PEMBA SCHOOL OF HEALTH SCIENCES
CURRICULUM OF NTA LEVEL FOUR, FIVE AND SIX FOR NURSING
LIST OF ABREVIATION
ADR – Adverse Drugs Reaction
ARV – Antiretroviral
BScN – Bachelor of Science in Nursing
CAS – Central Admission System
CBHC – Community Based Health Care
CCF- – Congenital Cardiac Failure
CORPs – Community Owned Resource Persons
CSEE – Certificate of Secondary Education
CVA – Cardio vascular Accident
DHMT – District Health Management Team
DSM – Diagnostic and Statistical Manual
EmOC – Emergency Obstetric Care
EPI – Expanded Programme of Immunization
FANC – Focused Antenatal Care
GDR – German Democratic Republic
GPA – Grade Point Average
HIMS – Health Information Management System
HIV – Human Immunodeficiency Virus
AIDS – Acquire Immune Deficiency Syndrome
ICD – International Classification of Diseases
ICN – International Council of Nurses
ICM – International Confederation of Midwives
ICT – Information Communication Technology
IMCI – Integrated Management of Childhood Illnesses
LSS – Life Saving Skill
MOH – Ministry of Health
MOHSW – Ministry of Health and Social Welfare
NCD – Non Communicable Disease
NACTE – National Council for Technical Education
NM – Nurse Midwives
NTA – National Technical Award
PEP – Post Exposure Prophylaxis
PHC – Primary Health Care
PSHS – Pemba School of Health Sciences
PMTCT – Prevention of Mother to Child Transmission
RN – Registered Nurse
RM – Registered Midwife
RCH – Reproductive and Child Health
SUZA- – State University of Zanzibar
TNMC – Tanzania Nursing and Midwifery Council
UNICEF – United National International Children’s Emergency Fund
UTI – Urinary Tract Infection
VCT – Voluntary Counseling Test
WHO – World Health Organization
ZAC – Zanzibar AIDS Commission
ZNMC – Zanzibar Nursing and Midwifery Council
EXECUTIVE SUMMARY
Pemba school of health and sciences reviewed the nursing curriculum leading to the award of ordinary diploma in nursing and midwifery. Adoption and implementation of the nation technical award (NTA) System is a mandatory requirement for technical training programme to be accredited by the National Council for Technical Education (NACTE).
The Ordinary Diploma in Nursing and Midwifery is a sex semester programme, which has been developed to suit the needs of the health sector. The first two semester is designed to the NTA level 4, while the 3rd and 4th semesters is for NTA level 5thfor technicians or certificate level when the 5th and 6th semesters are NTA level 6th equal to ordinary diploma . It is one of initiatives by the Government to modernize qualifications within the health sector based on the labour market demands, legal and professional needs that exist in our country .
Development of this programme is aimed at rewarding individual achievements in leaning and competence gained in a variety of different ways and contexts. The introduction of this programme is geared towards increasing productivity in training institutions, provide a climbing ladder for higher learning skills opportunities and competencies , and achieving more responsive education and training system, aligned with health sector employment needs.
The philosophy of NTA Nursing programme at level 6 is to provide for a fairly well developed ‘stairway’ that opens for further education with the possibility for moving around and within the NTA qualification framework and receive appropriate recognition, which is currently limited. It is thus intended for producing creative, innovative and flexible ordinary diploma nurse who will contribute in the national development schemes in the health sector by utilizing their competence-based skills.
This programme comprises a total of 30 Modules that are spread over six semesters. Each semester has 22 weeks which includes class study and clinical practice.
Students will be required to work in clinical areas under supervision as an important learning method and gaining hands on experience. They will write reports using practical/skill books noting clearly on what they will have learnt in their clinical practice.
The students will be exposed to research methodology and will be required to conduct mini research at the hospital, community or training institutions for which the findings will improve the quality of health care services. In addition students will also be placed at the community for community diagnosis to gain skills and gaps of the community based on health care system. These include cultural competence, diversity in nursing and midwifery care, life style, nutrition, school health programmers, communicable and non-communicable diseases.
- BACKGROUND INFORMATION
Pemba School of Health Sciences, Pemba, Zanzibar, Tanzania REG/HAS/160, Private institution with partial registration, Pemba. Its train nurses in order to produce adequate number of skilled and competent human resources to provide the much needed health services in Zanzibar. The training conducted in a manner that include competence in all aspects(theoretical and practical) to meet the requirements of the Nation Council for Technical Education (NACTE),Ministry of Health Zanzibar (MoHZ) and Midwives Council(ZNMC).
2.0 Programs Offered
Ordinary Diploma in nursing pre service for 3 years
Programme duration
The whole program has a total of 132 weeks of study, which are divided in six semesters. Forty four (44) week are set aside for theoretical training and 88 week are designed for clinical practice.
ABOUT US
………………………………………………………………………………………………
Pemba School of Health Sciences, established in 2015 as a constitute college of the Zanzibar polytechnic, prepares the most highly qualified health personnel for the Tanzania nation.
2.1. Our Mission
To deliver high quality and cost effective health related programs to students and other stakeholder through teaching, research, consultancy and outreach, advance professional growth and promote the health of the people of Tanzania and beyond
2.2 Our Vision
To be academic institution providing relevant world class education, research and service for sustainable development of Tanzania and the world.
2.3 Our Core Values
- Caring
- Integrity
- Diversity
- Advocacy
- Lifelong learning
- Research
- Participation and team spirit
0.3 Assurance
The office of quality assurance (Q A) is responsible for all collage system quality issues. The department oversees adherence to profession set standard, ethical issues and ensures that quality issues are main streamed all collage services and systems.
4.0 Academic profile
Pemba School of Health Sciences being an institute of higher learning focuses its resources and goal in provision quality of academic services. Equality all support services of Administration, Finance, ICT, Library and Procurement aim at insuring quality academic services. All academic staff member are expected to contribute to four academic goals namely:
- Teaching
- Research
- Publication
- Community engagement and outreach services
The department of Nursing has a secretary who is responsible for all department day to day Secretarial services and office management. Through the secretaries you should have access to the following:
- Office supplies
- Secretarial offices
- Access to all collage form and process like transport and allowances claims
- Information on collage committees and calendar of event
- Departmental record
0.5 Library
The library is one of the key departments in the students learning experience and is used by staff, student and general public.
Opening hours for the library are:
When collage is in session
Monday to Friday: 8:00am – 9:30pm
Saturday: 8.00a.m-12.00p.m
During Holidays
Public Holidays and Sundays
Closed
The Library has a membership that is categorized into the following:-
Staff: By virtue of being a bona fide staff member of PSHS
Students: By virtue of being a bona fide of PSHS
The Library is headed by the College Librarian
6.0 PSHS Systems
We have a number of web systems that can be used by both lecturers and students to assist in the learning process as well as systems that can be used by other members of staff to perform various administrative tasks.
6.1. STUDENT ACADEMIC REGISTER INFORMATION SYSTEM (SARIS)
SARIS stand for Student Academic Register Information System and it is a web system that can be used by students to create user accounts that will enable them to register for courses, view exam results, book accommodation and elect student body representatives amongst other function
6.2 CURRICULUM MANAGEMENT SYSTEM (CMS)
CMS stands for Curriculum Management System and is an online environment that provides materials to support teaching as well as learning. CMS can be used by lecturers to manage and plan teaching and students can use it to plan their studies as well as find the most up to date information related to their courses.
6.3 OPEN PUBLIC ACCESS CATALOG (OPAC)
OPAC stands for Open Public Access Catalog and it is a library solution that can assist with getting around the library instead of having to walk down aisles searching for where a book you’re interested in is located .Using OPAC, you’ll known whether or not a book you want is available in the library physically, or electronically.
2.0 PROGRAMME RATIONALE AND PHILOSOPHY
- Programme rationale
Nursing is a profession which goes together with scientific changes that occur in the world. Hence the Pemba School Of Health Sciences as a part and parcel of Health institute in Tanzania which has recognized by NACTE has to improve its academic standards to diploma level that will enable graduate to provide quality nursing care to individuals, family and community.
- Programme Philosophy
Philosophy describes set of values and beliefs that guide all leaning experiences of the curriculum. It is the basic foundation that directs all further planning, organization, implementation and evaluation of the curriculum. This programme is geared towards producing innovative, creative and flexible nurses who will cope with the dynamic changes of the profession, technology and socio-economic needs. We believe that.
- Nursing is concerned with services that take human into account as physiological, psychological and sociological organisms regardless to colour, race, and religion, social, political or economic status.
- The school of Nursing believes in the dignity and worth of man as an individual member of the family and a community. Man is a dynamic bio-psychosocial and spiritual being who responds to life experiences with potentials to learn, make decision and assume responsibility for his/her own health and self care needs.
- Society is a social structure of individuals and groups whose interaction results in the transmission of values, customs, norms and cultural beliefs that have implication for the provision of health care.
- Nursing profession is responsible for setting and maintaining standards for nursing practice in its commitments to the well-being of the people. The systematic use of the nursing process and holistic approach facilitates the student’ performance in decision making and accountability for his/her nursing care of a patient/client towards wellness or to peaceful dignified death.
- The professional nursing puts emphasis on stimulating students in analytical thinking seeks further learning, deepens his/her understanding and that of other people, makes individual, personal and professional judgments through the synthesis of knowledge gained from the physical, social and behavioral humanities and nursing sciences.
- Learning is an independents life long process which is manifested in change of behavior. The teaching and learning process includes the setting of objectives by the teacher and student’s the selection and evolution of learning experiences and appraisal of student’s progress.
- The acceptable approach in health Education is to involve and empower the community in identifying and solving their own health problems. Therefore, the notion of health experts imparting knowledge to the “ignorant” has to make way for a concept of true dialogue based on reciprocity. The main qualities of effective health education are perceptiveness, and ability to allow people speak, listen and to establish contacts without a preconceived agenda .Also be able to built trust and sensitize the community.
- Learning is a mental and physical activity, self active which results in changes of behavior through efforts brought about by the student him/herself.
4.2. Objectives
- Asses and plan the nursing care based on standard s of practice to the individuals, groups and community at large.
- Provide adequate knowledge, skills and attitude appropriate for nursing practice and to cope with the new trend scientific advancements.
- Proactive and emphasize evidence based care.
- Provide Reproductive Health Services to individuals, families and community during the pre-conception, ante-natal, post-natal periods including infertility and menopause/ pen pause.
- Encourage continuous learning and professional development in nursing.
- Collaborate with health care team member, stake- holders and other sectors to increase capacity in meeting the individual, family and community health needs.
- Utilize psychosocial knowledge, skills and attitude to change the community myths, rumors and misconception that influence health.
- Promote mental health in preventing,
treating, caring and rehabilitating mentally ill patients through involving the community.
- Utilize managerial and leadership skills in managing client/ patient and resources within working area.
- Utilize knowledge, skills and attitudes in preventing and controlling the spread of infections.
- Promote healthy living styles amongst the community members.
5.0 ADMISSION REQUIREMENTS
Admission to the programme will be open to candidates who have a minimum of certificate of Secondary Education Examination (CSEE). The following pre-requisite are essential for the candidate joining nursing course:
- Have completed form VI with at least two principal in science subject or form IV with 3 credits passes C biology ,C chemistry, C physics /mathematic and pass in English at ordinary level as an added advantage.
- Age from 18 years being male or female
- Must pass pre- entrance selection examination set by the (College of Health Sciences) Zanzibar
- Must undergo a Medical examination and revealed and revealed Medically
(Physical, mental and social) fit
- Mode of Application
Individuals who wish to be admitted into the nursing programme at the College of Health
Sciences should
– Fill the application form provided by the College to the specified requirements.
– Submit his/ her application from to the Nacte though cas and attach educational certificates or statement of result
5.2. Selection procedures
The selected candidates will be informed to join the course after the selection procedure of the NACTE
The student who has been selected to join the course of studies to school of nursing should report within note more than 15 days after the commencement of the study.
- PROGRAMME DURATION
- The whole programme has a total of 132 weeks of study, which are divided in six semesters. Forty four (44) weeks arrest aside for theory training and 88 weeks are designated for clinical practice (Ratio of theory to practice is 1:3). The Programme will last for 3 academic years divided into 6 semesters all of which must be attended.
- The first semester is meant to provide basic nursing knowledge, skills and appropriate attitudes to students. ALL modules are fundamental and are intended to build student’s knowledge, skills and appropriate attitude necessary for acquiring competence for the practice of nursing.
- The second semester is meant to consolidate knowledge and build technical and practical skills, consequently enable students to gain appropriate clinical exposure and the application of basic concepts in this field of study.
- The third semester is meant to expose students in clinical setting for more opportunities which will enable them practice clinical decision making skills, use scientific approaches in solving nursing problems and gains the nursing standards as required by the Zanzibar
Nurses and Midwives Council.
- The forth semester will be used to cement practical and problem solving skills of students while preparing them to more responsible in case they exit.
- The fifth and sixth semesters will prepare the students to acquire more scientific knowledge and skills in various nursing aspects. During these semesters students are expected to recognize the relationship between health and correlating social issues. The student will also learn different approaches in assessing community health problems and how to develop interventions.
- STUDY METHODS AND TEACHING AIDS
- Teaching methods
A range of study methods and approaches are utilized in both the fundamental modules and the clinical practice. These include lecture discussion, role play, group work, presentation, discussion, case studies, gallery walk, coaching, clinical nursing conference, supervised practice, simulation and demonstration brain storming, lecture, buzzing, mapping, project, tutorial, drama/games and LePSA.
7.2. The teaching aids
TV,DVD,VCD,C.D,LCD sets, sound projectors ,camera, charts and models, video camera, films, radio cassette, textbooks, journal, anatomical models, slide projector and slide, overhead projector and screen, computer with accessories, flip chart, bulletin boards, pointer, black board rules, marker pens, felt pens, camera, photocopier and flannel board, transparencies, chalk board, and skill laboratory
- ASSESSMENT PHILOSOPHY
The programme provides a sound and balanced training system with appropriate underlying principles of assessment as follows:
8.1 It enables students to focus in gaining the required competences and realizing the skills sought by employers of nurses and society;
8.2 It allows flexibility in response to changing health care need and the technological and scientific advancements; and
8.3 Provides opportunity and preparation for advancing to higher level of training.
9.0 OBJECTIVES OF ASSESSMENT
The main objective of assessment is to set a comprehensive system of measuring the achievement of the learning outcomes. It provides a yardstick for which the expected outcomes and benchmarking items are evaluated. This aspect has two major components, one for measuring performance and achievement while the other is for evaluating the achievement of the goal as well as ascertaining whether the teaching and learning processes are efficiently and adequately attained.
9.1. PRINCIPLES OF ASSESSMENT
Principally, assessment will:
- Reflect the aims and objectives of the overall programme.
- Be designed to assist student learning, in particular their development as self directed learners and the acquisition of essential nursing and midwifery skills.
- Be varied, to facilitate motivation and in recognition of the need to adopt approaches, which enable students to demonstrate that they have fulfilled learning objectives.
- Reflect progression through studying modules and semesters, with increasingly more complex assessment methods being associated with higher order skills.
9.2. ASSESSMENT METHODS
The following assessment methods will be used:
9.2.1 Assignments
The aim of assignments is to reinforce the learning process by involving the participation of the students in finding the solution to a give question or problem with require decision-making .They include tasks given to students apart from written tests and examination, e.g. case study so as to enhance self-development. Assignments may be administered in form of written work or practical exercises that are done individually or in a group.
9.2.2. Skills laboratory
Practical laboratory work is intended to allow the student to participate in undertaking a particular activity individually or in a group. The learner should demonstrate the ability to take observations and carry out basic nursing procedures. It generally reinforces the learning process and develops the learners practical ability
The MOH PSHS ZNMC and NACTE will provide for the required assessment instrument and decide upon the number of laboratory work clinical practice for given module in a semester.
9.2.3 Continuous assessment
The intention of continuous assessment is two measure the theoretical ability and practical performance of student. There will be a minimum of one written test for each module during a semester, which will be supervised by institutional tutor(s) for duration not lees then two (2) hours.
9.2.4. End of Semester Examinations
There shall be end of semester examination for each module, which shall be conducted for duration not exceeding three (3) hours (excluding practical examination), but not less than two (2) hours. Examination for all modules administered at the end of semester 1 and 3 shall be supervised by institutional tutors; while examination for modules administrated at the end of semester 2, 4 and 6 shall be externally supervised. The modalities will be those agreed jointly by the MOH/PSHS. ZNMC and NACTE.
9.2.5 Research practice
Research will be conducted during the fifth semester. The research shall be assessed by oral presentation and a report should be submitted by each student.
9.2.6. Community field practice
Community field practice shall be conducted during six semesters. The field practice shall be assessed by group presentation and individual report to be submitted by each student respectively.
9.2.7. Clinical Practice
Clinical practice will take place in all six semesters and it requires a minimum of 1860 hours. Clinical practice will be monitored and assessed through the use of record of practical institutions and experiences book and midwifery/ mental health care registers. In addition, oral presentations and demonstrations will be used to build and assess students’ acquisition of practical competence and appropriate attitudes.
10.0 REGULATION FOR EXAMINATION/ MANAGEMENT OF ASSESSMENT
10.1 Assessment and Evaluation
Assessment shall be based on the ability of the student to meet the declared as related task started in the curriculum course outline. There are:
- Continues (Progressive) assessment
- End of semester examination
- Continues Assessment
- There will be continues assessment in each module taught.
- The continuous assessment marks of each module will contribute 45% to each semester examination score.
10.1.2 Semester examination
- Semester examination mark will contribute 55% of total semester score in each module.
- The students obtaining less than 50% of the semester examination score in each module shall be considered to have failed the module in that semester.
- Any student who failed the module will do supplementary examination for that module.
10.1.3 Supplementary examination
- Any student who misses studies in the class and practical area for 21 days (140 hours) or more in a semester with justifiable reasons such as illness, family and official affairs will re-sit the semester.
- Any student who misses studies in the class and practical area for 21days (140 hours) or more in a semester without justifiable reasons such as illness, social and family matters will be discontinued from studies.
- Any student who is unable to sit or complete examination in a specified time with justifiable reason such as illness and family problem will be given a chance to sit the semester examination during supplementary examination.
10.2 Conduct of examination
- All examinations shall take place at the college. Under special circumstances and arrangements examination can be held outside the campus.
- All examinations shall take place at the time and venue published by the college.
- Invigilators shall ensure that examinations are conducted in accordance with college regulations.
- Student is eligible to sit for the semester examination after fulfilling the college requirements.
- Every student must attend at least 75% of the entire period of each semester allocated for the courses of study.
- Candidates must act in accordance with any instruction issued by an invigilator.
- Cheating or attempt to cheat, copying or attempt to copy is an offence. Unauthorized materials will not be allowed in the examination room. Candidates are allowed to bring with them, pen(s), pencil, compass boxes, calculator, ruler and rubber only. A legal action will be taken against any candidate who will be found quality of the offence.
- If the offence mentioned above will be committed, case shall be heard by disciplinary organ.
- A candidate who will be proven quality of that offence will be dismissed from the college. Re admission for such candidate will not be entertained until after the lapse of two year for the semester of dismissal.
- Any candidate, who will be found guilty and not satisfied with the decision of disciplinary organ, will have the right to appeal to the Appellate Committee of the College.
- Communication between candidates, or between a candidate and anyone other than an examiner or invigilator, is forbidden during an examination.
- Candidates are required to place their student identity card on their examination desks on such a manner that the invigilators may verify each candidate. Candidate failing to present their student card may be required by an invigilator to complete and sign an examination attendance form and be identified by the heads of departments of the course offered.
- All candidates must sign the attendance sheet before examination and on submission of examination paper.
- Candidates shall not be admitted into the examination room five minutes after the exam has started.
- A candidate found using unfair means during an examination might be required by invigilator to withdraw from the examination. In that event the invigilator shall send the candidate’s answer-book directly to the Course Coordinator, Chief Academic Officer or Principal under signed cheating form with details of the circumstance.
- A candidate whose conduct is in the view of an invigilator disturbing to other candidates and who persists in this conduct after receiving a warning from an invigilator shall be required to withdraw from the examination room. In that event the invigilator shall send the candidate’s answer-book directly to the Course Coordinator, Academic officer or Principal with full details of the circumstances.
10.3 Passing of semester examinations
10.2.1 A student will be considered to have passed the module if she/he scores 50% and above in all modules including continuous assessment and Endof Semester Examination.
10.2.2 For the student to pass an examination needs an overall average GPA of 2.0 or more in semester.
10.4 Failing of Examination
- A student who fails to attain 50% of the continuous assessment of any module shall not be allowed to attempt the semester examination.
10.2.3 A student is considered to be failed in a module, if he/she gets a score of below 50% in continuous assessment and Semester Examination.
10.2.4 A student who obtains an overall GPA less than 2.0 at the end of semester examination shall be discontinued from the studies.
10.2.5 Any student who obtains an overall GPA of 2.0 or more, but has failed any module shall be required to re-sit the module(s).
10.2.6 The student who fails the theory or practical examination for any module will be allowed to sit for supplementary examination not later than 4 weeks after the first attempt.
10.2.7 Any student who failed to re-sit module(s) shall be required to repeat the semester.
10.2.8 Any student who scored above 50% after supplementary examination shall be counted at 50% regardless the actual score.
- Any student who failed supplementary examination of semester I or II of NTA Level 6 shall be awarded a course transcript of NTA Level 5.
10.5 Condition for discontinuations.
10.2.9 Any candidate who is absent from a semester/Supplementary Examination without a written permission by the Principal/Chief Academic Offer shall be discontinued from the course.
10.2.10 Any candidate who has committed an offence under College Student regulations shall be dismissed from the College.
10.2.11 A candidate proved to have violated examination regulations or to have committed any act of dishonesty or gross indiscipline even if unrelated to academic matters shall be discontinued from the college.
10.2.12 A candidate discontinued from any course on academic performance shall not be re-admitted for the same course until after the lapse of two years.
10.2.13 Chief Examination Officer/or any other Academic staff authorized on this work soon after the Board of Academy Meeting shall publish the provisional results of candidates in every examination, but these results shall not be officially regarded as final until the College Governing Council confirms them.
10.6 Appeals against Examination Results
Candidates may be allowed to appeal against examination results under the following conditions:-
- Any appeal shall be lodged to the appeal committee by using appropriate forms, within 14 days from the date on which the results are official released. The filled form shall then put into the appeal committee of the college, so as to certify that an appeal has been lodged.
- All appeal should be accompanied by appeal fees, which is non-refundable (Tsh. 30,000).
10.7 Postponement of studies.
10.2.14 A student may be allowed to postpone her/his studies due to health problems supported by a medical officer’s certificate, or for any other reasonable cause, which on the eyes of the College Management seem to be strong enough to prevent one from pursuing studies effectively.
10.2.15. The postponement shall be for a semester or an academic year depending on the problem. The maximum period for a student to postpone his/her studies will be two academic years, however on the expiry of the first academic year a student must seek for a second postponement a fresh.
10.8 CONDITIONS FOR END OF SEMESTER EXAMINATION.
The learner should complete all modules successfully.
She/he should have met all of the requirements for end of semester examinations.
At the end of NTA Level 6 Semester II Examination exit, each candidate must have covered at 100% of:
Midwifery Practice
- 10 antenatal cares.
- PV examination: 10 normal and 5 abnormal cases.
- 10 normal deliveries.
- 5 abnormal deliveries.
- 10 new born.
- 10 post-natal care (5 within 24hrs and 5 during first or second visit).
- Research report (individual work)
- Community field work
- Community report (group work)
- Home visiting report (individual work)
- Mental health practice (10 cases)
- Schizophrenia: Catatonic I patient and Paranoid I patient.
- Affective disorders: Mania I patients and Depression I patient.
- Organic psychosis: Epilepsy I patients and Dementia I patient
- Neurosis I patients
- Substance abuse 2 patients.
- Children with disturbed behavior I patient.
10.9 EXAMINATION COMPONENTS CONTRIBUTION
Contribution of every component of the assessment to the final mark shall be as follows:
Continuous Assessment
Theory 20% (15% written test and 5% assignment)
Practical 25% (distribution as per each module)
Subtotal 45%
End of semester examination
Theory 20%
Practical 35%
Subtotal 55%
Grand total 100%
11.0 MINIMUM CREDIT REQUIREMENT
These levels have 30 modules, which are assigned a total of 360 credits.
11.1 MODULE CODING
The system of coding has adopted a combination of letters and numbers, which have specific meaning. For example Anatomy and Physiology module is coded as NM 04102 where:
NM – Represents the first two letters of the department “Nurse Midwife”
04 – Represents the respective NTA Level.
1 – Indicates the first semester in which the module is conducted.
02 – Represents the serial number to which a particular module is assigned in the respective department.
12.0 SCORE RANGES AND GRADING SYSTEM
Marks will be awarded out of 100 percent. The marks so obtained from different assessment components will be clustered and graded as follows:
S/N | SCORE RANGE | GRADE | DEFINITION |
1. | 75-100 | A | Excellent |
2. | 70-74 | B+ | Very good |
3. | 60-69 | B | Good |
4. | 50-59 | C | Satisfactory |
5. | 0-49 | F | Failure |
6. | – | I | Incomplete |
7. | 0 | Q | Disqualification |
13.0 GRADE POINT AVERAGE (GPA) COMPUTATION
For examinations conducted by school of Nursing results will be computed as follows:-
- A cumulative grade point average (cum GPA) for each candidate shall be computed by dividing the total number of grade points earned for all modules by the total number of credits for the award examined.
i.e. Cumulative GPA = Sum of (P×N)
Sum of N
Where P represents grade point assigned to a letter grade scored by the student in a module
N represents number of credits associated with module.
- The Grade Point Average (GPA) shall be computed and truncated to single decimal point.
14.0 AWARD CLASSIFICATION
- Grades for the different score ranges are assigned points as follows:
A 5
B+ 4
B 3
C 2
F 0
- The Grade Point Average (GPA) shall be computed from credits and grade weights and classified as shown below:
CLASS OF AWARD | CUMMULATIVE GPA |
First class | 4.4 – 5.0 |
Upper second class | 3.5 – 4.3 |
Lower second class | 2.7 – 3.4 |
Pass | 2.0 – 2.6 |
- Students shall be declared qualified after successful completion of all modules prescribed for this level.
- Achievement of a minimum cumulative Grade Point Average (GPA) equivalent to a pass.
- GPA shall be computed from grades achieved by students using the NACTE guidelines.
15.0 TEACHING PRESONNEL
Teachers/ Tutors for this programme will be required to have a qualification of at least one level higher than diploma.
Full time teachers/tutors with:-
- PhD Holder in Nursing and related field.
- MSc Degree in Nursing with teaching methodology and related field.
- MA Degree in Nursing with teaching methodology and related field.
- BSc Degree in Nursing with teaching methodology.
- BA Degree with Nursing Education.
- ADNE and any other specialization in nursing sciences.
Part time teachers/tutors
- Resource persons with specialty in relevant subjects.
- Preceptors/ Mentors/ Clinical Instructor with such skills.
- Registered Nurses/Midwives.
16.0 PROGRAMME MODULES
NTA Level 4 Semester 1 Modules
Code | Module title | Scheme of Study (Hours per week) | Credits Semester | ||||
Class | Tutorials | Practical | Assignment | Total hours | |||
NM 04 101 | Communication Skills | 2 | 0.5 | 2 | 0.5 | 5 | 11
|
NM 04 102 | Infection Prevention and Control incl. Microbiology | 2.5 | 1 | 6.5 | 1 | 11 | 16 |
NM 04 103 | Nursing Ethics and Practice 1 | 1 | – | 3 | 4 | 8 | |
NM 04 104 | Anatomy and Physiology | 8 | 1.5 | – | 1.5 | 11 | 21 |
NM 04 105 | Nutrition | 0.5. | – | 1 | 0.5 | 2 | 3 |
NM 04 106 | Information Management in Nursing | 1 | – | 1 | – | 2 | 4 |
SUB TOTAL | 15 | 3 | 13.5 | 35 | 35 | 63 |
Total hours / Week = 35
NTA Level 4 Semesters 11 Modules
Code | Module title | Scheme of Study (Hours per week) | Total Hours | Credits/ Semester | |||
Class | Tutorials | Practical | Assignments | ||||
NM 04 207 | Medical and Surgical Nursing 1 | 3 | 1 | 11 | 1 | 16 | 27 |
NM 04 208 | Pharmacology | 1.5 | – | 3 | 0.5 | 5 | 8 |
NM 04 209 | Nursing Ethics and Practical 11 | 2 | 0.5 | 7 | 0.5 | 10 | 16 |
NM 04 210 | Emergency Care | 1 | 0.5 | 2 | 0.5 | 4 | 6 |
SUB TOTAL | 7.5 | 2 | 23 | 2.5 | 35 | 57 |
Total hours/weeks=35
NTA Level 5 Semester 1 Modules
Code | Module title | Scheme of Study (Hours week) | Total hours | Credits Semester | |||
Class | Tutorials | Practical | Assignment | ||||
NM 05 111 | Health Education and Counseling | 0.5 | 0.5 | 1 | – | 2 | 4 |
NM 05112 | Midwifery 1 Inc. FANC | 3 | 1 | 7 | 1 | 12 | 20 |
NM 05 113 | Child Health incl. IMCI | 3 | 1 | 7 | 1 | 12 | 19 |
NM 05114 | Mental Health I | 2 | – | 6.5 | 0.5 | 9 | 14 |
SUB TOTAL | 8.5 | 2.5 | 21.5 | 2.5 | 35 | 57 |
Total hours/weeks=35
NTA Level 5 Semester 2 Modules
Code | Module title | Scheme of Study (Hours per week) | Total Hours | Credits Semester | |||
Class | Tutorial | Practical | Assignment | ||||
NM 05215 | Family planning | 1 | 1.5 | 0.5 | 3 | 5 | |
NM 05216 | Midwifery II | 2 | 0.5 | 6 | 0.5 | 9 | 15 |
NM 05217 | Communicable Diseases | 1.5 | – | 2 | 0.5 | 4 | 8 |
NM05218 | HIV and AIDS | 1 | 3 | – | 4 | 8 | |
NM05219 | Community Health incl. PHC | 2 | 5.5 | 0.5 | 8 | 15 | |
NM 05220 | Leadership and Management I | 2 | – | 4.5 | 0.5 | 7 | 12 |
SUB TOTAL | 11 | 1.5 | 22.5 | 2.5 | 35 | 63 |
Total hours/weeks=35
NTA Level 6 Semester 1 Modules
Code | Module title | Scheme of Study(Hours per week) | Total Hours | Credits Semester | |||
Class | Tutorial | Practical | Assignment | ||||
NM 06121 | Basic Parasitology and Entomology | 1 | 0.5 | 3 | 0.5 | 5 | 8 |
NM 06122 | Elementary Biochemistry | 1 | – | 2 | 0.5 | 3.5 | 6 |
NM 06123 | Elementary Epidemiology and Biostatistics | 2 | – | 5.4 | 0.5 | 7.9 | 14 |
NM 06124 | Medical Surgical Nursing II | 2 | 0.5 | 6.5 | 1 | 10 | 18 |
NM 06125 | Research Methodology | 1.5 | – | 6.1 | 1 | 16 | 14 |
SUB TOTAL | 7.5 | 1 | 23 | 3.5 | 35 | 60 |
Total hours/weeks=35
NTA Level 6 Semester 2 Modules
Code | Module title | Scheme of Study(Hours per week) | Total hours | Credits Semester | |||
Class | Tutorials | Practical | Assignment | ||||
NM 06226 | Midwifery III | 2 | 0.5 | 6 | 1.5 | 10 | 18 |
NM 06227 | Introduction to Teaching and Learning | 1 | 0.5 | 1 | 0.5 | 3 | 5 |
NM 06228 | Mental Health II | 2 | – | 9 | 1 | 12 | 20 |
NM 06229 | Leadership and Management II | 1.5 | 0.5 | 6.5 | 0.5 | 9 | 15 |
NM 06230 | Basic Entrepreneurship | 0.5 | – | 0.5 | – | 1 | 2 |
SUB TOTAL | 7 | 1.5 | 23 | 3.5 | 35 | 60 |
Total hours/weeks =35
Note: The assignment hours indicated above are for theory while hours for practical assignment will be deducted from the practical hours
16.1. Summary of the Modules
Code | Module | LEVEL 4 | LEVEL 5 | LEVEL 6 | |||
Semester I
| Semester II | Semester I | Semester II | Semester I | Semester II | ||
NM 04101 | Communication Skills | ||||||
NM 04102 | Infection Prevention and Control incl. Microbiology | ||||||
NM 014103 | Nursing Ethics and Practice I | ||||||
NM 014104 | Anatomy and Physiology | ||||||
NM 014105 | Nutrition | ||||||
NM 014106 | Information Management in Nursing | ||||||
NM 014207 | Medical and Surgical Nursing I | ||||||
NM 014208 | Pharmacology | ||||||
NM 014209 | Nursing Ethics and Practice II | ||||||
NM 014210 | Emergency Care | ||||||
NM 05 111 | Health Education and Counselling | ||||||
NM 05 112 | Midwifery I Incl. FANC | ||||||
NM 05 113 | Child Heath Incl. IMCI | ||||||
NM 05 114 | Mental Health I | ||||||
NM 0 5215 | Family planning | ||||||
NM 05216 | Midwifery II | ||||||
NM 05217 | Communicable Disease | ||||||
NM 05218 | HIV and AIDS | ||||||
NM 05219 | Community Health I incl.PHC | ||||||
NM 05220 | Leadership and Management I | ||||||
NM 06121 | Basic Parasitology and Entomology | ||||||
NM 06122 | Introduction to Biochemistry | ||||||
NM 06123 | Elementary Epidemiology and Biostatistics | ||||||
NM 06124 | Medical and Surgical Nursing II | ||||||
NM 06125 | Introduction to Research | ||||||
NM 06226 | Midwifery III | ||||||
NM 06227 | Introduction to Teaching and Learning | ||||||
NM 06228 | Mental Health II | ||||||
NM 06229 | Leadership and Management II | ||||||
NM 06230 | Basic Entrepreneurship |
17.0 CURRICULUM INFORMATION FOR LEVEL 4
17.1 Qualification : Basic Certificate in Nursing.
17.2 Purpose of Qualification
Attainment of the qualification will provide basic for progression to level 5.
17.3 Competence Descriptor
The holder of the qualification will be able to apply skills and knowledge at routine level under supervision of a licensed nurse as a learner.
17.4 Entry Requirements
As indicated in the preamble
17.6 Credits at this Level: 120
17.7 Cumulative Credits from Lowest Level: NIL
17.8 Maximum Number of Credit that Could be Considered From Lowest Level: NIL
17.9 Date the Qualification Standard was Last Reviewed: November 2013
18.0 TRAINING STANDARD
18.1 Principle Outcome, Credit Value and Assessment Criteria
SN | Principle Outcome | Credit | Assessment Criteria |
1. | Utilize basic Communication principles and techniques in provision of nursing care to patients/clients in collaboration with health professional /colleagues | 10 | · Communication is done in effective way taking into account, physical, emotional & cultural back ground of patient. · Clients are provided relevant information · Relevant technical terms are well explained to clients · Non-verbal and verbal languages correctly interpreted. · Reasons for patient’s visits are obtained and recorded. |
2. | Apply basic principles of Infection prevention and control (IPC) in health setting | 35 | · Different techniques of hygiene and sanitation correctly described and demonstrated · Different methods of waste disposal are well described and demonstrated · Procedure for cleaning and handling of equipment and instruments are described and · Adhered · Different micro-organisms causing diseases are correctly differentiated |
3. | Demonstrate awareness of nursing, ethical and legal principles in nursing practice | 8 | · Ethical and legal principles in nursing practice correctly described · Professional responsibilities elaborated and carried out |
Basic nursing procedures are correctly explained and performed | |||
4 | Apply concept and principles of basic sciences in providing nursing care to patients/ client | 40 | Knowledge and skills in counseling client/patient on nutrition correctly utilized Basic principle of drug administration are correctly applied |
5 | Utilize effectively the nursing process approaches in providing nursing care to patients with medical and surgical conditions including HIV/AIDS | 17 | Diagnostic procedure in different medical and surgical conditions are correctly identified. Approaches of medical and surgical asepsis correctly described and demonstrated. Observation skills correctly demonstrated and applied in identifying needs of medical and surgical conditions. |
6 | Demonstrate abilities of using the basic principles of records keeping in patient/ client care | 10 | Methods of record and keeping patients records are well recalled. Basic ICT applications are well described and demonstrated. Different ways of filling system are defined. |
19.0. Principal Outcome and Enabling Outcome
Principal Outcomes | Enabling Outcome |
1. Apply basic communication principles and technique in provision of nursing care to patients/clients and relatives in collaboration with other health care professionals | 1.1 Utilize the concepts of communication in nursing care.
|
1.2 Communicate appropriately with patients/clients, relatives and other staff members. | |
1.3 Demonstrate appropriate skills in receiving and giving feedback | |
2. Apply basic principles of Infection prevention and control (IPC) in health setting | 2.1 2.1 Differentiate types of microorganisms causing diseases.
|
2.2 2.2 Describe ways in which infection in transmitted within various settings.
| |
2.3 Utilize the principles of standard precautions in infection prevention and control in clinical setting.
| |
3. Demonstrate awareness of nursing, ethical legal principles in nursing practice. | 3.1Explain professional, legal and ethical issues relevant to nursing practice.
|
3.2 Describe the types of written and verbal confidential information maintained at work place. | |
3.3 Provide care which demonstrates sensitivity to the diversity of patients and client. | |
4. Apply concept and principles of basic sciences in providing nursing care to patients/clients. | 4.1 Utilize the basic concepts of anatomy and physiology in provision of care. |
4.2 Describe principle of drug administration and other therapeutic agents to patients/clients.
| |
4.3 Utilize knowledge and skills on nutrition in counseling client/patient. | |
5. Utilize effectively the nursing process approaches in proving nursing care to patients with medical and surgical conditions including HIV and AIDS | 5.1 Describe the basic concepts of nursing process in giving care to patients. |
5.2 Differentiate medical and surgical conditions in the provision of nursing care. | |
5.3 Comprehend measures for prevention and management of HIV and AIDS. | |
6. Demonstrate abilities of using the basic principles of record keeping in patient/client care. | 6.1 Describe different methods of keeping health records.
|
6.2 Describe legal implications of patient/client records.
| |
6.3 Utilize basic computer skills in managing health records. |
20.0 Enabling Outcomes and Sub-enabling Outcomes
Enabling Outcomes | Sub-Enabling Outcomes |
1.1 Utilize the concepts of communication in nursing care. | 1.1.1 Describe the components of communication process.
|
1.12 Explain the factors influencing communication. | |
1.1.3 Establish and maintain good relationship with patient/clients and coworkers. | |
1.2 Communicate appropriately with patients/clients, relatives and other staff. | 1.2.1 Identify various ways in which people communicate verbal and non-verbally.
|
1.2.2 Demonstrate proper use of verbal and non-verbal communication.
| |
1.2.3 Utilize listening, observing and questioning skills in clinical setting. | |
1.3 Demonstrate appropriate skills in receiving and giving feedback. | 1.3.1 Select and utilize appropriate ways of giving and receiving feedback. |
1.3.2 Give and receive feedback to patients/clients appropriately. | |
1.3.3 Describe factors influencing feedback in communication. | |
2.1 Differentiate types of microorganisms and parasites causing disease. | 2.1.1 Explain basic concepts of microbiology. |
2.1.2 Classify the various types of microorganisms causing diseases. | |
2.1.3 Explain basic concept of parasitology and entomology in relation to client care. | |
2.1.3 State the relationship between the parasite and host. | |
2.2 Describe ways in which infection is transmitted within various settings. | 2.2.1 Explain the mode of disease transmission. |
2.2.2 Describe the basic factors in prevention and control of infection. | |
2.2.3 Describe principles of disease prevention and control. | |
2.3 Utilize the principles of standard precautions in infection prevention and control in clinical setting.
| 2.3.1 Describe the principles of standard precaution in infection prevention and control. |
2.3.2 Perform hand washing before and after every procedure. | |
2.3.3 Select appropriate aseptic technique in clinical setting. | |
2.3.4 Use principles of disposing hazardous and non-hazardous material. | |
3.1 Explain professional, legal and ethical issues relevant to nursing practice. | 3.1.1 Describe history of Nursing worldwide, Tanzania and Zanzibar.
|
3.1.2 Describe the concepts and composition of Zanzibar Nurses and Midwives Council(ZNMC) | |
3.1.3 Explain the process used in nursing registration enrolment and licensure. | |
3.1.4 Explain the components of nursing ethics and etiquettes. | |
3.1.5 Explain the concepts of nursing profession. | |
3.1.6 Describe basic nursing procedure in health care setting. | |
3.2 Describe the types of written and verbal confidential information maintained at work place. | 3.2.1 Recognize moral conduct in working station. |
3.2.2 Demonstrate trust worthiness towards patients/clients. | |
3.2.3 Utilize the principles of confidentiality in rendering health services. | |
3.2.4 Observe patient and service provider rights. | |
3.2.5 Demonstrate abilities in maintaining professional qualities. | |
3.2.6 Describe basic nursing procedures in health care settings. | |
3.2.7 Describe the concepts of nursing process. | |
3.2.8 Utilize nursing process in providing care to client/patient. | |
3.3.1 Apply the principles and measures first aid in clients/patients/family care. | |
3.3.3 Provide care to clients/patients during disaster and emergency. | |
3.3.4 Participate with health team member in giving care. | |
4.1 Utilize the basic concepts of anatomy and physiology in provision of care. | 4.1.1 Describe basic anatomy and physiology of human body. |
4.1.2 Identify various parts of human body structure and functions. | |
4.1.3 Apply knowledge and skills in managing clients with minor anatomical and physiological functions of human body system. | |
4.2 Describe principle of drug administration and other therapeutic agents to patients/clients. | 4.2.1 Describe different routes used in drug administration. |
4.2.2 Describe the principle of drug administration. | |
4.2.3 Describe different classes of drugs/medications commonly used. | |
4.2.4 Identify the effects and side effects of common drugs. | |
4.2.5 Utilize mathematical principles in calculating drug doses. | |
4.3 Utilize knowledge and skills on nutrition in counseling client/patient. | 4.3.1 Explain common basic concept in nutrition. |
4.3.2 Utilize dietary pattern in serving meals to patient/clients. | |
4.3.3 Explain common nutritional deficiencies. | |
4.3.4 Educate clients/family members in planning a balance diet. | |
5.1 Explain the basic concepts of nursing process in giving care to patient. | 5.1.1 Describe the concepts of nursing process. |
5.1.2 Utilize nursing process in proving care to client/patient. | |
5.2 Differentiate medical and surgical conditions in the provision of nursing care. | 5.2.1 Provide care to patients with medical conditions. |
5.2.2 Provide care to patient with surgical conditions. | |
5.2.3 Provide care to patients/clients with common nutritional deficiencies. | |
5.3 Apply measures for prevention and management of HIV and AIDS | 5.3.1 Apply knowledge and skills in HIV and AIDS prevention. |
5.3.2 Provide appropriate care to HIV and AIDS Clients/patients. | |
5.3.3 Utilize principles of Post exposure Prophylaxis (PEP) in case of accidental exposure. | |
6.1 Explain different methods of keeping health records. | 6.1.1 Identify the different methods of keeping patients health records. |
6.1.2 Describe the tools used in keeping patients health records. | |
6.1.3 Describe the advantages and disadvantages of different methods of keeping health record. | |
6.2 Explain legal implications of patient/client records. | 6.2.1 Describe legal limitation in managing clients/patients medical records. |
6.2.2 Apply ethical principle of confidentiality in managing patients/clients records. | |
6.2.3 Explain legal limitations in managing patients/clients records. | |
6.3 Utilize basic computer skills in managing health records. | 6.3.1 Describe the basic concepts of computer application. 6.3.2 Organize health records using computer applications. |
6.3.3 Use computers in performing simple data analysis for planning and implementation of care. | |
6.3.4 Use HMIS (MTUHA) tools/computer software in organizing health records. | |
6.3.5 Utilize word/spreadsheets computer applications in producing report
|
20.4 Sub-enabling Outcomes, related Tasks, Assessment
20.4.1 Related tasks, Assessment criteria and assessment Instrument
Sub- enabling Outcomes | Related Tasks | Assessment Criteria | Assessment Instrument |
1.1.1 Describe the components of communication process | Define communication | Communication correctly defined | Continues assessment and end of semester examination |
Explain the components of communication process | The components of communication process correctly explained | Continues assessment and end of semester examination | |
Utilize the components of communication during patients/ client care | The components of communication during patients/ client care correctly utilized | Continues assessment and end of semester examination | |
1.1.2. Explain the factors influencing communication | Identify the factor influencing communication | Factors influencing communication correctly identified | Continues assessment and end of semester examination |
Explain factors influencing effective communication | Factors influencing effective communication correctly explained | Continues assessment and end of semester examination
| |
Explain the advantages of proper communication at work place | Advantages of proper communication at work place correctly explained | Continues assessment and end of semester examination
| |
1.1.3 Establish and maintain good relationship with patient/ clients and co workers | Explain the importance of good relationship with patient/ clients and co workers | The importance of good relationship with patient/ clients and co workers correctly explained | Continues assessment and end of semester examination
|
Explain the factors which create and maintain good relationship with patient/ client and co workers | Factors which create and maintain good relationship with patients/ clients workers correctly explained | Continues assessment and end of semester examination
| |
Utilize the steps of creating and maintaining good relationship (customer care) with patient / clients and co workers | Steps the creating and maintaining good relationship with patients/ clients and co workers correctly utilized | Continues assessment and end of semester examination
| |
1.2.2 Utilize listening, observing and questioning skills in clinical setting | Define listening, questioning and observing skills | Listening, questioning and observing skills correctly defined | Continues assessment and end of semester examination |
Explain the importance of good listening, questioning and observing skills | Importance of good listening, questioning and observing skills correctly defined | Continues assessment and end of semester examination | |
Demonstrate skills in listening, questioning and observation during communication | Skills in listening, questioning and observation during communication correctly defined demonstrated | Continues assessment and end of semester examination | |
1.2.3 Identify the various ways in which people communicate non verbally | List the cues of non verbal communication | Cues of non verbal communication correctly listed | Continues assessment and end of semester examination
|
Explain the importance of non verbal communication with patients/ client | Importance of non verbal communication with patients/ client correctly explained | Continues assessment and end of semester examination
| |
Interpret the non-verbal communication from patients/ clients | Non-verbal communication from patients/ clients correctly explained | Continues assessment and end of semester examination
| |
1.3.1 Select and utilize appropriate ways of giving and receiving feedback | Define the term of feedback in communication | Importance of using feedback in communication correctly explained | Continues assessment and end of semester examination
|
Explain the importance of using feedback in communication | Importance of using feedback in communication correctly explained | Continues assessment and end of semester examination
| |
1.3.2 Give and receive feedback to patients/ clients accordingly | Explain the principles of giving and receiving feedback | The principles of giving and receiving feedback correctly explained | Continues assessment and end of semester examination |
List the advantages of giving and receiving feedback of clients/patient | Advantages of giving and receiving feedback of clients/patient correctly listed | Continues assessment and end of semester examination | |||||
Utilize the principle of giving and receiving feedback | Principle of giving and receiving feedback correctly utilized | Continues assessment and end of semester Examination | |||||
1.3.3 Describe factors influencing feedback in communication | Explain the factors influencing effective feedback in communication | Factors influencing effective feedback in communication correctly explained | Continues assessment and end of semester Examination | ||||
Explain the barrios for feedback in communication | Barrios of feedback in communication correctly explained | Continues assessment and end of semester Examination | |||||
Utilize tips on how to overcomes barriers of feedback in communication | Tips on how to overcomes barriers of feedback in communication correctly utilized | Continues assessment and end of semester Examination | |||||
2.1.1 Explain basic concept of microbiology | Define the term microbiology | The term microbiology correctly defined | Continues assessment and end of semester Examination | ||||
Explain history of microbiology | History of microbiology correctly defined | Continues assessment and end of semester Examination | |||||
Explain the importance of microbiology | Importance of microbiology correctly explained | Continues assessment and end of semester Examination | |||||
2.1.2 Classify various types of microorganisms causing diseases | List different types of microorganisms | Types of microorganisms correctly listed | Continues assessment and end of semester Examination | ||||
Enumerate the characteristics of different micro-organisms | characteristics of different micro-organisms correctly enumerated | Continues assessment and end of semester Examination | |||||
Draw the different shapes of microorganisms | Different shapes of microorganisms are correctly drawn | Continues assessment and end of semester Examination | |||||
Explain the function of microorganisms | Function of microorganisms correctly explained | Continues assessment and end of semester Examination | |||||
2.2.1 Explain the mode of disease transmission | Explain the chain of infection process | The chain of infection process correctly explained | Continues assessment and end of semester Examination | ||||
Identify the routes of disease transmission | The routes of disease transmission correctly explained | Continues assessment and end of semester Examination | |||||
Explain the spread of infection | The spread of infection correctly explained | Continues assessment and end of semester Examination | |||||
Recognized the nosocomial infection | Nosocomial infection correctly recognized | Continues assessment and end of semester Examination | |||||
2.2.2 Utilize appropriate measures to break the cycle of infection transmission | Identify components of infection transmission cycle | The components of infection correctly identify | Continues assessment and end of semester Examination | ||||
Explain the ways of interrupting the transmission cycle | Ways of interrupting the transmission cycle correctly explained | Continues assessment and end of semester Examination | |||||
Explain disease transmission cycle | Disease transmission cycle correctly explained | Continues assessment and end of semester Examination | |||||
Utilize appropriate measures to break the cycle of infection transmission | Measure to break the cycle of infection transmission correctly utilized | Continues assessment and end of semester Examination | |||||
2.2.3 Describe the basic factors in the prevention and control of infection | List the source of infection | Sources of infection correctly listed | Continues assessment and end of semester Examination | ||||
Explain the body defense mechanisms | Body defense mechanisms correctly explained | Continues assessment and end of semester Examination | |||||
Explain the basic factors in the prevention and control of infection in hospital setting | The basic factors in the prevention and control of infection in hospital setting correctly explained | Continues assessment and end of semester Examination | |||||
2.2.4 Describe principles of disease preventing and control | List the principle and levels of disease prevention and control | Principles and levels of disease prevention and control correctly listed | Continues assessment and end of semester Examination |
Explain the principles and levels of disease prevention and control | Principles and levels of disease prevention and control correctly explained | Continues assessment and end of semester Examination | |
Utilize the principles and levels of disease prevention and control | Principles and levels of disease prevention and control correctly utilized | Continues assessment and end of semester Examination | |
2.3.1 Describe the principles of standard precaution of infection prevention and control | Define the term standard precaution | Term standard precaution correctly define | Continues assessment and end of semester Examination |
Explain principles of standard precaution of IPC | Principles of standard precaution of IPC correctly explained | Continues assessment and end of semester Examination | |
Explain purpose of having standard precaution in prevention and control of infection | Purpose of having standard precaution in prevention and control of infection correctly explained | Continues assessment and end of semester Examination | |
Utilize the principles of standard precaution in prevention and control of infection | Principles of standard precaution in prevention and control of infection correctly utilized | Continues assessment and end of semester Examination | |
2.3.2 Perform hand washing before and after every procedure | Define the term hand washing | The term hand washing correctly defined | Continues assessment and end of semester Examination |
Explain the importance of hand washing | Importance of hand washing correctly explained | Continues assessment and end of semester examination
|
Demonstrate various types of hand hygiene technique.
| Various types of hand hygiene correctly demonstrated. | Continuous assessment and end of semester examination | |||
2.3.3 Select appropriate principles of aseptic technique in clinical setting. | Define aseptic technique | Aseptic technique correctly defined | Continuous assessment and end of semester examination. | ||
Explain different types of aseptic technique
| Different types of aseptic technique correctly explained. | Continuous assessment and end of semester examination. | |||
Describe principles of aseptic technique in working area
| Principles of aseptic technique correctly described. | Continuous assessment and end of semester examination. | |||
Demonstrate the procedures of maintaining cleanliness in clinical settings
| Procedure for cleaning the clinical setting correctly demonstrated | Continuous assessment and end of semester examination. | |||
2.3.4 Use principles of disposing hazardous and non-hazardous materials | Define the terms hazardous and non-hazardous materials | Hazardous and non-hazardous materials correctly defined | Continuous assessment and end of semester examination.
| ||
List different types of hazardous and non-hazardous materials found in work place
| Different types of hazardous and non-hazardous materials correctly listed | Continuous assessment and end of semester examination. | |||
Explain the principles of hazardous and non-hazardous materials | Principles of hazardous and non-hazardous materials correctly explained | Continuous assessment and end of semester examination. | |||
Demonstrate principles of disposing hazardous and non-hazardous materials at working area | Procedure for disposing hazardous and non-hazardous materials correctly demonstrated | Continuous assessment and end of semester examination. | |||
3.1.1 Utilize legislation guidelines in providing nursing and midwifery care
| Describe legislation process | Legislation process correctly described | Continuous assessment and end of semester examination. | ||
Describe legal regulations and omissions in nursing and midwifery practice | Legal regulations and omissions in nursing and midwifery practice correctly described | Continuous assessment and end of semester examination. | |||
Explain the types of laws in nursing and midwifery | The types of laws in nursing and midwifery correctly explained | Continuous assessment and end of semester examination. | |||
Explain the meaning of accountability and consent | The meaning of accountability and consent correctly explained | Continuous assessment and end of semester examination. | |||
Explain the importance of accountability. | The importance of accountability correctly explained | Continuous assessment and end of semester examination. | |||
Demonstrate abilities in accountability
| Abilities in accountability correctly demonstrated | Continuous assessment and end of semester examination. | |||
3.1.2 Explain the concepts of Zanzibar Nurses and Midwives Council (ZNMC) | Define ZNMC | ZNMC correctly defined | Continuous assessment and end of semester examination. | ||
Explain the importance of ZNMC
| The importance of ZNMC explained correctly | Continuous assessment and end of semester examination. | |||
Explain the relationship between ZNMC and other health and educational councils
| The relationship between ZNMC and other health and educational councils correctly explained | Continuous assessment and end of semester examination. | |||
3.1.3 Explain the roles and functions of ZNMC
| Explain the roles of ZNMC | The roles of ZNMC correctly explained | Continuous assessment and end of semester examination. | ||
Explain the function of ZNMC | The function of ZNMC correctly identified | Continuous assessment and end of semester examination. | |||
Identify the members of the ZNMC | The members of ZNMC correctly identified | Continuous assessment and end of semester examination. | |||
Explain the different committee of ZNMC | The different committee of ZNMC correctly explained | Continuous assessment and end of semester examination. | |||
Explain the functions of different committee The functions of different committees correctly explained | Continuous assessment and end of semester examination. | ||||
Enumerate responsibilities of each level | Responsibilities for each level correctly enumerated | Continuous assessment and end of semester examination. | |||
3.1.5 Explain process used in nursing registration, enrolment and licensure | Define the terms registration, enrolment and licensure | The terms registration, enrolment and licensure correctly defined | Continuous assessment and end of semester examination. | ||
Explain the importance of registration, enrolment and licensure | The importance of registration, enrolment and licensure correctly explained
| Continuous assessment and end of semester examination. | |||
Explain the steps used in registration, enrolment and licensure in nursing profession | The steps used in registration, enrolment and licensure in nursing profession correctly explained | Continuous assessment and end of semester examination | |
3.1.6 Describe the components of nursing ethics and etiquettes | Define the terms nursing ethics and nursing etiquette
| The terms nursing ethics and etiquettes correctly defined | Continuous assessment and end of semester examination |
Explain the nursing ethics
| The nursing ethics correctly explained | Continuous assessment and end of semester examination | |
Explain the nursing etiquettes
| The nursing etiquettes correctly explained | Continuous assessment and end of semester examination | |
3.2.1 Recognize moral conduct in working station | Define the term moral conduct
| Term moral conduct correctly defined | Continuous assessment and end of semester examination |
Explain the moral issues in health care setting
| Moral conduct in health care setting correctly explained | Continuous assessment and end of semester examination | |
Adhere to the nurses moral conduct during practice
| Nurses moral conduct during practice correctly adhered to | Continuous assessment and end of semester examination | |
3.2.2 Demonstrate trust worthiness towards Patient/ clients | Explain the trustworthiness and its implication in nursing practice
| Trustworthiness and its implication Correctly explained | Continuous assessment and end of semester examination |
Practice openness during delivering of health care | Openness during delivery of health care correctly practiced
| Continuous assessment and end of semester examination | |
Demonstrate trustworthiness to patients /co workers during | Trustworthiness to patients/ co- workers | Continuous assessment and end of semester examination |
Care delivery | During care delivery correctly demonstrated | End of semester examination | |
3.2.3 Utilize the principles of confidentiality in rendering health services | Define the term confidentiality | Confidentiality correctly defined | Continuous assessment and end semester examination |
Explain the importance of patients confidential information properly | Importance of patients confidential information correctly explained | Continuous assessment and end semester examination | |
Practice confidentiality in health care services | Confidentiality in health care services correctly practiced | Continuous assessment and end semester examination | |
3.2.4 observe patients and service provider rights | Define patient’s right and service provider’s right | Patient’s right and client’s right correctly defined | Continuous assessment and end semester examination |
Explain patient’s right and service provider’s right | patient’s right and service provider’s rights correctly explained | Continuous assessment and end semester examination | |
Demonstrate ability to adhere to the patient rights and service provider’s right | The ability to adhere to the patient rights and service provider’s right correctly demonstrated | Continuous assessment and end semester examination | |
3.2.5 Demonstrate ability in maintaining professional qualities | Maintain the nursing ethics and etiquette | The nursing ethics and etiquette correctly maintained | Continuous assessment and end semester examination |
Explain the qualities of a good nurse | Qualities of a good nurse correctly explained | Continuous assessment and end semester examination | |
Practice and maintain qualities of a nurse | The good qualities of a nurse correctly practiced | Continuous assessment and end semester examination | |
3.3.1 Describe basic nursing procedures in health care settings | |||
3.3.2 Apply the principles and measures of First Aid in clients/ patients / family care | Define the terms commonly used in First Aid | The common terms used in first aid correctly defined | Continuous assessment and end of semester examination |
Identify the various tools/ equipment in first aid kit | Various equipment in the first aid kit correctly identified | Continuous assessment and end of semester examination | |
Explain principles of first aid | Principles of first aid correctly explained | Continuous assessment and end of semester examination | |
Explain principles of First Aid and kit in managing common accidents and injuries | Principles of first aid and kit in managing common conditions correctly utilized | Continuous assessment and end of semester examination | |
3.3.3 Provide care to clients /patients during disaster and emergency | Define disaster and emergence preparedness in nursing practice | Disaster and emergency preparedness in nursing correctly defined | Continuous assessment and end of semester examination |
Identify conditions which Require emergency nursing care | Conditions which Required emergency nursing care correctly identified | Continuous assessment and end of semester examination |
Apply skills of disaster and emergence preparedness in nursing practice | Skills of disaster and emergency preparedness in nursing practice correctly applied | Continuous assessment and end of semester examination | |||||
3.3.4 Participate with health team member in giving care | Identify health team members involved in rendering health services | Health team members involved in rendering health services correctly identified | Continuous assessment and end of semester examination | ||||
Explain the importance of having health team members
| Importance of having team members correctly explained | Continuous assessment and end of semester examination | |||||
Apply principles of team work in collaboration with other health workers | Principles of team work in collaboration with other health workers correctly applied | Continuous assessment and end of semester examination | |||||
4.1.1 Describe basic anatomy and physiology of human body | Define common terms used in anatomy and physiology
| Common terms used in anatomy and physiology correctly defined | Continuous assessment and end of semester examination | ||||
Describe the level structural organization of the body | Organization of the human body correctly identified | Continuous assessment and end of semester examination | |||||
Explain different human body systems | Different human body systems correctly explained | Continuous assessment and end of semester examination | |||||
Describe internal environment and homeostasis | Internal environment and homeostasis correctly described | Continuous assessment and end of semester examination | |||||
4.1.2 Identify various parts of human body structure and functions | Explain various body cavity and region | Various body cavity and region correctly explained | Continuous assessment and end of semester examination | ||||
Describe structure and functions of different human body system | The structure and functions of different human body system correctly described | Continuous assessment and end of semester examination | |||||
Describe the structure and functions sense organs | The structure and functions of sense organs correctly described | Continuous assessment and end of semester examination | |||||
4.1.3 Apply knowledge and skills in managing clients with minor anatomical and physiological functions of human body system | Identify common causes of anatomical and physiological dysfunctions of human body systems | Common causes of anatomical and physiological dysfunctions of human body systems correctly identified | Continuous assessment and end of semester examination | ||||
Demonstrate abilities in providing care to patients with minor anatomical and physiological dysfunctions of human body systems | Abilities in providing care to patients with minor anatomical and physiological dysfunctions of human correctly demonstrated | Continuous assessment and end of semester examination | |||||
4.2.1 Describe different routes used in drug administration | Explain basic terminologies used in drug administration | Basic terminologies used in drug administration correctly explained | Continuous assessment and end of semester examination | ||||
Differentiate drug administration routes
| Drug administration routes correctly differentiated | Continuous assessment and end of semester examination | |||||
Explain advantages and disadvantages of different drugs administration routes
| Advantages and disadvantages of different drugs administration routes correctly explained | Continuous assessment and end of semester examination | |||||
Identify abbreviation and symbols used in drug administration | Abbreviation and symbols used in drug administration correctly identified | Continuous assessment and end of semester examination | |||||
4.2.2 Describe the principle of drug administration | Identify the principles of drug administration | Principles of drug administration correctly identified
| Continuous assessment and end of semester examination | ||||
Explain the role of a nurse in drug administration | The role of a nurse in drug administration correctly explained | Continuous assessment and end of semester examination | |||||
Explain basic factors to consider in drug administration | Basic factors to consider in drug administration correctly explained
| Continuous assessment and end of semester examination | |||||
Describe safety measures in administering drugs | Safety measures in administering drug correctly described | Continuous assessment and end of semester examination | |||||
Perform safety measures in administering drugs | Safety measures in administering drug correctly performed. | Continuous assessment and end of semester examination | |||||
4.2.3 Describe different classes of commonly used drugs/medications | List commonly used antibiotics and chemotherapeutic agents | Commonly used antibiotics and chemotherapeutic agents correctly listed | Continuous assessment and end of semester examination | ||||
Differentiate drugs acting on various body systems | Drugs acting on various body systems correctly differentiated | Continuous assessment and end of semester examination | |||||
List anesthetics and their adjuncts | Anesthetics and their adjuncts correctly listed | Continuous assessment and end of semester examination | |||||
4.24 Identify the effects and side effects of common drugs | Define the terms effect and side effect | The terms effects and side effects correctly defined | Continuous assessment and end of semester examination | ||||
Explain the effects and side effects of common drugs | Effects and side effects of common drugs correctly explained | Continuous assessment and end of semester examination | |||||
Provide care to patients/client with common drugs side effect | Care of patients/clients with side effects of common drugs correctly provided | Continuous assessment and end of semester examination | |||||
4.2.5 Utilize mathematical principles in calculating drug doses | Establish validity of drug doses and dosage forms | Validity of drug doses and dosage forms correctly established | Continuous assessment and end of semester examination | ||||
Fill appropriate documents in relation to drug doses
| Appropriate documents in relation to drug doses | Continuous assessment and end of semester examination | |||||
Establish legal limitations and approval procedures of drug doses | Legal limitations and approval procedures of drug doses correctly established | Continuous assessment and end of semester examination | |||||
Describe units of measurements/weights | Units of measurements/weights correctly described | Continuous assessment and end of semester examination | |||||
Convert units of measurements/weights
| Units of measurements/weights correctly converted | Continuous assessment and end of semester examination | |||||
Perform enlarging or reducing calculations | Enlarging or reducing calculations correctly performed. | Continuous assessment and end of semester examination | |||||
Calculate amount of drugs for administration and frequency | Amount of drugs for administration and frequency correctly calculated | Continuous assessment and end of semester examination | |||||
Determine ratios/percentages of solids in liquid solution weight for volume (w/v) | Ratios/percentages of solids in liquid solution weight for volume (w/v) correctly determined | Continous assessment and end of semester examination | |||||
Determine ratios/percentages of liquid in liquid solution volume (v/v) | Ratio/percentages of liquid in liquid solution volume for volume (v/v) correctly determined | Continuous assessment and end of semester examination | |||||
4.3.1 Explain common basic concept in nutrition | Define the term of nutrition and nutrient | The terms nutrition and nutrient correctly defined | Continuous assessment and end of semester examination | ||||
Explain the importance of nutrients in body cells | Importance of nutrient in the body cells correctly explained | Continuous assessment and end of semester examination | |||||
Describe the essential types of food groups | Essential types of food groups correctly described | Continuous assessment and end of semester examination | |||||
4.3.2 Utilize dietary pattern in serving meals to patient/clients | Identify relevant nutritional needs to client/patient | Relevant nutritional needs to client/patient correctly identified | Continuous assessment and end of semester examination | ||||
Identify patients with special nutritional needs | Patients with special nutritional needs correctly identified | Continuous assessment and end of semester examination | |||||
Explain different dietary needs of patients/clients based on their health problem | Different dietary needs of patients/clients based on their health problem correctly explained | Continuous assessment and end of semester examination | |||||
Demonstrate abilities in serving meals to patient/clients based on their nutritional needs | Abilities in serving meals to patient/clients based on their nutritional needs correctly demonstrated | Continuous assessment and end of semester examination | |||||
4.3.3 Explain common nutritional deficiencies | Define common nutritional deficiencies | Common nutritional deficiencies correctly defined | Continuous assessment and end of semester examination | ||||
Explain common nutritional deficiencies | Common nutritional deficiencies correctly explained | Continuous assessment and end of semester examination | |||||
Explain causes of common nutritional deficiencies | Causes of common nutritional deficiencies correctly explained | Continuous assessment and end of semester examination | |||||
Provide care to patients with nutritional deficiencies | Care to patients with nutritional deficiencies correctly provided | Continuous assessment and end of semester examination | |||||
4.3.4 Educate clients/family members in planning a balanced diet | Explain the meaning of balanced diet | The meaning of balanced diet explained | Continuous assessment and end of semester examination | ||||
Identify clients’ available types of food | Available clients’ types of food correctly identified | Continuous assessment and end of semester examination | |||||
Involve client/family in planning balanced diet | Client/family in planning balanced diet correctly involved | Continuous assessment and end of semester examination | |||||
5.1.1 Describe the concept of nursing process | Define the term of nursing process | The term of nursing process correctly defined | Continuous assessment and end of semester examination | ||||
Explain the characteristics of nursing process | The characteristics of nursing process correctly explained | Continuous assessment and end of semester examination | |||||
Explain the steps of nursing process | The steps of nursing process correctly explained | Continuous assessment and end of semester examination | |||||
5.1.2 Utilize nursing process in providing quality care to patients/clients | Formulate the nursing diagnosis | The nursing diagnosis properly formulated | Continuous assessment and end of semester examination | ||||
Prioritize patient problems and needs then plan care | Patient problems and needs prioritized and care correctly planned | Continuous assessment and end of semester examination | |||||
Implement planned care | Planned care correctly implemented | Continuous assessment and end of semester examination | |||||
Evaluate care given to patient | Care given to the patient correctly evaluated | Continuous assessment and end of semester examination | |||||
5.1.3 | |||||||
5.2.1 Provide care to patients with medical conditions | Define common terms related to medical conditions | The common terms related to medical conditions correctly defined | Continuous assessment and end of semester examination | ||||
Explain different medical conditions | Different medical conditions correctly explained | Continuous assessment and end of semester examination | |||||
Provide care to patients with medical conditions | Care to patients with medical conditions | Continuous assessment and end of semester examination | |||||
5.2.2 Provide care to patients with surgical conditions | Define common term related to surgical conditions in nursing | The common term related to surgical conditions in nursing correctly defined | Continuous assessment and end of semester examination | ||||
Explain different surgical conditions | Different surgical conditions correctly explained | Continuous assessment and end of semester examination | |||||
Provide care to patients with surgical conditions | Care to patients with surgical conditions correctly provided | Continuous assessment and end of semester examination | |||||
5.2.3 Apply nursing process in providing care to patent with medical and surgical condition | Implement planned care | Planned care correctly implemented | Continuous assessment and end of semester examination | ||||
Evaluate care given to patient | Care given to the patient correctly evaluated | Continuous assessment and end of semester examination | |||||
5.3.1 Apply knowledge and skills in HIV and AIDS prevention | Identify mode of transmission of HIV and AIDS | Mode of transmission of HIV and AIDS correctly identified | Continuous assessment and end of semester examination | ||||
Identify risk factor in acquiring HIV and AIDS | Risk factor in acquiring HIV and AIDS correctly identified | Continuous assessment and end of semester examination | |||||
Utilize measures to prevent HIV and AIDS to patients, co-workers and self | Measures to prevent HIV and AIDS to patients, co-workers and self correctly utilized | Continuous assessment and end of semester examination | |||||
Utilize life skills in prevention of HIV and AIDS | Life skills in prevention of HIV and AIDS correctly utilized | Continuous assessment and end of semester examination | |||||
`
Provide appropriate care to HIV and AIDS Patients/clients | Provide information about adherence of ARV drugs | Information about adherence of ARV drugs correctly provided | Continuous assessment and end of semester examination |
Indentify opportunistic Infections in relation to HIV | Opportunistic infection in relations to HIV correctly identified | Continuous assessment and end of semester examination | |
Provide holistic care to patients/clients with HIV and AIDS | Holistic care to patients with HIV and AIDS properly provided | Continuous assessment and end of semester examination | |
5.3.3 Utilize principles of PPE in case accidental exposure | Identify the policy guidelines for reporting accidental exposure | Policy guidelines for reporting accidental and exposure | Continuous assessment and end of semester examinations |
Explain measures to be taken in care of accidental exposure | Measures to be taken in care of accidental exposure correctly explained | Continuous assessment and end of semester examination | |
Demonstrate measures of accidental exposure prevention by adhering to the set standard precaution | Measures of accidental exposure by adhering to the set of standard precaution correctly demonstrated | Continuous assessment and end of semester examination | |
6.1.1 Identify different methods of keeping health record | Differentiate between manual and electronic methods of record keeping | Manual and electronic methods of record keeping correctly differentiated | Continuous assessment and end of semester examination |
Demonstrate the advantages and disadvantages of manual and electronic record keeping | Advantages and disadvantages of manual electronic record keeping correctly described | Continuous assessment and end of semester examination | |
6.12 Describe the various tools used in keeping patient’s health record | Identify different forms used in keeping patients records | Different forms used in keeping patient records correctly identified | Continuous assessment and end of semester examination |
Practice filling of various tools used in medical record | Filling of various tools used in medical records correctly practiced | Continuous assessment and end of semester examination | |
Use computer application in keeping patient’s record | Computer application in keeping patient’s record correctly used | Continuous assessment and end of semester examination | |
6.1.3 Describe the advantages an and disadvantage of different methods of keeping patient’s health record | Enumerate the advantages of different methods of keeping patient’s health record appropriately | The advantages of different methods keeping patient’s health record appropriately correctly enumerated | Continuous assessment and end of semester examination |
Enumerate the disadvantages of different methods of keeping patient’s health record appropriately | The disadvantages of different methods of keeping patient’s health record appropriately enumerated | Continuous assessment and end of semester examination | |
6.1.4 Manage patient’s health record | Document health record according to legal and professional guidelines | Health record according to legal and profession guidelines correctly documented | Continuous assessment and end of semester examination |
Utilize patient health records in provision of nursing care | Patient health records in provision of nursing care correctly utilized | Continuous assessment and end of semester examination | |
6.2.1 Explain legal limitation in managing | Describe the legal importance of patients health record | Legal importance of patient’s health records correctly | Continuous assessment and end of semester examination |
Assessment criteria | Benchmarking | ||||
Satisfactory | Good | Excellent | |||
Communication defined correctly
| Has knowledge of defining communication | H as knowledge and understanding of defining communication | Has wide knowledge and understanding of defining communication | ||
The components of communication process explained correctly | Has knowledge of explaining components of communication process | Has knowledge and understanding of explaining components of communication process | Has wide knowledge and understanding components of communication process | ||
The components of communication are utilized properly during patient/ client care | Has knowledge of utilizing components of communication process during patient /client care | Has knowledge and understanding of utilizing components of communication process during patient/client care | Has wide knowledge and understanding of the components of communication process during patient/client care | ||
Factors influencing communication identified correctly | Has knowledge of identifying factors influencing communication | Has knowledge and understanding of identifying factors influencing communication | Has wide knowledge and understanding of factors influencing communication | ||
Advantages of proper communication at work place correctly explained | Has knowledge of explaining advantages of proper communication at work place | Has knowledge and understanding of explaining advantages of proper communication at work place | Has wide knowledge and understanding of advantages of proper communication at work place | ||
The importance of good relationship with patient/client and co-workers correctly explained | Has knowledge of explaining importance of good relationship with patient/client and co-workers | Has knowledge and understanding of explaining the importance of good relationship with patient/client and co-workers | Has wide knowledge and understanding of the importance of good relationship with patient/client and co-workers | ||
Factors which create and maintain good relationship with patient/client and co-workers clearly explained | Has knowledge of explaining factors which create and maintain good relationship with patient/client and co-workers | Has knowledge and understanding of explaining factors which create and maintaining good relationship with patient/client and co-workers | Has wide knowledge and understanding of factors which create and maintain good relationship with patient/client and co-workers | ||
Steps of creating and maintaining good relationship with patient/client and co-workers correctly utilized | Has knowledge of explaining steps of creating and maintaining good relationship with patient/client and co-workers | Has knowledge and understanding of explaining steps of creating and maintaining good relationship with client/patient and co-workers | Has wide knowledge and understanding of explaining steps of creating and maintaining good relationship of client/patient and co-workers | ||
Verbal and non-verbal communication correctly explained | Has knowledge of explaining verbal and non-verbal communication | Has knowledge and understanding of explaining verbal and non-verbal communication | Has wide knowledge and understanding of verbal and non-verbal communication | ||
Advantages and disadvantages of verbal and non-verbal communication correctly explained | Has knowledge of explaining advantages and disadvantages of verbal and non-verbal communication | Has knowledge of and understanding of explaining advantages and disadvantages of verbal and non-verbal communication | Has wide knowledge and understanding of explaining advantages and disadvantages of verbal and non-verbal communication | ||
Verbal and non-verbal communication with patient/client and co-workers correctly utilize | Has knowledge of utilizing verbal and non-verbal communication with patient/client and co-workers | Has knowledge and understanding of utilizing verbal and non-verbal communication with patient/client and co-workers | Has wide knowledge and understanding of utilizing verbal and non-verbal communication with patient/client and co-workers | ||
Listening and questioning and observing skills correctly defined | Has knowledge of defining listening, questioning and observation skills | Has knowledge of defining listening, questioning and observation skills | Has wide knowledge and understanding of listening, questioning and observation skills | ||
Importance of good Listening, questioning and observing skills correctly explained | Has knowledge of explaining Importance of good Listening, questioning and observation skills | Has knowledge and understanding of explaining Importance of good Listening, questioning and observation skills | Has wide knowledge and understanding of Importance of good Listening, questioning and observation skills | ||
Skills in Listening, questioning and observation during communication correctly demonstrated | Has knowledge of skills in Listening, questioning and observation during communication | Has knowledge and understanding of skills in Listening, questioning and observation during communication | Has wide knowledge of using of skills in Listening, questioning and observation during communication | ||
Cues of non-verbal communication correctly listed | Has knowledge of listing cues of non-verbal communication | Has knowledge and understanding of listing cues of non-verbal communication | Has wide knowledge and understanding of listing cues of non verbal communication | ||
Importance of non-verbal communication correctly explained | Has knowledge of explaining the Importance of non-verbal communication | Has knowledge and understanding of explaining the Importance of non-verbal communication | Has wide knowledge and understanding of explaining the Importance of non-verbal communication | ||
Non-verbal communication from patients correctly interpreted | Has knowledge of interpreting non-verbal communication from patients | Has knowledge and understanding of interpreting non-verbal communication from patients | Has wide knowledge and understanding of interpreting non-verbal communication from patients | ||
The term feedback correctly defined | Has knowledge of defining the term feedback | Has knowledge and understanding of defining the term feedback | Has wide knowledge and understanding the term feedback | ||
Importance of using feedback in communication correctly explained | Has knowledge of explaining the Importance of using feedback in communication | Has knowledge and understanding of explaining the Importance of using feedback in communication | Has wide knowledge and understanding of explaining the Importance of using feedback in communication | ||
The principles of giving and receiving feedback correctly explained | Has knowledge of explaining principles of giving and receiving feedback | Has knowledge and understanding of principles of giving and receiving feedback | Has wide knowledge and understanding of principles of giving and receiving feedback | ||
Advantages of giving and receiving feedback to patients/clients correctly listed | Has knowledge of listing the advantages of giving and receiving feedback | feedback Has knowledge and understanding of listing the advantages of giving and receiving | Has wide knowledge and understanding of listing the advantages of giving and receiving feedback | ||
Principles of giving and receiving feedback correctly utilized | Has knowledge of utilizing the principle giving and receiving feedback | Has knowledge and understanding of utilizing the principle giving and receiving feedback | Has wide knowledge and understanding of utilizing the principle giving and receiving feedback |
Factors influencing effective feedback in communication correctly explained | Has knowledge of explaining factors influencing effective feedback in communication | Has knowledge and understanding of explaining factors influencing effective communication | Has wide knowledge and understanding of factors influencing effective in communication |
Barrier of feedback in communication correctly explained | Has knowledge of explain barriers of feedback in communication | Has knowledge and understanding of explain barriers of feedback in communication | Has wide knowledge and understanding of barriers of feedback in communication |
Tips on how to overcome barriers of feedback in communication correctly utilized | Has knowledge of utilizing tips on how to overcome barrier of feedback in communication | Has knowledge and understanding of utilizing tips on how to overcome barrier of feedback in communication | Has wide knowledge and understanding of tips on how to overcome barrier of feedback in communication |
The term microbiology correctly defined | Has knowledge of defining microbiology | Has knowledge and understanding of defining microbiology | Has wide knowledge and understanding of defining microbiology |
History of microbiology correctly explained | Has knowledge explain history of microbiology | Has knowledge and understanding of history of microbiology | Has wide knowledge and understanding of history of microbiology |
Importance of microbiology correctly explained | Has knowledge of explain the importance of microbiology | Has knowledge and understanding of importance of microbiology | Has wide knowledge and understanding of importance of microbiology |
Types of microorganisms correctly listed | Has knowledge of listing types of microorganism | Has knowledge and understanding of listing types of microorganism | Has wide knowledge and understanding of types of microorganism |
Characteristics of different microorganisms correctly | Has knowledge of enumerating characteristics of different microorganism | Has knowledge and understanding of enumerating characteristics of different microorganism | Has wide knowledge and understanding of characteristics of different microorganism |
Different shapes of microorganisms are drawn correctly | Has knowledge of drawing different shapes of microorganisms | Has knowledge and understanding of drawing different shapes of microorganisms | Has wide knowledge and understanding of drawing different shapes of microorganisms |
Functions of microorganisms correctly explained | Has knowledge explaining functions of microorganisms | Has knowledge and understanding of explaining functions of microorganisms | Has wide knowledge and understanding functions of microorganisms |
The chain of infection process explained correctly | Has knowledge of explaining the chain of infection process | Has knowledge and understanding of explaining the chain of infection process | Has wide knowledge and understanding chain of infection process |
The routes of disease transmission correctly identified | Has knowledge of identifying the routes of disease transmission | Has knowledge and understanding of identifying the routes of disease transmission | Has wide knowledge and understanding of the routes of disease transmission |
The spread of infection correctly explained | Has knowledge of explaining the spread of infection | Has knowledge and understanding of explaining the spread of infection | Has wide knowledge and understanding of the spread of infection |
Nosocomial infection properly organized | Has knowledge of recognized nosocomial infection | Has knowledge and Understanding of recognizing nosocomial infection | Has wide Knowledge and understanding nosocomial infection |
The component of infection identified correctly | Has knowledge of identifying the component of infection transmission cycle | Has knowledge and understanding of identifying the component of infection cycle | Has wide knowledge and understanding component of infection cycle |
Ways of interrupting the transmission cycle correctly explained | Has knowledge of explaining ways of interrupting the transmission cycle | Has knowledge and understanding explaining ways of interrupting the infection cycle | Has wide knowledge and understanding ways of interrupting the infection cycle |
Measure to break the cycle of infection transmission properly utilized | Has knowledge of utilizing the measure to break the cycle of infection transmission | Has knowledge and understanding of utilizing the measure to break the cycle of infection transmission | Has wide knowledge and understanding the measure to break the cycle of infection transmission |
Sources of infection correctly listed | Has knowledge of listing sources of infection | Has knowledge and understanding listing sources of infection | Has wide knowledge and understanding sources of infection |
Body defense mechanisms correctly explained | Has knowledge of explaining body defense mechanisms | Has knowledge and understanding of explaining body defense mechanisms | Has wide knowledge and understanding of explaining body defense mechanisms |
The basic factor in prevention and control of infection in hospital setting correctly explained | Has knowledge of explaining the basic factor in prevention and control of infection in hospital setting | Has knowledge and understanding of explaining the basic factor in prevention and control of infection in hospital setting | Has wide knowledge and understanding the basic factor in prevention and control of infection in hospital setting |
Principles and levels of disease prevention and control correctly listed | Has knowledge of listing the principles and levels of disease prevention and control | Has knowledge understanding of listing the principles and levels of disease prevention and control | Has wide knowledge and understanding the principles and levels of disease prevention and control |
Principles and levels of disease prevention and control correctly explained | Has knowledge of explaining the principles and levels of disease prevention and control | Has knowledge and understanding of the principles and levels of disease prevention and control | Has wide knowledge and understanding principles and levels of disease prevention and control |
Principle and level of disease prevention properly utilized | Has knowledge of utilizing principles and level disease prevention | Has knowledge and understanding of utilizing principles and level of disease prevention | Has wide knowledge and understanding principles and level of disease prevention |
Principles of standard precautions in prevention and control of infection correctly utilized | Has knowledge of utilizing principles of standard precaution in prevention and control of infection | Has knowledge and understanding of utilizing principles of standard precaution in prevention and control of infection | Has wide knowledge and understanding principles of standard precaution in prevention and control of infection |
The term, had washing correctly defined | Has knowledge of defining the term hand washing | Has knowledge and understanding of defining the term hand washing | Has wide knowledge and the term hand washing |
Importance of hand washing correctly explained | Has knowledge of explained importance of hand washing | Has knowledge and understanding of explained importance of hand washing | Has wide knowledge and understanding importance of hand washing |
Hand washing | Has knowledge of | Has knowledge and | Has wide |
Procedure properly demostrated | Demostrating hand washing procedure | Understand of demonstrating hand washing procedure | Knowlagde and understanding hand washing procedure |
Aseptic technique defined correctly | Has knowledge of defining aseptic techniques | Has knowledge and understanding of defining aseptic techniques | Has wide knowledge andf understanding aseptic techniques |
Different types of aseptic technique correctly explaimed | Has knowledge of defining aseptic techniques | Has khnowladge and understanding of explaining different types of aseptic techniques | Has khnowladge and understanding of explaining different types of aseptic techniques |
Principles of aseptic technique are correctly described | Has knowledge of descrbing principles of aseptic techniques | Has wide khnowladge and understanding principles of aseptic techniques | Has wide khnowladge and understanding principles of aseptic techniques |
Procedures for cleaning the clinical setting correctly performed | Has khnowladge iof performing procedures for cleaning the clinical setting | Has knowledge of understanding of performing procedure for cleaning clinical setting | Has wide knowledge of understanding of performing procedure for cleaning clinical setting |
Hazardous and non hazardous materials correctly defined | Has knowledge of defining hazardous and non hazardous materials | Has knowledge and understanding of defining hazardous and hazardous materials | Has wide knowledge and understanding of defining hazardous and hazardous materials |
-different types of hazardous and non hazardous materials correctlt listed | Has knowledge of listing diffent types of hazardous and non hazardous materials | Has knowledge and understanding of listing different types of hazardous and non hazardous materials | Has knowledge and understanding of listing different types of hazardous and non hazardous materials |
Principles of disposing hazardous and non hazardous materials correctly demonstrated | Has knowledge of demonstrating principles of disposing hazardous and non hazardous materials | Has knowledge and understanding of Principles of disposing hazardous and non hazardous materials | Has wide knowledge and understanding of Principles of disposing hazardous and non hazardous materials |
The term legal in nursing correctly defined | Has knowledge of defining the term legal in nursing | Has knowledge and understanding of defining the term legal in nursing | Has wide knowledge and understanding of defining the term legal in nursing |
The importance of legal issues in nursing and midwifery care correctly explained | Has knowledge of explaining legal issues in nursing and midwifery care | Has knowledge and understanding of explaining legal issues in nursing and midwifery care | Has wide knowledge and understanding of explaining legal issues in nursing and midwifery care |
The legislation guidelines in nursing and midwifery care appropriately applied | Has knowledge of understanding the legislation guidelines in nursing and midwifery care | Has knowledge and understanding of the legislation guidelines in nursing and midwifery care | Has wide knowledge and understanding of the legislation guidelines in nursing and midwifery care |
Legislation process correctly described | Has knowledge of describing legislation process | Has knowledge and understanding of describing legislation process | Has wide knowledge and understanding of describing legislation process |
Legal regulation and omissions in nursing and midwifery practice correctly described | Has knowledge of legal regulations and omissions in nursing and midwifery practice | Has knowledge and understanding of legal regulations and omissions in nursing and midwifery practice | Has wide knowledge and understanding of legal regulations and omissions in nursing and midwifery practice |
The type of law in nursing and midwifery correctly explained | Has knowledge of explaining the types of law in nursing and midwifery | Has knowledge and understanding of explaining the types of law in nursing and midwifery | Has wide knowledge and understanding of explaining the types of law in nursing and midwifery |
International and national nursing associations listed correctly | Has knowledge of the national and international nursing associations | Has knowledge and understanding of the national and international nursing associations | Has wide knowledge and understanding of the national and international nursing associations |
The international and national roles of nursing associations explained correctly | Has knowledge of international and national of nursing associations roles | Has knowledge understanding of international and national of nursing associations roles | Has wide knowledge understanding of international and national of nursing associations roles |
The networking between international and national nursing associations correctly explained | Has knowledge of explaining the networking between international and national nursing associations | Has knowledge and understanding of explaining the networking between international and national nursing associations | Has wide knowledge and understanding of explaining the networking between international and national nursing associations |
The meaning of accountability and consent correctly explained | Has knowledge of the meaning of accountability and consent | Has knowledge and understanding of the meaning of accountability and consent | Has wide knowledge and understanding of the meaning of accountability and consent |
The importance of accountability and consent correctly explained | Has knowledge of the importance of accountability and consent | Has knowledge and understanding of the importance of accountability and consent | Has wide knowledge and understanding of the importance of accountability and consent |
Proper accountability correctly demonstrated | Has knowledge of demonstrating Proper accountability | Has knowledge and understanding of demonstrating Proper accountability | Has wide knowledge and understanding of demonstrating Proper accountability |
Terms law, code of conduct and standard relation to midwifery correctly defined | Has knowledge of defining the Terms law, code of conduct and standard relation to midwifery | Has knowledge and understanding of defining the Terms law, code of conduct and standard relation to midwifery | Has wide knowledge and understanding of defining the Terms law, code of conduct and standard relation to midwifery |
Relationship of law, code of conduct and standard guiding midwifery practices on Zanzibar correctly explained | Has knowledge of explaining the Relationship of law, code of conduct and standard guiding midwifery practices on Zanzibar correctly | Has knowledge and understanding of explaining the Relationship of law, code of conduct and standard guiding midwifery practices on Zanzibar correctly | Has wide knowledge and understanding of explaining the Relationship of law, code of conduct and standard guiding midwifery practices on Zanzibar correctly |
Importance of using law, code of conduct and standard guiding midwifery practice in Zanzibar correctly described | Has knowledge of describing Importance of using law, code of conduct and standard guiding midwifery practice in Zanzibar | Has knowledge and understanding of describing Importance of using law, code of conduct and standard guiding midwifery practice in Zanzibar | Has wide knowledge and understanding of describing Importance of using law, code of conduct and standard guiding midwifery practice in Zanzibar |
Level of licensure correctly identified | Has knowledge of identifying levels of licensure | Has knowledge and understanding of identifying levels of licensure | Has wide knowledge and understanding of identifying levels of licensure |
Responsibilities for each level correctly enumerated | Has knowledge of enumerating responsibilities of each level | Has knowledge and understanding of enumerating responsibilities of each level | Has wide knowledge and understanding of enumerating responsibilities of each level |
Term moral conduct correctly defined | Has knowledge of defining term moral conduct | Has knowledge and understanding of defining term moral conduct | Has wide knowledge and understanding of defining term moral conduct |
Moral conduct in health care setting correctly demonstrated | Has knowledge of Moral conduct in health care setting | Has knowledge and understanding of Moral conduct in health care setting | Has wide knowledge and understanding of Moral conduct in health care setting |
Nurses moral conduct during delivery of care correctly adhered | Has knowledge of adhering to moral conduct during care delivery | Has knowledge and understanding adhering g to moral conduct during care delivery | Has knowledge and understanding of adhering to moral conduct during care delivery |
Trustworthiness and its implication correctly explained | Has knowledge of explaining Trustworthiness and its implication | Has knowledge and understanding of explaining Trustworthiness and its implicatiom | Has wide knowledge and understanding of explaining Trustworthiness and its implication |
Openness during care delivery correctly practiced | Has knowledge of practicing Openness during care delivery | Has knowledge and understanding of practicing Openness during care delivery | Has wide knowledge and understanding of practicing Openness during care delivery |
Trustworthiness to patients/co workers demonstrated during care delivery | Has knowledge of Trustworthiness to patients/co workers demonstrated during care delivery | Has knowledge and understanding of Trustworthiness to patients/co workers demonstrated during care delivery | Has wide knowledge and understanding of Trustworthiness to patients/co workers demonstrated during care delivery |
Confidentiality correctly defined | Has knowledge of the term confidentiality | Has knowledge and understanding of the term confidentiality | Has wide knowledge and understanding of the term confidentiality |
Patients confidential information properly kept | Has knowledge of keeping patients confidential information | Has knowledge and understanding of keeping patients confidential information | Has wide knowledge and understanding of keeping patients confidential information |
Confidentiality is practiced during delivery of services correctly | Has knowledge of practicing Confidentiality during delivery of services | Has knowledge and understanding of practicing Confidentiality during delivery of services | Has wide knowledge and understanding of practicing Confidentiality during delivery of services |
The terms nursing ethics and etiquettes correctly defined | Has knowledge of defining nursing ethics and etiquette | Has knowledge and understanding of defining nursing ethics and etiquette | Has wide knowledge and understanding of defining nursing ethics and etiquette |
The nursing ethics correctly explained | Has knowledge of explaining the nursing ethics | Has knowledge and understanding of explaining the nursing ethics | Has wide knowledge and understanding of explaining the nursing ethics |
The nursing etiquettes correctly explained | Has knowledge of explaining the nursing etiquettes | Has knowledge and understanding of explaining the nursing etiquettes | Has wide knowledge and understanding of explaining the nursing etiquettes |
Patients rights and clients rights correctly defined | Has knowledge of defining patients and services providers rights | Has knowledge and understanding of defining patients and services providers rights | Has wide knowledge and understanding of defining patients and services providers rights |
Patients rights and service providers rights correctly explained | Has knowledge of explaining patients and services providers rights | Has knowledge and understanding of explaining patients and services providers rights Providers rights | Has wide knowledge and understanding of explaining patients and services providers rights Providers rights |
The ability to adhere to the patient`s and service provider`s right properly demonstrated | Has knowledge of demonstrating the ability to adhere to the patients and service providers rights | Has knowledge and understanding of demonstrating the ability to adhere to the patients and service providers rights | Has wide knowledge and understanding of demonstrating the ability to adhere to the patients and service providers rights |
The nursing ethics and etiquette correctly maintained | Has knowledge of maintaining the nursing ethics and etiquettes | Has knowledge and understanding of maintaining the nursing ethics and etiquettes | Has wide knowledge and understanding of nursing ethics and etiquettes |
Terms used in NTA system correctly defined | Has knowledge of defining the terms NTA system | Has knowledge and understanding of defining the terms NTA system | Has wide knowledge and understanding of the term NTA system |
The different NTA levels nursing cadre correctly described | Has knowledge of defining different nursing cadre | Has knowledge and understanding of defining different nursing cadre | Has wide knowledge and understanding of different nursing cadre |
The importance of NTA system in nursing correctly explained | Has knowledge of the importance of NTA system in nursing | Has knowledge and understanding of the importance NTA system in nursing | Has wide knowledge and understanding the importance of NTA system in nursing |
The terms registration, enrolment and licensure correctly defined | Has knowledge of defining terms registration, enrolment and licensure | Has knowledge and understanding of defining terms registration, enrolment and licensure | Has wide knowledge and understanding of defining terms registration, enrolment and licensure |
The importance of registration enrolment and licensure correctly explained | Has knowledge of the importance of registration, enrolment and licensure | Has knowledge and understanding of the importance of registration, enrolment and licensure | Has wide knowledge and understanding of the importance of registration, enrolment and licensure |
The steps used in registration, enrolment and licensure in nursing profession correctly explained | Has knowledge of steps used in registration, enrolment and licensure in nursing profession | Has knowledge and understanding of steps used in registration, enrolment and licensure in nursing profession | Has wide knowledge and understanding of the steps used in registration, enrolment and licensure in nursing profession |
The term organogram defined correctly | Has knowledge of defining the term organogram | Has knowledge and understanding of defining the term organogram | Has wide knowledge and understanding of the term organogram |
Importance of organogram correctly recognized | Has knowledge of recognizing the importance of organogram | Has knowledge and understanding of recognizing importance of organogram | Has wide knowledge and understanding of recognizing importance of organogram |
Organization structure of Ministry of health correctly explained | Has knowledge of Organization structure of Ministry of health | Has knowledge and understanding of Organization structure of ministry of Health | Has wide knowledge and understanding of Organization structure of the Ministry of health |
The term duties correctly defined | Has knowledge of defining the term duties | Has knowledge and understanding of defining the term duties | Has wide knowledge and understanding of the term duties |
Various nursing cadre correctly identified | Has knowledge of identifying various nursing cadre | Has knowledge and understanding of identifying various nursing cadre | Has wide knowledge and understanding of various nursing cadre |
Duties of nursing cadre correctly | Has knowledge of listing duties of nursing cadre | Has knowledge and understanding of listing duties of nursing cadre | Has wide knowledge and understanding 0f listing duties of nursing cadre |
The term scheme of service correctly defined | Has knowledge of defining scheme of service | Has knowledge and understanding of defining scheme of service | Has wide knowledge and understanding of defining scheme of service |
The various current remunerations in nursing professional properly identified | Has knowledge of identifying various current remunerations in nursing professional | Has knowledge and understanding of identifying various current remuneration in nursing professional | Has wide knowledge and understanding of various current remuneration in nursing professional |
The various current remuneration in nursing are applied currently in daily life situation | Has knowledge of applying current various remuneration in nursing in daily life | Has knowledge and understanding of applying current various remuneration in nursing in daily life | Has wide knowledge and understanding of applying current various remuneration in nursing in daily life |
ZNMC correctly defined | Has knowledge of defining ZNMC | Has knowledge and understanding of defining Z NMC | Has wide knowledge and understanding of defining ZNMC |
The importance of ZNMC correctly explained | Has knowledge of explained the importance 0f ZNMC | Has knowledge and understanding of explaining the importance of ZNMC | Has wide knowledge and understanding of importance of ZNMC |
The relationship between ZNMC and other health and education councils correctly explained | Has knowledge of explaining the relationship between ZNMC and other health and education councils | Has knowledge and understanding of explaining relationship between ZNMC and other health and education councils | Has wide knowledge and understanding of relationship between ZNMC and other health and education councils |
The roles of ZNMC currently explained | Has knowledge of the roles of ZNMC | Has knowledge and understanding of the roles of ZNMC | Has wide knowledge and understanding of the roles of ZNMC |
The function of ZNMC ordinance correctly explained | Has knowledge of ZNMC ordinance | Has knowledge and understanding of the ZNMC ordinance | Has wide knowledge and understanding of the ZNMC ordinance |
The ZNMC ordinance currently explained | Has knowledge of the ZNMC | Has knowledge and understanding of the ZNMC ordinance | Has wide knowledge and understanding of the ZNMC ordinance |
The member of ZNMC correctly identified | Has knowledge of the members of the ZNMC | Has knowledge and understanding of the member of the ZNMC | Had wide knowledge and understanding of the members of the ZNMC |
The different committee of ZNMC correctly explained | Has knowledge of different committees of the ZNMC | Has knowledge and understanding of the different committees of the ZNMC | Has wide knowledge and understanding of the different committees of the ZNMC |
The function of different committees correctly explained | Has knowledge of the functions of different committees of the ZNMC | Has knowledge and understanding of the functions different committees of the ZNMC | Has wide knowledge and understanding of the functions of different committees of the ZNMC |
Common terms used in anatomy and physiology correctly defined | Has knowledge of defining the terms used in anatomy and physiology | Has knowledge and understanding of defining the terms used in anatomy and physiology | Has wide knowledge and understanding the terms used in anatomy and physiology |
Organization of the human body correctly identified | Has knowledge of identifying organization of the human body | Has knowledge and understanding of identifying organization of the human body | Has wide knowledge and understanding organization of the human body |
Different human body systems correctly explained | Has knowledge of identifying of different of human body system | Has knowledge and understanding of recognizing human body system | Has wide knowledge and understanding of human body system |
Various parts of human body structure correctly identified | Has knowledge of identifying various parts of human body structure | Has knowledge and understanding of identifying various parts of human body structure | Has wide knowledge and understanding of various parts of human body structure |
Various functions of the body parts correctly identified | Has knowledge of identifying various parts of human body functions | Has knowledge and understanding of identifying various parts of human body functions | Has wide knowledge and understanding various parts of human body functions |
Interaction between human body structure and functions correctly explained | Has knowledge of interaction between human body structure and functions | Has knowledge and understanding of interaction between human body structure functions | Has wide knowledge and understanding interaction between human body structure and functions |
Common anatomical an d physiological functions identified | Has knowledge of identifying common anatomical and physiological functions | Has knowledge and understanding of identifying common anatomical and physiological functions | Has wide knowledge and understanding common anatomical and physiological functions |
Common causes of anatomical and physiological dysfunction of human body system correctly identified | Has knowledge of identifying common causes of anatomical and physiological dysfunction of human body system | Has knowledge of understanding common causes of anatomical and physiological dysfunction of human body system | Has wide knowledge and understanding common causes of anatomical and physiological dysfunction of human body system |
Management of minor anatomical and physiological dysfunction of human body systems correctly demonstrated | Has knowledge of managing minor anatomical and physiological dysfunction of human body system | Has knowledge and understanding of management of minor anatomical and physiological dysfunction of human body system | Has wide knowledge and understanding of management of minor anatomical and physiological dysfunction of human body system |
Qualities of a good nurse correctly explained | Has knowledge of explained the qualities of a good nurse | Has knowledge and understanding of explaining the qualities of a good nurse | Has wide knowledge and understanding of the qualities of a good nurse |
The good qualities of a good nurse are correctly practiced | Has knowledge of practicing the qualities of a good nurse | Has knowledge and understanding of practicing the qualities of a good nurse | Has wide knowledge and understanding of practicing the qualities of a good nurse |
Common terms used in nursing correctly defined | Has knowledge of defining the common terms used in nursing | Has knowledge and understanding of defining the common terms used in nursing | Has wide knowledge and understanding of the common terms used in nursing |
Functions and roles of a nurse clearly explained | Has knowledge of explaining the functions and roles of a nurse | Has knowledge and understanding of the functions and roles of a nurse | Has wide knowledge and understanding of the functions and roles of a nurse |
The characteristics of nursing a profession correctly explained | Has knowledge of the characteristics of nursing profession | Has knowledge and understanding of the characteristics of nursing profession | Has wide knowledge and understanding of the characteristics of nursing profession |
The historical background of nursing worldwide correctly explained | Has knowledge of the historical background of nursing in worldwide | Has knowledge and understanding of nursing in worldwide | Has wide knowledge and understanding of the historical background of nursing in worldwide |
The historical background of nursing in Tanzania correctly explained | Has knowledge of the historical background of nursing in Tanzania | Has knowledge and understanding of the historical background of nursing in Tanzania | Has wide knowledge and understanding of the historical background of nursing in Tanzania |
Health service delivery system in Zanzibar correctly explained | Has knowledge of explaining health services in Zanzibar | Has knowledge and understanding of explaining health services in Zanzibar | Has wide knowledge and understanding of health service in Zanzibar |
common terms used in fundamentals of nursing currently defined | Has knowledge of defining common terns used in fundamentals of nursing | Has knowledge and understanding in defining common terms used in fundamentals of nursing | Has wide knowledge and understanding common terms used in fundamentals of nursing |
Basic nursing procedures currently performed | Has knowledge of perfoming basic nursing procedures | Has knowledge and understanding of perfoming basic nursing procedures | Has wide knowledge and understanding of basic nursing procedures |
common terms used in first Aid currently defined | Has knowledge of defining common terns used in first Aid | Has knowledge and understanding in defining common terms used in first Aid | Has wide knowledge and understanding of common terms used in first Aid |
Various equipment in the First Aid Kit currently identified | Has knowledge of identifying various equipment in First Aid Kit | Has knowledge and understanding of identifying various equipment in First Aid Kit | Has wide knowledge and understanding various equipment in First Aid Kit |
Principles of First Aid currently explained | Has knowledge of explaining the principles of First Aid | Has knowledge and understanding of explaining the principles of First Aid | Has wide knowledge and understanding the principles of First Aid |
Assisted appropriately in managing common conditions using the First Aid Kit | Has knowledge of assisting in managing common conditions using the First Aid Kit | Has knowledge and understanding of assisting in managing common conditions using the First Aid Kit | Has wide knowledge and understanding in managing common conditions using the First Aid Kit |
Dissaster and emergence preparedness in nursing currently defined | Has knowledge of defining disaster and emergence preparedness in nursing | Has knowledge and understanding of disaster and emergence preparedness in nursing | Has wide knowledge and understanding of disaster and emergence preparedness in nursing |
Conditions which require emergency nursing care currently identified | Has knowledge of identifying conditions which require emergency nursing care | Has knowledge and understanding of Conditions which require emergency nursing care | Has wide knowledge and understanding of Conditions which require emergency nursing care |
Skills in Disaster and emergency preparedness in nursing practice currently applied | Has knowledge of skills in disaster and emergency preparedness in nursing practice | Has knowledge and understanding of skills in disaster and emergency preparedness in nursing practice and understanding of | Has wide knowledge and understanding of skills in disaster and emergency preparedness in nursing practice |
Health members are identified properly and classified | Has knowledge of identifying health team members | Has knowledge identifying health team members | Has wide knowledge and understanding of health team members |
Importance of having a team members currently explained | Has knowledge of explaining the importance of having team members | Has knowledge and understanding of explaining the importance of having team members | Has wide knowledge and understanding of importance of having team members |
Principles of team work in collaboration with other health workers currently applied | Has knowledge of applying Principles of team work in collaboration with other health workers | Has knowledge and understanding of applying Principles of team work in collaboration with other health workers | Has wide knowledge and understanding of applying Principles of team work in collaboration with other health workers |
Basic terminologies used in drug administration correctly identified | Has knowledge of identifying basic terminologies used in drug administration | Has knowledge and understanding of identifying basic terminologies used in drug administration | Has wide knowledge and understanding of identifying basic terminologies used in drug administration |
The Basic terminologies used in drug administration correctly defined | Has knowledge of defining the Basic terminologies used in drug administration | Has knowledge and understanding defining the Basic terminologies used in drug administration | Has wide knowledge and understanding of basic terminologies used in drug administration |
The basic terminologies correctly applied | Has knowledge of applying basic terminologies in drug administration | Has knowledge and understanding of applying basic terminologies in drug administration | Has wide knowledge and understanding of applying basic terminologies in drug administration |
Principles of drug explained correctly | Has knowledge of explaining Principles of drug administration | Has knowledge and understanding of explaining Principles of drug administration | Has wide knowledge and understanding of Principles of drug administration |
Common route of drug administration correctly explained | Has knowledge of explaining Common route of drug administration | Has knowledge and understanding of explaining Common route of drug administration | Has wide knowledge and understanding of explaining Common route of drug administration |
Principles of drugs administration correctly utilized | Has knowledge of utilizing Principles of drugs administration | Has knowledge and understanding of utilizing Principles of drugs administration | Has wide knowledge and understanding of Principles of drugs administration |
Legal limitation and approval procedure doses correctly established | Has knowledge of establishing legal limitation and approval procedure of drug dose | Has knowledge and understanding of establishing legal limitation and approval procedure of drug dose | Has wide knowledge and understanding of establishing legal limitation and approval procedure of drug dose |
Correctness of drug dosage correctly checked | Has knowledge of checking Correctness of drug doses | Has knowledge and understanding of checking Correctness of drug doses | Has wide knowledge and understanding of checking Correctness of drug doses |
Amount of drugs for administration and frequency correctly calculated | Has knowledge of calculating amount of drugs for administration and frequency | Has knowledge and understanding of calculating amount of drugs for administration and frequency | Has wide knowledge and understanding of calculating amount of drugs for administration and frequency |
Units of measurements/weights content correctly described | Has knowledge of describing units of measurements/weight content | Has knowledge and understanding of describing units of measurements/weight content | Has wide knowledge and understanding of describing units of measurements/weight content |
Ratio/percentage of solids in liquids correctly determined | Has knowledge of determining ratios/percentage of solids in liquids | Has knowledge and understanding of determining ratios/percentage of solids in liquids | Has wide knowledge and understanding of determining ratios/percentage of solids in liquids |
ratio/percentage of liquid in liquid correctly determined | Has knowledge of determining ratio/percentage of liquid in liquid | Has knowledge and understanding of determining ratio/percentage of liquid in liquid | Has wide knowledge and understanding of determining ratio/percentage of liquid in liquid |
The term effect and side effect correctly defined | Has knowledge of defining The term effect and side effect of drug | Has knowledge and understanding of defining The term effect and side effect of drug | Has wide knowledge and understanding of defining The term effect and side effect of drug |
Effect and side effect correctly identified | Has knowledge of identifying effect and side effect of drugs | Has knowledge and understanding of identifying effect and side effect of drugs | Has wide knowledge and understanding of identifying effect and side effect of drugs |
Care of patients/clients with common drug side effect correctly provided | Has knowledge of providing care to patients/clients with common drug side effects | Has knowledge and understanding of providing care to patients/clients with common drug side effects | Has wide knowledge and understanding of providing care to patients/clients with common drug side effects |
Common nutritional deficiencies correctly explained | Has knowledge of common nutritional deficiencies | Has knowledge and understanding of common nutritional deficiencies | Has wide knowledge and understanding of common nutritional deficiencies |
Causes of common nutritional deficiencies correctly explained | Has knowledge of explaining the causes of common nutritional deficiencies | Has knowledge and understanding of explaining the causes of common nutritional deficiencies | Has wide knowledge and understanding of explaining the causes of common nutritional deficiencies |
The meaning of balance diet correctly explained | Has knowledge of the meaning of balanced diet | Has knowledge and understanding of the meaning of balanced diet | Has wide knowledge and understanding of the meaning of balanced diet |
Available client’s type of food correctly identified | Has knowledge of identifying available type of food for clients | Has knowledge and understanding of identifying available type of food for clients | Has wide knowledge and understanding of available type of food for clients |
Client/family involved in planning balanced diet correctly | Has knowledge of involving in planning balanced diet to client/family | Has knowledge and understanding of involving in planning balanced diet to client/family | Has wide knowledge and understanding of involving in planning balanced diet to client/family |
Mode of transmission of HIV/AIDS correctly identified | Has knowledge of identifying mode of transmission of HIV/AIDS | Has knowledge and understanding of identifying mode of transmission of HIV/AIDS | Has wide knowledge and understanding of identifying mode of transmission of HIV/AIDS |
Risk factors in acquiring HIV/AIDS correctly identified | Has knowledge of identifying risk factors in acquiring HIV/AIDS | Has knowledge and understanding of identifying risk factors in acquiring HIV/AIDS | Has wide knowledge and understanding of identifying risk factors in acquiring HIV/AIDS |
Measures to prevent HIV/AIDS to patient, co-workers and self correctly utilized | Has knowledge of utilizing measures to prevent HIV/AIDS to patient, co-workers and self | Has knowledge and understanding of utilizing measures to prevent HIV/AIDS to patient, co-workers and self | Has wide knowledge and understanding of utilizing measures to prevent HIV/AIDS to patient, co-workers and self |
Life skills in prevention of HIV/AIDS correctly utilized | Has knowledge of utilizing life skills in prevention of HIV/AIDS | Has knowledge and understanding of utilizing life skills in prevention of HIV/AIDS | Has wide knowledge and understanding of utilizing life skills in prevention of HIV/AIDS |
Information about adherence of ARV drugs correctly provided | Has knowledge of providing information about adherence of ARV drugs | Has knowledge and understanding of providing information about adherence of ARV drugs | Has wide knowledge and understanding of providing information about adherence of ARV drugs |
Opportunistic infection in relation to HIV correctly identified | Has knowledge of identifying opportunistic infection in relation to HIV | Has knowledge and understanding of identifying opportunistic infection in relation to HIV | Has wide knowledge and understanding of identifying opportunistic infection in relation to HIV |
Holistic care to patients/clients with HIV/AIDS properly provided | Has knowledge of providing holistic care to patients/clients with HIV/AIDS | Has knowledge and understanding of providing holistic care to patients/clients with HIV/AIDS | Has wide knowledge and understanding of providing holistic care to patients/clients with HIV/AIDS |
Policy guidelines for reporting accidentally exposure correctly identified | Has knowledge of identifying policy guidelines for reporting accidental exposure | Has knowledge and understanding of identifying policy guidelines for reporting accidental exposure | Has wide knowledge and understanding of identifying policy guidelines for reporting accidental exposure |
Measures to be taken in care of accidental exposure correctly explained | Has knowledge of explaining measures to be taken in care of accidental exposure | Has knowledge and understanding of explaining measures to be taken in care of accidental exposure | Has wide knowledge and understanding of explaining measures to be taken in care of accidental exposure |
Preventive measures of accidental exposure adhering to the set standard precaution correctly demonstrated | Has knowledge of demonstrating preventive measures of accidental exposure by adhering to the set standard precaution | Has knowledge and understanding of demonstrating preventive measures of accidental exposure by adhering to the set standard precaution | Has wide knowledge and understanding of demonstrating preventive measures of accidental exposure by adhering to the set standard precaution |
The preventive measures of HIV/AIDS correctly identified | Has knowledge of identifying preventive measures of HIV/AIDS | Has knowledge and understanding of identifying preventive measures of HIV/AIDS | Has wide knowledge and understanding of identifying preventive measures of HIV/AIDS |
Knowledge in providing information on HIV/AIDS preventive measures correctly applied | Has knowledge of applying provided information on HIV/AIDS preventive measures | Has knowledge and understanding of applying provided information on HIV/AIDS preventive measures | Has wide knowledge and understanding of applying provided information on HIV/AIDS preventive measures |
The skills to prevent HIV/AIDS correctly demonstrated | Has knowledge of demonstrating the skills to prevent HIV/AIDS | Has knowledge and understanding of demonstrating the skills to prevent HIV/AIDS | Has wide knowledge and understanding of demonstrating the skills to prevent HIV/AIDS |
Life skills correctly defined | Has knowledge of defining life skills | Has knowledge and understanding of defining life skills | Has wide knowledge and understanding of defining life skills |
Various components of life skills correctly explained | Has knowledge of explaining various components of life skills | Has knowledge and understanding of explaining various components of life skills | Has wide knowledge and understanding of explaining various components of life skills |
Life skills in daily life correctly applied | Has knowledge of applying life skills properly in daily life | Has knowledge and understanding of applying life skills properly in daily life | Has wide knowledge and understanding of applying life skills properly in daily life |
The common opportunistic infections correctly listed | Has knowledge of listing the common opportunistic infections | Has knowledge and understanding of listing the common opportunistic infections | Has wide knowledge and understanding of listing the common opportunistic infections |
Patients/clients with opportunistic infection correctly identified | Has knowledge of identifying patients/clients with opportunistic infection | Has knowledge and understanding of identifying patients/clients with opportunistic infection | Has wide knowledge and understanding of identifying patients/clients with opportunistic infection |
Care to patient/clients with opportunistic infections correctly provided | Has knowledge of providing Care to patient/clients with opportunistic infections | Has knowledge and understanding of providing Care to patient/clients with opportunistic infections | Has wide knowledge and understanding Care to patient/clients with opportunistic infections |
The term holistic care correctly defined | Has knowledge of defining the term holistic care | Has knowledge and understanding of defining the term holistic care | Has wide knowledge and understanding the term holistic care |
The importance of holistic care for patients with HIV/AIDS correctly explained | Has knowledge of explaining The importance of holistic care for patients with HIV/AIDS | Has knowledge and understanding of explaining The importance of holistic care for patients with HIV/AIDS | Has wide knowledge and understanding the importance of holistic care for patients with HIV/AIDS |
Holistic care to patient/clients with HIV/AIDS correctly provided | Has knowledge holistic care to patient/clients with HIV/AIDS | Has knowledge and understanding of holistic care to patient/clients with HIV/AIDS | Has wide knowledge and understanding of holistic care to patient/clients with HIV/AIDS |
The term PEP correctly defined | Has knowledge of defining the term PEP | Has knowledge and understanding of defining the term PEP | Has wide knowledge and understanding of defining the term PEP |
The importance of PEP correctly explained | Has knowledge explaining the importance of PEP | Has knowledge and understanding of explaining the importance of PEP | Has wide knowledge and understanding the importance of PEP |
The principles of PEP correctly explained | Has knowledge explaining the principles of PEP | Has knowledge and understanding of explaining the principles of PEP | Has wide knowledge and understanding the principles of PEP |
Type of accidental exposure in relation to HIV/AIDS correctly defined | Has knowledge of identifying type of accidental exposure in relation to HIV/AIDS | Has knowledge and understanding of identifying type of accidental exposure in relation to HIV/AIDS | Has wide knowledge and understanding type of accidental exposure in relation to HIV/AIDS |
The steps to be followed incase of accidental exposure in relation to HIV/AIDS correctly explained | Has knowledge of explaining the steps to be followed in case of accidental exposure in relation to HIV/AIDS | Has knowledge and understanding of explaining the steps to be followed in case of accidental exposure in relation to HIV/AIDS | Has wide knowledge and understanding of explaining the steps to be followed in case of accidental exposure in relation to HIV/AIDS |
The PEP principles correctly adhered | Has knowledge of the adhering PEP principles | Has knowledge and understanding of adhering PEP principles | Has wide knowledge and understanding of PEP principles |
The set standards precautions of IPC correctly revised | Has knowledge of revising on set standards of IPC | Has knowledge and understanding of revising on set standards of IPC | Has wide knowledge and understanding on set standards of IPC |
Information’s on set standards correctly provided | Has knowledge of demonstrating standard precautions | Has knowledge and understanding of demonstrating standard precautions | Has wide knowledge and understanding of demonstrating standard precautions |
The standards precautions correctly demonstrated | Has knowledge of describing standards precautions | Has knowledge and understanding of describing standards precautions | Has wide knowledge and understanding of standards precautions |
The common terms related to medical conditions defined correctly | Has knowledge of defining terms related to medical conditions | Has knowledge and understanding of defining terms related to medical conditions | Has wide knowledge and understanding terms related to medical conditions |
Different medical conditions correctly explained | Has knowledge of explaining different medical conditions | Has knowledge and understanding of explaining different medical conditions | Has wide knowledge and understanding different medical conditions |
Care to patients with medical conditions correctly provided | Has knowledge of providing care to patients with medical conditions | Has knowledge and understanding of providing care to patients with medical conditions | Has wide knowledge and understanding providing care to patients with medical conditions |
The common terms related to surgical conditions correctly defined | Has knowledge of defining terms related to surgical conditions | Has knowledge and understanding of defining terms related to surgical conditions | Has wide knowledge and understanding of defining terms related to surgical conditions |
Different surgical conditions correctly explained | Has knowledge of explaining different surgical condition | Has knowledge and understanding of explaining different surgical condition | Has wide knowledge and understanding different surgical condition |
Care to patients with surgical conditions correctly provided | Has knowledge of providing care to patients with surgical conditions | Has knowledge and understanding of providing care to patients with surgical conditions | Has wide knowledge and understanding care to patients with surgical conditions |
Common nutritional deficiencies correctly listed | Has knowledge of defining Common nutritional deficiencies | Has knowledge and understanding of defining Common nutritional deficiencies | Has wide knowledge and understanding of Common nutritional deficiencies |
Common nutritional deficiencies correctly explained | Has knowledge of Common nutritional deficiencies | Has knowledge and understanding of Common nutritional deficiencies | Has knowledge and understanding of Common nutritional deficiencies |
Care to patients with nutritional deficiencies correctly provided | Has knowledge of providing care to nutritional deficiencies patient | Has knowledge and understanding of providing care to nutritional deficiencies patient | Has wide knowledge and understanding caring to nutritional deficiencies patient |
The term nursing process correctly defined | Has knowledge of defining nursing process | Has knowledge and understanding of defining nursing process | Has wide knowledge and understanding nursing process |
The characteristics of the nursing process correctly explained | Has knowledge of explaining characteristics of the nursing process | Has knowledge and understanding of explaining characteristics of the nursing process | Has wide knowledge and understanding characteristics of the nursing process |
The steps in nursing process correctly explained | Has knowledge of explaining steps in nursing process | Has knowledge and understanding of explaining steps in nursing process | Has wide knowledge and understanding steps in nursing process |
The nursing diagnosis correctly formulated | Has knowledge of formulating nursing diagnosis | Has knowledge and understanding of formulating nursing diagnosis | Has wide knowledge and understanding formulating nursing diagnosis |
Patients problems prioritized and care correctly planned | Has knowledge of planning and prioritizing patients problems and care | Has knowledge and understanding of planning and prioritizing patients problems and care | Has wide knowledge and understanding planning and prioritizing patients problems and care |
Planned care implemented correctly | Has knowledge of implementing planned care | Has knowledge and understanding of implementing planned care | Has wide knowledge and understanding of implemention of planned care |
Care given to the patient based on their dietary needs correctly evaluated | Has knowledge of evaluating care given to the patient based on their dietary needs | Has knowledge and understanding of evaluating care given to the patient based on their dietary needs | Has wide knowledge and understanding of evaluating care given to the patient based on their dietary needs |
Common nutritional deficiencies correctly explained | Has knowledge of explaining common nutritional deficiencies | Has knowledge and understanding of explaining common nutritional deficiencies | Has wide knowledge and understanding explaining common nutritional deficiencies |
Care to patients with nutritional deficiencies correctly provided | Has knowledge of providing Care to patients with nutritional deficiencies | Has knowledge and understanding of providing Care to patients with nutritional deficiencies | Has wide knowledge and understanding providing Care to patients with nutritional deficiencies |
Manual and electronic method of record keeping correctly differentiated | Has knowledge of differentiating manual and electronic method of record keeping | Has knowledge and understanding of differentiating manual and electronic method of record keeping | Has wide knowledge and understanding differentiating manual and electronic method of record keeping |
Advantages and disadvantages Manual and electronic record keeping correctly described | Has knowledge of describing the disadvantages of manual and electronic record keeping | Has knowledge and understanding of describing the disadvantages of manual and electronic record keeping | Has wide knowledge and understanding of describing the disadvantages of manual and electronic record keeping |
Types of tool used in maintaining patients health record correctly explained | Has knowledge of explaining types of tool used in maintaining patients health record | Has knowledge and understanding explaining the types of tool used in maintaining patients health record | Has wide knowledge and understanding of explaining the types of tool used in maintaining patients health record |
The advantage of keeping patients health recoed appropriately corectly enumerated | Has knowledge of enumerating the advantage of keeping patients health recoed appropriately | Has knowledge and understanding of enumerating the advantage of keeping patients health recoed appropriately | Has wide knowledge and understanding of enumerating the advantage of keeping patients health recoed appropriately |
Principles of counseling skills in educating client on the advantages of keeping health record safe correctly utilaized | Has knowledge of utilaizing the Principles of counseling skills in educating patients on the advantages of keeping health record safe | Has knowledge and understanding of utilaizing the Principles of counseling skills in educating patients on the advantages of keeping health record safe | Has wide knowledge and understanding of utilaizing the Principles of counseling skills in educating patients on the advantages of keeping health record safe |
Legal importance of patient’s health records correctly described | Has knowledge of describing legal importance on patient’s health records | Has knowledge and understanding of describing legal importance on patient’s health records | Has wide knowledge and understanding of describing legal importance on patient’s health records |
Legal implications in handiling patients health records correctly described | Has knowledge of describing legal implications in handiling patients health records | Has knowledge and understanding of describing legal implications in handiling patients health records | Has wide knowledge and understanding of describing legal implications in handiling patients health records |
The organisational policy guidelines and legal regulations in handling client/patients health records correctly described | Has knowledge of describing organisational policy guidelines and legal regulations in handling client/patients health records | Has knowledge and understanding of organisational policy guidelines and legal regulations in handling client/patients health records | Has wide knowledge and understanding of organisational policy guidelines and legal regulations in handling client/patients health records |
Confidentiality in managing patients health records correctly practiced | Has knowledge of practicing Confidentiality of managing patients health records | Has knowledge and understanding of practicing Confidentiality of managing patients health records | Has wide knowledge and understanding of practicing Confidentiality of managing patients health records |
Word processing application in organizing health records correctly used | Has knowledge of useing word processing application in organizing health records | Has knowledge and understanding of useing word processing application in organizing health records | Has wide knowledge and understanding of useing word processing application in organizing health records |
Use of spreadsheet in organizing health records correctly done | Has knowledge of useing spreadsheet in organizing health records | Has knowledge and understanding of useing spreadsheet in organizing health records | Has wide knowledge and understanding of useing spreadsheet in organizing health records |
Database/access application in organing health records correctly utilized | Has knowledge of utilizing database/access application in organing health records | Has knowledge and understanding of utilizing database/access application in organing health records | Has wide knowledge and understanding of utilizing database/access application in organing health records |
Graphs and charts using spreadsheet application to display the interpreted health data correctly generated | Has knowledge of generating Graphs and charts using spreadsheet application to display the interpreted health data | Has knowledge and understanding of generating Graphs and charts using spreadsheet application to display the interpreted health data | Has wide knowledge and understanding of generating Graphs and charts using spreadsheet application to display the interpreted health data |
Analysis of data correctly interpreted | Has knowledge of interpreting analyzed data | Has knowledge and understanding of interpreting analyzed data | Has wide knowledge and understanding of interpreting analyzed data |
Health information in developing nursing interventions correctly utilized | Has knowledge of utilizing health information in developing nursing interventions | Has knowledge and understanding of utilizing health information in developing nursing interventions | Has wide knowledge and understanding of utilizing health information in developing nursing interventions |
Sources of HIMS data correctly identified | Has knowledge of identifying sources of HIMS data | Has knowledge and understanding of identifying sources of HIMS data | Has wide knowledge and understanding of identifying sources of HIMS data |
HIMS data tools correctly differentiated | Has knowledge of differentiating HIMS data tools | Has knowledge and understanding of differentiating HIMS data tools | Has wide knowledge and understanding of differentiating HIMS data tools |
Filling in of HIMS paper and electronic tools correctly practiced | Has knowledge of practicing the filling in of the HIMS paper and electronic tools | Has knowledge and understanding of practicing the filling in of the HIMS paper and electronic tools | Has wide knowledge and understanding of practicing the filling in of the HIMS paper and electronic tools |
Key board skills demonstrated | Has knowledge of demonstrating Key board skills | Has knowledge and understanding of demonstrating Key board skills | Has wide knowledge and understanding of demonstrating Key board skills |
Serving of document using basic computer skills correctly done | Has knowledge of Serving of document using basic computer skills | Has knowledge and understanding of Serving of document using basic computer skills | Has wide knowledge and understanding of Serving of document using basic computer skills |
Value using word and spreadsheet correctly calculated | Has knowledge of calculating value using word and spreadsheet | Has knowledge and understanding of calculating value using word and spreadsheet | Has wide knowledge and understanding of calculating value using word and spreadsheet |
Searching and retrieving of health information using internet correctly done | Has knowledge of Searching and retrieving of health information using internet | Has knowledge and understanding of Searching and retrieving of health information using internet | Has wide knowledge and understanding of Searching and retrieving of health information using internet |
Formulation of documents according to legal and professional guidelines correctly done | Has knowledge of formulating documents according to legal and professional guidelines | Has knowledge and understanding of formulating documents according to legal and professional guidelines | Has wide knowledge and understanding of formulating documents according to legal and professional guidelines |
Patients evaluation health record correctly done | Has knowledge of evaluating patients health record | Has knowledge and understanding of evaluating patients health record | Has wide knowledge and understanding of evaluating patients health record |
Nursing diagnosis made and plan of patients care correctly planned | Has knowledge of making nursing diagnosis and planning of patients care | Has knowledge and understanding of making nursing diagnosis and planning of patients care | Has wide knowledge and understanding of making nursing diagnosis and planning of patients care |
21.0 DESCRIPTION OF MODULES
Code: NM 04101
Name: communication skills
Sub-enabling outcomes:
1.1.1 Describe the components of communication procss |
1.1.2 Explain the factors influencing communication |
1.1.3 Establish and maintain good relationship with patients/clients and co workers |
1.2.1 Identify various ways in which people communicate verbal and non-verbally |
1.2.2 Demonstrate proper use of verbal and non-verbal communication |
1.2.3 Utilize listing, observing and questioning skills in clinical setting |
1.3.1 Select and utilize appropriate ways of giving and receiving feedback |
1.3.2 Give and receive feedback to patients/clients appropriately |
1.3.3 Describe factors influencing feedback in communication |
Prerequisite modules: None
Learning context
This module will be conducted through lecture, lecture discussion, group discussion, tutorials, seminars, role plays, simulation, demonstration ,games, practical and workplace learning.
Learning content
Concept of communication
- Definition of communication
- Types of communication
- Components of communication process
Goog interpersonal communication
Advantages of good interpersonal relationship
Creating and maintaining good interpersonal relationship patients/clients
- Establish report with and co-workers
Verbal and Non verbal
Verbal communication
Non verbal communication
Advantages and disadvantages of verbal and non verbal communication
Interpretation of non verbal
Concepts of listening, observing and questioning
Listening skills
Observing skills
Questioning skills
Importance of effective listening, observing and questioning
The concept of team work
Definition of team work concept of feedback
Types of feedback
Importance of giving and receiving feedback
Principles of giving and receiving feedback
Guidelines
Advantages of team work
Giving and receiving feedback
for giving and receiving feedback
Factors that influence communication process
- influence factors
Barriers of effectives communication
Overcoming the barriers
Learning Materials/Facilities
Facilities:
Multifunctional room /skill laboratory in which students can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices.
Learning and teaching materials:
The following learning and teaching materials will be used (not exhaustive) Multimedia projector, overhead projectors and screens, computers, Flip charts, White and black boards, chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes.
References:
- Fisher Cassie W. 1989.Students guide to success.2nd edition. ELBS. London
- Graven RF(1992) Page 274
- MOHSW-EPL. 2008. Communication guide for facilitators
- MOHSW- RCH. Integrated RCH clinical skills curriculum.
Code : NM 04102
Name: Infection Prevention and control Including Microbiology
Sub- enabling outcome:
2..1.1 Explain basic concepts of Microbiology |
2.1.2 Classify the various types of microorganisms causing diseases |
2.1.3 Explain basic concept of parasitology and entomology in relation to client care |
2.1.4 State the relationship between the parasite and host |
2.2.1 Explain the mode of disease transmission |
2.2.2 Describe the basic factors in the prevention and control of infection |
2.2.3 Describe principles of disease prevention and control |
2.3.1 Describe the principles of standard precaution in infection prevention and control |
2.3.2 Perform hand washing before and after every procedure |
2.3.3 Select appropriate aseptic techniques in clinical setting |
2.3.4 Use principles of disposing hazardous and non-hazardous materials |
Prerequisite Modules: None
Learning context
This module will be conducted through lecture, lecture discussion, group discussion, tutorials, seminars, practical and workplace learning.
Learning context
- History of microbiology
- Important of microbiology in nursing practice
- Types and characteristic of microorganism
- Classification
- Structure
- Multiplication
- Infection Process
- Collection of specimen for bacteriological examination
- Types of specimen
- Specific immune responses
- Humeral immunity
- Types of antibody
- Back ground
- Introduction
- Situational analysis
- Goals and objectives of IPC
- IPC guidelines
- Fundamentals of IPC
- The infections disease transmission cycle
- Health care worker safety and standard precaution
- Hand hygiene and use of personal protective Equipment(PPE)
- Antiseptic and disinfectants
- Health care waste management
- 2.2 Process in IPC
- Housekeeping, processing linen, Processing instrument
- Prevention infection special setting/condition
- Prevention nosocomial infection
- Prevention material and new born infection
- Prevention infection related to intravascular device and injection
- Prevention surgical site infection
Leaning Materials/Facilities
Facilities:
Multifunction room /skills laboratory in which student can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices.
Learning and teaching materials:
The following leaning and teaching materials will be used (not exhaustive) Multimedia projector, overhead projectors and screens, computers, Flip charts, White and black boards, chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes.
References:
- 2004. National IPC guidelines for health care services in Tanzania. 1st ed. Dar–es- salaam
- Johon Snow Inc. 2006. Do not harm. 1st Dar es Salaam
- Crawen, R.F. Hirnle, C.J. (2000) Fundamentals of Nursing: Human Health and Function, 3rd Edition, Lippincott.
- Dixon, E. (1983), Theatre technique, 5th Edition Bailliere, Tindall, London.
- Grubb, K. (2000). Medical Law. 3rd Butterworths. London.
- Greenwood, D. Slack, R. & Peutherer J.2002. Medical Microbiology. A guide to microbial infections: Pathogeneses, Immunity, Laboratory Diagnosis and Control. 16th Churchill livingtone. London.
- Khuse, H.& Snger Peter. 1999. Bioethics. An Antholoy. 1st Blackwell. Massachusetts.
- Mason and McCall Smith. 1999. Law and Medical Ethics, 5th Butterworths. London
Code: NM04103
Name: Nursing Ethics And Practice –I
Sub-enabling outcomes:
3.1.1 Describe history of nursing worldwide, Tanzania and Zanzibar |
3.1.2 Describe the concepts and composition of Zanzibar Nurses and Midwives Council (ZNMC) |
3.1.3 Explain the process used in nursing registration enrolment and licensure |
3.1.4 Explain the component of nursing ethics and etiquettes |
3.1.5 Explain the concepts of nursing profession |
3.1.6 Describe basic nursing procedure in health care setting |
3.2.1 Recognize moral conduct in working station |
3.2.2 Demonstrate trust worthiness towards patient/clients |
3.2.3 Utilize the principles of confidentiality in rendering health services |
3.2.4 Observe patient and service rovider rights |
3.2.5 Demonstrate abilities in maintaining professional qualities |
3.3.1 Describe basic nursing procedures in health care settings |
Prerequisite Modules: None
Learning context
This module will be conducted through lecture, lecture discussion, group discussion, tutorials, seminars, practical and workplace learning.
Learning context
- Definition of terms
Nursing, nursing council,
Nursing profession, nursing act,
Ethics and etiquettes
- Legislation guidelines in providing nursing and midwifery care
- Nursing legislation process
- Professional responsibilities in relation to level of licensure
- Professional qualities
- Ethical principles /moral conducts in nursing profession
- Principle of confidentiality in rendering health services
- Nursing ethics and etiquettes code
- Nursing ethics and research ethics
- Patients and service provider’s rights.
- Leaning Materials/Facilities
- Facilities:
Multifunction room /skills laboratory in which student can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices.
Learning and teaching materials:
The following leaning and teaching materials will be used (not exhaustive) Multimedia projector, overhead projectors and screens, computers, Flip charts, White and black boards, chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes.
References:
- Davis JA. Tschudin, V. De Raeve L. 2006. Essentials Of Teaching And Learning In Nursing Ethics. Prospectives And Methods. 1st Churchill Livingstone, London.
- Kushe, H. & Singer Peter. (1999). Bioethics. An Anthology. 1st Blackwell. Massachusetts.
- Mason And Mccall Smith (1999) Law And Medical Ethics, 5th Butterworths, London.
- National Council For Technical EDUCATION.2006. Corporate Information. “Striving For World-Class Excellence In Technical Education And Training”. NACTE. Dar Es Salaam.
- Pera And Van Tonder 1996. Ethics In Nursing Practice, Juta Ltd.
- Rosdahl C.1991 Texbook Of Basic Nursing (5th Edition)
- Learning and teaching materials:
Code: NM04104
Name: Anatomy And Physiology
Sub-Enabling Outcomes:
4.1.1 describe basic anatomy and physiology of human body |
4.1.2 Identify various parts of the human body structure and functions |
4.1.3 Apply knowledge and skills in managing clients with minor anatomical and physiological functions of human body system |
Prerequisite Modules: Nil
Learning content
Basi anatomy and physiology of human body
Definition of terms
- Cell,Tissues, Organs and Systems
Typical cells and its organelles
- Stucture of typical cells, Cell organelles and functions
Body tissues,types of tissue, structure, location and function
- Connective tisssue, Muscles tissue, Nervous tissue
Membranes and their functins
- Mucous, serous and synovials membranes
Body cavities organs functions
- Body regions and the organs contained
Body system
- Digestive, resiratory, urinary,circulatory,skeletal,endocrine, Nervous, Iymphatic and muscular.
Basic anatomical and physiological functions of human body systems
- Leaning Materials/Facilities
- Facilities:
Multifunction room /skills laboratory in which student can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices.
Learning and teaching materials:
The following leaning and teaching materials will be used (not exhaustive) Multimedia projector, overhead projectors and screens, computers, Flip charts, White and black boards, chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes.
References:
- Graven R .E And Hirnle Constauce J.2000. Fundamentals Of Nursing. Human Health And Function 4th J.B. Lippicott Company Philandelphia
- Murray R, K, Granner D. K, Mayer P. A. And Rodwel V. W. 2001. Harpers Biochemistry 24th Large Medical Book Practice Hall International Inc.
- Oliver, J.& Middleditch, A. 2000. Functional Anatomy Of The Spine. 6th Butterworth- Heinemann. Oxford.
- Thibodeau G.A. And Patton K.J.2001 Anatomy And Physiology 3rd Edition Mosby Co. St Lous MO USA.
- Roasdahl C. B. 1999, Textbook Of Basic Nursing 7th Edition Philadelphia. Lippincott Williams &Wilkins.
- Robinson, MC. Alho, A. & Brown, CMC. 2000. Musculoskeletal Trauma Series. Femur. 1st Arnold. Edinburgh.
- Ross & Wilson, (2001) Anatomy And Physiology In Health & Illness, 9th Edition, Churchill, Livingsone.
- Ross And Wilson 2004. Anatomy And Physiology In Health And Illness. 10th Edition Churchill, Livingsone
- Saladin, SK. 1998. Anatomy And Physiology. The Unit of Form And Function. 1st Edition Mcgraw-Hill. Boston.
- Watson, R. 2001. Anatomy And Physiology For Nurses. 11th Bailliere Tindall.
- Waugh, Ross And Wilson 2002. Anatomy And Physiology In Health & Illness, 9th Edition, Churchill, Livingsone. Stdney
Code: NM 04105
Name: Nutrition
Sub-enabling outcomes:
4.3.1 Explain common basic concept in nutrition |
4.3.2 utilize dietary pattern in serving meals to patient/ clients |
4.3.3 explain common nutritional deficiencies |
4.3.4 Educate client/family members in planning a balance diet |
Prerequisite Modules: None
Learning context
This module will be conducted through lecture, lecture discussion, group discussion, tutorials, seminars, practical and workplace learning.
Learning content
Leaning Materials/Facilities
Common basic concept in nutrition
- Definition of food, nutrients, diet, balanced diet, food nutrients
Principal classes of nutrients
- Carbohydrates, protein, lipids, mineral, vitamins, water
Functions of the nutrients
- Metabolism, anbolismand catabolism
Common nutritional deficiency
- Malnutrition, under nutrition, iron deficiency, vitamin deficiency, Kwashiorkor and miasmas
Planning balance diet
- Availability of common diet in the community
- Accessibility of the common diet
- Awareness of balance diet
Leaning Materials/Facilities
Facilities:
Multifunction room /skills laboratory in which student can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices.
Learning and teaching materials:
The following leaning and teaching materials will be used (not exhaustive) Multimedia projector, overhead projectors and screens, computers, Flip charts, White and black boards, chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes
References:
- Stewart T 1992 ABC Of Nutrition, 2nd Edition, Stewart Truswell
- Felicity, C.A. 1992. Nutrition for Developing Countries, 2nd Edition, ELBS Oxford University Press.
Code: NM0410
Name: Information Management in nursing
Sub-enabling outcomes:
6.1.1 Identify the different methods of keeping health record |
6.1.2 Describe the tools used in keeping patients health records |
6.1.3 Describe the advantages and disadvantages of different methods of keeping health record |
6.2.1 Describe legal limitation in managing clients/ patient medical records |
6.2.2 Apply ethical principle of confidentiality in managing patient/clients records |
6.2.3 Explain legal limitation in managing patient/clients records |
6.3.1 Describe the basic concept of computer application |
6.3.2 Organize health record using computer application |
6.3.3 Use Computer In Performing Simple Data analysis for planning and implementation of care |
6.3.4 Use HMIS (MTUHA) tools/computer software in organizing health records |
6.3.5 Utilize word/spreadsheets computer application in producing report |
Prerequisite Modules: None
Learning context
This module will be conducted through lecture, lecture discussion, illustrated discussion, coaching, tutorials, directed and self directed learning experiences in skill laboratory and in the clinical settings as applicable.
Learning content
- Definition of record
- Definition of record keeping
- Important of record keeping
- General principle of record keeping
- Types of record
- Type Of medical record keeping
- Client/patient record
- Equipment and supplies records
- Clinic records
- Data protection
- Tools used in medical record
- Collection and analyze of patient records
- Importance of confidentiality in managing patient records
- Legal limitation in managing Client/patient record
- Definition of computer
- Part and peripheral accessories and their function
- Computer operation, computer programme, Microsoft word excel and internet
Leaning Materials/Facilities
Facilities:
Multifunction room /skills laboratory in which student can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices.
Leaning and teaching materials:
The following leaning and teaching materials will be used (not exhaustive) Multimedia projector, overhead projectors and screens, computers, Flip charts, White and black boards, chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes.
References :
Internet search
Millman A and lee, N. 1995 ABC OF MEDICAL COMPUTING
Code: NM 04207
Name: medical and surgical nursing I
Sub-enabling outcome:
5.1.1 Describe the concept of nursing process |
5.1.2 Utilize nursing process in providing care to client/patient2 |
5.2.1 Provide care to patients with medical conditions |
5.2.2 Provide care to patients with surgical conditions |
5.2.3 Provide care to patients/clients with common nutritional deficiencies |
5.3.1 Apply knowledge and skills in HIV/AIDS Prevention |
5.3.2 Provide appropriate care to HIV/AIDS patients/clients |
5.3.3 Utilize principles of post exposure prophylaxis (PEP) in case of accidental exposure |
Prerequisite Modules: Anatomy and physiology. IPC, pharmacology and nutrition
Learning context
This module will be conducted through lecture, lecture discussion, group discussion, tutorials, seminars, practical and workplace learning.
Learning content
Definition of the terms
- Medicine, Physician, Disease, Medical conditions, surgical conditions,
- Infection /inflammation, Immunity, pain
Causes of diseases and disease process
Causes of disease
Genetic, Infection, Injuries, Metabolic disorders, Environmental, Disease process, Reaction to illnesses, Inflammation
Nursing care of a patient with medical and surgical disorders
For every disorder of the system, the following format of description will be followed:
Definition, Causes, Sign and symptoms, Common diagnosis and investigation
Complication
Nursing care
Respiratory disorders
Common cold, Pharyngitis, Laryngitis, Bronchitis, TB, Pneumonia, Bronchial asthma
Cardiovascular disorders
Pericarditis, Myocarditis, Endocaditis, Rheumatic heart disease, C.C.F, Hypertension, angina pectoris, Varicose vein, Phlebitis, Thrombophlebitis, Anemia Haemophila Sickle cell anemia
Digestive disorders
Condition of mouth and oesophagus,
Gingivitis.
Urinary disorders
Cystitis, urethritis, glomeruloneuphritis
Endocrine disorders
Hyperthyroidism, hypothyroidism, diabetic mellitus CNS conditions, CVA, paralysis
Sensory organ condition
Otitis media, Conjunctivitis, Epitasis, Sinusitis
Skin condition “
Scabies, eczema, fungal infection
Local inflammation
Abscess, Boil, Cellulites
Respiratory system
Hemorrhage, lung abscess, Haemothorax, fracture of ribs, under water seal drainage
Gastro intestinal Tract
Dental carries, glositis, cancer of oesophagus, gastritis, cancer of stomach, hernia, intestinal obstruction, appendicitis, Peritonitis, colostomy, hemorrhoid
Disorder of liver
Liver abscess, liver tumor, cholesystisis, Jaundice, Hepatitis A and B
Liver cirrhosis
Muscular skeleton system
Fracture, arthritis, rheumatoid, arthritis, gangrene, mystics, Amputation, Burns
Urinary tract system
Cancers of bladders, phimosis, balanitis, hydrocele, BPH, undecided testes, prostrctomy, cancer of prostate
Endocrine system
Thyrodectomy, CNS, Head injury, Brain tumor,
Sensory organ condition
Chalazion style, nephritis, foreign body in eye/nose, Cataract, Nasal polyps
Definition in terms in relation to the surgical nursing
Surgery, surgeon
Surgical condition
General Pre, intra and post operative care
- Pre-operative care, Physical preparation, Exercise e.g. breathing, position, hygiene, Fasting, Investigation, Psychological preparation, Discussion about the operation, informed consent, Post operative care,
- Care of patient before recovery from anesthesia
- General post operative care
Common nutrition problem
Vitamin + mineral, vitamin A and B, iron + folic deficiencies
Under nutrition, malnutrition, under weight, kwashiorkor, Marasmus, Marasmus kwashiorkor
Learning Materials/Facilities
Fertilities:
Multifunctional room /skill laboratory in which students can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices
Learning and teaching materials:
The following learning and teaching materials will be used ( not exhaustive) Multimedia projector, overhead projectors and screens, Computers Flips, White and black boards Chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes
Reference:
- Bloom R. Stephen. 1994 Toolieys Medicine. A Textbook For Students In The Health Care Professions. 15th Churchill Livingstone London
- Brigden J.R. 1998.Operating Theaters Technique 5th Edition Churchill Livingstone
- Brunner, L.S. & Suddath, S.D.(1999) Medical Surgical Nursing 9th Edition Lippincott. Philadelphia.
- Caroline B.R. 1999. Text Book Of Basic Nursing 7th Lippincott. Philadelphia.
- Chapter 10: Managment Of Common Symptoms And Opportunistic Infections In HIV/AIDS
- 2005. Chapter 12. Managment Of HIV Infected Patients Using Atiretroviral Drugs Nation Gidelines For The Clinical Managment Of HIV/AIDS, Dar Es Salaam.
- Colmer, M.R. 2005 Surgery For Nurses. 16th Edinburgh. Churchill Livingstone London
- Dixon,E. 1983. Theatre Technique. 5th Bailliere Tinal. London
- Donna D. Et Al. 1995. Medical Surgical Nursing. W.B. Saunder Co. Philandelphia
- Lugalla J, Emmelin M, Matembei A, Sima M, Kwesigambo G, Killewo J,Dahlgren L. 2004. Social, Cultural And Sexual Behavioural Determinants Of Observed Decline In HIV Infection Trends: Lessons From The Kagera Region Tanzania. Soc. Sc. Med Tul; 59(1): 185-98
- Lewis, SM And Collier, IC. 1998. Medical Surgical Nursing Assessment and Managment Of Clinical Problems. Mosby. New York.
- Long Et Al 1993. Medical Surgical Nursing. A Nursing Process Approach. Mosby London
- 2005. Guideline For Home Based Care Services. NACP. Dar Es Salaam
- 2005. National Guidelines For The Clinical Management Of HIV/AIDS Dar Es Salaam
- Watson, Je. 1997. Medical Surgical Nursing And Related Physiology. Saunders London
- Pattie, I.P. Walker, S. 1995. Understanding Nursing Care 4th Edition Churchill Livingstone London
- Smelter, CS. & Bare, GB.2000. Textbook Of Medical-Surgical Nursing. 9th Lippincott Williams & Wilkins. Philadelphia.
- Pattie, P. & Walker. S. 1995. Understanding Nursing Care. 4th Churchill Livingstone London
Code: NM 04208
Name: Pharmacology
Sub-enabling outcomes:
4.2.1 Describe different routes used in drug administration |
4.2.2 Describe the principle of drug administration |
4.2.3 Describe different classes of drugs/medications commonly used |
4.2.4 Identify the effects and side effects of common drugs |
4.2.5 Utilize mathematical principle in calculating drug doses |
Prerequisite Modules: none
Learning context
This module will be conducted through lecture, lecture discussion, group discussion, tutorials, seminars, practical and workplace learning.
Learning content
Introduction to pharmacology
Definition of pharmacokinetics, pharmacotherapeutic, toxicology, medication and drugs, pharmacopoeia, formulary
Law affecting drugs and medications
Drug enforcement agencies
Patient rights
Role of nurses in drug administration
Drug and medication
-Name of drugs
-Types and forms of drugs
-Essential drugs
Drug calculation
Learning materials/facilities
Fertilities:
Multifunctional room /skill laboratory in which students can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices
Learning and teaching materials:
The following learning and teaching materials will be used ( not exhaustive) Multimedia projector, overhead projectors and screens, Computers Flips, White and black boards Chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes
References:
- Rold B. (1998) Nurse Dryg Guide. 2nd Edition. ELBS. London
- Lapham R. & Agar, H. 1995. Drug Calculation For Nurses. A Step By Step Approach. 1st Arnold London.
- Mtulia, TAI. 1990. Pharmacology & Therapeutics. A Manual For Medical Assistants And Other rural Health Workers. 3rdAMREF. Nairobi.
- Trounces, J. & Gould. 2000. Clinical Pharmacology For Nurses, 14th Educational Low-Priced Books Scheme. Churchill Livingstone London
Code: NM 04209
Name: Nursing Ethic and practice II
Sub-enabling outcomes:
3.2.6 Describe basic nursing procedures in health care settings |
3.2.7 Describe the concepts of nursing process |
3.2.8 Utilize nursing process in providing care to client/patient |
Prerequisite Modules: none
Learning context
This module will be conducted through lecture, lecture discussion, group discussion, tutorials, seminars, practical and workplace learning.
Learning content
Basic nursing procedures
Personal hygiene, promotion of rest and sleep (bed making), vital signs, maintaining of food and nutrition
Catheterization, stitch removal,
Administration of drugs
Care of wound
Care of the terminally ill and dying patient
Care of the dead body
Nursing process
- Development of nursing process
- Characteristic of nursing process
Components of nursing process
- Assessment , Nursing diagnoses, Planning, Implementation and Evaluation
- Nursing education and scope or practice
- Standard of nursing practice
Learning Materials/Facilities
Facilities:
Multifunctional room / skill laboratory in which students can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices
Learning and teaching materials:
The following learning and teaching materials will be used ( not exhaustive) Multimedia projector, overhead projectors and screens, Computers Flips, White and black boards Chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes
References:
- Brunner, L.S & Suddath, S.D 1999. Medical Surgical Nursing 9th Edition . Lippincott. Philadelphia .
- Crawen, R.F Hirnel, C.J . 2000.Foundamental of Nursing : Human Health nd Function . 3rd Edition . Lippincott.
- Dixon . E. 1983. Theatre Technique . 5th Edition .Bailiere Tindal, London .
- Downie, G.Mackkenzie ,J & Williams 2001. Pharmacology and Drug Managemnt for Nurses, 2nd edition , Churchill, Livingstone .
- Grubb , K.2000 Medical 3rd Edition . Buttewordths . London
- Kuhse, H & Singer Peter . 1999. Bioethics. An Anthology 1st edition .Blackwell.M assachusetts.
- 1997. Stardards for Nursing practice in Tanzania
- 2004. National Infection prevention and Control Guidelines for health care in Tanzania . Ministry of Health , Dar es salam .
- Peattie, I.P.Walker, S. 1995. Understanging Nursing Care , 4th Edition . Churchill, Livingstone London
Code : NM 04210
Name: Emergency Care
Sub- enabling Outcomes :
3.3.1 Apply the principles and measure first aid in clients / patients / family care |
3.3.3 Provide care to clients / patients during disaster and emergency |
3.3.4 Participate with health team member in giving care |
Prerequisite Modules: None
Learning context
This module will be conducted through lecture, lecture discussion, group discussion, tutorials, seminars, practical and workplace learning
Learning Content
First aid techniques
Banding dressing
Hemorrhage , fracture, Burn , Asphyxia, CPR, Hypoglycemia, Drawing Shock, Unconsciousness, Choking , Poisoning, Bites, Handling and transport of patient
Types of disaster
Role of nursing in disasters and emergency
Preparation for community for disasters and emergency
Management of causalities
Learning Materials/Facilities
Facilities:
Multifunctional room / skill laboratory in which students can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices
Learning and teaching materials:
The following learning and teaching materials will be used ( not exhaustive) Multimedia projector, overhead projectors and screens, Computers Flips, White and black boards Chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes
22.0 CURRICULUM INFORMATION FOR NTA LEVEL 5
22.1 Qualification : Certificate in Nursing
22.2 Purpose of General Studies:
This qualification is intended for a person who will play an integral part in providing basic nursing services including health education, ordering drugs, and work under supervision ,a registered nurse in health care setting .
22.3 Competence Descriptors
The holder of the qualification will be able to apply knowledge and skills in a range activities some of which are non-routine and be able to assume operational responsibilities
22.5 Entry Requirements:
Candidates who has successfully completed Level 4 with a cumulative GPA of at least 2.0
22.6 Credits at this Level: 120
22.7 Cumulative Credits from Lowest Level: 240
22.8 Date the Qualification Standard Last Reviewed: November 2013
\
24.0 TRAINING STANDARDS:
24.0 Principal Outcomes, Credit Value and Assessment Criteria
Principal Outcome | Credit | Assessment Criteria |
1. Utilize principal of midwifery in proving quality reproductive and child health care | 42 | (i) Ability in caring woman in reproductive health is clearly demonstrated (ii) common reproductive health problem correctly explained (iii) common child health problem correctly explained (iv) management of child health problems correctly described and demonstrated (v) management of common reproductive health problems clearly explained and demonstrated (vi) procedure for normal and abnormal delicacies correctly demonstrated and performed (vii) family planning methods correctly described |
2. Apply basic principles of prevention and immunization procedures to reduce mobility and mortality in the community | 18 | (i) deferent methods of preventing communicable diseases are correctly explained (ii) types and uses of different vaccines correctly described (iii) methods of storage and administration of different vaccines well explained and demonstrated (iv) relevant heath education is appropriately provided to given group in relevant setting |
3. Apply basic mental health concepts and techniques in giving quality care to patient/clients in health care settings | 14 | (i) mental health concepts and principles correctly described (ii) an understanding of the interrelationships between physical and mental/emotional aspects of wellness and diseases correctly demonstrated (iii) basic mental health techniques correctly utilized in giving care to mentally ill patient/clients |
4. apply nursing concepts in the management of patient/clients with HIV/AIDS and other communicable diseases in health care setting and in the community | 17 | (i) procedure for management of HIV/AIDS patient/clients in health care setting correctly described (ii) the national guidelines for diagnosis and treatment of HIV/AIDS correctly described and applied (iii) common problems in the management of HIV/AIDS patients correctly enumerated and described (iv) understanding of home based care initiatives for HIV/AIDS patient/clients correctly demonstrated (v) The communicable diseases development processes correctly described
|
5. Utilize the concepts and principles of community health in solving health needs and problems | 17 | (i) The concepts of community approach correctly defined and explained (ii) The principles of home visiting are observed during field practice (iii) Immunization schedule correctly explained and practiced (iv) Different types of communicable and non communicable diseases correctly managed |
6. Apply basic planning and organization techniques to effect smooth operations in health care settings | 12 | (i) Appropriate use of equipment and supplies is well demonstrated (ii) Effective methods of interpersonal skills are used to supervise juniors (iii) Conflict resolution process is properly described (iv) Stores and legal procedures for drugs and supplies are followed (v) Services providers and patients/clients responsibilities correctly explained and demonstrated |
24.2 Principal outcomes and Enabling outcomes
Principal outcomes | Enabling outcomes |
1. Utilize principle of midwifery in providing quality reproductive and child health care | 1.1 Comprehend the female reproductive system and related problems |
1.2 Differentiate common childhood illnesses and their management | |
1.3 Identify life threatening material and newborn situations that require referral to higher level of care | |
2. Apply basic principle of preventive and immunization procedure to reduce morbidity and mortality in the community | 2.1 Describe basic preventive approaches used in diseases control and health promotion |
2.2 Utilize individual and group information/education techniques to improve health | |
2.3 Interrelate social, cultural and environmental aspects in wellness and diseases prevention | |
3. Apply basic mental health concepts and principles in giving care to patients/clients in health care settings | 3.1 Understand the historical background of mental health services nationally and globally |
3.2 Differentiate the etiological factors including clinical manifestations of mental illness | |
3.3 Describe common mental health problem and their management | |
4. Apply nursing concepts in the management of patients/clients with HIV/AIDS and other communicable diseases in health care setting and in the community | 4.1 Comprehend information on the treatment and care of people living with HIV and AIDS in accordance to the national guidelines |
4.2 Describe the concepts of integrated management of adult and adolescent illness (IMAI) HIV and AIDS diagnosis, treatment and care | |
4.3 Explain management of different types of communicable diseases | |
4.4 Describe the National guidelines on provision of care and treatment HIV and AIDS | |
5. Utilize the concepts and principles of community health in solving health needs and problems | 5.1 Utilize the PHC concepts in the promotion of community heath |
5.2 Identify appropriate techniques for health appraisal and health promotion strategies | |
5.3 Interrelated the concepts of empowerment and critical reasoning in advocating for personal, family, school and community health |
24.3 Enabling outcomes and sub-enabling outcomes
1.1 Comprehend the female reproductive system and related problems | 1.1.1 Differentiate major parts of female and male productive system |
1.1.2 Recognize physiological changes that occur during pregnancy | |
1.1.3 Provide care to woman and their family during pregnancy, labour and postpartum period | |
1.1.4 Interrelated social, cultural and economical aspects with reproductive and child health services in Zanzibar | |
1.1.5 Describe the management of 1st,2nd, 3rd, and 4th stages of labour | |
1.1.6 Utilize Focused Antenatal Care (FANC) in reproductive health | |
1.1.7 Describe pharmacological substances which are safe during pregnancy, birth and breast feeding | |
1.1.8 Apply the principles and techniques of family planning | |
1.1.9 Describe the causes and management of infertility Male end female |
1.2 Differentiate common childhood illnesses and their management | 1.2.1 Describe the process of human growth and development | |
1.2.2 Demonstrate appropriate care to a new born baby | ||
1.2.3 Manage new born baby with common physiological abnormalities and congenital malformation | ||
1.2.4 Identify newborns at high risk including LBW | ||
1.2.5 Describe the concepts and principles of Integrated Management of Childhood Illness (IMCI) | ||
1.2.6 Utilize knowledge of immunization to prevent common communicable diseases to under-five children | ||
1.3 Identify life threatening maternal and fetal conditions that require referral to higher levels of care | 1.3.1 Utilize principles of caring for women with abnormal pregnancy, labour and puerperium | |
1.3.2 Identify life threatening maternal and fetus conditions | ||
1.3.3 Describe the management of life threatening maternal and fetal condition | ||
2.1 Describe basic preventive approaches used in diseases control and health promotion | 2.1.1 Differentiate types of pollution and their health risks and prevention | |
2.1.2 Recognize precautions to take during medication administration, vital signs monitoring and transportation of a client who is potentially infectious | ||
2.1.3 Explain how to set up a client’s room for isolation and appropriate barrier techniques | ||
2.2 Utilize individual and group health information/education techniques to improve health | 2.2.1 Describe different types of health education techniques | |
2.2.2 Prepare health education sessions according to patients/client needs | ||
2.2.3 Provide health information and education to patient/clients based on their needs | ||
2.2.4 Use therapeutic relationship approach during health care delivery | ||
2.2.5 Perform counseling and guidance | ||
2.3 Interrelate social, cultural and environmental aspects in wellness and diseases prevention | 2.3.1 Differentiate social and cultural issues that have negative/positive impact on health and wellness | |
2.3.2 Describe the importance of social, culture and environment in the prevention of diseases | ||
2.3.3 Differentiate major life style factors that influence health and wellness | ||
2.3.4 Describe the importance of religious and spiritual beliefs for clients experiencing illness | ||
3.1 Comprehend the historical background of mental health services nationally and globally | 3.1.1 Explain the concept of mental health in relation to psychiatric nursing | |
3.1.2 Describe the mental health historical back ground in Zanzibar and existing new trends | ||
3.1.3 Describe the National Health Policy and guidelines on mental health services | ||
3.1.4 Explain the preventive measures for mental ill health conditions | ||
3.1.5 Explain national and global initiatives for improving mental health | ||
3.1.6 Classify mental illnesses according to the Diagnostic and Statistical Manual mental disorder (DSM iv)/International Classification of Diseases (ICD 10) classification | ||
3.2 Differentiate etiological factors including clinical manifestations of mental illness | 3.2.1 Differentiate common mental health problems and their causes | |
3.2.2 Describe classes/categories of mental illnesses and their conditions, signs and symptoms | ||
3.2.3 Describe the characteristic of common mental illness | ||
3.3 Describe common mental health problems and their management | 3.3.1 Differentiate types of care for mentally ill individuals | |
3.3.2 Utilizing available measures to prevent mental illnesses | ||
3.3.3 Plan and provide nursing care to mentally disturbed persons | ||
4.1 Comprehend information on the treatment and care of people living with HIV and AIDS | 4.1.1 Describe the state of HIV and AIDS pandemic nationally and globally | |
4.1.2 Describe illness related stigma and discrimination issues and its impact | ||
4.1.3 Perform counseling in HIV and AIDS care | ||
4.2 Describe the concepts of Integrated Management of Adult and Adolescent Illness (IMAI) HIV and AIDS diagnosis | 4.2.1 Describe community – based family centered care (framework for nursing care) | |
4.2.2 Explain the Zanzibar/WHO guideline ARV drugs | ||
4.2.3 Describe the syndromic approach to diagnosis of HIV and AIDS | ||
4.2.4 Assess and establish management plan of patients/clients with HIV and AIDS | ||
4.3 Describe the National guidelines on provision of care and treatment of HIV/AIDS | 4.3.1 Differentiate commonly used ARV drugs in Zanzibar | |
4.3.2 Comprehend common side effects and adverse drugs reactions related to ARV drugs and their management | ||
4.3.3 Describe distribution and documentation system for | ||
ARV drugs in Zanzibar | ||
4.4 differentiate various communicable disease and their management | 4.4.1 Describe the causes and clinical signs of the common communicable diseases | |
4.4.2 Explain appropriate preventive measures for common communicable disease. | ||
4.4.4 Utilize nursing process in managing patient/ clients suffering from communicable disease. | ||
5.1 utilize the primary health Care (PHC) concepts in the promotion | 5.1.1 Describe the historical background of PHS | |
5.1.2 Describe components of PHS | ||
5.1.3 Describe PHS strategies in health care delivery | ||
5.1.4 Interrelate PHS and nursing concepts | ||
5.1.5 Describe Community Health Care (CBHC) in the relation to PHS | ||
5.2 Identify appropriate techniques for health appraisal and health promotion strategies | 5.2.1 Describe community entry process and concepts of community empowerment | |
5.2.2 Describe procedures for conducting community health needs assessment | ||
5.2.3 Describe essential steps in initiation of CBHC in the community | ||
5.2.4 Describe the process of identifying and training of the community owned resource persons (CORPs) | ||
5.3 Interrelate the concepts of empowerment and critical reasoning in advocating for personal, family, school and community health | 5.3.1 Utilize nursing process in providing care to individuals, families and community. | |
5.3.2 Utilize health education techniques in raising community awareness | ||
5.3.3 Describe the concepts of community involvement in monitoring and evaluation of health promotion activity | ||
5.3.4 Prepare community assessment report | ||
6.1 Identify resources and evaluate information in relation to individual patient/client condition and needs. | 6.1.1 Use laid down procedures for managing equipment and supplies | |
6.1.2 Estimate resources requirement in the provision of care | ||
6.1.3 Assess and determine clients/patients needs | ||
6.1.4 Monitor and keep inventories in health care settings | ||
6.2 Utilize information for planning and organizing resources in health care setting. | 6.2.1 Describe basic steps use in planning and organizing resources. | |
6.2.2 Utilize the knowledge and skills in planning and organizing activities at work place | ||
6.2.3 Apply health management information system (HMIS) tools in the provisions of care | ||
6.2.4 Use critical judgment skills in making appropriate decision making in work place | ||
6.3 Identify appropriate problem solving process using critical reasoning | 6.3.1 Recognize common problems occurring to patients/clients, relatives and staff at work place. | |
6.3.2 Use appropriate techniques in solving conflicts of patients/clients, relatives and staff | ||
6.3.3 Describe work related procedures in managing changes | ||
6.3.4 Demonstrate team work sprit and decision making skills |
Sub-enabling outcomes Related Tasks, Assessment criteria and Instruments
Sub-enabling outcome | Related task | Assessment Criteria | Assessment instrument |
1.1.1 Differentiate major parts of female and male reproductive system | Describe anatomy and physiology of male and female reproductive system | Anatomy and physiology of male and female reproductive system are correctly describe | Continues assessment and end of semester examination |
Draw and label the various part of female and male organs | The various part of female and male organs correctly drown and labeled | Continues assessment and end of semester examination | |
Explain types of pelvis | Types of pelvis correctly explained | Continues assessment and end of semester examination | |
Describe the different pelvic bones, joints and ligaments | Different pelvic bones, joints and ligaments are correctly describe | Continues assessment and end of semester examination | |
Describe pelvic diameters in relation to foetal skull | Pelvic diameters in relation to foetal skull correctly describe | Continues assessment and end of semester examination | |
1.1.2 recognize physiological changes that occur to the women during pregnancy | Identify the hormonal changes in female reproductive system | The hormonal changes in female reproductive system correctly identified | Continues assessment and end of semester examination |
Explain different stages of fetal development | Different stages of fetal development correctly explained | Continues assessment and end of semester examination | |
Explain physiological changes which occur during pregnancy | Physiological changes which occur during pregnancy correctly explained | Continues assessment and end of semester examination | |
Explain the sign of pregnancy | The sign of pregnancy correctly explained | Continues assessment and end of semester examination | |
1.1.3coborrelate social, cultural and economical aspect with productive and child health services in Zanzibar | Relate physiological, emotional and behavioral practices with productive and child health services | Physiological, emotional and behavioral practices with productive and child health services are correctly related | Continues assessment and end of semester examination |
State the harmful social and cultural aspects practiced in R/H services | Harmful social and cultural aspects practiced in R/H services correctly stated | Continues assessment and end of semester examination | |
Describe sexuality, gender roles and their relationship | Sexuality, gender roles and their relationship correctly describe | Continues assessment and end of semester examination | |
Explain the social and economic inequalities their impact to reproductive health services | social and economic inequalities their impact to reproductive correctly explained | Continues assessment and end of semester examination | |
1.1.4 Provide care to women during normal pregnancy | Define FANC | Focus antenatal care correctly defined | Continues assessment and end of semester examination |
Explain the goal of FANC | Goal of FANC correctly explained | Continues assessment and end of semester examination | |
Identify characteristics of effective antenatal Care (FANC) | Characteristics of effective antenatal Care correctly identified | Continues assessment and end of semester examination | |
Describe the elements of focused Antenatal Care (FANC) | Elements of focused Antenatal Care correctly describe | Continues assessment and end of semester examination
| |
Manage malaria and anemia in pregnancy | Malaria and anemia in pregnancy correctly managed | Continues assessment and end of semester examination
| |
Manage syphilis in pregnancy | syphilis in pregnancy correctly managed | Continues assessment and end of semester examination
| |
Understand the effects of drugs during pregnancy, birth and breast feeding | effects of drugs during pregnancy, birth and breast feeding correctly understood | Continues assessment and end of semester examination | |
Educate women on the effect of drug during pregnancy and breath feeding | women on the effect of drug during pregnancy and breath feeding correctly educated | Continues assessment and end of semester examination | |
Identify the specific drugs used in emergency situation | Specific drugs used in emergency situation correctly identified | Continues assessment and end of semester examination | |
Describe the common term used in labor | Common term used in labor correctly described | Continues assessment and end of semester examination | |
Explain the physiological change in labour | Physiological change in labour correctly explained | Continues assessment and end of semester examination | |
Describe the factors that influence the onset the labour | Factors that influence the onset the labour correctly described | Continues assessment and end of semester examination | |
Identify the duration of labour in different stages ( 1st, 2nd, 3rd, 4thstage) | The duration of labour in different stages correctly identified | Continues assessment and end of semester examination | |
Identify courses of the onset of labour | Courses of the onset of labour correctly identified | Continues assessment and end of semester examination | |
Explain the use of petrography in managing a women in labour | The use of petrography in managing a women in labour correctly explained | Continues assessment and end of semester examination | |
Demonstrate the ability to record and interpret information in the petrography | The ability to record and interpret information in the petrography correctly demonstrated | Continues assessment and end of semester examination | |
Develop interventions based on `partograph findings | Interventions based on `partograph findings correctly developed | Continues assessment and end of semester examination | |
Describe physiological changes which occur during 1st, 2nd and 3rdstage of labour | Physiological changes which occur during 1st, 2nd and 3rd stage of labour correctly developed | Continues assessment and end of semester examination | |
Manage the women during 1st , 2nd, and 3rd of labour | The women during 1st , 2nd, and 3rd of labour correctly managed | Continues assessment and end of semester examination | |
Perform placenta examination | Placenta examination correctly performed | Continues assessment and end of semester examination | |
Utilized principles of safe delivery in assisting a women during delivery | Principles of safe delivery in assisting a women during delivery correctly utilized | Continues assessment and end of semester examination | |
Utilize active management of the 3rd stage of labour principle in appropriately. | Active management of the 3rd stage of labour principle in appropriately correctly utilized. | Continues assessment and end of semester examination | |
Perform placenta examination | Placenta examination correctly performed | Continues assessment and end of semester examination | |
Assess general condition of the women during 4th stage of labour | General condition of the women during 4th stage of labour correctly assessed | Continues assessment and end of semester examination | |
Assess the general condition of the women and her new born baby | General condition of the women and her new born baby correctly assessed | Continues assessment and end of semester examination | |
Provide care according to needs and problem identified from the postnatal women and her new born baby | Care according to needs and problem identified from the postnatal women and her new born baby correctly provided | Continues assessment and end of semester examination | |
Utilize principles of concealing and postnatal women during the care and before discharge | Principles of concealing and postnatal women during the care and before discharge correctly utilized | Continues assessment and end of semester examination | |
1.1.5 Utilized principles of caring women during abnormal pregnancy, labour and postpartum
| Differentiate disorders due to pregnancy | Differentiate disorders due to pregnancy correctly differentiate | Continues assessment and end of semester examination |
Describe disease associated with pregnancy | disease associated with pregnancy correctly described | Continues assessment and end of semester examination | |
Explain management of women with abnormalities during pregnancy | Management of women with abnormalities during pregnancy correctly managed | Continues assessment and end of semester examination | |
Manage mal position and mal presentation | Mal position and mal presentation correctly managed | Continues assessment and end of semester examination | |
Manage physical problem and complication in postpartum period | Physical problem and complication in postpartum period correctly managed | Continues assessment and end of semester examination | |
1.1.6 Apply basic principles and techniques of family planning | Define term used in family planning | Term used in family planning correctly defined | Continues assessment and end of semester examination |
Explain history of family planning in Zanzibar and Tanzania | History of family planning in Zanzibar and Tanzania correctly explained | Continues assessment and end of semester examination | |
Differentiate family planning and child spacing | Family planning and child spacing correctly differentiated | Continues assessment and end of semester examination | |
Identify different types of family planning methods | Different types of family planning methods correctly identified | Continues assessment and end of semester examination | |
Explain the advantages and side effects to each types of family planning methods | The advantages and side effects to each types of family planning methods correctly explained | Continues assessment and end of semester examination | |
Identify the advantages and disadvantages of family planning to individual, family, community and nation. | The advantages and disadvantages of family planning to individual, family, community and nation correctly identified. | Continues assessment and end of semester examination | |
Describe concealing of informed choice | Concealing of informed choice correctly described | Continues assessment and end of semester examination | |
Explain concealing for high risk client | Concealing for high risk client correctly explained | Continues assessment and end of semester examination | |
Demonstrate counseling for informed choice and high risk client | Counseling for informed choice and high risk client correctly demonstrated | Continues assessment and end of semester examination | |
Apply counseling skills on instructing client for appropriate family planning method selected | counseling skills on instructing client for appropriate family planning method selected correctly applied | Continues assessment and end of semester examination | |
Identify social, cultural factor that hinder family planning practice | social, cultural factor that hinder family planning practice correctly identified | Continues assessment and end of semester examination | |
Provide health education to community to relieve negative social, cultural factors on family planning practice | Health education to community to relieve negative social, cultural factors on family planning practice correctly provided | Continues assessment and end of semester examination | |
Define the term infertility | the term infertility correctly defined | Continues assessment and end of semester examination | |
Outline the causes of infertility | The causes of infertility correctly outlined | Continues assessment and end of semester examination | |
Describe the psychological and social effect to the infertile individual/couples | The psychological and social effect to the infertile individual/couples correctly described | Continues assessment and end of semester examination | |
Apply knowledge and skills of counseling in managing infertile client/couples | Knowledge and skills of counseling in managing infertile client/couples correctly applied | Continues assessment and end of semester examination | |
Explain alternative techniques to promote infertility | Alternative techniques to promote infertility correctly explained | Continues assessment and end of semester examination | |
Describe artificial insemination | Artificial insemination correctly described | Continues assessment and end of semester examination |
1.2.1 Describe the process of human growth and development | Define term used in human growth and development
| term used in human growth and development correctly defined
| Continues assessment and end of semester examination | ||
Explain the process of human growth and development | Process of human growth and development correctly explained | Continues assessment and end of semester examination | |||
Explain the characteristic of human growth and development | Characteristic of human growth and development correctly explained | Continues assessment and end of semester examination | |||
Determine the stages of growth and development of a child | Stages of growth and development of a child correctly determined | Continues assessment and end of semester examination | |||
1.2.2 Demonstrate appropriate care to a new born baby | Explain immediate care of a new born baby | Care of a new born baby correctly explained | Continues assessment and end of semester examination | ||
Describe APGAR-SCORE at 1 minus and 5 minutes | APGAR-SCORE at 1 minus and 5 minutes correctly described | Continues assessment and end of semester examination | |||
Explain the safety measures in caring for the new born baby | Safety measures in caring for the new born baby correctly explained | Continues assessment and end of semester examination | |||
Describe the importance of breast feeding | Importance of breast feeding correctly described | Continues assessment and end of semester examination | |||
Explain the importance of breast feeding | Importance of breast feeding correctly explained | Continues assessment and end of semester examination | |||
Counsel the mother on appropriate feeding modes on an infant | Mother on appropriate feeding modes on an infant correctly counseled | Continues assessment and end of semester examination | |||
Educate the mother on general care of the new born baby | Mother on general care of the new born baby correctly educated | Continues assessment and end of semester examination | |||
Explain to the mother on the importance of timely referral of the new born baby with danger signs | Mother on the importance of timely referral of the new born baby with danger signs correctly explained | Continues assessment and end of semester examination | |||
1.2.3 Manage new born baby with common physiological and congenital abnormalities in new born baby | Describe characteristics of a new born baby | Characteristics of a new born baby correctly described | Continues assessment and end of semester examination | ||
Perform the physical assessment of new born baby | The physical assessment of new born baby correctly performed | Continues assessment and end of semester examination | |||
Explain the philological changes of a new born baby at birth | The philological changes of a new born baby at birth correctly explained | Continues assessment and end of semester examination | |||
Describe the common philological changes of a new born baby at birth | Common philological changes of a new born baby at birth correctly described | Continues assessment and end of semester examination | |||
Identify abnormal condition in a neonate that need immediate referral | Abnormal condition in a neonate that need immediate referral correctly identified | Continues assessment and end of semester examination | |||
1.2.4 Manage new born baby at high risk including low birth weight
| Describe the classification of low birth weight | the classification of low birth weight correctly described | Continues assessment and end of semester examination | ||
Explain the causes of low birth weight | Causes of low birth weight correctly explained | Continues assessment and end of semester examination | |||
Describe the prevention of infection in the low birth weight | Prevention of infection in the low birth weight correctly described | Continues assessment and end of semester examination | |||
Identify newborns at high risk | Newborns at high risk correctly identified | Continues assessment and end of semester examination | |||
Assess newborn at high risk | Newborn at high risk correctly assessed | Continues assessment and end of semester examination | |||
Describe the newborn at high risk | Newborn at high risk correctly described | Continues assessment and end of semester examination | |||
1.2.5 describe the concepts and principle of integrated Management to childhood illness (IMCI) | Explain the aims and objectives of IMCI | Aims and objectives of IMCI correctly explained | Continues assessment and end of semester examination | ||
Describe principles of IMCI in managing sick child | Principles of IMCI in managing sick child correctly described | Continues assessment and end of semester examination | |||
Provide the care to the children with the common child hood illness | Care to the children with the common child hood illness | Continues assessment and end of semester examination | |||
1.2.6 Utilize knowledge of immunization to prevent common communicable disease | Define term used in immunization | Term used in immunization correctly defied | Continues assessment and end of semester examination | ||
Describe types and uses of different vaccine | Types and uses of different vaccine correctly described | Continues assessment and end of semester examination | |||
Demonstrate method of storage and administration of different vaccine | Method of storage and administration of different vaccine correctly demonstrated | Continues assessment and end of semester examination | |||
2.1.1 Differentiate types of pollution and their health risks and privation | Describe different types of pollution and their health risk | Different types of pollution and their health risk correctly described | Continues assessment and end of semester examination | ||
Explain the prevention measures in different types of pollution | Prevention measures in different types of pollution correctly explained | Continues assessment and end of semester examination | |||
Educate the community the effect of pollution | effect of pollution to the community correctly educated | Continues assessment and end of semester examination | |||
2.2.1 Recognize precautions to be taken during medication administration, vital signs monitoring and transportation of a client who is potentially infectious | Explain the precaution to be taken during medication, vital signs monitoring and transportation of client | Precaution to be taken during medication, vital signs monitoring and transportation of client correctly explained | Continues assessment and end of semester examination | ||
Apply knowledge and skills obtained during IPC course | Knowledge and skills obtained during IPC course correctly applied | Continues assessment and end of semester examination | |||
Identify infectious diseases which need to be reported to the appropriate authority | Infectious diseases which need to be reported to the appropriate authority correctly identified | Continues assessment and end of semester examination | |||
2.2.3 explain set of client’s room for isolation and appropriate barriers techniques | Apply knowledge and skills of IPC on set up client room for isolation
| Knowledge and skills of IPC on set up client room for isolation correctly applied
| Continues assessment and end of semester examination |
Enumerate barriers techniques used to infectious client
| Barriers techniques used to infectious client correctly enumerated
| Continues assessment and end of semester examination | |
Provide proper management of isolation room | Proper management of isolation room correctly provided | Continues assessment and end of semester examination | |
2.3.1 Describe different types of health education techniques | Identify different types of health education | Different types of health education correctly identified | Continues assessment and end of semester examination |
Explain the principle of health education | Principle of health education correctly explained | Continues assessment and end of semester examination | |
Recognize the importance of health education | Importance of health education correctly recognized | Continues assessment and end of semester examination | |
2.2.2 Prepare health education sessions according to patient/client needs | Access health education needs of the patient/client
| Health education needs of the patient/client correctly acceded
| Continues assessment and end of semester examination |
Plan health education according to the community needs | Health education according to the community needs correctly planed | Continues assessment and end of semester examination | |
Conduct health education sessions | Health education sessions correctly educated | Continues assessment and end of semester examination | |
Evaluate health education session | Health education session correctly evaluated | Continues assessment and end of semester examination | |
2.2.3 Perform counseling and guidance
| Describe the concepts counseling and guidance | The concepts counseling and guidance correctly described | Continues assessment and end of semester examination |
Identify types of counseling | Types of counseling correctly identified | Continues assessment and end of semester examination | |
Determine the purpose of counseling and guidance | Purpose of counseling and guidance correctly determined | Continues assessment and end of semester examination | |
Identify clients who need counseling and guidance | Clients who need counseling and guidance correctly identified | Continues assessment and end of semester examination | |
2.2.4 Use therapeutic relationship approach during health care delivery | Explain therapeutic relationship approach during health care delivery | Therapeutic relationship approach during health care delivery correctly explained | Continues assessment and end of semester examination |
Recognize importance of therapeutic relationship approach during health care delivery | Importance of therapeutic relationship approach during health care delivery correctly recognized | Continues assessment and end of semester examination | |
Apply therapeutic relationship approaches when caring patient/client | Therapeutic relationship approaches when caring patient/client correctly applied | Continues assessment and end of semester examination | |
2.3.1 Differentiate social and cultural issues that have negative/positive impact on health | Describe social and cultural issue that have negative impact on health | Social and cultural issue that have negative impact on health correctly described | Continues assessment and end of semester examination |
Identify the socio cultural issues that have positive and negative impact on health | Socio cultural issues that have positive and negative impact on health correctly identified | Continues assessment and end of semester examination | |
Provide health education on social and cultural issue to relative negative impact on health
| Health education on social and cultural issue to relative negative impact on health correctly provided
| Continues assessment and end of semester examination | |
2.3.2 Describe the importance of social, cultural, and environmental issue in prevention of diseases | Explain the importance of social, cultural, and environmental issue in prevention of diseases
| Importance of social, cultural, and environmental issue in prevention of diseases correctly explained | Continues assessment and end of semester examination |
Identify life styles which influence health | Life styles which influence health correctly identified | Continues assessment and end of semester examination | |
Recognize condition/diseases which associate with life styles. | Condition/diseases which associate with life styles correctly recognized | Continues assessment and end of semester examination | |
2.3.3 Differentiate major life style factors that influence health
| Identify different life style that influence health | Different life style that influence health correctly identified | Continues assessment and end of semester examination |
Explain life style that have negative impact in health | Life style that have negative impact in health correctly explained | Continues assessment and end of semester examination | |
Apply knowledge and skills to educate patient/client on positive life style | Knowledge and skills to educate patient/client on positive life style correctly applied | Continues assessment and end of semester examination | |
2.3.4 Describe the importance of religious and spiritual believes for client experiencing illness | Explain experiencing illness the importance of religious and spiritual believes for client | The importance of religious and spiritual believes for client correctly explained | Continues assessment and end of semester examination |
Appreciate the use of religious and spiritual believes in conforming patient/client | The use of religious and spiritual believes in conforming patient/client correctly appreciated | Continues assessment and end of semester examination | |
3.1.1 Explain the concepts of mental health in the relation to nursing practice | Define common terms used in mental health | Common terms used in mental health correctly defined | Continues assessment and end of semester examination |
Explain role of mental health team | Role of mental health team correctly explained | Continues assessment and end of semester examination | |
Identify principle of mental health practice | Principle of mental health practice correctly identified
| Continues assessment and end of semester examination | |
3.1.2 Describe the mental health historical back ground and existing new trends | Explain historical background Tanzania and Zanzibar | Historical background Tanzania and Zanzibar correctly explained | Continues assessment and end of semester examination |
Explain current mental health trends | Current mental health trends correctly explained | Continues assessment and end of semester examination | |
Explain mental health policy of Zanzibar | Mental health policy of Zanzibar correctly explained | Continues assessment and end of semester examination | |
3.1.3 Describe rights of the mental health patient/client | Identify right of mental ill patients | Right of mental ill patients correctly identified | Continues assessment and end of semester examination |
Identify laws and regulations that protect mental ill patients
| Laws and regulations that protect mental ill patients correctly identified | Continues assessment and end of semester examination | |
3.1.4 Explain the preventive measures for mental ill health condition | Identify preventive measures available
| Preventive measures available correctly identified | Continues assessment and end of semester examination |
Explain preventive measures of mental illness | Preventive measures of mental illness correctly explained | Continues assessment and end of semester examination | |
Employ preventive measures to different groups of people
| Preventive measures to different groups of people correctly employed | Continues assessment and end of semester examination | |
3.1.5 Explain global and national activities for improving national health | Identify global and national programs for improving mental health | Global and national programs for improving mental health correctly identified | Continues assessment and end of semester examination |
Identify barriers for improving mental health | Barriers for improving mental health correctly identified | Continues assessment and end of semester examination | |
Explain the available services for improving mental health | Available services for improving mental health correctly explained | Continues assessment and end of semester examination | |
3.2.1 Explain common mental health problems and their causes | Identify the characteristics common mental illnesses | Characteristics common mental illnesses correctly identified | Continues assessment and end of semester examination |
Explain the causes of mental health problems | Causes of mental health problems correctly explained | Continues assessment and end of semester examination | |
Identify risk factors for mental illnesses
| Risk factors for mental illnesses correctly identified | Continues assessment and end of semester examination | |
3.2.2 Classify mental illnesses according to the Diagnostic statistic Manual (DSM IV)/international Classification of disease (ICD 10) classification for mental disorder | Enumerate the common mental illnesses | Common mental illnesses correctly enumerated | Continues assessment and end of semester examination |
Describe mental illnesses Diagnostic statistic Manual (DSM IV)/international Classification of disease (ICD 10) classification for mental disorder | Mental illnesses Diagnostic statistic Manual (DSM IV)/international Classification of disease (ICD 10) classification for mental disorder correctly described | Continues assessment and end of semester examination | |
Identify the characteristics of common mental illnesses | Characteristics of common mental illnesses correctly identified | Continues assessment and end of semester examination | |
3.2.3 Describe the characteristics | Identify characteristics common mental illnesses | Characteristics common mental illnesses correctly identified | Continues assessment and end of semester examination |
Distinguish different types of common mental illnesses | Different types of common mental illnesses correctly distinguished | Continues assessment and end of semester examination | |
common mental illnesses | Identify mental health patients in the community | Mental health patients in the community correctly identified | Continues assessment and end of semester examination |
3.3.1. Differentiate types of care for mental ill patient/client | Describe types of care for mental health ill patient/client | Types of care for mental health ill patient/client correctly typed | Continues assessment and end of semester examination |
Utilize appropriate treatment modalities to mental ill patients | Appropriate treatment modalities to mental ill patients correctly utilized | Continues assessment and end of semester examination | |
3.3.2 Plan and provide nursing care to mental disturbed persons | Identify groups affected and those at risk for mental illness in the community | Groups affected and those at risk for mental illness in the community correctly identified | Continues assessment and end of semester examination |
Formulate nursing diagnosis for appropriate nursing care | Nursing diagnosis for appropriate nursing care correctly formulated | Continues assessment and end of semester examination | |
Plan nursing care of the mentality ill individual | Nursing care of the mentality ill individual correctly planed | Continues assessment and end of semester examination | |
Provide nursing intervention according to different mental illnesses | Nursing care of the mentality ill individual correctly provided | Continues assessment and end of semester examination | |
4.1.1 Describe the state of HIV and AIDS for academic globally and nationally | Explain overviews of HIV infection globally and nationally | Overviews of HIV infection globally and nationally correctly explained | Continues assessment and end of semester examination |
Identify major commission of HIV and AIDS in Zanzibar | The major commission of HIV and AIDS in Zanzibar correctly identified | Continues assessment and end of semester examination | |
Explain courses of Stigma and discrimination | Courses of Stigma and discrimination correctly explained | Continues assessment and end of semester examination | |
4.1.2 describe illness related stigma and discrimination issues and its impact
| Discuss the role of gender and HIV and AIDS stigma and discrimination | The role of gender and HIV and AIDS stigma and discrimination correctly discussed | Continues assessment and end of semester examination |
Explain consequences of stigma and discrimination | Consequences of stigma and discrimination correctly explained | Continues assessment and end of semester examination | |
4.1.3 Perform consoling in HIV and AIDS care | Identify basic component of VCT and PITC | Basic component of VCT and PITC correctly identified | Continues assessment and end of semester examination |
Describe goals of counseling | Goals of counseling correctly described | Continues assessment and end of semester examination | |
Apply counseling skills in caring HIV/AIDS clients | Counseling skills in caring HIV/AIDS clients correctly applied | Continues assessment and end of semester examination
| |
4.2.1 Describe community based family care 9frame work for nursing care)
| Describe the concept of home based care | Concept of home based care correctly described | Continues assessment and end of semester examination
|
Identify assessment needs of HIV and AIDS clients and their families in home based setting | Assessment needs of HIV and AIDS clients and their families in home based setting correctly identified | Continues assessment and end of semester examination
| |
Identify ways to supervise and educate home health worker in family member on providing care to HIV and AIDS patient/client | Ways to supervise and educate home health worker in family member on providing care to HIV and AIDS patient/client correctly identified | Continues assessment and end of semester examination
| |
4.2.2 Describe the Zanzibar/WHO guidance for ARV drugs | Understand the goals of ARV therapy to people living with HIV/AIDS | The goals of ARV therapy to people living with HIV/AIDS correctly explained | Continues assessment and end of semester examination
|
Explain recommended ARV in Zanzibar | Recommended ARV in Zanzibar correctly explained | Continues assessment and end of semester examination
| |
Explain investigation before initiation of ARV therapy | Investigation before initiation of ARV therapy correctly identified | Continues assessment and end of semester examination
| |
4.2.3 Describe the syndromic approach to diagnosis of HIV and AIDS | Identify common symptoms experienced by people living with HIV/AIDS | Common symptoms experienced by people living with HIV/AIDS correctly identified | Continues assessment and end of semester examination
|
Explain factors that contribute symptoms of HIV infected person | Factors that contribute symptoms of HIV infected person correctly identified | Continues assessment and end of semester examination
| |
Describe syndromic management strategies | Syndromic management strategies correctly described | Continues assessment and end of semester examination
| |
Identify opportunistic infections of HIV | Opportunistic infections of HIV correctly identified | Continues assessment and end of semester examination
| |
4.2.4 Assess and establish management plan of patients/clients with HIV and AIDS | Explain nursing process in the management of HIV/AIDS | Nursing process in the management of HIV/AIDS correctly explained | Continues assessment and end of semester examination
|
Identify common ARV used in Tanzania/Zanzibar | Common ARV used in Tanzania/Zanzibar correctly identified | Continues assessment and end of semester examination
| |
Explain the action of ARV drugs commonly used in Tanzania/Zanzibar | Action of ARV drugs commonly used in Tanzania/Zanzibar correctly explained | Continues assessment and end of semester examination
| |
Describe signs of Treatment failure | Signs of Treatment failure correctly described | Continues assessment and end of semester examination
| |
Explain common side effect and adverse drug reaction | Common side effect and adverse drug reaction correctly explained | Continues assessment and end of semester examination | |
4.3.2 Demonstrate appropriate preventive measures for common communicable disease
| Explain the inter relationship of agent, host and environment in disease transmission | Inter relationship of agent, host and environment in disease transmission correctly explained | Continues assessment and end of semester examination |
Explain principles of privative measure in controlling communicable disease | Principles of privative measure in controlling communicable disease correctly explained | Continues assessment and end of semester examination | |
4.3.3 Utilize nursing process in managing patients/clients suffering from communicable disease | Apply preventive practice against communicable disease to the community | Preventive practice against communicable disease to the community correctly applied | Continues assessment and end of semester examination |
Assess patients/clients suffering from communicable diseases to the community | Patients/clients suffering from communicable diseases to the community correctly assessed | Continues assessment and end of semester examination | |
Plan nursing care to patient suffering from communicable diseases | Nursing care to patient suffering from communicable diseases properly planned | Continues assessment and end of semester examination | |
Implement nursing care to the patient suffering from communicable disease | Nursing care to the patient suffering from communicable disease correctly implemented | Continues assessment and end of semester examination | |
5.1.1 Describe the historical background of PHC | State brief history of PHC | Brief history of PHC is clearly stated | Continues assessment and end of semester examination |
Explain aims of PHC | The aims of PHC correctly explained | ||
Explain components and elements of PHC | Components and elements of PHC correctly explained | Continues assessment and end of semester examination | |
5.1.2 Describe component of PHC | Explain PHS component of PHS | PHS component of PHS correctly explained | Continues assessment and end of semester examination |
Explain success and failure of PHS | Success and failure of PHS correctly explained | Continues assessment and end of semester examination | |
Collaborate with other sectors in promotion of health in the community | Promotion of health in the community with other sectors correctly collaborated | Continues assessment and end of semester examination | |
5.1.3Describe PHC strategies in health care delivery | Enumerate PHC strategies in health care delivery | PHC strategies in health care delivery correctly enumerated | Continues assessment and end of semester examination |
Explain the PHC strategies in health care delivery | PHC strategies in health care delivery correctly explained | Continues assessment and end of semester examination | |
Collaborate with other sectors in promotion of health in the community
| Promotion of health in the community with other sectors is highly collaborated
| Continues assessment and end of semester examination | |
5.1.4 Describe Community Based Health Care (CBHC) in the relation to PHC
| Explain concept of CBHC | The concept of CBHC correctly explained | Continues assessment and end of semester examination |
Identify the role of CBHC in the promotion of health | The role of CBHC in the promotion of health correctly identified | Continues assessment and end of semester examination | |
Explain the benefit of CBHC in the promoting health | The benefit of CBHC in the promoting health correctly explained | Continues assessment and end of semester examination | |
Identify component of CBHC | Components of CBHC correctly identified | Continues assessment and end of semester examination | |
Explain CBHC as a strategy in PHC | CBHC as a strategy in PHC correctly explained | Continues assessment and end of semester examination | |
5.2.1 Describe procedures for conducting community health needs assessment | Explain the concepts of community health nursing | Concepts of community health nursing correctly explained | Continues assessment and end of semester examination |
Explain procedures for conducting community diagnosis | Procedures for conducting community diagnosis correctly explained | Continues assessment and end of semester examination | |
Develop plan of action for community health care, implementation and evaluation | Plan of action for community health care, implementation and evaluation correctly developed | Continues assessment and end of semester examination | |
5.2.2 Describe community entry process and concepts community empowerment | Explain community health profile | Community health profile correctly explained | Continues assessment and end of semester examination |
Explain the concept of community empowerment | The concept of community empowerment correctly explained | Continues assessment and end of semester examination | |
Explain techniques of collaboration between Community leader, community member and CORPs in promotion of health | Techniques of collaboration between Community leader, community member and CORPs in promotion of health correctly explained | Continues assessment and end of semester examination | |
Describe essential steps in initiation of CBHC in the community | Essential steps in initiation of CBHC in the community correctly described | Continues assessment and end of semester examination | |
5.2.3 Describe the process of identifying and training of community Owned resources persons (ORPS) | Identify criteria for selection of own resource person | Criteria for selection of own resource person correctly identified | Continues assessment and end of semester examination |
Describe method of training COPRSs | Method of training COPRSs correctly described | Continues assessment and end of semester examination | |
Explain steps of nursing process applied to the community | Steps of nursing process applied to the community correctly explained | Continues assessment and end of semester examination | |
Describe method of community assessment | Method of community assessment correctly described | Continues assessment and end of semester examination | |
5.3.1 Utilize nursing process providing care to individuals, families and communities
| Explain steps of nursing process applied to the community | Steps of nursing process applied to the community correctly explained | Continues assessment and end of semester examination |
Describe method of community assessment | Method of community assessment correctly described | Continues assessment and end of semester examination | |
Identify characteristic of nursing process applied to the community | Characteristic of nursing process applied to the community correctly identified | Continues assessment and end of semester examination | |
5.3.2 Prepare community assessment report
| Explain the component of community assessment report | The component of community assessment report correctly explained | Continues assessment and end of semester examination |
Display different formats in writing assessment report | Different formats in writing assessment report correctly displayed | Continues assessment and end of semester examination | |
Describe the use of assessment report in the community health promotion | The use of assessment report in the community health promotion correctly described | Continues assessment and end of semester examination | |
6.1.1 Describe basic steps used in planning and organizing resources
| Define common term use in leadership and management | Common term use in leadership and management correctly defined | Continues assessment and end of semester examination |
Explain the principle of leadership and management | The principle of leadership and management correctly explained | Continues assessment and end of semester examination | |
Identify leadership styles | Leadership styles correctly identified | Continues assessment and end of semester examination | |
Identify basic steps in planning and organizing resources
| Basic steps in planning and organizing resources correctly identified | Continues assessment and end of semester examination | |
Identify factors that hinder effective planning and organizing resources | Factors that hinder effective planning and organizing resources correctly identified | Continues assessment and end of semester examination | |
6.1.2 Plan and organize activities at work place | Identify modes of planning and organizing patients care | Modes of planning and organizing patients care correctly identified | Continues assessment and end of semester examination |
Identify resources available for planning and organizing | Resources available for planning and organizing correctly identified | Continues assessment and end of semester examination | |
Prepare daily, weekly and monthly work plan | Daily, weekly and monthly work plan correctly prepped | Continues assessment and end of semester examination | |
6.2.3 Practice use management information system (HMIS) tools
| Outline uses of information | Uses of information correctly outlined | Continues assessment and end of semester examination |
Identify stages in generating information | Stages in generating information correctly identified | Continues assessment and end of semester examination | |
Utilize computer and internet to prepare health information | Importance of computer and internet correctly utilized | Continues assessment and end of semester examination | |
6.3.1 Recognize common problems occurring to patients/clients, activities and staff at work place
| Identify common problems at work place | Common problems at work place correctly identified | Continues assessment and end of semester examination |
Identify sources of problems at work place | Sources of problems at work place correctly identified | Continues assessment and end of semester examination | |
Apply problem solving approach steps in solving problems at work place | Problem solving approach steps in solving problems at work place correctly applied | Continues assessment and end of semester examination | |
6.2.2 use appropriate techniques in solving conflicts of patients/client, relatives and staff | Identify sources/causes of conflicts at work place | Sources/causes of conflicts at work place correctly identified | Continues assessment and end of semester examination |
Identify categories of conflicts | Categories of conflicts correctly identified | Continues assessment and end of semester examination | |
Explain appropriate techniques in solving conflicts | Appropriate techniques in solving conflicts correctly explained | Continues assessment and end of semester examination | |
6.2.3 Describe work related procedures in managing changes
| Define the term change | The term change correctly defined | Continues assessment and end of semester examination |
Explain reasons for management of change | Reasons for management of change correctly explained | Continues assessment and end of semester examination | |
Outline factors for introducing for change | Factors for introducing for change correctly outlined | Continues assessment and end of semester examination | |
Identify factors leading to resident to change | Factors leading to resident to change correctly identified | Continues assessment and end of semester examination | |
Identify factors to reduce resistance to change | Factors to reduce resistance to change correctly identified | Continues assessment and end of semester examination | |
6.2.4 Demonstrate team-work spirit in day to day activities | Define team work | Team work is correctly defined | Continues assessment and end of semester examination |
Explain characteristics of team work | Characteristics of team work correctly explained | Continues assessment and end of semester examination | |
Identify advantages and disadvantages of teamwork | Advantages and disadvantages of teamwork correctly identified | Continues assessment and end of semester examination | |
6.2.5 Utilize decision making skills in day to day activities | Define decision making | Decision making defined correctly | Continues assessment and end of semester examination |
Identify stages that involves in decision making process | Stages that involves in decision making process correctly identified | Continues assessment and end of semester examination | |
Outline factors that hinder rational decision making | Factors that hinder rational decision making correctly outlined | Continues assessment and end of semester examination |
24.4.2 Assessment Criteria and Benchmarking
Assessment Criteria | Satisfactory/good | Very good | Excellent | ||
The major part of female reproductive system correctly explained | Has knowledge of major part of reproductive system | Has knowledge and understand of major part of reproductive system | Has wide knowledge and understand of major part of reproductive system | ||
The various parts of female and male organs correctly labeled | Has knowledge of various parts of female and male organs | Has knowledge and understand of various parts of female and male organs | Has wide knowledge and understand of various parts of female and male organs | ||
Types of pelvis correctly explained | Has knowledge of types of pelvis | Has knowledge and understand of types of pelvis | Has wide knowledge and understand of | ||
Different pelvic bones, joints and ligaments correctly described | Has knowledge of different pelvic bones, joints and ligaments | Has knowledge and understand of different pelvic bones, joints and ligaments | Has wide knowledge and understand of different pelvic bones, joints and ligaments | ||
Pelvic diameters in the relation to foetal skull correctly described | Has knowledge of pelvic diameters in the relation to foetal skull | Has knowledge and understand of pelvic diameters in the relation to foetal skull | Has wide knowledge and understand of pelvic diameters in the relation to foetal skull | ||
The hormonal changes in female reproductive system correctly identified | Has knowledge of hormonal changes in female | Has knowledge and understand hormonal changes in female | Has wide knowledge and understand of hormonal changes in female | ||
reproductive system | Changes in female reproductive system | Of hormonal changes in female reproductive system | |||
social cultural factors that hinder family planning practice correctly identified | Has knowledge of social cultural factors that hinder family planning practice | Has knowledge and understanding of social cultural factors that hinder family planning practice | Has wide knowledge and understanding of social cultural factors that hinder family planning practice | ||
health education to the community to relieve negative social, cultural factors on family planning practice correctly provided | Has knowledge of educating the community to relieve negative social, cultural factors on family planning practice | Has knowledge and understanding of educating the community to relieve negative social, cultural factors on family planning practice | Has wide knowledge and understanding of educating the community to relieve negative social, cultural factors on family planning practice | ||
Physiological changes occurring during pregnancy correctly explained | Has knowledge of physiological changes occurring during pregnancy | Has knowledge and understanding of physiological changes occurring during pregnancy | Has wide knowledge and understanding of physiological changes occurring during pregnancy | ||
The signs of pregnancy correctly explained | Has knowledge of signs of pregnancy | Has knowledge and understanding of signs of pregnancy | Has wide knowledge and understanding of signs of pregnancy | ||
The principles of management of women during pregnancy correctly explained | Has knowledge of principles of management of women during pregnancy | Has knowledge and understanding of principles of management of women during pregnancy | Has wide knowledge and understanding of principles of management of women during pregnancy | ||
Focused antenatal care correctly defined | Has knowledge of focused antenatal care | Has knowledge and understanding of focused antenatal care | Has wide knowledge and understanding of focused antenatal care | ||
Characteristics of an effective antenatal care correctly identified | Has knowledge on Characteristics of an effective antenatal care | Has knowledge and understanding on Characteristics of an effective antenatal care | Has wide knowledge and understanding on Characteristics of an effective antenatal care | ||
Elements of focused antenatal care correctly described | Has knowledge on elements of focused antenatal care | Has knowledge and understanding on elements of focused antenatal care | Has wide knowledge and understanding on elements of focused antenatal care | ||
Malaria and anemia in pregnancy correctly managed | Has knowledge of Malaria and anemia in pregnancy | Has knowledge and understanding of Malaria and anemia in pregnancy | Has wide knowledge and understanding of Malaria and anemia in pregnancy | ||
Syphilis in pregnancy correctly managed | Has knowledge of Syphilis in pregnancy | Has knowledge and understanding of Syphilis in pregnancy | Has wide knowledge and understanding of Syphilis in pregnancy | ||
Effects of drugs during pregnancy, birth and breast feeding correctly understood | Has knowledge on Effects of drugs during pregnancy, birth and breast feeding | Has knowledge and understanding on Effects of drugs during pregnancy, birth and breast feeding | Has wide knowledge and understanding on Effects of drugs during pregnancy, birth and breast feeding | ||
Physiological changes in labour correctly explained | Has knowledge of Physiological changes in labour | Has knowledge and understanding of Physiological changes in labour | Has wide knowledge and understanding of Physiological changes in labour | ||
The factors that influence the onset of labour are correctly explained | Has knowledge of factors that influence the onset of labour | Has knowledge and understanding of factors that influence the onset of labour | Has wide knowledge and understanding of factors that influence the onset of labour | ||
The process of labour correctly explained | Has knowledge on process of labour | Has knowledge and understanding on process of labour | Has wide knowledge and understanding on process of labour | ||
Types of labour correctly explained | Has knowledge on Types of labour | Has knowledge and understanding on Types of labour | Has wide knowledge and understanding on Types of labour | ||
The use of partograph in managing a woman in labour correctly explained | Has knowledge on the use of partograph in managing a woman in labour | Has knowledge and understanding on the use of partograph in managing a woman in labour | Has wide knowledge and understanding on the use of partograph in managing a woman in labour | ||
The ability to record and interpret information on the partograph correctly demonstrated | Has knowledge of recording and interpreting information on the partograph | Has knowledge and understanding of recording and interpreting information on the partograph | Has wide knowledge and understanding of recording and interpreting information on the partograph | ||
Intervention based on partograph findings correctly developed | Has knowledge on intervention based on partograph findings | Has knowledge and understanding on intervention based on partograph findings | Has wide knowledge and understanding on intervention based on partograph findings | ||
Stages of labour correctly explained | Has knowledge on Stages of labour | Has knowledge and understanding on Stages of labour | Has wide knowledge and understanding on Stages of labour | ||
Signs and symptoms of 1stand 2nd stages of labour correctly described | Has knowledge on Signs and symptoms of 1st and 2nd stages of labour | Has knowledge and understanding on Signs and symptoms of 1st and 2nd stages of labour | Has wide knowledge and understanding on Signs and symptoms of 1st and 2nd stages of labour | ||
Care of woman in the 1stand 2nd stages of labour correctly described | Has knowledge of caring a woman in the 1st and 2ndstages of labour | Has knowledge and understanding of caring a woman in the 1st and 2ndstages of labour | Has wide knowledge and understanding of caring a woman in the 1st and 2ndstages of labour | ||
Mechanism of labour correctly described | Has knowledge of Mechanism of labour | Has knowledge and understanding of Mechanism of labour | Has wide knowledge and understanding of Mechanism of labour | ||
Principles of safety delivery correctly explained | Has knowledge of Principles of safety delivery | Has knowledge and understanding of Principles of safety delivery | Has wide knowledge and understanding of Principles of safety delivery | ||
Signs and symptoms in the 1st, 2nd and 3rd stages of labour correctly described | Has knowledge of Signs and symptoms in the 1st, 2nd and 3rd stages of labour | Has knowledge and understanding of Signs and symptoms in the 1st, 2ndand 3rd stages of labour | Has wide knowledge and understanding of Signs and symptoms in the 1st, 2nd and 3rd stages of labour | ||
Active management of the 3rd stage of labour correctly demonstrated | Has knowledge of active management of the 3rd stage of labour | Has knowledge and understanding of active management of the 3rd stage of labour | Has wide knowledge and understanding of active management of the 3rd stage of labour | ||
Placenta examination correctly performed | Has knowledge of placenta examination | Has knowledge and understanding of placenta examination | Has wide knowledge and understanding of placenta examination | ||
General condition of the woman during 4th stage of labour correctly assessed | Has knowledge of assessing general condition of the woman during 4th stage of labour | Has knowledge and understanding of assessing general condition of the woman during 4th stage of labour | Has wide knowledge and understanding of assessing general condition of the woman during 4th stage of labour | ||
Emergency situation that occur in 3rd and 4th stage of labour correctly managed | Has knowledge of managing emergency situation that occur in 3rd and 4th stage of labour | Has knowledge and understanding of managing emergency situation that occur in 3rd and 4th stage of labour | Has wide knowledge and understanding of managing emergency situation that occur in 3rd and 4th stage of labour | ||
Terms used in family planning correctly defined | Has knowledge on terms used in family planning | Has knowledge and understanding on terms used in family planning | Has wide knowledge and understanding on terms used in family planning | ||
History in family planning in Zanzibar and Tanzania correctly explained | Has knowledge on history on family planning in Zanzibar and Tanzania | Has knowledge and understanding on history on family planning in Zanzibar and Tanzania | Has wide knowledge and understanding on history on family planning in Zanzibar and Tanzania | ||
Family planning and child spacing correctly differentiated | Has knowledge on family planning and child spacing | Has knowledge and understanding on family planning and child spacing | Has wide knowledge and understanding on family planning and child spacing | ||
Different types of family planning correctly identified | Has knowledge of different types of family planning | Has knowledge and understanding of different types of family planning | Has wide knowledge and understanding of different types of family planning | ||
The advantages and side effects of each type of family planning methods correctly explained | Has knowledge on advantages and side effects of each type of family planning methods | Has knowledge and understanding on advantages and side effects of each type of family planning methods | Has wide knowledge and understanding on advantages and side effects of each type of family planning methods | ||
The advantages and disadvantages of family planning to individual, family, community and nation correctly identified | Has knowledge on advantages and disadvantages of family planning to individual, family, community and nation | Has knowledge and understanding on advantages and disadvantages of family planning to individual, family, community and nation | Has wide knowledge and understanding on advantages and disadvantages of family planning to individual, family, community and nation | ||
Counseling for informed choice correctly described | Has knowledge of Counseling for informed choice | Has knowledge and understanding of Counseling for informed choice | Has wide knowledge and understanding of Counseling for informed choice | ||
Counseling for high risk client correctly explained | Has knowledge of Counseling for high risk client | Has knowledge and understanding of Counseling for high risk client | Has wide knowledge and understanding of Counseling for high risk client | ||
Appropriate family planning method selected by client correctly instructed | Has knowledge of instructing client on family planning method selected | Has knowledge and understanding of instructing client on family planning method selected | Has wide knowledge and understanding of instructing client on family planning method selected | ||
Social cultural factors that hinder family planning practice correctly identified | Has knowledge of Social cultural factors that hinder family planning practice | Has knowledge and understanding of Social cultural factors that hinder family planning practice | Has wide knowledge and understanding of Social cultural factors that hinder family planning practice | ||
Health education to the community to relieve negative social, cultural factors on family planning practice correctly provided | Has knowledge of educating community to relieve negative social, cultural factors on family planning practice | Has knowledge and understanding of educating community to relieve negative social, cultural factors on family planning practice | Has wide knowledge and understanding of educating community to relieve negative social, cultural factors on family planning practice | ||
The term infertility is correctly defined | Has knowledge of defining the term infertility | Has knowledge and understanding of defining the term infertility | Has wide knowledge and understanding of defining the term infertility | ||
Causes of infertility correctly outlined | Has knowledge on the causes of infertility | Has knowledge and understanding on the causes of infertility | Has wide knowledge and understanding on the causes of infertility | ||
The psychological and social effects of the infertile individuals/couples correctly described | Has knowledge of psychological and social effects of the infertile individuals/couples | Has knowledge and understanding of psychological and social effects of the infertile individuals/couples | Has wide knowledge and understanding of psychological and social effects of the infertile individuals/couples | ||
Knowledge and skills of counseling correctly applied | Has knowledge of applying counseling skills | Has knowledge and understanding of applying counseling skills | Has wide knowledge and understanding of applying counseling skills | ||
Alternative techniques to promote fertility correctly explained | Has knowledge of alternative techniques to promote fertility | Has knowledge and understanding of alternative techniques to promote fertility | Has wide knowledge and understanding of alternative techniques to promote fertility | ||
Artificial insemination correctly described | Has knowledge of artificial insemination | Has knowledge and understanding of artificial insemination | Has wide knowledge and understanding of artificial insemination | ||
Different types of abnormal and high risk pregnancy correctly identified | Has knowledge of different types of abnormal and high risk pregnancy | Has knowledge and understanding of different types of abnormal and high risk pregnancy | Has wide knowledge and understanding of different types of abnormal and high risk pregnancy | ||
Immediate care to women with abnormal or high risk conditions correctly provided | Has knowledge of immediate care to women with abnormal or high risk conditions | Has knowledge and understanding of immediate care to women with abnormal or high risk conditions | Has wide knowledge and understanding of immediate care to women with abnormal or high risk conditions | ||
Women with complicated pregnancy correctly identified and referred | Has knowledge of identified and referred women with complicated pregnancy | Has knowledge and understanding of identified and referred women with complicated pregnancy | Has wide knowledge and understanding of identified and referred women with complicated pregnancy | ||
Techniques for preventing complications of pregnancy correctly described | Has knowledge of techniques for preventing complications of pregnancy | Has knowledge and understanding of techniques for preventing complications of pregnancy | Has wide knowledge and understanding of techniques for preventing complications of pregnancy | ||
The abnormal labour and delivery correctly identified | Has knowledge of abnormal labour and delivery | Has knowledge and understanding of abnormal labour and delivery | Has wide knowledge and understanding of abnormal labour and delivery | ||
The principles of abnormal labour and deliveries correctly explained | Has knowledge of principles of abnormal labour and deliveries | Has knowledge and understanding of principles of abnormal labour and deliveries | Has wide knowledge and understanding of principles of abnormal labour and deliveries | ||
Women with deep-transverse arrest correctly detected | Has knowledge on detecting women with deep-transverse arrest | Has knowledge and understanding on detecting women with deep-transverse arrest | Has wide knowledge and understanding on detecting women with deep-transverse arrest | ||
Women in labour with breech, face and brow presentations correctly differentiated | Has knowledge on differentiating women in labour with breech, face and brow presentations | Has knowledge and understanding on differentiating women in labour with breech, face and brow presentations | Has wide knowledge and understanding on differentiating women in labour with breech, face and brow presentations | ||
Complications of breech delivery correctly explained | Has knowledge on Complications of breech delivery | Has knowledge and understanding on Complications of breech delivery | Has wide knowledge and understanding on Complications of breech delivery | ||
Women in labour with occipital posterior position correctly detected | Has knowledge on detecting women in labour with occipital posterior position | Has knowledge and understanding on detecting women in labour with occipital posterior position | Has wide knowledge and understanding on detecting women in labour with occipital posterior position | ||
Complications associated with posterior position correctly detected | Has knowledge of detecting complications associated with posterior position | Has knowledge and understanding of detecting complications associated with posterior position | Has wide knowledge and understanding of detecting complications associated with posterior position | ||
The management of women with abnormal labour and delivery correctly described | Has knowledge of management of women with abnormal labour and delivery | Has knowledge and understanding of management of women with abnormal labour and delivery | Has wide knowledge and understanding of management of women with abnormal labour and delivery | ||
Psychological, emotional and behavioral practices with reproductive and child health services correctly related | Has knowledge of relating psychological, emotional and behavioral practices with reproductive and child health services | Has knowledge and understanding of relating psychological, emotional and behavioral practices with reproductive and child health services | Has wide knowledge and understanding of relating psychological, emotional and behavioral practices with reproductive and child health services | ||
Harmful social and cultural aspects practiced in R/H services correctly stated | Has knowledge of harmful social and cultural aspects practiced in R/H services | Has knowledge and understanding of harmful social and cultural aspects practiced in R/H services | Has wide knowledge and understanding of harmful social and cultural aspects practiced in R/H services | ||
Sexuality, gender roles and their relationship correctly described | Has knowledge of sexuality, gender roles and their relationship | Has knowledge and understanding of sexuality, gender roles and their relationship | Has wide knowledge and understanding of sexuality, gender roles and their relationship | ||
Social and economic equalities and their impact on reproductive services correctly explained | Has knowledge of Social and economic equalities and their impact on reproductive services | Has knowledge and understanding of Social and economic equalities and their impact on reproductive services | Has wide knowledge and understanding of Social and economic equalities and their impact on reproductive services | ||
Process of human growth and development correctly explained | Has knowledge of explaining process of human growth and development | Has knowledge and understanding of explaining process of human growth and development | Has wide knowledge and understanding of explaining process of human growth and development | ||
Characteristics of human growth and development correctly explained | Has knowledge on characteristics of human growth and development | Has knowledge and understanding on characteristics of human growth and development | Has wide knowledge and understanding on characteristics of human growth and development | ||
Stages of growth and development of a child correctly determined | Has knowledge of explaining stages of growth and development of a child | Has knowledge and understanding of explaining stages of growth and development of a child | Has wide knowledge and understanding of explaining stages of growth and development of a child | ||
Immediate care of a new born baby correctly explained | Has knowledge of explaining immediate care of a new born baby | Has knowledge and understanding of explaining immediate care of a new born baby | Has wide knowledge and understanding of explaining immediate care of a new born baby | ||
APGAR-SCORE at 1 minute and at 5 minutes described | Has knowledge of describing APGAR-SCORE at 1 minute and at 5 minutes | Has knowledge and understanding of describing APGAR-SCORE at 1 minute and at 5 minutes | Has wide knowledge and understanding of describing APGAR-SCORE at 1 minute and at 5 minutes | ||
Correctly | Score at 1 minute and at 5 minute | Of describing apgar-score at 1 minute and at 5 minute | Understanding of describing apgar-score at 1 minute and 5 minute | ||
Safety measure in caring for new born baby correctly explained | Has knowledge of measure in caring for new born baby | Has knowledge and understanding of safety measure in caring for new born baby | Has wider range of knowledge and understanding of safety measure in caring for new born baby | ||
Characteristics of a new born baby correctly described | Has knowledge of describing of characteristics of new born baby | Has knowledge and understanding of describing characteristics of a new born baby | Has wider range of knowledge and understanding of describing characteristics of a new born baby | ||
Physical assessment of new born baby correctly performed | Has knowledge of performing physical assessment of new born baby | Has knowledge and understanding of performing physical assessment of new born baby | Has wide knowledge and understanding of performing physical assessment of new born baby | ||
The physiological changes of new born baby at birth correctly explained | Has knowledge of explaining physiological changes of a new born at birth | Has knowledge and understanding of explaining physiological changes of a new born at birth | Has wider range of knowledge and understanding of explaining physiological changes of a new born at birth | ||
Importance of breast feeding correctly described | Has knowledge of describing Importance of breast feeding | Has knowledge and understanding of describing Importance of breast feeding | Has wide knowledge and understanding of describing Importance of breast feeding | ||
The WHO/UNICEF ten steps to successful breast feeding correctly explained | Has knowledge on WHO/UNICEF ten steps to successful breast feeding | Has knowledge and understanding WHO/UNICEF ten steps to successful breast feeding | Has wide knowledge and understanding on WHO/UNICEF ten steps to successful breast feeding | ||
Mother on appropriate feeding modes of an infant correctly counseled | Has knowledge of counseling mother on appropriate feeding modes of infant | Has knowledge and understanding of counseling mother on appropriate feeding modes of infant | Has wide knowledge of understanding counseling mother on appropriate feeding modes of an infant | ||
Mother on general care of the new born baby correctly educated | Has knowledge of educated mother on general care the new born baby | Has knowledge of educated mother on general care the new born baby | Has wide knowledge and understanding of educated mother on general care the new born baby | ||
Common physiological abnormalities in new born baby correctly described | Has knowledge on common physiological abnormalities in new born baby | Has knowledge and understanding on common physiological abnormalities in new born baby | Has wider range of knowledge and on common physiological abnormalities in new born baby | ||
Abnormal condition in a neonate that need immediate referral correctly identified | Has knowledge of identifying abnormal condition in a neonate that need immediate referral | Has knowledge and understanding identifying abnormal condition in a neonate that need immediate referral | Has wide range knowledge and understanding identifying abnormal condition in a neonate that need immediate referral | ||
A child with medical and surgical problem correctly recognized | Has knowledge of recognizing a child with medical and surgical problem | Has knowledge and understanding of recognizing of child with medical and surgical problem | Has wider range of knowledge and understanding recognizing a child with medical and surgical problem | ||
Care to a child with medical and surgical condition correctly provided | Has knowledge of providing care to a child with medical and surgical condition | Has knowledge and understanding providing care to a child with medical and surgical condition | Has wide knowledge and understanding providing care to a child with medical and surgical condition | ||
Different types of congenital malformations correctly managed | Has knowledge of describing different types of congenital malformations | Has knowledge and understanding of describing different types of congenital malformation | Has wide knowledge and understanding of describing different types of congenital malformation | ||
New born with congenital malformation correctly managed | Has knowledge of managing new born with congenital malformation | Has knowledge and understanding of managing new born with congenital malformations | Has wide knowledge and understanding of managing new born with congenital malformations | ||
Mother on the caring of the child with congenital malformation correctly counseled | Has knowledge of counseling mother on the caring of the child with congenital malformation | Has knowledge and understanding of on the caring of the child with congenital malformation | Has wide knowledge and understanding of on the caring of the child with congenital malformation | ||
The importance of timely referral of the new born baby with danger signs correctly explained | Has knowledge of explaining importance of timely referral of new born baby with danger signs | Has knowledge and understanding of | Has wide knowledge and understanding of | ||
Different types of congenital malformations correctly described | Has knowledge of describing different types of congenital malformations | Has knowledge and understanding of describing different types of congenital malformations | Has wide knowledge and understanding of describing different types of congenital malformations | ||
New born with congenital malformations correctly managed | Has knowledge of managing new born with congenital malformations | Has knowledge of managing new born with congenital malformations | Has wide knowledge and understanding of managing new born with congenital malformations | ||
Mother on the caring of the child with congenital malformation correctly counseled | Has knowledge of counseling mother on the caring of the child with congenital malformation | Has knowledge and understanding of on the caring of the child with congenital malformation | Has wide knowledge and understanding of on the caring of the child with congenital malformation | ||
Classification of low birth weight correctly described | Has knowledge of classification of low birth weight | Has knowledge and understanding of classification of low birth weight | Has wide knowledge and understanding of classification of low birth weight | ||
Causes of low birth weight correctly explained | Has knowledge on causes of low birth weight | Has knowledge and understanding on causes of low birth weight | Has wide knowledge and understanding on causes of low birth weight | ||
Prevention of infection in the low birth weight correctly described | Has knowledge of prevention of infection in the low birth weight | Has knowledge and understanding of prevention of infection in the low birth weight | Has wide knowledge and understanding of prevention of infection in the low birth weight | ||
New bones at high risk correctly identified | Has knowledge of identifying newborns at high risk | Has knowledge and understanding of identifying newborns at high risk | Has wide knowledge and understanding of identifying newborns at high risk | ||
New born at high risk correctly assessed | Has knowledge of assessing new born at high risk | Has knowledge and understanding of assessing new born at high risk | Has wide knowledge and understanding of assessing new born at high risk | ||
Provision of emotion support to parents/guardians correctly described | Has knowledge of provision of emotion support to parent/guardians | Has knowledge and understanding of provision of emotion support to parent/guardians | Has wide knowledge and understanding of provision of emotion support to parent/guardians | ||
Aims and objectives of IMCI correctly explained | Has knowledge of explaining aims and objectives of IMCI | Has knowledge and understanding of explaining aims and objectives of IMCI | Has wide knowledge and understanding of explaining aims and objectives of IMCI | ||
Common childhood illnesses correctly identified | Has knowledge of identifying common childhood illnesses | Has knowledge and understanding of identifying common childhood illnesses | Has wide knowledge and understanding of identifying common childhood illnesses | ||
Principles of IMCI in managing sick child correctly described | Has knowledge of describing the principles of IMCI in managing sick child | Has knowledge and understanding of describing the principles of IMCI in managing sick child | Has wide knowledge and understanding of describing the principles of IMCI in managing sick child | ||
Care to the children with common childhood illness correctly provided | Has knowledge of providing care to the children with common childhood illness | Has knowledge and understanding of providing care to the children with common childhood illness | Has wide knowledge and understanding of providing care to the children with common childhood illness | ||
Current situation of maternal and fetal death in Zanzibar correctly understood | Has knowledge of current situation of maternal and fetal death in Zanzibar | Has knowledge and understanding of current situation of maternal and fetal death in Zanzibar | Has wide knowledge and understanding of current situation of maternal and fetal death in Zanzibar | ||
Life threatening maternal and fetal condition correctly explained | Has knowledge of life threatening maternal and fetus condition | Has knowledge and understanding of life threatening maternal and fetus condition | Has wide knowledge and understanding of life threatening maternal and fetus condition | ||
Life threatening maternal and fetus condition correctly managed | Has knowledge of managing life threatening maternal and fetus condition | Has knowledge and understanding of managing life threatening maternal and fetus condition | Has wide knowledge and understanding of managing life threatening maternal and fetus condition | ||
Focused antenatal care correctly defined | Has knowledge of focused antenatal care | Has knowledge and understanding of focused antenatal care | Has wide knowledge and understanding of focused antenatal care | ||
Goals of ANC correctly explained | Has knowledge on Goals of FANC | Has knowledge and understanding on Goals of FANC | Has wide knowledge and understanding on Goals of FANC | ||
Characteristic of an effective antenatal care correctly identified | Has knowledge on characteristics of an effective antennal care | Has knowledge and understanding on characteristics of an effective antennal care | Has wide knowledge and understanding on characteristics of an effective antennal care | ||
Elements of Focused Antenatal Care correctly described
| Has knowledge of elements of Focused Antenatal care | Has knowledge and understanding of elements of Focused Antenatal care | Has wide knowledge and understanding of elements of Focused Antenatal care | ||
Malaria and anemia in pregnancy correctly managed | Has knowledge of managing malaria and anemia in pregnancy | Has knowledge and understanding of managing malaria and anemia in pregnancy | Has wide knowledge and understanding of managing malaria and anemia in pregnancy | ||
Syphilis in pregnancy correctly managed | Has knowledge of managing syphilis in pregnancy | Has knowledge and understanding of managing syphilis in pregnancy | Has wide knowledge and understanding of managing syphilis in pregnancy | ||
Effects of drugs during pregnancy ,birth and breast feeding correctly understanding | Has knowledge on effects of drugs during pregnancy, birth and breast feeding | Has knowledge and understanding on effects of drugs during pregnancy, birth and breast feeding | Has wide knowledge and understanding on effects of drugs during pregnancy, birth and breast feeding | ||
Education on effects of drugs during pregnancy and breast feeding correctly provided | Has knowledge on providing education on effect of drug during pregnancy and breast feeding | Has knowledge and understanding on providing education on effect of drug during pregnancy and breast feeding | Has wide knowledge and understanding on providing education on effect of drug during pregnancy and breast feeding | ||
Specific drugs used in emergency situation correctly identified | Has knowledge of identifying specific drugs used in emergency situation | Has knowledge and understanding of identifying specific drugs used in emergency situation | Has wider range knowledge and understanding of identifying specific drugs used in emergency situation | ||
Different types of pollution and health risks correctly described | Has knowledge of different types of pollution and the health risks | Has knowledge and understanding of different types of pollution and the health risks | Has wider range of knowledge and understanding of different types of pollution and the health risks | ||
Preventive measures in different types of pollution correctly explained | Has knowledge of preventive measures in different types of pollution | Has knowledge and understanding of preventive measures in different types of pollution | Has wider range of knowledge and understanding of preventive measures in different types of pollution | ||
Education on the effect of pollution to the community correctly provided | Has knowledge of providing education on the effect of pollution to the community | Has knowledge and understanding of providing education on the effect of pollution to the community | Has wide knowledge and understanding of providing education on the effect of pollution to the community | ||
Precaution to be taken during medication, vital signs, monitoring and transportation of client correctly explained | Has knowledge on precaution to be taken during medication, vital signs, monitoring and transportation of client | Has knowledge and understanding on precaution to be taken during medication, vital signs, monitoring and transportation of client | Has wide knowledge and understanding on precaution to be taken during medication, vital signs, monitoring and transportation of client | ||
Knowledge and skills of IPC on prevention of diseases correctly applied | Has knowledge of applying IPC skills on prevention of diseases | Has knowledge and understanding of applying IPC skills on prevention of diseases | Has wide knowledge and understanding of applying IPC skills on prevention of diseases | ||
Knowledge and skills of identifying and reporting infectious diseases IPC correctly applied | Has knowledge and skills of identifying and reporting notifiable infectious diseases | Has knowledge and understanding skills of identifying and reporting notifiable infectious diseases | Has wider range knowledge and understanding skills of identifying and reporting notifiable infectious diseases | ||
Knowledge and skills of IPC on set up of infectious client room for isolation correctly applied | Has knowledge of applying skills of IPC on set up of infectious client room for isolation | Has knowledge and understanding of applying skills of IPC on set up of infectious client room for isolation | Has wide knowledge and understanding of applying skills of IPC on set up of infectious client room for isolation | ||
Barrier techniques used to infectious client correctly enumerated | Has knowledge on the barrier techniques used to infectious client | Has knowledge and understanding on the barrier techniques used to infectious client | Has wide knowledge and understanding on the barrier techniques used to infectious client | ||
Proper management of isolation room correctly provided | Has knowledge of proper management of isolation room | Has knowledge and understanding of proper management of isolation room | Has wide knowledge and understanding of proper management of isolation room | ||
Different types of health education correctly identified | Has knowledge on principles health education | Has knowledge and understanding on principles health education | Has wide knowledge and understanding on principles health education | ||
Principles of health education correctly explained | Has knowledge on principles of health education | Has knowledge and understanding on principles of health education | Has wide knowledge and understanding on principles of health education | ||
Importance of health education correctly recognized | Has knowledge on importance of health education | Has knowledge and understanding on importance of health education | Has wide knowledge and understanding on importance of health education | ||
Health education needs of the patient/client correctly assessed | Has knowledge on health education needs of the patient/client | Has knowledge and understanding on importance of health education | Has wide knowledge and understanding on importance of health education | ||
Health education according to the community needs correctly planned | Has knowledge of planning health education according to the community needs | Has knowledge and understanding of planning health education according to the community needs | Has wide knowledge and understanding of planning health education according to the community needs | ||
Health education sessions correctly conducted | Has knowledge of evaluating health education sessions | Has knowledge and understanding of evaluating health education sessions | Has wide knowledge and understanding of evaluating health education sessions | ||
Health education sessions correctly evaluated | Has knowledge of evaluating health education sessions | Has knowledge and understanding of evaluating health education sessions | Has wide knowledge and understanding of evaluating health education sessions | ||
The concepts of counseling and guidance correctly described | Has knowledge of concepts of counseling and guidance | Has knowledge and understanding of concepts of counseling and guidance | Has wide knowledge and understanding of concepts of counseling and guidance | ||
Types of counseling correctly identified | Has knowledge on types of counseling | Has knowledge and understanding on types of counseling | Has wide knowledge and understanding on types of counseling | ||
Purpose of counseling and guidance correctly identified | Has knowledge on determining of purpose of counseling and guidance | Has knowledge and understanding on determining of purpose of counseling and guidance | Has wide knowledge and understanding on determining of purpose of counseling and guidance | ||
Clients who need counseling and guidance correctly identified | Has knowledge on identifying clients who need counseling and guidance | Has knowledge and understanding on identifying clients who need counseling and guidance | Has wide knowledge and understanding on identifying clients who need counseling and guidance | ||
Importance of therapeutic relationship approach during health care delivery correctly recognized | Has knowledge on importance of therapeutic relationship approach during health care delivery | Has knowledge and understanding on importance of therapeutic relationship approach during health care delivery | Has wide knowledge and understanding on importance of therapeutic relationship approach during health care delivery | ||
Therapeutic relationship approach when caring patient /client correctly applied | Has knowledge on therapeutic relationship approach when caring patient/client | Has knowledge and understanding on therapeutic relationship approach when caring patient/client | Has wide knowledge and understanding on therapeutic relationship approach when caring patient/client | ||
Social and culture issue that have negative impact on health correctly described | Has knowledge on social and culture issue that have negative impact on health | Has knowledge and understanding on social and culture issue that have negative impact on health | Has wide knowledge and understanding on social and culture issue that have negative impact on health | ||
Social and culture issues that have negative and positive impact on health correctly described | Has knowledge on social and culture issues that have negative and positive impact on health | Has knowledge and understanding on social and culture issues that have negative and positive impact on health | Has wide knowledge on social and culture issues that have negative and positive impact on health | ||
Health education on socio cultural issues to relieve negative impact on health correctly provided | Has knowledge of providing health education on socio cultural issues to relieve negative impact on health | Has knowledge and understanding of providing health education on socio cultural issues to relieve negative impact on health | Has wide knowledge and understanding of providing health education on socio cultural issues to relieve negative impact on health | ||
The importance of social, cultural, spiritual and environmental issue on prevention of diseases correctly explained | Has knowledge on importance of social, cultural, spiritual and environmental issue on prevention of diseases | Has knowledge and understanding on importance of social, cultural, spiritual and environmental issue on prevention of diseases | Has wide knowledge and understanding on importance of social, cultural, spiritual and environmental issue on prevention of diseases | ||
Life styles which influence health correctly identified | Has knowledge on life styles which influence health | Has knowledge and understanding on life styles which influence health | Has wide knowledge and understanding on life styles which influence health | ||
Condition/diseases which associate with life style correctly recognized | Has knowledge on condition/diseases which associate with life style | Has knowledge and understanding on condition/diseases which associate with life style | Has wide knowledge and understanding on condition/diseases which associate with life style | ||
Education on advantage and disadvantage of life style to community correctly provided | Has knowledge on providing education on advantage and disadvantage of life style to community | Has knowledge and understanding on providing education on advantage and disadvantage of life style to community | Has wide knowledge and understanding on providing education on advantage and disadvantage of life style to community | ||
Common mental health terms are correctly defined | Has knowledge of common terms of mental health | Has knowledge and understanding of common terms of mental health | Has wide knowledge and understanding of common terms of mental health | ||
Roles of mental health team correctly enumerated | Has knowledge on roles of mental health team | Has knowledge and understanding on roles of mental health team | Has wider range knowledge and understanding on roles of mental health team | ||
Principles of mental health practice correctly identified | Has knowledge on principles of mental health practice | Has knowledge and understanding on principles of mental health practice | Has wide knowledge and understanding on principles of mental health practice | ||
Historical background of mental health worldwide, Tanzania and Zanzibar correctly explained | Has knowledge of historical background of mental health worldwide, Tanzania and Zanzibar | Has knowledge and understanding of historical background of mental health worldwide, Tanzania and Zanzibar | Has wide knowledge and understanding of historical background of mental health worldwide, Tanzania and Zanzibar | ||
Current mental health trends correctly explained | Has knowledge of current mental health trends | Has knowledge and understanding of current mental health trends | Has wide knowledge and understanding of current mental health trends | ||
Mental health policy of Zanzibar correctly explained | Has knowledge of mental health policy of Zanzibar | Has knowledge and understanding of mental health policy of Zanzibar | Has wide knowledge and understanding of mental health policy of Zanzibar | ||
Rights of mental ill patients correctly identified | Has knowledge on rights of mental ill patients | Has knowledge and understanding on rights of mental ill patients | Has wide knowledge and understanding on rights of mental ill patients | ||
Laws and regulations that protect mental ill patients correctly identified | Has knowledge of laws and regulations that protect mental ill patients | Has knowledge and understanding of laws and regulations that protect mental ill patients | Has wide knowledge and understanding of laws and regulations that protect mental ill patients | ||
Global and national programs for improving mental health correctly identified | Has knowledge of global and national programs for improving mental health | Has knowledge and understanding of global and national programs for improving mental health | Has wide knowledge and understanding of global and national programs for improving mental health | ||
Barriers for improving mental health correctly identified | Has knowledge of barriers for improving mental health | Has knowledge and understanding of barriers for improving mental health | Has wide knowledge and understanding of barriers for improving mental health | ||
Available services for improving mental health correctly explained | Has knowledge of available services for improving mental health | Has knowledge and understanding of available services for improving mental health | Has wide knowledge and understanding of available services for improving mental health | ||
Common mental health problems are correctly identified | Has knowledge of common mental health problems | Has knowledge and understanding of common mental health problems | Has wide knowledge and understanding of common mental health problems | ||
Causes of common mental health problems correctly explained | Has knowledge on causes of common mental health problems correctly explained | Has knowledge and understanding on causes of common mental health problems correctly explained | Has wide knowledge and understanding on causes of common mental health problems correctly explained | ||
Risk factors for mental health illnesses are correctly | Has knowledge of risk factors for mental health illnesses | Has knowledge and understanding of risk factors for mental health illnesses | Has wide knowledge and understanding of risk factors for mental health illnesses | ||
Appropriate treatment modalities to mental ill patients are correctly utilized | Has knowledge of utilizing appropriate treatment modalities to mental ill patients | Has knowledge and understanding of utilizing appropriate treatment modalities to mental ill patients | Has wide knowledge and understanding of utilizing appropriate treatment modalities to mental ill patients | ||
Preventive measures for mental illnesses correctly identified | Has knowledge of preventive measures for mental illnesses | Has knowledge and understanding of preventive measures for mental illnesses | Has wide knowledge and understanding of preventive measures for mental illnesses | ||
Preventive measures to different group of people are correctly employed | Has knowledge of employing preventive measures to different group of people | Has knowledge and understanding of employing preventive measures to different group of people | Has wide knowledge and understanding of employing preventive measures to different group of people | ||
Groups affected and those at risk for mental illness in the community are correctly identified | Has knowledge of identifying groups affected and those at risk for mental illness in the community | Has knowledge and understanding of identifying groups affected and those at risk for mental illness in the community | Has wide knowledge and understanding of identifying groups affected and those at risk for mental illness in the community | ||
Nursing diagnosis for appropriate nursing care correctly formulated | Has knowledge of nursing diagnosis for appropriate nursing care | Has knowledge and understanding of nursing diagnosis for appropriate nursing care | Has wide knowledge and understanding of nursing diagnosis for appropriate nursing care | ||
Nursing care of mentally ill individual correctly planned | Has knowledge of planning care of mentally ill individual | Has knowledge and understanding of planning care of mentally ill individual | Has wide knowledge and understanding of planning care of mentally ill individual | ||
Nursing intervention according to different mental illnesses are correctly provided | Has knowledge of nursing intervention according to different mental illnesses | Has knowledge and understanding of nursing intervention according to different mental illnesses | Has wide knowledge and understanding of nursing intervention according to different mental illnesses | ||
Overview of HIV/AIDS infection globally and nationally is correctly explained | Has knowledge on overview of HIV/AIDS infection globally and nationally | Has knowledge and understanding on overview of HIV/AIDS infection globally and nationally | Has wide knowledge and understanding on overview of HIV/AIDS infection globally and nationally | ||
Opportunistic infections correctly identified | Has knowledge of opportunistic infections | Has knowledge and understanding of opportunistic infections | Has wide knowledge and understanding of opportunistic infections | ||
The major roles of Zanzibar Aids Commission (ZAC) correctly identified | Has knowledge of major roles of Zanzibar Aids Commission (ZAC) | Has knowledge and understanding of major roles of Zanzibar Aids Commission (ZAC) | Has wide knowledge and understanding of major roles of Zanzibar Aids Commission (ZAC) | ||
Causes of stigma and discrimination correctly explained | Has knowledge on causes of stigma and discrimination | Has knowledge and understanding on causes of stigma and discrimination | Has wide knowledge and understanding on causes of stigma and discrimination | ||
The roles of gender in HIV/AIDS stigma and discrimination correctly discussed | Has knowledge on roles of gender in HIV/AIDS stigma and discrimination | Has knowledge and understanding on roles of gender in HIV/AIDS stigma and discrimination | Has wide knowledge and understanding on roles of gender in HIV/AIDS stigma and discrimination | ||
Consequences of stigma correctly explained | Has knowledge on consequences of stigma | Has knowledge and understanding on consequences of stigma | Has wide knowledge and understanding on consequences of stigma | ||
Basic components of VCT correctly identified | Has knowledge of Basic components of VCT | Has knowledge and understanding of Basic components of VCT | Has wide knowledge and understanding of Basic components of VCT | ||
Goals of counseling are correctly described | Has knowledge on goals of counseling | Has knowledge and understanding on goals of counseling | Has wide knowledge and understanding on goals of counseling | ||
Counseling skills in caring HIV/AIDS clients correctly applied | Has knowledge of applying counseling skills in caring HIV/AIDS clients | Has knowledge and understanding of applying counseling skills in caring HIV/AIDS clients | Has wide knowledge and understanding of applying counseling skills in caring HIV/AIDS clients | ||
Concept of home based care correctly described | Has knowledge on concept of home based care | Has knowledge and understanding on concept of home based care | Has wide knowledge and understanding on concept of home based care | ||
Care | On home based care | ||
Needs of HIV/AIDS clients and their families in home based setting correctly assessed | Has knowledge on assessing needs of HIV/AIDS clients and their families in home based setting | Has knowledge and understanding on assessing needs of HIV/AIDS clients and their families in home based setting | Has wide knowledge and understanding on assessing needs of HIV/AIDS clients and their families in home based setting |
Ways to supervise and educate home health worker and family member on providing care to HIV/AIDS patient/client correctly identified | Has knowledge of supervise and educate home health worker and family member on providing care to HIV/AIDS patient/client | Has knowledge and understanding of supervise and educate home health worker and family member on providing care to HIV/AIDS patient/client | Has wide knowledge and understanding of supervise and educate home health worker and family member on providing care to HIV/AIDS patient/client |
The goal of ARV therapy to patient/client living with HIV/AIDS correctly explained | Has knowledge on goal of ARV therapy to patient/client living with HIV/AIDS | Has knowledge and understanding on goal of ARV therapy to patient/client living with HIV/AIDS | Has wide knowledge and understanding on goal of ARV therapy to patient/client living with HIV/AIDS |
Recommended ARVs drugs in Zanzibar are correctly understood | Has knowledge of recommended ARVs drugs in Zanzibar | Has knowledge and understanding on recommended ARVs drugs in Zanzibar | Has wide knowledge and understanding on recommended ARVs drugs in Zanzibar |
Investigation before initiation of ARV therapy are correctly explained | Has knowledge of investigation before initiation of ARV therapy | Has knowledge and understanding of investigation before initiation of ARV therapy | Has wide knowledge and understanding of explaining investigation before initiation of ARV therapy |
The common symptoms experience by people living with HIV/AIDS are correctly identified | Has knowledge of common symptoms experience by people living with HIV/AIDS | Has knowledge and understanding on common symptoms experience by people living with HIV/AIDS | Has wide knowledge and understanding on common symptoms experience by people living with HIV/AIDS |
Factors that contribute symptoms of HIV infected person correctly explained | Has knowledge on factors that contribute symptoms of HIV infected person | Has knowledge and understanding on factors that contribute symptoms of HIV infected person | Has wide knowledge and understanding on factors that contribute symptoms of HIV infected person |
Syndromic management strategies correctly describe | Has knowledge of syndromic management strategies | Has knowledge and understanding of syndromic management strategies | Has wide knowledge and understanding of syndromic management strategies |
Nursing process in the management of HIV/AIDS correctly explained | Has knowledge of nursing process in the management of HIV/AIDS | Has knowledge and understanding of nursing process in the management of HIV/AIDS | Has wide knowledge and understanding of nursing process in the management of HIV/AIDS |
Clinical criteria for giving ART to patient with HIV/AIDS correctly described | Has knowledge of clinical criteria for giving ART to patient with HIV/AIDS | Has knowledge and understanding of clinical criteria for giving ART to patient with HIV/AIDS | Has wide knowledge and understanding of clinical criteria for giving ART to patient with HIV/AIDS |
Common ARV drugs used in Zanzibar correctly identified | Has knowledge on common ARV drugs used in Zanzibar | Has knowledge and understanding of common ARV drugs used in Zanzibar | Has wide knowledge and understanding of common ARV drugs used in Zanzibar |
Action of ARV drugs commonly used in Zanzibar correctly explained | Has knowledge of action of ARV drugs commonly used in Zanzibar | Has knowledge and understanding of action of ARV drugs commonly used in Zanzibar | Has wide knowledge and understanding of action of ARV drugs commonly used in Zanzibar |
Common signs of treatment failure correctly describe | Has knowledge of common signs of treatment failure | Has knowledge and understanding of common signs of treatment failure | Has wide knowledge and understanding of common signs of treatment failure |
Common sides effects and advise drug reactions are correctly explained | Has knowledge of common sides effects and advise drug reactions | Has knowledge and understanding of common sides effects and advise drug reactions | Has wide knowledge and understanding of common sides effects and advise drug reactions |
Clients/patient with side effects correctly recognized | Has knowledge of recognizing clients/patient with side effects | Has knowledge and understanding of recognizing clients/patient with side effects | Has wide knowledge and understanding of recognizing clients/patient with side effects |
The side effects of patients/clients who used ART correctly managed and referred | Has knowledge of managing and referring side effects of patients/clients who used ART | Has knowledge and understanding of managing and referring side effects of patients/clients who used ART | Has wide knowledge and understanding of managing and referring side effects of patients/clients who used ART |
Common documents used in CTC are correctly identified | Has knowledge of common documents used in CTC | Has knowledge and understanding of common documents used in CTC | Has wide knowledge and understanding of common documents used in CTC |
Description process of ARV drugs in Zanzibar correctly describe | Has knowledge of description process of ARV drugs in Zanzibar | Has knowledge and understanding of description process of ARV drugs in Zanzibar | Has wide knowledge and understanding of description process of ARV drugs in Zanzibar |
Procedures for dispensing, recording and storage of ARV drugs correctly explained | Has knowledge of procedures for dispensing, recording and storage of ARV drugs | Has knowledge and understanding of procedures for dispensing, recording and storage of ARV drugs | Has wide knowledge and understanding of procedures for dispensing, recording and storage of ARV drugs |
Common communicable disease s correctly identified | Has knowledge of common communicable disease | Has knowledge and understanding of common communicable disease | Has wide knowledge and understanding of common communicable disease |
Causes of common communicable disease are correctly explained | Has knowledge of causes of common communicable diseases | Has knowledge and understanding of causes of common communicable diseases | Has wide knowledge and understanding of causes of common communicable diseases |
Clinical signs of different types of | Has knowledge on clinical signs of | Has knowledge and understanding on | Has wide knowledge and understanding on |
communicable diseases are correctly identified | different types of communicable diseases | clinical signs of different types of communicable diseases | clinical signs of different types of communicable diseases |
Inter relationship of agent, host and environment in disease transmission are correctly explained | Has knowledge of inter relationship of agent, host and environment in disease transmission | Has knowledge and understanding of inter relationship of agent, host and environment in disease transmission | Has wide knowledge and understanding of inter relationship of agent, host and environment in disease transmission |
Principles and preventive measure in controlling communicable diseases correctly explained | Has knowledge principles and preventive measure in controlling communicable diseases | Has knowledge and understanding of principles and preventive measure in controlling communicable diseases | Has wide knowledge and understanding of principles and preventive measure in controlling communicable diseases |
Preventive practice against communicable diseases to the community correctly applied | Has knowledge of applying preventive practice against communicable diseases to the community | Has knowledge and understanding of applying preventive practice against communicable diseases to the community | Has wide knowledge and understanding of applying preventive practice against communicable diseases to the community |
Patient/clients suffering from communicable diseases correctly assessed | Has knowledge of assessing Patient/clients suffering from communicable diseases correctly assessed | Has knowledge and understanding of assessing Patient/clients suffering from communicable diseases correctly assessed | Has wide knowledge and understanding of assessing Patient/clients suffering from communicable diseases correctly assessed |
Nursing care to patient suffering from communicable diseases properly planned | Has knowledge of planning Nursing care to patient Suffering from communicable diseases | Has knowledge and understanding of planning Nursing care to patient Suffering from communicable diseases | Has wide knowledge and understanding of planning Nursing care to patient Suffering from communicable diseases |
Nursing care to the patient suffering from communicable diseases correctly implemented
| Has knowledge of implementing Nursing care to the patient suffering from communicable diseases | Has knowledge and understand implementing of Nursing care to the patient suffering from communicable diseases | Has knowledge and understand implementing of Nursing care to the patient suffering from communicable diseases |
Brief history of PHC is clearly stated
| Has knowledge of brief history of PHC | Has knowledge and understanding of brief history of PHC | Has wide knowledge and understanding of brief history of PHC |
The aim of PHC correctly explained
| Has knowledge of aim of PHC | Has knowledge and understanding of aim PHC | Has wide knowledge and understanding of aim PHC |
Components and elements of PHC are correctly explained | Has knowledge of components and elements of PHC
| Has knowledge and understand of components and elements of PHC | Has wide knowledge and understand of components and elements of PHC |
The PHC strategies in health care delivery correctly explained | Has knowledge of explaining PHC health care delivery
|
Has knowledge and understanding of explaining PHC strategies in health care delivery | Has wide knowledge and understanding of explaining PHC strategies in health care delivery |
Success and failure of PHC correctly explained
| Has knowledge on success and failure of PHC correctly explained | Has knowledge and understanding on success and failure of PHC | Has wide knowledge and understanding on success and failure of PHC |
Promotion of health in the community with other sectors is highly collaborated
| Has knowledge on promotion of health in the community with other sectors | Has knowledge and understanding on promotion of health in the community with other sectors | Has wide knowledge and understanding on promotion of health in the community with other sectors |
The concepts of CBHC is correctly explained
| Has knowledge of concepts of CBHC | Has knowledge and understanding of concepts of CBHC | Has wide knowledge and understanding of concepts of CBHC |
The role of CBHC in promoting health correctly explained
| Has knowledge role of CBHC in the promoting health
| Has knowledge and understanding of role of CBHC in the promoting health
| Has wide knowledge and understanding of role of CBHC in the promoting health
|
The benefits of CBHC in promoting health correctly explained | Has knowledge of explaining benefits of CBHC in promoting health | Has knowledge and understanding of explaining benefits of CBHC in promoting health | Has wide knowledge and understanding of explaining benefits of CBHC in promoting health |
Components of CBHC are correctly identified
| Has knowledge of components of CBHC | Has knowledge and understanding of components of CBHC | Has wide knowledge and understanding of components of CBHC |
CBHC as a strategy in PHC is correctly explained
| Has knowledge of CBHC as a strategy in PHC | Has knowledge and understanding of CBHC as strategy in PHC | Has wide knowledge and understanding of CBHC as strategy in PHC |
Concept of community health nursing explained
| Has knowledge on explaining concept | Has knowledge and understanding | Has wide knowledge and |
Of community health nursing | On explaining concept of community health nursing | Understanding on explaining concept of community health nursing | |
Procedure of conducting community diagnosis correctly explaining
| Has knowledge on procedures of conducting community diagnosis | Has knowledge and understanding on procedures of conducting community diagnosis | Has wide knowledge and understanding on procedures of conducting community diagnosis |
Plan of action for community health care implementation and evaluation correctly developed | Has knowledge of developing plan of action for community health care implementation and evolution
| Has knowledge and understanding of developing plan of action for community health care implementation and evolution | Has wide knowledge and understanding of developing plan of action for community health care implementation and evolution |
Community health profile correctly explained
| Has knowledge of community health profile | Has knowledge and understanding of community health profile | Has wide knowledge and understanding of community health profile |
The concept of community empowerment is correctly explained
| Has knowledge of explaining concept of community empowerment | Has knowledge and understanding of explaining concept of community empowerment | Has wide knowledge and understanding of explaining concept of community empowerment |
Collaboration techniques between community leader and community members in promotion of health correctly explained | Has knowledge of explaining techniques of collaboration between community leaders.
| Has knowledge and understanding of explaining techniques of collaboration between community leaders. | Has wide knowledge and understanding of explaining techniques of collaboration between community leaders. |
Community members and CORPs in promotion of health
| Community leader, community members and CORPs in promotion of health | Between community leaders, community members and CORPs in promotion of health | |
Criteria for selection of own resource person is correctly identified | Has knowledge on identification of criteria for selection of own resource person
| Has knowledge and understanding on identification of criteria for selection of own resource person | Has wide knowledge and understanding on identification of criteria for selection of own resource person |
Methods of training CORPs correctly described | Has knowledge of methods of training CORPs
| Has knowledge and understanding of methods of training CORPs | Has wide knowledge and understanding of methods of training CORPs |
Steps of nursing process applied to the community correctly explained | Has knowledge of steps of nursing process applied to the community
| Has knowledge and understanding of steps of nursing process applied to the community | Has wide knowledge and understanding of steps of nursing process applied to the community |
Method of community assessment is correctly described | Has knowledge of describing method of community assessment
| Has knowledge and understanding of describing method of community assessment | Has wide knowledge and understanding of describing method of community assessment |
Characteristics of nursing process applied to the community correctly identified | Has knowledge of characteristics of nursing process applied to the community
| Has knowledge and understanding of characteristics of nursing process applied to the community | Has wide knowledge and understanding of characteristics of nursing process applied to the community Process to the community |
The process of identifying influential people in the community people in the community correctly described | Has knowledge on process of identifying influential people in the community | Has knowledge and understanding on process of identifying influential people in the community
| Has wide knowledge and understanding on process of identifying influential people in the community |
The effects of health problems to the community correctly described | Has knowledge of describing the effects of health problems to the community
| Has knowledge and understanding of describing the effects of health problems to the community | Has wide knowledge and understanding of describing the effects of health problems to the community |
The components of community assessment report correctly explained | Has knowledge on the component of community assessment
| Has knowledge and understanding on the component of community assessment | Has wide knowledge and understanding on the component of community assessment |
Different format in writing assessment report correctly displayed | Has knowledge of different format in writing assessment report
| Has knowledge and understanding of different format in writing assessment report | Has wide knowledge and understanding of different format in writing assessment report |
Common terms used in leadership and management correctly define | Has knowledge of common terms used in leadership and management | Has knowledge and understanding of common terms used in leadership and management
| Has wide knowledge and understanding of common terms used in leadership and management
|
Principles of leadership and management correctly explained | Has knowledge of explaining principles of leadership and management | Has knowledge and understanding of common terms used in leadership and management
| Has wide knowledge and understanding of common terms used in leadership and management |
Leadership styles are correctly identified | Has knowledge of identifying leadership styles | Has knowledge and understanding of identifying leadership styles
| Has wide knowledge and understanding of identifying leadership styles |
Basic steps in planning and organizing resource are correctly identified | Has knowledge on basic steps in planning and organizing resource | Has knowledge and understanding of basic steps in planning and organizing resource
| Has wide knowledge and understanding of basic steps in planning and organizing resource |
Factors that hider effective planning and organizing resources are correctly identified | Has knowledge and identified factors that hider effective planning and organizing resources | Has knowledge and understanding of identified factors that hider effective planning and organizing resources
| Has wide knowledge and understanding of identified factors that hider effective planning and organizing resources |
Modes of planning and organizing activities correctly identified
| Has knowledge on modes of planning and organizing activities | Has knowledge and understanding of modes of planning and organizing activities | Has wide knowledge and understanding of modes of planning and organizing activities |
Available resources for planning and organizing are correctly identified
| Has knowledge of identifying available resources for planning and organizing | Has knowledge and understanding of identifying available resources for planning and organizing | Has wide knowledge and understanding of identifying available resources for planning and organizing |
Daily, week and monthly work plan are correctly prepared | Has knowledge on preparing daily, weekly and monthly work plan
| Has knowledge and understanding of preparing daily, weekly and monthly work plan | Has wide knowledge and understanding of preparing daily, weekly and monthly work plan preparing daily, weekly and monthly work plan |
Use information are correctly outlined
| Has knowledge on using information | Has knowledge and understand of using information | Has wide knowledge and understand of using information |
Stages in generating information are correctly identified
| Has knowledge of identifying stages in generation information | Has knowledge and understanding of identifying stages in generation information | Has wide knowledge and understanding of identifying stages in generation information |
Importance of computer and internet are correctly outlined
| Has knowledge on importance of computer and internet | Has knowledge and understanding of importance of computer and internet | Has wide knowledge and understanding of importance of computer and internet |
Common problems at work place are correctly identified
| Has knowledge of identifying common problems at work place | Has knowledge and understanding of identifying common problems at work place | Has wide knowledge and understanding of identifying common problems at work place |
Source of problems at work place are correctly identifying
| Has knowledge on source of problems at work place | Has knowledge and understanding of source of problems at work place | Has wide knowledge and understanding of source of problems at work place |
Problems solving approaches at work place correctly applied
| Has knowledge on applying problem solving approaches at work place | Has knowledge and understanding of applying problem solving approaches at work place | Has wide knowledge and understanding of applying problem solving approaches at work place |
Sources/causes of conflicts at work place correctly identified
| Has knowledge on sources/causes of conflicts at work place | Has knowledge and understanding of sources/causes of conflicts at work place | Has wide knowledge and understanding of sources/causes of conflicts at work place |
Categories of conflicts correctly identified | Has knowledge on identifying categories of Conflicts
| Has knowledge and understanding of identifying Categories of conflicts | Has wide knowledge and understanding of identifying categories of conflicts
|
Appropriate techniques in solving conflicts correctly enumerated
| Has knowledge on appropriate techniques in solving conflicts | Has knowledge and understanding of appropriate techniques in solving conflicts | Has wide knowledge and understanding of appropriate techniques in solving conflicts |
Reasons for management of change correctly explained
| Has knowledge on explaining reasons for management of change | Has knowledge and understanding of | Has wide knowledge and understanding of |
Factors for introducing a change correctly outlined
| Has knowledge on factors for introducing change | Has knowledge and understanding of explaining reasons for management of change | Has wide knowledge and understanding of explaining reasons for management of change |
Factors leading to resistance to chance are correctly identified
| Has knowledge on identifying factors leading to resistance to change | Has knowledge and understanding on identifying factors leading to resistance to change | Has wide knowledge and understanding on identifying factors leading to resistance to change |
Factors to reduce resistance to change are correctly identified
| Has knowledge on factors to reduce resistance to change | Has knowledge and understanding on factors to reduce resistance to change | Has wide knowledge and understanding on factors to reduce resistance to change |
Team work is correctly defined | Has knowledge of defining team work
| Has knowledge and understanding of defining team work | Has wide knowledge and understanding of defining team work |
Characteristics of team work correctly explained
| Has knowledge of explaining characteristic of team work | Has knowledge and understanding of explaining characteristic of team work | Has wide knowledge and understanding of explaining characteristic of team work |
Advantages and disadvantage of teamwork are correctly identified
| Has knowledge of advantages and disadvantages of teamwork | Has knowledge and understanding of advantages and disadvantages of teamwork | Has wide knowledge and understanding of advantages and disadvantages of teamwork |
Decision making defied correctly | Has knowledge on decision making
| Has knowledge and understanding of decision making
| Has wide knowledge and understanding of decision making |
Stages that involved in decision making process are correctly identified
| Has knowledge on stages that involved indecision making process | Has knowledge and understanding on stages that involved indecision making process | Has wide knowledge and understanding on stages that involved indecision making process |
Factor that hinder rational decision making are correctly outlined
| Has knowledge on outlining factors that hinder rational decision making | Has knowledge and understanding on outlining factors that hinder rational decision making | Has wide knowledge and understanding on outlining factors that hinder rational decision making |
DESCRIPTION OF MODULES
Code: NM 05111
Name: Health education and counseling
Sub-enabling Outcomes:
1. Describe different types of health education techniques |
2. Prepare health education sessions according to patients/client needs |
3. Provide health information and education to patient/clients based on their needs |
4. Use therapeutic relationship approach during health care delivery |
5. Perform counseling and guidance |
Prerequisite Modules: Communication skills
earning Context
Class room
Clinical area
Community field
Earning Content
Definition of health education
Types of health education techniques
Role of health education
Therapeutic relationship during care
Importance of spiritual beliefs during illness
Health education sessions according to patients/client needs
Counseling and guidance
Definition of counseling and Guidance
Aim of counseling
Counselor’s role
Principle of counseling
Types of counseling
Counseling procedure and techniques
Learning Materials/Facilities
Abilities:
Multifunctional room /skill laboratory in which students can be accommodated well and all other
Uipment and supplies that will be required for group’s demonstration practices
Learning and teaching materials:
Following learning and teaching materials will be used (not exhaustive) multimedia objector, overhead projectors and screens, computers, flip charts, white and black boards, halks and marker pens, transparencies, slip projectors, TV set ,radio cassettes
DESCRIPTION OF MODULES
Code: NM 05111
Name: Health education and counseling
Sub-enabling Out comes:
2.2.1 Describe different types of health education techniques |
2.2.2 Prepare health education sessions according to patient/client needs |
2.2.3 Provide health information and education to patients/ clients based on their needs |
2.2.4 Use therapeutic relationship approach during health care delivery |
2.2.5 Perform counseling and guidance |
Prerequisite Modules: Communication skills
Learning Context
Class room
Clinical area
Community field
Learning Content
Definition of health education
Types of health education techniques
Role of health education
Therapeutic relationship during care
Importance of spiritual beliefs during illness
Health education sessions according to patients/client needs
Counseling and guidance
Definition of counseling and guidance
Aim of counseling
Counselor’ role
Principle of counseling
Types of counseling situations
Counseling procedure and techniques
Learning Materials/Facilities
Facilities:
Multifunctional room /skill laboratory in which students can be accommodated
Equipment and supplies that will be required for group’s demonstration practices
Learning and teaching materials:
The following learning and teaching materials will be used (not exhaustive) Multimedia projector, overhead projectors and screens, Computers, Flip charts, White and black boards, chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes
References:
- M, Ngatia P. Mwakilasa A.(1993)A Guide for Training Teachers of Health Workers. AMREF
- World Health Organization , Geneva
- 1991.Education for health 1st edition. World Health Organization. Indiana.
- Jaypee Brothers. 1991. A manual on health education in primary health care. 1st
Code: NM05112
Name: Midwifery Incl. FANC
Sub-enabling Outcomes:
1.1.1 Differentiate major parts of female and male reproductive system |
1.1.2 Recognize physiological changes that occur during pregnancy |
1.13 Provide care to women and their families during pregnancy, labour and postpartum period |
1.1.4 Interrelate social, culture and economical aspects with reproductive and child health services in Zanzibar |
1.1.1 Describe the management of 1st, 2nd, 3rd and 4th stages of labour |
1.3.2 Utilize Focused Antenatal Care ( FANC) in reproductive health |
1.3.3 Describe Pharmacological substances which are safe during pregnancy, birth and breast feeding |
Prerequisite Module: None
Learning Context
This module will be conducted through lectures, lecture discussion, group discussion, tutorials, seminars, practical and workplace and work learning.
Learning Content
Back ground of midwifery practiced national and International
Historical back ground of midwifery practiced national and international
Legal and ethical issues practiced national and international
Roles and function of the mid wifely
Definition of terms used in midwifery
Major parts of female and male reproductive system
The female external and internal genitalia
Structure and functions of the breast
The male reproductive organs
Structure of spermatozoa
Types of pelvis
Diameters of the pelvis
Pelvis bones, joints and ligament
Foetal skull
Physiological changes which occur during pregnancy
Physiology of menstruation
Fertilization
Development of fertilized ovum and the Placenta
Physiology changes which occur during pregnancy
Fetal development
Fetal circulation
Sigs of pregnancy
Minor disorders of pregnancy
-Digestive system
-Muscular skeletal system
-Reproductive system
-Cardio vascular system
-Respiratory System
The concept of labour
Definition of terms used in labour
Stage of labour
Physiological changes during labour
Factors that influence the onset of labour
Admission of the woman in labour
Partograph in indentifying abnormalities in labour
Definition of partograph
Purpose of partograph
Symbols used during partograph recording
Record and interpret information on the partograph
Intervention based on partograph finding
Manage 1st and 2nd stage of labour
Signs and symptoms of 1st stage of labour
Care of the woman during 1st stage of labour
Signs and symptoms of 2nd stage of labour
Care of the woman during 2nd stage of labour
Mechanism of labour
Principles of safe delivery
Manage 3rd and 4th stage of labour
Definition of active management of 3rd stage of labour
Physiological process of 3rd stage of labour
Quick assessment of the placenta
Examination of placenta
Assessment during 4th stage of labour
` Focused antenatal care in reproductive health
-Definition of focused antenatal care
-Goals of focused antenatal
-Characteristics of an effective antenatal care
-Element of focused antenatal
– Early detection diagnosis of diseases and abnormalities assessment provision of care in antenatal
-Prevention of mother to child transmission (PMTCT) of HIV
-Management of client records referral and follow -up
-ANC quality improvement and infection prevention and control
Specific medical diseases during pregnancy
Malaria in pregnancy
Use and advantages of ITN
Intermittent preventive treatment IPT
Management of malaria in pregnancy
Anemia in pregnancy
Definition of anemia in pregnancy
Sign and symptoms anemia in pregnancy
Classification of anemia in pregnancy
Management of anemia in pregnancy
Syphilis in pregnancy
Definition of syphilis in pregnancy
Mode of transmission
Stages of syphilis
Congenital syphilis
Sign and symptoms of congenital syphilis
Laboratory investigations
Management of syphilis in pregnancy
Pharmacological substance which are safe during pregnancy, birth and breast feeding
Effects of drugs during pregnancy, birth and breast feeding
Health education to the women on the effect of drugs during pregnancy and breast feeding
Specific drugs used in emergency situation
Learning Materials/Facilities
Facilities:
Multifunctional room/ skill laboratory in which students can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices.
Learning and teaching materials:
The following learning and teaching materials will be used (not exhaustive) Multimedia projector, overhead projectors and screens, computers, flip charts, white and black boards, chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes.
REFERENCES.
- Nursing and midwifery council. 2000. Standard of Proficiency for pre-registration Midwifery Education – United Kingdom Central Council for Nursing . Pre-registration Midwifery Education – United Kingdom Central Council for Nursing.
- Staff of Chogoria Hospital 1986.Procedure Manual for Nurses and Midwifes
AMREF
- Tiran, D 2003.Midwives’ Dictionary. 10th edition. Bailliere Tindall. London.
- USAID .2007.Emergency Obstetric Care Quick Reference Guide for Frontline Providers –JHPIEGO ACCESS-USA.
- World Health Organization .2003 Managing New Born Problems: A Guide for Doctors, Nurses and Midwives WHO. Geneva.
- World Health Organization .2000. Managing Complications in Pregnancy and Childbirth: A Guide for Midwives and Doctors. WHO. Geneva. MOHSW Tanzania. 2008 Focused Antenatal are Malaria and syphilis
Code: NM05113
Name: Child Health incl. IMCL
Sub-enabling Outcomes:
1.2.1 Describe the process of human growth and development
|
1.2.2 Demonstrate appropriate care to a new born baby
|
1.2.3 Manage new born baby with common physiological abnormalities and congenital malformation
|
1.2.4 Identify newborns at high risk including LBW
|
1.2.5 Describe the concepts and principles of Integrated Management of Childhood Illness (IMCI)
|
1.2.6 Utilize knowledge of immunization to prevent common communicable diseases to under-five children
|
Prerequisite Modules: None
Learning context
This module will be conducted through lectures, lecture discussion, group discussion, tutorials, seminars, practical and workplace learning.
Learning content
Process of human growth and development
Definition of common terms used in human growth and development
Growth, development, child, maturity
Factors influencing growth and development
-Prenatal, Intra-natal, Post natal
Characteristics of human growth and development
-Continuous process
-Orderly sequence of growth
-Interrelatedness
-Rate of growth
Factors that influence growth and development
-Genetics/heredity, sex, environment
Stages of human growth and development
Appropriate care to a new born baby
Immediate care of the new born
Describe APGAR score
Safety measures in caring new born baby
Characteristics of new born
Psychological perception of the new born
-Hearing, smell and test, touch, habituation, sleeping and waking and crying
Needs of the new born baby
Daily care of the new born
Manage common physiological abnormalities
Physical assessment of the new born baby
Common physiological abnormalities in new born babies
-Jaundice
Abnormal condition in neonate
-Hydrocephalus, Microcephalus, Ancephalocell, Meningocele, Spinal bifida, Cleft palate, Hare lip.
Care to a child with medical and surgical condition
-Neonatal infection, Pathological jaundice, Hernia, Imperforated anus, Pneumonia, Intestinal parasite Poisoning, Burns
Fractures
Advice on care of the new born on discharge
Importance of breast feeding
WHO/UNICEF Ten Step for Successful Breast feeding
Appropriate feeding modes
General care of the new born baby at home
Prompt referral of the new born baby with danger signs
Care of baby with congenital malformation
Counseling mother on the baby with congenital malformation
Babies with low birth weight
Classification of low birth weight
-Preterm and Small for gestational age
Care of new born at high risk
New born at high risk
Asphyxia neonatorum
Hypothermia
Metabolic disorders
Pathological jaundice
Premature baby
Assessment of new born at high risk
Emotional support to parents/ guardians with a new born at risk
Learning Materials / Facilities
Facilities:
Multifunctional room/skill laboratory in which students can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices
Learning and teaching materials :
The following learning and teaching materials will be used(not exhaustive ) Multimedia projector, overhead proctors and screens, Computer, Flip charts, White and black boards, Chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes
Reference :
- Barbara, F.W. 1985. Paediatric Nursing 6th edition William Clowes Beccles and London
- Barbara, F.w 1979 . Paediatric Nursing 5th edition William Spottswoode Ballantyne Colchester and London
- David , G 1982 . The newborn child 4 and 5th edition Churchill Livingstone
- Ebrahim, G.J 1979. Practical mother and child health in developing country Hong Kong
- Ebrahim G.J 1991. Practical mother and child health in developing country. A manual for health nurse and rural health centre staff.
- Roberton NRC. 1988 A manual of Normal Neonatal care. Great Britain
- King, FS. 1985. Helping mother to breast feeding. African Medical and Research Foundation. Nairobi.
Code: NM 05114
Name: Mental Health 1
Sub- enabling Outcomes:
3.1.1 Explain the concept of mental health in relation to psychiatric nursing
|
3.1.2 Describe the mental health historical background
|
3.13 Describe the National Health policy and guidelines on mental health services
|
3.1.4 Explain the preventive measures for mental ill health conditions
|
3.1.5 Explain national and global initiative for improving mental health
|
3.1.6 Classify mental illnesses according to the Diagnostic and Statistical
|
Manual mental disorder (DSM iv ) International Classification of Diseases (ICD10) Classification
|
3.2.1 Differentiate common mental health problems and their causes
|
3.2.2 Describe classes / categories of mental illness and their conditions, signs and symptoms
|
3.2.3 Describe the characteristic of common mental Illnesses
|
3.2.1 Differentiate types of care for mental ill individuals
|
3.3.2 Utilizing available measures to prevent mental illnesses
|
3.3.3 Plan and provide nursing care to mentally disturbed persons
|
Prerequisite Modules
Health education and counseling
Communication skills
Anatomy and physiology
Pharmacology
Nursing ethics
Learning Context
A class room or a multifunctional room /skill laboratory in which students can be accommodated well and other equipment and supplies that will be required for group’s demonstration practice, Clinical area, and field practice in the community
Learning and teaching materials:
The following learning and cheating materials will be used(not exhaustive) multimedia projector, over head projector and screens, computers, flip charts, white and black boards, chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes
Teaching methods
This module will be conducted through lectures, lecture discussion, group discussion tutorials, seminars, practical and workplace learning.
Learning content
Neuro- anatomy and physiology
Definition of terms
Structure and functions of brain in relation to mental health
-Neuro transmitters, Noradrenaline, Dopamine, Serotonin, Acetycholine,
Gamma amino Butric Acid (GABA), Glycine
Limbic System
The autonomic nervous system, Sympathetic and
Parasympathetic
Concept of mental health
Definition of terms
Historical background and existing new trends
History of mental health services
Demonological period
-Political period
-Humanitarian period
-Scientific period
History of mental health services in Zanzibar
Colonial period
After revolution
Mental health policy of Zanzibar
Mental health services as component of PHC
Functional role of psychiatric team member
Introduction to psychology
Definition of psychology
Common concepts used in psychology
Personality, Motivation,Learning,Perspective,Remembering
Forgetting,Stress,Pain,Perspective,Attitude,Frustration,Behaviour,
Emortion,Aggression,Group dynamic
Relevance of psychology in health promotion
Relevance of psychology for nurses
Biomedical model
Health belief mode
Theories of personality development
Personality concept
Psychoanalytic theory (Id,Ego and Superego)
Psychosexual stages of development (Oral,Anal,Phallic,and genital)
Erickson ,Carl Jung, Others
Personality development
Evolution of personality
Types of personality
Factors influencing personality development
- Biological, Cultural, Environmental, Experiences
Theoretical approaches of behavior modification
Theoretical approaches
Behaviorists’ theories
Conditioning
Reinforcement
Behavior modification
Group dynamics
Definition, Crowds, Groups, Types of groups, Group morale
Group therapy, Group leadership
Common concepts used in sociology
Definition
Relevance of sociology to nurses
Common concepts of sociology
-Society, Family, Community, Culture, Beliefs, Values
Norms Taboos, Health Diseases, Illness, Socialization,
Social change, Social stratification, social institute, Social control, social stratification
Definition of terms
Class, Power, Status
Theories of social class
Measurement of social class
Inequalities in health service
Measuring of inequalities in health service
Morbidly
Mortality
Cultural patterns influencing people’s behavior
Traditions, Beliefs Norms, Values
Social response to diseases
Introduction
Explanatory models
Medical pluralism
Therapy management group
Germ theory disease
Tran’s theoretical model of behavior change
Introduction, Stage of change, Preparation, Action, Maintenance
Persuading to change
Disease pattern in different society
Pre-agriculture society
Agriculture society
Industrial society
Rights of mental ill patients
Admission procedures
Mental health act of Zanzibar, (2001)
Civil commitment to civil ill patients
Role of psychiatric nursing in criminal justice
Criminal commitment for mental ill patients
Global and national initiative for improving mental health
Classification of mental illness according to DSM IV/ICD 10 classification
Main components of mental health evaluation
History taking mental status evaluation, patient interviewgy
And symptomatology
Causes of mental illness
Genetic, cultural factors, physical and psychological factors
Common mental health problems and their causes
Schizophrenia, Depression, Neurosis, Anxiety, Hysteria, Obsessive
Compulsive, Anorexia nervous, Epilepsy
Characteristic of common mental illnesses
Types care for mental ill individuals
Preventive measures to prevent mental illnesses
-Primary, Secondary and Tertiary
Nursing care to mental disturbed person
Learning Materials/Facilities
Facilities:
Multifunctional room/skill laboratory in which students can be accommodated well and all other equipment and
Supplies that will be required for group‘s demonstration practices
Learning and teaching materials:
The following learning and teaching material will be used (not exhaustive) Multimedia
Projector, overhead projectors and screens, Computers, Flip charts, White and black boards,
Chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes.
References:
- Andrews and Jenkins.1999.Management OF Mental Disorders
(UK Edition)Sydney: World health Organization Collaborating Center for Mental health and substance Abuse First Published Volume 2
- David G, Sydney B, Francis C 1996. 1999. Psychiatry in Medical prentice second Edition route ledge, London and New York
- Stuart and sundae, 1995. Principles and practice of psychiatric Nursing. 5th Edition. Publisher Alison Harrison Mosby United
State of America
- Green B. 1994. Psychiatry in General practice. Kluwer Academic Publisher Dordrecht /Boston/London
- World Health Organization Collaborating Center for Research and Training for Mental Health
- WHO. 2001. Guide to Mental Health in primary care 2001. MEHATA Dares salaam
- Mbatia J, kilonzo G. P. and Hauli J Reprinted. 2004. Mental Health A basic
manual for general health workers in primary care 2001. MEHATA Dares salaam
- Armstrong E. 1995. Mental Health Issue in primary care. A Practical Guide Publisher Macmillan London
- Morrison M. 1997. Foundations of Mental health nursing by Mosby Publisher Nancy L. Coon
- Theodore A. S. 2005. The ten – Minute to psychiatric Diagnosis and Treatment professional publishing Group, Ltd New York
- WHO primary care Guidelines for Mental Disorders Mental health in primary care Diagnostic and treatment Guideline
Code: NM 05215
Name: Family Planning
Sub-enabling Outcomes:
1.1.10 Apply the principles and techniques of family planning |
1.1.11 Describe the causes and management of infertility Male and female |
Prerequisite Modules: None
Learning Context
This module will be conducted though lectures, lecture discussion, group discussion tutorials, seminars, practical and work place learning.
Learning Content
Basic principles and techniques of family planning
Definition of term used in family planning
History of family planning in Zanzibar
Difference of family planning and child space
Difference types of family planning
Advantages and side effects of each type of family planning method
Advantage and disadvantages of family planning to individual, family, community and national
Counseling of informed choice
Counseling for high risk client
Instruct client on appropriate family planning method selected
Management of client with side effect and complication of deferent type of family planning method
Social, cultural factors that hider family planning practice
Health education to the community to relieve negative social, cultural factors on family planning practice
Causes and management of infertility male and female
Definition of infertility
Types of infertility
Causes of infertility
Psychological and social effects to the infertile individual/couple
Counseling and managing infertile individual/couple
Learning Materials/Facilities
Facilities
Multifunctional room/skill laboratory in which students can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practice
Learning and teaching materials:
The following learning and teaching materials will be used (not exhaustive) Multimedia projector, overhead projectors
And screens, Computers, Flip charts, White and black boards, Chalk and marker pens, transparencies, slide projectors, TV set, radio cassettes
References:
- 1988.A managerial tool for the prevention for prolonged labour
- 1998. Intergraded R/CH clinical skills curriculum
MOHSW. Dar es Salaam
- 1983. Family Planning methods and Practice : Africa , Georgia 30333 USA
- H.1997. The Essential of contraceptive technology A hand book for clinic staff Population information program
- Ronald N.K. 1986. Family Planning handouts for Midwives and Nurses 3rd edition IPPF Kleiman R.L
- MOHSW Tanzania. 2004 Comprehensive Family Planning Clinical skills curriculum module 1-8 MOHSW Tanzania
- 1988. Text book for Midwives 12th and 13th edition. Edinburh, London
Code: NM 05216
Name: Midwifery 11
Sub-enabling Outcomes:
1.3.1 Utilize principles of caring for women with abnormal pregnancy , labour and puerperium
|
1.3.2. Identify life threatening maternal and foetus conditions
|
1.3.3 Describe the management of life threatening maternal and fetal condition
|
Prerequisite Modules: Midwifery 1
Learning Context
This module will be conducted through lectures, lecture discussion, tutorials, seminars, practical and workplace learning.
Learning Content
1.1.6 Care to woman with abnormal and high risk pregnancy
Abnormalities in pregnancy
Disease associated with pregnancy
- Anaemia, Hypertension, Renal problems, Cardiac disease,
- Pulmonary tuberculosis, STI/HIV/AIDS
Disorders due to pregnancy
Hyperemesis gravidarum, P.I.H, Jaundice in pregnancy , Skin
Disorders, bleeding during pregnancy, Amniotic fluid disorders
Blood coagulation disorders, Mal presentation . Breech presentation
Face presentation, Shoulder presentation, Brow presentation,
Mal position, Occipito-posterior position, Transverse,
High risk condition, Too early, Too frequent, Too many, Too late
Social, cultural and economical aspects with reproductive and child health services in Zanzibar
Psychological, emotion and behavioral practices with reproduce and child health service in Zanzibar
Good social and cultural aspects practiced in RH services
Harmful social and cultural aspects practiced in RH services
Health education on releasing harmful social and cultural aspects practiced in RH services
Sexuality , gender roles and their relationship
The social and economic inequalities and their impact to the reproductive health service
Management of life threatening maternal and fetus condition
Current situation of maternal and fetal death in Zanzibar
Common life threatening maternal and fetus condition
Management of the life threatening maternal and fetus condition
Referral system
Learning Materials/Facilities
Facilities:
Multifunction room /skill laboratory in which students can be accommodated well and other equipment and supplies that will be required for group’s demonstration practices
Learning and teaching materials
The following learning and teaching materials will be used (not exhaustive )Multimedia projector, overhead projectors and screens, Computers, Flip charts, White and black boards, Chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes
Code: NM 05217
Name: Communicable Diseases
Sub – enabling Outcome:
4.4.1 Describe the causes and clinical sign of the common communicable and non communicable diseases
|
4.4.2 Explain appropriate preventive measures for common communicable and non communicable diseases
|
4.3.5 4.4.3 Utilize nursing process in managing patient/ clients suffering from communicable and non communicable diseases
|
Prerequisite Modules: None
Learning Context
This module will be conducted through lectures, lecture discussion, group tutorials, seminars , practical and work place learning
Learning Materials/Facilities
Facilities:
Multifunctional room/skill in which students can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices
Learning and teaching materials:
The following learning and teaching materials will be ( not exhaustive) Multimedia projector, overhead projectors and screens, Computers, Flip charts, White and black boards, chalks and marker pens, transparencies slide projectors, TV set , radio cassettes
Code: NM 05218
Name: HIV and AIDS
Sub-enabling Outcomes:
4.1.1 Describe the state of HIV and AIDS pandemic nationally and globally
|
4.1.Describe illness related stigma and discrimination issue and its impact
|
4.1.3 Performed counseling in HIV and AIDS
|
4.2.1 Describe community-based family centered are (frame work for nursing care)
|
4.2.2 Explain the Zanzibar /WHO guideline for ARV drugs
|
4.2.3 Describe the syndromic approach to diagnosis of HIV and AIDS
|
4.3.4 Assess and establish management plan of patients / clients with HIV and AIDS
|
4.3.1 Differentiate commonly used ARV drugs in Zanzibar
|
4.3.2 Comprehend common side effects and Adverse Drugs Reactions related to ARV drugs and their management
|
4.3.6 Describe distribution and documentation system for ARV drugs in Zanzibar
|
Prerequisite Modules: None
Learning Context
This module will be conducted through lectures, lecture discussion, group discussion , tutorials, seminars, practical and workplace learning .
Learning Context
Learning Materials /Facilities
Facilities :
Multifunction room /skill laboratory in which students can be accommodated well all other equipment and supplies that will be required for group’s demonstration practice
Learning and teaching Materials
The following learning and teaching materials will be used( not exhaustive )Multimedia projector, overhead projectors and screens, Computers, Flip charts, White and black boards, Chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes
References:
- Brunner, L.s.& Suddath, S. D. 1999. Medical Surgical Nursing 9th Edition Lippincott Philadelphia
- Caroline Bunke Rosdah, 1995. Tex book of Basic Nursing 7th Edition Lippincott Philadelphia
- Chapter 10: Management of common symptoms and opportunistic infections in HIV/AIDS
- Chapter 12: Management of HIV infected patients using antiretroviral drugs National guidelines for the clinical management of HIV/AIDS.MOH, Tanzania April 2005
- Colmer , M.R (2005)Surgery for Nurses. 16th edition Edinburgh Churchill Living stone London
- Dixon , E. (1983) Theatre Technique 5th Edition Bailliere Tindal-London
- Donna D et al (1995) Medical Surgical Nursing W.B Sounder Philadelphia
- Lugalla J, Emmelin M, Matembei A , Sima , M, Kwesigabo G, Killewo J, Dahlgren L, Social, Cultural and Sexual behavioral determinats of observed decline in HIV infection
- trends: Lessons from the kagera Region, Tanzania. Soc,Sc.Med 2004 Tul; 59(1):185-98
- Levis , SM and Collier, IC (1998)Medical Surgical Nursing Assessment and Management of Clinical Problems . Mosby New York
- MOHSW, (2005) Guideline for Home Based Care Services. NACP, Dar es Salam February 2005
- National guidelines for the Clinical management of HIV/AIDS MOH, Tanzania April 2005
Code: NM 05219
Name: Community Health incl.PCH
Sub- enabling Outcomes:
5.1.1 Describe the historical background of PHC
|
5.1.2 Describe components of PHC
|
5.1.3 Describe PHC strategies in health care delivery
|
5.1.4 Interrelate PHC and Nursing concepts
|
5.1.5 Describe Community Based Health Care (CBHC) in relation to PHC
|
5.2.1 Describe Community entry process and concepts and concepts of community empowerment
|
5.2.2 Describe procedures for conducting community health need assessment
|
5.2.3 Describe essential steps in initiation of CBHC in the community
|
5.2.4 Describe process of identifying and training of Community Owned Resource Persons (CORPs)
|
5.3.1 Utilize nursing process in providing care to individuals, families and community
|
5.3.2 Utilize Health education technique in raising community awareness
|
5.3.3 Describe the concept of community involvement in monitoring and evaluation of health promotion activities
|
5.3.4 Prepare community assessment report
|
Prerequisite Modules: None
Learning Context
This module will be conducted through lectures, lecture discussion, group discussion tutorials, seminars, practical and workplace
Learning Content
Learning Materials/Facilities
Facilities:
Multifunctional room/skill laboratory in which student can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices
Learning and teaching Materials
The following learning and teaching materials will be used (not exhaustive ) Multimedia projector, overhead projectors and screens, Computers, Flip charts, White and black boards, Chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes
References:
15 .Long et al. 1993 .Medical Surgical Nursing Process Approach. Mosby London
16 WHO .1998. Educational for Health a manual on Health in primary Health Care Geneva
17 Wood, C.H Glanville, H. de Vaughan J. P 2001 . Community Health 2nd revised edition AMREF, Nairobi
Code: NM 05220
Name: Leadership and Management 1
Sub- enabling Outcomes:
0.1.1 Use laid down procedure for managing equipment and supplies
|
0.1.2 Estimate recourses requirement in the provision of Care
|
0.1.3 Assess and determine clients /patients need
|
0.1.4 Monitor and keep inventories in health care setting
|
0.2.1 Describe basic steps used in planning and organization resources
|
0.2.4 Utilize knowledge and skills in planning
|
0.2.3 Apply Health Management Information System (HMIS) tools in the provision of care
|
0.2.4 Use critical judgment skills in making appropriate decision making in work place
|
0.3.1 Recognize common problems occurring to patients/clients, relatives and staff at work place
|
0.3.2 Use appropriate technique in solving conflicts of patients/clients, relative and staff.
|
0.3.3 Describe work related procedures in managing changes
|
0.3.4 Demonstrate team-work spirit and decision-making skills
|
Prerequisite Modules: Communication skills
Learning Context
This module be conducted through lectures, lecture r discussion, group discussion, tutorials, seminars, practical and workplace learning.
Learning content
Plan and Organize activities in work place
Steps used in planning and organizing resources
Health management information system (HMIS) tools
Common problems occurring to patient /clients, relatives and staff at work place
Techniques in solving conflicts of patients/client, relatives and staff
Managing changes
Team – work
Decision making skills
Learning Materials/ Facilities
Facilities:
Multifunctional room/skill laboratory in which students can be accommodated well and all other equipment and supplied that will be required for group’s demonstration practices
Learning and teaching materials:
The following learning and teaching materials will be used (not exhaustive) Multmedia project ,overhead projects and screens , computer, Flip chart, White and black boards, Chalk and marked pens ,transparencies, slide projectors, TV set, radio cassettes
References
- District Health Management Training Module one: 2001. Health Sector Reform and District Health systems
- District Health Management Training 2001 Modules Three: Management of Health Resources,
- Module four: 2001.Planing and implementation of district health services
4 .Sally Shaw. 2002 .International Council for Nurses Leadership for changes
- MOHSW .2006. Hospital Management Training Module Level I &II
- Module Three: Management of Hospital Resources
25.0 CURRICULUM INFORMATION FOR NTA LEVEL 6
25.1 Qualification: Diploma in Nursing and Midwifery
25.2 Purpose of qualification:
This equalization is intended for a person who will autonomously play an integral part of patient care, participate in conducting research find findings, facilitates learning, administration roles and providing professional nursing care at all levels in health care setting.
25.4 Competence Descriptors:
The holder of the qualification will be able to apply knowledge and skills in a broad range of work activities, most of which are non-routine
25.5 Entry Requirements:
A candidate who successfully completed ANA level 5 with accumulative GPA
Of at least 2.0
25.6 Credits at this Level: 120
25.7 Cumulative Credits from Lowest Level: 360
25.8 Date the Qualification standard Last: November 2013
26.0 TRAINING STANDARDS:
26.0 Principal Outcomes, Credit Value and Assessment Criteria
SN | Principal Outcome | Credits | Assessment Criteria |
1 | Apply the nursing process and other approaches in providing | 35 | i. Knowledge of parasitology, entomology, biochemistry and genetics in promoting health, preventing diseases, rehabilitation and provision of care correctly utilized ii. Clients/ patients with medical surgical conditions correctly managed iii. Techniques and approaches for implementing quality care correctly evaluated |
2 | Apply knowledge of epidemiology, biostatistics and research in community health nursing practice | 4 | i. Concepts of epidemiology and biostatistics correctly identified ii. Basic principles of research in conducting mini research studies in identified problems correctly utilized iii. Research findings, epidemiological and statistical data in provision of care correctly utilized |
3 | Utilize knowledge, skill and appropriate attitude in managing clients with mental health needs/ problems | 15 | i. Approaches and principles and principles which are used in the management of mentally ill health correctly detected ii. Nursing process in providing care for mental illness correctly applied iii. Mental health preventive measure in collaboration with families and community at large in provision of appropriate mental care correctly utilized |
4 | Apply midwifery knowledge and skills in caring woman with | 17 | i. Appropriate new trends and best practices in midwifery care correctly utilized |
Obstetric emergency and neonate with life threatening | ii. Care of the woman with emergency situations during pregnancy, labour and puerperium appropriately provide iii. Care to the new born baby with life threatening conditions correctly provided | ||
5 | Utilize teaching and learning techniques in acquisition of knowledge, skill and attitude | 5 | i. Concepts of teaching and learning correctly explained ii. Principles of learning and teaching correctly describe iii. Abilities in using various teaching and learning methods to a group of junior students correctly demonstrated |
6 | Utilize principles of leadership and management in maintaining quality nursing | 14 | i. Concepts of leadership and management including entrepreneurship correctly described ii. Functions of leadership and management correctly describe iii. Leadership and management principles in provision of health care correctly applied |
26.2 Principal Outcomes and Enabling Outcomes
Principal Outcome | Enabling Outcome |
1 Apply the nursing process and other approaches in providing nursing care | 1. Utilize knowledge of Parasitology and entomology, biochemistry and genetics in promoting health, preventing ill –health , rehabilitation and provision of care
|
1.2 Manage clients / patients with medical surgical conditions/ diseases
| |
1.3 Evaluate technique and approaches for Implementing quality care
|
2 Apply knowledge of epidemiology , biostatistics and research , in community health nursing practice | 2.1 Demonstrate abilities in utilizing principles of epidemiology, demography and biostatics in provision of care
|
2.2 Utilize basic principles of research in conducting mini research studies in identified problems
| |
2.3 Utilize Research findings, I provision of care
| |
3. Utilize knowledge , skills and appropriate attitude in managing clients with mental health needs/ problems | 3.1 Identify approaches and principles which are used in the management of mental ill health
|
3.2 Apply nursing process in providing care for mental illness
| |
3.3 Utilize mental health preventive measures in collaboration with families and community in provision of appropriate of mental care | |
4.Apply midwifery knowledge and skills in caring woman with obstetric emergency and neonate with life threatening conditions | 4.1 Utilize appropriate new trends and best practices in midwifery care
|
4.2 Provide care to woman with emergency situations during pregnancy, labour , and puerperium
| |
4. 3 Provide care to newborn baby with life threatening conditions | |
5. Utilize teaching and learning techniques in promotion of knowledge , skills and attitude
| 5.1 Explain concepts of teaching and learning
|
5.2 Describe principles of learning and teaching
| |
5.3 Demonstrate abilities in using various teaching and learning methods in presenting a small session to a group
| |
6. Utilize principles of leadership and management in maintain quality nursing care | 6.1 Describe concepts of leadership and management including en entrepreneurship |
6.2 Describe functions of leadership and management
| |
6,3 Apply leadership and management principles in provision of health care |
26.3 Enabling Outcomes and Sub-enabling Outcomes
Enabling Outcome | Sub enabling Outcome |
1.1 Utilize knowledge of Parasitology , biochemistry and genetics in promoting health , preventing ill health , rehabilitation and provision of care | 1.1.1 Explain basic concepts of parasitology and entomology , in relation to clients / patients care
|
1.1.2 Apply knowledge of parasitology, in provision of quality nursing care
| |
1.1.3 Describe the concepts of biochemistry in provision of quality nursing care
| |
1.1.4 Describe the physiological factors which affect the fluid electrolyte and acid based homeostasis
| |
1.1.5 Explain the importance of genetics in promoting health , prevention and control of diseases
| |
1.1.6 Utilize the knowledge of biochemistry and genetics in provision of care
| |
1.2 Manage clients / patient with medical surgical conditions/ diseases | 1.2.1 Identify nursing responsibilities in diagnostics Procedure |
1.2.2 Describe nursing care of patients with complex medical and surgical conditions/ diseases
| |
1.2.3 Provide holistic care to a child with complex medical and surgical conditions/ diseases
| |
1.2.4 Utilize principles of theatre technique in nursing patients undergoing surgical procedure | |
1.3 Evaluate approaches and technique for implementing nursing care | 1.3.1 Describe theories / models in nursing process
|
1.3.2 Apply nursing theories/ modules in providing care to patients with medical and surgical conditions
| |
1.3.3 Describe quality nursing care and quality assurance | |
2.1.1 Explain basic concepts of epidemiology and demography | |
2.1 Demonstrate abilities in utilizing principles of epidemiology , demography and biostatistics in provisio of care | 2.21 Explain basic concepts of epidemiology and demography
|
2.1.2 Describe concepts of Biostatics
| |
2.1.3 Utilize knowledge of epidemiology , demography and biostatistics
| |
2.2 Utilize basic principles of | 2.2.1 Explain the concepts of research
|
2.2.2 Explain the steps in developing |
Research in conducting mini research studies in identified problems | 2.2.3 Development a workable mini research proposal |
2.3 Utilize research findings , in provision of care | 2.3.1 Utilize various research methods in data collection relevant to research to topic
|
2.3.2 Utilize computer/ manual in processing research data
| |
2.3.3 Develop a workable mini research report for dissemination
| |
3.1 Describe approaches and principles which are used in the management of mental ill patients/client | 3.1.1 Explain nursing management of mental ill patient/ client with specific condition
|
3.1.2 Explain the care of children, adolescent and elders with mental illness
| |
3.1.3 Explain the use, effects, and limitations of different therapies
| |
3.1.4 Demonstrate abilities in conducting various therapies in hospital and community seating | |
3.2 Apply nursing process in providing care for ermental illness | 3.2.1 Provide care for mental ill patient using nursing process
|
3.2.2 Utilize components of comprehensive mental health evaluation
| |
3.3.1 Develop nursing diagnosis for provision of nursing care to the mental ill patient
| |
3.3 utilize mental health preventive measures in collaboration with families and community at large in provision of appropriate mental health care. | 3.3.1 Explain concept of community mental health
|
3.3.2 Utilize community resources to provide mental health services and prevent mental Illness
| |
3.3.2 Explain the interplay of ethnicity, gender, culture and sexuality in the implementation of community mental health nursing
| |
4.1 Utilize appropriate new trends and best practice in midwifery care | 4.1.1 Recognize the law, code of conduct and standards guiding midwifery practice in Zanzibar
|
4.1.2 Differentiate between good and bad cultural including social insure affecting pregnancy, labour and method periods
| |
4.1.3 Utilize research finding in improving midwifery care
| |
4.1.4 Promote good socio-cultural practices during care of women/families during pregnancy, labour and motherhood periods
|
4.2 Provide care to women with emergency situations during pregnancy, labour and puerperium | 4.2 I Describe conditions that need emergency care to the women during pregnancy, labour and puerperium
|
4.2.2. Apply principles of Advance Life saving Skill in Obstetrics(ALSO) in managing women with emergency obstetrics condition
| |
4.2.3. Utilize life saving skills in obstetrics emergencies
| |
4.3 Provide care to a new born baby with life threatening conditions | 4.3.1 Identify life threatening condition in neonate that need emergency care
|
4.3.2 Describe neonatal condition that need emergency care
| |
5.1. Describe concepts of teaching and learning | 4.3.3 Apply principles of Advance Life saving Skill in managing neonate with life threatening conditions
|
5.1.1 Explain concept and teaching
| |
5.1.2 Explain concept and teaching
| |
5.1.3 Describe the various teaching and learning theories | |
5.2 Describe principles of learning and teaching
| 5.2.1 Explain different teaching and learning methods
|
5.2.2. Explain the properties of conducive teaching and learning environment
| |
5.2,3 Apply basic principles of teaching and learning in a microteaching session
| |
5.2.4 Describe the process of evaluating both class and clinical teaching
| |
5.3 Demonstrate abilities in nursing various teaching methods in presenting a session to a group | 5.3.1 Identify the qualities of a good teacher
|
5.3.2 Prepare a lesson plan for teaching junior students
| |
5.3.3 Apply basic principles of teaching and learning in a micro-teaching session | |
5.3.4 Describe the process of evaluating both class and clinical teaching | |
6.1 . Describe concepts of leadership and management | 6.1.1 Explain the concepts of leadership
|
6.1.2 Explain the concepts of management
| |
6.1.3 Explain different leadership style
| |
6.1.4 Explain different management theories
| |
6.2 . Describe function of leadership and management | 6.2.1. Describe the function of a leader and a manager in health setting
6.2.2 Utilize problem solving approach and nursing process in managing nursing process in managing nursing situations.
|
6.2.3 Utilize critical judgment skills in making appropriate decision in nursing care
| |
6.2.4 Utilize performance appraisal in evaluating nursing activities
| |
6.2.5 Identify remuneration of current nursing positions
| |
6.2.6 Apply knowledge and skills on quality control in health setting
| |
6.2.7 Create and maintain a motivation climate in nursing activities | |
6.3 Apply leadership and management principles in provision of health care setting | 6.3.1 Explain the management process of human and non human resource in health care settings
|
6.3.2 Utilize government standing orders in carrying out management functions
| |
6.3.3 Manage change in health care settings
| |
6.3.4 Demonstrate managerial skills in dealing with conflicts in clinical settings
| |
6.4 Describe concepts of basic entrepreneurship in nursing | 6.3.1 Explain the concepts of entrepreneurship.
|
6.4.2 Identify areas in health services delivery to which entrepreneurship can be applied
| |
6.4.3 Apply entrepreneurship skills in provision of quality care
|
Sub – enabling outcomes, related tasks, Assessment criteria and instructions
Sub – enabling outcome | Related task | Assessment criteria | Assessment instrument |
1.1.1 Explain basic concepts of parasitology and entomology in relation to clients/patient care | Define the common terms used in parasitology | The common terms used in parasitology and entomology correctly defined | Continuous assessment and end of semester examination |
Explain modes of transmission | Modes of transmission correctly explained | Continuous assessment and end of semester examination | |
Define the common terms used in entomology | The common terms used in entomology correctly defined | Continuous assessment and end of semester examination | |
Explain the life cycle of organisms and their reproduction | The life cycle of organism and their reproduction correctly explained | Continuous assessment and end of semester examination | |
Identify diseases caused by parasites | Diseases caused by parasites correctly identified | Continuous assessment and end of semester examination | |
Explain common types of parasite and vector | Common types of parasite and vector correctly explained | Continuous assessment and end of semester examination | |
Explain control measures of parasites and vectors | Control measures of parasites and vectors correctly explained | Continuous assessment and end of semester examination | |
1.1.2 State the relationship between the parasites and hosts | Explain mode of entry of parasite into host | Mode of entry of parasite into host correctly explained | Continuous assessment and end of semester examination |
Explain life cycle of parasite in hosts | Life cycle of parasite in hosts correctly explained | Continuous assessment and end of semester examination | |
Identify the diseases caused by parasites | The diseases caused by parasites correctly identified | Continuous assessment and end of semester examination | |
1.1.3 Apply knowledge of parasitology and entomology in provision of nursing care | Detect the common parasite’s structure through microscope | The common parasite’s structure through microscope correctly applied | Continuous assessment and end of semester examination |
State common diseases caused by vector and parasite in health care setting | Common diseases caused by vector and parasite in health care setting correctly stated | Continuous assessment and end of semester examination | |
Utilize principles of entomology in provision of quality nursing care | Principles of parasitology and entomology in provision of quality nursing care correctly utilized | Continuous assessment and end of semester examination | |
1.1.4 Describe the concepts of biochemistry in provision of quality nursing care | Explain common terms used in biochemistry | Common terms used in biochemistry correctly explained | Continuous assessment and end of semester examination |
Explain the pH and its relationship to acid, base and salt in the body | The pH and its relationship to acid, base and salt in the body correctly explained
| Continuous assessment and end of semester examination | |
1.1.5 describe physiological factors which affect the fluid electrolyte and acid base homeostasis | Identify body fluid and electrolytes in human body | Body fluid and electrolytes in human body correctly identified | Continuous assessment and end of semester examination |
Explain the property that made water such an important in organic molecules and living organisms | The property that made water such an important in organic molecules and living organisms correctly explained | Continuous assessment and end of semester examination | |
Explain distribution and factors affecting fluid and electrolytes balance | Distribution and factors affecting fluid and electrolytes balance correctly explained | Continuous assessment and end of semester examination | |
1.1.6 Explain the importance of genetics in promoting health, prevention and control of diseases | Define common terms used in genetics | Common terms used in genetics correctly defined | Continuous assessment and end of semester examination |
Describe factors that lead to genetic abnormalities | Factors that lead to genetic abnormalities correctly described | Continuous assessment and end of semester examination | |
Describe the importance of genetics | The importance of genetics correctly described
| Continuous assessment and end of semester examination | |
1.1.7 Utilize the knowledge of biochemistry and genetics in provision of care | Families with common genetic disorders | Genetic disorder correctly identified | Continuous assessment and end of semester examination |
Perform counselling to individuals and families with common genetic disorders | Counselling to individuals and families with common genetic disorders correctly performed | Continuous assessment and end of semester examination | |
Determine proper management in administration of drugs including drug reaction | Proper management in administration of drugs including drug reaction correctly determined | Continuous assessment and end of semester examination | |
1.2.1 Identify nursing responsibilities in diagnostic procedures | Explain common diagnostic procedures in providing nursing care to patient | Common diagnostic procedures in providing nursing care to patient correctly explained | Continuous assessment and end of semester examination
|
Apply skills required in assisting diagnostic procedures | Skills required in diagnostic procedures correctly applied | Continuous assessment and end of semester examination | |
Provide nursing care to patient undergoing diagnostic procedure | Pursing care to patient undergoing diagnostic procedure correctly provided | Continuous assessment and end of semester examination | |
1.2.2Describe nursing care of the patients with complex medical conditions | Identify complex medical and surgical conditions | Complex medical and surgical conditions correctly identified | Continuous assessment and end of semester examination |
Utilize the observations skills in identifying complications in patients with complex medical/surgical conditions | The observations skills in identifying complications in patients with complex medical/surgical conditions correctly utilized | Continuous assessment and end of semester examination | |
Provide nursing care to patients with complex medical/surgical conditions | Nursing care to patients with complex medical/surgical conditions correctly provided | Continuous assessment and end of semester examination | |
1.2.3 Provide holistic care to a child with complex medical and surgical conditions/diseases | Identify common complex medical and surgical conditions to a child | Common complex medical and surgical conditions to a child correctly identified | Continuous assessment and end of semester examination |
Utilize observation skills in early identification of child with complex medical/surgical conditions | Observation skills in early identification of child with complex medical/surgical conditions correctly utilized | Continuous assessment and end of semester examination | |
Render quality care to a child with complex medical and surgical conditions | Quality care to a child with complex medical and surgical conditions correctly rendered | Continuous assessment and end of semester examination | |
1.2.4 Utilize principles of theater technique in nursing patient undergoing surgical procedures | Define common terms used in theater technique | Common terms used in theater technique correctly defined | Continuous assessment and end of semester examination |
Explain the care given to patient pre, intra and post-operative phase | Care given to patient pre, intra and post-operative phase correctly explained | Continuous assessment and end of semester examination | |
1.3.1Describe theories/models in nursing process | Define common terms used in theories | Common terms used in theories correctly defined | Continuous assessment and end of semester examination |
Explain purpose of nursing theories | Purpose of nursing theories correctly explained | Continuous assessment and end of semester examination | |
Explain different theories applied in nursing practice | Different theories applied in nursing practice correctly explained | Continuous assessment and end of semester examination
| |
1.3.2 Apply nursing theories/models in providing care to patients with medical and surgical conditions | Identify advantages and disadvantages of different nursing theories | Advantages and disadvantages of different nursing theories correctly identified | Continuous assessment and end of semester examination
|
Determine appropriate nursing theories in providing care to patient with medical and surgical conditions | Appropriate nursing theories in providing care to patient with medical and surgical conditions correctly determined | Continuous assessment and end of semester examination
| |
Utilize nursing theories in providing care to patient with medical and surgical conditions | Nursing theories in providing care to patient with medical and surgical conditions correctly utilized | Continuous assessment and end of semester examination
| |
1.3.3 Describe quality nursing care and quality assurance | Define common terms used in quality nursing and quality assurance | Common terms used in quality nursing and quality assurance correctly defined | Continuous assessment and end of semester examination |
State aims and objectives of quality nursing and quality assurance
| Aims and objectives of quality nursing and quality assurance correctly stated | Continuous assessment and end of semester examination
| |
Mention standards of performing quality nursing care | Standards of performing quality nursing care correctly mentioned | Continuous assessment and end of semester examination
| |
1.3.4 Utilize the evaluation process in implementing quality nursing care | Identify tools used in evaluating quality nursing care | Tools used in evaluating quality nursing care correctly identified | Continuous assessment and end of semester examination
|
Explain steps used in evaluating quality nursing care | Steps used in evaluating quality nursing care correctly explained | Continuous assessment and end of semester examination
| |
Use evaluation tools when performing quality nursing care | Evaluation tools when performing quality nursing care correctly used | Continuous assessment and end of semester examination
| |
2.1.1 Explain basic concepts of epidemiology and demography | Describe the concept of epidemiology | Term epidemiology correctly described | Continuous assessment and end of semester examination |
Describe the concept of demography | Term demography correctly described | Continuous assessment and end of semester examination
| |
Identify terms and methods used in epidemiological studies | Terms and methods used in epidemiological studies correctly identified | Continuous assessment and end of semester examination
| |
Describe demography and vital statistics | Demography and vital statistics correctly described | Continuous assessment and end of semester examination
| |
Outline the importance of health indicators and vital statistics in provision of health care | The importance of health indicators and vital statistics in provision of health care correctly outlined
| Continuous assessment and end of semester examination
| |
Identify the common health indicators that influence health in community
| The common health indicators that influence health in community correctly identified | Continuous assessment and end of semester examination
| |
2.1.2 Describe the concept of biostatistics | Define the term biostatistics | The term biostatistics correctly defined | Continuous assessment and end of semester examination |
Explain the importance of biostatistics in health care | The importance of biostatistics in health care correctly explained | Continuous assessment and end of semester examination
| |
2.1.3 Utilize knowledge of epidemiology, demography and biostatistics in community health practice | Involve community members in identifying their priorities based on available information | Involvement of community members in identifying their priorities based on available information correctly done | Continuous assessment and end of semester examination |
Demonstrate abilities in using knowledge of epidemiology, and biostatistics in planning and implementation of community health care | Abilities in using knowledge of epidemiology, and biostatistics in planning and implementation of community health care correctly demonstrated | Continuous assessment and end of semester examination | |
Monitor and evaluate community health care based on health indicators and vital statistics | Community health care based on health indicators and vital statistics correctly monitored and evaluated | Continuous assessment and end of semester examination | |
2.2.1 Explain the concepts of research | Define the term research | Terms research correctly defined | Continuous assessment and end of semester examination |
Explain the types of research | Types of research correctly explained | Continuous assessment and end of semester examination | |
2.2.2 Explain the steps in developing a research proposal | List the source of research problem | The source of research proposal correctly listed | Continuous assessment and end of semester examination |
Describe the steps of developing a mini research proposal
| Steps in developing a mini research proposal correctly described | Continuous assessment and end of semester examination | |
2.2.3 develop a workable mini research proposal | Formulate the mini research proposal | The mini research proposal correctly formulated | Continuous assessment and end of semester examination |
State the mini research objectives | The objectives of the mini research correctly stated | Continuous assessment and end of semester examination | |
Identify the mini research methodology | The methodology for the mini research correctly identified | Continuous assessment and end of semester examination | |
Demonstrate ability in developing the mini research proposal | Ability in developing the mini research proposal correctly demonstrated | Continuous assessment and end of semester examination | |
2.2.4 Utilize computer data analysis programmes in processing research data | Apply computer knowledge and skills in processing data analysis | Computer knowledge and skills in processing data analysis correctly applied | Continuous assessment and end of semester examination |
Demonstrate the ability to analyze data by using computer | Ability to analyze data by using computer correctly demonstrated
| Continuous assessment and end of semester examination | |
2.2.5 Utilize basic computer knowledge in processing mini research report | Explain format of report writing | Format of report writing correctly explained | Continuous assessment and end of semester examination |
Apply basic computer knowledge in processing mini research report | Basic computer knowledge in processing mini research report correctly applied | Continuous assessment and end of semester examination | |
Apply critiquing knowledge when analyzing research findings/report | Critiquing knowledge when analyzing research findings/report correctly applied | Continuous assessment and end of semester examination | |
Disseminate research findings | Research findings correctly disseminated | Continuous assessment and end of semester examination | |
2.2.6 Apply research finding in improving quality health care | Identify the practices for improving the quality of health care | Best practices for improving the quality of health care correctly identified | Continuous assessment and end of semester examination |
Demonstrate abilities for implementing evidence based care to improve the quality of health care | Abilities for implementing evidence based care to improve the quality of health care correctly demonstrated | Continuous assessment and end of semester examination | |
3.1.1 Explain nursing management of mental health clients with specific condition | Explain nursing care of neurotic patient | Nursing care of neurotic patient correctly explained | Continuous assessment and end of semester examination |
Explain nursing care of the patient with psychotic disorder | Nursing care of the patient with psychotic disorders correctly explained
| Continuous assessment and end of semester examination | |
Explain nursing care of patient with social and personality disorders | Nursing care of patient with social and personality disorders correctly explained | Continuous assessment and end of semester examination | |
Explain nursing care of the patient with mental retardation | Nursing care of the patient with mental retardation are correctly explained | Continuous assessment and end of semester examination | |
3.1.2 Explain the care of children, adolescent and elders with mental illness | Explain nursing intervention in children with evidence of disturbed behavior | Nursing intervention in children with evidence of disturbed behavior correctly explained | Continuous assessment and end of semester examination |
Explain nursing intervention in adolescent with evidence of disturbed behavior | Nursing intervention in adolescent with evidence of disturbed behavior correctly explained | Continuous assessment and end of semester examination | |
Explain nursing interventions in elderly with evidence of disturbed behavior
| Nursing interventions in elderly with evidence of disturbed behavior correctly explained | Continuous assessment and end of semester examination | |
3.1.3 Explain the use, effects, benefit and limitations of the therapies
| Explain role of nurse on provision of different therapies to mental ill patient | Role of nurse on provision of different therapies to mental ill patient correctly explained | Continuous assessment and end of semester examination
|
Identify the use and benefit of different therapies used in mental illness | Use and benefit of different therapies used in mental illness correctly identified | Continuous assessment and end of semester examination
| |
Identify the limitation of different therapies used in mental illness | The limitation of different therapies used in mental illness correctly identified | Continuous assessment and end of semester examination | |
3.1.4 Demonstrate skills in conducting the various therapies in the hospital and community setting | Identify individuals with mental illness for the provision of mental health therapies | Individuals with mental illness for the provision of mental health therapies correctly identified | Continuous assessment and end of semester examination |
Conduct various therapies in the hospital and community setting
| Various therapies in the hospital and community setting correctly conducted | Continuous assessment and end of semester examination | |
3.2.1 Utilize components of comprehensive mental health evaluation and care of mental individuals | Define mental status evaluation | Mental status evaluation correctly defined | Continuous assessment and end of semester examination |
Identify main components of mental health evaluation | Main components of mental health evaluation correctly identified | Continuous assessment and end of semester examination | |
Conduct mental status assessment | Mental status assessment correctly conducted | Continuous assessment and end of semester examination | |
3.2.2 Develop nursing diagnosis for provision of nursing care to the mental ill patients | Explain the steps for formulating nursing diagnosis | The steps for formulating nursing diagnosis correctly explained | Continuous assessment and end of semester examination |
Formulate nursing diagnosis for provision of nursing care of mentally ill patients | Nursing diagnosis for provision of nursing care of mentally ill patients correctly formulated | Continuous assessment and end of semester examination | |
Plan nursing care for mentally ill patient | Nursing care for mentally ill patient correctly planned | Continuous assessment and end of semester examination | |
Provide nursing intervention according to the plan | Nursing intervention according to the plan correctly provided | Continuous assessment and end of semester examination
| |
3.3.1 Explain concept of community mental health | Explain the relationship between beliefs/spirituality taboos, gender and custom with mental illness | The relationship between beliefs/spirituality taboos, gender and custom with mental illness correctly explained | Continuous assessment and end of semester examination |
Explain stigma toward mental ill patients | Stigma toward mental ill patients correctly explained | Continuous assessment and end of semester examination | |
Explain management of mental ill patient in the community | Management of mental ill patient in the community correctly explained | Continuous assessment and end of semester examination | |
3.3.2 Utilize community resources to provide mental health services and prevent mental illness
| Identify resources for mental health services | Resources for mental health services correctly identified | Continuous assessment and end of semester examination |
Utilize community support system in caring of mental ill patients | Community support system in caring of mental ill patients correctly utilized | Continuous assessment and end of semester examination | |
Integrate mental health in all health practice services | Mental health in all health practice services correctly integrated | Continuous assessment and end of semester examination | |
4.1.1 Promote good socio-cultural practices during care of women and families during pregnancy, labour and motherhood periods | Identify good socio-cultural practices during care of the women with their families during pregnancy, labour and mother hood periods | Good socio-cultural practices during care of the women with their families during pregnancy, labour and mother hood periods correctly identified | Continuous assessment and end of semester examination
|
Describe the advantages of social cultural practices during pregnancy, labour and motherhood period | Advantages of social cultural practices during pregnancy, labour and motherhood period correctly described | Continuous assessment and end of semester examination | |
Provide health education to encourage good social cultural practices in the community | Health education to encourage good social cultural practices in the community correctly provided | Continuous assessment and end of semester examination | |
4.1.2 Utilize approach of safe motherhood initiatives in provision of quality midwifery care | Define term safe motherhood | Term safe motherhood correctly defined | Continuous assessment and end of semester examination |
Explain pillars of safe motherhood | Pillars of safe motherhood correctly explained | Continuous assessment and end of semester examination | |
Apply knowledge of safe motherhood pillars in provision of quality midwifery care | Knowledge of safe motherhood pillars in provision of quality midwifery care correctly applied | Continuous assessment and end of semester examination | |
4.1.3 Utilize research findings in improving midwifery care | Identify the applicable research findings
| The applicable research findingscorrectly identified | Continuous assessment and end of semester examination |
Outline the process of introducing the research findings/changes in the care | The process of introducing the research findings/changes in the care correctly outlined | Continuous assessment and end of semester examination | |
Utilize knowledge and skills in introducing appropriately the approved care | Knowledge and skills in introducing appropriately the approved care correctly utilized | Continuous assessment and end of semester examination | |
4.2.1 Explain abnormal pregnancy, labour and puerperium | Identify women with abnormal/high risk pregnancy | Women with abnormal/high risk pregnancy correctly identified | Continuous assessment and end of semester examination |
Describe abnormal labour | Abnormal labour correctly described | Continuous assessment and end of semester examination | |
Describe causes of abnormal puerperium | Causes of abnormal puerperium correctly described | Continuous assessment and end of semester examination | |
4.2.2 Provide care to women with abnormal pregnancy | Identify types of common abnormal and high risk pregnancy | Types of common abnormal and high risk pregnancy correctly identified | Continuous assessment and end of semester examination |
Provide immediate care to women with abnormal or high risk conditions | Immediate care to women with abnormal or high risk conditions correctly provided | Continuous assessment and end of semester examination | |
Refer women with complicated pregnancy | Women with complicated pregnancy identified and referred | Continuous assessment and end of semester examination | |
Describe techniques for preventing complications during pregnancy | Techniques for preventing complications during pregnancy correctly described | Continuous assessment and end of semester examination | |
4.2.3 Manage women in abnormal labour, delivery and puerperium | Identify causes of abnormal labour and delivery | The abnormal labour and delivery are correctly identified | Continuous assessment and end of semester examination |
Explain the principles of abnormal labour and deliveries | the principles of abnormal labour and deliveries correctly explained | Continuous assessment and end of semester examination | |
Describe women with deep- transverse arrest | women with deep- transverse arrest correctly described | Continuous assessment and end of semester examination | |
Differentiate women in labour with breech, face and brow presentations | women in labour with breech, face and brow presentations correctly differentiated | Continuous assessment and end of semester examination | |
Explain complications of breech delivery | complications of breech delivery correctly explained | Continuous assessment and end of semester examination | |
Explain women in labour with occipital posterior position | Women in labour with occipital posterior position correctly explained | Continuous assessment and end of semester examination | |
Detected complication associated with posterior position | Complication associated with posterior position correctly detected | Continuous assessment and end of semester examination | |
Describe management of women with abnormal labour and delivery | Management of women with abnormal labour and delivery correctly described | Continuous assessment and end of semester examination | |
Demonstrate abilities in managing women with abnormal puerperium | Abilities in managing women with abnormal puerperium correctly demonstrated | Continuous assessment and end of semester examination | |
4.2.4 Apply knowledge of life saving skills in women abnormal pregnancy and abnormal labour and puerperium | Define the term saving skills
| The term life saving skills correctly defined | Continuous assessment and end of semester examination |
Identify ways to collaborate with supervisors, DHMT, facility staff and community members to plan implement lifesaving skills | Ways to collaborate with supervisors, DHMT, facility staff and community members to plan implement lifesaving skills correctly identified | Continuous assessment and end of semester examination | |
Explain obstetric emergencies | Obstetric emergencies correctly explained | Continuous assessment and end of semester examination | |
Manage women with obstetric emergencies | Women with obstetric emergencies correctly managed | Continuous assessment and end of semester examination | |
4.3.1 Describe condition that need emergency care to the women during labour and puerperium | Identify condition that need emergency care to the women during labour and puerperium | Condition that need emergency care to the women during labour and puerperium correctly identified | Continuous assessment and end of semester examination |
Provide care to women With condition that need emergency care | Care to women with condition that need emergency care correctly provided | Continuous assessment and end of semester examination | |
4.3.2 Apply principle of basic emergency obstetrics and neonatal care to women with abnormal labour puerperium and newborn babies | Identify principles emergency obstetric care to women with abnormal labour and puerperium | Principle emergency obstetric care to women with abnormal labour and puerperium correctly identified | Continuous assessment and end of semester examination |
Utilize principle of emergency obstetric care in managing women with abnormal labour and puerperium | Principle of emergency obstetric care in managing women with abnormal labour and puerperium correctly utilized | Continuous assessment and end of semester examination | |
Use facility and maternal and neonatal records for improving the quality of emergency Obstetric care (EMOc) | Maternal and neonatal records for improving the quality of EMOc correctly used | Continuous assessment and end of semester examination | |
Explain common health problems, birth injuries, congenital malformations and disorders of the newborn baby | Common health problems, birth injuries, congenital malformations and disorders of the new born baby correctly explained | Continuous assessment and end of semester examination | |
Identify common minor and serious disorders of the newborn | common minor and serious disorders of the newborn correctly identified | Continuous assessment and end of semester examination | |
Manage newborns with common problems and congenital disorders | newborns with common problems and congenital disorders correctly managed | Continuous assessment and end of semester examination | |
5.1.1 Explain the concepts of teaching and learning | Define the terms teaching and learning | the terms teaching and learning correctly defined | Continuous assessment and end of semester examination |
Identify principles of teaching and learning | Principles of teaching and learning correctly identified | Continuous assessment and end of semester examination | |
Explain the characteristics of an effective teacher | The characteristics of an effective teacher correctly explained | Continuous assessment and end of semester examination | |
Prepare lesson plan | Lesson plan correctly prepared | Continuous assessment and end of semester examination | |
Conduct teaching using appropriate methods
| Teaching using appropriate methods correctly conducted | Continuous assessment and end of semester examination | |
5.2.2 Apply basic principles of teaching and learning in a microteaching session | Explain the concept of microteaching | The concept of microteaching correctly explained | Continuous assessment and end of semester examination |
Explain the steps of microteaching | The steps of microteaching correctly explained | Continuous assessment and end of semester examination | |
Identify microteaching cycle | Microteaching cycle correctly identified | Continuous assessment and end of semester examination | |
5.2.3 Describe the process of evaluating both class and clinical teaching | Identify different evaluation methods in teaching and learning | Different evaluation methods in teaching and learning correctly identified | Continuous assessment and end of semester examination |
6.1.1 Explain concepts of leadership, management | Define the term leadership, management | The term leadership, management correctly defined | Continuous assessment and end of semester examination |
6.1.2 Explain different leadership styles and management theories in nursing | Explain leadership styles | Leadership styles correctly explained | Continuous assessment and end of semester examination |
Explain historical development of management theory | Historical development of management theory correctly explained | Continuous assessment and end of semester examination | |
6.1.3 Explain the concepts of entrepreneurship in relation to health care | Define the term entrepreneurship
| The term entrepreneurship correctly defined | Continuous assessment and end of semester examination |
Describe the concept of entrepreneurship in health care area | The concept of entrepreneurship in health care area correctly described | Continuous assessment and end of semester examination | |
6.1.4 Explain areas in health services delivery to which entrepreneurship apply | Describe the importance of entrepreneurship in health care | The importance of entrepreneurship in health care correctly described | Continuous assessment and end of semester examination |
Describe different areas in health services to which entrepreneurship apply | Different areas in health services to which entrepreneurship apply correctly described | Continuous assessment and end of semester examination | |
6.1.5 Apply entrepreneurship skills in provision of quality care | Describe characteristics of an entrepreneur | Characteristics of an entrepreneur correctly described | Continuous assessment and end of semester examination |
Utilize knowledge and skills of entrepreneurship in provision of nursing care | Knowledge and skills of entrepreneurship in provision of nursing care correctly utilized | Continuous assessment and end of semester examination | |
6.2.1 Explain the functions and roles of a leader and manager in health setting | Enumerate functions and roles of a leader in health setting | Functions and roles of a leader in health setting correctly enumerated | Continuous assessment and end of semester examination |
List functions and roles of a manager in health setting | Functions and roles of a manager in health setting correctly listed | Continuous assessment and end of semester examination | |
Explain the qualities of a good leader and manager in nursing | The qualities of a good leader and manager in nursing correctly explained | Continuous assessment and end of semester examination | |
6.2.2 Utilize problem solving approach and decision making in managing nursing situations | Describe problem solving approaches and decision making | Problem solving approaches and decision making correctly described | Continuous assessment and end of semester examination |
Apply knowledge and skills in problem solving approaches in managing nursing situations | Knowledge and skills in problem solving approaches in managing nursing situations correctly applied | Continuous assessment and end of semester examination | |
6.2.3 Utilize clinical judgements skills in making appropriate decision in nursing care | Explain steps in decision making | Steps in decision making correctly explained | Continuous assessment and end of semester examination |
Apply clinical judgment skills in making appropriate nursing care decisions | Clinical judgment skills in making appropriate nursing care decisions correctly applied | Continuous assessment and end of semester examination | |
6.2.4 Apply knowledge of staff recruitment to manage personnel in all work settings | Define recruitment | The term recruitment correctly defined | Continuous assessment and end of semester examination |
Explain process of recruitment | Process of recruitment correctly explained | Continuous assessment and end of semester examination | |
Utilize knowledge and skills on recruitment procedures | Knowledge and skills on recruitment procedures correctly utilized | Continuous assessment and end of semester examination | |
6.2.5 Utilize performance appraisal in evaluating nursing activities | Describe the concept of performance appraisal | Performance appraisal correctly defined | Continuous assessment and end of semester examination |
Explain method of performance appraisal | Methods/tools performance appraisal correctly explained | Continuous assessment and end of semester examination | |
Apply performance appraisal techniques in evaluating nursing staff | Performance appraisal techniques in evaluating nursing staff correctly applied | Continuous assessment and end of semester examination | |
6.2.6 Identify remuneration of current nursing positions | Define the term scheme of service | The term scheme of service correctly defined | Continuous assessment and end of semester examination |
Identify various current remuneration in nursing profession | The various current remuneration in nursing profession identified properly | Continuous assessment and end of semester examination | |
Apply current various remuneration in daily life situation | Current kinds of remuneration in day to day nursing situation correctly applied | Continuous assessment and end of semester examination | |
6.2.7 Apply knowledge and skills on quality control in health setting | Define quality and control | Quality and control correctly defined | Continuous assessment and end of semester examination |
Explain quality control process | Quality control process correctly explained | Continuous assessment and end of semester examination | |
Identify person to be involved in quality control
| Person to be involved in quality control correctly identified | Continuous assessment and end of semester examination | |
Explain the constraints of quality control
| The constraints of quality control correctly explained | Continuous assessment and end of semester examination | |
6.2.8 Create and maintain a motivative climate in nursing activities | Explain types of motivation
| Types of motivation correctly explained | Continuous assessment and end of semester examination |
Explain strategies for creating a motivating climate | Strategies for creating a motivating climate correctly explained | Continuous assessment and end of semester examination | |
Identify factors that motivate staff at workplace
| Factors that motivate staff at workplace correctly identified | Continuous assessment and end of semester examination | |
Utilization available and relevant resources in maintain a good working environment | Available and relevant resources in maintain a good working environment correctly utilized | Continuous assessment and end of semester examination | |
6.3.1 Apply the management process of human and non-human resource in health | Identify leadership roles and management functions in managing personnel in various settings | Leadership roles and management functions in managing personnel in various settings correctly identified | Continuous assessment and end of semester examination |
Identify leadership roles and management functions in managing materials and supplies at various settings | Leadership roles and management functions in managing materials and supplies at various settings correctly identified | Continuous assessment and end of semester examination | |
Utilize skills of leadership, management and team building process in managing nursing activities | Skills of leadership, management and team building process in managing nursing activities correctly utilized | Continuous assessment and end of semester examination | |
6.3.2 Utilize government standing orders in carrying out management functions | Define standing orders | Standing orders correctly defined | Continuous assessment and end of semester examination |
Identify Zanzibar standing orders for public service | Zanzibar standing orders for public service correctly identified | Continuous assessment and end of semester examination | |
Adhere to government standing orders | Government standing orders correctly adhered | Continuous assessment and end of semester examination | |
6.3.3 Manage change in health setting | Explain theories of change | Theories of change correctly explained | Continuous assessment and end of semester examination |
Explain factors for introducing change | Factors for introducing change correctly explained | Continuous assessment and end of semester examination | |
Identify factors leading to resistance to change | Factors leading to resistance to change correctly identified | Continuous assessment and end of semester examination | |
Explain ways to reduce resistance to change | Ways to reduce resistance to change correctly explained | Continuous assessment and end of semester examination | |
Apply managerial skills in managing a planned change
| Managerial skills in managing a planned change correctly applied | Continuous assessment and end of semester examination | |
6.3.4 Demonstrate managerial skills in dealing with conflicts in clinical settings | Define conflict | Conflict correctly defined | Continuous assessment and end of semester examination |
Explain causes of conflict at work places | Causes of conflict at work places correctly explained | Continuous assessment and end of semester examination | |
Apply managerial knowledge and skills in resolving conflicts | Managerial knowledge and skills in resolving conflicts correctly applied | Continuous assessment and end of semester examination |
Sub – enabling outcomes, related tasks, assessment criteria and instruments
Assessment criteria and benchmarking
Assessment criteria | Benchmarking | ||
Satisfactory/Good | Very good | Excellent | |
The common terms used in parasitology and entomology correctly defined | Has knowledge of defining common terms used in parasitology and entomology | Has knowledge and understanding of defining common terms used in parasitology and entomology | Has wide knowledge and understanding of common terms used in defining parasitology and entomology |
Modes of transmission correctly explained | Has knowledge of explaining modes of transmission | Has knowledge and understanding of explaining modes of transmission | Has wide knowledge and understanding of explaining modes of transmission |
The life cycle of organism and their reproduction correctly explained | Has knowledge of explaining life cycle of organism and their reproduction | Has knowledge and understanding of explaining life cycle of organism and their reproduction | Has wide knowledge and understanding of explaining life cycle of organism and their reproduction |
Diseases caused by parasites correctly identified | Has knowledge of identifying diseased caused by parasites | Has knowledge and understanding of identifying diseased caused by parasites | Has wide knowledge and understanding diseased caused by parasites |
Common types of parasite and vector correctly explained | Has knowledge of explaining common types of parasite and vector | Has knowledge and understanding of explaining common types of parasite and vector | Has wide knowledge and understanding of explaining common types of parasite and vector |
Control measures of parasites and vectors correctly explained | Has knowledge of explaining control measures of parasites and vectors | Has knowledge and understanding of explaining control measures of parasites and vectors | Has wide knowledge and understanding of explaining control measures of parasites and vectors |
Mode of entry of parasite into host correctly explained | Has knowledge of explaining mode of entry of parasite into host | Has knowledge and understanding of explaining mode of entry of parasite into host | Has wide knowledge and understanding of explaining mode of entry of parasite into host |
Life cycle of parasite in hosts correctly explained | Has knowledge of explaining life cycle of parasite in hosts | Has knowledge and understanding of explaining life cycle of parasite in hosts | Has wide knowledge and understanding of explaining life cycle of parasite in hosts |
The diseases caused by parasites correctly identified | Has knowledge of identifying diseases caused by parasites | Has knowledge and understanding of identifying diseases caused by parasites | Has wide knowledge and understanding of identifying diseases caused by parasites |
The common parasite’s structure through microscope correctly detected | Has knowledge of detecting common parasite’s structure through microscope | Has knowledge and understanding of detecting common parasite’s structure through microscope | Has wide knowledge and understanding of detecting common parasite’s structure through microscope |
Common diseases caused by vector and parasite in health care setting correctly stated | Has knowledge of stating common diseases caused by vector and parasite in health care setting | Has knowledge and understanding of stating common diseases caused by vector and parasite in health care setting | Has wide knowledge and understanding of stating common diseases caused by vector and parasite in health care setting |
Principles of parasitology and entomology in provision of quality nursing care correctly utilized | Has knowledge of utilizing principles of parasitology and entomology in provision of quality nursing care | Has knowledge and understanding ofutilizing principles of parasitology and entomology in provision of quality nursing care | Has wide knowledge and understanding of utilizing principles of parasitology and entomology in provision of quality nursing care |
Common terms used in biochemistry correctly explained | Has knowledge of explaining common terms used in biochemistry | Has knowledge and understanding of explaining common terms used in biochemistry | Has wide knowledge and understanding of explaining common terms used in biochemistry |
The PH and its relationship to acid, base and salt in the body correctly explained | Has knowledge of explaining PH and its relationship to acid, base and salt in the body | Has knowledge and understanding of explaining PH and its relationship to acid, base and salt in the body | Has wide knowledge and understanding of explaining PH and its relationship to acid, base and salt in the body |
Major elements and minerals found in the human body correctly listed | Has knowledge of listing major elements and minerals found in the human body | Has knowledge and understanding of listing major elements and minerals found in the human body | Has wide knowledge and understanding of listing major elements and minerals found in the human body |
Body fluid and electrolytes in human body correctly identified | Has knowledge of identifying major elements and mineral found in human body | Has knowledge and understanding of identifying major elements and mineral found in human body | Has wide knowledge and understanding of identifying major elements and mineral found in human body |
The properties which make water such an important in organic molecules and living organisms correctly explained | Has knowledge of explaining properties which make water such an important in organic molecules and living organisms | Has knowledge and understanding of explaining properties which make water such an important in organic molecules and living organisms | Has wide knowledge and understanding of explaining properties which make water such an important in organic molecules and living organisms |
Distribution and factors affecting fluid and electrolytes balance correctly explained | Has knowledge of explaining distribution and factors affecting fluid and electrolytes balance | Has knowledge and understanding of distribution and factors affecting fluid and electrolytes balance | Has wide knowledge and understanding of distribution and factors affecting fluid and electrolytes balance |
Common terms used in genetics correctly defined | Has knowledge of defining common terms used in genetics | Has knowledge and understanding of defining common terms used in genetics | Has wide knowledge and understanding of defining common terms used in genetics |
Factors that lead to genetic abnormalities correctly described | Has knowledge of describing factors that lead to genetic abnormalities | Has knowledge and understanding of describing factors that lead to genetic abnormalities | Has wide knowledge and understanding of describing factors that lead to genetic abnormalities |
Families with common genetic disorders correctly identified | Has knowledge of identifying families with common genetic disorders | Has knowledge and understanding of identifying families with common genetic disorders | Has wide knowledge and understanding of families with common genetic disorders |
Counseling to individuals and families with common genetic disorders correctly performed | Has knowledge of performing counseling to individual and families with common genetic | Has knowledge and understanding of performing counseling to individuals and families with common genetic | Has wide knowledge and understanding of performing counseling to individuals and families with common |
genetic | |||
Proper management in administration of drugs including drug reaction correctly determined | Has knowledge of determining proper management in administration of drugs including drug reaction | Has knowledge and understanding of determining proper management in administration of drugs including drug reaction | Has wide knowledge of determining proper management in administration of drugs including drug reaction |
Common diagnostic procedures in providing nursing care to patient correctly explained | Has knowledge of explaining common diagnostic procedures in providing nursing care to patient | Has knowledge and understanding of explaining common diagnostic procedures in providing nursing care to patient | Has wide knowledge and understanding of explaining common diagnostic procedures in providing nursing care to patient |
Skills required in assisting diagnostic procedures correctly applied | Has knowledge of applying skills required in assisting diagnostic procedures | Has knowledge and understanding of applying skills required in assisting diagnostic procedures | Has wide knowledge and understanding of applying skills required in assisting diagnostic procedures |
Nursing care to patient undergoing diagnostic procedure correctly provided | Has knowledge of providing Nursing care to patient undergoing diagnostic procedure | Has knowledge and understanding of providing Nursing care to patient undergoing diagnostic procedure | Has wide knowledge and understanding of providing Nursing care to patient undergoing diagnostic procedure |
Complex medical and surgical conditions correctly identified | Has knowledge of identifying Complex medical and surgical conditions | Has knowledge and understanding of identifying Complex medical and surgical conditions | Has wide knowledge and understanding of identifying Complex medical and surgical conditions |
The observation skills in identifying complication in patients with complex medical/surgical conditions correctly utilized | Has knowledge of utilizing observation skills in identifying complication in patients with complex medical/surgical | Has knowledge and understanding of utilizing observation skills in identifying complication in patients with complex medical/surgical | Has wide knowledge and understanding of utilizing observation skills in identifying complication in patients with complex medical/surgical |
Nursing care to patients with complex medical/surgical conditions correctly provided | Has knowledge of providing nursing care to patients with complex medical/surgical | Has knowledge and understanding of providing nursing care to patients with complex medical/surgical | Has wide knowledge and understanding of providing nursing care to patients with complex medical/surgical |
Common complex medical and surgical condition to a child correctly identified | Has knowledge of identifying common complex medical and surgical conditions to a child | Has knowledge and understanding of identifying common complex medical and surgical conditions to a child | Has wide knowledge and understanding of identifying common complex medical and surgical conditions to a child |
Observation skills in early identification of child with complex medical/surgical conditions correctly utilized | Has knowledge of utilizing observation skills in early identification of child with complex medical/surgical conditions | Has knowledge and understanding of utilizing observation skills in early identification of child with complex medical/surgical conditions | Has wide knowledge and understanding of utilizing observation skills in early identification of child with complex medical/surgical conditions |
Quality care to a child with complex medical and surgical conditions correctly rendered | Has knowledge of rendering quality care to a child with complex medical and surgical conditions | Has knowledge and understanding of rendering quality care to a child with complex medical and surgical conditions | Has wide knowledge and understanding of rendering quality care to a child with complex medical and surgical conditions |
Common terms used in nursing theories correctly identified | Has knowledge of identifying common terms used in nursing theories | Has knowledge and understanding of identifying common terms used in nursing theories | Has wide knowledge and understanding of identifying common terms used in nursing theories |
Purpose of nursing theories correctly explained | Has knowledge of explaining purpose of nursing theories | Has knowledge and understanding of explaining purpose of nursing theories | Has wide knowledge and understanding of explaining purpose of nursing theories |
Different theories applied in nursing practice correctly explained | Has knowledge of explaining different theories applied in nursing practice | Has knowledge and understanding of explaining different theories applied in nursing practice | Has wide knowledge and understanding of explaining different theories applied in nursing practice |
Advantages and disadvantages of different nursing theories correctly identified | Has knowledge of identifying advantages and disadvantages of different nursing theories | Has knowledge and understanding of identifying advantages and disadvantages of different nursing theories | Has wide knowledge and understanding of identifying advantages and disadvantages of different nursing theories |
Appropriate nursing theories in providing care to patients with medical and surgical conditions correctly determined | Has knowledge of determining appropriate nursing theories in providing care to patients with medical and surgical conditions | Has knowledge and understanding of determining appropriate nursing theories in providing care to patients with medical and surgical conditions | Has wide knowledge and understanding of determining appropriate nursing theories in providing care to patients with medical and surgical conditions |
Nursing theories in providing care to patients with medical and surgical condition correctly utilized | Has knowledge of utilizing nursing theories in providing care to patients with medical and surgical condition | Has knowledge and understanding of utilizing nursing theories in providing care to patients with medical and surgical condition | Has wide knowledge and understanding of utilizing nursing theories in providing care to patients with medical and surgical condition |
Common terms used in quality nursing and quality assurance correctly defined | Has knowledge of defining common terms used in quality nursing and quality assurance | Has knowledge and understanding of defining common terms used in quality nursing and quality assurance | Has knowledge and understanding of defining common terms used in quality nursing and quality assurance |
Aims and objectives of quality nursing and quality assurance correctly stated | Has knowledge of stating aims and objectives of quality nursing and quality assurance | Has knowledge and understanding of stating aims and objectives of quality nursing and quality assurance | Has wide knowledge and understanding of stating aims and objectives of quality nursing and quality assurance |
Standards of performing quality nursing care correctly listed | Has knowledge of listing standards of performing quality nursing care | Has knowledge and understanding of listing standards of performing quality nursing care | Has wide knowledge and understanding of listing standards of performing quality nursing care |
Tools used in evaluating quality nursing care correctly identified | Has knowledge of indentifying tools used in evaluating quality nursing care | Has knowledge and understanding of indentifying tools used in evaluating quality nursing care | Has wide knowledge and understanding of indentifying tools used in evaluating quality nursing care |
Steps used in evaluating quality nursing care correctly explained | Has knowledge of explaining steps used in evaluating quality nursing care | Has knowledge and understanding of explaining steps used in evaluating quality nursing care | Has wide knowledge and understanding of explaining steps used in evaluating quality nursing care |
Evaluation tools when performing quality nursing care correctly used | Has knowledge of using evaluation tools when performing quality nursing care | Has knowledge and understanding of using evaluation tools when performing quality nursing care | Has wide knowledge and understanding of using evaluation tools when performing quality nursing care |
Terms epidemiology and demography correctly defined | Has knowledge of identifying terms epidemiology and demography | Has knowledge and understanding of identifying terms epidemiology and demography | Has wide knowledge and understanding of identifying terms epidemiology and demography |
Terms and method used in epidemiological studies correctly identified | Has knowledge of identifying terms and method used in epidemiological studies | Has knowledge and understanding of identifying terms and method used in epidemiological studies | Has wide knowledge and understanding of identifying terms and method used in epidemiological studies |
Demography and vital statistics correctly described | Has knowledge of describing demography and vital statistics | Has knowledge and understanding of describing demography and vital statistics | Has wide knowledge and understanding of describing demography and vital statistics |
Importance of health indicators and vital statistics in provision of health care correctly outlined | Has knowledge of outlining importance of health indicators and vital statistics in provision of health care | Has knowledge and understanding of outlining importance of health indicators and vital statistics in provision of health care | Has wide knowledge and understanding of outlining importance of health indicators and vital statistics in provision of health care |
Common health indicators that influence health in community correctly identified | Has knowledge of identifying common health indicators that influence health in community correctly identified | Has knowledge and understanding of identifying common health indicators that influence health in community correctly identified | Has wide knowledge and understanding of identifying common health indicators that influence health in community correctly identified |
The term biostatics correctly defined | Has knowledge of defining term biostatics | Has knowledge and understanding of defining the term biostatics | Has wide knowledge and understanding of defining the term biostatics |
The importance of biostatics correctly explained | Has knowledge of explaining importance of biostatics | Has knowledge and understanding of explaining importance of biostatics | Has wide knowledge and understanding of explaining importance of biostatics |
correctly explained | |||
Involvement of community members in identifying their priorities based their needs and available information correctly done | Has knowledge of involving community members in identifying their priorities based their needs and available information | Has knowledge and understanding of involving community members in identifying their priorities based their needs and available information | Has wide knowledge and understanding of involving community members in identifying their priorities based their needs and available information |
Abilities in using knowledge of epidemiology, and biostatics in planning and implementation of community health care correctly demonstrated | Has knowledge of demonstrating abilities in using knowledge of epidemiology, and biostatics in planning and implementation of community health care | Has knowledge and understanding of demonstrating abilities in using knowledge of epidemiology, and biostatics in planning and implementation of community health care | Has wide knowledge and understanding of demonstrating abilities in using knowledge of epidemiology, and biostatics in planning and implementation of community health care |
Community health practices/programmes based on health indicators and vital statistics correctly | Has knowledge of monitoring and evaluating Community health practices/programmes | Has knowledge and understanding of monitoring and evaluating Community health | Has wide knowledge and understanding of |
monitored and evaluated | based on health indicators and vital statistics | practices/programmes based on health indicators and vital statistics | monitoring and evaluating Community health practices/programmes based on health indicators and vital statistics |
Term research correctly defined | Has knowledge of defining term research | Has knowledge and understanding of defining term research | Has wide knowledge and understanding of defining term research |
Type of research correctly explained | Has knowledge of explaining type of research | Has knowledge and understanding of explaining type of research | Has wide knowledge and understanding of explaining type of research |
The sources of research correctly listed | Has knowledge of listing sources of research | Has knowledge and understanding of listing sources of research | Has wide knowledge and understanding of listing sources of research |
Steps in developing a mini research proposal correctly explained | Has knowledge of explaining steps in developing a mini research proposal | Has knowledge and understanding of explaining steps in developing a mini research proposal | Has wide knowledge and understanding of explaining steps in developing a |
mini research proposal | |||
The mini research problem correctly formulated | Has knowledge of formulating mini research problem | Has knowledge and understanding of formulating mini research problem | Has wide knowledge and understanding of formulating mini research problem |
The objectives of the mini research correctly stated | Has knowledge of stating the objectives of the mini research | Has knowledge and understanding of stating the objectives of the mini research | Has wide knowledge and understanding of stating the objectives of the mini research |
The methodology for the mini research correctly identified | Has knowledge of identifying methodology for the mini research | Has knowledge and understanding of identifying methodology for the mini research | Has wide knowledge and understanding of identifying methodology for the mini research |
Ability in developing the mini research proposal correctly demonstrated | Has knowledge of demonstrating Ability in developing the mini research proposal | Has knowledge and understanding of demonstrating Ability in developing the mini research proposal | Has wide knowledge and understanding of demonstrating Ability in developing the mini research proposal |
Computer knowledge and skills in processing | Has knowledge of applying computer | Has knowledge and understanding of | Has wide knowledge |
data analysis correctly applied | knowledge and skills in processing data analysis | applying computer knowledge and skills in processing data analysis | and understanding of applying basic computer knowledge and skills in processing data analysis |
Ability to analyze data by using computer correctly demonstrated | Has knowledge of demonstrating ability to analyze data by using computer | Has knowledge and understanding of demonstrating ability to analyze data by using computer | Has wide knowledge and understanding of demonstrating ability to analyze data by using computer |
Format of report writing correctly explained | Has knowledge of explaining teaching using appropriate teaching methods | Has knowledge and understanding of explaining teaching using appropriate teaching methods | Has wide knowledge and understanding of explaining teaching using appropriate teaching methods |
Basic computer knowledge in processing mini research report correctly applied | Has knowledge of applying basic computer knowledge in processing mini research report | Has knowledge and understanding of applying basic computer knowledge in processing mini research report | Has wide knowledge and understanding of applying basic computer knowledge in processing mini research report |
Critiquing knowledge in analyzing research findings correctly applied | Has knowledge of applying critiquing knowledge in analyzing research findings | Has knowledge and understanding of applying critiquing knowledge in analyzing research findings | Has wide knowledge and understanding of applying critiquing knowledge in analyzing research findings |
Research findings correctly disseminated | Has knowledge of disseminated research findings | Has knowledge and understanding of disseminated research findings | Has wide knowledge and understanding of disseminated research findings |
Best practices for improving the quality of health care correctly identified | Has knowledge of identifying best practices for improving the quality of health care | Has knowledge and understanding of identifying best practices for improving the quality of health care | Has wide knowledge and understanding of identifying best practices for improving the quality of health care |
Abilities for implementing evidence based care to improve the quality of health care correctly demonstrated | Has knowledge of demonstrating abilities for implementing evidence based care to improve the quality of health care | Has knowledge and understanding of demonstrating abilities for implementing evidence based care to improve the quality of health care | Has wide knowledge and understanding of demonstrating abilities for implementing evidence based care to improve the quality of health care |
Nursing care of neurotic patient correctly explained | Has knowledge of explaining nursing care of neurotic patient | Has knowledge and understanding of explaining nursing care of neurotic patient | Has wide knowledge and understanding of explaining nursing care of neurotic patient |
Nursing care of the patient with psychotic disorders correctly explained | Has knowledge of explaining Nursing care of the patient with psychotic disorders | Has knowledge and understanding of explaining Nursing care of the patient with psychotic disorders | Has wide knowledge and understanding of explaining Nursing care of the patient with psychotic disorders |
Nursing care of patient with social and personality disorders correctly explained | Has knowledge of explaining Nursing care of patient with social and personality disorders | Has knowledge and understanding of explaining Nursing care of patient with social and personality disorders | Has wide knowledge and understanding of explaining Nursing care of patient with social and personality disorders |
Nursing care of patient with mental retardation correctly explained | Has knowledge of explaining Nursing care of patient with mental retardation | Has knowledge and understanding of explaining Nursing care of patient with mental retardation | Has wide knowledge and understanding of explaining Nursing care of patient with mental retardation |
Nursing intervention of children with evidence of disturbed behavior correctly explained | Has knowledge of explaining Nursing intervention of children with evidence of disturbed behavior | Has knowledge and understanding of explaining Nursing intervention of children with evidence of disturbed behavior | Has wide knowledge and understanding of explaining Nursing intervention of children with evidence of disturbed behavior |
Nursing intervention in adolescent with evidence of disturbed behavior correctly explained | Has knowledge of explaining Nursing intervention in adolescent with evidence of disturbed behavior | Has knowledge and understanding of explaining Nursing intervention in adolescent with evidence of disturbed behavior | Has wide knowledge and understanding of explaining Nursing intervention in adolescent with evidence of disturbed behavior |
Nursing intervention in elderly with evidence of disturbed behavior correctly explained | Has knowledge of explaining Nursing intervention in elderly with evidence of disturbed behavior | Has knowledge and understanding of explaining Nursing intervention in elderly with evidence of disturbed behavior | Has wide knowledge and understanding of explaining Nursing intervention in elderly with evidence of disturbed behavior |
Role of nurse on provision of different therapies correctly explained | Has knowledge of explaining role of nurse on provision of different therapies | Has knowledge and understanding of explaining role of nurse on provision of different therapies | Has wide knowledge and understanding of explaining role of nurse on provision of different therapies |
Use, benefit and limitation of therapy are correctly identified | Has knowledge of identifying use, benefit and limitation of therapy | Has knowledge and understanding of identifying use, benefit and limitation of therapy | Has wide knowledge and understanding of identifying use, benefit and limitation of therapy |
The limitation of different therapies used in mental illness correctly identified | Has knowledge of identifying the limitation of different therapies used in mental illness | Has knowledge and understanding of identifying the limitation of different therapies used in mental illness | Has wide knowledge and understanding of identifying the limitation of different therapies used in mental illness |
Individual with mental illness for the provision of mental health therapies correctly identified | Has knowledge of identifying Individual with mental illness for the provision of mental health therapies | Has knowledge and understanding of identifying Individual with mental illness for the provision of mental health therapies | Has wide knowledge and understanding of identifying Individual with mental illness for the |
provision of mental health therapies | |||
Various therapies in the hospital and community setting are correctly educated | Has knowledge of conducting Various therapies in the hospital and community setting | Has knowledge and understanding of conducting Various therapies in the hospital and community setting | Has wide knowledge and understanding of conducting Various therapies in the hospital and community setting |
Mental status evaluation correctly defined | Has knowledge of defining Mental status evaluation | Has knowledge and understanding of defining Mental status evaluation | Has wide knowledge and understanding of defining Mental status evaluation |
Main components of mental health evaluation correctly identified | Has knowledge of identifying Main components of mental health evaluation | Has knowledge and understanding of identifying Main components of mental health evaluation | Has wide knowledge and understanding of identifying Main components of mental health evaluation |
Mental status assessment correctly educated | Has knowledge of Mental status assessment | Has knowledge and understanding of Mental status assessment | Has wide knowledge and understanding of Mental status assessment |
The steps for formulating nursing diagnosis correctly explained | Has knowledge of explaining the steps for formulating nursing diagnosis | Has knowledge and understanding of explaining the steps for formulating nursing diagnosis | Has wide knowledge and understanding of explaining the steps for formulating nursing diagnosis |
Nursing diagnosis for provision of nursing care to the mental ill patients correctly formulated | Has knowledge of formulating Nursing diagnosis for provision of nursing care to the mentally ill patients | Has knowledge and understanding of formulating Nursing diagnosis for provision of nursing care to the mentally ill patients | Has wide knowledge and understanding of formulating Nursing diagnosis for provision of nursing care to the mentally ill patients |
Nursing care to mentally ill patient correctly planned | Has knowledge of planning Nursing care to mentally ill patient | Has knowledge and understanding of planning Nursing care to mentally ill patient | Has wide knowledge and understanding of planning Nursing care to mentally ill patient |
Nursing intervention according to the plan correctly provided | Has knowledge of providing Nursing intervention according to the plan | Has knowledge and understanding of providing Nursing intervention according to the plan | Has wide knowledge and understanding of providing Nursing intervention according to the plan |
The relationship between believes, taboos, gender and custom with mental illness correctly explained | Has knowledge of explaining the relationship between believes, taboos, gender and custom with mental illness | Has knowledge and understanding of explaining the relationship between believes, taboos, gender and custom with mental illness | Has wide knowledge and understanding of explaining the relationship between believes, taboos, gender and custom with mental illness |
Stigma toward mental ill patients correctly explained | Has knowledge of explaining Stigma toward mental ill patients | Has knowledge and understanding of explaining Stigma toward mental ill patients | Has wide knowledge and understanding of explaining Stigma toward mental ill patients |
Management of mental ill patient in the community correctly explained | Has knowledge of explaining Management of mental ill patient in the community | Has knowledge and understanding of explaining Management of mental ill patient in the community | Has wide knowledge and understanding of explaining Management of mental ill patient in the community |
Resources of mental health services correctly identified | Has knowledge of identifying mental health services | Has knowledge and understanding of identifying resources of mental health Services
| Has wide knowledge and understanding of identifying resources of mental health services |
Community support system in caring of mental ill patients correctly utilized | Has knowledge of utilizing Community support system in caring of mental ill patients | Has knowledge and understanding of utilizing Community support system in caring of mental ill patients | Has wide knowledge and understanding of utilizing Community support system in caring of mental ill patients |
Mental health in all health practice services correctly integrated | Has knowledge of integrating Mental health in all health practice services | Has knowledge and understanding of integrating Mental health in all health practice services | Has wide knowledge and understanding of integrating Mental health in all health practice services |
Good social cultural practices during care of the women and families during pregnancy, labour and motherhood periods correctly identified | Has knowledge of identifying Good social cultural practices during care of the women and families during pregnancy, labour and motherhood periods | Has knowledge and understanding of identifying Good social cultural practices during care of the women and families during pregnancy, labour and motherhood periods | Has wide knowledge and understanding of identifying Good social cultural practices during care of the women and families during pregnancy, labour and motherhood periods |
Health education to encourage good social cultural practices in the community correctly provided | Has knowledge of providing Health education to encourage good social cultural practices in the community | Has knowledge and understanding of providing Health education to encourage good social cultural practices in the community | Has wide knowledge and understanding of providing Health education to encourage good social cultural practices in the community |
Term safe motherhood correctly defined | Has knowledge of defining term safe motherhood | Has knowledge and understanding of defining term safe motherhood | Has wide knowledge and understanding of defining term safe motherhood |
Pillars of safe motherhood correctly explained | Has knowledge of explaining pillars of safe motherhood | Has knowledge and understanding of explaining pillars of safe motherhood | Has wide knowledge and understanding of explaining pillars of safe motherhood |
Knowledge of safe motherhood pillars in provision of quality midwifery care correctly applied | Has knowledge of applying safe motherhood pillars in provision of quality midwifery care | Has knowledge and understanding of applying safe motherhood pillars in provision of quality midwifery care | Has wide knowledge and understanding of applying safe motherhood pillars in provision of quality midwifery care |
The applicable research findings correctly identified | Has knowledge of identifying the applicable research findings | Has knowledge and understanding of identifying the applicable research findings | Has wide knowledge and understanding of identifying the applicable research findings |
The process of introducing the research findings/changes in the care correctly outlined | Has knowledge of outlining the process of introducing the research findings/changes in the care | Has knowledge and understanding of outlining the process of introducing the research findings/changes in the care | Has wide knowledge and understanding of outlining the process of introducing the research findings/changes in the care |
Knowledge and skills for introducing appropriately the approved care correctly utilized | Has knowledge of utilizing knowledge and skills for introducing appropriately the approved care | Has knowledge and understanding of utilizing knowledge and skills for introducing appropriately the approved care | Has wide knowledge and understanding of utilizing knowledge and skills for introducing appropriately the approved care |
Women with abnormal/high risk pregnancy correctly identified | Has knowledge of identifying women with abnormal/high risk pregnancy | Has knowledge and understanding of identifying women with abnormal/high risk Pregnancy | Has wide knowledge and understanding of Identifying women with abnormal/ high risk pregnancy |
Use of partograph in identifying abnormal labour is correctly described | Has knowledge of describing use of partograph in identifying abnormal labour | Has knowledge and understanding of describing use of partograph in identifying abnormal labour | Has wide knowledge and understanding of describing use of partograph in identifying abnormal labour |
Causes of abnormal pueperium correctly described | Has knowledge of describing causes of abnormal pueperium | Has knowledge and understanding of describing causes of abnormal pueperium | Has wide knowledge and understanding of describing causes of abnormal pueperium |
Different type of abnormal and high risk pregnancy correctly identified | Has knowledge of identifying different types of abnormal and high risk pregnancy | Has knowledge and understanding of identifying different types of abnormal and high risk pregnancy | Has wide knowledge and understanding of identifying different types of abnormal and high risk pregnancy |
Immediate care to women with abnormal or high risk conditions correctly provided | Has knowledge of identifying and referring women with complicated pregnancy correctly | Has knowledge and understanding of identifying and referring women with complicated pregnancy correctly | Has wide knowledge and understanding of identifying and referring women with complicated pregnancy correctly |
Women with complicated pregnancy correctly identified and referred | Has knowledge of identifying and referring women with complicated pregnancy correctly | Has knowledge and understanding of identifying and referring women with complicated pregnancy correctly | Has wide knowledge and understanding of identifying and referring women with complicated pregnancy correctly |
Techniques for preventing complications of pregnancy correctly described | Has knowledge of describing abnormal labour and delivery | Has knowledge and understanding of describing abnormal labour and delivery | Has wide knowledge and understanding of describing abnormal labour and delivery |
The abnormal labour and delivery correctly identified | Has knowledge of identifying the abnormal labour and delivery | Has knowledge and understanding of identifying the abnormal labour and delivery | Has wide knowledge and understanding of identifying the abnormal labour and delivery |
The principles of abnormal labour and deliveries are correctly explained | Has knowledge of explaining the principles of abnormal labour and deliveries | Has knowledge and understanding of explaining the principles of | Has wide knowledge and understanding |
abnormal labour and deliveries | of explaining the principles abnormal labour and deliveries | |||
Women with deep-transverse arrest correctly described | Has knowledge of describing women with deep-transverse arrest | Has knowledge and understanding of describing women with deep-transverse arrest | Has wide knowledge and understanding of describing women with deep-transverse arrest | |
Women in labour with breech, face and brow presentations correctly differentiated | Has knowledge of differentiated women in labour with breech, face and brow presentations | Has knowledge and understanding of differentiating women in labour with breech , face and brow presentations | Has wide knowledge and understanding of differentiating women in labour with breech, face and brow presentations | |
Complications of breech delivery correctly explained | Has knowledge of explaining complications of breech delivery | Has knowledge and understanding of explaining complications of breech delivery | Has wide knowledge and understanding of explaining complications of breech delivery | |
Women in labour with occipital posterior position correctly explained | Has knowledge of explaining women in labour with occipital posterior position | Has knowledge and understanding of explaining women in labour with occipital posterior position | Has wide knowledge and understanding of explaining women in labour with occipital posterior position | |
Complications associated with posterior position correctly detected | Has knowledge of detecting complications associated with posterior position | Has knowledge and understanding of detecting complications associated with posterior position | Has wide knowledge and understanding of detecting complications associated with posterior position |
The management of women with abnormal labour and delivery correctly described | Has knowledge of describing management of women with abnormal labour and delivery | Has knowledge and understanding of describing management of women with abnormal labour and delivery | Has wide knowledge and understanding of describing management of women with abnormal labour and delivery |
Abilities in managing women with abnormal pueperium correctly demonstrated | Has knowledge of demonstrating abilities in managing women with abnormal pueperium | Has knowledge and understanding of abilities in managing women with abnormal pueperium | Has wide knowledge and understanding of abilities in managing women with abnormal pueperium |
The term life saving skills correctly defined | Has knowledge of defining the term life saving skills | Has knowledge and understanding of the term life saving Skills | Has wide knowl understanding of the term life saving skills edge and |
Ways to collaborate with supervisors, DHMT, facility staffs and community members to plan implement life saving skills correctly identified | Has knowledge of identifying ways to collaborate with supervisors, DHMT, facility staff and community members to plan implement life saving skills | Has knowledge and understanding of identifying ways to collaborate with supervisors, DHMT, facility staff and community members to plan implement life saving skills | Has wide knowledge and understanding of identifying ways collaborate with supervisors, DHMT, facility staff and community members to plan implement life saving skills |
Obstetric emergencies correctly explained | Has knowledge of explaining obstetric emergencies | Has knowledge and understanding of obstetric Emergencies | Has wide knowledge and understanding of obstetric emergencies |
Women with obstetric emergencies correctly managed | Has knowledge of managing women with obstetric emergencies | Has knowledge understanding of women with obstetric emergencies | Has wide knowledge and understanding of women with obstetric emergencies |
Conditions that need emergency care to women during labour and puerperium correctly | Has knowledge of describing conditions that need emergency care to women during labour | Has knowledge and understanding of describing conditions | Has wide knowledge and understanding |
Described | and pueperium | that need emergency care to women during labour and pueperium | of describing conditions that need emergency care to the women during labour and pueperium |
Care to women with condition that need emergency care correctly provided | Has knowledge of providing care to women with condition that need emergency care | Has knowledge and understanding of providing care to women with condition that need emergency care | Has wide knowledge and understanding of providing care to women with condition that need emergency care |
Principles emergency obstetric care to women with abnormal labour and puerperium correctly identified | Has knowledge of identifying principles emergency obstetric care to women with abnormal labour and pueperium | Has knowledge and understanding of identifying principles emergency obstetric care to women with abnormal labour and pueperium | Has wide knowledge and understanding of identifying principles emergency obstetric care to women with abnormal labour and pueperium |
Principles of emergency obstetric care in managing women with abnormal labour and pueperium correctly utilized | Has knowledge of utilizing principle of emergency obstetric care in managing women with abnormal labour and pueperium | Has knowledge and understanding of utilizing principle of emergency obstetric care in managing women with abnormal labour and pueperium | Has wide knowledge and understanding of utilizing principle of emergency obstetric care in managing women with abnormal labour and pueperium |
Maternal and neonatal records for improving the quality of EMOc correctly used | Has knowledge of using maternal and neonatal records for improving the quality of EMOc | Has knowledge and understanding of using maternal and neonatal records for improving the quality the quality of EMOc | Has wide knowledge and understanding of using maternal and neonatal records for improving the quality of EMOc |
Common health problems, birth injuries, congenital malformations and dis orders of the newborn baby correctly explained | Has knowledge of explaining common health problems, birth injuries, congenital malformations and disorders of the newborn baby | Has knowledge and understanding of explaining common health problems, birth injuries, congenital malformations and disorders of the newborn baby | Has wide knowledge and understanding of explaining common health problems, birth injuries, congenital malformations and disorders of the newborn baby |
Common minor and serious disorders of the newborn correctly identified | Has knowledge of identifying common minor and serious disorders of the newborn | Has knowledge and understanding of identifying common minor and serious disorders of the newborn | Has wide knowledge and understanding of identifying common minor and serious disorders of the newborn |
Newborns with common problems and congenital disorders correctly managed | Has knowledge of managing Newborns with common problems and congenital disorders | Has knowledge and understanding of Newborns with common problems and congenital disorders | Has wide knowledge and understanding of managing Newborns with common problems and congenital disorders |
The terms teaching and learning correctly defined | Has knowledge of defining the terms teaching and learning | Has knowledge and understanding of defining the terms teaching and learning | Has wide knowledge and understanding of defining the terms teaching and learning |
Principles of teaching and learning correctly identified | Has knowledge of identifying principles of teaching and learning | Has knowledge and understanding of identifying principles of teaching and learning | Has wide knowledge and understanding of identifying principles of teaching and learning |
Explain the characteristics of an effective teacher | Has knowledge on characteristics of an effective teacher | Has knowledge and understanding on characteristics of an effective teacher | Has wide knowledge and understanding on characteristics of an effective teacher |
Teaching and learning theories correctly identified | Has knowledge of identifying teaching and learning theories | Has knowledge and understanding of identifying teaching and learning theories | Has wide knowledge and understanding of identifying teaching and learning theories |
Theories of teaching and learning correctly explained | Has knowledge of explaining theories of teaching and learning | Has knowledge and understanding of explaining theories of teaching and learning | Has wide knowledge and understanding of explaining theories of teaching and learning |
Teaching and learning methods correctly identified | Has knowledge of identifying Teaching and learning methods | Has knowledge and understanding of identifying teaching and learning methods | Has wide knowledge and understanding of identifying teaching and learning methods |
Identify styles of learning | Has knowledge of styles of learning | Has knowledge and understanding of styles of learning | Has wide knowledge and understanding of styles of learning |
The advantages of self directed learning correctly explained | Has knowledge of advantages of self directed learning | Has knowledge and understanding on advantages of self directed learning | Has wide knowledge and understanding on advantages of self directed learning |
Identifying characteristics of learners/audience | Has knowledge of characteristics of learners/audience | Has knowledge and understanding on characteristics of learners/audience | Has wide knowledge and understanding on characteristics of learners/audience |
Select appropriate teaching methods | Has knowledge of appropriate teaching methods | Has knowledge and understanding on appropriate teaching methods | Has wide knowledge and understanding on appropriate teaching methods |
Select appropriate audio visual aids | Has knowledge of appropriate audio visual aids | Has knowledge and understanding of appropriate audio visual aids | Has wide knowledge and understanding of appropriate audio visual aids |
Prepare a lesson plan | Has knowledge of preparing a lesson plan | Has knowledge and understanding of preparing a lesson plan | Has wide knowledge and understanding of preparing a lesson plan |
Conduct teaching using appropriate teaching methods | Has knowledge of conducting teaching by using appropriate teaching methods | Has knowledge and understanding of conducting teaching by using appropriate teaching methods | Has wide knowledge and understanding of conducting teaching by using appropriate teaching methods |
Explain the concept of microteaching | Has knowledge on concept of microteaching | Has knowledge and understanding on concept of microteaching | Has wide knowledge and understanding on concept of microteaching |
Explain steps of microteaching | Has knowledge on steps of microteaching | Has knowledge and understanding on steps of microteaching | Has wide knowledge and understanding on steps of microteaching |
Identify microteaching cycle | Has knowledge of microteaching cycle | Has knowledge and understanding of microteaching cycle | Has wide knowledge and understanding of microteaching cycle |
Identify different evaluation methods in teaching and learning | Has knowledge of different evaluation methods in teaching and learning | Has knowledge and understanding of different evaluation methods in teaching and learning | Has wide knowledge and understanding of different evaluation methods in teaching and learning |
The terms leadership, management correctly defined | Has knowledge of defining the terms leadership, management | Has knowledge and understanding of defining the terms leadership, management | Has wide knowledge and understanding of defining the terms leadership, management |
Management and leadership theories correctly explained | Has knowledge of explaining Management and leadership theories | Has knowledge and understanding of explaining Management and leadership theories | Has wide knowledge and understanding of explaining Management and leadership theories |
Theoretical development of management theory correctly explained | Has knowledge of explaining theoretical development of management theory | Has knowledge and understanding of explaining theoretical development of management theory | Has wide knowledge and understanding of explaining theoretical development of management theory |
Definition of the term entrepreneurship correctly defined | Has knowledge of defining definition of the term entrepreneurship | Has knowledge and understanding of defining definition of the term entrepreneurship | Has wide knowledge and understanding of defining definition of the term Entrepreneurship |
The concept of entrepreneurship in health care correctly described | Has knowledge of describing the concept of entrepreneurship in health care | Has knowledge and understanding of describing the concept of entrepreneurship in health care | Has wide knowledge and understanding of describing the concept of entrepreneurship in health care |
Importance of entrepreneurship in health care correctly described | Has knowledge of describing the importance of entrepreneurship in health care | Has knowledge and understanding of describing the importance of entrepreneurship in health care | Has wide knowledge and understanding of describing the importance of entrepreneurship in health care |
Different area in health services to which entrepreneurship apply correctly explained | Has knowledge of explaining different area in health services to which entrepreneurship apply | Has knowledge and understanding of explaining different area in health services to which entrepreneurship apply | Has wide knowledge and understanding of explaining different area in health services to which entrepreneurship apply |
Characteristic of entrepreneurship are correctly explained | Has knowledge of explaining Characteristic of entrepreneurship | Has knowledge and understanding of explaining Characteristic of entrepreneurship | Has wide knowledge and understanding of explaining Characteristic of entrepreneurship |
Knowledge and skills of entrepreneurship in provision of quality nursing care correctly utilized | Has knowledge of utilizing knowledge and skills of entrepreneurship in provision of quality nursing care | Has knowledge and understanding of utilizing knowledge and skills of entrepreneurship in provision of quality nursing care | Has wide knowledge and understanding of utilizing knowledge and skills of entrepreneurship in provision of quality nursing care |
Functions and role of a leader correctly enumerated | Has knowledge of enumerating functions and role of a leader | Has knowledge and understanding of enumerating functions and role of a leader | Has wide knowledge and understanding of enumerating functions and role of a leader |
Functions and role manager correctly listed | Has knowledge of listing function and roles of a manager | Has knowledge and understanding of listing function and roles of a manager | Has wide knowledge and understanding of listing function and roles of a manager |
Qualities of a good leader and manager in nursing correctly explained | Has knowledge of explaining qualities of a good leader and manager in nursing | Has knowledge and understanding of explaining qualities of a good leader and manager in nursing | Has wide knowledge and understanding of explaining qualities of a good leader and manager in nursing |
Problem solving approaches correctly explained | Has knowledge of explaining Problem solving approaches | Has knowledge and understanding of explaining Problem solving approaches | Has wide knowledge and understanding of explaining Problem solving approaches |
Knowledge and skills in problems solving approach are correctly applied | Has knowledge of applying knowledge and skills in problems solving approach | Has knowledge and understanding of applying knowledge and skills in problems solving approach | Has wide knowledge and understanding of applying knowledge and skills in problems solving approach |
Steps of decision making are correctly explained | Has knowledge of explaining steps of decision making | Has knowledge and understanding of explaining steps of decision making | Has wide knowledge and understanding of explaining steps of decision making |
Clinical judgment skills in making appropriate nursing care decisions correctly applied | Has knowledge of applying clinical judgment skills in making appropriate nursing care decisions | Has knowledge and understanding of applying clinical judgment skills in making appropriate nursing care decisions | Has knowledge and understanding of applying clinical judgment skills in making appropriate nursing care decisions |
The term recruitment correctly defined | Has knowledge of defining recruitment | Has knowledge and understanding of defining recruitment | Has wide knowledge and understanding of defining recruitment |
Process of recruitment correctly explained | Has knowledge of explaining process of recruitment | Has knowledge and understanding of process of recruitment | Has wide knowledge and understanding of process of recruitment |
Knowledge and skills on recruitment procedures correctly utilized | Has knowledge of utilizing knowledge and skills on recruitment procedures | Has knowledge and understanding of utilizing knowledge and skills on recruitment procedures | Has wide knowledge and understanding of utilizing knowledge and skills on recruitment procedures |
Performance appraisal correctly defined | Has knowledge of defining performance appraisal | Has knowledge and understanding of defining performance appraisal | Has wide knowledge and understanding of defining performance appraisal |
Methods/tools of performance appraisal correctly explained | Has knowledge of explaining methods/tools of performance appraisal | Has knowledge and understanding of explaining methods/tools of performance appraisal | Has wide knowledge and understanding of explaining methods/tools |
for performance appraisal | |||
Performance appraisal techniques in evaluating nursing staff correctly applied | Has knowledge of applying performance appraisal techniques in evaluating nursing staff | Has knowledge and understanding of applying performance appraisal techniques in evaluating nursing staff | Has wide knowledge and understanding of applying performance appraisal techniques in evaluating nursing staff |
The term scheme of service correctly defined | Has knowledge of defining scheme of service | Has knowledge and understanding of defining scheme of service | Has wide knowledge and understanding of defining scheme of service |
The various current remuneration in nursing profession properly identified | Has knowledge of identifying various current remuneration in nursing profession | Has knowledge and understanding of identifying various current remuneration in nursing profession | Has wide knowledge and understanding of identifying various current remuneration in nursing profession |
The various current remuneration in nursing are applied correctly in daily life situation | Has knowledge of applying various current remuneration in nursing in daily life | Has knowledge and understanding of applying various current remuneration in nursing in daily life | Has wide knowledge and understanding of applying various current remuneration in nursing in daily life |
Quality and control correctly defined | Has knowledge of defining quality and control | Has knowledge and understanding of defining quality and control | Has wide knowledge and understanding of defining quality and control |
Quality control process correctly explained | Has knowledge of explaining quality control process | Has knowledge and understanding of explaining quality control process | Has wide knowledge and understanding of explaining quality control process |
Person to be involved in quality control correctly identified | Has knowledge of identifying Person to be involved in quality control | Has knowledge and understanding of identifying Person to be involved in quality control | Has wide knowledge and understanding of identifying Person to be involved in quality control |
Constraints of quality control correctly explained | Has knowledge of explaining constraints of quality control | Has knowledge and understanding of explaining constraints of quality control | Has wide knowledge and understanding of explaining constraints of quality control |
Types of motivation correctly explained | Has knowledge of explaining types of motivation | Has knowledge and understanding of explaining types of motivation | Has wide knowledge and understanding of explaining types of motivation |
Strategies for creating a motivating climate correctly explained | Has knowledge of explaining strategies for creating a motivating climate | Has knowledge and understanding of explaining strategies for creating a motivating climate | Has wide knowledge and understanding of explaining strategies for creating a motivating climate |
Factors that motivate staffs at work place correctly identified | Has knowledge of identifying factors that motivate staffs at work place | Has knowledge and understanding of identifying factors that motivate staffs at work place | Has wide knowledge and understanding of identifying factors that motivate staffs at work place |
Available and relevant resources in promoting good working environment correctly maintained | Has knowledge of maintaining available and relevant resources in promoting good working environment | Has knowledge and understanding of maintaining available and relevant resources in promoting good working environment | Has wide knowledge and understanding of maintaining available and relevant resources in promoting good working environment |
Leadership roles and management functions in managing personnel in various setting correctly identified | Has knowledge of identifying leadership roles and management functions in managing personnel in various setting | Has knowledge and understanding of identifying leadership roles and management functions in managing personnel in various setting | Has wide knowledge and understanding of identifying leadership roles and management functions in managing personnel in various settings |
Leadership roles and management functions in managing materials and supplies at various setting correctly identified | Has knowledge of identifying leadership roles and management functions in managing materials and supplies at various setting | Has knowledge and understanding of identifying leadership roles and management functions in managing materials and supplies at various setting | Has wide knowledge and understanding of identifying leadership roles and management functions in managing materials and supplies at various setting |
Skills of leadership, management and team building process in managing nursing activities correctly utilized | Has knowledge of utilizing skills of leadership, management and team building process in managing nursing activities | Has knowledge and understanding of utilizing skills of leadership, management and team building process in managing nursing activities | Has wide knowledge and understanding of utilizing skills of leadership, management and team building process in managing nursing activities |
Standing orders correctly defined | Has knowledge of defining standing orders | Has knowledge and understanding of defining standing orders | Has wide knowledge and understanding of defining standing orders |
Government standing order for public services in Zanzibar correctly identified | Has knowledge of identifying government standing order for public services in Zanzibar | Has knowledge and understanding of identifying government standing order for public services in Zanzibar | Has knowledge and understanding of identifying government standing order for public services in Zanzibar Standing Orders for public services in Zanzibar |
Government Standing Orders correctly adhered | Has knowledge of adhering to Government Standing Orders | Has knowledge and understanding adhering to Government Standing Orders | Has wide knowledge and understanding adhering to Government Standing Orders |
The term change correctly defined | Has knowledge of defining the term change | Has knowledge and understanding of defining the term change | Has wide knowledge and understanding of defining the term change |
Factors to consider in introducing change correctly explained | Has knowledge of explaining factors to consider in introducing change | Has knowledge and understanding of explaining factors to consider in introducing change | Has wide knowledge and understanding of explaining factors to consider in introducing change |
Factors leading to resistance to change correctly identified | Has knowledge of identifying resistance to change | Has knowledge and understanding of identifying resistance to change | Has wide knowledge and understanding of identifying resistance to change |
Ways to reduce resistance to change correctly explained | Has knowledge of explaining ways to reduce resistance to change | Has knowledge and understanding of explaining ways to reduce resistance to change | Has wide knowledge and understanding of explaining ways to reduce resistance to change |
Managerial skills in managing planned change correctly applied | Has knowledge applying managerial skills in managing a planned change | Has knowledge and understanding of applying managerial skills in managing a planned change | Has wide knowledge and understanding of applying managerial skills in managing a planned change |
Conflict correctly defined | Has knowledge of defining conflict | Has knowledge and understanding of defining conflict | Has wide knowledge and understanding of defining conflict |
Causes of conflict at work places correctly explained | Has knowledge of explaining causes of conflict at work places | Has wide knowledge and understanding of explaining causes of conflict at work places | Has wide knowledge and understanding of explaining causes of conflict at work places |
Knowledge and skills for resolving conflicts correctly applied | Has knowledge of applying knowledge and skills in resolving conflicts | Has knowledge and understanding of applying knowledge and skills in resolving conflicts | Has wide knowledge and understanding of applying knowledge and skills in resolving conflicts knowledge and skills in resolving conflicts |
DESCRIPTION OF MODULES.
Code: NM 06121
Name: Basic Parasitology and Entomology
Sub-enabling Outcomes:
1.1.1 Explain basic concepts of parasitology and entomology in relation to clients/patient care |
1.1.2 Apply knowledge of parasitology in provision of quality nursing care |
Prerequisite Modules: None
Learning Context.
This module will be conducted through lectures, lecture discussion, group discussion, tutorials, seminars, coaching, demonstration, practical and workplace learning.
Learning Content
Learning Materials/Facilities
Facilities:
Multifunctional room/skill laboratory in which students can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices.
Learning and teaching materials: The following learning and teaching materials will be used (not exhaustive) Multimedia projector, overhead projectors and screens, Computers, Flip charts, White and black boards, Chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes
References:
- Jeffrey, Hc. and Leach, R. 1991. Atlas of medical Helmithology and protozoology 3rd
Code: NM06122
Name: Elementary Biochemistry
Sub – enabling Outcomes:
1.1.3 Describe the concepts of biochemistry in provision of quality nursing care |
1.1.4 Describe physiological factors which affect the fluid electrolyte and acid base |
1.1.5 Explain the of genetics promoting health, prevention and control of diseases |
1.1.6 Utilize the knowledge of biochemistry and genetics in provision of care |
Prerequisite Modules: None
Learning Content
This module will be conducted through lectures, lecture discussion, group discussion, tutorials, seminars, practical and workplace learning.
Learning Content
Prerequisite Modules:
Learning Context
Prerequisite Modules: None
Learning Context
This module will be realized through lecture discussion, tutorials, seminars, practical/demonstration, simulation, coaching, illustrated lecture, role plays, group discussions, games, brainstorming, buzzing, question and answers and workplace learning.
Learning Content
Concept of biochemistry in the provision of quality care
Introduction of terms related to biochemistry
Biochemistry
Atoms
Molecules
Compounds
Electrolytes and PH
Important biological molecules
Amino Acid and proteins
Carbohydrates
Lipids
Enzymes
Metabolism process
Definition of terms
- Metabolism, catabolism, anabolism and energy
Metabolism of
- Carbohydrates
- Protein
- Fats
Movement of chemical substances and within the body
Factors affecting fluid and electrolyte balance Diffusion Osmosis Extra-cellular fluid Intracellular fluid
- Disorders of fluid and electrolyte balance Increased chemicals and fluids Decreased chemicals and fluids Concepts of genetics in promoting and preventing ill health Introduction to genetics Definition to terms
- Genetics
- Oogenesis and Spermatogenesis
- Chromosomes
- Gregor Joham Mendels Laws of heredity
Dominant and recessive gene characteristics
Replication of genes
Sex linked hereditary anomalies
Hereditary traits
Learning Materials/Facilities
Facilities:
Multifunctional room / skill laboratory in which students can be accommodates well and other equipment and supplies that will be required for group’s demonstration practices
Learning and teaching materials:
The following learning and teaching materials will be used (not exhaustive) Multimedia projector, overhead projectors and screens, computers, flip charts, while and black boards, chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes.
References:
- Watson, JE. 1997. Medical surgical nursing and related
- Physiology. 3rd edition. Saunders. London
- Christine Brooker. 1998. Nursing Applications in clinical practice,
- Human Structure and function 2nd Edition M. Mosby
- Fasman, DG. 1970. Handbook of Biochemistry and molecular Biology
- Grishan, Charles Garraett R .2001 principles of biochemistry with a
- Human focus engage learning company
- Hatchwell, E & Lallo F.2002. Genetics for oncologists. 1st
- Remedica group London
- Koolman J. Rohm. 2004. Color Atlas of Biochemistry 2nd edition, Thieme Stuttgart- New York
- Montgomery, Rex, Dryer et al 1998. Biochemistry a case oriented Approach, Mosby St. Louis.
- Pamela C. Champe Richard A. Harvey 2005. Biochemistry 3rd edition Lippincott Williams & Wilkins
- Priebe, JH. & Skarvan K. 1995. Fundamental of Anaesthesia and Acute Medicine. Cardiovascular Physiology. 1st BMJ Group. London
Code: NM06123
Name: Elementary Epidemiology and Biostatics
Sub-enabling Outcomes:
2.1.1 Explain basic concepts of epidemiology and demography |
2.1.2 Describe concepts of Biostatics |
2.1.3 Utilize knowledge of epidemiology, demography and biostatics in provision of care |
Prerequisite Modules: Note
Learning Context
This module will be conducted through lectures, lecture discussion, group discussion, tutorials, seminars, practical and workplace learning.
Learning Content
Basic concept of epidemiology and demography
Definition of term epidemiology and demography
Distribution
Frequency
Determinants
The scope of epidemiology
Natural history of the disease
Stage of natural history of the disease
The measurement of health morbidity and mortality
Prevalence and incidence
Ratio
Rule Proportion Descriptive methods for qualitative and quantitative data
Describe concept of biostatic Basic concept of biostatics Term used in biostatics Introduction of biostatics Types of variable Frequency of distribution Vital statistics
Measures of location/central tendency The arithmetic mean Mode Medium Measures of variability Range Variance and standard deviation Sources of demographic information Census Vital registration Sample survey
Learning materials/Facilities
Facilities: Multifunctional room/skills laboratory in which students can be accommodate well and all other equipment and supplies that will be required for group’s demonstration practices
Learning and teaching materials The following learning and teaching materials will be used (not exhaustive) multimedia projector, overhead projectors and screens, computers, flip charts, white and black boards, chalk and marker pens, transparencies, slide projectors, TV set, radio cassettes
References:
- Clement-stone, S, McGuire, S.L Eigsti, D.G. (2002) Comprehensive edition, Mosby St. Louis London
- Colmer, M>R (2005) Surgery for Nurses. 16th edition Edinburgh Livingstone Churchill
- Cook Gordon, 1998, Manson’s Tropical Diseases 20th edition, Tokyo, WB Saunders Company Limited
Code: NM 06124
Name: Medical Surgical Nursing II
Sub-enabling Outcome:
1.2.1 Identify nursing responsibility in diagnostic procedures |
1.2.2 Describe nursing care of the patients with complex medical and surgical conditions/diseases |
1.2.3 Provide holistic care to a child with complex medical and surgical conditions/diseases |
1.2.4 Utilize principles of theatre technique in nursing patient undergoing surgical procedures |
1.3.1 Describe theories/models in nursing process |
1.3.2 Apply nursing theories/models in providing care to patients with medical and surgical conditions |
1.3.3 Describe quality nursing care and quality Assurance |
1.3.4 Describe the evolution process in implementing quality nursing care |
Prerequisite Modules: None
Learning Context
This module will be conducted through lectures, lecture discussion, group discussion, tutorials, seminars, practical and workplace learning.
Learning Content
Nursing theories/models Nursing care of the patients with complex medical conditions Quality nursing care and quality assurance in nursing Complex medical and surgical conditions/diseases in children Holistic care to a child with complex medical and surgical conditions/diseases
Evaluation process
Learning Materials/Facilities
Facilities: Multifunctional room/skill laboratory in which students can be accommodated well and all other equipments and supplies that will be required for group’s demonstration practices
Learning and teaching materials The following learning and teaching materials will be used (not exhaustive) multimedia projector, overhead projectors and screens, computers, flip charts, white and black boards, chalk and marker pens, transparencies, slide projectors, TV set, radio cassettes
Code: NM 06125
Name: introduction To Research Methodology Sub-enabling Outcomes:
2.2.1 Explain the concept of research |
2.2.2 Explain the steps in developing research proposal |
2.2.3 Develop a workable mini research proposal |
2.3.1 Utilize various research methods in data collection relevant to research topic |
2.3.2 Utilize computer/manual in processing research data |
2.3.3 Develop a workable mini research report for dissemination |
Prerequisite Modules: Epidemiology and Biostatics
Learning Context
This module will be conducted through lecturers, lecture discussion, group discussion, tutorials, seminars, practical and workplace learning.
Learning Content
Apply knowledge of epidemiology, demography and biostatics in community health practice Process of data analysis by using knowledge of epidemiology, demography and biostatics Process of report writing by using epidemiology, demography and biostatics
Explain concept of research
Definition of term Research Health system research Types of research
Steps in development of a health system research Selection, analysis and statement of Literature review Formulation of objectives Work plan Budget Plan for project administration and utilization of results Proposal summary Criteria for research selection Component of research methodology
Develop a workable mini research proposal Definition of research proposal Component of research proposal
Describe the ways of presenting and disseminating research report Ways presenting and disseminating research report Ways of distributing the research proposal to donor
Health indicators influence health in the community Safe water supply Waste disposal Food supply Access to preventive and curative health services Transportation system Educational facilities Employment opportunities Climate conditions Size of population Cultural believes and practice Internal and external political and economic influences Formal and informal communication
Reference:
- Barbara, ST. 1990. Nursing research an experimental approach
- Rebecca, G. 1992. Clinical epidemiology and biostatics
- Lewis, HR et al. 1982. Principle of epidemiology A self teaching guide
- Corhein V et al. 1995. Designing and conducting health system research project Volume 2 Part 1-2
- FD & Beck. TM 2003. Nursing research Methods 7th edition. Philadelphia Lippincott William Wilkins
- Brink, H. 2006 Fundamentals of research methodology for health care profession 2nd Cape Town. Juta
- Polit B. 2004. Nursing research Principles and Methods, Lippincott Company Philadelphia
Code: NM 06226
Name: Midwifery III
Sub-enabling Outcomes:
4.1.1 Recognize the law, code of standards and guiding midwifery practice in Zanzibar |
4.1.2 Differentiate between good and bad cultural include social issue affecting pregnancy, labour and motherhood periods |
4.1.3 Utilize research findings in improving midwifery care |
4.1.4 Promote good socio-cultural practices during care of women/families during pregnancy, labour and motherhood periods |
4.1.5 Utilize approach of self motherhood initiative in provision of quality midwifery care |
4.2.1 Describe conditions that need emergency care to the women during pregnancy, labour and puerperium |
4.2.2 Apply principle of advance life saving skills in obstetrics (ALSO) in managing women with emergency obstetric conditions |
4.2.3 Utilize life saving skills in obstetric emergencies |
4.3.1 Identify life threatening condition in neonate that need emergency care |
4.3.2 Describe neonatal condition that need emergency care |
4.3.3 Apply principle of life saving skills in managing neonate with life threatening conditions |
PREREQUISIT MODULE- Midwifery I & II
LEARNING CONTEXT
In this module the students will in the classroom, skill lab, tutorial and clinical area
LEARNING CONTENT
The law, code of conduct and standard guiding midwifery practice in Tanzania
Definition of term law, code of conduct and standard
Relationship of law, code of conduct and standard guiding midwifery practice in Tanzania
Importance of using law, code of code of conduct and standard guiding midwifery practice in Tanzania
Promote good social cultural practices during care of the women/families during labour and motherhood periods
Good social cultural practices during care of the women/families during pregnancy, labour and motherhood periods
Health education on good social cultural practices to the community
Utilize approach of safe motherhood initiative in provision of quality midwifery care
Definition of safe mother hood
Pillars of safe mother hood
Knowledge of safe motherhood pillars in provision of quality midwifery care
Explain abnormal labour delivery and pueperium
Different type of abnormal labour
Obstructed labour
Prolonged labour
Deep transverse arrest
Complications of breech delivery and posterior position
Types of abnormal pueperium
Puerperal infection
Puerperal psychosis
Manage women with abnormal labour delivery and pueperium
Causes of abnormal labour and delivery
Knowledge on the uses of patograph findings in identifying abnormal labour
Care to women with different type of abnormal labour
Care women with abnormal pueperium
Apply knowledge of life serving skills to women in labour and pueperium
Definition of life saving skills
Ways to collaborate with supervisors, DHMT, facility staff and community members to plan
Implement life saving skills
Life saving skills to women with abnormal labour and pueperium
Conditions that need emergency care to the women during labour and pueperium
Care to the women that need condition to the need emergency care
Principles emergency obstetric care to women with abnormal labour and pueperium
Principle of emergency
Care in managing with abnormal labour and pueperium
Facility and maternal and neonatal records for improving the quality of EMOc
Learning Materials/Facilities
Facilities:
Multifunctional room/skills laboratory in which students can be accommodate well and all other equipment and supplies that will be required for group’s demonstration practices
Learning and teaching materials:
The following learning and teaching materials will be used (not exhaustive) multimedia projector, overhead projectors and screens, computers, flip charts, white and black boards, chalk and marker pens, transparencies, slide projectors, TV set, radio cassettes
References
- Beishcher. 1988. Obstetric and the newborns
- Betty, RS. 1997. Mayes’ Midwifery A Text book for Midwifery 12th edition. B R Sweet
- Dickerson, SS. 1993. Maternal Infant Nursing care. 2nd education
- Louise, S. 1992. The Art and Sciences. 1st
- Victoria, A. 1988. Text book for Midwifery
- Film, VF. 1992. International conference on Nutrition
- Margaret, FM. 1981. Text book for Midwives. 9th Churchill living stone Edinburgh London
- Joanita, DK. 2004. Maternal and Newborn care
- Marget AM. 1998. Life serving skills Manual for Midwifes. 3rd John Snow USAID
- 2003. Orientation Programme on Adolescent health for health care provides WHO document proction service Geneva
- AYA, 2002. Improve adolescent sexual and reproductive health the nation’s wealth AYA Tanzania
- WHO Geneva 2006. Managing eclampsia. 2nd Department of making Pregnancy safer, WHO Geneva.
- 2003. Adolescent health and development in the African region. WHO Regional office for Africa. Brazzaville
- MOHSW ZANZIBAR. 2008. Clinical guide line for the use of Uteronics in the prevention and treatment of postpartum hemorrhage MOHSW ZANZIBAR
- Caroline, F. 1986. Sensitive midwifery
- 2002. Post – Abortion care clinical skills curriculum volume 2
- 1996. Puerperal sepsis Module education material for teachers of midwifery safe mother hood. WHO. Geneva
- 1988. A managerial tool for the prevention of prolonged labour
Code: NM 06227
Name: Introduction of teaching and learning
Sub-enabling Outcomes:
5.1.1 Explain concept of teaching |
5.1.2 Explain concept of learning |
5.1.3 Describe the various teaching and learning theories |
5.2.1 Explain different teaching and learning methods |
5.2.2 Explain the properties of conducive teaching and learning environment |
5.2.3 Apply basic principles of teaching and learning in a microteaching session |
5.2.4 Describe the process of evaluating both class and clinical teaching |
5.3.1 Identify the qualities of a good teacher |
5.3.2 Prepare a lesson plan for teaching junior students |
5.3.3 Apply basic principles of teaching and learning in a microteaching session |
5.3.4 Describe the process of evaluating both class and clinical teaching |
Prerequisite Modules: Communication skills
Learning context
This module will be conducted through lectures, lecture discussion, group discussion, tutorials, seminars, practical and workplace learning.
Learning Content
Definition of teaching and learning
Principles of teaching and learning
Individualization, Motivation, Relevance, Feedback, Repetition, Enjoyment, Systematic, Clarity of objectives, Active learning
Physically, Mentally, Socially, Intellectual
Task of teacher
Planning, Communication, providing resources, counseling, assessment, continuing self education
Theories of learning
Behaviorist psychologist, cognitive theory, humanistic psychologist, social psychologist
Lesson plan preparation
Definition, components, objectives, qualities of objectives and evaluation of lesson plan
Teaching and learning methods
Types of teaching and learning methods
Lecture, lecture discussion, practical, field visit, Demonstration,
Individual learning, seminar, project, Tutorial, small group discussion.
Simulation, role play, snowballing, drama, brain storming
Workshop, panel discussion, role modeling, assignments,
Game
Advantages and disadvantages of each teaching method
Styles of learning
Superficial
Deep learning
Advantages of self directed learning
Identification of audience
Selection of appropriate teaching methods
Definition of teaching aids
Types of teaching aids
Blackboard, Whiteboard, Flipcharts, Overhead
projector, Computer and LCD, Textbooks,
Television, Video, DVD/VCD/VHS. Poster, Slide projector,
Models
Different evaluation process in teaching methods
Overview of evaluation
Types of evaluation
Formative
Summative
Characteristic of good evaluation
Validity, reliability, objectivity and practicability
Assessment tools of knowledge, essay test, short answer, MCQS, Objective and Structured practical examination
Clinical assessment
Assessment tool of attitudes
Methods of assessing attitudes
Instruments of assessing attitudes
Learning Materials/Facilities
Facilities
Multifunctional room/skill laboratory in which students can be accommodated well and all other equipment and supplies that will be required for group demonstration’s practices
Learning and teaching materials:
The following learning and teaching materials will be used (not exhaustive) multimedia projector, overhead projectors and screens, computers, flip charts, white and black boards, chalk and marker pens, transparencies, slide projectors, TV set, radio cassettes
References:
- World Health Organization, 1991. Education for health © World Health Organization. 1st WHO. Geneva.
- M, Ngatia P. Mwakilasa, A. 1993. A Guide for Training Teachers of Health Workers. AMREF. Dar es Salaam.
- Hinchliff S. 2004. The practitioner as teacher. 3rd Churchill Livingstone
Code: NM 06228
Name: Mental Health II
Sub-enabling Outcomes:
3.1.1 Explain nursing management of mental ill patient/client with specific condition |
3..1.2 Explain the care of children, adolescent and elders with mental illness |
3.1.3 Explain the use, effects, and limitations of different therapies |
3.1.4 Demonstrate abilities in conducting various therapies in hospital and communities settings |
3.2.1 Provide care for mental ill patient using nursing process |
3.2.2 Utilize components of comprehensive mental health evaluation |
3.2.3 Develop nursing diagnosis for provision nursing care to the mental ill patients |
3.3.1 Explain concept of community mental health |
3.3.2 Utilize community resources to provide mental health services and prevent mental illness |
3.3.3 Explain the interplay of ethnicity, gender, culture and sexuality in the implementation of community mental health nursing |
Prerequisite Modules: Mental health I
Learning Context
This module will be conducted through lectures, lecture discussion, group discussion, tutorials, seminars, practical and workplace learning.
Learning Content
Nursing care of neurotic patient
Definition of neurosis
Causes of neurosis
Types of neurosis
Management of the patient with neurosis
Nursing of patient with psychotic disorders
Definition of psychotic
Causes of psychotic
Types of psychotic
Management of psychotic
Nursing care of patient with social and personality disorders
Definition of personality disorders
Causes personality disorders
Types of personality disorders
Management of personality disorders
Nursing care of patient with mental retardation
Definition of mental retardation
Causes of mental retardation
Types of mental retardation
Management of mental retardation
Nursing intervention of children with evidence of disturbed behavior
Definition of disturbed behavior
Types of disturbed behavior of children
Behavior disorder
Development disorder
Conduct disorder
Oppositional disorder
Hyperkinetic disorder
Delinquency
School phobia
Enuresis and enchopresis
Sleeping disturbances
Eating disturbances
Psychotic disorder
Nursing intervention of adolescent with evidence of disturbed behavior ***Ssion and Substance abuse Nursing intervention of elderly with evidence of disturbed behavior **** Dementia, Pre-senile and senile dementia
And benefit of different therapies used in mental illness
***pharmacology, Psychotherapy, Behaviour therapy
Occupational therapy, Physical therapy (ECT), Family therapy
Relaxation therapy, counseling, Recreation therapy
Necessary skills in conducting the various therapies in the hospital and community setting.
***used in formulating nursing diagnosis
Nursing diagnosis for provision of nursing care to the mental ill patients
Nursing care to mental ill patient with
****stment disorder
**umatic stress disorder
Bereavement, Substance abuse, Sexual disorder male,
Sexual disorder female, Sleeping problem, Suicidal patient
Psychiatric emergency
Nursing intervention according to the plan
Definitions:
Community mental health
Community rehabilitation
Community beliefs towards mental ill patient
Community taboos and customs towards mental ill patients
Stigma towards mental ill patients in the community
Management of mental patient in the community
Roles and functions of mental health nurse in the community
Relationship between belief/spirituality taboos, gender, and custom with mental illness
Health education on mental health in the community
Resources for mental health services in the community
Traditional healer, Community health groups, Family
NGOs, Outreach mental health services
Integration of mental health in all health practice services
IMCI, Reproductive health services, CBHC, Malaria control program
HIV/AIDS program, EPI, nutritional program, diabetic program
TB and leprosy program, school health program
Helmenthiasis program
Learning Materials/Facilities
Facilities:
Multifunctional room/skill laboratory in which students can be accommodate well and all other equipment and supplies that will be required for group’s demonstration practices
Learning and teaching materials:
The following learning and teaching materials will be used (not exhaustive) multimedia projector, overhead projectors and screens, computers, flip charts, white and black boards, chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes
References:
- Ann Isaacs. 2005. Mental health and Psychiatric nursing. Lippincott Williams & Wilkins
- Leana Uys, Lyn Middleton. 2004. Mental health nursing: South African Perspective. Juta academic
- Mima, C. Sylvia, T. 2006. Mental health promotion: A Lifespan Approach. McGraw-hill.
- Richard, R. 2003. Principles and practice of forensic psychiatry. Hodder Arnold publications.
- Gail, S, Michele, L. 2004. Principles and practice of Psychiatry nursing. Elsevier
- Sheila, L. Videbeck 2007. Psychiatric mental health nursing Lippincott William & Wilkins
- Wanda K. M. 2005. Psychiatric-Mental health nursing. Lippincott William & Wilkins
- Nambi, 2005. Psychiatry for nurses. Jaypee Brothers
- Ian Norman, Iain R. 2004. The Art and science of mental health nursing: A Textbook of Principles. McGraw-Hill
- Elizabeth L. T. John, A. S. 2006. The Community Mental Health System: A Navigational guide for Providers. Pearson
- Alex Carson, Mary Chambers, Kathryn church. 2005. Psychiatric and mental health nursing: the field of knowledge. Blackwell Publishing
- Anne Rogers, David. 2005. Pilgrim sociology of mental health and illness. McGraw-Hill.
- Eric J. Mash, David A. Wolfe, 2005. Abnormal child Psychology (ISE with Info Trac), 3rd Thomson Learning.
- Louise R. Shives. 2007. Basic concept of psychiatric-mental health nursing. Lippincott Williams & Wilkins
- Norma, B. 2005 Community Mental health: A study Guide and Workbook. Kendall/Hunt publishing Company.
Code: NM 06229
Name: Leadership and management II
Sub-enabling Outcomes:
6.1.1 Explain the concepts of leadership |
6.1.2 Explain the concepts of Management |
6.1.3 Explain different leadership styles |
6.1.4 Explain different management theories |
6.2.1 Describe the function of a leader and a manager in health setting |
6.2.2 Utilize problem solving approach and nursing process in managing nursing situation |
6.2.3 Utilize critical judgment skills in making appropriate decision in nursing care |
6.2.4 Utilize performance appraisal in evaluating nursing activities |
6.2.5 Identify remuneration of current nursing positions |
6.2.6 Apply knowledge and skills on quality control in health setting |
2.6.7 Create and maintain a motivation climate in nursing activities |
6.3.1 Explain the management process of human and non human resource in health care settings |
6.3.2 Utilize government standing orders in carrying out management functions |
6.3.3 Manage change in health care settings |
6.3.4 Demonstrate managerial skills in dealing with conflicts in clinical settings |
Prerequisite: Communication skills, Leadership and Management I
Learning Context
This module will be conducted through lectures, lecture discussion, group discussion, tutorials, seminars, practical and workplace learning.
LEARNING CONTENT
Introduction to leadership and management
Definition of terms
Leadership and a leader
Management and manager
Leadership styles and management theories
Historical development of management theory
Contemporary theories of managemThe trends of leadership and management in nursing
Integrating leadership and management skills
Roles of leader and manager
Qualities of good leader and manager
Problem solving approach
Knowledge and skills in problem solving approach
Steps in decision making
Decision making skills
Definition of recruitment
Process of recruitment
Recruitment skills
Definition of performance appraisal
Methods of performance appraisal
Definition of quality and control
Quality control process
Person to be involved in quality control
Performance appraisal
Constraints of quality control
Types of motivation
Strategies of creating motivating climate
Factors motivating staff at workplace
Human and non human resources in working area
Financial management in relation to nursing services
Financial control in organization
Management of logistic in health care setting
Definition of standing orders
Zanzibar standing order for public service
Standing orders in career development issues
Definition of change
Factors to consider in introducing change
Factors leading to resistance to change
Ways to reduce resistance to change
Definition of conflict
Causes of conflict in working place
Conflicts resolution
Learning Materials/Facilities
- Facilities:
Multifunctional room/skills laboratory in which students can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices
- Learning and teaching materials:
The following learning and teaching materials will be used (not exhaustive) multimedia projector, overhead projectors and screens, computers, flip charts, white and black boards, chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes
References:
- Bessie L. Marquis. 2000. Leadership Roles and Management function in nursing. Theory and Application. Third edition. Lippincott
- Murray G. 2002. Leadership and management in nursing. Prentice Hall
- Anita Finkelman. 2005. Leadership and management in nursing. Person
- Diane Huber. 2005. Leadership and nursing care management. Elsevier
- Bessie L. Marquis, Carol J. Huston 2005. Leadership Roles and management functions in nursing: Theory & Application. Lippincott Williams & Wilkins
- Eleanor J. Sullivan, Phillip J. Decker. 2004. Effective leadership and management in nursing. Pearson
- McMohan R.M and PIOT, M. 1995. On being In-Charge. A Guide for Middle level. Management in Primary Health care. WHO Geneva.
- Marquis B. L, Huston C. J. 2000. Leadership roles and management functions in nursing 3rd edition Lippincott. Philadelphia.
Code: NM06230
Name: Basic Entrepreneurship
Sub-enabling Outcomes:
6.4.1 Explain the concept of entrepreneurship |
6.4.2 Identify areas in health services delivery to which entrepreneurship can be applied |
6.4.3 Apply entrepreneurship skills in provision of quality care |
Prerequisite Modules: None
Learning Context
This module will be conducted through lectures, lecture discussion, group discussion, tutorials, seminars, role play, simulation, demonstration, question and answers practical and workplace learning coaching, panel discussions.
Learning Content
Basic aspects of entrepreneurship
- Definition of entrepreneurship
- Importance entrepreneurship
- Labour market and labour market demand
- Different areas in health services that applicable to entrepreneurship
- Technical skills of entrepreneurship in provision of quality care
- Characteristic of an entrepreneurship
Learning Materials/Facilities
- Facilities:
Multifunctional room/skills laboratory in which students can be accommodated well and all other equipment and supplies that will be required for group’s demonstration practices
Learning and Teaching materials:
The following learning and teaching materials will be used (not exhaustive) multimedia projector, overhead projectors and screens, computers, flip charts, white and black boards, chalks and marker pens, transparencies, slide projectors, TV set, radio cassettes
References:
- William J. Dennis 1999. Business starts and stops Washington DC: National Federation of Independent Business.
- Sue Birley Westhead. 1994. Taxonomy of Business start – Up Benson and their Impact on firm growth and size. Journal of business Venturing (January 7-32)
- Dover M.A 1984. Entrepreneurship. 1st Lord Publishing
- Howard H. Stevenson and David E. Gumpert, 1985. The heart of Entrepreneurship. 1st Harvard Business review March/A&H 85-94