regarding the • Requirements for for taking pulse. importance of taking taking pulse. • Demonstrate the procedure for taking pulse. • Procedure for taking pulse. pulse.

Subtopic 1.5.4: Take Patients Respiratory rate.

• Explain respiration • Respiration. rates. • Factors affecting • Task the learners to define respiration. • Ability to take respiratory rate. • Lead guided discussion on factors respiratory rate of a • Disorders of affecting respiratory rate and its disorders. patient. respiration. • Guide learners to identify requirements • Present the desired • Requirements for for taking respiration. attitude regarding the taking respiration. • Demonstrate the procedure for taking importance of taking • Procedure for taking respiration. respiration rate. respiratory rate.

14 LWA/Topic 1.6: Carry out proper patient’s hygiene. Desired Competencies Content outline Suggested approach/strategy PEX/Subtopic: 1.6.1 Bed bath • Bed bath • Describe bed bath. • Lead a guided discussion on the • Indications for bed • Ability to carry out bed description and indications for bed bath bath. bath. • Requirements for • Present the desired • Guide the learners to identify giving a bed bath. attitude regarding the requirements for bed bath • Procedure for giving a importance of bed bath. • Demonstrate procedure for bed bath. bed bath. PEX/ Subtopic: 1.6.2: Carryout oral /mouth care. • Indications for oral • Describe oral care. care. • Task the learners in groups to discuss • Ability to carry out oral • Dangers of neglected and present the indications for oral care. mouth. care and danger of neglected mouth. • Present the desired • Requirements for oral • Guide the learners to identify the attitude regarding the care. requirements for oral care. importance carrying out • Procedure for oral/ • Demonstrate performing of oral care. oral care. mouth care. PEX/ Subtopic: 1.6.3: Demonstrate care and treatment of pressure areas. • Task the learners to define a pressure • Pressure areas and sores. area and a pressure sore. • Predisposing factors to • Group learners to discuss and present • Explain pressure pressure sores. the predisposing factors to pressure areas and bed • Patients liable to develop sores and the patients liable to develop sores. pressure sores. pressure sores. • Ability to care • Sites liable to develop bed • Task the learners to identify sites liable and treat pressure sore. to develop pressure sores. areas/sores. • Prevention of pressure sores. • Lead a guided discussion on • Appreciation of • Management of pressure management and prevention of the benefits of sores/sores. pressure sores. caring for pressure • Requirements for caring and • Guide learners on requirements for areas. treating pressure areas/sores. caring and treating pressure areas/sores. • Procedure/method for • Demonstrate the procedure for treating treating pressure areas/sores. pressure areas/sores. PEX/ Subtopic: 1.6.4: Demonstrate washing patient’s hair. • Group learners to discuss and present • Ability to wash patient’s • Indication for care of the indications for care for patient’s hair. patient’s hair. hair. • Present the desired • Requirements for care • Guide the learners to identify attitude regarding the of the patients hair requirements for care of patient’s hair. importance of washing • Technique of caring for • Demonstrate the techniques of caring patient’s hair. the patient’s hair. for patient’s hair. PEX/ Subtopic: 1.6.5: Carry out treatment of infested hair • Guide the learners in the description • Ability to treat infested • Infested hair. of infested hair. hair. • Requirements for • Guide the learners to identify • Present the desired treating infested hair. requirements for treating infested attitude regarding the • Procedure/method for hair. importance of treating treating infested hair. • Demonstrate the procedure for infested hair. treating infested hair.

15 PEX/ Subtopic: 1.6.6: Care of the patient’s eyes and ears. • Indication for caring for eyes/ • Group the learners to discuss the ears. indications for caring for the eyes /ears. • Requirements for caring for • Communicate • Lead learners to identify the eyes/ears. care of patients’ requirements for caring for the eyes/ • Techniques of caring for eyes and ears. ears. eyes/ears. Ability to; • Demonstrate technique of eye/ear care. • Indications for instilling eye/ • Clean eyes and • Demonstrate the technique of instillation ears drops and ointment the ears. of eye drops/ointment. eye. • Instill eye drops / • Group learners to discuss and present • Techniques of instilling eye ointment in the indications for instilling eye/ear drops drops/ointment. patient’s eyes. and ointment. • Irrigation of the eye. • Carry out ear • Demonstrate eye irrigation procedure. • Definition of ear syringing. syringing. • Task the learners to define ear syringing. • Indication for ear syringing. • Irrigate the eye. • Lead guided discussion on indications for • Requirements for ear ear syringing. syringing. • Demonstrate ear syringing. • Techniques for ear syringing.

References

Core references 1. Uganda Catholic Medical Bureau (2015) Nursing and Midwifery procedure manual 2nd Edition Print Innovations and Publishers Ltd. Uganda 2. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer, Philadelphia, Newyork 3. Gupta,L.C.,Sahu,U.C.,and Gupta,P.(2007):Practical Nursing Procedures.3rd edition.JAYPEE brothers,New Delhi.

Other references 1. Craven .R. Hirnle, C and Henshaw, M.C. (2017) Fundamentals of Nursing Human health and function 8th Edition Wolters Kluwer. 2. Rosdah I, BC and Kowalkski, TM (2017) Text book for Basic Nursing 11th Edition Wolters Kluwer. 3. Samson .R. (2009) Leadership and Management in Nursing Practice and Education 1st Edition Jaypee Brothers Medical Publishers India.

4. Taylor.C.R (2015) Fundamentals of Nursing, The Art and Science of person – centred nursing care, 8th Edition Wolters Kluwer, Health/Lippincott Williams and Wilkins.

5. Timby, K.B (2017) Fundamentals of Nursing Skills and concept 11th Edition Wolters Kluwers, Lippincotts Williams and Wilkins. 6. Lynn, P. (2015) Tyler’s Clinical nursing skills, A Nursing Process Approach 4th Edition Wolters Kluwers, China 7. Gupta, D.S. (2005) Nursing Interventions for the critically ill 1st Edition Jaypee Brothers Medical Publishers Ltd. India.

16 Module: Fundamentals of Nursing (I)

Module Unit - CN1102: Anatomy & Physiology I Duration: CH: 60 CU: 4

Learning outcomes: i) Identify various parts of the Human body and their functions ii) Differentiate the normal structure & functioning of various systems from that of abnormal

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Interactive lecture • Group Discussion • Brainstorming • Presentation • Illustrations

Required teaching/learning resources: Anatomical Models Anatomical charts Simulated Presentations Text books Nursing Procedures Manual

17 Topic: 1.7: Introduction to anatomy & Physiology Desired Competencies Content outline Suggested approach/strategy Subtopic 1.7.1: Definition of terms used in Anatomy and physiology • Explain directional terms • Task the learners define the terms used in Anatomy & • Terms used in anatomy used Anatomy and physiology Physiology. and physiology • Task the learners to describe • Present the desired attitude • Directional terms used in directional terms as the tutor regarding terms used in Anatomy & Physiology. clarifies. anatomy and physiology Subtopic 1.7.2: Human body organization • Explain Anatomical terms • Anatomical terms used • Task learners to explain the used in description of human • Human body anatomical terms used to describe body organization. organization body organization and body • Present the desired attitude • Levels of structural cavities. regarding the importance of complexity human body organization. • Body cavities Subtopic 1.7.3: Atoms Molecules and Compounds • Describe the Chemicals of life • Description of; • Present the desired attitude o Elements • Guide learners to describe regarding the importance o Mixtures the chemicals of life and their of chemicals of life to the o Organic importance to the human body. human body compounds. Subtopic 1.7.4: Cell structure and function. • Understanding human cell • Cell structure and • Lead the learners to describe cell structure and its function. function structure and functions • Present the desired attitude • Movement of substances • Illustrate and explain the regarding movement of across the plasma movement of substances across substances across the plasma membrane plasma membrane membrane. • Cell division • Illustrate and explain cell division.

Desired Competencies Content outline Suggested approach/strategy Subtopic: 1.7.5: Tissue structure and function Ability to; • Describe body tissues structure • Body tissues, • Lead a guided discussion on body and function. structure and tissue, structure, and functions. • Present the desired attitude function. regarding knowledge of different body tissues. Subtopic: 1.7.6 Blood and its composition Ability to; Composition of • Describe blood and its • Group learners to discuss blood and its blood; composition composition and make presentation. • Plasma • Present the desired attitude • Task learners to describe the functions • cells regarding knowledge of cells of blood cells into the human body. into the human body

18 TOPIC 1.8: Structure & Functions of various body systems Sub Topic: 1.8.1: Cardio-Vascular System Ability to; • Describe the structures of the • Display the charts of the cardiovascular • Blood vessels cardio-vascular system. system and task learners to identify the • Heart • Present the desired attitude structures of the cardio-vascular system. • Blood regarding functions of the • Guide learners to describe the structures circulation structures of cardio-vascular and their functions. system. Sub Topic: 1.8.2 Lymphatic system Ability to; • Describe the structures of the • Display the charts of the lymphatic • Lymphatic lymphatic system system and task learners to identify its vessels • Present the desired attitude structures. • Lymphoid tissue regarding functions of the • Guide learners to describe the structures • Lymphatic structures of lymphatic and their functions. organs system Sub Topic: 1.8.3: Digestive system • Display charts of the Ability to; • Structures of digestive system and task • Describe the structures of the digestive system learners to identify its digestive System • Functions of the parts. • Present the desired attitude structures of • Guide learners to describe regarding functions of the digestive system. the structures and their structures of digestive system functions.

Desired Competencies Content outline Suggested approach/strategy Sub Topic: 1.8.4: Skeletal system Ability to; • Display the charts of the skeletal system and • Describe the structure • Bone description task learners to identify different types of of skeletal system • Types of bones bones. • Present the desired • Bone development • Guide learners to describe bone attitude regarding the • Functions of Bones development. functions of different • Types of skeleton • Lead learners to describe the structure of types of bones. different types of bones and their functions. Sub Topic: 1.8.5: Muscular system • Muscles of : Ability to; - face and neck • Display charts of the muscular system • Describe various muscles - back and task learners to identify muscles of the human body - abdominal wall of the human body. • Present the desired - pelvic floor • Guide learners to describe the attitude regarding - upper and lower limbs different muscles of the body and functions of various • Functions of the various their functions. muscles of the body. muscles.

19 Core References: 1. Cohen, JB and Hull, L.K (2016) Memmlers – The Human body in Health and diseases 13th Edition, Wolters, Kluwer. Other references

1. Cohen, J.B and Hull, L.K (2016) Memmler’s Structure and Function of the Human Body. 11th Edition. Wolters Kluwer, China 2. Scott, N.W. (2011) Anatomy and Physiology made incredibly easy. 1st Edition. Wolters Kluwers, Lippincotts Williams and Wilkins. 3. Moore, L. K, Agur, M.R.A and Dailey, F.A. (2015) Essential Clinical Anatomy.15th Edition. Wolters Kluwer. 4. Snell, S. R. (2012) Clinical Anatomy by Regions. 9th Edition. Wolters Kluwer, Lippincott Williams and Wilkins, China 5. Wingerd, B, (2014) The Human Body-Concepts of Anatomy and Physiology. 3rd EditionLippincott Williams and Wilkins and Wolters Kluwer. 6. Rohen, Y.H-Orecoll. (2015) Anatomy.A Photographic Atlas 8th Edition. Lippincott Williams & Wilkins.

20 Module: Fundamentals in Nursing (I)

Module Unit-CN1103: First Aid and Emergencies Duration: 45 Hrs Credit Units: 3

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

Learning outcomes:

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

• Perform appropriate first aid procedures in life threatening conditions • Make referrals of casualties attended to

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Interactive lecture • Group Discussion • Brainstorming • Presentation

Required teaching/learning resources: Anatomical Models Anatomical charts Simulated Presentations Text books Nursing Procedures Manual

21 LWA/Topic 1.9: Introduction to First Aid Desired Competencies Content outline Suggested approach/strategy Subtopic 1.9.1: Principles of First Aid • Definition of terms related to first aid. • Explain first aid during • Task the learner to define • Principles of First aid emergencies. terms related to first aid and • Importance of first aid describe principles of first aid Materials and gadgets used in first aid • Present the desired • Guide learners to discuss management attitude regarding the importance, material, • Management; relevance of first aid gadgets and management of • Mild to nursing. first aid conditions • Moderate and • Severe first aid conditions Sub topic 1.9.2 Components of a First Aid Kit • Describe the • Components of a First components of a First Aid kit • Lead a guided discussion on the Aid Kit. • Uses of items in a First components and uses of items in the • Ability to identify and Aid kit. first aid kit use items in a First aid kit. Subtopic 1.9.3: Life threatening conditions • Ability to identify and • Task learners to identify life- • Life threatening provide first aid in life threatening conditions conditions. threatening conditions • Lead a guided discussion on the life • Life support techniques • Present the desired support technique and steps used in and steps used in first attitude regarding the first aids Aid. relevance of First aid in • Task learners to describe the • Relevance of first aid to Nursing. relevance of first aid to general Nursing nursing. Desired Competencies Content outline Suggested approach/strategy Subtopic: 1.9.4 Personal protection during first aid • Explain various types of protective • Types of • Task learners to identify the gears protective gear various tasks to protective gear • Present the desired attitude • Techniques of • Guide learners to demonstrate the regarding the use of protective using protective use of protective gear gears. gear Subtopic 1.9.5: First aid in medical emergencies • Medical emergencies • Describe various Medical affecting various body • Group learners to discuss the emergencies. systems e.g Asthmatic various medical emergencies, • Ability to manage medical attack, Diabetic coma, management and make emergencies. Epileptic attack. presentations. • First aid Management of medical emergencies. Subtopic: 1.9.6: Injuries and Trauma

22 Ability to; • Identify and assess different types of • Types of injuries • Lead a guided discussion injuries/trauma. and trauma on the types of injuries • Manage different types of injuries and • Management of and trauma and emphasize trauma. different types of the role of a Nurse in • Present the desired attitude regarding the injuries and trauma management of injuries role of a Nurse in management of injuries and trauma and trauma.

LWA/Topic 1.10: Provide First Aid and Emergency Treatment PEX 1.10.1: Carry out Emergency Assessment of patient Ability to; • Steps used in assessing • Guide learners through • Assess the casualty and the casualties and the the steps used in assessing environment in an emergency environment casualties & environment scene. • Task learners to describe the • Present the desired attitude • Relevance of assessing importance of assessing the regarding the importance of for Danger in an causality and environment in assessing the casualty and emergency scene. first aid environment in first aid. Desired Competencies Content outline Suggested approach/strategy

PEX 1.10.2: Demonstrate appropriate handling of a casualty during an emergency • Ability to handle causalities during • Methods used in lifting a • Lead learners to first aid casualty. demonstrate the • Present the desired attitude • Techniques used in technique of handling regarding the techniques used handling casualties. casualties in emergencies in handling causalities in an emergency.

Core References

1. Prasad, K. (2018). First Aid for Nurses. 2nd Edition. Jaypee Brothers Publishers ltd., India

2. St. Andrews & St. John’s Ambulance (2002). First Aid Manual. DK Publishers

3. Clement, I. (2012). Textbook on First Aid Emergency Nursing. 1st Edtion. Jaypee Brothers Publishers

23 Module: Fundamentals in Nursing (I)

Module Unit-CN1104: Microbiology Duration: 30 Hrs Credit Units: 2

Learning outcomes:

By the end of this module unit, the student shall be able to • Explain the importance of microbiology to medical science in general and to a Certificate nurse in particular • Describe the common disease-causing microorganisms • Carry out immunization among various categories of people • Handle and mage the vaccine cold chain

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Interactive lecture • Group Discussion • Brainstorming • Presentation • Illustration

Required teaching/learning resources: Nursing Procedures Manual

24 TOPIC 1.11: Introduction to Microbiology Desired Competencies Content outline Suggested approach/strategy

Subtopic 1.11.1: Concepts in Microbiology • Explain the key terms • Introduction to • Tasking learners to define key terms used in microbiology and Microbiology used in microbiology importance of different • Definitions of • Lead a guided discussion on the micro-organisms in medical the key terms in importance of different micro- science microbiology organisms • Present the desired attitude • Importance of • Group learners to discuss the regarding the importance of different micro- importance of microbiology in nursing microbiology in nursing. organisms in medical and make presentations. science Subtopic: 1.11.2: Classification and types of microorganisms • Description of the • Lead a guided discussion on the classes and types classification and types of micro- • State the classification and of microorganisms; organisms types of microorganisms (Bacteria, Viruses, • Task the learner to identify the • Present the desired attitude Fungi, Protozoa) diseases caused by micro-organisms regarding the role of a Nurse • Diseases caused by • Group the learners to discuss in prevention of diseases. microorganisms and present the levels of disease • Prevention of disease prevention Subtopic: 1.11.3: Pathogenic micro-organisms • Outline the common pathogenic • Guide learners to discuss the • Common pathogenic micro-organisms, their infection common pathogenic micro- micro-organisms. process and the diseases they organisms, infection process • Infection process. cause. and make presentations • Relevance of micro- • Present the desired attitude • Task learners to discuss the organisms in infection regarding the relevance of micro- relevance of micro-organisms in prevention and organisms in infection prevention infection prevention and control control and control

Desired Competencies Content outline Suggested approach/strategy Subtopic: 1.11.4: Normal Flora • Definition of normal • Explain the different types flora. • Task the learner to define normal flora of normal flora and their • Types of normal flora • Group learners to discuss and present location in the body and their location types of normal flora and their location • Present the desired • Functions of normal • Lead a guided discussion on the attitude regarding the flora functions and effects of normal flora to importance of normal • Effects of normal flora the body flora in the body.

Subtopic: 1.11.5: Characteristics and mode of spread of various microorganisms • Describe the characteristics of • Group learners to discuss the • Characteristics of micro-organisms characteristics, mode of spread microorganisms • Present the desired attitude of micro-organisms and make • Mode of spread of regarding the mode of spread of presentations micro-organisms various micro-organisms

25 Subtopic: 1.11.6: Pathological effects of microorganisms • Discuss the pathological effects of • Pathological • Lead learners through a guided micro-organisms effects of discussion on the pathological effect • Present the desired attitude microorganisms of micro-organisms regarding the pathological effects of mirco-organisms PEX: 1.11.7: Simple laboratory tests • Ability to take off • Obtaining simple specimen • Guide learners to demonstrate how specimen and carry out from patients to obtain simple specimen from simple laboratory tests • Procedures for carrying out patient • Present the desired simple laboratory test e.g • Guide learners to demonstrate how attitude regarding the urine tests, RBS and rapid to carryout simple laboratory test importance of carrying tests. • Task learners to discuss the out simple laboratory • Importance of carrying out importance of carrying out simple test in medical care simple laboratory tests. laboratory tests

Desired Competencies Content outline Suggested approach/strategy Subtopic: 1.11.8: Infection prevention and control • Explain the process, steps of • Infection process and • Guide learner on infection infection prevention and control steps of the infection process • Present the desired attitude prevention and • Task learners to discuss and regarding the importance of control. present the prevention and infection prevention and control • Importance of keeping control of infection free from infection.

Topic: 1.12: Immunology Subtopic 1.12.1: Introduction to Immunity Ability to; • Task learner to define and describe • Introduction to immunity • Explain the concept immunity • Concept of innate and of immunity • Lead guided discussion on the concept of adaptive immunity • Present the desired innate and adaptive immunity • Cells & tissues of the attitude regarding • Group learners to discuss and present immune system the importance of cells and tissues of the immune system. • Over- view of humoral immunity to the • Lead a guided discussion on humoral and and cell mediated body cell mediated immunity Subtopic: 1.12.2: Antibodies • Definition of • Task the learners to define • Discuss the function of antibodies antibodies antibodies in the body • Functions of • Lead learners into a guided • Present the desired attitude antibodies discussion on the functions and regarding the importance of • Types of antibodies types of functions antibodies in the body

Subtopic: 1.12.3: Principles of immunization

• Explain the types of • Types of immunity • Task the learner to discuss types immunity. • Importance of and importance of immunity and immunity make a presentation

26 Core References

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

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

3. C. Muyinda, N. & Mwebaza, J. (2015). Precise Microbiology for Nurses and Allied Health Professinals. 2nd Edition. EDCO International Ltd. Kampala, Uganda.

4. Harvey, R. Cynthia Mau Cornelissen, Fisher, B, D. (2013) Microbiology. 3rd Edition. Lippinocott, Williams and Wilkins,

5. Winn, J.W, Allen, S, Jonda, W@., Koneman, W., Procoip, G. Schreckenberger, P and Woods, G. (2017) Koneman’s Color Atals and Textbook of Diagnostic Microbiology. 7th Edition. Lippincott and Wiliams and Wilkins,

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

27 Module: Providing Communal Health Nursing

Module Unit- CN1105: Personal and Communal Health (PCH) Duration: 45 CH Credit Units: 3

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

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

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Interactive lecture • Group Discussion • Brainstorming • Presentation

Required teaching/learning resources: Anatomical Models Anatomical charts Simulated Presentations Text books

28 Topic 1.13: Introduction to personal and communal health Desired Competencies Content outline Suggested approach/strategy Subtopic 1.13.1: Concepts of personal and communal health • Define the • Definition of key terms • Task the learners to define terms used PCH • Health terms used in PCH • Present the • Positive health • Explain to the learners desired attitude • Personal health importance of mental, regarding the • Communal and personal health physical and social health to importance of • Sanitation the individuals, family and physical, Mental • Importance of mental, physical and social community and Social health health to; • Explain to the learners to individuals, • Individuals standard of living and quality family and • Family of life. community • Community • Lead a guided discussion • Standard of living on measurement of health • Quality of life indicators • Physical quality of life index • Measurement of health indicators Subtopic 1.13.2: Determinants of Health • Describe the determinants of • Biological • Group learners to discuss health • Behavioral and social and present determinants of • Present the desired attitude • Environment health. regarding effects of the • Socio Economic factor various determinants on • Provision of primary health Health care

Desired Competencies Content outline Suggested approach/strategy Subtopic 1.13.3: Dimensions of Health • Explain the dimensions of • Physical dimension • Guided discussion on the health • Mental dimension dimensions of health. • Present the desired attitude • Social regarding the influence of • Spiritual the dimensions of health on • Emotional quality of life. • Vocational

Topic1.14. Personal Hygiene Subtopic 1.14.1: Introduction to personal hygiene Ability to; • Definition of terms • Discuss personal hygiene and • Task the learners to describe • Personal hygiene its importance personal hygiene and cleanliness • personal cleanliness • Present the desired attitude • Explain to the learners the • Importance of personal regarding the importance of importance of personal hygiene hygiene personal hygiene. Subtopic 1.14.2: Cleanliness of skin and its appendages • Explain the cleanliness of the skin, nails • Skin and hair • Lead a guided discussion on • Nails • Present the desired attitude regarding cleanliness of the skin and its • Hair cleaning the skin, hair and nails in appendages maintenance of health.

29 Subtopic 1.14.3: Cleanliness of the inside of the body • Explain cleanliness of the inside body • Cleanliness of • Group learners to discuss and • Ability to clean the mouth, teeth, nose, the mouth and present cleanliness of moth and ears and bowel teeth teeth, nose ears and bowel • Present the desired attitude regarding • Nose and ears the cleanliness of the inside body • Bowel care

Desired Competencies Content outline Suggested approach/strategy Subtopic 1.14.4: Special groups in personal hygiene • Communicate special groups in • Children • Lead a guided discussion on personal hygiene • Adolescents the hygiene of special groups • Ability to provide personal hygiene to • Hand capped • Demonstrate to the learners special groups • Elderly the personal hygiene of • Present the desired attitude regarding special groups. the importance of personal hygiene to special groups. Subtopic 1.14.5: Choice and cleanliness of clothing and foot wear. • Demonstrate the choice, cleanliness of • Clothing • Explain to the learners the choice clothing and foot wear. • Foot wear and cleanliness of clothing and foot • Present the desired attitude regarding the wear importance cleaning of clothes and wear. • Demonstrate to the learners choice and care of clothing and foot wear Topic 1.15: Concepts in communicable diseases Subtopic 1.15.1: Disease causation and prevention • Communicate • Definition of disease • Explain to the learners causes disease causation • Epidemiological triad of disease and epidemiological and prevention. • Definition of key terms triad • Present the desired • Infectivity • Lead a guided discussion on the attitude regarding • pathogenicity key terms the roles of a nurse • virulence in disease causation • susceptibility and prevention • immunogenicity • Natural history of disease • Disease elimination • Disease transmission Desired Competencies Content outline Suggested approach/strategy Subtopic 1.15.2: Disease transmission cycle • Explain the disease transmission • Agent • Group Learners to discuss and cycle • Host present the disease transmission • Present the desired attitude • Environment cycle regarding the importance of breaking the transmission cycle. Subtopic 1.15.3: Levels of disease prevention • Explain levels of diseases • Primary prevention • Lead a guided discussion on prevention • Secondary prevention different levels of disease • Present the desired attitude on • Tertiary prevention prevention the role of a nurse in disease • Prevention of disease prevention

30 Topic1.16. Environmental hygiene/Sanitation Subtopic 1.16.1: Introduction to environmental hygiene/sanitation • Discuss environmental hygiene • Definition of terms • Lead a guided discussion on and sanitation • Physical environment the environmental hygiene/ • Present the desired attitude • Biological environment sanitation regarding the importance of • Physical environment environmental hygiene and sanitation Subtopic 1.16.2: Housing • Understanding the • Housing in relation to health • Task learners to describe the concept of good • Minimum requirements for concept of good housing housing health • Explain to the learners the • Present the desired • overcrowding minimum requirements for attitude regarding • Movable dwelling health. the implications of • Care of the home • Lead a guided discussion on the housing in relation to • Household pests and vermin various household pests and health • Insects vermin. • Rodents • Creeping plants

Desired Competencies Content outline Suggested approach/strategy Subtopic 1.16.3: Ventilation heating and lighting • Discuss ventilation, • Air • Explain to the learners the terms; heating and lighting • Temperature ventilation, heating and lighting • Present the desired • Pressure • Task learners to discuss the attitude regarding • Humidity importance of ventilation, heating the importance of • Impurities polluting the and lighting. ventilation, heating and atmosphere lighting • Ventilation • Heating • Natural and artificial lighting Subtopic 1.15.4: Safe water supply

• Communicate the • Chemical & Physical • Task learners to explain the chemical importance of water properties of water and physical properties of water • Present the desired • Requirements of the • Explain to the learners the attitude regarding the individual & community importance of water to an individual importance of water • Sources of water supply and Community to an individual or • Purification of domestic • Lead a guided discussion on community water the various methods of water • Present the desired • Methods of distribution purification and various ways of water attitude regarding • Contamination and water contamination. the risks of water borne disease contamination Subtopic 1.16.5: Food hygiene • Explain food • Care of food and milk in the home • Lead a guided discussion on hygiene • Hospital food hygiene regulation food hygiene. • Present the • Control of quality • Explain to the learners food desired attitude • Control of purity and quality of food poisoning and the various regarding the • Designation of milk infections spread by food. importance of • Diseases spread by milk food hygiene • Food borne poisoning and infections • Prevention of bacteria.

31 Subtopic 1.16.6: Sanitation • Communicate the • Disposal of domestic and • Task learners to explain disposal of importance of hospital waste refuse from house and hospital sanitation • Disposal of excreta and • Explain to the learners the water • Ability to manage conservancy system carriage system refuse • The water carriage system • Discuss to the learners the principles • Present the desired • Principles of large –scale of large scale sewage treatment attitude regarding sewage treatment • Task learners to explain the the importance of • Diseases associated with poor various diseases associated with waste disposal sanitation unsatisfactory sanitation.

Core references 1. Rahim, A. (2017). Principles and practices of community medicine. 2nd Edition. JAYPEE Brothers Medical Publishers Ltd. New Delhi

2. Cherie Rector, (2017), Community & Public Health Nursing: Promoting The Public’s Health 9e Lippincott Williams and Wilkins

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

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

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

4. James F. McKenzie, PhD, MPH, MCHES, MEd,and Robert R. Pinger, PhD, (2018) An Introduction to Community & Public Health , 9th edition, Jones and Bartlett Publishers. Sandburg, Massachusetts.

32 YEAR ONE SEMESTER II Module: Fundamentals of Nursing

Module Unit CN1201: Foundations of Nursing II

Learning outcome; By the end of this module unit, the student should be able to; • Perform specialised nursing care • Apply nursing processes to the management of patients • Administer medicine effectively

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitude) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Interactive lecture • Group Discussion • Brainstorming • Presentation

Required teaching/learning resources: Anatomical Models Anatomical charts Simulated Presentations Text books Nursing Procedures Manual

33 LWA/Topic 2.1: Perform Specialized Nursing Care Desired Competencies Content outline Suggested approach/strategy PEX: 2.1.1: Carryout wound dressing • Wounds • Describe the principles • Importance of wound • Task students to define wounds. of wound dressing dressing • Guide the learners to discuss and present • Ability to dress wound • General rules of the importance. • Present the desired wound dressing • Explain the general rules of wound attitude regarding the • Requirements for dressing. importance of wound wound dressing • Demonstrate the techniques for wound dressing • Techniques for wound dressing. dressing (aseptic) PEX: 2.1.2: Perform removal of Sutures and Clips • Describe the techniques of suturing • Suture and clip • Guide learners to identify requirements • Ability to remove removal for removal of sutures and clips. sutures and clips • Techniques for • Demonstrate the techniques for removing • Present the desired removing sutures/clips sutures and clips. attitude regarding suturing PEX: 2.1.3: Perform Shortening and removal of drains

• Display the various types of • Types of drainage drainages. • Requirements for removing of • Demonstrate technique for drain a drain removal • Understanding under • Technique for removal of • Demonstrate the technique for water seal drainage drain shortening of a drain. • Ability to prepare • Technique for shortening of a • Guide the learners in care of for under water seal drain wound with a drainage. drainage • Care of wound with drainage • Guide the learners to describe • Present the desired • Requirements for care of requirements for care of patient attitude regarding patients with under water seal with underwater seal drainage. the techniques of drainage • Guide the learners in the care of shortening and • Care of a patient with under patients with under water seal removal of drains water seal drainage drainage. • Technique for underwater seal • Group learners to discuss and drainage present the complications of • Complications of drains drains.

Desired Competencies Content outline Suggested approach/strategy

PEX: 2.1.4: Perform Colostomy Care

• Explain colostomy care • Definition of terms of; • Task the learners to define stoma, • Ability to perform Stoma, Colostomy, colostomy, ileostomy. colostomy care ileostomy • Guide the learners to identify the • Present the desired • Requirements for requirements for colostomy care. attitude regarding the colostomy care • Demonstrate the procedure for procedure for colostomy • Procedure for Colostomy colostomy care. care care

34 PEX 2.1.5: Prepare for Abdominis Parecentesis (Abdominal Tapping) • Describe • Paracentesis Abdormis • Task the learners to define Abdominal • Sites for Abdominal Paracentesis Abdominis. Paracentesis Paracentesis • Guide the learners to identify the sites • Ability to prepare • Requirements for carrying for Abdominal Paracentesis. for Abdominal out Paracentesis Abdominis • Guide learners to identify Paracentesis • Preparation of equipment requirements for carrying out • Present the desired • Procedure for assisting a Paracentesis Abdominis. attitude regarding patient with Abdominis • Guide the learners in the preparation caring for a patient Paracentisis of equipment. with Abdominal • Complications of Abdominis • Demonstrate the procedure of Paracentesis Paracentisis assisting the patient with Paracentesis Abdominis. • Task the learners to discuss and present complications of Paracentesis Abdominis PEX: 2.1.6: Perform Vulva Toilet (Swabbing) • Explain Vulva swabbing/Toilet • Vulva swabbing • Task learners to define vulva • Ability to carry out vulva • Indications of vulva swabbing swabbing swabbing • Lead guided discussion of the • Present the desired attitude • Requirements for indications of vulva swabbing. regarding the importance of vulva swabbing • Guide learners to identify vulva swabbing • Procedure for vulva requirements for vulva swabbing. swabbing • Demonstrate the procedure of vulva swabbing. Desired Competencies Content outline Suggested approach/strategy PEX: 2.1.7: Carryout Oxygen Administration

• Describe the oxygen • Oxygen Administration. • Guide the learners to identify parts of administration • Parts of the oxygen oxygen apparatus. process apparatus • Group the learners to discuss and • Ability to administer • Indications for oxygen present indications and precaution oxygen administration. for oxygen administration. • Present the desired • Precautions for oxygen • Demonstrate the methods of attitude regarding administration. oxygen administration. the methods and • Methods of oxygen • Guide the learners to identify procedure of administration. the requirements for oxygen administering oxygen • Requirements for administration. administering oxygen. • Demonstrate the procedure for • Procedure for oxygen oxygen administration. administration. PEX: 2.1.8: Prepare for Lumbar Puncture • Explain concepts of • Lumbar puncture. • Task the learners to define lumber lumbar puncture • Requirements for lumbar puncture. • Ability to prepare puncture. • Display the requirements for lumber for lumbar • Indications for lumbar puncture for the learner identify. puncture puncture. • Group learners to discuss and present • Present the desired • Technique for carrying indications for lumber puncture. attitude regarding out lumbar puncture. • Demonstrate the technique for carrying the complications • Complications of lumbar out lumber puncture. of lumbar puncture puncture. • Lead guided discussions on complications of lumber puncture.

35 Desired Competencies Content outline Suggested approach/strategy PEX: 2.1.9: Perform Last Office • Describe last • Last office • Task the learners to define last office. office • Features of impending death. • Explain features of impending death • Ability to perform • Preliminary steps on death of a and the stages of death. last office. patient • Guide the learners in care of the • Present the • Stages of death. dying. desired attitude • Care of the dying patient. • Guide the learners to identify the regarding the • Requirements to carry out last requirements for carrying out last procedures of office. office. carrying out last • Procedure for carrying out last • Demonstrate the procedure for office office. carrying out last office.

Subtopic 2.1.10: Pass Nasogastric tube to feed patients • Task the learners to define a • Describe Nasogastric • Nasogastric tube nasogastric tube. intubation. • Requirements for naso • Guide the learners to identify • Ability to pass a gastric intubation. requirements for passing a Nasogastric tube. • Procedure/method for nasogastric tube. • Present the desired passing a nasogastric • Demonstrate the procedure for attitude regarding feeding tube. passing a nasogastric tube. the patient via a Naso • Technique for feeding • Demonstrate the techniques gastric tube via a nasogastric tube. for feeding a patient through a nasogastric tube. PEX: 2.1.11: Perform Gastrostomy Feeding • Task the learners to define • Describe gastrostomy • Gastrostomy feeding. gastrostomy. feeding • Indications for Gastrostomy • Lead guided discussion on the • Ability to carry out feeding. indication and importance of gastrostomy feeding. • Importance of Gastrostomy gastrostomy feeding. • Present the desired feeding • Guide the learners to identify the attitude regarding • Requirements for requirements for gastrostomy knowledge of gastrostomy gastrostomy feeding. feeding. feeding • Procedure for carrying out • Demonstrate the procedure for Gastrostomy feeding. carrying out gastrostomy feeding.

Desired Competencies Content outline Suggested approach/strategy

PEX: 2.1.12: Carry out gastric Lavage

• Task the learners to define gastric • Gastric lavage. lavage. • Describe gastric lavage • Indications for • Group the learners to discuss and • Ability tocarry out gastric gastric lavage. present the indications for gastric lavage • Requirements for lavage. • Present the desired attitude gastric lavage. • Display the requirements for gastric regarding the importance • Techniques for lavage. of gastric lavage carrying out gastric • Demonstrate the technique for carrying lavage. out gastric lavage.

36 PEX: 2.1.13: Prepare and perform Catheterization • Catheterization. • Indications of • Lead guide discussion on indications • Explain catheterization catheterization. of catheterization. • Ability to perform • Types of Catheters. • Display various types of catheters. catheterization • Requirements for • Guide the learners to identify • Present the desired catheterization. requirements for catheterization. attitude regarding the • Procedure for • Demonstrate the procedure for male key considerations in males and females and female catheterization. cauterization catheterization. • Explain points to consider when • Points to consider catheterizing. when catheterizing. PEX: 2.1.14: Perform Tracheostomy Care • Describe • Task the learners to define • Tracheostomy. tracheostomy tracheostomy. • Tracheostomy care. • Ability to prepare • Lead guided discussion the • Indications of tracheostomy care. and care for indications for tracheostomy. • Requirements of tracheostomy care. tracheostomy • Guide the learners to identify • Techniques of inserting and moving of • Present the requirements for tracheostomy a tracheostomy tube. desired attitude care. • Moistening and filtering air regarding the • Demonstrate techniques of • Cleaning tube techniques used inserting and removing of • Changing the tracheostomy tube in tracheostomy tracheostomy tube. • Dressing the tube care.

LWA 2.2/Topic: Bandaging injured parts of the body Desired Competencies Content outline Suggested approach/strategy PEX/Subtopic: 2.2.1: Carry out bandaging using spiral pattern • Lead guided discussions on • Describe the concept of • Concepts of bandaging concepts of bandaging. bandaging • Types of bandages • Display and explain the various • Ability to bandage an injured • Indication for types of bandages. part of the body bandaging • Group learners to discuss and • Present the desired attitude • Techniques of present indications of bandaging. regarding the importance of bandaging • Demonstrate the techniques of bandaging bandaging. PEX/Subtopic: 2.2.2: Carryout bandaging using figure 8 • Figure of 8 bandaging. • Guide the learners in the description • Describe the figure 8 • Indications for figure of 8 of figure 8 bandaging. technique of bandaging bandaging. • Guide the learners to discuss and • Demonstrating the ability • Requirements for figure present indications for bandaging. to bandage appropriate 8. • Guide the learners to identify injured part using figure • Procedure and technique requirements for figure 8 bandaging. of 8 for making figure of 8. • Demonstrate the techniques of figure 8 bandaging.

37 PEX/Subtopic: 2.2.3: Carry out bandaging using a divergent spica patterns • Describe the • Divergent spica patterns • Task the learners to define divergent spica divergent spica of bandaging. patterns of bandaging. patterns of • Indications for divergent • Group learners to discuss and present bandaging spica bandaging. indications for divergent spica bandaging • Ability to carry • Requirements for • Guide the learners to identify the out bandaging divergent spica pattern requirements for divergent spica pattern using a bandanging bandaging. divergent spica • The technique of • Demonstrate the techniques of bandaging bandaging using using divergent spica pattern. divergent spica. Desired Competencies Content outline Suggested approach/strategy PEX/Subtopic: 2.2.4: Carry out bandaging of the head using a Capelline • Describe the capelin technique • Technique of • Demonstrate the techniques of bandaging bandaging the head of bandaging the head using a • Ability to bandage the head using capelline capelline. using capelline. PEX/Subtopic: 2.2.5: Care of patients on traction • Traction • Describe traction • Types of tractions • Task learners to define traction. • Ability to care for a patient • -Care of the patient • Explain various types of traction. under traction on traction • Guide learners in the care of • Present the desired attitude • Requirements for patients on traction. regarding the care given to a traction • Display the requirements for patient under traction • Techniques for traction traction PEX/Subtopic: 2.2.6: Prepare for application of orthopedic splints • Task the learners to define a • Describe the orthopedic • Splints splint. splints • Types of splints • Display the various types of • Ability to identify and apply • Requirements for splinting splints. orthopedic splints • Care of patients on POP • Guide the learners to identify • Present the desired (Plaster of Paris) requirements for splinting attitude regarding the key • Points consider when • Demonstrate the care of considerations in applying applying orthopedic patients on POP. orthopedic splints splints. ( Plaster of Paris )

LWA 2.3/Topic: Apply the Nursing process in the management of patients Desired Competencies Content outline Suggested approach/strategy PEX/Subtopic: 2.3.1: Nursing Process • Task the learners to define • Describe the concept of Nursing process • Nursing process nursing process. • Ability to apply Nursing process in • Characteristics of • Lead guided discussion on management of patient. Nursing process characteristics • Present the desired attitude regarding • Components of • Explain components of the the application of Nursing process in Nursing process nursing process. management of patient PEX/Subtopic 2.3.2: Take history of the patient • Ability to take patients • Procedure for taking • Demonstrate the procedure for histories. patients histories. taking histories from the patient.

38 PEX/Subtopic 2.3.3: Perform Physical examination of the patient • Demonstrate physical • Essential skills in physical • Ability to Carry out examination from head to toe. examination from head to toe physical examination • Display the requirements • Requirements for general of the patient for general and neurological examination of the patient examination of the patient. • Neurological examination PEX/Subtopic 2.3.4: Making a Nursing care plan • Demonstrate the ability to • Guide the learners to discuss • Components of a Nursing make/draw a Nursing care and present the components of care plan plan a nursing care plan.

LWA 2.4/Topic: Administer Medicine to patients Desired Competencies Content outline Suggested approach/strategy PEX/Subtopic 2.4.1: Administer Oral Medicine • Drug administration • Task the learners to define drug • Explain the • Principles /rules of drug administration concept of administration • Explain the principles and rules of drug medicine • Common abbreviations used administration . administration in drug administration • Guide the learners on the common • Ability to • Nursing responsibility abbreviations used in drug administration. administer oral in relation to safe • Explain nursing responsibility in relation to medicine administration of drugs safe administration of drugs. • Present the • Routes and their advantages/ • Explain different routes of drug desired attitude disadvantages administration, their advantages and regarding • Drug formulation disadvantages. the oral • Requirements for • Explain drug formulation principles. medication as administration of oral • Guide the learners to identify a route of drug medicine requirements for oral drug administration. administration • Technique for giving oral • Demonstrate the techniques for giving medicine oral medicine. PEX/Subtopic 2.4.2: Administer Parenteral Medicines • Ability to administer parenteral medicines • Different forms of parenteral • Demonstrate the • Present the desired attitude medicines techniques for taking regarding the role of parenteral • Principles in parenteral different forms of medication as a route of drug administration of medicine parenteral medicine. admininstration

Desired Competencies Content outline Suggested approach/strategy PEX/Subtopic 2.4.3: Prepare and monitor patient on blood transfusion • Explain blood • Blood transfusion • Task the learners to define blood transfusion. transfusion • Indications for blood • Group learners discuss and present the • Ability to prepare and transfusion indications for blood transfusion monitor patient on • Care for patients on • Explain care of patients on blood transfusion. blood transfusion blood transfusion • Guide the learners to identify requirements • Present the desired • Requirements for for blood transfusion. attitude regarding blood transfusion • Demonstrate the procedure of blood the importance of • procedure for blood transfusion. monitoring a patient transfusion • Group the learners to discuss and present the on blood transfusion • Complications of complications of blood transfusion. blood transfusion

39 PEX/Subtopic 2.4.4: Administer topical medicine • Explain topical administration • Topical medicine. • Task the learners to define topical of medicine • Requirements for medicine • Ability to administer topical topical medicine. • Guide the learners to identify medicine • Technique of requirements for topical medicine. • Present the desired attitude administering topical • Demonstrate the techniques of regarding the importance medicine administering topical medicine. of topical administration of medicine

LWA 2.5/Topic: Carryout admission transfer and discharge of patients Desired Competencies Content outline Suggested approach/strategy PEX/Subtopic 2.5.1: Admit Patient • Types of admission • Explain the different types of • Ability to Aa new patient on admission. ward • Requirements for • Guide the learners to identify the • Present the desired attitude admission requirements for admission. regarding the importance of • Procedure for • Demonstrate the procedure for admitting patient admitting a patient admitting a patient. PEX/Subtopic 2.5.2: Transfer patients • Explain transfer of patients • Group the learners to discuss • Indications for • Ability to transfer patients and present indications for the transfer of patients. • Present the desired attitude transfer of patients • Procedure for transfer regarding the importance of • Demonstrate the procedure for of patients. transferring patients transfer of patients. PEX/Subtopic 2.5.3: Discharge of patients • Procedure for • Ability to discharge patients discharging patients. • Present the desired attitude • Demonstrate the procedure • Patient information/ regarding the importance of for discharging patients education on Discharging patient discharge

LWA 2.6/Topic: Carry out sterilization and disinfection PEX/Subtopic 2.6.1: Carry our decontamination • Explain decontamination • Decontamination • Task learners to define • Ability to carry out • Requirements decontamination. decontamination of used for • Guide the learners to identify equipment decontamination requirements used for • Present the desired attitude • Procedure for decontamination. regarding the importance of decontamination of • Demonstrate the procedure for decontamination equipment decontamination of equipment. Desired Competencies Content outline Suggested approach/strategy PEX/Subtopic 2.6.2: Carry out sterilization

• Explain sterilization • Sterilization • Task the learners to define • Ability to carry out sterilization • Methods of sterilization sterilization. of equipment • Process of sterilization. • Explain the methods of • Present the desired attitude • Processing of sterilization. regarding the importance of instruments • Demonstrate the process of sterilization • High level disinfection sterilization.

40 Core references 1. Craveni, R. Hirnle, C. and Henshaw, M.C. (2017). Fundamentals of Nursing Human Health and Function. 8th Edition. Wolters Kluwer, China. 2. Hill, R., Hall, H and Glew, P. (2017). Fundamentals of Nursing and Midwifery, A person- Centered Approach to care. Wolters Kluwer 3. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer, Philadelphia, Newyork

Other References 1. UCMB. (2015) Nursing and Midwifery Procedure Manual. 2nd Edition. Print Innovation and Publishers Ltd. Kampala. Uganda. 2. Karesh, P. (2012) First Aid for Nurses. 1st Edition. Jaypee Brothers Medical Publishers Ltd. India. 3. Gupta,L.C.,Sahu,U.C.,and Gupta,P.(2007):Practical Nursing Procedures.3rd edition.JAYPEE brothers,New Delhi. 4. Rosdah, B. C and Kowalski, T.M. (2017) Textbook of Basic Nursing. 11th Edition. Wolters and Kluwer, 5. Lynn, P. (2015) Taylor’s Clinical Nursing Skills; A Nursing Process approach. 4th Edition. Wolterrs Kluwer 6. Molley, S. (2007) Nursing Process; A Clinical Guide. 2nd Edition. Jaypee Brothers Medical Publishers Ltd. India. 7. Carter, J.P. (2016) Lippincott’s Textbook for Nursing Assistants. 4th Edition. Wolters Kluwer, Lippincotts Williams and Wilkins. 8. Jensen, S. (2015) Nursing Health Assessment; A best Practice Approach. 2nd Edition. Wolters and Kluwer, China 9. Timby, K.B. (2017) Fundamental Nursing Skills and Concepts. 11th Edition. Wolters Kluwer, Lippincotts Williams and Wilkins 10. Gupta, D.S. (2005) Nursing Interventions for the critically ill 1st Edition Jaypee Brothers Medical Publishers Ltd. India. 11. Samson .R. (2009) Leadership and Management in Nursing Practice and Education 1st Edition Jaypee Brothers Medical Publishers India.

12. Taylor.C.R (2015) Fundamentals of Nursing, The Art and Science of person – centred nursing care. 8th Edition Wolters Kluwer,Health/Lippincott Williams and Wilkins.

41 Module: Fundamentals of Nursing (II)

Module Unit-CN1202: Anatomy & Physiology II Duration: CH: 60 CU: 4

Learning outcomes: By the end of the module unit, the students shall be able to:

i. Identify the structures of the respiratory, urinary, reproductive, nervous and Endocrine system ii. Describe the structure and functions of the respiratory, urinary, reproductive, nervous and Endocrine system

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing training school or practicum sites provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Interactive lecture • Group Discussion • Brainstorming • Presentation

Required teaching/learning resources: Anatomical Models Anatomical charts Simulated Presentations Text books

42 Topic 2.7: Structures and Functions of various body systems Desired Competencies Content outline Suggested approach/strategy Sub-Topic: 2.7.1 The Respiratory system • Explain the structures of the • Structures of • Display the chart of the respiratory system. Respiratory system respiratory system (video) and • Present the desired attitude • Functions of the task learners to identify the regarding Functions of the different parts of structures of respiratory. various structures of the respiratory system. • Guide learners to describe respiratory system. functions of different parts of respiratory. Sub - Topic: 2.7.2: The Urinary System • Describe the structures of • Structures of the • Display the Urinary system chart urinary system. urinary system and task learners to identify the • Present the desired attitude • Kidneys structure structures of Urinary system. regarding the functions of • Kidney functions • Guide learners to describe the kidneys. • Ureters, urinary structures and functions of Urinary bladder and urethra. system. Sub-Topic: 2.7.3: The Endocrine system • Describe the structures of the • Structures • Display the Endocrine system chart and Endocrine system of Endocrine task learners to identify the structures • Present the desired attitude system. of Endocrine system. regarding the functions of the • Group learners to discuss hormones hormones in the body. • Hormones and make presentations. Sub-Topic: 2.7.4: The Nervous system • Describe the structures of the • Structures of nervous • Display the Nervous system chart/ Nervous system. system. video and task learners to identify • Present the desired attitude • Nervous tissue the structures of Nervous system. regarding the functions of • Divisions of nervous • Guide learners to describe the nervous system. system. different parts of the Nervous system

Desired Competencies Content outline Suggested approach/strategy Sub Topic: 2.7.5: Organs of Special Senses • Describe the various organs Organs of special senses. • Display the chart/show video of of special senses. • The eye organs of special senses • Present the desired attitude • The ear • Task learners to identify the regarding functions of various • The skin. organs of special senses. organs of special senses.

Sub- Topic: 2.7.6 : The Reproductive system • Describe the Male and Female • Structures • Display the chart of structures of Reproductive system. Reproductive system reproductive system/show video. • Present the desired attitude • Male reproductive • Task learners to identify the organs regarding the structures of system of special senses Male and Female Reproductive • Female reproductive system. system.

43 Core References: 1. Cohen, JB and Hull, L.K (2016) Memmlers – The Human body in Health and diseases 13th Edition, Wolters, Kluwer. Other references

1. Scott, N.W. (2011) Anatomy and Physiology made incredibly easy. 1st Edition. Wolters Kluwers, Lippincotts Williams and Wilkins. 2. Moore, L. K, Agur, M.R.A and Dailey, F.A. (2015) Essential Clinical Anatomy.15th Edition. Wolters Kluwer. 3. Cohen, J.B and Hull, L.K (2016) Memmler’s Structure and Function of the Human Body. 11th Edition. Wolters Kluwer, China

4. Snell, S. R. (2012) Clinical Anatomy by Regions. 9th Edition. Wolters Kluwer, Lippincott Williams and Wilkins, China

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

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

44 Module: Fundamentals in Nursing (I)

Module Unit-CN1203: Sociology and Psychology Duration: 30 Hrs Credit Units: 2

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

• Identify and explain socio-cultural and psychological factors influencing individual behaviour in relation to illness • Apply the functional understanding of socio-psychology to influence and reinforce positive health seeking practices • Apply socio-psychological techniques to help patients adhere to treatment regimes

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Interactive lecture • Group Discussion • Brainstorming • Presentation

Required teaching/learning resources: Anatomical Models Anatomical charts Simulated Presentations Text books Nursing Procedures Manual

45 LWA/Topic: 2.8: Introduction to Sociology and Psychology Desired Competencies Content outline Suggested approach/strategy

Sub-topic 2.8.1: Definitions of terms used in Sociology • Definition of the • Describe terms used in terms used in • Task the learners to define terms Sociology Sociology used in sociology, • Present the desired attitude • Origin and the • Lead a guided discussion on the regarding the terms used in evolution of orign and evolution of sociology sociology sociology as a discipline Sub-topic 2.8.2: Human groups and their effects on man • Describe the various human groups • Various human • Lead a guided discussion on and their effects to man groups various human groups and • Present the desired attitude • Effects of human their effects on man and regarding the importance of human groups on man and environment groups to the environment environment Sub-topic 2.8.3: Culture, beliefs and practices in relation to health • Definition of culture, • Lead a guided discussion on • Describe cultures, beliefs and beliefs and practices in culture, beliefs and practices practices of various communities communities • Group learners to discuss and and their health seeking • Effects of culture, beliefs present the effects of culture, behavior and practices on health- beliefs and practices on • Present the desired attitude seeking behavior health seeking behavior regarding the relevance of • Relevance of culture, • Task learners to describe the culture, beliefs and practices on beliefs and practice of relevance of culture, beliefs health of man the communities. and practices.

LWA/Topic: 2.9: identify socio-cultural factors influencing the behavior of an individual Desired Competencies Content outline Suggested approach/strategy Sub-topic 2.9.1: Socialization • Describe the process of • Definition of • Task the learners to define interaction of the family and socialization socialization the community throughout • Community formation • Lead a guided discussion on their lives • Cultural diversity community formation and • Present the desired attitude • Types of socialization cultural diversity and the types of regarding the importance of • Family and socialization interaction in families and community • Group learners to discuss and present community interaction family and community interactions Sub-topic 2.9.2: Social aspects of diseases • Socio aspects of • Task learners to identify the • Describe the differences between diseases socio aspects social medicine and curative • Differences between • Lead a guided discussion on the medicine in order to handle social socio medicine and differences between social and aspects of diseases curative medicine. curative medicine. • Present the desired attitude on • Importance of socio • Group learners to discuss and the relevance of social medicine in medicine present the importance of socio nursing medicine

46 Sub-topic 2.9.3: Social aspects of hospitalization • Description of: • Group learners to discuss • Discuss the social effects of • Social effects social, economical effects of hospitalization and manage • Economical effects hospitalization appropriately • Physical effects of • Task the learners to identify • Present the desired attitude hospitalization the role of social aspects of on the role of social aspects • The role of social aspects hospitalization during patient in patient management during patient care care Sub-topic 2.9.4: Urbanization and delivery of health services • Group learners to discuss the • Dimensions of urbanization, dimensions of urbanization, • Discuss the dimension of technology, economic technology, economic and socio urbanization, technology, and socio development in development in health service development in general and health service delivery delivery health service delivery • Relevance of urbanization • Lead a guided discussion on in providing health care to relevance of urbanization in patients health care provision.

Desired Competencies Content outline Suggested approach/strategy Sub-topic 2.9.5: Nurse-patient relationship • Discuss the use of effective • Task learners to identify communication skills in interaction • Communication skills. communication skills with patients or clients • Effective • Group learners to discuss • Ability to demonstrate effective communication skills. effective communication skills communication skills and present

LWA/Topic: 2.10: Introduction to Psychology in Nursing Sub-topic 2.10.1: Concept of Psychology • Explain the approaches • Definition of terms • Task learners to define the various and aspects used in used in psychology. terms in psychology psychological relation in • Approaches and the • Lead a guided discussion on management of patients. aspects of psychology. approaches and aspects of psychology • Present the desired • Application of • Group learners to discuss application attitude regarding psychology in the of psychology in nursing profession psychology in providing nursing profession and make presentation nursing care Sub-topic 2.10.2: Psychological Development • Stages in human • Lead a guided discussion on the • Explain the process development stages of human development and factors that • Factors that influence • Group learners to discuss the factors influence growth and human growth and that influence human growth and development in relation development development to human behavior from • Roles of a Nurse in • Task learners to describe the roles birth to old age human growth and of a nurse in human growth and development development Sub-topic 2.10.3: Personality • Types and traits of • Describe the different personalities. • Task learners to describe the personality types • Differences between normal different personalitytypes and abnormal personalities

47 Desired Competencies Content outline Suggested approach/strategy

Sub-topic 2.10.4: Psychological aspects in nursing care of patients • Describe the psychological • Psychological challenges in patients • Lead a guided discussion on the challenges in patients • Present the desired attitude Psychological challenges and their • Management of regarding the importance mangment psychological of managing psychological challenges in patients challenges in patients.

LWA/Topic: 2.11: Psychological factors underlying patient’s illness Sub-topic 2.11.1: Mental Defense Mechanisms • Explain the defense mechanisms • Mental defense • Lead a guided discussion on and their effect on the behavior of mechanisms. mental defense mechanism patients. • Defense mechanisms • Task learner to describe • Present the desired attitude in in relation to human defense mechanism in defense mechanism in nursing behavior. relation to human behavior Sub-topic 2.11.2: Stress and Stressors • Task learners to define stress • Describe stress and stressors • Stress and stressors. and stressors and to identify in patients’ management. • Management of patients stressors • Present the desired attitude with stress and elimination • Lead a guided discussion on regarding the effects of of the stressors the management of patients stress in providing nursing • Effects of stress and stressor. with stress and prevention of management. stressors

Sub-topic 2.11.3: Emotions

• Task learners to define • Definition of emotions • Describe emotions and its emotions • Types of emotions effects in the management of • Group learners to discuss • Management of patients patients and present the types of with different emotional • Present the desired attitude emotions states regarding the role played by • Lead a guided discussion • Role of a Nurse in a Nurse in managing patients on the management and management of patients with emotion states the role of the Nurse in with emotion states managing emotions.

48 Core References 1. Sreevani, R. (2013) Psychology for Nurses. 2nd Edition. Jaypee Brothers Medical Publishers (P) Ltd. India. 2. Mark, Walsh and David Trait (2014) Introduction to sociology for health carers .2nd edition Cengage Learning EMEA; 2 edition (24 May 2014)

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

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

3. Basavanthapp, B.T and Vasundhra, M.K (2008), Community Health Nursing, 2nd edition. JAYPEE Brothers Medical Publishers Ltd. New Delhi 4. Sreenivasa, R. & Neeraja, K.P. (2006). Textbook of Sociology for Nursing Students. 1st Edition.Jaypee Brothers Publisher 5. Anthikad, J. (2004) Psychology for Graduate Nurses. 3rd Edition. Jaypee Brothers Medical Publishers (P) Ltd. India. 6. Neeraja, K.P. (2005) Textbook of Sociology for Nursing Students. 1st Edition. Jaypee Brothers Medical Publishers (P) Ltd., India

49 Module: Fundamentals of Nursing

Module Unit CN1204: Introduction to Essential Computer Concepts in Nursing. Contact Hours: 45 Credit Units: 3

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

Learning outcome

By the end of this module unit, the student should be able to; • Identify the different components of the computer • Produce work using the common computer packages such as MS Office • Carryout correspondences using electrical mail. • Use the internet as research resources in conducting various process Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Interactive lecture • Group Discussion • Brainstorming • Presentation • Interactive Lecture

Preparatory activities: • Prepare computer laboratories. • Prepare computers and office software

50 LWA 2.12: Introduction to Computer Desired Competencies Content outline Suggested approach/strategy PEX 2.12.1: Identify parts of the computer system • Types & origin of • Task learners to define computer • Discuss the importance of computers • Guide learners to discuss origin computer applications in health • Computer benefits ,types of computers care provision in health care • Group learners to discuss and • Ability to identify parts of the • Advantages and present the benefits of computer to computer disadvantages of the health care system, advantages • Present the desired attitude computers and disadvantages of computer to regarding the importance of • Parts of the the health care system computers in the health care computer and their • Task learner to identify parts of the system. directions computer and their directions PEX 2.12.2: Start and shut down the computer • Ability to start and shut down the computer • Steps of • Present the desired attitude regarding the starting and • Guide learner to start and importance of following right steps when shutting down shut down the computer starting and shutting down computers in computer computer maintenance.

LWA: 2.13: Introduction to Computer Suite Desired Competencies Content outline Suggested approach/strategy PEX 2.13.1: Create a Word document, Format, Edit & Save • Guide learner through • Create or open a word window, • Starting, creating and opening a demonstration work with text and manage files a word window on Starting, creating • Use word menus for document • Working with a text and opening a word editing e.g. copy, Paste etc. • Word menus for documents window, Working with • Save a document in different editing a text ,Word menus , formats & storage media e.g. • Saving document document editing and flash discs Saving document PEX 2.13.2: Operative Ms Power point • Creating a new • Ability to prepare work on Ms • Guide learner through a presentation Power point slides demonstration on Creating a • Opening and closing a • Ability to edit the work on new presentation, Opening and presentation slide closing a presentation, Adding • Adding and formatting • Make a power point and formatting text, pictures text, pictures and media presentation and media creating slide show creating slide show PEX 2.13.3: Creating Ms.Excel • Ability to work with tables, rows & columns • Working with • Guide learner through a • Present the desired attitude tables, rows & demonstration on Working with regarding the importance of Ms. columns tables, rows & columns Excel in data management PEX 2.13.4: Scan, Copy and print documents • Guide learner through a • Scanning a document demonstration on • Ability to scan, copy and • Copying a document Scanning a document print a document • Printing a document Copying a document Printing a document

51 Desired Competencies Content outline Suggested approach/strategy PEX 2.13.5: Internet and Email • Guide learner through a Ability to; demonstration on • search and use information • Internet, web, browsers Internet, web, browsers on internet • Internet searching and Internet searching and search • sign and create an email search engines engines address • Saving information from Saving information from the • copy, save information on the internet internet internet • Downloading information Downloading information • download information and • Creating a mail Creating an email save on computer

Core References

1. Beskeen,D.W and Cram,C.M (2016) Illustrated Micro Soft office 365 and office 2016:Introductory.Course Technology.U.S.A. CENGAGE Learning. 2. Selvasekarn.J. (2008) Essentials of Computer for Nurses 1st Edition Jaypee Brothers Medical Publishers Ltd. India

Other References

1. Tukamushaba E.K. and Ikanga G.A (2008) Introduction to Computer Software Applications. 1st Edition Makerere University Printery, Kampala Uganda

2. Sewel .J. (2016) Informatics & Nursing, Challenges & Opportunities 5th Edition Wolters Kluwer,US 3. Connie Morrison, Dolores J. Wells (2013) Computer Literacy BASICS, 4th Edition South-Western College Publishing

52 Module Unit-CN1205: Primary Health Care Duration: CH: 60 Credit Units: 4

Learning outcomes:

By the end of this module unit Students should be able to: • Promote health care practices in the community • Carry out community sensitizations of health promoting practices • Implement health promotion and preventive activities in the community. • Achieve community involvement and participation • Monitor, follow up and encourage the community to take full responsibility to support the activities

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Interactive lecture • Group Discussion • Brainstorming • Presentation

Required teaching/learning resources: Anatomical Models Anatomical charts Simulated Presentations Text books Nursing Procedures Manual

53 Topic 2.14: Introduction to primary health care Desired Competencies Content outline Suggested approach/strategy Sub Topic 2.14.1: Concepts of Primary Health Care • Terms used in Primary • Explain the terms used in Health Care. Primary Health Care. • Outline the common terms • History of Primary • Present the desired attitude used in Primary Health care Health Care regarding of the Concepts of delivery • Concepts of Primary Primary Health Care. Health Care Sub Topic 2.14.2: Principles, Pillars and components/elements of Primary Health Care. • Pillars of Primary Health • Describe the pillars of Primary • Explain the Pillars of Care. Health Care and task learners to Primary Health Care. • Components of Primary discuss what constitutes each Health Care

2.15. Topic: Community - Based Health Care (CBHC) Sub Topic 2.15.1: Introduction to Community Based Health Care • Discuss the overall objectives of • Definition of CBHC • Guide learners to define CBHC CBHC • Overall objectives of and outline its objectives. • Present the desired attitude CBHC • Illustrate the CBHC structure regarding the importance of • Structure of CBHC and guide learners to state the CBHC • Importance of CBHC importance of CBHC.

Sub Topic 2.15.2: Community participation • Explain ways • Task learners to define • Definition of Community participation of community Community participation and • importance of community participation in state its importance. participation health activities • Group learners to discuss • Ways of community participation in • Present the factors promoting and ways health activities/projects desired attitude of community participation in • Factors promoting community regarding factors health activities. participation promoting • guide a discussion on levels • Levels of community participation community of community participation • Indicators of community participation participation emphasizing key indicators Desired Competencies Content outline Suggested approach/strategy Sub Topic 2.15.3: Community organization • Definition of • Explain community organization. Community • Task learners to define • Present the desired attitude organization community organization and regarding the importance of • Importance explain its importance. community organization. of community organization Sub Topic 2.15.4: Community Mobilization • Explain • Task learners to define • Definition of Community Mobilisation community Community mobilization and • Importance of effective community Mobilization state its importance. Mobilization • Appreciation • Group learners to discuss • Methods used in Community Mobilization the methods, steps and challenges • Steps in community mobilization importance of community mobilization. • Challenges of Community mobilization of effective • Lead a guided discussion • Factors promoting community Community on factors promoting and mobilization mobilization hindering community • Factors hindering community mobilization mobilization.

54 Sub Topic 2.15.5: Community Empowerment • Definition of Community • Explain of Community empowerment empowerment • Community dialogue of • Present the desired • Task learners to define empowerment attitude regarding Community empowerment and • Importance of community the importance state its importance. empowerment of community • Levels of community empowerment. empowerment

2.16. LWA: Conduct Community Assessment Desired Competencies Content outline Suggested approach/strategy PEX 2.16.1. Participate in community entry • Ability to carry out • Definition of community entry • Task learners to define proper community • Identification of community leaders Community entry entry. • Identification of resource persons • Lead learners through steps in • Actual entry to the community community entry. PEX 2.16.2. Carry out community survey and assessment • Definition of Survey • Provide a case survey to learners • Explain the reasons for • Reasons for carrying out and task them to review in groups carrying out surveys. survey and present • Ability to carry out • Types of survey • Otuline the different types of surveys • Steps of carrying out surveys survey PEX 2.16.3. Carry out Home visiting • Definition of home visiting • Task learners to define home • Discuss the • Purpose of home visiting visiting and explain purpose of purpose of home • Factors influencing home visiting home visiting. visiting. • Advantages, limitations/challenges, of • Group learners to discuss • Ability to conduct home visiting factors influencing and a home visit for • Steps followed in home visiting hindering home visiting. health promotion. • Activities to be assessed during home visiting.

Core References 1. Wooding, N. Teddy, N. Florence, N. (2012) Primary Health Care in East Africa. 1st Edition. Fountain Publishers. Kampala. Uganda. 2. Basavanthapp, B.T and Vasundhra, M.K (2008), Community Health Nursing, 2nd edition. JAYPEE Brothers Medical Publishers Ltd. New Delhi 3. Kamalam, S. (2017), Essentails in Community Health Nursing Practice 3rd edition. JAYPEE Brothers Publishers Ltd. New Delhi

Other References 1. James F. McKenzie, PhD, MPH, MCHES, MEd,and Robert R. Pinger, PhD, (2018) An Introduction to Community & Public Health , 9th edition, Jones and Bartlett Publishers. Sandburg, Massachusetts. 2. MOH, (2013) Occupational Safety and Health Training Manual, 1st Edition 3. MOH, (2008), Policy for Mainstreaming Occupational Health & Safety In The Health Service Sector.

55 YEAR II SEMESTER I

Module: Fundamentals of Nursing (III)

Module Unit-CN2101: Pharmacology (I) Duration: CH: 45 CU: 3

Learning outcomes:

By the end of the module unit, the student shall be able to:-

i) State the medicines comprising the Essential Drug List. ii) Read and interpret as well as explain to patients written medicine prescription iii) Carry out proper storage of medicines iv) Administer different drugs to patients (the type of drugs permitted) v) Explain the legal aspects and national policy guidelines as prescribed in the Uganda Pharmacy and Drug Legislation.( Pharmacy and drug act ) vi) Control and regulate usage of drugs according to existing guidelines and regulations.

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Group Discussion • Brainstorming • Presentation • Interactive Lecture

Required teaching/learning resources: Nursing Procedures Manual

56 Topic 3.1: Introduction to Pharmacology

Competencies Content outline Suggested approach/strategy Subtopic: 3.1.1 Terms used in Pharmacology • Terms used in • Explain the various terms • Task the learners to define various pharmacology used in pharmacology terms used in pharmacology.

Subtopic: 3.1.2 Sources and preparation of Medicines • Describe various sources of • Sources of medicine Medicine • Explain various sources of medicine • Present the desired attitude and their preparation. regarding preparations of • Preparation of medicine medicine

Subtopic: 3.1.3 Concepts of Essential Drugs and Rational Medicine use. • Explain essential • Criteria for selection of • Explain to the learners selection criteria of drugs. essential drugs essential • Present the • Examples of essential • Drugs and their examples in Uganda. desired attitude drugs in Uganda • Explain rational and irrational used in regarding rational • Rational use of Medicine medicine. use of medicines. • Prescription writing • Guide learners on prescription writing. Subtopic: 3.1.4 Classification of Medicines & Schedule of controlled substances • Describe the classification of • Classification of • Guide learners on description of medicines Medicines medicine. • Present the desired attitude • Schedule of • Explain schedule of controlled regarding the schedule of controlled substances. controlled substances. substances Subtopic: 3.1.5 Pharmacokinetics& Pharmacodynamics • Lead guided discussion • Explain pharmacokinetics • Pharmacokinetics and on pharmacokinetics and & pharmacodynamics. Pharmacodynamics. pharmacodynamics.

LWA 3.2: Carryout Administration of Medicine Desired Competencies Content outline Suggested approach/strategy PEX: 3.2.1 Carryout Oral administration of Medicine • Demonstrate • Ability to administer • Administration of oral medicines. administration of oral medicine medicine. PEX: 3.2.2 Carryout Parenteral Administration of medicine • Administration of medicines using the • Ability to following routes: • Demonstrate administer - Intra muscularly (I.M.) administration of medicine medicine by - Intravenously (I.V) using parenteral routes. parenteral route - Intra dermally - Sub cutaneously. PEX: 3.2.3 Carry out administration of medicine per rectum and vagina • Ability to administer • Administration of medicines • Demonstrate administration medicines rectally and using of medicine using rectal and vaginally • Rectal & Vaginal Routes. vaginal routes.

57 PEX: 3.2.4 Administration of Topical Medicine • Administration of medicine • Demonstrate the learners • Ability to administer through administration of medicine topical medicine. • Topical route. through the topical route. PEX: 3.2.5 Demonstrate ordering and storage of medicine

• Ability to order and • Demonstration of • Demonstrate the ordering and store medicine ordering & storage of medicine storage of medicine.

Core references 1. Karch,A, M. ( 2017 )Focus on Nursing Pharmacology. 7th Edition, Wolters Kluwer/ Lippincott Williams & Wilkens New York – London. 2. Woodrow,R., Bruce J. Colbert, D, M, and Smith ( 2017),Essentials of Pharmacology for Health Professionals 8th Edition CENGAGE USA.

Other references

1. Lynn, P ( 2015),Lippincott’s Photo Atlas of Medication Administration.5th Edition Wolters Kluwer/Lippincott Williams & Wilkins New York- London. 2. Ford, S, Roach, S.S. ( 2014),Roach’s Introductory Clinical Pharmacology. 10th Edition Wolters Kuwer/Lippincott Williams & Wilkins.New York- London.

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

4. Karch,A, M. ( 2010), Focus on Nursing Pharmacology. 1st UK Edition Wolters Kluwer/ Lippincott William & Wilkins New York- London

58 Module: CN 2121: Providing Nursing Care I

Module Unit-CN 2102: Medical Nursing (I) Duration: CH: 75, CU: 5

Learning outcomes:

By the end of this module unit Students should be able to: I. Identify common conditions affecting circulatory, blood, and respitary systems II. Describe the management of the various medical conditions of the circulatory, blood and respiratory systems III. Identify cases in the above category of medical conditions for referal

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Group Discussion • Brainstorming • Presentation • Interactive Lecture

Required teaching/learning resources: Nursing Procedures Manual

59 3.3: Topic: Introduction to Medical Nursing Desired Competencies Content outline Suggested approach/strategy Subtopic 3.3.1: Definition of terms used in Medical Nursing • Explain the terms used in • Definitions of terms • Guide the learners to define terms Medical Nursing used in Medical Nursing used in Medical Nursing Subtopic 3.3.2: General causes of disease in the human body • Explain the classification • Classification of general • Task learners to identify the general of the general causes of causes of disease. causes of diseases disease Subtopic 3.3.3: Levels of disease prevention • Describe various levels of disease prevention • Guide the learners to describe the • Levels of disease • Present the desired various levels of disease prevention prevention attitude regarding disease prevention Subtopic 3.3.4: General principles of managing disease • Explain the general • General principles of • Group the learners to discuss and principles of management management of various present the general principles of of diseases diseases managing diseases

Topic 3.4: Conditions of Circulatory System Sub Topic 3.4.1: Review of Anatomy and Physiology of the Circulatory system • Display of the anatomical chart • Describe the Anatomy and showing the structure of the • Structure of the heart physiology of the circulatory heart and task learners to identify • Functions of the heart system the various parts then explain as necessary. Desired Competencies Content outline Suggested approach/strategy

Sub Topic 3.4.2: General signs and symptoms of Cardio- Vascular disorders • Explain the signs and • General signs and • Guide the learners to identify symptoms of cardio- vascular symptoms of Cardio- general signs and symptoms disorders vascular disorders of cardiovascular disorders Sub Topic 3.4.3: Inflammatory disorders of the Heart and Blood Vessels • Various inflammatory • Guide learners to describe various disorders of inflammatory disorders of the heart and • Describe the inflammatory the heart and blood vessels disorders of the heart and blood vessels. • Group the learners to discuss and blood vessels. • Predisposing present the predisposing factors and • Ability to monitor the vital factors and causes of Various inflammatory disorders observations. Causes. of the heart and blood vessels • Present the desired attitude • Signs and • Guide the learners to discuss the regarding the nursing symptoms management of Various inflammatory management of various • Management disorders of the heart and blood vessels inflammatory disorders of • Complications • Identify complications of Various the heart and blood vessels. inflammatory disorders of the heart and blood vessels

60 Sub Topic 3.4.4: Congestive Cardiac Failure • Definition of congestive cardiac • Guide the learners to define • Describe the causes of failure congestive cardiac failure congestive cardiac failure • Causes of • Task learners to identify causes, • Ability to monitor and Congestive Cardiac signs and symptoms of cardiac balance the fluid chart. Failure failure • Ability to monitor the pulse, • Signs and symptoms • Group learners to discuss and blood pressure and weight • Management present the management of • Present the desired attitude (medical and congestive cardiac failure. regarding the nursing nursing) • Task learners to identify management of congestive • Complications complications of congestive cardiac cardiac failure • failure.

Desired Competencies Content outline Suggested approach/strategy Sub Topic 3.4.5: Rheumatic Heart Disease • Definition of Rheumatic • Guide learners to define Rheumatic • Describe Rheumatic heart Heart Disease Heart Disease. disease. • Causes of Rheumatic • Task learners to identify causes, • Present the desired attitude Heart disease signs and symptoms of Rheumatic regarding the nursing • Signs and symptoms Heart Disease. management of Rheumatic • Management (Medical • Guide learners to describe the heart disease. And Nursing ) management of Rheumatic Heart • -Complications Disease. Sub Topic 3.4.6: Arteriosclerosis • Definition of • Task learners to define Arteriosclerosis and • Describe Arteriosclerosis to identify its causes. Arteriosclerosis • Causes of • Guide the learners to describe the signs • Present the desired Arteriosclerosis and symptoms of Arteriosclerosis attitude regarding the • Signs and symptoms • Group learners to discuss and present nursing management • Management management and complications of of Arteriosclerosis • Complications Arteriosclerosis Sub Topic 3.4.7: Embolism • Describe Embolism • Definition of Embolism • Task the learners to define Embolism • Ability to recognise • Causes of Embolism • Guide learners to discuss and present the importance of and • Signs and symptoms causes, signs & symptoms of Embolism ultimately show a positive • Management • Group learners to discuss and present attitude regarding • Prevention the management, prevention and preventive measures of • Complications complications of Embolism Embolism Sub Topic 3.4.8: Hypertension • Describe hypertension • Definition of • Ability to give health • Task learners to define hypertension Hypertension education to hypertensive • guide learners to discuss and • Predisposing factors of patients present predisposing factors, signs hypertension • Present the desired and symptoms of hypertension • Signs and symptoms attitude regarding the • Lead discussionthe management • Management nursing management of and prevention of hypeertendion • Prevention hypertension.

61 3.5 Topic: Medical conditions of Hematology Desired Competencies Content outline Suggested approach/strategy Sub Topic 3.5.1: Review of Anatomy and Physiology of Blood • Describe the • Reviewing the structure of the blood • Display anatomical charts anatomy and cells showing the structure of blood physiology of • Functions of the blood cells cells blood. • Task learners to explain functions of blood Sub Topic 3.5.2: Anaemia • Definition of Anaemia • Explain Anaemia. • Task learners to define Anaemia • Classification of • Present the desired • Lead a guided discussion on Anaemia attitude regarding the classification and types of Anaemia • Types of Anaemia prevention of Anaemia. • Group learners to discuss and present • Signs and symptoms signs and symptoms, prevention and • Prevention management of Anaemia • Management Sub Topic 3.5.3: Leukemia • Describe the forms • Definition of Leukemia • Task learners to define Leukemia and of Leukemia • Predisposing factors identify its predisposing factors • Present the desired • Classification of Leukemia • Lead a guided discussion on attitude regarding • Types of Leukemia classification and types of Leukemia the management of • Signs and symptoms • Group learners to discuss and present Leukemia • Prevention signs and symptoms, prevention and • Management management of Leukemia Sub Topic 3.5.4: Coagulation Disorders • Describe the • Definition of • Guide learners to review the mechanism of coagulation disorder coagulation disorders coagulation. • Present the desired • Predisposing factors • Task learners to identify causes of attitude regarding • Types of coagulation coagulation disorders and its clinical the management of disorders. features coagulation disorders. • Signs and symptoms • Group learners to discuss and present the • Management management of coagulation disorders

3.6 Topic: Conditions of the Respiratory System Desired Competencies Content outline Suggested approach/strategy Sub Topic 3.6.1. Review of the Anatomy and Physiology of Respiratory System • Describe the anatomy • Review of the anatomy and physiology of • Illustrate the structure and physiology of the the Respiratory system. and function of the respiratory system • General signs and symptoms of respiratory system respiratory diseases Sub Topic 3.6.2.Common cold • Explain the causes of • Definition of common • Task the learners to define common common Cold. cold cold and identify the causes, mode of • Present the desired attitude • Causes of common cold. spread and signs and symptoms. regarding the mode of • Mode of spread • Guide learners on the management spread, management of • Signs and Symptoms of common cold common cold. • Management

62 Sub Topic 3.6.3. Sinusitis • Definition of Sinusitis • Task learners to define Sinusitis • Explain the causes of sinusitis • Classifications of • Lead a guided discussion on the • Present the desired attitude Sinusitis classification, signs & symptoms and regarding the management • Causes of Sinusitis causes of Sinusitis of sinusitis • Signs and Symptoms • Group learners to discuss and present • Management the management of Sinusitis Sub Topic 3.6.4. Tonsillitis • Definition of Tonsillitis • Explain Tonsillitis • Task learners to define Tonsillitis • Classifications of Tonsillitis • Present the desired • Lead a guided discussion on • Causes of tonsillitis attitude regarding classification, causes, signs & • Signs and Symptoms the management of symptoms, management and • Management of tonsillitis Tonsillitis complications of Tonsillitis • complications

Desired Competencies Content outline Suggested approach/strategy Sub Topic 3.6.5. Influenza • Describe Influenza. • Definition of Influenza • Task learners to define Influenza • Present the desired • Causes of influenza • Group learners to discuss attitude regarding the • Signs and Symptoms and present causes, signs importance of prevention • Prevention of Influenza & symptoms, prevention, of influenza • Management of influenza. management and complications • Complications of Influenza Sub Topic 3.6.6. Pharyngitis • Explain Pharyngitis. • Definition of Pharyngitis • Task learners to define Pharyngitis • Present the desired attitude • Causes of pharyngitis • Group learners to discuss and regarding the importance • Signs and Symptoms present causes, signs & symptoms, of the management of • Management of prevention, management and Pharyngitis Pharyngitis complications of Pharyngitis • Complications Sub Topic 3.6.7. Laryngitis • Definition of Laryngitis • Task learners to define Laryngitis • Describe Laryngitis • Causes of Laryngitis • Group learners to discuss and • Present the desired attitude • Types of laryngitis present types, causes, signs regarding the management • Signs and Symptoms of & symptoms, prevention, of Laryngitis. laryngitis management and complications of • Management of Laryngitis laryngitis. Sub Topic 3.6.8. Otitis Media • Definition of Otitis • Describe Otitis Media Media • Task learners to define Otitis Media • Present the desired attitude • Types of Otitis Media • Group learners to discuss and present regarding the management • Causes of Otitis Media types, causes, signs & symptoms, of Otitis Media. • Signs and Symptoms prevention, management and • Management of Otitis complications of Otitis Media Media

63 Desired Competencies Content outline Suggested approach/strategy Sub Topic 3.6.9. Pneumonia • Discuss the • Definition of Pneumonia • Task learners to define classification of • Classification of Pneumonia Pneumonia Pneumonia • Causes of Pneumonia • Group learners to discuss and • Present the desired • Signs and Symptoms of present classification, causes, attitude regarding Pneumonia signs & symptoms, prevention, the management of • Management (Medical and management and complications Pneumonia Nursing management) of Pneumonia • Complication Sub Topic 3.6.10.Bronchitis • Definition of Bronchitis • Describe Bronchitis • Task learners to define Bronchitis • Types of Bronchitis • • Group learners to discuss and • Predisposing factors • Present the desired attitude present types, predisposing • Signs and Symptoms regarding the management factors, signs & symptoms, • Management(medical and of Bronchitis prevention, management and nursing management) complications of Bronchitis • Complications Sub Topic 3.6.11.Tuberculosis • Definition of Tuberculosis • Task learners to define • Types of Tuberculosis Tuberculosis • Describe Tuberculosis • Predisposing factors • Group learners to discuss and • Present the desired attitude • Causes of Tuberculosis present types, predisposing regarding the management • Signs and Symptoms factors, signs & symptoms, of Tuberculosis • Medical and nursing prevention, management and management complications of Tuberculosis • Complications

Sub Topic 3.6.12.Asthma • Definition of Asthma • Explain Asthma • Classifications of Asthma. • Task learners to define Tuberculosis • Present the desired • Predisposing factors and • Group learners to discuss and present attitude regarding causes types, predisposing factors, signs & the management of • Signs and Symptoms symptoms, prevention, management Asthma • Medical and nursing and complications of Tuberculosis management Sub Topic 3.6.13.Emphysema • Definition of • Explain emphysema Emphysema • Task learners to define Emphysema • Ability to prepare requirement • Causes of Emphysema • Group learners to discuss and for under water seal drainage • Signs and Symptoms present types, signs & symptoms, • Present the desired attitude • Medical and nursing prevention, management and regarding the management of management complications of Emphysema emphysema • Complications

64 Core References 1. Bloom, K. S. (2001) Toohey’s Medicine; A text book for students in health care professionals. 15th Edition. Churchill .UK 2. Barbara, K. T. And Nancy, E. E. (2014) Introductory Medical-Surgical Nursing. 11th Ed. Lippincott and William, London.

Other References

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

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

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

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

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

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

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

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

65 Module: Proving Nursing Care (I)

Module Unit-CN2103: Surgical Nursing (I) Duration: 75 CH Credit Units: 5

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

Learning outcomes: By the end of this module unit, the student shall be able to; • Identify the common surgical conditions • Manage common surgical infections among pre and post operative patients • Identify surgical cases for referral • Apply infection prevention and control measures in the management of surgical conditions

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Group Discussion • Brainstorming • Presentation • Interactive Lecture

66 TOPIC 3.7: Introduction to Surgical Nursing Desired Competencies Content outline Suggested approach/strategy Subtopic 3.7.1: History of Surgery • Describe the historical • Definition of Surgery background of surgery • Ancient surgery • Task learners to define surgery • Present the desired • Modern surgery • Lead learner to discuss the historical attitude regarding the • Patient’s concept of disease background of surgery, patients’ implication of surgery to • Factors affecting the success concept of disease. patients of surgical care Subtopic 3.7.2: Terms used in Surgical Nursing • Definition of ; - Pre-operative • Explain the terms used - Intra-operative in Surgery - Post –operative • Task learners to define terms used in - Decontamination surgery. - Sterilization - Consent - Anesthesia Subtopic 3.7.3: Aseptic technique • Explain the principles of Aseptic technique • Asepsis, Aseptic technique • Ability to carry out • Principle of Aseptic • Lead a guided discussion on aseptic technique techniques. principles of aseptic techniques • Present the desired • Techniques of maintaining and dangers associated with poor attitude regarding the Asepsis. aseptic techniques. importance of observing • Dangers associated with aseptic techniques in poor aseptic techniques surgery.

Desired Competencies Content outline Suggested approach/strategy Subtopic 3.7.4: Special Investigation in Surgical Nursing • Types of • Explain the different types • Task learners to state different types of investigation. investigations used in surgery. investigations used in surgery. eg. radiological, • Ability to ;Prepare the patient • Guide learners through a demonstration endoscopic for special investigation to prepare a patient for special blood • Present the desired attitude investigation. • Preparation regarding the importance of • Group learners to discuss the importance of the patient carrying out investigations in of carrying out investigation before for special a pre operative patient. surgery. investigation

LWA: 3.8 Peri-Operative Concepts and Nursing Management. Sub-topic. 3.8.1: Pre-operative Nursing Management • Explain pre-operative nursing • Task learner to define pre-operative management • Definition of pre- care • Ability to admit a patient operative care • Guide learners through a before operation • Admission of a patient demonstration on how to admit a before operation patient before operation. • Present the desired • Principles of pre- • Task learners to explain the attitude regarding the operative care importance of pre –operative care. importance of pre- operative care

67 PEX 3.8.2: Carry out pre- operative observations • Ability to carry out vital • Guide learners through a observation demonstration to carry out vital • Procedure for taking • Present the desired attitude and other specific observations. vital observations regarding the importance of • Task the learners to explain the carrying out vital observations importance of carrying out vital on a patient going to theatre and other specific observation.

Desired Competencies Content outline Suggested approach/strategy PEX 3.8.3: Perform bed bath • Ability to carry out bed bath on a pre-operative patient • Guide learners through a • Procedure for • Present the desired attitude regarding demonstration to carry out bed bed bath the importance of carry out bed bath bath on a pre-operative patient. on a patient before going to theatre PEX 3.8.4: Carryout Catheterization • - Ability to carry out catheterization on • Guide learners in a demonstration a patient going to theatre. on carrying out catheterization. • -Present the desired attitude regarding • - Procedure for • Task learners to explain the the importance of catheterizing a catheterization importance of catheterizing a patient before operation. patient before operation.

PEX 3.8.5: Pass an Intravenous line • Ability to establish an intravenous • Procedure for • Guide learners in a demonstration line inserting a canular on establishing an intravenous • Present the desired attitude into a vein. line. regarding the importance of • Procedure for • Task learners to explain the administering intravenous fluids to administering importance administering fluids a patient going to theatre- intravenous fluids before operation. PEX 3.8.6: Pass Nasogastric tube • Guide learners through a • Procedure demonstration to pass a Naso • Ability to pass a naso gastric tube for passing a gastric tube as you • Present the desired attitude regarding nasogastric • Task learners to explain the the importance of passing a naso gastric tube importance of passing a tube in a patient going to theatre nasogastric tube before operation Topic 3.9: Intra Operative nursing Management Desired Competencies Content outline Suggested approach/strategy PEX 3.9.1 : Preparation of equipment for surgical procedure.

• Display equipment used in • Describe different equipment used • Equipment used in common surgical procedures in surgical procedures. common surgical and task learners to identify • Ability to prepare the equipment procedures. them. for surgical procedure. • The importance of • Guide learners to state the • Present the desired attitude preparing equipment importance of preparing regarding the importance of before surgical equipment before surgical preparing surgical equipment. procedures. procedures.

68 PEX 3.9.2: Perform surgical scrubbing.

• Ability to perform surgical scrubbing. • Procedure • Guide learners through a surgical • Present the desired attitude regarding for surgical scrubbing demonstration. the importance of surgical scrubbing. scrubbing.

PEX 3.9.3: Perform surgical gowning. • Procedure for • Ability to don a sterile gown. Gowning. • Present the desired attitude • Guide learners through sterile regarding the donning a sterile gowning demonstration. gown before an operation.

PEX 3.9.4: Perform surgical Gloving • Ability to don sterile gloves before • Procedure for Gloving. an operation. • Guide learners through a • The importance of proper • Present the desired attitude demonstration of proper donning of sterile gloves regarding the importance of donning of sterile gloves before operation. donning sterile gloves before an operation.

LWA 3.10. Post Operative Nursing care. Desired Competencies Content outline Suggested approach/strategy PEX 3.10.1: Perform Post operative Observations. • Ability to take Post Operative • Guide learners through a • Taking Vital and Other Observations. demonstration of taking vital. specific observations. • Present the desired attitude • Group learners to take each • The importance of regarding the importance other’s vital observation and vital observations post of taking Post Operative give feedback. operatively. observations. PEX 3.10.2: Administer Post-operative Medications.

• Ability to Administer Post • Guide learners to review the • Parenteral Operative Medicines. procedure and rules for drug Administration. • Present the desired attitude administration. • Oral drug regarding the importance Post • Observe learners as they administer Administration. Operative medication. post operative medications.

PEX 3.10.3: Carry out wound dressing. • Procedure • Ability to Dress Wounds for wound • Guide learners to review the procedure • Present the desired attitude dressing. and rules of wound dressing regarding the importance Post • Observe and guide learners as they Operative Wound care. carry out wound dressing.

69 PEX 3.10.4: Monitor Fluid input and output.

• Task learners to list the • Demonstrate the ability to; • Indications of indications for a fluid balance • Monitor a patients input and output using a fluid balance chart a Fluid balance chart. chart. • Guide learners through a • Present the desired attitude regarding • Procedure of procedure for recording and the importance of monitoring a post recording fluid interpreting a fluid balance operative patient using a fluid balance input and output. chart. chart.

Desired Competencies Content outline Suggested approach/strategy PEX 3.10.5: Removal of Naso-gastric tube in a post operative patient. • Indications for • Task learners to list • Ability to remove a nasal gastric tube removing a nasal indications for removing a in a post operative patient. gastric tube. nasal gastric tube. • Present the desired attitude regarding • Procedure for • Guide learners through a the importance of removing a naso removing a naso procedure for removing gastric tube in a post operative patient. gastric tube. nasal gastric tube.

TOPIC 3.11: Natural Body Defence Mechanism Subtopic 3.11.1: Immunity • Definition Immunity • Explain the concepts of body • Task learners to define • Types of immunity immunity immunity. • The importance of • Present the desired attitude • Group learners to discuss Immunity in the regarding the role of immunity types of immunity and its healing process of in healing process of a surgical importance in healing process. wounds. patient • Guide learners as they present.

Subtopic 3.11.2: Inflammation

• Explain the • Definition of Inflammation • Ask learners to define Inflammatory • Causes of Inflammation inflammation. process • Signs and symptoms, of • Group learners to discuss causes, • Present the desired Inflammation. Phases of signs and symptoms, phases, attitude regarding inflammation. management and complication. the management of • Management of Inflammation • Lead learners to present the Inflammation • Complications of inflammation. different sub-topics discussed.

70 TOPIC 3.12: Specific Surgical Infections Desired Competencies Content outline Suggested approach/strategy Subtopic 3.12.1: Anthrax • Definition of Anthrax • Ask learners to define • Causes anthrax and state the • Explain Anthrax and its management • Methods of Infection causes. • Present the desired attitude regarding • Case presentation • Lead a guided discussion that prevention of Anthrax is key during • Management on methods of infection patients care in a surgical situation • Prevention of Anthrax and case presentation and • Complications and management. prognosis Subtopic 3.12.2: Tetanus • Ask learners to define • Definition of tetanus and state the • Explain Tetanus and its management Tetanus causes. • Present the desired attitude regarding that • Causes • Lead a guided discussion Tetanus infection has a poor prognosis and • Clinical features on clinical features, therefore its prevention is very important in • Management management and any surgical situation • Complications prevention of tetanus. • Prevention Subtopic 3.12.3: Gangrene • Definition of Gangrene • Causes • Ask learners to define • Explain Gangrene • Types of gangrene gangrene, state the • Ability to care for a patient after • Signs and symptoms types and causes. amputation of different types of • Lead a guided • Present the desired attitude regarding gangrene discussion on clinical that gangrene is associated with • Management of features, management disability therefore its prevention is different types of and complication of vital in surgical situation. gangrene gangrene. • Complications

TOPIC 3.13: Common Surgical Conditions Desired Competencies Content outline Suggested approach/strategy Subtopic 3.13.1: Surgical Shock • Explain shock • Demonstrate the ability • Definition of Shock • Task learners to define shock. to; • Types/classifications of shock • Ask learners to explain the • Assess a patient • Causes of different types of different types of shock and their in shock shock clinical features. • Present the • Clinical features • Group learners to discuss desired attitude • Management of different management of different types of regarding the types of shock shock and make presentations. implications • Complications of shock • Lead learners to outline the of sock during • Prevention of surgical shock prevention of surgical shock. surgery

71 Sub topic 3.13.2: Burns • Describe burns • Definition of burns • Ask learners to define burns. • Present the desired attitude • Causes of burns • Group learners to discuss regarding the importance • Classification of burns causes, classification and of infection prevention and • Management of burns management of burns and control in a patient with • Complication of burns make presentations. burns. • Prevention of burns Sub topic 3.13.3: Haemorrhage • Definition of haemorrhage • Describe • Task learners to define • Causes haemorrhage hemorrhage. • Classification of haemorrhage • Present the desired • Lead a guided discussion on • Clinical features attitude regarding causes, classification clinical • Management of haemorrhage the importance of features and management of • Complications of haemorrhage control of bleeding hemorrhage. • Prevention of haemorrhage of during surgery surgery Desired Competencies Content outline Suggested approach/strategy Subtopic 3.13.4: Blood Transfusion • Definition of blood transfusion • Task learners to define blood • Indications for blood transfusion • Explain the concept of transfusion • Ask learners to state indications blood transfusion • Blood products for blood transfusion • Ability to care for a patient • Blood groups and Rhesus • Display a chart with various blood before, during ,and after factors groups and their suitable donors. blood transfusion • Suitable donor • Guide learners through a • Present the desired attitude • Storage of blood discussion on how to monitor a regarding the importance • Monitoring of a patient patient before, during and after of monitoring a patient during blood transfusion blood transfusion. during blood transfusion • Transfusion reactions • Task learners to list the • Complications of blood complication of blood transfusion. transfusion Subtopic 3.13.5: Fluids and Electrolyte Imbalance • Definition of electrolytes • Causes of electrolyte • Explain electrolytes in the body imbalances • Ask learners to define fluids • Ability to identify patients with • Signs and symptoms of and electrolyte imbalance electrolyte imbalances electrolyte imbalances • Lead a guided discussion on • Present the desired attitude • Types of fluids causes, signs and symptoms, regarding the use of fluid balance • Complications of management of a patient chart in management of patients. electrolyte imbalances with electrolyte imbalance. • Management of patient with electrolyte imbalance

72 Subtopic 3.13.6: Tumors • Definition of tumors • Ask learners to define • Discuss the concept of tumors • Causes of tumors tumors • Types of tumors • Lead a guided discussion • Classification of tumors on causes, types, • Present the desired attitude (Naming of tumors) characteristics and regarding management of • Characteristics of tumors management of a patient patients with a tumor • Management of a patient with tumour. with a tumor

Desired Competencies Content outline Suggested approach/strategy

Subtopic 3.13.7: Fractures • Describe the concept of • Definition of fracture • Task learners to define fracture • Types of fractures fracture • Ability to care for the • Signs and symptoms of a fracture • Lead a guided discussion patient under traction • Factors that promote/ hinder healing on types ,signs • Present the desired of the bone. and symptoms and attitude regarding • Management of fractures management of fractures the importance of • Traction • Ask learners to state immobilizing a fractured • Healing of a fracture that promote or hinder limb • Complications of fracture healing of a bone. Subtopic 3.13.8: Wounds • Definition of wounds • Communicate the • Task learners to define wounds • Types of wounds concept of wounds • Group learners to discuss • Causes of wounds Ability to; types of wounds, causes, and • Healing process of wounds • Care for wounds management of wounds and • Factors that contribute to • Control heamorrhage make presentation. infections in surgical wounds • Present the desired • Lead a guided discussion on • Factors that promote wound attitude regarding the healing process, factors that healing ability to manage a promote and hinder wound • Management of wounds patient with wounds. healing. • Complications of wounds PEX 3.13.9: Carry out dressing of a clean wound. • Ability to dress a clean wound. • Procedure of • Guide learners through a • Present the desired attitude dressing a clean demonstration on how to dress a regarding the implication of poor wound. clean wound emphasizing infection wound care and patients stay on prevention. wound. Desired Competencies Content outline Suggested approach/strategy PEX 3.13.10: Carry out dressing of a dirty wound. • Ability to dress a dirty wound. • Procedure of • Present the desired • Guide learners through a demonstration dressing a dirty attitude regarding the on how to dress a dirty wound wound. implication of poor wound emphasizing infection prevention. care and patients stay on wound.

73 PEX 3.13.11: Carry out Removal of stitches. • Ability to remove stitches. • Procedure • Present the desired attitude of removing • Guide learners through a demonstration regarding the importance of stitches. on how to remove stitches emphasizing stitch removal. PEX 3.13.14: Immobilize affected part (Bandaging, Applying splints). • Demonstrate the ability to; • Bandage a fractured part. • Immobilization • Guide learners through a • Apply Splints. Bandaging demonstration to bandage or • Present the desired attitude • Applying Splints. apply splints of affected body part. regarding the importance of immobilizing a fractured body part. PEX 3.13.15: Make a bed for Burns. • Demonstrate the ability to; • Make a Bed for Burns. • Procedure of • Guide learners through a • Present the desired attitude making a bed demonstration to make regarding the role of observing for a patient • Bed for burns emphasizing on aseptic techniques during care of with burns. infection control. patients with burns. PEX 3.13.16: Perform passive Exercises. • Guide learners through a • Ability to carry out passive demonstration to carry out passive exercises. • Procedure for exercises • Present the desired attitude performance of • Ask learners to outline the regarding the importance of passive exercises. importance of exercises in recovery exercises in the recovery process. process. PEX 3.13.17: Arrest Haemorrhage.

• Ability to Arrest haemorrhage in a patient. • Lead learners into a • Various ways of • Present the desired attitude demonstration of various arresting hemorrhage. regarding the importance of ways of arresting hemorrhage.

controlling haemorrhage.

74 Core References:

1. Janice, L. H. and Cheever, K.H. (2017) Brunner and Saddath’s Textbook of Medical Surgical Nursing. 14th Ed. Wolters Kluwer. 2. Barbara, K. T. And Nancy, E. E. (2014) Introductory Medical-Surgical Nursing. 11th Edition. Lippincott and William, London.

Other References: 1. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer, Philadelphia, Newyork

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

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

75 Module: Maternal and Child Health (I)

Module Unit-CN2104: Paediatric Nursing (I) Duration: 45 CH Credit Units: 3

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

Learning outcomes: By the end of this module unit, the student shall be able to; • Explain the principles of Paediatrics • Explain the process of a normal child growth and development • Explain nutritional needs of children • To conduct immunization of children

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Group Discussion • Brainstorming • Presentation • Interactive Lecture

Required teaching/learning resources: Nursing Procedures Manual

76 TOPIC 2.30: Concepts OF Paediatric Nursing

Desired Competencies Content outline Suggested approach/strategy Subtopic 2.30.1: Introduction to Paediatric Nursing

• Explain the concepts • Definition of terms in • Task the learners to brainstorm of Paediatric nursing Paediatric Nursing on the meaning Paediatric • Present the desired • Children’s rights nursing and the rights of attitude regarding the • Principles of Paediatric children. role of nurse in child nursing • Group learners to discuss the health care. • Roles of a Paediatric Nurse principles and roles of Paediatric • Present the desired • Explanation of the Care nurse attitude regarding the of children with special • Lead a guided discussion on care of children with needs the care of children with special special needs needs. Subtopic 2.30.2: Trends in Paediatric Nursing • Discuss the trends in • Common Child health child health care problems • Task the learners to brainstorm • Present the desired • Explanation of Disease on the common child health attitude regarding patterns in Children problems. trends in Paediatric • Explanation of Factors • Lead an interactive lecture on Nursing affecting child health disease patterns in children and • Discussion of Emerging factors affecting child health. challenges in Paediatric. • Group learners to discuss the emerging challenges in pediatrics.

Subtopic 2.31. Growth and development • Explain the concept of growth • Definition of terms; and development - Growth • Task the learners to • Ability to monitor and chart a - Development brainstorm on the child’s growth and development • Factors which promote meaning of growth and • Present the desired attitude or hinder growth and development. regarding the importance of development • Lead guided discussion growth monitoring. • Explanation of growth on the factors • Ability to recognize failure to grow monitoring and which promote or in children. promotion. hinder growth and • Present the desired attitude • Description of development. regarding the role of a nurse in developmental mile • Lead an interactive growth monitoring stones in children. lecture on the developmental mile stones in children.

77 TOPIC 2.32 : Nutrition in Children

Desired Competencies Content outline Suggested approach/strategy Sub topic 2.32.1: Breastfeeding in infants. • Definition of effective • Task learners to brainstorm breastfeeding on the meaning of the terms • Discuss the importance • Benefits of effective breastfeeding, weaning and of effective breastfeeding breastfeeding complementary feeding. of children • Explanation of • Task learners to brainstorm on • Supports mothers for complementary the benefits of breast feeding. successful breast feeding feeding • Lead a guided discussion of children. • Myths about on the myths about • Present the desired breastfeeding breastfeeding. attitude regarding the • Definition of the term • Take learners through a importance of breast weaning demonstration and return feeding. • Explanation of the demonstration on the stages of weaning. weaning foods.

Sub topic 2.32.2: Nutritional Education • Ability to health educate • Definition of • Task learners to brainstorm mothers on nutrition nutrition on the meaning of the term • Understand the different • Types of food nutrition food nutrients nutrients • Task learners to discuss on the • Present the desired • Forms of food different types of food nutrients attitude regarding the preparation and forms of food preparation. values of well types of • Values of well • Task learners to discuss on the food nutrients prepared food. values of well prepared food.

Sub topic 2.32.3 Food safety and security • Definition of food • Task learners to define the terms • Communicate different safety and food security food safety and food security ways to secure food. • Explanation on • Lead an interactive lecture on • Communicate different methods of food the pillars of food security and methods of food preservation. different ways of preserving food. preservation • List of Pillars of food • Lead a guided discussion on the • Present the desired Security causes of food insecurity and attitude regarding the • Explanation of Causes suggested solutions to solve food importance of food of food insecurity insecurity. safety and security and solution to food insecurity

78 Sub topic 2.32.4 Nutritional assessment • Task learners to define • Understand different nutritional assessment. • Definition methods of nutritional • Lead an Interactive lecture on of nutritional assessments. the methods of nutritional assessment • Ability to assess nutritional assessment • Explanation status of children • Facilitate learners to of different • Present the desired attitude demonstrate how to measure methods for regarding the application Weight, Height, Mid Upper Arm nutritional of different methods of Circumference, and Body Mass assessment. nutritional assessment Index.

Sub topic 2.32.5 Malnutrition • Facilitates learners to brain storm on • Definition of • Explain the concepts of meaning of malnutrition. malnutrition malnutrition in children. • Group learners to discuss and present • Classification of • Demonstrates ability the classifications, predisposing malnutrition to identify the clinical factors and clinical features of • predisposing factors to features of malnutrition. malnutrition. malnutrition • Present the desired • Lead a demonstration and return • Clinical presentations attitude regarding demonstration on the assessment of • Management of the implications of a malnourished child. malnutrition malnutrition on child • Lead a guided discussion on the • Complications of health management and complications of malnutrition malnutrition.

• Explain the importance of • Definition of nutritional • Guide learner through nutritional assessment assessment a demonstration on the • Ability to assess for nutrition • Requirements for nutritional assessment of nutritional • Present the desired attitude assessment status. regarding the importance of • Methods of nutritional nutritional assessment assessment PEX 2.33.2 Educate mothers on child feeding • Task leaners to brainstorm on how to • Types of food • Ability to health educate prepare for a health education talk on • Infant and young mothers on child feeding infant and young child feeding. child feeding • Present the desired • Guide learners through a demonstration • Methods of infant attitude regarding the on how to health educate mothers on and young child importance of health child feeding. feeding education to mothers. • Guide learners through a role play on infant feeding PEX 2.33.3 Demonstrate feeding techniques • Task learners to brainstorm • Explain different infant and young indications child feeding techniques • Guide learners through a • Cup feeding • Ability to educate mothers on the role play on infant feeding • Bottle feeding infant feeding techniques. techniques. • Present the desired attitude regarding the need for appropriate infant feeding techniques.

79 Desired Competencies Content outline Suggested approach/strategy PEX 3.16.4: Educate mothers on food preparation

• Describe different methods of food • Food • Task learners to mention the handling. preparation different ways of food handling. • Ability to educate mothers on food • Food • Guide learners through a preparation hygiene demonstration and return • Present the desired attitude regarding • Food demonstration on food the importance of educating mothers on storage preparation. proper methods of food handling.

PEX 3.16.5: Prepare artificial feeds for severely malnourished children • Describe different types of foods • Classes of feeds • Displays different foods and needed for a severely malnourished • Techniques for task learners to categorize child. preparing feeds for different classes of foods • Ability to prepare feeds for severely severely malnourished according to nutrients they malnourished child. children contain. • Present the desired attitude • complications of • Illustrate the techniques regarding the importance of a severe malnutrition for preparation of food balanced diet in management of for severely malnourished malnutrition in the children. children.

Topic 2.34 New born baby Desired Competencies Content outline Suggested approach/strategy Sub topic 2.34:1: Normal new born

• Describe the physical features • Characteristics of • Task learners to brainstorm on the of a normal new born baby new born characteristics of anew born baby. • Ability to proficiently examine a • Physiological • Take students through an illustration new born baby adaptation of a on the physiological adaptation • Present the desired attitude new born of a new born in relation to fetal regarding the importance of • Fetal circulation circulation. examination of a new born. • Guide learners through a discussion on the minor disorders of a new born.

Sub topic 2.34.2:Congenital abnormalities • Describe different • Definition of congenital • Task learners to congenital abnormalities in abnormalities define congenital a new born • various causes/pre abnormalities. • Demonstrates ability to disposing factors of • Lead learners through manage and appropriately congenital abnormalities an interactive lecture refer new born babies with • Explanation of common on the various causes/ congenital abnormalities. congenital abnormalities predisposing factors of • Present the desired in new born babies congenital abnormalities attitude regarding the • Management and and common congenital importance of family appropriate referral abnormalities. support of a child with a of babies born with • Lead a guided congenital abnormality. congenital abnormalities. discussion on the management of common congenital abnormalities.

80 LWA/PEX 2:35 Care of the new born. PEX2.35.6 Examination of a new born • Explanation of • Describe the APGAR score parameters of APGAR • Lead learners through parameters and its interpretation score an illustration of APGAR • Assessment of a new score chart. • Ability to assess the general born using APGAR score. • Guide learners through condition of a new born baby using • General physical a demonstration on how APGAR score examination of a new to assess and examine, born baby from head to weigh and take the length • Present the desired attitude toe. of a baby regarding the relevance of general • Taking weight and length • Guide learners through a baby examination, measurement of of the new born baby demonstration and return weight and length and baby bathing • Assessment of demonstration on baby neurological reflexes. bathing • baby bathing

Topic 2.36 Sick new born baby Subtopic 2.36.1: Introduction to management of a sick baby/child • Guide learners to discuss child’s reaction and effects of • Explain clinical • Hospitalization of a sick child hospitalization on the family of a presentation of the • Child’s reaction to child sick child hospitalization • Task brainstorm the effects of • Effects of hospitalization on hospitalization. Present the desired the family of the child • Group learners to discuss and attitude regarding the • Role of a Nurse in managing present the role of Nurse in role of nurse to help stress of illness in children and managing stress of illness in a sick child cope with caretakers children and their caretakers. the stress of illness • Nursing intervention and • Lead a guided discussion on and hospitalization adaptation in nursing care of a nursing interventions and sick child adaptations in the nursing care of a sick child. Subtopic 2.36.2 Asphyxia Neonatorum • Task the learners to brainstorm asphyxia neonatorum • Understand the • Definition of asphyxia • Group learners meaning of Asphyxia neonatorum to discuss the neonatorum • Classification of asphyxia classifications of • Demonstrate ability neonatorum asphyxia neonatorum. to manage asphyxia • Signs and symptoms of • Lead an interactive neonatorum asphyxia neonatorum lecture on the signs • Present the desired • management of different and symptoms. attitude regarding the classes of asphyxia • Group learners relevance of neonatal neonatorum to discuss the resuscitation management of classes of asphyxia neonatorum.

81 Sub topic 2.36.3 Neonatal Infections

• Task learners to brainstorm on the common neonatal • common neonatal infections infections • Explain different • causes of common neonatal • Lead the guided discussion neonatal infections infections on the causes of common • Ability to recognize • Explanation of management of neonatal infection, and manage neonatal common neonatal infections the management and infections • Preventive measures of the preventive measures common neonatal infections of common neonatal infections.

Sub topic 2.36.4 Birth Injuries • Task learners to Brainstorm • Describe different causes of on the different causes of birth injuries. • causes of birth injuries birth injuries • Ability to manage and refer • forms of birth injuries • Lead an Interactive lecture babies with birth injuries • Explanation of on the different forms of • Present the desired attitude management of different birth injuries regarding the management of forms of birth injuries • Task learners to discuss the birth injuries. management of different forms of birth injuries Sub topic 2.36.5 low birth weight and prematurity

• Describe low • Define low birth weight • Task learners to explain the birth weight and • Define prematurity meaning of low birth weight prematurity. • List signs and symptoms and prematurity • Ability to identify and of low birth weight & • Lead an Interactive lecture on recognize a low birth premature baby the signs and symptoms of low weight and premature • Outline the causes and birth weight and premature baby(preterm) predisposing factors of low baby. • Present the desired birth weight and premature • Task learners to carry out attitude regarding baby a Group discussion on the the importance of • Explain the management of causes and predisposing management and low birth weight / premature factors of low birth weight and appropriate referral baby premature baby, explain the of low birth weight • Preventive measures of low management and preventive baby and care for a birth weight / premature measures of a low birth weight premature. baby baby and premature baby

Subtopic 2.36.6 Hemorrhagic diseases of the new born • Task learners to brainstorm • Describe the different • Outline different hemorrhagic on the different hemorrhagic and diseases of a new born, hemorrhagic diseases of a hemolytic diseases of Neonatal thrombosis, neonatal new born. a new born thrombocytopenia, and • Task learners to define • Present the desired polycythemia. jaundice, list the causes and attitude regarding • Define jaundice classification of jaundice. different causes • Cause of jaundice • Lead a guided discussion of hemorrhagic • Classification of jaundice on the management of and hemorrhagic • Management of severe jaundice severe jaundice and its conditions of a new • Complications of jaundice complications. born

82 LWA 2.37: Managing a sick new born baby PEX: 2.37.1 Resuscitation of a new born baby • Lead an interactive lecture on • Explain the principles of the principles and categories resuscitation • Explanation of the of resuscitation • Demonstrates ability to principles of resuscitation • Task learners to brain resuscitate a new born baby • Explanation categories of storm the indications of • Present the desired attitude resuscitation resuscitation. regarding the relevance • Indications of • Guide learners through a of social and emotional resuscitation demonstration and return support to family of a very • Neonatal resuscitation demonstration on how to sick child. and new born survival resuscitate a baby

Core References: 1. UNEPI. (2017). Immunisation in Practice-Uganda; A Reference Manual for Pre- and In-Service Health Workers. 3rd Edition. 2. Datta, P. (2014). Paediatric Nursing. 3rd Edition Jaypee Brothers Medical Publishers. 3. AMREF. (2013). Child Health: A Manual for Medical And Heath Workers in Rural Hospitals and Health Centres. 3rd Edition. AMREF

Other References 1. Kyle, T and Carma, S. (2016) Essentials of Paediatric Nursing. 3nd Edition. Wolters Kkulwer, Florida. 2. Hockenbery (2016) Wong’s Essentials of Paediatric Nursing. 10h Edition. Elsevier Mosby, USA. 3. Beevi, A. (2012) Paediatrics care plan. 1st Edition. Jaypee Brothers Medical Publishers, Kundi. 4. Stanfield, P. (1999)Child Health. 2nd Edition. African Medical and Research Foundation, Nairobi, Kenya. 5. Hatfield, N. T. (2017)Introductory Maternity and Paediatric Nursing. 4th Edition. New Mexico. Lippincott Williams and Wilkins 6. Dizme, M,F. MCopper, M, A.(2014) Myles Textbook for Midwives. 16th Edition. Churchill Livingstone, London. 7. Bowden, V, R. And Greenberg, C, S. (2016) Paediatric Nursing Procedures. 4th Edition, Wolters Kluwer, New York London.

83 Module: CN. 2141: Maternal and Child health (1)

Module Unit-CN2105: Gynacological nursing Credit Units: 5

Module unit description This module unit covers the key aspects of different gynecological conditions in women, in order to help a student be able to care for females with health conditions while in clinical and community settings. The student will acquire knowledge and skills to promote the health of the women.

Learning Outcome: By the end of this module unit, the student shall be able to: • Explain the structure and functions of the female reproductive organs. • List the common gynecological conditions • Describe the management of common gynaecological conditions. • Explain the preventive measures of common gynaecological conditions. • Explain the physiology of menstruation. • State the disorders of menstruation

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Group Discussion • Brainstorming • Presentation • Interactive Lecture

Required teaching/learning resources: Nursing Procedures Manual

84 3.18. Topic: Manage women with gynaecological conditions Desired Competencies Content outline Suggested approach/strategy Sub-topic. 3.18.1: Menstruation • Ability to understand • Menstruation. • Task the learners to define menstruation the menstrual cycle and • Menstruation cycle • Guide learners to discuss and present its care. and its variations. menstrual cycle and its variations. • Present the desired • Abnormalities of • Group the learners to discuss and present attitude regarding the menstruation. abnormalities of menstruation and the care physiological changes • Care during during menstruation. during menstruation. menstruation. Sub-topic. 3.18.2: Abortion • Explain abortion and • Abortion • Task the learners to define abortion. its management • Types of abortion. • Group the learners to discuss and present • Present the desired • Management types of abortion. attitude regarding the of each type of • Lead guided discussion on management of effects of abortion for abortion. each type of abortion and their effects. better management. • Effects of abortion. Sub-topic 3.18.3: Ectopic Pregnancy • Explain ectopic pregnancy and its • Ectopic pregnancy . • Group learners to discuss signs and management. • Signs and symptoms of symptoms of ectopic pregnancy. • Present the desired ectopic pregnancy. • Explain the manage ment of a patient attitude regarding the • Management of patient with ectopic pregnancy. prompt intervention of with ectopic pregnancy. • Group learners to discuss and a woman with ectopic • Complications of present the complications of ectopic pregnancy to avoid ectopic pregnancy. pregnancy. complications. Sub-topic. 3.18.4: Cervical erosion, trauma and polyps • Cervical erosion, • Explain cervical trauma and polyps erosion, trauma and • Task the learners to define cervical erosion, • Clinical presentation polyps and their trauma and polyps. of cervical erosion, management. • Group the leaners to discuss and present trauma and polyps. • Present the desired the clinical presentation of cervical erosion. • Management of attitude regarding • Explain the management of cervical cervical erosion, the importance erosion, trauma and polyps. trauma and polyps. of effective • Give learners assignment to research on • Importance of management of the importance of effective management of effective management cervical erosion, cervical erosion, trauma and polyps. of the cervical erosion, trauma and polyps. trauma and polyps.

85 Desired Competencies Content outline Suggested approach/strategy

Sub-topic. 3.18.5. Vaginal discharges • Task the learners to define vaginal • Vaginal discharges discharges. • Explain the types, • Causes of vaginal discharges • Explain the causes of vaginal discharges presentation and • Types of vaginal discharges and their types. management • Signs and symptoms of • Lead guided discussions on signs and of vaginal vaginal discharges. symptoms of vaginal discharges. discharges. • Management of each type of • Explain management of each type of • Present the vaginal discharges. vaginal discharge. desired attitude • Importance of proper • Group learners to discuss and present regarding the treatment of vaginal the importance of proper treatment of importance of discharges. vaginal discharges. proper treatment • Prevention of vaginal • Guide the learners to discuss and present of vaginal discharges. the prevention of vaginal discharges. discharges. • Complications of vaginal • Explain the complications of vaginal discharges. discharges. Sub-topic 3.18.6. Pelvic Inflammatory Diseases • Pelvic inflammatory • Task the learners to define pelvic • Explain the facts diseases. inflammatory about pelvic • Causes of pelvic • Explain the causes of pelvic inflammatory inflammatory inflammatory diseases. diseases. disease for proper • Clinical features and • Lead guided discussion on clinical features management. the risk factors of pelvic and the risk factors of pelvic inflammatory • Present the desired inflammatory diseases. diseases. attitude regarding • Management of Pelvic • Group the learners to discuss and present the effective inflammatory diseases the management of inflammatory diseases. management of • Prevention of pelvic • Explain the management of pelvic Pelvic inflammatory inflammatory diseases. inflammatory diseases. disease to prevent • Complication of pelvic • Group learners to discuss and present complication inflammatory diseases. • The complication of pelvic inflammatory diseases.

Desired Competencies Content outline Suggested approach/strategy Subtopic 3.18.7 Infertility • Describe the • Infertility types, causes, its • Task the learners to define infertility • Types of infertility presentation and • Group learners to discuss and • Causes of infertility manage effectively. present the types of infertility. • Signs and symptoms of • Present the desired • Explain the causes of infertility. infertility. attitude regarding • Lead guided discussion on signs • Management of infertility the importance of and symptoms of infertility and • Prevention of infertility. effective management prevention. • Complications of infertility of infertility. • Explain complications of infertility.

86 Subtopic 3.18.7: Vesco-Vaginal Fistula (VVF) and Recto-Vaginal fistula (RVF)

• Vesco Vaginal Fistula • Describe the types, (V.V.F) and Recto vaginal • Task the learners to define VVF and RVF. causes, signs and fistula (R.V.F). • Explain the causes of VVF and RVF. symptoms and • Causes of VVF and RVF. • Lead guided discussion on the types of management of VVF • Types of VVF and RVF. VVF and RVF. and RVF. • Signs and symptoms of • Group learners to discuss and present • Present the desired VVF and RVF. signs and symptoms of VVF and RVF. attitude regarding • Care of patients with VVF • Explain the care of patients with VVF& proper obstetrical and RVF. RVF. care in prevention of • Prevention of VVF and • Lead guided discussion on the prevention VVF and RVF RVF. and complication of VVF and RVF. • Complications.

Subtopic 3.18.8 Cancers of Reproductive Health Organs (Cervix, Breast, Uterus, Fallopian tubes and Ovaries).

• Cancers of the various • Task the learners to define Cancer. • Describe the cancer organs of female • Group the learners to discuss and of female organs, reproductive system. present predisposing factors of predisposing factors • Predisposing factors cancer of female reproductive and management of of cancer of female organs. each. reproductive organs. • Explain the signs and symptoms • Present the desired • Signs and symptoms of cancer of female reproductive attitude regarding of cancer of the female organs. the importance of reproductive organs. • Lead guided discussion on early identification • Identification of each identification of each cancer of of cancer of the cancer of the female female reproductive organs. female reproductive reproductive organ. • Explain the management of the organs and its proper • Management of cancer of cancers of the female reproductive management. female reproductive organ organs under surgery, chemotherapy and radiotherapy.

Core references 1. Charles R. B. Beckmann and Roger P. Smith, (2013) Obstetrics and Gynecology 7th Edition Lippincott Williams and Wilkins 2. Ash Monga and Edward Arlnord(2006) Gyanaecoloy by ten teachers, Edward, Arnald publishers Limted 3. Ronald S. Gibbs, Beth Y. Karlan, Arthur F. Haney and Ingrid E. Nygaard (Editors), (2008), Danforth’s Obstetrics and Gynecology, 10th edition. Lippincott Williams and Wilkins Other References 1. John A Rock, Horward W Jones III (2016), The Linde’s operative Gyanaecology 11th Edition, Wolter Kluwer/Lippincot Williams and Wilkin-US 2. Parrisaai M: Archana Shailendra, Ruma Dutta (2008), Crash course, Obstetric and Gyanaecology-2nd Edition Elsevier Ltd 3. Burton, B. (2011) Gynaecology illustrated. 6th Edition Churchhill, livingstone (Elsevier) 4. Shirish.s.sheth(2011) Essentials of Gynaecology 2nd Edition, Jayeep Brothers Medical Publishers

87 YEAR II SEMESTER II

Module: Fundamentals of Nursing (IV)

Module Unit-CN2201: Pharmacology II Duration: CH: 45 CU: 3

Learning outcomes:

i) Identify class, indications of common medicines ii) Describe contra-indications of common medicines iii) Explain side effects of medicines iv) Dispense requisite class of medicines according to prescription

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Group Discussion • Brainstorming • Presentation • Interactive Lecture

Required teaching/learning resources: Nursing Procedures Manual

88 Topic 4.1: Specific Antimicrobial agents Desired Competencies Content outline Suggested approach/strategy

Subtopic 4.1.1: Antibiotics • Explain classification of • Classification of antibiotics, principles of antibiotic • Describe the classification of Antibiotics therapy and mechanism of action Antibiotics • Principles of antibiotic of antibiotics. • Present the desired attitude therapy • Lead a guided discussion on the regarding mechanisms of • Mechanism of action principles of antibiotic theraphy action of Antibiotics of antibiotics and mechanism of action of antibiotics. Subtopic 4.1.2: Quinolones • Explain the classification of quinolones • Classification of • Explain classification of quinolones • Present the desired attitude quinolones and its mode of action. regarding the mode of action • Mode of action. of quinolones Subtopic 4.1.3: Anti Tuberculosis Agents • Describe the drugs used in • Drugs used in treating Tuberculosis • Explain drugs used in the treatment of • Present the desired attitude treatment of tuberculosis and their Tuberculosis regarding mode of action of Anti mode of action. • Mode of action Tuberculosis drugs Subtopic 4.1.4: Anthelmintics • Explain the drugs used in the • Explain drugs used in the treatment of various worm • Drugs used in treatment of worms infestations and their mode of treating various • Present the desired attitude action. worm infestations. regarding the mode of action of • Lead guided discussion on drugs • Mode of action. anthelmintics. used in various worm infestations and their of action. Desired Competencies Content outline Suggested approach/strategy

Subtopic 4.1.5: Antiretrovirals (ARVS) • Describe the • Classification of classification of ARVS • Explain the classification of ARVS and their Antiretroviral drugs. • Mode of action mode of actions. • Present the desired • Indications and • Guided discussion on the indications and attitude regarding contra- indications contraindications of ARVS. mode of action of of ARVs antiretroviral drugs Subtopic 4.1.6: Antifungal • Describe the • Classification of antifungal classification of drugs • Explain classification of antifungal Antifungal drugs • Mode of action drugs and their mode of action. • Present the desired • Indication and contra- • Guided discussion on indications and attitude regarding indications of antifungal contra-indications of antifungal drugs. mode of action drugs antifungal drugs

89 Topic 4.2: Medicine acting on Specific Body System Subtopic 4.2.1: Cardiovascular System • Classification of drugs used in cardiovascular • Explain to learners the classification of drugs • Describe the system used in cardiovascular system and their mode drugs acting on • Mode of action of action. the cardiovascular • Indications and • Lead guided discussion on indications and system. • Contra- indications contra- indications on various cardiovascular of various Cardio drugs. Vascular drugs Subtopic 4.2.2: Gastro-intestinal System • Classification of drugs • Describe the drugs acting on the gastro- • Explain the classification of drugs acting on Gastro- intestinal system acting on the gastro-intestinal system intestinal system. • Mode of action and mode of action. • Present the desired • Indications and • Lead guided discussion on indications attitude regarding mode • Contra- indications of and contra-indication of various of action of the gastro- various gastro-intestinal gastro-intestinal. intestinal drugs. drugs

Desired Competencies Content outline Suggested approach/strategy Subtopic 4.2.3: Respiratory System • Classification of drugs acting on the respiratory • Explain the classifications of drugs acting • Describe the system on the respiration system and mode of medicines acting • Mode of action action on respiratory • Indications and • Lead guided discussion on the indications system • Contra- indications of and contra-indications of the drugs used on drugs used on respiratory the respiratory system. system. Subtopic 4.2.4: Urinary System • Explain to the learners the • Describe the drugs acting on • Classification of drugs classification of drugs used in the Urinary Tract system used in the urinary urinary system and their mode of • Present the desired attitude system. action. regarding the mode of • Mode of action • Lead guided discussion on the action of drugs of the urinary • Indications and indication and contra-indications system. • Contra- indications of urinary system. Subtopic 4.2.5: Medicine acting on Specific Organs( Eye, Ear, Nose, Throat.)

• Classification of drugs used in • Explain the classification of drugs • Explain the mode eye, ear, nose and throat used in the eye, ear, nose and throat. of action of drugs • Mode of action • Lead guided discussion on the acting on specific • Indications and contra- indications and contra- indications organs. indications of drugs used in the of drugs used in the eye, ear, nose eye, ear, nose and throat. and throat.

90 Subtopic 4.2.6: Dermatological drugs • Describe the various types • Various types of • Explain the various types of of dermatological drugs dermatological drugs dermatological drugs and their • Present the desired • Mode of action mode of action. attitude regarding • Indication and • Lead guided discussion on the mode of action of contra-indication of indications and contra- indication of dermatological drugs dermatological drugs. • Dermatological drugs.

Desired Competencies Content outline Suggested approach/strategy Subtopic 4.2.7: Haematological Drugs • Classification of • Explain classification of haematological haematological drugs • Explain the drugs and their mode of action. • Mode of action mode of action • Group learners to discuss and present • Indications and Contra- of Haematenics. the indications and contra – indications indications of Haematological of heamatological drugs. drugs. Subtopic 4.2.8: Endocrine System • Explain classification of the drugs • Describe • Classification of drugs acting in the acting on the endocrine system and medicines endocrine system. their mode of action. for Diabetes • Mode of action • Lead guided discussion on the Mellitus • Indication and contra- indications indications and contra-indications and Thyroid • Drugs for Diabetes Mellitus of drugs for diabetes mellitus and disorders. • Drugs for Thyroid disorders thyroid disorders. Subtopic 4.2.9: Central Nervous System (CNS) Drugs • Classifications of various • Describe the drugs acting on central drugs acting • Explain various drugs acting on the nervous system. on the central central nervous system, mode of action. • Mode of action of drugs Nervous system. • Lead guided discussion on the indications acting on central nervous • Appreciation and contra- indication of drugs acting on system on the mode of the central nervous system. • Indications and contra- action indications

Topic 4.3: Therapeutic Agents Subtopic 4.3.1: Anti –Neoplastic Agent • Classifications of anti - • Explain classification of ant-cancer Cancer drugs. • Describe the anti- drugs and their mode of action. • Mode of action cancer drugs and • Lead guided discussion on the • Indications and Contra- their classifications. indications and contra- indications of indications of ant- cancer ant- cancer drugs. drugs. Desired Competencies Content outline Suggested approach/strategy Subtopic 4.3.2: Analgesics • Classification of analgesics • Explain the classification of • Describe analgesic drugs drugs analgesics drugs and their mode of and their classification. • Mode of action action. • Present the desired • Indications and Contra- • Lead guided discussion on the attitude regarding their indications of analgesic indications and contra- indications mode of action. drug. of analgesic drugs.

91 Core references

1. Karch,A, M. ( 2017 )Focus on Nursing Pharmacology. 7th Edition, Wolters Kluwer/ Lippincott Williams & Wilkens New York – London. 2. Woodrow,R., Bruce J. Colbert, D, M, and Smith ( 2017), Essentials of Pharmacology for Health Professionals 8th Edition CENGAGE USA. 3. Lynn, P (2015), Lippincott’s Photo Atlas of Medication Administration. 5th Edition Wolters Kluwer/Lippincott Williams & Wilkins New York- London. Other References 1. Muyinda, N. (2011). Precise Pharmacology. 2nd Edition. EDCO International Ltd, Kampala. Uganda. 2. Ford, S, Roach, S.S. (2014), Roach’s Introductory Clinical Pharmacology. 10th Edition Wolters Kluwer/Lippincott Williams & Wilkins. New York- London.

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

4. Scott, W.N. & McGrath, D. (2008). Nursing Pharmacology Made Incredibly Easy. 1st Edition. Lippincott Williams and Wilkins, UK. 5. Frandsen, G & Penington, S.S. (2014). Abram’s Clinical Drug Therapy. 10th Edition. Lippincot Williams and Wilkins, UK.

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

92 Module: CN 2222: Providing Nursing Care (II)

Module Unit-CN2202: Medical Nursing II Duration: CH: 75 CU: 5

Learning outcomes:

By the end of this module unit Students should be able to:

• Identify the common conditions affecting Digestive, Urinary, Nervous, Endocrine and Musculo- Skeletal Systems

• Provide nursing care to Patients with various conditions of Digestive, Urinary, Nervous, Endocrine and Musculo-Skeletal Systems

• Identify Patients with conditions affecting Digestive, Urinary, Nervous,

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Group Discussion • Brainstorming • Presentation • Interactive Lecture

Required teaching/learning resources: Nursing Procedures Manual

93 4.4 Conditions of the Digestive System Desired Competencies Content outline Suggested approach/strategy Sub Topic 4.4.1: Review of Anatomy and physiology of digestive system • Describe the Anatomy • Review of the anatomy • Illustrate the structure and function and Physiology of and physiology of the of the digestive system digestive system digestive system • Task the learner to discuss and • Present the desired • General signs and present the signs and symptoms of attitude regarding the symptoms of the digestive system disorders. functions digestive digestive system disorder system Sub Topic 4.4.2 : Stomatitis • Explain Stomatitis. • Definition of stomatitis • Task the learner to define stomatitis • Causes • Lead a guided discussion, causes, • Signs and symptoms clinical features and treatment of • Treatment of stomatitis stomatitis Sub Topic 4.4.3: Gastritis • Explain Gastritis. • Definition of Gastritis • Task the learner to define Gastritis • Types of Gastritis • Lead a guided discussion on the types, • Causes of Gastritis causes, clinical features and treatment • Signs and symptoms of Gastritis • Treatment of Gastritis Sub Topic 4.4.4: Peptic Ulcer Disease • Describe Peptic ulcer • Definition of peptic ulcers • Task the learner to define peptic disease disease ulcers disease • Present the desired • Types of Peptic Ulcers • Lead a guided discussion on attitude regarding • Predisposing factors of peptic the types, predisposing factors, the nursing ulcers clinical features, management and management of • Clinical presentation complications of peptic ulcers Peptic ulcer disease • Management of peptic ulcer disease disease (medical and nursing) • Complications Desired Competencies Content outline Suggested approach/strategy Sub Topic 4.4.5: Jaundice • Definition of Jaundice • Task the learner to define Jaundice • Describe • Types of Jaundice • Lead a guided discussion on the Jaundice • Causes of Jaundice types, causes, clinical features, • clinical features, management and complications of • Management of jaundice. Jaundice Sub Topic 4.4.6: Hepatitis • Definition of hepatitis • Types of hepatitis • Task the learner to define • Describe Hepatitis • Causes of hepatitis hepatitis • Present the desired • Clinical features • Lead a guided discussion on the attitude regarding the • Prevention of hepatitis types, causes, clinical features, prevention of hepatitis • Management of hepatitis management and complications (medical and nursing) of hepatitis • Complications of hepatitis. Sub Topic 4.4.7: Liver Cirrhosis

94 • Describe • Definition of Liver Cirrhosis • Task the learner to define Liver Liver • Causes of Liver Cirrhosis Cirrhosis Cirrhosis • Types of Liver Cirrhosis • Lead a guided discussion on the • Signs and symptoms of Liver Cirrhosis causes, types, clinical features, • Management of Liver Cirrhosis management and complications of Liver Cirrhosis Sub Topic 4.4.8: Cholecystitis • Describe Cholecystitis • Definition of Cholecystitis • Task the learner to define • Causes of Cholecystitis Cholecystitis • Signs and symptoms of • Lead a guided discussion on the Cholecystitis causes, types, clinical features, • Management of management and complications of Cholecystitis Cholecystitis

4.5 Topic: Medical conditions of the Urinary System Desired Competencies Content outline Suggested approach/strategy Sub Topic 4.5.1: Review of anatomy and physiology of the Urinary System • Display the anatomical chart showing the • Review of the anatomy and • Explain the structure of the urinary system and task physiology of the urinary system anatomy and learners to identify the various parts physiology of • Task learners to mention the functions of • General signs and symptoms the urinary the urinary system of the disorders of the urinary system • Task the learner to discuss and present system the signs and symptoms of disorders of the urinary system Sub Topic 4.5.2: Urethritis • Task learners to define • Definition of Urethritis • Explain Urethritis Urethritis • Causes of Urethritis • Present the desired attitude • Lead a guided discussion • Signs and symptoms regarding Urethritis on the causes, signs and • Management of urethritis symptoms, management (medical and nursing) and complications of • Complications Urethritis

Sub Topic 4.5.3: Cystitis • Definition of cystitis • Explain Cystitis • Causes of cystitis • Task learners to define cystitis • Present the desired • Signs and symptoms • Lead a guided discussion on the attitude regarding the • Prevention of Cystitis causes, signs and symptoms, prevention of cystitis • Management of cystitis management and complications of • (medical and nursing) cystitis • Complications Desired Competencies Content outline Suggested approach/strategy Sub Topic 4.5.4: Pyelonephritis • Definition of Pyelonephritis • Explain Pyelonephritis • Causes of Pyelonephritis • Task learners to define • Present the desired • Signs and symptoms of Pyelonephritis attitude regarding Pyelonepnritis • Lead a guided discussion on the the prevention of • Prevention of Pyelonephritis causes, signs and symptoms, Pyelonephritis • Management of management and complications of Pyelonephritis Pyelonephritis

95 Sub Topic 4.5.5: Glomerulonephritis • Definition of glomerulonephritis • Explain • Task the learners to define • Causes of glomerulonephritis glomerulonephritis. glomerulonephritis • Signs and symptoms of • Present the desired • Lead a guided discussion glomerulonephritis attitude regarding on the causes, clinical • Prevention of glomerulonephritis the prevention of features and management of • Management of glomerulonephritis glumerulonephritis glomerulonephritis Sub Topic 4.5.6Nephrotic Syndrome • Definition of Nephrotic • Explain Nephrotic • Task the learners to define Syndrome syndrome Nephrotic Syndrome • Causes of nephritic syndrome • Present the desired • lead a guided discussion on • Signs and symptoms of attitude regarding the causes, clinical features Nephrotic Syndrome the management of and management of Nephrotic • Management of Nephritic Nephrotic Syndrome. Syndrome Syndrome.

Desired Competencies Content outline Suggested approach/strategy Sub Topic 4.5.7 Renal Failure • Definition of renal failure • Explain Renal Failure • Task the learner to define renal • Types of renal failure • Present the desired failure • Causes of renal failure attitude regarding the • Lead a guided discussion on the • Signs and symptoms renal management of renal types ,causes ,clinical features and failure failure management of acute and chronic • Management of acute and renal failure chronic renal failure.

Topic 4.6 Medical conditions of the nervous system Sub Topic 4.6.1: Review of the Anatomy and Physiology of the Central Nervous Systems • Display the anatomical chart showing • Explain Central • Review of the anatomy and the structure of the central nervous Nervous System physiology of the central system and identify the various • Present the desired nervous system structures in the central nervous attitude regarding • General Signs and Symptoms system the central nervous of Nervous System disorders. • Task the learners to discuss the system. function of the CNS and general signs and symptoms of CNS disorders Sub Topic 4.6.2: Meningitis • Explain • Definition of Meningitis Meningitis • Types of Meningitis • Task learners to define Meningitis • Present the • Causes of Meningitis • Lead a guided discussion on the desired attitude • Signs and Symptoms of meningitis Types, causes, clinical features, regarding the • Management of Meningitis (medical management and complications management of and nursing) of Meningitis meningitis. • Complications of Meningitis

96 Desired Competencies Content outline Suggested approach/strategy Sub Topic 4.6.3 Encephalitis • Explain Encephalitis • Definition of Encephalitis • Task learners to define Encephalitis • Present the desired • Causes of encephalitis • Lead a guided discussion on attitude regarding • Signs and Symptoms of the causes, clinical features and the management of encephalitis management of Encephalitis Encephalitis • Management of encephalitis Sub Topic 4.6.4: Cerebral Vascular Accidents (Stroke) • Definition of cerebral vascular accident • Explain cerebral vascular • Predisposing factors of • Task learners to define accidents cerebral vascular accident cerebral vascular accidents • Ability to perform • Signs and Symptoms of CV • Lead a guided discussion neurological and vital accident on the predisposing factors, • Present the desired • Management of cerebral clinical features, management attitude regarding the vascular accident (medical and and complication of cerebral management of cerebral nursing ) vascular accidents vascular accident • Complications of cerebral vascular Sub Topic 4.6.5: Unconsciousness • Task learners to define • Describe the causes, • Definition of unconsciousness unconsciousness symptoms and signs of • Causes of unconsciousness • Lead a guided discussion unconsciousness • Management of on the , causes, clinical • Ability to apply nursing unconsciousness (medical and features, management techniques to manage nursing) and complication of unconscious patients • Complications of unconsciousness unconsciousness. Sub Topic 4.6.6: Poliomyelitis • Definition of Poliomyelitis • Task learners to define • Discuss the causes, symptoms • Causes of Poliomyelitis Poliomyelitis and signs of Poliomyelitis • Signs and symptoms of • Lead a guided discussion on • Ability to apply nursing poliomyelitis the , causes, clinical features, techniques to manage • Management (medical management and complication of patients with Poliomyelitis and nursing) Poliomyelitis • Complications of Poliomyelitis

4.7. Topic: Medical Conditions of the Endocrine System Desired Competencies Content outline Suggested approach/strategy Sub Topic 4.7.1: Review of anatomy and physiology of the Endocrine System • Display the anatomical chart • Structure of the Pancreas, • Describe the Endocrine showing various organs of the thyroid Gland and system. Endocrine system and task them Pituitary gland • Present the desired attitude to identify various organs • Function of the Pancreas, regarding the structure of • Task learners to mention the thyroid gland and Pituitary the Endocrine system functions of the Endocrine gland. system.

97 Sub Topic 4.7.2: Diabetes Mellitus • Definition of diabetes mellitus • Explain Diabetes • Types of diabetes mellitus Mellitus • Task learners to define • Predisposing factors of diabetes • Present the desired Diabetes Mellitus mellitus attitude regarding • Lead a guided discussion on • Signs and symptoms of diabetes the management of the types, causes, predisposing mellitus diabetes mellitus factors , clinical features, • Management of diabetes • Demonstration on management and complication mellitus health education on of Diabetes Mellitus • Complications of diabetes diabetes mellitus mellitus Sub Topic 4.7.3: Thyrotoxicosis • Explain • Definition of thyrotoxicosis, • Task learners to define Thyrotoxicosis • Types Thyrotoxicosis • Present the desired • Predisposing factors of • Lead a guided discussion attitude regarding Thyrotoxicosis on the types, predisposing the role of a Nurse in • Signs and symptoms factors , clinical features, the management of • Management of (medical and management and Thyrotoxicosis nursing) complication of Thyrotoxicosis • Complications of Thyrotoxicosis

Core References 1. Bloom, K. S. (2001) Toohey’s Medicine; A text book for students in health care professionals. 15th Edition. Churchill .UK 2. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer, Philadelphia, Newyork 3. Carpnito, L. T. (2017) Nursing Diagnosis application to clinical practice. 15th Edition. Wolters Kluwer

Other References

1. Carpenito, L.J. (2014) Nursing Care Plans; Transitional patient and family centred care. 6th Edition. Wolters Kluwer/Lippioncott Williams, USA. 2. Mark, H.B. (2004) Merck Manual of Medical Information; Second Home Edition. Pocket Books, USA. 3. Hodgson, B. and Kizior, R. (2017) Sanders Nursing Drug handbook. Saunders USA.

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

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

6. Janice, L. H. and Cheever, K.H. (2017) Brunner and Saddath’s Textbook of Medical Surgical Nursing. 14th Ed. Wolters Kluwer. 7. Barbara, K. T. And Nancy, E. E. (2014) Introductory Medical-Surgical Nursing.11th Edition. Lippincott and William, London.

98 Module: Providing Nursing Care (II)

Module Unit-CN2203: Surgical Nursing (II) Duration: 75 CH Credit Units: 5

Module unit description: This module unit is intended to provide students with knowledge and skills in identifying and managing surgical conditions of the head, neck chest, the abdomen, Ano-rectal as well as the genital Urinary system.

Learning outcomes: By the end of this module unit, the student shall be able to; • Identify and manage surgical conditions of the head, Neck, Chest, Abdomen, Ano-rectal, and Genital urinary system. • Identify and refer complicated cases • Apply infection prevention and control mechanism in surgical cases related to the Head, Neck Chest, Abdomen, and Ano-rectal and genital-urinary.

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Group Discussion • Brainstorming • Presentation • Interactive Lecture

99 TOPIC 4.8: Surgical Conditions of the Head Desired Competencies Content outline Suggested approach/strategy

Subtopic 4.8.1: Head Injury • Task learners to define head • Describe the concept of injury and terminologies • Definition of head injury head injury related to head injury • Causes of head injury • Present the desired • Guide learners to discuss • Types of head injury attitude regarding the causes, types and clinical • Clinical features for each type the importance of features and management of • Management of head injury monitoring a patient head injury • Complications with head injury • Lead learner to identify the complications PEX 4.8.2: Apply Scalp Bandage • Ability to bandage the head. • Guide the learner to • Present the desired attitude • Technique of bandaging the demonstrate head bandaging regarding the importance of head. • Task learners to explain the head bandaging. importance of head banding PEX 4.8.3: Preparation of a Neurological Examination. • Review of: • Definition of neurological • Ability to Prepare for a • Task the learners to define, give examination Neurological examination. indications and importance of • Indication for neurological • Present the desired attitude neurological examination examination regarding the importance of • Select a learners to identify • Importance of neurological neurological examination in and prepare equipment for examination management of head injury. neurological examination • Equipment for the neurological examination.

TOPIC 4.9: Surgical Conditions of the Neck Desired Competencies Content outline Suggested approach/strategy Subtopic 4.9.1: Goiter • Definition of goiter • Task the learners to brainstorm the • Describe Goiter • Causes of goiter definition, causes, types of goiter • Present the desired • Types of goiter • Guide learners to identify the signs and attitude regarding effects • Sign and symptoms symptoms of goiter and give nursing of an enlarged thyroid • Management management of goiter gland. • Complications Subtopic 4.9.2: Thyrotoxicosis/Thyroidectomy

• Explain Thyrotoxicosis/ • Task the learners to • Definition of Thyrotoxicosis Thyroidectomy define and give causes • Causes of Thyrotoxicosis • Demonstrate the ability; of thyrotoxicosis • Types of Thyrotoxicosis • Observe incision site for bleeding • Group learners to • Signs and symptoms • To observe immediate discuss and present • Management of the patient with complications that can arise after types, signs and Thyrotoxicosis surgery i.e. Tetany symptoms, nursing • Specific investigation • Present the desired attitude management and • Pre-operative management regarding the importance complications • post operative management of monitoring a patient for of a patient with • Complications and their immediate complications that thyrotoxicosis treatment may occur after thyroidectomy

100 Desired Competencies Content outline Suggested approach/strategy Subtopic 4.9.3: Tonsolitis-Tonseillectomy • Definition of Tonsillitis and • Ask learners to define, tonsillitis, Tonsillectomy • Explain Tonsillitis give causes, and clinical features • Causes • Demonstrate the ability to; of tonsillitis • Clinical features • Observe for haemorrhage • Ask learners to brainstorm the • Management • Carry out oral hygiene indications of tonsillectomy and • Pre-operative • Present the desired attitude its complications • post-operative care regarding the importance of • Guide learners to describe • Complications maintaining a patient airway. the pre-post-operative care of tonsillectomy

PEX 4.9.4: Perform Oral care. • Ability to carry out oral care. • Guide learners to identify • Present the desired attitude • Procedure for Oral equipment, prepare and regarding the importance of oral care. demonstrate oral care care after tonsillectomy. •

TOPIC 4.10 Surgical conditions of the chest Subtopic 4.10.1: Trauma of the chest • Ask the learners to explain what they understand by • Review of 1st Aid chest injury • Carry out 1st management of • Group learners and send them to surgical ward to Aid treatment chest injury do a case study of patient with chest injuries. on patient with • Complications of • Guide learners as they present their case studies chest injury chest injuries ( • Summaries the types, sign and symptoms and Pneumothorax, frail management of chest injuries. chest) • Guide learners to discuss the complications of chest injuries Desired Competencies Content outline Suggested approach/strategy Subtopic 4.10.2: Lung Abscess • aability to nurse a patient with • Task learners to define, give causes, signs lung abscess and symptoms of lung abscesses • Pocedure • Present the desired attitude • Discuss learners to manage the patient with for postural regarding the importance of lung abscess drainage postural drainage • Observe learners positioning patient for postural drainage Subtopic 4.10.3: Plural effusion • Guide learners to identify the equipment • Ability to nurse a patient for underwater seal drainage • Plural effusion- with plural effusion • Observe learners while they position the signs, symptoms, • Care for a patient on patient, give breathing exercise, take vital management underwater seal drainage observations change and measure and record the output. Subtopic 4.10.4: Infection n of the breast • Group learners to discuss different types • Acute mastitis of breast infection, causes, signs and • Describe breast • Mammary abscess symptoms, specific management and infections • Fissure of the nipple related complications • Complications • Guide learners to perform breast examination

101 Subtopic 4.10.5: Breast Cancer • Define breast cancer • Transfer (Present • Predisposing factors • Ask learners to define breast cancer the desired attitude • Signs and symptom of • Group learners to discuss regarding the aspect of breast cancer predisposing factors sign and self-examination of the • Surgical management symptoms, surgical management and breast examination) (Mastectomy) prevention of breast cancer. • Preventive measures Desired Competencies Content outline Suggested approach/strategy PEX: 4.10.6: Breast examination • Present the desired • Group learners to identify required equipment, attitude regarding to prepare and perform breast examination the aspect of self- • Procedure • Guide and observe learners perform breast examination as a of breast examination preventive measure of examination • Assign learners to carry out self- breast breast cancer examination, interpret and report findings. PEX: 4.10.7: Bandaging a Breast stamp

• Ability to bandage • Task learners to brainstorm the importance of breast stamp • Importance of bandaging after mastectomy • Present the desired bandaging after • Observe learners identifying requirement and attitude regarding the mastectomy preparing for bandaging breast importance of nursing • Guide learners to bandage the amputated breast care after masectomy

Topic 4.11: Surgical conditions of the abdomen Subtopic: 4.11.1: Acute Abdomen • Ask learners to define acute • Definition of acute abdomen abdomen • Causes • Group learners to discuss the • Condition classified under acute conditions classified under acute • Describe the abdomen ( Intestine obstruction, abdomen (Intestine obstruction, condition appendicitis, complicated ulcer, appendicitis, complicated ulcer, of acute strangulated hernia, renal calculi, strangulated hernia, renal calculi, abdomen cholelithiasis, abdomen cancer, cholelithiasis,abdomen cancer, ruptured spleen) ruptured spleen) causes, signs and • Signs and symptoms symptoms, pre-post-operative • Pre –post operative management of management and complication. acute abdomen • Guide the students to make presentations.

Desired Competencies Content outline Suggested approach/strategy Subtopic 4.11.2: Ruptured Spleen • Describe the condition of a • Definition of a ruptured • Ask learners to define ruptured ruptured spleen spleen spleen • Ability tocare for a a • Causes • Lead a guided discussion ruptured spleen • Clinical features of ruptured on causes, clinical features • Present the desired attitude spleen with emphasis on nursing regarding the care given to a • Management of a patient management of a patient with patient with ruptured spleen. with a ruptured spleen ruptured spleen.

102 PEX 4.11.3: Perform wound dressing • Ability toperform wound • Guide learners to review the procedure dressing • Procedures for and rules of wound dressing • Present the desired attitude wound dressing • Observe and guide learners as they carry regarding the importance of out wound dressing wound dressing PEX4.11.4: Pass Nasogastric Tube • Ability to pass a nasogastric • Guide learners to review the procedure for tube • Procedures passing a nasal gastric tube. • Present the desired attitude for passing • Observe and guide learners as they pass a regarding the importance of nasogastric tube nasl gastric tube. passing a nasogastric tube PEX: 4.11.5 Perform catheterization • Ability to perform • Guide learners to review the procedure for catheterisation • Procedure for catheterization. • Present the desired attitude catheterisation • Observe and guide learners as they pass a regarding the importance catheter in a patient. of catheterization PEX: 4.11.6: Carry out vital observations • Ability to carry out vital observations • Prcocedure for • Guide learners to review the procedure • Present the desired attitude carrying out vital for carry out vital observation. regarding the carrying out observations vital observations

Topic 4.12: Ano-rectal surgical conditions Desired Competences Content outline Suggested approach/strategy Subtopic: 4.12.1: Perineal absess • Explain perineal abscess • Definition of perineal • Ask learners to define perineal • Present the desired attitude abscess abscess. regarding the role of nurse • Causes, signs and • Group learners to discuss in nursing a patient with symptoms classification, causes, clinical perineal abscess • Management of patient features and management of • Demonstrate the ability with perineal abscess patient with perineal abscess and to prepare for a patient for • Preparation of a patient for make presentation. anal-rectal excision anal-rectal excision Subtopic: 4.12.2: Anal Fistula and Anal Fissure • Definition of anal fissure • Describe anal fistula and • Ask learners to define Anal and fistula fissure fissure and fistula abscess. • Causes, signs and • Present the desired attitude • Group learners to discuss, symptoms regarding the role of nurse in causes, clinical features and • Clinical features caring for a patient with anal management of patient anal • Management and rectal conditions fissure and fistula. complications Subtopic: 4.12.3: Rectal prolapsed • Ask learners to define rectal • Describe rectal prolapse • Definition of rectal prolapse prolapse. • Present the desired • Causes, signs and symptoms • Group learners to discuss, attitude regarding the role • Clinical features causes, clinical features and of nurse in caring for a • Management and management of patient with patient with rectal prolapse complications rectal prolapse.

103 Subtopic: 4.12.4: Preparation for rectal examination • Ability to prepare requirements for rectal examination • Requirements • Guide learners to prepare • Present the desired attitude regarding for rectal equipment for rectal the role of nurse in performing rectal examination examination. examination

TOPIC 4.13: Surgical conditions of the Genital Urinary System Desired Competencies Content outline Suggested approach/strategy Subtopic: 4.13.1: Enlargement of Prostate Gland • Definition of a prostate • Describe an enlarged gland prostate gland • Causes of an enlarged • Ask learners to define prostate • Ability to carry out specific prostate gland. nursing care • Clinical features of an • Group learners to discuss, • Present the desired attitude enlarged prostate causes, clinical features and regarding the role of nurse • Management of enlarged management of patient with in caring for a patient after prostate (pre-operative and enlarge prostate gland. prostatectomy post-operative care) • Complications Subtopic: 4.13.2: Urethral Strictures • Describe urethral strictures • Ask learners to define urethral • Ability to carry out specific • Urethral strictures strictures. nursing care • Causes of urethral strictures • Group learners to discuss, • Present the desired attitude • Effects of urethral strictures causes and effects of urethral regarding the effects of strictures. urethral stricures Subtopic: 4.13.3: Genital urinary Trauma • Describe the concept of • Ask learners to define • Description of genital genital urinary trauma genitourinary trauma. urinary trauma • Ability to assess a patient with • Tasks learners to state specific • Specific injuries of genital- genital urinary trauma genital urinary injuries. urinary system • Present the desired attitude • Group learners to discuss, • Clinical features regarding the importance clinical features and • Management of assessing a patient with management of genital urinary • Complications genital urinary trauma injuries. PEX: 4.13.4: Perform bladder irrigation • Ability to perform Bladder irrigation • Guide learners through a • Present the desired attitude • Techniques/procedure for demonstration to carry out regarding the importance bladder irrigation bladder irrigation. of bladder irrigation after prostatectomy

104 Core References 1. Janice, L. H. and Cheever, K.H. (2017) Brunner and Saddath’s Textbook of Medical Surgical Nursing. 14th Ed. Wolters Kluwer. 2. Barbara, K. T. And Nancy, E. E. (2014) Introductory Medical-Surgical Nursing.11th Edition. Lippincott and William, London. Other Reference 1. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer, Philadelphia, Newyork

2. Colmer, M.R. (2008) Moroney’s Surgery for Nurses, 17th Ed. Church Hill, U.K.

3. Carpnito, L. T. (2017) Nursing Diagnosis application to clinical practice. 15th Edition. Wolters Kluwer 4. Carpenito, L.J. (2014) Nursing Care Plans; Transitional patient and family centred care. 6th Edition. Wolters Kluwer/Lippioncott Williams, USA.

105 Module Unit-CN2204: Mental Health Nursing Duration: 45 CH Credit Units: 3

In this module unit, the students shall be introduced to the concept of Mental health. This will cover introduction to common mental health conditions including behavioral syndromes resulting from psychological disturbances. The students shall be also be introduced to psychiatric nursing interventions to the common conditions as well as emergencies.

Learning out come: By the end of this module unit, the students shall be able to: • State he causes of various mental conditions. • Explain the characteristics of various mental conditions. • Describe the ways of managing common mental conditions. • Assess mental patients/clients. • Support patients/clients in carrying out activities of daily living. • Counsel patients and their families. • Administer treatment for common mental conditions. • Utilize life skills in handling patients with mental illness.

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Group Discussion • Brainstorming • Presentation • Interactive Lecture

Required teaching/learning resources: Nursing Procedures Manual

106 4.14. Topic: Introduction to mental health Desired Competencies Content outline Suggested approach/strategy Sub topic; 4.14.1: Concepts of mental health and mental illness • Task the learners to define mental health, mental illness • Definition of mental health and other terminologies in • Distinguish between and mental illness and other psychiatry mental health and terminologies used in psychiatry. • Guide learners in the mental illness • Describing the characteristics of a description of the • Present the desired mentally healthy person characteristics of a mentally attitude regarding • Differentiate between mental health healthy person the relevance of and mental illness • Task learners to differentiate mental health in • Description of the history of mental mental health from mental nursing. health nursing illness • Describe the history of mental health nursing

Subtopic: 4.14.2: Etiological factors of mental illness • Etiology of mental illness: - Predisposing/intrinsic • Describe the etiological factors • Guide learners to discuss the factors of mental illness - Precipitating/ etiology of mental illness environmental/ • Guide the learners in the • Present the desired attitude extrinsic factors discussion of the relevance regarding the relevance of - Perpetuating/ of studying the etiology of studying etiological factors promoting factors mental illness of mental illness. • Relevance of studying etiology of mental illness. Sub topic: 4.14.3: General Signs and symptoms of Mental illness • Task learners to • General signs and symptoms of mental • Describe the general brainstorm the general illness signs and symptoms of signs and symptoms of - Disorders of behavior and mental illness. mental illness appearance • Present the desired • Guide learners to - Disorders of speech attitude regarding the discuss and present - Disorders of mood and affect relevance of studying each group of signs - Perceptual disorders the general signs and and symptoms - Psychomotor disorders symptoms of mental specified in the - Insight disorders illness content - Disorders of thinking/cognitive

Subtopic: 4.14.4: Classification of mental illness • Explain • Classification according to classification of severity • Guide learners to discuss mental illnesses - Neuroses the classification of mental • Present the - Psychoses illnesses desired attitude • General classification • Guide the learners into regarding the - Diagnostic Statistical discussion and presentation of different classes Manual (DSM) DSM and ICD classification of mental - International • Brain storm the relevance illnesses and Classification of of classifying mental illness their relevance Diseases (ICD) to nursing

107 Subtopic/PEX: 4.14.5: Psychiatric Assessment • Definition of psychiatric assessment • Importance of psychiatric assessment • Bio-demographic data • Task the learners to • Reasons for referral define psychiatric • Presenting complaints assessment • Carrying out psychiatric • Histories • Guide the learners to assessment - History of presenting discuss the importance • Present the desired attitude complaints of psychiatric regarding the need of - Personal history assessment assessing patients with - Family history • Guide learners mental illness. - Past psychiatric history to simulate the - Past medico-surgical history assessment of a • Physical assessment mentally ill patient • Mental status examination

Subtopic 4.14.6: Prevention of mental illness and promotion mental health Desired Competencies Content outline Suggested approach/strategy • Differences between • Discuss prevention prevention of mental • Task learners to differentiate of mental illness and illness and promotion between prevention promotion of mental health of mental health of mental illness from • Present the desired attitude • Levels of prevention of promotion of mental health regarding the need to mental illness, Primary, • Guide learners to discuss prevent mental illness and secondary and tertiary the different levels of promote mental health prevention prevention of mental illness

Subtopic: 4.14.7: Referral system • Levels of referral of patients with • Guide learners • Explain the referral mental illness. discuss the levels of system of the patient - HC II referring a mentally with mental illness - HC III ill person • Present the desired - HC IV • Task learners attitude regarding the - District hospitals to brain storm benefits of referral - RRH the benefits of system of patients with - NRH appropriate referral mental illness • Benefits of appropriate referral of of mentally ill patients with mental illness patients

4.15: Topic: Basic Psychiatric nursing aspects Sub-topic: 4.15.1: Nurse- patient relationship • Definition of nurse-patient • Task learners to define nurse –patient • Explain nurse- relationship relationship patient relationship • Phases of nurse-patient • Guide learners to discuss the phases of • Present the desired relationship nurse-patient relationship attitude regarding • Approaches of establishing • Guide learners to role play the the relevance of nurse –patient relationship approaches of establishing nurse- nurse-patient • Relevance of nurse-patient patient relationship relationship in relationship in psychiatric • Task learners to brainstorm the psychiatric nursing nursing. relevance of nurse-patient relationship in psychiatric nursing

108 Subtopic: 4. 15. 2: Therapeutic Environment • Definition of • Explain therapeutic therapeutic environment in environment • Task the learners to define therapeutic psychiatric nursing • Characteristics environment • Present the desired of a therapeutic • Guide the learners to discuss the attitude regarding environment in characteristics of a therapeutic the relevance psychiatric nursing environment of therapeutic • Importance • Task learners to brainstorm on the environment in of therapeutic importance of a therapeutic environment psychiatric nursing environment

4.16: Topic: Common psychiatric disorders Sub-topic: 4.16.1: Functional psychiatric disorders • Task learners to define functional • Definition of functional • Explain functional disorders disorders psychiatric disorders • Guide the learners to brain • Different functional disorders • Ability to diagnose storm on the different functional - Schizophrenia functional disorders - Mania psychiatric disorders • Guide learners to discuss the - Depression • Present the desired etiology of functional psychiatric - Conversion dissociative attitude regarding disorders disorder the nursing • Task learners to brain storm on • Etiology of functional disorders management the signs, symptoms of functional • Signs, symptoms of functional of patients disorders psychiatric disorders with functional • Guide learners to discuss the • Nursing management of psychiatric disorders nursing management of patient functional disorders with functional disorders Sub-topic: 4. 16.2: Organic mental disorders

• Task learners to define organic • Definition of organic disorders • Explain organic disorders • Different organic disorders psychiatric disorders • Guide the learners to brain storm - Delirium • Ability to diagnose on the different organic disorders - Dementia organic psychiatric • Guide learners to discuss the - Epilepsy disorders etiology of organic psychiatric - HIV psychosis • Present the desired disorders - Puerperal psychosis attitude regarding the • Task learners to brain storm on • Etiology of organic disorders nursing management the signs, symptoms of organic • Signs, symptoms of organic of patients with disorders psychiatric disorders organic psychiatric • Guide learners to discuss the • Nursing management of disorders nursing management of patient organic disorders with organic disorders

109 Desired Competencies Content outline Suggested approach/strategy Sub-topic: 4.16.3: Anxiety disorder • Task learners to define anxiety disorders • Guide the learners to brain • Explain anxiety • Definition of anxiety disorders storm on the different disorders • Forms of anxiety disorders forms of disorders • Ability to diagnose - Generalized anxiety disorder • Guide learners to discuss anxiety disorders - Obsessive compulsive disorder the etiology of anxiety • Present the - Panic attacks disorders desired attitude - Post-traumatic stress disorder • Task learners to brain regarding • Etiology of anxiety disorders storm on the signs, the nursing • Signs, symptoms of anxiety disorders symptoms of anxiety management • Nursing management of anxiety disorders disorders of patients with • Guide learners to discuss anxiety disorders the nursing management of patient with anxiety disorders Sub topic: 4.16.4: Substance/alcohol abuse

• Ask learners to define substance/alcohol abuse • Explain substance/ • Guide learners to brain storm alcohol abuse. on the different types of • Ability to assess • Definition of substance/alcohol abuse. substance abused a patient with • Types of substances/alcohol abused • Guide learners to discuss the mental illness • Etiology of substance/alcohol abuse etiology of substance abuse • Present the • Assessing a patient with substance • Demonstrate assessment of a desired attitude abuse patient with substance/alcohol regarding the • Effects of substance/alcohol abuse. abuse techniques used • Management of clients with • Guide the learners to discuss in management of substance/alcohol abuse the effects of substance/ the patients with alcohol abuse substance abuse. • Guide the learners to discuss the management of a patient with substance/alcohol abuse

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

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

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

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

3. Townsend, M.C. (2014) Psychiatric Mental Health Nursing F.A. Davis Company Philidalphia

4. Benjamin, J.S. Virginia, A. S. & Pedro, R. (2015) Kaplan and Sadock’s Synopsis of psychiatry Behavioural Sciences/Clinical Psychiatry. 11th Edition. Wolters Kluwer,

5. Judith, M.S. & Sheilla, L.V. (2013) Lippincott’s Manual of Psychiatric nursing Care Plans. 9th Edition. Wolters Kluwer/Lippincott Williams and Wilkins, NewYork

6. Videbeck, S and Acott,K. (2017), Mental Health nursing 7th edition, Wolter Kluwer, Lippincott, Williams and Wilkins 7. Kaplan and Sadock (2015), Synopsis of Psychiatric, 11th Edition, Lippincott Williams and Wlikins. 8. Basavanthapp, B.T and Vasundhra, M.K (2008), Community Health Nursing, 2nd edition. JAYPEE Brothers Medical Publishers Ltd. New Delhi

111 Module Unit-CN2205: Occupational Health Duration: 30 CH Credit Units: 2

Module description; This module unit deals with safe work environment and prevention of occupational hazards at work place. The student shall be equipped with knowledge and skills to be able to transfer that acquired competencies to worker in various areas so that the workers can protect themselves from hazards

Learning Outcomes By the end of this module unit, the student shall be able • Protect self and others from occupational hazards. • Educate others on safe work environment • Treat and refer the injured or acquired hazards at workplace.

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Group Discussion • Brainstorming • Presentation • Interactive Lecture

Required teaching/learning resources: Nursing Procedures Manual

112 Topic 4.17: Introduction to occupational health hazards Desired Competencies Content outline Suggested approach/strategy

Sub-top. 4.17.1: Identification of occupational health hazard in different work places • Task learners to define • Explain the concepts, • Definition and concepts and mention concepts of importance and classification of of occupational health occupational health hazards. common occupational health hazards. • Group learners to discuss the hazards. • Importance of health importance assesseing heath • Providing safety measures on hazard assessment. hazards and classification of health hazards at work place. • Classification of common common health hazards • Present the desired attitude health hazards. • Lead a guided discussion regarding the common health • Common health hazards. on common health hazard hazards at work place and • Provision of safety and how to provide safety provide safety measures at workplace. measures at work place. Sub-topic 4.17.2: Types of occupational health hazards • Identification of • Task learners to identify • Explain the common types of common types of common types of health occupational health hazards, their health hazards. hazards. effects and providing preventive • The effects of the • Lead a guided discussion measures. common occupational on the effects of common health hazards.. occupational health hazards. Sub topic. 4.17.3: Prevention and control of occupational health hazards • Present the desired • Group learners to discuss • Preventive measures to attitude regarding the and present the preventive occupational health hazards. importance of preventing measures of health hazards • Importance of preventing occupational health and the importance occupational health hazards hazards. of preventing them at from workplace workplace.

Sub-topic: 4. 17.4: Roles of a nurse in prevention of occupational health hazards in work places

• Explain the role of a nurse in • Role of a nurse in the preventing occupational health • Task learners to mention prevention of occupational hazards and providing good the role of a nurse in health hazards in work places. safety practices at work places. prevention of health • Providing good safety • Present the desired attitude hazards at workplace. practices on occupational regarding the relevance of • Lead a guided discussion health hazards.. safety practices at work places on safety practices and • Relevance of the safety to prevent occupational health its relevance. practices at work places. hazards.

Desired Competencies Content outline Suggested approach/strategy

Sub-topic. 4.17. 5. Workers Compensation Act

• Explain the workers compensation • Lead a guided Acts and its application in Practical • Workers compensation Acts discussion on the nursing. and its application. workers compensation • Present the desired attitude • Component of the workers Act,its implications and regarding the relevance of the compensation Acts 2000. the components of the Workers Compensation Acts in Act. nursing profession

113 4.18. LWAs: Health and Safety at work place PEX: 4.18.1. Personal protective equipment • Personal protective equipment • Explain the types, care, at work place for various storage and usage of • Task learners to identify activities. the personal protective PPE of various activities. • Provision of care and storage equipment correctly and • Group learners to discuss of the personal protective routinely. and present the storage of equipment • Present the desired attitude PPE. • Usage of personal protective regarding relevance • Lead a guided discussion equipment of Personal protective on correct usage of PPE • Relevance of personal equipment at work place to and its relevance. protective equipment at work reduce hazard at workplace. place.

PEX. 4.18.2. Health Care Waste Management • Explain the types and segregate • Type health care wastes. health care waste and dispose • Task learners to identify health • Segregation of various of correctly. care waste. health care waste and • Present the desired attitude • Group learners to discuss and proper disposal. regarding the importance present segregation,dispoasal • Importance of proper of proper health care waste and the importance of health health care waste management to prevent health care waste management. management. care hazards. PEX 4.18.3: Apply injection safety methods • Definition of injection safety • Ability to understand method • Task learners to define injection safety methods • Injection safety method and injection and proper waste disposal proper disposal. • Safety, and proper disposal. • Present the desired attitude • Usage of proper injection • Group learners to discuss and regarding the importance safety method. present proper usage and of proper use of injection • Importance of proper use of importance of injection safety. safety method and disposal injection safety method.

Desired Competencies Content outline Suggested approach/strategy PEX 4.18.4: Participate in documentation of waste management information • Identification of relevant • Lead a guided • Ability to understand, identify, documents for hazard discussion on the record relevant documents control. documents,importance correctly for dissemination and use. • Importance of the relevant of correct • Present the desired attitude documents, dissemination and regarding the relevance of proper • Relevance of proper usage documentation of information in documentation of • Task learners to discuss Medical nursing. information use in nursing the relevance of proper management. documentation

114 Core References 1. Uganda Government, (2000). Workers’ Compensation Act CAP 225. LDC Publishers. Kampala. Uganda. 2. MOH-Uganda. (2013) Occupational Safety and Health Training Manual. IntraHealth International, Uganda.

3. MOH-Uganda. (2013) Guidelines for Mainstreaming Gender Equality and Other Equal Opportunities into Human Resources for health Management. IntraHealth International, Uganda.

4. MOH-Uganda. (2013) Occupational Safety and Health Procedures. IntraHealth International, Uganda

Other References: 1. Mckena, J.F, Pinger, R.R & Kotecki, J.E. (2005). Community Health, 5th Edition, Jones and Bartlett Publishers. Sandburg, Massachusetts.

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

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

4. MOH, (2013) Occupational Safety and Health Training Manual, 1st edition

5. MOH, (2008), Policy for Mainstreaming Occupational Health and Safety in the Health Service Sector.

6. MOH Uganda. (2008) Policy for Mainstreaming Occupational Health and Safety in the Health Services Sector. The Capacity Project, IntraHealth International, Inc. Chapel Hill, USA

115 Module: Maternal and Child Health (II)

Module Unit-CN2206: Paediatric Nursing (II) Duration: 45 CH Credit Units: 3

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

Learning outcomes: By the end of this module unit, the student shall be able to; • Manage Paediatric conditions • Apply the integrated management f childhood illness (IMCI) approach in management of the sick child • Manage children living with HIV/AIDS • Describe the management of children involved in domestic accidents

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Group Discussion • Brainstorming • Presentation • Interactive Lecture

Required teaching/learning resources: Nursing Procedures Manual

116 TOPIC 4.19 Paediatric conditions of the respiratory system

Desired Competencies Content outline Suggested approach/strategy Sub topic: 4.19.1: Respiratory Distress Syndrome • Task learners to brainstorm • Describe Respiratory • Definition of respiratory on the definition and the Distress syndrome distress syndrome causes of respiratory distress • Demonstrate • Causes of respiratory distress syndrome ability to manage syndrome • Guide the learners to discuss respiratory distress • Signs and symptoms on the signs and symptoms syndrome • Explanation of the and management of • Ability to refer a child management of respiratory respiratory distress syndrome appropriately distress syndrome

Subtopic 4.19.2: Broncho Pulmonary Dysplasia/Chronic Lung Disease • Explain the meaning • Definition of Broncho • Task learners to define and list of Broncho pulmonary pulmonary Dysplasia the causes of Broncho pulmonary dysplasia • causes of Broncho dysplasia • Describe the pulmonary dysplasia • Lead an Interactive lecture on the management of • Signs and symptoms signs and symptoms of the Broncho Broncho Pulmonary of Broncho pulmonary pulmonary dysplasia Dysplasia dysplasia • Lead a guided discussion on the • Ability to refer the child • Explain the management management of Broncho pulmonary appropriately of Broncho pulmonary dysplasia dysplasia • Subtopic 4.19.3: Meconium aspiration • Describe the management of • Definition of meconium • Task learners to brain storm meconium aspiration. aspiration definition and causes of • Ability to recognize • Causes of meconium meconium aspiration and manage meconium aspiration • Lead an Interactive lecture on aspiration in babies • Signs and symptoms of the signs and symptoms of • Present the desired attitude meconium aspiration. the meconium aspiration regarding the outcomes • Explanation of the • Lead a guided discussion of proper management of management of on the management of meconium aspiration meconium aspiration. meconium aspiration Sub topic 4.19.4 Pulmonary hemorrhage • Definition pulmonary • Task learners to define • Explain pulmonary hemorrhage and list the causes of hemorrhage • Causes of pulmonary pulmonary hemorrhage • Ability to manage hemorrhage • Lead an Interactive lecture pulmonary hemorrhage • Signs and symptoms of on the signs and symptoms • Present the desired pulmonary hemorrhage. of pulmonary hemorrhage attitude regarding • Explanation the • Lead a guided discussion the importance of management of on the management of proper management of pulmonary hemorrhage. pulmonary hemorrhage pulmonary haemorrhage

117 Sub topic 4.19.5:Apnoea • Explain the meaning of apnea • Definition • Task learners to brainstorm • Demonstrate ability to apnea the causes of apnea recognize and manage apnea • Causes of • Lead an Interactive lecture on • Present the desired attitude apnea the signs and symptoms of regarding the difference • Explanation the apnea between normal apnea and management • Lead a guided discussion on abnormal apnea in anew born of apnea the management of apnea baby Sub topic 4.19.6 Pneumonia • Definition • Task learners to define pneumonia and list the causes of • Explain how pneumonia • Causes of pneumonia affects children pneumonias • Lead an Interactive • Ability to manage • Classification of lecture on the pneumonia in children pneumonia. classifications, signs and • Present the desired • Signs and symptoms of pneumonia attitude regarding the symptoms • Lead a guided discussion relevance of effective pneumonia. on the management of management of • Explanation of pneumonia pneumonia in children management of pneumonia.

Subtopic 4.19.7 Asthma • Explain the meaning of • Definition asthma in children asthma • Task learners to brainstorm • Ability to recognise • Causes of the definition and the causes the cardinal signs of asthma. of asthma asthmatic attack in • Signs and • Lead an Interactive lecture on children. symptoms the classifications, signs and • Present the desired asthma. symptoms of asthma. attitude regarding • Explanation of • Lead a guided discussion on the role of a nurse the management the management of asthmatic in management of of asthmatic attack asthmatic attack attack.

Topic: 4.20: Paediatric conditions of the cardiovascular system Subtopic: 4.20.1 Sickle cell Disease • Task learners to • Explain sickle cell brainstorm the disease • Definition sickle cell definition and causes of • Present the desired disease sickle cell disease attitude regarding • Definition sickle cell • Lead an Interactive proper management of crisis lecture on the child in sickle cell crisis • Types of sickle cell crisis classifications, signs and • Ability to offer family • Signs and symptoms of symptoms of sickle cell support and education sickle Cell crisis. crisis on sickle cell disease • management of sickle • Lead a guided and its possible cell crisis discussion on the outcomes management of sickle cell crisis

118 Sub topic 4.20.2 Pericarditis. • Definition pericarditis • Explain the • Task learners to define and list the • Causes of meaning of causes of pericarditis pericarditis. pericarditis • Lead an Interactive lecture on the • Signs and • Ability to classifications, signs and symptoms of symptoms of manage a pericarditis pericarditis. child with • Lead a guided discussion on the • Explanation of the pericarditis. management of pericarditis management of pericarditis.

Subtopic 4.20.3 Rheumatic heart disease • Explain the meaning • Task learners to of rheumatic heart • Definition rheumatic brainstorm on disease heart disease thedefinition and causes • Demonstrate the ability • Causes of rheumatic of rheumatic heart to manage rheumatic heart disease. disease heart disease. • Signs and symptoms • Lead an Interactive • Present the desired of rheumatic heart lecture on the attitude regarding the disease. classifications, signs and relevance of early and • Explanation of the symptoms of rheumatic timely management management of heart disease of rheumatic heart rheumatic heart • Lead a guided discussion disease disease. on the management of rheumatic heart disease

Topic 4.21: Neurological disorders in children Subtopic: 4:21.1 Congenital toxoplasmosis • Explain the meaning • Task learners to brainstorm of congenital • Definition of congenital definition and causes of toxoplasmosis toxoplasmosis congenital toxoplasmosis • Ability to recognize • Causes of congenital • Lead an Interactive lecture and manage congenital toxoplasmosis on the classifications, signs toxoplasmosis • Signs and symptoms of and symptoms of congenital • Present the desired congenital toxoplasmosis toxoplasmosis attitude regarding • Explanation the • Lead a guided discussion on effects of congenital management of the management of congenital toxoplasmosis in congenital toxoplasmosis. toxoplasmosis children Subtopic. 4.21.2 Intra cranial haemorrhage • Explain intracranial • Definition of intra cranial • Brainstorm define and causes haemorrhage haemorrhage. of Intra cranial haemorrhage • Demonstrates ability • Causes of Intra cranial • Lead an Interactive lecture of early recognition of haemorrhage. on the classifications, signs intracranial hemorrhage • Signs and symptoms of and symptoms of Intracranial in children Intra cranial haemorrhage haemorrhage • Present the desired • Explanation the • Lead a discussion on the attitude regarding the management of management of Intracranial management intra Intracranial haemorrhage. haemorrhage cranial haemorrhage.

119 Sub topic 4.21.3 Hypoxic Ischemic encephalopathy. • Explain Hypoxic Ischemic • Definition encephalopathy hypoxic ischemic • Task learners to brainstorm • Demonstrates ability of encephalopathy. on definition and causes early recognition of in • Causes of of hypoxic ischemic children hypoxic ischemic encephalopathy. • Present the desired encephalopathy. • Lead an Interactive lecture on attitude regarding the • Signs and symptoms the classifications, signs and maHypoxic Ischemic of hypoxic ischemic symptoms of hypoxic ischemic encephalopathy and encephalopathy. encephalopathy. the benefits early • Explanation the • Lead a guided discussion on interventions. management of the management of hypoxic • Ability to manage and Hypoxic Ischemic ischemic encephalopathy. recognize hypoxic encephalopathy ischemic encephalopathy.

Topic 4.22 : Genito-urinary conditions of children Sub topic 4.22.1 Acute Glomerulonephritis • Task learners to brainstorm on • Explain Glomerulonephritis • Definition the definition and causes of • Demonstrates ability of glomerulonephritis glomerulonephritis. early recognition of acute • Causes of • Lead an Interactive lecture glomerulonephritis in children glomerulonephritis on the classifications, • Present the desired attitude • Signs and symptoms signs and symptoms of regarding the management • Explanation of the glomerulonephritis of acute glomerulonephritis management of • Lead a guided discussion and the benefits early glomerulonephritis. on the management of interventions. glomerulonephritis Sub topic4.22.2 Nephrotic syndrome. • Definition • Describe Nephrotic of nephrotic • Task learners to brainstorm on syndrome. syndrome the definition and causes of • Demonstrates ability of early • Causes of nephrotic syndrome recognition of Nephrotic nephrotic • Lead an Interactive lecture on syndrome in children syndrome the classifications, signs and • Present the desired attitude • Signs and symptoms ofnephrotic syndrome regarding the management symptoms • Lead a guided discussion on of Nephrotic syndrome • Management the management of nephrotic and the benefits of early of nephrotic syndrome interventions. syndrome.

Topic 4.23: Bone conditions Sub topic 4.23.1 Fractures • Explain the meaning of • Definition of a fracture • Task learners to brainstorm on fractures • Classification of the definition and causes of • Ability to classify common fractures in fracture. fractures in children children • Lead an Interactive lecture on • Present the desired • Signs and symptoms the classifications, signs and attitude regarding of fractures in children. symptoms of fracture the management of • Management of • Lead a guided discussion on the fractures in children. fractures in children management of fracture.

120 Sub topic 4.23.2 Osteopenia of prematurity( Metabolic bone disease) • Explain the meaning • Definition of osteopenia of • Task learners to of osteopenia of prematurity brainstorm on the prematurity • Causes osteopenia of definition and causes of • Ability to recognize prematurity. osteopenia of prematurity. osteopenia of • Signs and symptoms • Lead an Interactive lecture prematurity in children of osteopenia of on the classifications, • Present the desired prematurity signs and symptoms of attitude regarding • Management of osteopenia of prematurity. the management osteopenia of • Lead a guided discussion of osteopenia of prematurity on the management of prematurity in children osteopenia of prematurity.

Subtopic 4.23.3 Osteomyelitis • Explain the meaning of • Task learners to brain storm Osteomyelitis. • Definition of on the definition and causes • Ability to recognize osteomyelitis of Intra cranial haemorrhage. Osteomyelitis children • Causes of • Lead an Interactive lecture • Present the desired osteomyelitis on the classifications, signs attitude regarding • Signs and symptoms and symptoms of Intracranial the management of osteomyelitis. haemorrhage of osteopenia of • Management of • Lead a guided discussion Osteomyelitis prematurity osteomyelitis. on the management of in children. Intracranial haemorrhage Subtopic 4.23.4 Osteo-genesis imperfecta • Definition of • Task learners to brainstorm on • Explain the meaning of osteo-genesis the definition and causes of osteo-genesis imperfecta. imperfecta osteo-genesis imperfecta. • Ability to recognize • Causes osteo- • Lead an Interactive lecture on osteo-genesis imperfecta genesis imperfecta the classifications, signs and in children • Signs and symptoms of osteo-genesis • Present the desired symptoms osteo- imperfecta. attitude regarding the genesis imperfecta • Lead a guided discussion on management of osteo- • Management the management of osteo- genesis imperfecta in of osteo-genesis genesis imperfecta children. imperfecta

Topic 4.24: Managing children living with HIV/AIDS Sub topic 4.24.1 Introduction to HIV/AIDs in children. • Lead a guided discussion on the natural history • Explain HIV/AIDS • Definition of terms HIV/ of disease, • Ability to identify the AIDS Characteristics of methods of transmission of • Natural history of diseases HIV in children HIV/AIDS • Characteristics of human • Guide learners • Present the desired attitude immune deficiency virus through an regarding the methods of • Mode of transmission of HIV Interactive lecture transmission of HIV/AIDS in in children on the mode children of transmission of HIV Virus in children.

121 Subtopic 4.24.2: Clinical manifestation of HIV/AIDS in children (WHO Paediatric staging) • Task leaners to brainstorm on • Describe the clinical • Clinical features of the clinical features of HIV/ staging of HIV/AIDS HIV/AIDS AIDS in children • Ability to perform clinical • How to Diagnose HIV/ • Guide learners through an staging of HIV/AIDS AIDS in children Interactive lecture on how to • Present the desired • Clinical staging of HIV/ diagnose HIV/AIDS in children. attitude regarding the AIDS in children. • Lead a group guided importance of clinical discussion on the clinical staging staging of HIV/AIDS in children Subtopic 4.24.3: Opportunistic infections in Children Opportunistic infections. • Task leaners to Common Opportunistic brainstorm on the • Describe different common infections meaning of opportunistic opportunistic infections. • PCP infections • Ability to identify patients • Oral &Esophageal • Lead a group guided with opportunistic candidiasis discussion on the infections. • Skin diseases common opportunistic • Present the desired attitude • Toxoplasmosis infections in children. regarding prevention of • Cryptococcal • Lead an interactive opportunistic infections Meningitis. lecture on the Management of the common management of common opportunistic infections. opportunistic infections. Subtopic 4.24.4: Treatment of /HIV/AIDS in children (ARV Therapy) • Guide learners through a • Explain Anti- discussion on classification of retroviral therapy • Classification of ARVS ARVS in children. • Demonstrate the • Treatment regimens and • Lead a group guided ability Administer combinations of ARVS discussion on the side effects Anti-retroviral • The Side effects of ARV drugs of ARVS therapy

Subtopic 4.24.5: Prevention and control of HIV/AIDS in children • Understanding the prevention and • Task leaners to brainstorm • The EMTCT strategy control of HIV/AIDS in children. EMTCT Strategy. • Prophylactic • Ability to prevent and control HIV/ • Lead a group guided treatment given to AIDS in children discussion on the children exposed to • Present the desired attitude prophylactic treatment in HIV/AIDS regarding the importance of children exposed to HIV/ • Prevention and co prevention and control of HIV/ AIDS. infection AIDS in children Subtopic 4.24.6: Counseling in HIV/AIDS • Pretest and • Ability to carryout counseling • Guide learners through an Interactive posttest HIVAIDS in HIV/AIDS in children lecture on how to conduct pretest, counseling in • Present the desired attitude post-test and ongoing HIV/AIDS children. regarding the importance counselling in children. • Ongoing HIV/ of counseling in managing • Guide learners through a role play on AIDS counseling in and preventing HIV/AIDS in counseling for HIV/AIDS in children. children. children

122 Core References

1. Kyle, T. and Carma, S. (2016) Essentials of Paediatric Nursing. 2nd Edition, Wolters Kluwer, Florida. 2. Hockenbery (2016) Wong’s Essentials of Paediatric Nursing. 10h Edition. Elsevier Mosby, USA.

Other References: 1. Beevi .A. (2012) Paediatric care plan .1st Edition, Jaypee Brothers Medical Publishers, Kundi. 2. Stanfield, P. (1999)Child Health .2nd Edition. African Medical and Research Foundation, Nairobi, Kenya. 3. Hatfield, N.T. (2017)Introductory Maternity and Paediatric Nursing. 4th Edition, New Mexico. Wolters Kluwer 4. Bowden .V.R and Greenberg, C.S. (2016) Paediatric Nursing Procedures 4th Edition. Kluwer, NewYork (London) 5. World Health Organization. (2014). Integrated Management of Childhood Illnesses; Distance Learning Course. WHO Publications, Geneva, Switzerland.

123 YEAR III SEMESTER I

Module: CN 3123: Providing Nursing Care III

Module Unit-CN3101: Tropical Medicine Duration: CH: 60 CU:4

Learning outcomes:

By the end of this module unit Students should be able to:

• Describe the predisposing factors, causes, signs and symptoms of common tropical diseases. • Provide nursing care to patients affected by communicable diseases. • Conduct preventive measures to communicable diseases

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Group Discussion • Brainstorming • Presentation • Interactive Lecture

Required teaching/learning resources: Nursing Procedures Manual

124 Topic 5.1: Tropical diseases/Communicable diseases

Desired Competencies Content outline Suggested approach/strategy

Sub Topic 5.1.1: Introduction to communicable diseases • Explain terms used in • Definitions of terms used in • Task learner to define terms used communicable communicable diseases in communication diseases diseases • Organisms and agents of disease • Lead a guided discussion on • Present the • Patterns of communicable diseases organisms , agents of diseases desired attitude • Management of communicable ,patterns and management of regarding the diseases communicable diseases principles of • The host and infection • Group learners to discuss the communicable • Principles of communicable diseases host and infection, principles diseases control control ,control and outbreaks of and approach to • Approach to outbreaks of communicable diseases outbreaks communicable diseases

Sub Topic 5.1.2: Measles • Explain the • Definition of Measles • Task learners to define measles epidemiology Measles • Epidemiology (spread) • Lead a guided discussion on • Present the desired • Types of Measles the epidemiology, types, clinical attitude regarding • Signs and symptoms of Measles features the management, • Management of different types • Group learners to discuss prevention and of Measles. and present management, control of Measles. • Complications of Measles complication and prevention of • Prevention and control. measles Sub Topic 5.1.3: Malaria • Definition of Malaria • Explain the epidemiology, • Task learners to define Malaria • Epidemiology (spread) transmission and the life • Lead a guided discussion on the • Transmission and life cycle of cycle of malaria. epidemiology, life cycle, clinical malaria • Present the desired features • Signs and symptoms of attitude regarding • Group learners to discuss Malaria the prevention and and present management, • Management of Malaria management of malaria complication and prevention of • Complications of malaria. Malaria • Prevention of Malaria

Desired Competencies Content outline Suggested approach/strategy

Sub Topic 5.1.4: Trypanosomiasis (sleeping sickness)

• Task learners to define • Definition of Trypanosomiasis trypanosomiasis • Epidemiology (spread) • Lead a guided discussion • Explain Trypanosomiasis • Signs and symptoms (in on the epidemiology, • Present the desired attitude stages) of Trypanosomiasis types, clinical features regarding the management, • Management of • Group learners to discuss prevention and control. Trypanosomiasis and present management, • Prevention and control of complication and trypanosomiasis prevention of trypanosomiasis

125 Sub Topic 5.1.5: Helminthic diseases (Intestinal worms) • Task learners to define Helminthic • Definition of Helminthic diseases • Explain the life diseases • Classifications of Intestinal worms. cycle of the various • Lead a guided • Epidemiology (spread) of various types of types of Intestinal discussion on intestinal worms. worms the classification, • Signs and symptoms of various types of • Present the desired epidemiology, types, intestinal worms attitude regarding clinical features • Management of various types of intestinal the prevention and • Group learners to worms control of intestinal discuss and present • Prevention and control of various types of worms. management, intestinal worms. complications • Complications and prevention of Helminthic diseases Sub Topic 5.1.6: Onchocerciasis (River blindness)

• Task learners to define • Definition of Onchocerciasis Onchocerciasis Lead a • Epidemiology (spread) of • Describe Onchocerciasis guided discussion on Onchocerciasis the, epidemiology, types, • Signs and symptoms of • Present the desired attitude clinical features Onchocerciasis regarding the prevention and • Group learners to discuss • Management of control of Onchocerciasis and present management, Onchocerciasis complications • Prevention and control of and prevention of Onchocerciasis Onchocerciasis

Desired Competencies Content outline Suggested approach/strategy Sub Topic 5.1.7: Schistosomiasis • Schistosomiasis • Task the learner to define • Epidemiology (spread) of schistosomiasis • Define Schistosomisis Schistosomiasis • Lead a guided • Present the desired • Signs and symptoms (in stages) of discussion on the attitude regarding the Schistosomiasis epidemiology ,clinical prevention and control of • Management of Schistosomiasis features ,management Schistosomiasis • Prevention and control of and prevention of Schistosomiasis schistosomiasis

Sub Topic 5.1.8: Elephantiasis (Bancroftian Filariasis)

• Explain • Task the learners to define • Definition of Elephantiasis Elephantiasis Elephantiasis • Epidemiology (spread) of Elephantiasis • Present the desired • Lead a guided discussion on • Signs and symptoms (in phases) of attitude regarding the epidemiology ,clinical Elephantiasis the management of features, management • Management of Elephantiasis Elephantiasis ,prevention and control of • Prevention and control of Elephantiasis. Elephantiasis

126 Sub Topic 5.1.9: Dracunculosis (Guinea worm) • Definition of dracunculosis • Epidemiology (spread) of • Task learners to define • Explain dracunculosis dracunculosis Dracunculosis • Present the desired • Signs and symptoms of • Lead a guided discussion on attitude regarding dracunculosis the epidemiology ,clinical the management and • Management of dracunculosis features, management control of dracunculosis • Prevention and control of ,prevention and control of dracunculosis Dracunculosis

Desired Competencies Content outline Suggested approach/strategy

Sub Topic 5.1.10: Typhoid Fever • Explain typhoid • Definition of Typhoid fever. • Task learners to define Typhoid fever • Epidemiology (spread) of typhoid fever • Present the fever • Group learners to discuss and desired attitude • Signs and symptoms of typhoid fever present the epidemiology , regarding the (in stages) clinical features, management. management and • Management of typhoid fever • Lead a guided discussion on control of typhoid • Complications of typhoid fever. the complication ,prevention fever • Prevention and control of typhoid and control fever Sub Topic 5.1.11: Dysentery • Definition of Dysentery • Describe Dysentery. • Types of Dysentery • Task learner to define • Present the desired • Epidemiology of different types of Dysentery attitude regarding Dysentery • Group learners to discuss the management, • Signs and symptoms and present the types, prevention and control • Management of the different epidemiology ,clinical features of Dysentery. types of Dysentery ,management ,prevention and • Prevention and control of the control of Dysentery different types of Dysentery. Sub Topic 5.1.12: Cholera • Task the learner to define • Describe cholera • Definition of Cholera Cholera • Present the desired • Epidemiology (spread) of the • Lead a guided discussion on attitude regarding the cholera the epidemiology ,clinical prevention and control • Signs and symptoms of cholera features, management of cholera. • Management of cholera ,prevention and control of • Prevention and control of cholera. cholera Desired Content outline Suggested approach/strategy Competencies Sub Topic 5.1.13: Brucellosis • Definition of brucellosis • Task the learner to define • Describe brucellosis • Epidemiology (spread) of the Brucellosis • Present the desired brucellosis • Group learner to discuss and attitude regarding • Signs and symptoms of brucellosis present the Epidemiology, the role of a Nurse • Management of brucellosis clinical features ,management in management of • Prevention and control of ,prevention and control of brucellosis brucellosis Brucellosis

127 Sub Topic 5.1.14: Ebola • Task the learner to define • Describe the • Definition of Ebola Ebola characteristics Ebola • Epidemiology (spread) of the Ebola • lead a guided discussion on • Present the desired • Types of Ebola the Epidemiology, Types, attitude regarding • Signs and symptoms of Ebola clinical features ,management, the prevention and • Management of Ebola prevention and control and control of Ebola • Prevention and control of Ebola complications of Ebola • Complications Sub Topic 5.1.15: Yellow Fever • Describe yellow • Definition of Yellow fever • Task the learner to define fever and its signs • Epidemiology (spread) of the Yellow Yellow fever and symptoms fever • lead a guided discussion on • Present the desired • Signs and symptoms of Yellow the Epidemiology, Types, attitude regarding fever clinical features ,management, the prevention and • Management of Yellow fever prevention and control and control of Yellow • Prevention and control of Yellow complications of Yellow fever fever fever • Complications

Sub Topic 5.1.16: Mumps (Parotiditis) • Epidemiology (spread) of the • Task the learner to define • Describe Mumps Mumps Mumps • Present the desired • Causes and predisposing factors • lead a guided discussion on attitude regarding the • Signs and symptoms of Mumps the Epidemiology, Causes prevention and control • Management of Mumps and predisposing factors’ of Mumps • Complications of Mumps clinical features ,management, • Prevention and control of Mumps prevention and control and complications of Mumps

Desired Competencies Content outline Suggested approach/strategy

Sub Topic 5.1.17: Chicken Pox • Definition of Chicken Pox • Describe Chicken • Task the learner to define • Epidemiology (spread) of the Pox. Chicken Pox Chicken Pox • Present the desired • lead a guided discussion on • Signs and symptoms of Chicken attitude regarding the Epidemiology, Types, Pox the prevention and clinical features ,management, • Complications of Chicken Pox control of Chicken prevention and control and • Management of Chicken Pox Pox complications of Chicken Pox • Prevention and control of Chicken Pox Sub Topic 5.1.18: Rabies • Describe Rabies • Definition of Rabies • Task the learner to define • Present the desired • Epidemiology (spread) of the Rabies attitude regarding the Rabies • lead a guided discussion on the prevention of Rabies • Signs and symptoms of Rabies Epidemiology, clinical features • Management of Rabies ,management, prevention and • Prevention and control of Rabies control and complications of Rabies

128 Core References: 1. Bloom, K. S. (2001) Toohey’s Medicine; A text book for students in health care professionals. 15th Edition. Churchill .UK 2. Hodgson, B. and Kizior, R. (2017) Sanders Nursing Drug handbook. Saunders USA. 3. Wood, C. (2008). Community Health. African Medical and Research Foundation. 4. Nordberg, E. (1999) Communicable diseases. 3rd Edition. African Medical and Research Foundation. 5. AMREF (1999). Communicable Diseases. A manual for health workers in sub-saharan Africa, 3rd edition (1999) Nairobi Kenya. 6. Chugh, S.N. (2009) Medicine for Nurses. 1st Ed. Jaypee Brothers. New Delhi, India.

129 Module: Providing Nursing Care III

Module Unit-CN3102: Guidance and Counselling Duration: 30 CH Credit Units: 2

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

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

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Group Discussion • Brainstorming • Presentation • Interactive Lecture

Required teaching/learning resources: Nursing Procedures Manual

130 Topic 5.2: Guidance and Counselling Desired Competencies Content outline Suggested approach/strategy Subtopic 5.2.1: Introduction to guidance and Counseling • Explain the importance of • Definition • Ask learners to define counseling and guidance • History of counseling counseling. • Present the desired • Qualities of a counselor • Lead a guided discussion on attitude regarding the • Types of counseling history, qualities and aims ability to counsel and • Aims of counseling counseling. guide clients • Approaches • Group learners to discuss • Roles of counselor approaches, roles and benefits • Benefits of counseling of counseling. Subtopic 5.2.2: Counseling procedures and techniques • Describe the process of counseling • Principles of • Lead a guided discussion on • Ability to carry out guidance and counseling & principles of counseling. counseling guidance • Lead learners through a role • Present the desired attitude regarding • Barriers of play on counseling process. the importance of counseling to an counseling individual • Counseling process

Subtopic 5.2.3: Communication in counseling • Describe communication in • Definition • Ask learners to define counseling process • Communication skills communication. • Ability to apply effective • Communication channels • Lead the learners through a communication skills during • Barriers to communication demonstration on applying counseling • Communication process effective communication • Present the desired attitude • Importance of communication skills in counseling process. regarding the importance of in counselling effective communication in counseling process Desired Competencies Content outline Suggested approach/strategy Subtopic 5.2.4: Group Counselling • Introduction to group • Ask learners to define • Explain the principles of group counseling group counseling and state counseling • Aims, objectives its importance, aims and • Ability to carry out group • Roles objectives. counseling • Group counseling skills • Lead the learners through • Present the desired attitude • Advantages of group a demonstration on group regarding group counseling counseling Vs individual counseling process. Subtopic 5.2.5: Ethical codes in counseling • Describe ethics in counseling • Ask learners to define • Ability to apply ethics in counseling sessions • Core value ethics and state ethical • Present the desired attitude regarding ethics • Ethical principles principles in counseling. in counseling Subtopic 5.2.6: Carry out Individual counseling • Counseling • Lead the learners • Ability to carry out individual counseling process(GATHER) through a role play on • Present the desired attitude regarding • Preparation for individual counseling the individual counseling counseling process process

131 Subtopic 5.2.7: Carry out group counseling • Ability to carry out group counseling • Preparation for group • Lead the learners • Present the desired attitude counseling through a role play regarding the group counseling • Counseling process using on group counseling (GATHER) process

Core References: 1. Amri.M. Ngatia.P & Mwakilisa .O, (1993) A guide for training teachers of health workers.: AMREF, Nairobi 2. Rajinikanth, A.M. (2010) Counseling Skills for Health Care Professionals. Jaypee Brothers Medical Publishers, New Delhi 3. Hough .M. (2010) Counseling Skills and Theory. 3rd Edition, Hodder Education. UK.

132 Module Unit-CN3103: Surgical Nursing (III)

Duration: CH: 60 CU: 4

Learning outcomes: By the end of this module unit, the student should be able to; • Manage patients with various conditions of ear, nose and throat (ENT), dental, oral, and eye. • Provide palliative care to terminally ill patients

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Group Discussion • Brainstorming • Presentation • Interactive Lecture

Required teaching/learning resources: Nursing Procedures Manual

133 Topic 5.3: Ear, Nose and Throat (ENT) Conditions Desired Competencies Content outline Suggested approach/strategy

Subtopic 5.3.1: Common Tumours of Ear, Nose and Throat (ENT) • Describe the common • Ask learners to define Adenoids, Definition of terms Adenoids, tumors of ear, nose and Nasalpolyps and peritonsillar Nasal Polyps and throat abscess. Peritonsillar Abscess. • Ability to provide nursing • Group learners to discuss causes, • causes care for a patient with clinical features and management • clinical features common tumors of ears, of patient with above common • Management. nose and throat. tumors and make presentation. Subtopic 5.3.2: Foreign bodies of Ear, nose and Throat (ENT) • Describe foreign bodies of the Ear, Nose and Throat • Definition of foreign body • Ability to identify equipment • Ask learners to define foreign • Causes for removal of foreign bodies body • clinical features of foreign in ENT • Display the equipment used for bodies • Present the desired attitude removal of foreign bodies and • Management of patients regarding the care given to task learners to identify them. with foreign bodies in ENT patient with foreign bodies in ENT Subtopic 5.3.3: Epistaxis

• Explain epistaxis • Definition of epistaxis • Ask learners to define epistaxis • Ability to care for patients • Causes of Epistaxis • Group learners to discuss causes, with Epistasis • Signs and symptoms of clinical features and management • Present the desired attitude Epistaxis of patient with Epistaxis and make regarding the care given to • Management of presentation. patient with Epistasis patients with Epistaxis

Topic 5.4: Conditions of Eyes Desired Competencies Content outline Suggested approach/strategy Subtopic 5.4.1: Conjuctivitis • Describe Conjuctivitis • Definition of Conjuctivitis • Ask learners to define • Ability to instill eye drops and • Causes of Conjuctivitis conjunctivitis. ointments • Signs and symptoms of • Group learners to discuss • Present the desired attitude Conjuctivitis causes, clinical features and regarding the roles of a nurse • Management of patients management of patient in eye care with Conjuctivitis with conjunctivitis and make • Complications presentation. Subtopic 5.4.2: Trachoma • Definition of Trachoma • Describe Trachoma • Causes of Trachoma • Ask learners to define • Ability to instill eye drops and • Signs and Symptoms of trachoma. ointments Trachoma • Group learners to discuss • Present the desired attitude • Management of patients causes, clinical features and regarding the roles of a nurse in with Trachoma management of patient eye care • Complications with trachoma and make • Preventive measures to presentation avoid trachoma

134 Subtopic 5.4.3: Stye • Definition of Stye. • Ask learners to define stye. • Describe the concept of Stye • Causes of stye • Group learners to discuss • Ability to care for a patient with • Signs and Symptoms of causes, clinical features and Stye a Stye management of patient with • Management of patients stye and make presentation with Stye Subtopic 5.4.4: Foreign Body in the eye • Ability to identify equipment • Display and explain equipment used for removal of a foreign • Equipment used for for removal of foreign bodies. body from the eye. foreign body removal • Task learners to identify the equipment.

Desired Competencies Content outline Suggested approach/strategy Subtopic 5.4.5: Eye trauma • Define trauma of the eye • Definition of eye trauma • Ask learners to define • Present the desired attitude • causes of eye trauma eye trauma. regarding the effects of • Signs and symptoms • Group learners to injury to the eye. • Nursing care discuss causes, signs • Complications and symptoms and • Prevention of eye trauma nursing care of patient with eye trauma and make presentation. Subtopic 5.4.6: Glaucoma

• Describe Glaucoma • Definition of glaucoma • Ask learners to define glaucoma. • Ability to list signs and • Signs and symptoms • lead learners through a guided symptoms discussion on signs and symptoms of glaucoma and referral Subtopic 5.4.7: Corneal Ulcer • Describe Corneal • Definition of Corneal Ulcer • Ask learners to define corneal Ulcer • Causes of Corneal Ulcer ulcers. • Present the desired • Signs and symptoms of Corneal • lead learners through a guided attitude regarding Ulcer discussion on causes, signs and the effects of • First aid Management of Corneal symptoms of corneal ulcers Corneal Ulcer to a Ulcer • First aid management and referral. patient Subtopic 5.4.8: Cataract

• Explain concept of • Definition of Cataracts Cataracts • Causes of Cataracts • -Ask learners to define cataracts. • Present the desired • Clinical features of • -lead learners through a guided attitude regarding the Cataracts discussion on causes, signs and role of a Nurse in caring • Management –pre and symptoms of cataract. for patients after the post operative care • - Nursing care patient with cataract. removal of Cataracts • Complications of Cataracts

135 Topic 5.5: Palliative Care Desired Competencies Content outline Suggested approach/strategy Subtopic 5.5.1: Palliative Care Principles • Ask learners to define palliative • Explain the Palliative Care care. Principles • Definition and introduction • Lead learners through a guided • Ability to care for a to Palliative care. discussion on principles of terminally ill patient • Importance of Palliative Care palliative. • Present the desired • Principles of Palliative Care • Group learners to discuss attitude regarding the • Stages of grief and loss stages of grief and loss and make aspects of the normal presentations processes of dying

Subtopic 5.5.2: Pain Management Principles in Palliative Care • Explain pain management principles in Palliative Care • Pain management • -Ask learners to define pain. • Ability to manage pain in a • Drugs used in pain • - Group learners to discuss terminally ill patient management principles of pain management • Present the desired attitude • Side effects of drugs and make presentations regarding the pain management used in palliative care principles Subtopic 5.5.3: Management of common symptoms in Palliative Care • Describe common symptoms in palliative care • Common signs and • Group learners to outline the • Ability to relieve symptoms in symptoms in Palliative care common signs and symptoms terminally ill patient • Management of symptoms in palliative care. in Palliative are

Desired Competencies Content outline Suggested approach/strategy

Subtopic 5.5.4: Psychosocial support to terminally ill patients

• How to • Describe the psychosocial support provide given to terminally ill patients • Guide learners through a discussion psychosocial • Ability to provide psychosocial about psychosocial care of a terminally care support ill. • counseling • Social care

136 Core References 1. Janice, L. H. and Cheever, K.H. (2017) Brunner and Saddath’s Textbook of Medical Surgical Nursing. 14th Ed. Wolters Kluwer. 2. Barbara, K. T. And Nancy, E. E. (2014) Introductory Medical-Surgical Nursing.11th Edition. Lippincott and William, London.

Other References 1. Colmer, M.R. (2008) Moroney’s Surgery for Nurses, 17th Ed. Church Hill, U.K. 2. Carpenito, L.J. (2014) Nursing Care Plans; Transitional patient and family centred care. 6th Edition. Wolters Kluwer/Lippioncott Williams, USA. 3. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer, Philadelphia, Newyork 4. Carpnito, L. T. (2017) Nursing Diagnosis application to clinical practice. 15th Edition. Wolters Kluwer

137 MODULE CN-3143: Maternal And Child Health (III)

MODULE UNIT-CN3104: Reproductive Health

Module Unit Decription This module covers key subjects in the management of integrated health services which include family planning, sexually transmitted infections (STI’s) and adolescent reproductive health services as well as emergency management of 2nd-3rd stages of labour and timely referrals. The student shall acquire knowledge and skills in the various health services within the clinical and community settings.

LEARNING OUTCOMES By the end of this module unit, the student shall be able to • state the pillars of safe mother hood • Assess clients for different family planning methods • Explain family planning services • Manage sexually transmitted infections using syndromic approach • Manage HIV/AIDs • Provide adolescent reproductive health services • Provide post –abortal care. • Manage a mother in 2nd and 3rd stage of labour.

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Group Discussion • Brainstorming • Presentation • Interactive Lecture

Required teaching/learning resources: Nursing Procedures Manual

138 5.6 Learning-Working Assignment: Management of Integrated Reproductive Health services Desired Competencies Content outline Suggested approach/strategy Subtopic 5.6.1: Review Anatomy and physiology of reproductive system

• Lead a guided discussion • Describe the anatomy and • Anatomy and physiology of on the review of Anatomy functions of the female the female reproductive. and Physiology of female reproductive organs. reproductive system Subtopic 5.6.2: Pillars of safe motherhood • Explain safe mother hood • Task the learners to define safe and its components. • Safe motherhood. hood • Pillars of safe motherhood. • Explain the pillars of safe • Present the desired attitude • Roles of; motherhood. regarding the importance of - Nurse • Lead a guided discussion on different roles contributed - husband the roles of a nurse, husband by the Nurse, husband and - community and community. community. Subtopic 5.6.3: Methods of family planning

• Communicate the family planning methods and use • Family planning. • Task learners to define family planning them effectively. • Methods of family • Group learners to discuss and present • Present the desired planning. the various methods of family planning attitude regarding of • Side effects of family • Lead a guided discussion on the side the relevance of family planning. effects of family planning planning methods in • Importance of family • Explain the importance of family controlling child birth planning. planning. and improving maternal health. Subtopic 5.6.4: Management of STIs/HIV/AIDs • Definition of; • Task learners to define STIs and HIV/ - STIs • Define the terms STIs/HIV/ AIDS - HIV/AIDs AIDs, clinical presentation • Group learners to discuss and present • Clinical presentations and its management. clinical presentation of STIs,HIV/AIDS of SITs, HIV and AIDs. • Present the desired attitude • Explain the management of STIs,HIV/ Management of STIs, regarding the importance AIDS HIV / AIDs. of management of STI/HIV/ • Lead guided discussion on preventive • Preventive and AIDs and its prevention. and supportive measures of STIs, HIV/ supportive measure AIDs. of STIs, HIV/AIDs.

139 Desired Competencies Content outline Suggested approach/strategy

Subtopic 5.6.5: Adolescent and reproductive health.

• Communicate to adolescents, their reproductive health and • Definition of problems. • Task the learners to define - Adolescence • Describe the management Adolescence and reproductive - Reproductive health and prevention of health • Problems faced by reproductive health • Group learners to discuss adolescents in relation to problems of the and present problems faced reproductive health. adolescents. by adolescents in relation to • Management and • Present the desired reproductive health Preventive measure of attitude regarding • Explain the management and the reproductive health the importance of preventive measures of reproductive problems. management and health problems prevention of reproductive health problems of the adolescents

Subtopic: 5.6.6: Adolescent friendly health services • Adolescent friendly • Communicate • Task the learners to define adolescence health services. adolescent friendly friendly services. • Types of adolescent health services and • Group the learners to discuss and friendly services providing the services. present of types of adolescent friendly • Adolescence health • Present the desired services. services. attitude regarding • Explain adolescent friendly services. • Provision of adolescents the relevance of the • Explain the provision of adolescent friendly health services. adolescent friendly friendly services. • Relevance of the reproductive health • Lead guided discussion on the adolescent friendly services. relevance of the adolescent friendly reproductive health services of reproductive health. services. Subtopic 5.6.7: Adolescent health and development. • Communicate • Developmental stages • Task the learners to describe the adolescent in adolescents. developmental developmental stages • • Stages in adolescence. and related issues. Subtopic 5.6.8: Post abortal care. • Describe post abortal • Post abortal care care, its management • Importance of post • Task learners to define post abortal and complications. abortal care care • Present the desired • Management of post • Explain post abortal care attitude regarding the abortal care. • Lead guided discussion on the importance of timely • Complication of post complications of post abortal care. post abortal care. abortion.

140 LWA 5.7: Emergency management of a mother in Second stage of labour.

Desired Competencies Content outline Suggested approach/strategy

PEX 5.7.1: Prepare to conduct 2nd stage of labour • Describe the required equipment used in the • Second stage of • Explain second stage of Labour. second stage of labour. labour. • Display and task learners to identify • Present the desired • Equipment for equipment for conducting second attitude regarding the conducting second stageof labour. conducting second stage stage of labour. of labour. PEX 5.7.2: Confirm second stage of labour and PEX:5.8.3: Conduct 2nd stage of labour

• Signs of second stage • Group the learners to discuss and • Explain the confirmatory of labour. present signs of second stage of labour. signs and conduct • Process of conducting • Demonstrate conducting second stage second stage of labour. second stage of of labour. labour.

LWA 5.8: Emergency management of a mother in 3rd stage of labour Desired Competencies Content outline Suggested approach/strategy

PEX5.8.1 Prepare to conduct 3rd stage of labour and PEX 5.9.2:Conduct 3rd stage of albour

• Describe the process of • 3rd stage of labour. • Explain 3rd stage of labour. 3rd stage of labour and • Management of 3rd • Demonstrate management of 3rd conduct it effectively. stage of labour. stage of labour.

Core References 1.Campell, A., Thomas, W., Yazbeck, M,A (2006) Reproductive Health, The Missing Millennium Gaol. International Bank for reconstruction and Development – USA 2.Lynna Y. Littleton, Gibbs, Joan C., Engebretson (2013); Maternity Nursing Care 2nd Edition, Cengage Learning; USA

Other References 1. Yazbeck, A. S, Campbell-white, A. and Merrick, T.W. (2006). The Missing Millennium Development Goal Poverty, Health, and Development in a Changing World. 1st Edition. World Bank Publications 2. Integrated reproductive health curriculum 3. National integrated reproductive health curriculum 4. Adolescent reproductive health curriculum 5. Dizme, M,F. MCopper, M, A.(2014) Myles Textbook for Midwives. 16th Edition. Churchill Livingstone, London. 6. UCMB (2015) nursing and midwifery procedure manual 2nd Edition Print innovations and publishers Ltd 7. Sweet, B.R. (2011) Mayes’s Midwifery: A textbook for Midwives. 14th Edition, Bailliere Tindall

141 Module: Managing Health Unit

Module Unit- CN 3105: Managing Health Unit (Lower Levels) Duration: 30 CH Credit Units: 2

Module unit description: This module unit shall cover the student’s aspects of health service management. This will help the student to gain skill, knowledge and attitude in the National health care, management of human and ward and customer care.

By the end of this module unit, the student shall be able to; • Participate in the day to day management of wards and lower level health units. • Be able to prepare business document. Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place. Occupational health, safety and environmental concerns to be observed: Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/ equipment/material, administer first aid, clean tools/equipment/environment, ergonomics (work posture)

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Interactive lecture • Group Discussion • Brainstorming • Presentation

Topic 5.9: The Uganda National Health Care System Desired Competencies Content outline Suggested approach/strategy Subtopic 5.9.1: The Uganda Health Sector • Definition of terms • Public sector • Ministry of Health • Demonstrate the • Regulatory bodies ability to identify • Task learners in groups to discuss • Private Sector the Uganda health the different regulatory bodies in • Private not for profit(PMFP) structures the health sector and present • Private for profit (PFP) • Present the desired • Describe the different health • Complimentary traditional attitude regarding service providers in Uganda and practitioners (CTP) various structures of how they are linked to deliver District health department the Uganda health health services Functions of DHT sector Lower level health facilities Functions of the lower level health facilities

142 Subtopic 5.9.2: Commonly used concepts in Health Service Management • Explain the concepts in Health Key terms in management health service • Outline to learners the key terms • Present the desired attitude management in health service management regarding the importance of health service management Subtopic 5.9.3: Leadership • Communicate the leadership • Definition • Conduct a guided discussion function at health facilities • Characteristics on leadership and explore the • Present the desired attitude • Functions of a different styles of leadership in regarding the characteristics and leader health service delivery functions of a leader. • Leadership style. Desired Competencies Content outline Suggested approach/strategy Subtopic 5.9.4: Sustainable Development Goals • Describe the Sustainable • Introduction development goals to sustainable • Outline the SDGs and discuss each • Present the desired attitude development goals • Task learners to discuss the SDGs regarding the importance of • Sustainable relating to health service delivery sustainable development goals. development goals

Topic 5.10: Human Resource Management Subtopic 5.10.1: Management roles in a health facility • Explain the management roles at • Definition of health facilities management • Task learners to define • Present the desired attitude • Function of management and its functions regarding the importance of management management roles Subtopic 5.10.2: Motivation • Carry out motivation of staff • Definition • Ability to motivate staff • Importance of • Guide a discussion on motivation • Present the desired attitude motivation and key motivators regarding the importance of • Ways of motivation motivating staff Subtopic 5.10.3: Delegation • Explain delegation in health • Definition of service management delegation • Guide a discussion on delegation, • Present the desired attitude • Principles spelling out its benefit in regarding the importance • Errors leadership of delegation in Nursing • Benefits of delegation management Subtopic 5.10.4: Conflict resolution • Carry out conflict management • Definition of conflict • Task learners to describe conflict in health facility • Sources of conflict and the different causes of • Present the desired attitude • Types of conflict conflict regarding the importance of • Conflict process • Task learners to come up with conflict management in wards • Conflict management ways of resolving conflicts

143 Subtopic 5.10.5: Team building • Ability to participate in • Introduction to team building team building activities • Strategies for team • Present the desired management attitude regarding the • Characteristics of groups importance of team • How groups affect individuals building • Nurse managers as team leaders Subtopic 5.10.6: Decision Making & Critical thinking. • Explain Decision making • Definition of • Outline the decision making process and critical thinking. Decision making to learners. Prepare a case involving • Present the desired attitude • Steps in Decision critical decision making and task learns regarding the role of a making process to critique it and prepare a write up nurse in decision making. • Critical thinking.

Topic 5.11: Ward management PEX: 5.11.1: Chair ward meeting • Ability to conduct meeting • Introduction • Group learners and task them • Present the desired attitude • Functions of meeting to role play as Chair of a ward regarding the importance of • Guidelines for conducting meeting meeting health setting meeting PEX: 5.11.2: Carry out Inventory • Definition • Explain inventory taking • Describe to learners what an • Importance of • Ability to carry out inventory inventory is inventory • Present the desired attitude • Task learns in groups to draw • Schedule for regarding carrying out inventory up an inventory inventory

Desired Competencies Content outline Suggested approach/strategy

PEX: 5.11.3: Prepare and Give ward report • Ability to prepare and • Definition give ward report • Present elements of a ward report • Importance of ward reports • Present the desired to learners • Types of ward reports attitude regarding • Task learner to prepare a ward • Procedure for writing a report the role of a nurse in report • Components of ward reports writing ward reports

Topic 5.12: Communication, customer care and public relations in health service delivery Subtopic: 5.12.1: Communication • Demonstrate the ability • Objectives of communication communicate effectively in • Communication process • Task learners to write health delivery • Types of communication prepare a memo • Present the desired attitude • Communication flow to a superior at the regarding the importance of • Barriers to effective workplace communication in health service communication delivery • Common communication tools

144 Subtopic: 5.12.2: Customer care • Ability to provide • Definition customer care • Ideal customer relations • Divide learners into groups • Present the desired • Customer relations objectives where in each group a role attitude regarding • Customer care tips play of customer/service the importance of • Customer care responsibilities provider is simulated customer care in health • Benefits of good customer care care delivery Subtopic: 5.12.3: Public relations in health service delivery • Ability to relate effectively with • Definition of public relations and Task learners to the public terms list good public • Present the desired attitude • Signs of good public relations relations efforts and regarding the importance of • Points that should not be adopted then lead a plenary public relations in health service in public relations discussion delivery. • Public relation skills

Desired Competencies Content outline Suggested approach/strategy

Subtopic: 5.12.4: Management of health facility Resources. • Ability to manage health • Management of; facility resources • space Task learners to outline key • Present the desired • Time resources at a health facility attitude regarding • Finance and discuss the importance of the role of a Nurse in • Material & Medicines each Management of health • Transport facility resources. • Infrastructure.

Core References

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

2. Rees W.David & Porter Christine (2008) Skills of Management . 6th Edition, Palgrave Macmillan

3. Julie Beardwell Tim Claydon (2007). Human resource management, a contemporary approach .5th Edition. FT Publishing International; UK

4. Robert .A. Paton and James Maccalman (2008) Managing change A guide to effective implementation. 3rd Edition

5. WHO (2002) On being in charge – A guide management in primary health care Geneva

6. MOH (2012) Management of medicines and health supplies 1st Edition

145 Module Unit-CN3106: Entrepreneurship Duration: CH: 30 CU: 2

Learning outcomes:

By the end of this module unit Students should be able to:

• Define Entrepreneurship and state the importance of Entrepreneurship to the nurse • Outline the characteristics and behaviours of an Entrepreneur • Indentify sources of business opportunities and think creatively • Marketing of health services • Utilise available opportunities to provide services in the health facility

Suggestions on organization of learning: The acquisition of competencies (skills, knowledge, and attitudes) described in this module may take place at a Nursing Training School provided all equipment and materials required for training are in place.

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

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

Preparations: Scheme of work, Lesson plan; Resource list (text books, charts, chalkboard)

Suggested teaching/learning methods • Interactive lecture • Group Discussion • Brainstorming • Presentation

Required teaching/learning resources: Anatomical Models Anatomical charts Simulated Presentations Text books

Nursing Procedures Manual

146 5.13 Topic: Entrepreneurship Desired Competencies Content outline Suggested approach/strategy Sub Topic 5.13.1: Introduction to Entrepreneurship • Explain the role • Definition of Entrepreneurship • Provide stories of successful entrepreneurship and entrepreneur brands and task learners to in economic • Meaning of entrepreneurship study and highlight key reasons development education for their success and make • Present the desired • Role of entrepreneurship in presentations attitude regarding economic development • Lead a discussion on benefits of the benefits of • Measures of promoting entrepreneurship Entrepreneurship entrepreneurship • Stages of entrepreurship process • Benefits of entrepreurship • Challenges of Entrepreneurship • Characteristics of an entrepreneur • Competence of an entrepreneur

Sub Topic 5.13.2: Entrepreneurship Skills

• Describe key the • Copying with change • Prepare and make a presentation Entrepreneurship Skills • Creativity on entrepreneurship skills and • Present the desired attitude • Innovation how to grow and develop them regarding the importance • Motivation in order to become a successful of Entrepreneurship skills • Risk taking entrepreneur • Business ethics Sub Topic 5.13.3: Business ideas

• Explain the factors affecting • Generation of business ideas. Task learners in groups to choice of business idea • Aspects to consider generate business ideas • Present the desired attitude when evaluating business and make presentations in regarding turning business opportunities plenary into business opportunity • Factors affecting choice of business ideas • Turning business idea into business opportunities • Reasons for successful businesses

Desired Competencies Content outline Suggested approach/strategy Sub Topic 5.13.4: Business Opportunities

• Communicate • Types of business opportunities • Task learners in groups types of business • Carry out bench marking for to identify business opportunities potential business opportunity opportunities and make • Present the desired • Financial viability study presentations in plenary attitude regarding • Determining profitability of • Guide learners to develop determination potential business a simple financial viability of profitability of assessment of a business potential business opportunity

147 Sub Topic 5.13.5: Types of business enterprises • Describe the types of • Description of the types • Make a presentation on the business enterprises. of enterprises different types of business • Present the desired attitude • Importance of insurance entities and the advantages and regarding the importance of businesses. disadvantages of each of business enterprises Sub Topic 5.13.6: Business competition • Describe different types • Types of competition • Task learners to discuss and of competition • Handling of competition present on the different types • Appreciation monitoring • Monitoring and evaluating of competition in the business and evaluating competition environment competition • Positive and Negative effects of Competition Sub Topic 5.13.7: Marketing health services • Explain marketing and the • Definition of • Make a presentation on the basic principles of marketing marketing principles in marketing • Present the desired attitude • Principles of regarding the importance of marketing marketing in the health services. • Communication and customer care

Core References 1. Stokes,D and Wilson, N. (2016). Small Business Management and Entrepreneurship,7th Edition Cengage 2. Kigenyi, F. D, (2008). Entrepreneurship Education for UACE & Colleges, 2nd Edition

Other References

1. Kirzner, M. (2015) Competition and Entrepreneurship. University of Chicago press.

2. Komunda .M. (2008), Principles of Marketing, 1st Edition, Mukono Bookshop Printing and Publishing Co. Ltd, Colline House, Plot 4 , Pilkington road . 3. Rowley .F. (1997). Focusing on Customer’s school of management Schlence Vol. 46. Nov. 2 PP 81-89 4. Fullerton, R.A. (1988) How Modern is Marketing? Marketing ‘s evolution and the myth of the production era”, Journal of Marketing, Vol. 52401 PP. 108 -25.

148 LIST OF PARTICIPANTS IN THE DEVELOPMENT OF TEACHER’S GUIDE

No. Name Title Organization

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

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

3. Kyefamu Alex Nurse Tutor Ntungamo Health Training Institute

Kiggundu Christine 4. Nurse/Midwife Mengo Hospital Namubiru Nsubuga Lira School of comprehensive Nursing 5. Sr. Genevive Aber J. Senior Health Tutor & Midwifery Abio Aniceta Arua School of Comprehensive Nursing 6. Principal Dramadri & Midwifery

Health Tutor/ Kibuli Muslim Health Hospital Training 7. Mbabazi Maureen Academic Registrar School- School of Nursing & Midwifery

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

9. Kyamulabi Sarah ACT. Principal Kiwoko School of Nursing & Midwifery

10. Birungi Joyce Principal Rakai Community School of Nursing

11. Catherine Kageni Resource person Salem Brotherhood Uganda

12. Kiprop Irene .Y. Examination Officer UNMEB

149 LIST OF PARTICIPANTS IN THE VALIDATION OF THE DRAFT TEACHER’S GUIDE Title of present Name Organization occupation Health Tutor/Academic Kagando School of Nursing & 1. Emilio Masereka Registrar Midwifery 2. Sr. Winnie Mueni Nursing Officer Kyatiri M.S.M.M.C Health Centre III 3. Kyefamu Alex Nurse Tutor Ntungamo Health Training Institute Kiggundu Christine 4. Nurse/Midwife Mengo Hospital Namubiru Nsubuga Lira School of comprehensive Nursing & 5. Sr. Geneviv Aber J. Senior Health Tutor Midwifery Abio Aniceta Arua School of Comprehensive Nursing 6. Principal Dramadri & Midwifery Kirabira Annet 7. Principal Kalungi School of Nursing & Midwifery Olivia 8. Opio Christine Tutor Nsambya N.M.T.S 9. Chemisto Sharifa Health Tutor IUIU School of Nursing &Midwifery

10. Sr. Grace Acan Tutor Lacor School of Nursing & Midwifery Catherine Betty Act. Commissioner Health 11. Ministry of Health Odeke Service (Nursing) 12. Susan Oketcho PIVES MoES – DES Senior Principal Nursing 13. Anne Wandera F.P Officer Resource Person National Curriculum Development 14. Benard Akol Curriculum Specialist Curriculum Sr, Mary Catherine 15. HTI/T Coordinator Uganda Catholic Medical Bureau Nakibonkeka 16. Mubeezi .P. Mary ETR Manager Uganda Nurses & Midwives Council

17. Nassuna Rebecca Ag. Registrar Uganda Nurses & Midwives Council Mary Innocent 18. Technical officer National Council of Higher Education Tumwesige

150 SUPPORT TO THE DEVELOPMENT PROCESS FUNDING USAID- Strengthening Human Resources for Health Activity/IntraHealth

CORDINATION OF THE PROCESS No. Name Title Organization

USAID’s Strengthening Human Resources 1 Dr. Vincent Oketcho Chief of Party for Health (SHRH) Activity, implemented by IntraHealth International

USAID’s Strengthening Human Resources 2 Mr. Stephen Ssebaggala Senior Advisor Training for Health (SHRH) Activity, implemented by IntraHealth International

USAID’s Strengthening Human Resources Program Officer Christine Alura for Health (SHRH) Activity, implemented 3 (Nursing & Midwifery) by IntraHealth International

FACILITATORS

No. Name Title Organization

1 Richard Basalirwa Process experts Skills Initiative Uganda

2 Deborah Asikeit Process experts Skills Initiative Uganda

151