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 3^rd  and 4^th semesters is for NTA level 5^thfor technicians or certificate level  when  the 5^th  and 6^th semesters are NTA level 6^th  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

• 1. Asses and plan the nursing care based on standard s of practice to the individuals, groups and community at large.
  2. Provide adequate knowledge, skills and attitude appropriate for nursing practice and to cope with the new trend scientific advancements.
  3. Proactive and emphasize evidence based care.
  4. Provide Reproductive Health Services to individuals, families and community during the pre-conception, ante-natal, post-natal periods including infertility and menopause/ pen pause.
  5. Encourage continuous learning and professional development in nursing.
  6. Collaborate with health care team member, stake- holders and other sectors to increase capacity in meeting the individual, family and community health needs.
  7. Utilize psychosocial knowledge, skills and attitude to change the community myths, rumors and misconception that influence health.
  8. Promote mental health in preventing,

treating, caring and rehabilitating mentally ill patients through involving the community.

• 1. Utilize managerial and leadership skills in managing client/ patient and resources within working area.
  2. Utilize knowledge, skills and attitudes in preventing and controlling the spread of infections.
  3. 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:

1. 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.
2. Age from 18 years being male or female
3. Must pass pre- entrance selection examination set by the (College of Health Sciences) Zanzibar
4. 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:

1. Reflect the aims and objectives of the overall programme.
2. Be designed to assist student learning, in particular their development as self directed learners and the acquisition of essential nursing and midwifery skills.
3. 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.
4. 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:

1. Continues (Progressive) assessment
2. End of semester examination

• Continues Assessment

1. There will be continues assessment in each module taught.
2. The continuous assessment marks of each module will contribute 45% to each semester examination score.

10.1.2 Semester examination

1. Semester examination mark will contribute 55% of total semester score in each module.
2. 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

1. 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.
2. 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:-

1. 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.
2. 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:

13.0 GRADE POINT AVERAGE (GPA) COMPUTATION

For examinations conducted by school of Nursing results will be computed as follows:-

1. 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.

1. The Grade Point Average (GPA) shall be computed and truncated to single decimal point.

14.0 AWARD CLASSIFICATION

1. Grades for the different score ranges are assigned points as follows:

A                             5

B+               4

B                             3

C                             2

F                             0

1. The Grade Point Average (GPA) shall be computed from credits and grade weights and classified as shown below:

• Students shall be declared qualified after successful completion of all modules prescribed for this level.

1. Achievement of a minimum cumulative Grade Point Average (GPA) equivalent to a pass.
2. 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:-

1. PhD Holder in Nursing and related field.
2. MSc Degree in Nursing with teaching methodology and related field.

• MA Degree in Nursing with teaching methodology and related field.

1. BSc Degree in Nursing with teaching methodology.
2. BA Degree with Nursing Education.
3. ADNE and any other specialization in nursing sciences.

Part time teachers/tutors

1. Resource persons with specialty in relevant subjects.
2. Preceptors/ Mentors/ Clinical Instructor with such skills.

• Registered Nurses/Midwives.

16.0   PROGRAMME MODULES

NTA Level 4 Semester 1 Modules

Total hours / Week = 35

NTA Level 4 Semesters 11 Modules

Total hours/weeks=35

NTA Level 5 Semester 1 Modules

Total hours/weeks=35

NTA Level 5 Semester 2 Modules

Total hours/weeks=35

NTA Level 6 Semester 1 Modules

Total hours/weeks=35

NTA Level 6 Semester 2 Modules

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

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

19.0. Principal Outcome and Enabling Outcome

20.0 Enabling Outcomes and Sub-enabling Outcomes

20.4 Sub-enabling Outcomes, related Tasks, Assessment

20.4.1 Related tasks, Assessment criteria and assessment Instrument

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21.0 DESCRIPTION OF MODULES

Code:  NM 04101

Name: communication skills

Sub-enabling outcomes:

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:

1. Fisher Cassie W. 1989.Students guide to success.2^{nd edition}. ELBS. London
2. Graven RF(1992) Page 274
3. MOHSW-EPL. 2008. Communication guide for facilitators
4. MOHSW- RCH. Integrated RCH clinical skills curriculum.

Code : NM 04102

Name: Infection Prevention and control Including Microbiology

Sub- enabling outcome:

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:

1. 2004. National IPC guidelines for health care services in Tanzania. 1^st ed. Dar–es- salaam
2. Johon Snow Inc. 2006. Do not harm. 1^st Dar es Salaam
3. Crawen, R.F. Hirnle, C.J. (2000) Fundamentals of Nursing: Human Health and Function, 3^rd Edition, Lippincott.
4. Dixon, E. (1983), Theatre technique, 5^th Edition Bailliere, Tindall, London.
5. Grubb, K. (2000). Medical Law. 3^rd Butterworths. London.
6. Greenwood, D. Slack, R. & Peutherer J.2002. Medical Microbiology. A guide to microbial infections: Pathogeneses, Immunity, Laboratory Diagnosis and Control. 16^th Churchill livingtone. London.
7. Khuse, H.& Snger Peter. 1999. Bioethics. An Antholoy. 1^st Blackwell. Massachusetts.
8. Mason and McCall Smith. 1999. Law and Medical Ethics, 5^th Butterworths. London

Code: NM04103

Name: Nursing Ethics And Practice –I

Sub-enabling outcomes:

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:

1. Davis JA. Tschudin, V. De Raeve L. 2006. Essentials Of Teaching And Learning In Nursing Ethics. Prospectives And Methods. 1^st Churchill Livingstone, London.
2. Kushe, H. & Singer Peter. (1999). Bioethics. An Anthology. 1^st Blackwell. Massachusetts.
3. Mason And Mccall Smith (1999) Law And Medical Ethics, 5^th Butterworths, London.
4. National Council For Technical EDUCATION.2006. Corporate Information. “Striving For World-Class Excellence In Technical Education And Training”. NACTE. Dar Es Salaam.
5. Pera And Van Tonder 1996. Ethics In Nursing Practice, Juta Ltd.
6. Rosdahl C.1991 Texbook Of Basic Nursing (5^th Edition)

• Learning and teaching materials:

Code: NM04104

Name: Anatomy And Physiology

Sub-Enabling Outcomes:

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:

1. Graven R .E And Hirnle Constauce J.2000. Fundamentals Of Nursing. Human Health And Function 4^th J.B. Lippicott Company Philandelphia
2. Murray R, K, Granner D. K, Mayer P. A. And Rodwel V. W. 2001. Harpers Biochemistry 24^th Large Medical Book Practice Hall International Inc.
3. Oliver, J.& Middleditch, A. 2000. Functional Anatomy Of The Spine. 6^th Butterworth- Heinemann. Oxford.
4. Thibodeau G.A. And Patton K.J.2001 Anatomy And Physiology 3^rd Edition Mosby Co. St Lous MO USA.
5. Roasdahl C. B. 1999, Textbook Of Basic Nursing 7^th Edition Philadelphia. Lippincott Williams &Wilkins.
6. Robinson, MC. Alho, A. & Brown, CMC. 2000. Musculoskeletal Trauma Series. Femur. 1^st Arnold. Edinburgh.
7. Ross & Wilson, (2001) Anatomy And Physiology In Health & Illness, 9^th Edition, Churchill, Livingsone.
8. Ross And Wilson 2004. Anatomy And Physiology In Health And Illness. 10^th Edition Churchill, Livingsone
9. Saladin, SK. 1998. Anatomy And Physiology. The Unit of Form And Function. 1^st Edition Mcgraw-Hill. Boston.
10. Watson, R. 2001. Anatomy And Physiology For Nurses. 11^th Bailliere Tindall.
11. Waugh, Ross And Wilson 2002. Anatomy And Physiology In Health & Illness, 9^th Edition, Churchill, Livingsone. Stdney

Code: NM 04105

Name: Nutrition

Sub-enabling outcomes:

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:

1. Stewart T 1992 ABC Of Nutrition, 2^nd Edition, Stewart Truswell
2. Felicity, C.A. 1992. Nutrition for Developing Countries, 2^nd Edition, ELBS Oxford University Press.

Code: NM0410

Name: Information Management in nursing

Sub-enabling outcomes:

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:

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:

1. Bloom R. Stephen. 1994 Toolieys Medicine. A Textbook For Students In The Health Care Professions. 15^th Churchill Livingstone London
2. Brigden J.R. 1998.Operating Theaters Technique 5^th Edition Churchill Livingstone
3. Brunner, L.S. & Suddath, S.D.(1999) Medical Surgical Nursing 9^th Edition Lippincott. Philadelphia.
4. Caroline B.R. 1999. Text Book Of Basic Nursing 7^th Lippincott. Philadelphia.
5. Chapter 10: Managment Of Common Symptoms And Opportunistic Infections In HIV/AIDS
6. 2005. Chapter 12. Managment Of HIV Infected Patients Using Atiretroviral Drugs Nation Gidelines For The Clinical Managment Of HIV/AIDS, Dar Es Salaam.
7. Colmer, M.R. 2005 Surgery For Nurses. 16^th Edinburgh. Churchill Livingstone London
8. Dixon,E. 1983. Theatre Technique. 5^th Bailliere Tinal. London
9. Donna D. Et Al. 1995. Medical Surgical Nursing. W.B. Saunder Co. Philandelphia
10. 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
11. Lewis, SM And Collier, IC. 1998. Medical Surgical Nursing Assessment and Managment Of Clinical Problems. Mosby. New York.
12. Long Et Al 1993. Medical Surgical Nursing. A Nursing Process Approach. Mosby London
13. 2005. Guideline For Home Based Care Services. NACP. Dar Es Salaam
14. 2005. National Guidelines For The Clinical Management Of HIV/AIDS Dar Es Salaam
15. Watson, Je. 1997. Medical Surgical Nursing And Related Physiology. Saunders London
16. Pattie, I.P. Walker, S. 1995. Understanding Nursing Care 4^th Edition Churchill Livingstone London
17. Smelter, CS. & Bare, GB.2000. Textbook Of Medical-Surgical Nursing. 9^th Lippincott Williams & Wilkins. Philadelphia.
18. Pattie, P. & Walker. S. 1995. Understanding Nursing Care. 4^th Churchill Livingstone London

Code: NM 04208

Name: Pharmacology

Sub-enabling outcomes:

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. 2^nd Edition. ELBS. London
• Lapham R. & Agar, H. 1995. Drug Calculation For Nurses. A Step By Step Approach. 1^st Arnold London.
• Mtulia, TAI. 1990. Pharmacology & Therapeutics. A Manual For Medical Assistants And Other rural Health Workers. 3^rdAMREF. Nairobi.
• Trounces, J. & Gould. 2000. Clinical Pharmacology For Nurses, 14^th Educational Low-Priced Books Scheme. Churchill Livingstone London

Code: NM 04209

Name: Nursing Ethic and practice II

Sub-enabling outcomes:

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:

1. Brunner, L.S & Suddath, S.D 1999. Medical Surgical Nursing 9^th Edition . Lippincott. Philadelphia .
2. Crawen, R.F Hirnel, C.J . 2000.Foundamental of Nursing : Human Health nd Function  . 3^rd Edition . Lippincott.
3. Dixon . E. 1983. Theatre Technique . 5^th Edition .Bailiere  Tindal, London .
4. Downie, G.Mackkenzie ,J & Williams 2001.  Pharmacology  and Drug Managemnt  for Nurses, 2^nd  edition ,  Churchill, Livingstone .
5. Grubb , K.2000 Medical 3^rd Edition . Buttewordths . London
6. Kuhse, H & Singer Peter . 1999. Bioethics. An Anthology 1^st edition .Blackwell.M assachusetts.
7. 1997. Stardards for Nursing practice in Tanzania
8. 2004. National Infection prevention  and Control Guidelines for health care in Tanzania . Ministry of Health , Dar es salam .
9. Peattie, I.P.Walker, S. 1995. Understanging Nursing Care , 4^th Edition . Churchill, Livingstone London

Code :   NM 04210

Name:   Emergency Care

Sub- enabling Outcomes :

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

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24.0     TRAINING STANDARDS:

24.0     Principal Outcomes, Credit Value and Assessment Criteria

24.2 Principal outcomes and Enabling outcomes

24.3 Enabling outcomes and sub-enabling outcomes

Sub-enabling outcomes Related Tasks, Assessment criteria and Instruments

24.4.2 Assessment Criteria and Benchmarking