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BACHELOR OF SCIENCE IN NURSING (BSN)

CURRICULUM

Iraq

 

Prepared by:
National Nursing Curriculum Development Task Group – Iraq, and World Health Organization STC Mrs. Batool Al Mohandis
November - 2005
No CONTENT PAGE NO

I Introduction
Curriculum Development Group .. 3-4-5

II Principle foundations of Bachelor of Science in Nursing Program

• Mission Statement
• Statement of Philosophy
• Competencies Conceptual Framework
.. 5-10

 


III Program Details

• Name of the Program
• Length of the Program
• Duration of the Program
• Model of the Program
• Format
• Total number of Credits
• Language
• Award
.. 11-13
IV
Macro Curriculum

• Programs structure\framework
• Course Description
.. 14-37

V
Governance and Administration

• Faculty
• Students\Entry requirements
• Physical Resources
• Teaching\Learning Environment
.. 38-45

VI Teaching and Learning Strategies
• Clinical Teaching
• Grade Score System,& Exam Format
.. 46-47


VII Academic Assessment .. 48-50

VIII Program Evaluation .. 50

VIIII References .. 51- 52


I. INTRODUCTION
The Current situation in Iraq reflects the overwhelming need for high quality nurses and midwives to respond to the expanding health services on the one hand and to the emergency and emerging daily conflicts on the other hand. Iraq is experiencing major Political, Security, Demographic, Economic, and Social changes. These changes have direct and indirect impacts on individuals, families, communities health needs, and health systems as a whole.

A five years strategic direction and action plan drawn by the Ministry of Health in collaboration with WHO in September 2003 was to reform nursing education at the basic and post basic level taking into consideration reorientation of curricula towards primary and community health care, the other direction was to develop nursing human resources planning, production, and management. Therefore the National Nursing Group in Iraq strived to develop basic and post basic nursing education to meet the demands of their country.

The increased demand to deliver high quality nursing and midwifery care by qualified nurses places great pressure on the education institutions including university colleges and schools to draw their future strategic directions and plans, with emphasis on adopting the WHO recommendation to have one entry level into the profession and to limit categorization of nursing personnel.
In response to this recommendation, the National Nursing Group in collaboration with WHO started the planning phase towards review of the Bachelor of Science in Nursing Program.

The Nursing curriculum is planned in such a manner as to progress from Nursing care management of healthy individuals and communities to the Nursing care of sick individuals and their families within the context of their environment. Medical sciences as well as liberal arts courses are integrated within the curriculum, they provide the necessary background to support the basic theoretical knowledge needed by competent nurses to provide care for healthy and sick individuals and families in various primary, secondary, and tertiary health care settings.

It is expected that graduates from a B.Sc. nursing program will have the potential to become future nursing leaders, to participate actively in developing clinical and community nursing as well as in nursing administration and teaching. They will be able to apply the research process to the study of nursing problems. Finally, they should be in a position to carry out successfully the steadily increasing set of responsibilities that will arise as a result of the expanding health service provision in Iraq.

This curriculum adopts a problem-solving approach to nursing practice, such approach will enable the graduates to cope with more complex and diverse nursing situations and should give them the potential to show more initiative in the in-dependent intervention of nursing problems. It will also better prepare the nurse to focus on developing the organization and practice of nursing in ways which are unique to and fit the health needs and priorities as well as the political, security, socio-economic, religious and cultural context of the changing Iraqi society.


Curriculum Development Group

Mrs Batool Ali Al Mohandis WHO STC
And

 

(To Insert All the Names of the National Group .)

 

 

 

 

 

 

 


II. Principle Foundations of Bachelor of Science in Nursing Program

Mission Statement

To graduate professional competent nurses at the undergraduate generic level who posses the knowledge, skills and professionalism, and are able to provide safe nursing care services to individuals, families and communities in a variety of health care settings encompassing primary, secondary, and tertiary services in Iraq.

Statements of Philosophy

The philosophy of the Bachelor of Science in Nursing Program is congruent with the vision, mission, and in line with the strategic directions of the Ministry of Health in Iraq.

The philosophies include:

1 Adult learning is valued. It is the process through which learners reflect on and utilize significant professional and life experiences as the most valued source of learning.
2 The teaching-learning models foster learner centered approach enhancing great degree of integration, critical thinking, creativity and innovation as the bases for becoming change agents.
3 The program is community oriented and follows the philosophies of the Higher education and the philosophies of Health Services in Iraq.
4 Systematic, assessment and analysis of relevant client, families and community health needs and the application of quality clinical care are based on evidences obtained from research finding.
5 Human integrity, respect, accountability responsibility, partnership, compassion, competence and quality performance of teachers and learners adhere to the Islamic cultural values.
6 Individuals, families and communities are cared for and treated as unique structures with physical, psychological, emotional, intellectual, social and spiritual needs requiring a holistic multi professional approach to provide of quality care.
7 Learners’ acquisition of professional knowledge is done through the provision of comprehensive assessment, diagnosis and treatment of perceived actual and\or potential, acute or chronic health needs and problems.
8 Health promotion, maintenance, disease and injury prevention are the rights of the individuals, families, and communities. The nursing profession plays a vital role in empowering individuals to attain lifestyle activities leading to optimal levels of health and well-being.
9 The outcome of the educational system constituting teachers, students, programs resources and facilities will undergo efficient evaluation processes to ensure growth and development.
10 The learners acquire and practice management and leadership abilities to enhance their clinical performances and practice.

Competencies of the Bachelor of Science in Nursing
Program

The following are the overall competencies a graduate of the program is expected to exhibit. These have been derived from adopting professional performance model, and from an examination of the responsibilities and tasks expected of nurses at the level of undergraduate, the competencies are based also on the conceptual framework identified to guide the focus and direction of nursing activities within the health care delivery system.

The Core Competencies are:
1. Applies analytical, organizational and interpretive skills based on a deeper and broader knowledge base, in the use of the nursing process in different care settings.
2. Organize nursing care in a manner which recognizes the holistic, and unique nature of the individual patient, family, and the community.
3. Provides comprehensive and effective nursing care on the bases of health promotion & maintenance of wellness, treatment & prevention of illness as well as rehabilitation in primary, secondary, and tertiary health care setting.
4. Establishes and maintains effective working and collaborative relationships with all nurses and health professionals including physicians, Hospital Administrator, Social Service Professional, and Public Health Inspector.
5. Demonstrates management skills required for the planning, organizing, delivery and evaluation of nursing care to large groups of persons in a number of wards, or a team of community nurses serving several health centers.
6. Conduct health education programs and patient/family/community teaching to promote health and improve the delivery of nursing care.
7. Applies the research process and finding as evidence to solve health problems and improve nursing intervention.
8. Demonstrates the capability to be self-directed and self- paced in carrying out activities to increase professional knowledge and skills.
9. Demonstrates a commitment to the nursing profession by being accountable for the quality of nursing whether administered directly or indirectly and by involvement in activities which contribute to the development of nursing in Iraq.
10. Adhere to the standard of professional nursing practice within legal, ethical and regulatory frameworks.
11. Provide evidence based, clinically competent, contemporary care utilizing critical thinking and decision making within the framework of the nursing process.
12. Act as change agent to promote quality improvement in the performance of nursing duties.


THE CURRRICULUM CONCEPTUAL FRAMEWORK

The curriculum framework reflects the philosophy of the nursing program as it further develops the main concepts of the met paradigm; client, health, nursing, and environment. The concepts identified as vertical and horizontal strands are defined and the relationships among them are established. The concepts include: health promotion, health maintenance, illness prevention, communication, problem-solving and critical thinking, learning, caring, evidence based nursing, and partnership. The framework provides a rationale for developing program competencies, the selection of learning activities, and a structure for ordering and sequencing program content. The curriculum framework is presented in two sections: a) Definition of concepts included in the framework, and b) The relationship between the concepts. Figure 1 present the conceptual framework for BSN nursing program.

a- Definitions of the concepts

Client:
Is a unique social being, has biophysical, psychosocial, and spiritual needs and interacts with a changing environment. The client is capable of rational thinking and decision making and has rights and responsibilities. The term client refers to individual and groups.

Nursing:
Nursing is a caring and dynamic profession which is both an art and a science. It integrates knowledge from nursing sciences and the biophysical psychosocial sciences. Nursing follows a problem solving approach and is directed towards meeting the health care needs of individuals, families and communities in a variety of settings.
Nursing provides holistic care and focuses on health promotion, health maintenance and disease prevention. It involves collaboration with other health professionals. Nursing also confirms to established standards of practice and conduct.


Health:
Health is a state of physical, emotional, social and spiritual well- being whereby the individual is able to actualize human potential and cope effectively with and adapt to stressors in the external and internal environment. Health also implies the achievement of a state of equilibrium, harmony and balance within the person, the family and community. Health directed activities include making efforts that lead to the prevention of disease.

Illness:
Health and illness are part of a continuum. Illness occurs when there is a deviation from health, where the individual experiences a break down in the ability to adapt to internal and external stressors and to maintain balance and equilibrium. Illness will result in a disturbance of normal functioning, which can affect the individual, family or community.

Environment:
Environment is a combination of interacting internal and external variables that influences the lives of individuals, families and communities. Environment consists or physical, cultural, economic, political, and technological/scientific conditions.

Health Promotion:
Is a combination of all the activities that are directed at the protection, maintenance and improvement of health potential and health balance. The activities area aimed towards enabling people to gain greater control over the determinants of their own health.

Health Maintenance:
Includes efforts that are directed towards preventing illness and injury or the positive promotion of health. It involves helping individuals to attain the high level of health possible for him in his environment.

Disease prevention:
Strategies that are directed towards specific protection against diseases, early detection and treatment, and rehabilitation and follow up care. These strategies are expressed at three levels; primary prevention, secondary prevention, and tertiary prevention.

Communication:
Communication is those skills that consist of specific verbal and non verbal and non-verbal behaviors, effective and appropriate initiations and responses with clients and health team members. These skills are influenced by factors such as age, sex and condition of the clients

Problem Solving and Critical Thinking
Problem solving and critical thinking involves the ability to reflect on ideas, action and decisions of oneself and others. It allows students to examine problems, situations and synthesize information in an analytical, deliberative and evaluative method.

Learning:
Is a dynamic and active process that involves critical thinking and multiple experiences in the acquisition of knowledge, skills, and attitudes.

Care:
Is the provision of comprehensive care reflected in the assessment, planning and implementation of care to clients, families, and groups. Caring is also reflected in the organization of patient care delivery systems.

 


Partnership:
Is the process through which communities exercise their right to be involved in making decision about their own health, the process includes identifying our health needs, planning and evaluating health services in order to benefit from increased self-reliance and social control over the resources of health.

Evidence-Based Practice:
Is the process by which nurses make clinical decisions using the best available research evidence, their clinical expertise and patient preferences. Three areas of research competence are required, they include: interpreting and using research, evaluating practice, and conducting research.

b. The Relationship between the Concepts
The description of the conceptual framework for nursing curriculum reflects the continuity, sequences and integration of the curriculum content. It helps the faculty and students to understand the relationships among knowledge, skills, and values learned throughout the program. The curriculum frameworks includes: a) the vertical strands which signify continuity and sequence, and b) the horizontal strands which signify the integration of the curriculum content.
At the base of the framework are four concepts that constitute the content of the frameworks through which the student nurse acquire her professional and personal development. These concepts include, learning, partnership, problems, solving, communication, and professional ethics. These concepts will appear and reappear in increasing depth and breadth at each level of the curriculum. They form the foundation for a curriculum that is competency-based, community-oriented, integrated, and dynamic curriculum. As the students progress through the academic years, the curriculum prepares them to provide nursing care to clients in their own environment considering the complexity in the application of each concept at different levels. The provision of nursing care is directed towards health promotion health maintenance, and disease prevention which are continued to progress throughout the curriculum. The main goal of the curriculum is to help clients, families, and communities to be engaged in healthy behaviors leading to optimal health and well being and ultimately achieve economic & social prosperity.

 

 

 

 

 

 

 


Well Being, Prosperity, & Healthy Society

Health Promotion, Maintenance, Disease Prevention, and Rehabilitation,

 

Nursing Process Communication Prof. Ethics Research Critical Thinking Partnership
& Collaboration Management
& Leadership
Figure 1. BSN Curriculum - Conceptual Framework

 

 

 

 

 

 

 

III. PROGRAM DETAILS:

Name of the Program:
Baccalaureate of Science in Nursing

Program Model:
Competency based, community oriented utilizing case based model

Length of the Program:
Minimum four academic years after secondary level (12 years) in scientific branch and maximum six academic year, divided in 8 semesters (18 weeks\semester) including exam weeks, commencing each year in September and ending in June.

Duration of the Program:
Four Academic Years
Format:
Semester system adopting credit based system

Total Number of Credits:
The program has 129 credits including 76 credits for nursing courses, 43 credits for the general sciences, 8 credits for the humanitarian course, and 2 credits for the electives.

Language:
The instructional language in this program is English including theoretical, practical and clinical.
Award:
Students successfully completing the program will be given a Baccalaureate of Science in Nursing Degree.


Program Model & Description
The program is competency based, community oriented. It utilizes case – based model as the main tools for learning.

Definition of terms of the curriculum model,

Competency:
Is defined as internalized knowledge which one bring to bear on a particular situation, leading to an understanding which makes skillful performance both manually and interpersonally with appropriate attitude possible. It is also defined as, the ability to perform a task with desirable outcomes under the varied circumstances of the real world.

Community oriented:
Community-oriented Education (COE) is developing a curriculum that focuses on population groups and individual person taking into account the health needs of the community concerned.


Case- based Model:
Are descriptive research documents, presented in a narrative form, that is based on a real – life situation or event. The case attempts to convey a balanced, multi- dimensional representative of the context, participants, and the reality of the situation. These cases provide grounds for discussion, stimulates active analysis, and interpretation with differing perspectives.

Credit System:

Referred to as CAT ( Credit Accumulation and Transfer), this system suggests that learning can take place anywhere, that learning can be measured and given a credit value, the credits can be accumulated and moved from one place of learning to another. It also suggests that in attaining credits, students can move across various boundaries and have varied time pace for self- learning.
This nursing program will adopt the credit- based system to direct the students mastering of program requirements. For standardization and transfer purposes, this program will adopt the generally acceptable sized value of the following credits:

1 Theory Credit = 15 hours of classroom learning
1 Lab Credit = 30 hours of laboratory learning
1 Clinical Credit = 45 hours of clinical learning

The symbols T, L, C stand for theory, lab, and clinical.

 

 

 

 

 

 

 


First year Semester – I First Year Semester – II
Course No Title T L C Total Course No Title T L C Total
101 Introduction to Nsg. 2 - - 2 Foundations of Nsg Practice 3 3
Biochemistry 3 1 4 Anatomy and Physiology(1) 3 1 4
English (1) 2 1 3 Human Growth and Development 2 - 2 4
Computer Science (1) 1 2 3 English (2) 2 1 - 3
Nutrition 2 2 Computer Science (2) 1 1 2

14 16
Second Year Semester – I Second Year Semester – II
Course No Title T L C Total Course No Title T L C Total
201 Health Assessment 2 2 4 Fundamental of Nursing 2 2 1 2 5
Anatomy & Physiology(2) 3 1 4 Health Promotion 3 1 4
Fundamental of Nsg 1 2 1 2 5 Pathophysiology 4 - - 4
Microbiology 2 1 - 3 Sociology 2 - - 2



16 15
Third Year Semester – I Third Year Semester – II
Course No Title T L C Total Course No Title T L C Total
301 Adult Nursing 3 - 3 6 Mental health & Illness 3 - 2 5
Maternal and Infants H. 3 1 2 6 Child and Adolescent Health 2 1 2 5
Psychology 2 - - 2 Anthropology 2 - - 2
Pharmacology (1) 2 - - 2 Pharmacology (2) 2 - - 2
Epidemiology 2 - - 2 Political Science and Human Rights 2 - - 2


18 16
Fourth Year Semester – I Fourth Year Semester – II
Course No Title T L C Total Course No Title T L C Total
401 Biostatistics 1 2 - 3 Critical Care Nsg (2) 2 1 2 5
Family & comm. H.Nrg. 3 - 3 6 Applied Nsg. Research 3 - - 3
Research Methods 2 - - 2 Elective 2 - - 2
Critical Care Nsg. (1) 2 1 2 5 Professional perspectives & Issues. 2 - - 2
Nursing Management & Leadership 2 - - 2 Consolidation of Nsg Practice 4 4
18 16
Structure of the BSN Macro – Curriculum – 48 months (4 years)

Total Credit Hours: 129 SCH

Nursing = 76
Sciences = 43
Humanistes = 8
Electives = 2

Revised and finalized by Iraq working team; 21 - 26 August 2005


Course Description


First Year - Semester 1

Course Course Title T L C SCH
No.
* Introduction to Nsg. 2 2
* Biochemistry 3 1 4
* English (1) 2 1 3
* Computer Science (1) 1 2 3
* Nutrition 2 2
Total SCH = 14

* Course numbers to be inserted
T= Theory L= Lab C= Clinical

 

Introduction to Nursing : credit 2 (2-0)
Course description
This course is designed to orient the student to the nursing profession its definition, national and international development, and nurses role within the health care system. The basic concepts related to health illness, primary health care, health promotion, disease prevention, partner ship are introduced.


Biochemistry: 4 credits (3-1)
Course description:
An introduction to Biochemistry. The major metabolic pathways and the clinical applications are discussed, with emphasis on the importance of the high level of organization and regulation at the sub cellular level, which maintains homeostasis in the normal organism. Laboratory sessions are planned to undertake demonstration of some biochemical parameter, which are of clinical significance.


English (I): credit 3 (2-1)
Course description:
Primarily, this course is intended to develop all four skills of listening, speaking, reading, and writing in the medium of English. Students are also taught grammar and medical terminology required to effectively deal with specialty subjects taught in English. Secondly, to help learners acquire the communicative skills necessary to confidently deal with patients\customers in their work community.


Computer Science (1): credit 3 (1-2)
Course description:
Students are introduced to a comprehensive course in word processing and access using Micro soft Windows. Students are trained on different aspects of the windows program such as File Manager, Program Manager, and Print Manager.


Nutrition : 2 (2-0)
Course description
This course is designed to study the food nutrients and requirements for an adequate diet for individuals of various age groups. Emphasis is placed on sources of nutrients, their functions, and major relevant public health problems. Dietary guidelines such as: Recommended daily allowances (RDA), tables of food composition and basic food groups are presented and discussed. The course also covers diet modifications during various illnesses.


First Year Semester - 2
Course Course Title T L C SCH
No.
* Foundation to Nsg. Practice 3 3
* Anatomy & Physiology (1) 3 1 4
* Human Growth & develop. 2 2 4
* English (2) 2 1 3
* Computer Science (2) 1 1 2
Total SCH = 16

* Course numbers to be inserted
T= Theory L= Lab C= Clinical


NUR- Foundation of Nursing Practice: credit 4 (3-1)
Course description:
This course is designed to provide a foundation to the other professional nursing courses. It explores the major concepts and related theories underlining the nursing profession, nursing process and patterns of health care delivery. Communication skills, group dynamics and critical thinking approach. Students are also exposed to the ethical aspects of the nursing profession including code of professional conduct, patient bill of rights and nursing regulations.

 

 

Anatomy and Physiology (1): credit 4 (3-1)
Course description:
This is the first of the two courses in Human Anatomy and Physiology. The course begins with an introduction to Human Anatomy and Physiology as well as a study of cells, cellular metabolism and histology of basic body tissues and membranes. The remainder of the course is devoted to the detailed study of the structure and functions of the systems involved in body covering, support and movement, as well as coordination and control. This includes a study of the integument, skeletal, muscular, nervous and endocrine systems as well as the special sense organs.


Human growth & Development: credits 4 (2-2)
Course description
This course is designed to provide the theory and relevant skills that enable the nurse to focuses on understanding human growth and development of neonates, preschool, school age children, adolescent, young adults, middle aged adults, and the elderly through the identification of mental health needs, physical needs and social needs of clients in the different age groups.


English (2): credit 3 (2-1)
Course description
English Level II aims to consolidate and build upon English Level I objectives. In addition, learners are introduced to higher level English language skills with special emphasis on preparing and presenting term papers. Students will understand main common medical terminologies used in health field. While effective communication is still the main goal, language accuracy becomes an increasingly important aspect at this level.

 


Computer Science (2): credit 3 (1-2)
Course description:
The need for the use of computer applications in health education is taken into consideration in the design of this course. Students will use data base programs, they will develop tables, graphs, and diagrams for presentation of statistical data. The students are also expected to prepare medical forms using proper application forms.

Second Year Semester 1
Course Course Title T L C SCH
No.
* Health Assessment 2 2 4
* Anatomy & Physiology (2) 3 1 4
* Fundamental of Nsg.(1) 2 1 2 5
* Microbiology 2 1 3
Total SCH= 16

* To insert Course numbers
T= Theory L= Lab C= Clinical

Health Assessment: credits 4 (2-2)
Course description
This course is designed to help students learn and apply principles and skills used in the comprehensive health assessment of individuals. History taking and physical examination techniques of all human systems are presented through lectures, seminars, self instruction modules, audio visuals and supervised laboratory practice (passing grade 80%).



Anatomy and Physiology (2): credit 4(3-1)
Course description
A continuation of anatomy and physiology (1), This course covers the systems involved in processing and transporting, as well as reproduction. This includes the study of the digestive system, metabolism and utilization of carbohydrates, fats and proteins, composition of blood and its function, the cardiovascular system, the lymphatic system and defense mechanisms, respiratory system, urinary system, and water and electrolyte balance, the male and female reproductive systems as well as pregnancy, and fetus growth and development.


Fundamentals of Nursing (1): credits 5 (2-1-2)
Course description
The course is designed to provide skills and knowledge that enable students to deliver holistic care to clients. Development of psychomotor skills in the skill-lab enables the students to practice in the clinical settings. This inturn enables the student to provide nursing interventions required to help clients who have difficulty in performing the activities of living related to maintaining safe environment, personal hygiene, nutrition, elimination, and vital functions.

Microbiology : credit 3 (2-1)
Course description
This course is designed to encourage students to become aware of the activities of the microbial world in their daily living and at the same time to acquire a scientific approach to infection and control of infection. The following topics make up this course: Introduction to Microbiology, Bacterial Morphology and Physiology, Control of Micro-organisms, infection and Host Resistance, Introduction to Virology, Mycology and Parasitological groups.

 

Second Year Semester 2
Course Course Title T L C SCH
No.
* Fundamental of Nsg.(2) 2 1 2 5
* Health Teaching
and Promotion 3 1 4
* Pathophysiology 4 4
* Sociology 2 2
Total SCH= 15

* To insert course numbers
T= Theory L= Lab. C= Clinical

Fundamentals of Nursing: credits 5 (2-1-2)
Course description
The course is a continuation of fundamental 1, the course is designed to provide skills and knowledge that enable students to deliver holistic care to clients and to develop psychomotor skills in the skill-lab to practice in the clinical settings. The student will provide nursing interventions required to help clients who have difficulty in performing the activities for marinating their health when they are ill in different care settings, such includes : safe administration of medication and providing care to surgical patients, based on the nursing process.


Health Teaching & Promotion: Credits 4 (3-1)
Course description
This course is designed to provide the theory and relevant skills that enable the nurse to participate in activities directed towards the prevention of illness and injury and the promotion of positive healthy life style and behaviors throughout the lifespan. This course also focuses on developing learners knowledge, skills and attitude pertaining to adult learning application of these concepts aims at planning, developing, implementing and evaluating an instructional teaching package, utilizing different teaching methods and media efficiently at various settings.


Path physiology : credits 4 (4-0)
Course description
This course is designed to provide nursing students with an understanding of the principles of general path physiology including cellular injuries, immune and inflammatory processes and neoplasia. The course also focuses on some path physiological processes such as pain, fluid and electrolyte imbalance, coagulation disorders, arteriosclerosis and shock. Special emphasis is placed on physiological alterations associated with various pathological conditions and their clinical manifestations

Sociology: credit 2 (2-0)
Course description

This course is designed to give students the basic concepts about sociology and its importance in understanding the major social trends and problems of our time. Definition of sociology, the social structure of a society and it’s social institutions is included. The students will also learn about social change and the factors that control human grouping and group dynamics. The function of position, role and status in the life of groups is discussed, as well as concepts of social integration and social support and the effect of stressful daily life events on individual and group health.

 

 

 

 

Third Year Semester 1

Course Course Title T L C SCH
No.
* Adult Nursing 3 3 6
* Maternal & Infants Health 3 1 2 6
* Psychology 2 2
* Pharmacology (1) 2 2
* Epidemiology 2 2
Total SCH= 18

* To insert Course Numbers
T= Theory L= Lab C= Clinical


Adult Nursing : credit 6 (3-3)
Course Description:
This course focuses on comprehensive delivery of nursing care to adults hospitalized for minor, or major, acute or chronic conditions that are common in Iraq, incorporating theoretical knowledge and clinical skills to providing comprehensive, holistic nursing care through the nursing process. The concepts of pain, loss & grief, and stress will be integrated in learning about a variety of adult medical-surgical problems. These include: respiratory, cardiovascular, musculoskeletal, gastrointestinal, neurological, urinary, endocrine, and ENT selected common problems.

Maternal and Infants Health: credit 6 (3-1-2)
Course description:
This course is designed to offer students the opportunity to integrate theories of nursing, family systems, role development, and communications as applied to childbearing families. Nursing process, research, and ethical professional standards are applied to normal and high-risk childbearing families in various settings. Students learn the Management of normal and high-risk conditions in the prenatal, intrapartal, and postpartal periods as the focus of integrating the mother neonate and gynecological conditions of women in different stages of their lives.


Psychology: credits 2 (2-0)
Course description:

This course is designed to cover the entire psychological aspects of human development. Social and emotional implications of conception and developmental processes are discussed throughout the lifecycle. The impact of such maturation processes on the individual’s personal health with the relation to his\her social setting within the family and community domains is also covered.


Pharmacology : credit 2 (2-0) .
Course description:
The course covers the basic pharmacological principles of drug production, import, and export and drug safety. Students learn the basic calculations that are needed by the nurses. The course then covers the pharmacology of various drug classes acting on different body systems such as the autonomic nervous system, and cardiovascular system.


Epidemiology: credit 2 (2-0)
Course description:
This course is offered to B.Sc. Nursing students. It deals with basic concepts in epidemiology and epidemiological methods of studying the distribution and determinants of health and disease in various settings. The course covers basic concepts; health information systems; rates, descriptive, analytical and interventional studies, screening; and application of epidemiological methods to nursing practice.

 

Third Year Semester 2
Course Course Title T L C SCH
No.
* Mental Health & Illness 3 2 5
* Child & adolescent H. 2 1 2 5
* Anthropology 2 2
* Pharmacology (2) 2 2
* Political science & human 2 2
Rights
Total SCH= 16

* To insert course numbers
T= Theory L= Lab. C= Clinical

Mental Health and illness: credit 5 (3-2)
Course description:
This course is designed to expand and extend the basic concept of mind, body, and spirit to persons experiencing mental and emotional problems. It also explores the nature and scope of mental health and illness, treatment and preventive measures. The course combines theory and practice. Students will care for a variety of clients in the acute, chronic, and community mental care settings.


Child and Adolescent Health : credit 5 (2-1-2)
Course description:
This course focuses on the therapeutic nursing interventions used to restore health to children and adolescents who are experiencing acute and or chronic health problems within the context of the family, and community. The course examines altered family patterns of coping within a developmental framework and describes support to meet the unique health needs of the family and the child. It also addresses the application of nurses therapeutic role of partnership with the family and resources available.

Anthropology : credit 2 ( 2-0)
Course description:
This course is primarily designed to introduce the students to the field of anthropology with special concentration on the cultural perspective concerning the process of health and illness. It also aims to emphasize the impact of local and national cultural norms, tradition and beliefs of different cultures on the implementation of health care for the individuals and the communities.


Pharmacology (2) : credit 2 ( 2-0)
Course description
This course is a continuation of the first module, this module covers pharmacology of inflammation and immune-allergic disorders, the endocrines pharmacology, as well as drugs acting on the central nervous system, the gastrointestinal tract, respiratory tract, on the skin and mucous membranes, and inflammation and immune response. The course also covers chemotherapy agents and the endocrine drugs.


Political Science & Human rights: credits 2 (2-0)
Course Description
This course focuses on politics and human rights as a branch of social academic sciences, it deals with the theory and practice of politics and the description, analysis of political system and behavior. The course will address the political reform and its impact on the Middle East countries. The role of power, governance, international organizations, public policies and the rule of law will also be discussed.

 

 

Fourth Year semester 1
Course course Title T L C SCH
No.
* Biostatistics 1 2 3
* Family & community 3 3 6
Health Nsg.
* Research methods 2 2
* Critical Care Nsg. (1) 2 1 2 5
* Management and 2 2
Leadership in Health
Total SCH = 18

* To insert Course Numbers.
T= Theory L= Lab C= Clinical

Biostatistics: credit 3 (1-2)
Course description
An introductory course in statistics with emphasis on the applied aspects in relation to the health sciences, Examples and illustrations are drawn from journal articles in the health sciences. The course is presented in three major parts: 1. Descriptive Statistics, 2. Inferential statistics including parametric and non-parametric statistics applied to hypothesis testing, and 3. Experimental design, including analysis of variables, regression and correlation.


Family and community Health: credit 6 (3-3)
Course description:
The course introduces the scope of family and community health nursing including the essentials of family dynamics, family life cycle, developmental tasks and factors which influence family health. Student are required to analyze the effects of socio economic, demographic, cultural, and environmental factors on the health of families and communities in order to plan nursing interventions. The course also emphases nursing care rendered in homes and health agencies for the promotion of health and prevention of illness based on the concept of primary health care.


Research Methods: credit 4 (2-2)
Course description:
This course is an introduction to the principles and process of research. Qualitative and quantitative methodologies are described. Through the study of this course the student will be able to analyze, critique and utilize the results and scientific studies as a basis of making decision in the practical nursing.


Critical Care nursing (1) : Credits 5 (2 -1-2)
Course description
This course is designed to equip students with the knowledge, skills and bioethics to care for patients with critical life- threatening conditions in high dependency settings. The course is designed to deal with Physical assessment, clinical presentation, diagnostic studies, medical management, and the nursing interventions for various critical cardiac, respiratory and renal system patients. Students are expected to exhibit a high degree of independence in their learning and clinical practicum.

Management and Leadership in Health : credit 2 (2-0)
Course description:
This course explores selected theories and concepts that shape the leadership and management practices that are used in the health care setting to foster collaboration among health care professionals. The components that are covered in this course consists of principals, methods, and functions of management and leadership skills. Students are expected to analyze and synthesize nursing practices in health care and develop their ability to manage a unit on day to day basis.


Fourth Year Semester 2
Course Course Title T L C SCH
No.
* Critical Care Nsg.(2) 2 1 2 5
* Applied Nsg. Research 3 3
* Elective 2 2
* Professional Perspective 2 2
and Issues
* Consolidation of Nsg. 4 4
Practice
Total SCH= 16

* To insert course numbers
T= Theory L= Lab C= Clinical


Critical Care Nursing (2) : Credits 5 ( 2-1-2)
Course description
This course is designed to equip students with the knowledge, skills and bioethics to care for patients with critical life- threatening conditions in high dependency settings. The course is designed to deal with Physical assessment, clinical presentation, diagnostic studies, medical management, and the nursing interventions for various critical nervous, head and spinal cord injuries, gastrointestinal, endocrine and multi system failure patients who suffer from shock, DIC, Trauma, burns, and drug overdose. Students are expected to exhibit a high degree of independence in their learning and clinical practicum.

 

 

Applied Nursing research: credit 3 ( 3-0)
Course description
Students in this course conduct a scientific research in an area of clinical significance, the students implement the principals of research they learned in the previous semester, parallel to this, data entry and management techniques are taught using Micro Soft Access of software package. Analysis of the data is taught using SPSS for Windows which includes various procedures such as variable and value labels, recording, missing values, descriptive, correlation, cross-tabulation, chi-square, t-test ANOVA, etc.


Electives: 2 (2-0)
Course description
This course is freely selected by students , it aims at broadening students understanding of liberal art and other disciplines, the elective courses can include any of the following Nursing Informatics, Nursing and legal affairs, Alternative Therapy, Marketing, Physical Therapy, Physical fitness, Social work in health care setting, Public Relations, Counseling, Economics , Environmental issues, Bioethics, and Genetics.


Professional Perspective Issues: credit 2 (2-0)
Course description:
The course explores the major legal and ethical issues facing nursing worldwide at the present time and related to specific issues of concern to nursing in the national, regional and international arena. Students will be given an opportunity to articulate views of deportable issues within health care domains. Issues such as professional ethics, roles related to ethical and professional issues in the practice of nursing.

 


Consolidation of Nursing Practice: credit 4 (4)
Course description:
In this course the student will function independently and interdependently with health team members for professional adaptation and implementation of previous theoretical knowledge and clinical skills. It aims at consolidation of all previously learned modules.

Course Syllabus:

All Course syllabuses are to be prepared by the National Curriculum Development task group.


V. GOVERNANCE AND ADMINISTRATION

The Nursing College or institute will be lead and administered by registered professional nurse who is experienced in the practice of Nursing, teaching and educational management and holds Graduate degree in health profession education and nursing administration and management.

The management, administration and overall development of the nursing program will preferably be decentralized in relation to its financial operations and functional day-today activities.

The head of the program will have clear and formal lines of authority and communication with the parent organization. The high management of the College represented in an academic council will be responsible for strategic planning, decision-making, and formulation of the policies of the College and such are consistent with the governing organization, clearly recorded, and maintained in the nursing college archives.

Adequate number of administrative and support staff will be available to assist the faculty in the administration of the program delivery. Faculty, administrators, and students will participate as appropriate in governing of the parent organization and the nursing college.

FACULTY

Faculty are appointed on full and part time basis to run the program, they will hold professional academic qualifications appropriate to their teaching role and demonstrate competence in teaching and educational management. Faculty will have the right mix of specialization, evident by holding current practicing license and certificate from Nurse Registration authority in the Iraq. The specialization include: community health, maternal & child, mental (psychiatric) health, critical care, emergency, general medical and surgical nursing.

The diversity of talent among the faculty will ensure recognition of functions of scholarship through teaching, application, integration of best evidences and discovery of knowledge.

Faculty ratio to student will be in line with regional and international recognized standards and on the basis of program philosophy and curriculum model and objectives. The overall ratio of faculty to students in didactic sessions is 1:15, and 1:6 in clinical sessions. Faculty performance will be periodically evaluated to ensure ongoing development of their competencies.

STUDENTS

The Program will ensure conducive\learning environment to student academic achievement and life long learning. This standard will be achieved by providing best academic nursing education, counseling services and advising, health care, and appropriate financial aid.

The program provides clearly documented admission and graduation policies and guidelines consistent with the governing policies of the university. Admission requirements includes: completion of 12 years of general education in the science stream, students must have good command of English language and pass an entrance English examination. Students will sit for a personal interview utilizing a well recognized tool to measure intellectual, physical and mental fitness, interpersonal attributes and interest to join the profession of Nursing. Provision is made for admission for full time and part time, students with advanced standing, and other special admission categories.

The program will also admit graduates from other Arab and GCC health institute who wish to pursue their university college studies, flexible entrance criteria and graduation requirements will be developed for these candidates. Student pool will be from national and non nationals, both male and female students will be accepted into the program provided with separate premises ensuring the Islamic values and norms are respected.

The Program will provide clear written policies and procedures on students progress and graduation. It will include procedures for appeal, deferment, withdrawal, dismissal and leave of absence; all students will be provided copies of such policies. Students will receive ongoing formative and summative evaluations as applicable to their individual progress.

LEARNING RESOURCES
The Nursing college has effective, organized processes for, human, fiscal, and physical resources to support and continuously strengthen the nursing program.

Fiscal resources will be equitably managed to provide adequate physical facilities and comprehensive current learning resources that are accessible to faculty and students. Such resources will enhance students’ optimal academic welfare and enables students self-directed, self paced learning.

The resources will include: Lecture halls, well equipped classrooms, tutorial rooms, skill laboratories, computer labs, plus a library equipped with internet access and virtual resources, continuing education unit with audio-visual production, and recreational facilities.

IT & E. LEARNING
It is envisaged that this program will adopt and utilize state of the art educational technology such as multi-media virtual library, Internet to connect with other Educational Institutions, to enhance faculty and students academic alliance.

STUDENTS ACADEMIC ASSESSMENT
General Principles

Assessment is a critical component of instruction in this program. It will aid in accomplishing the broad curricular goals. The students assessment are based on few key principles including:

1 Students’ paths towards mastery or excellence will be based on receiving ongoing feedback on their progress.

2 Test and Examinations, as assessment modalities have powerful influence on student self-learning and on student critical, reflective analytical thinking abilities.

3 A student assessment results has direct impact on program status, and it will identify areas of deficiency and further the educational goals.

4 Assessments are powerful motivators for students, and teachers. Students will learn and master what they believe are valued in the program.

5 All assessment formats will require application of knowledge, allowing the assessment of both the learners (students), information base, plus the ability to use that information.

6 The Program will develop an overall plan for evaluation. In this curriculum document the broad assessment considerations will be addressed that includes the scoring systems, assessment examination format and mastering criteria and percentages.


TEACHING /LEARNING STRATEGIES

In line with the philosophies of the University and the college of Nursing, a variety of teaching learning strategies will be employed throughout the program. These strategies will enhance the professional development of the students. At the end of the program the nursing students will acquire the skill of reflection, critical thinking, reasoning, analysis decision-making and self directed learning. Although some traditional teaching approach might be utilized, the greatest part will lean towards the innovative approach to learning.

The specific teaching and learning strategies utilized is this program include combination of the following:

1. Case-Based Learning

Although real case scenarios may partially cover reality, capturing real life cases is the tool and vehicle by which a chunk of reality is brought to the class to be worked over by the learners (students) and the tutor. Good cases keep the class discussion grounded upon some of the difficult facts, which must be faced in real life situations. With these principals in mind the utilization or real cases are central and an integral teaching\learning model in this curriculum.

The benefits of case-based approach include:
a. It allows students to participate actively in the learning process
b. It provides a real life situation to which the learners have to apply immediate theoretical knowledge.
c. It demands analytical skills and decision-making and forces students to make choices and explore results of those choices.
d. Students are able to face and integrate all health (physical, psychological, social cultural and spiritual) of individual case
e. It allows for high students participation and collaborative group work.
f. It provides ample opportunities for communication skills to be practiced including writing, public presenting and debating.

The case-based model utilized in this curriculum will necessitate all students’ participation in their own learning. The active intellectual and emotional involvement is the hallmark of case teaching. It allows students to grow and is inherently motivating.

2. Non-Traditional Tutoring and Facilitating

The tutors in this program will not be dispensing knowledge, instead their roles is to guide the process of discovery in students, the active participation of tutors is essential in the whole teaching\learning process, they ensure groups of students reach their goals, by organizing and managing orderly and guided discussions through skilled questioning.

3. Skill Demonstration:
Skill demonstration will be used appropriately in this program, students will be guided to plan, implement clinical procedure and practice to master clinical skill such as administering an injection or feeding a dependant patient. Skill demonstration and mastering will be done in the controlled skill laboratory environment, the actual clinical sites, and stations for self-learning.
4. Role Plays

To develop students’ interpersonal skills, role-play session will be planned and displayed. Different students will take up different roles of a client, a family member, and the nurse… although role-plays are not real. The free or guided discussion that follows will stimulate students to reflect, explore own attitudes beliefs and fears and finally understand and reach conclusions.

5. Lectures from Specialists
Conservatively, lectures methods will be utilized in this program. Multi disciplinary team involved in their respective specialty areas will be given the lectures. A visiting expert will be scheduled for large groups of students, to lecture on specialized field. Following which group discussions and working group will be organized to relate to the theoretical knowledge provided during the session.

6. Seminars & Workshops
Structured seminars and workshops with clear objectives will be planned and conducted by groups of students. Either the course tutor or students or both facilitate discussions.

7. Team Teaching Approach
Another effective teaching approach the program will adapt is team teaching. The literature supporting team teaching, emphasizes on the “Team of two or more faculty” to plan, deliver and evaluate instructional course(s). The broad aim of this approach includes improve information and knowledge, peer assessment, provision of constructive feedback and the overall sharing and partnership in the teaching learning process.

CLINICAL TEACHNING AND LEARNING

The graduation of efficient nurses, depends not only on developing students’ ability to absorb large amounts of information, but on developing students critical thinking abilities and most of all ensuring clinical competency. In this program, clinical teaching strategies and guidelines will be developed and implemented. All clinical tutors will receive in house training and instructions pertaining to the positive attributes and guidelines of clinical teaching. Clinical teaching and learning skills has a range of instructional, evaluative, and interpersonal components which are different to classroom teaching. This curriculum will integrate evidence based, best practice clinical teaching models.

Clinical Facilitation and Debriefing
Fifty percent of students learning will take place in the primary, secondary and tertiary clinical setups aiming at integration of knowledge and practice. Teachers will take up the roles of monitoring and facilitating and not merely the role of supervision. Both teachers and student will utilize “hands on” approach to gain and master certain clinical skills. Students will integrate professional knowledge, attitudes and ethical values and behaviors of nursing.

Clinical Preceptor-ship
The successful achievements of BSN program competencies depends on the collaborative role of Nurses and other health team members as clinical preceptors in the different health care setting. The guidelines that contribute and assist in developing such roles include:


1 Set specific clinical objectives with the student
2 Collaborate with other health care providers to achieve the set objectives.
3 Introduce the students to the health care team members
4 Orient the student to the clinical setting
5 Familiarize the student with the different equipment and storage areas.
6 Involve the student in admission, history taking, physical exam and provision of assigned care.
7 Involve students in using different technology using invasive\noninvasive procedures such as IV cannulation administration of drugs etc.
8 Provide feedback on student performance on a daily basis.

The Grade Scores System

As the program is credit based, it will follow cumulative grade point average (CGPA) of five points. As the units of earned credits, the five CGPA will be distributed according to the following Table:

4 Point Academic Grading System

4 Point Scale Grade Percentage
4.00 A 95-100
3.67 A- 90-94
3.33 B+ 85-89
3.00 B 80-84
2.67 B- 77-79
2.33 C+ 74-76
2.00 C- 70-73
1.67 C- 67-69
1.33 D+ 64-66
1.00 D 60-63
0.00 F Less than 60

 

Grade Point Average (GPA)
3.67 – 4.00 Distinction
3.50- <3.67 Excellent
3.00- <3.50 Very Good
2.50- <3.00 Good
1.50- <2.50 Satisfactory

Assessment\Examination Format
Depending on the course objectives, the sample of test item will be representative of cognitive, interpersonal and psychomotor skills required by learners upon graduation. The Assessment formats will include:

1 Multiple-choice-item
2 One-best Answer
3 True\false with Interpretation
4 Essay writing
5 Oral Exam based on patients cases
6 Clinical Skills competencies
7 Research Project

Allocation of Mastery Criteria
1 Assessment of preparatory year will have a mid-term examination that weights 40% and a final end of the semester examination that covers 60%

2 To proceed to junior nursing year, students must pass all basic sciences courses with cumulative CGPA not less than 2.5 points.

3 For Nursing professional courses the grade distribution may slightly vary, but basically the grades will include:

• End of the case(s) examination 20%
• Clinical competency profession exam 20%
• Writing up of projects 10%
• Final end of semester exam 50%

 Clinical competency will be evaluated by direct observation
Utilizing:
• Procedures’ checklist
• Protocols and guidelines
• Hospital procedure manuals


PROGRAM EVALUATION AND OUTCOMES

The program will be evaluated based on existing regional and national accreditation criteria and professional standards set by nursing practice, and nursing education in Iraq. The outcomes evaluation tools will measure the effectiveness of the program in meeting the health needs of the consumers.

An in house team will conduct systemic evaluation of all aspect of the program they will put an evaluation plan to assess each terminal competency, construct the operational definition of outcomes and level of achievements, specify the time frame for assessment, develop assessment tools, collect and analyze the data and use the findings in decision making for program improvement.

In addition the program management team and curriculum development consultants will be responsible for overall evaluation of the program at the end of its four year of implementation, with necessary amendments made; and ongoing evaluation of the program to include interim and final evaluations of the program. Views will be sought from all interested parties and appropriate action taken.

 

 

 


R E F E R E N C E S

1. Allen R. and Layer G. (1996), credit based systems, as vehicles for change in universities and colleges, Kogan page, London.

2. Al-Muhandis B, (2001), Clinical Teaching and Learning: Myths and Challenges, Editorial. Journal of the Bahrain Medical Society vol.12 No.1

3. Benner,P (1982) Issues in competency-based testing, Nursing Outlook, 303-309.

4. Case S. And Swanson D. (1998) Construction Written Test Questions for the Basic and Clinical Sciences, 2nd ed, NBME, Philadelphia.

5. College of Health Sciences Academic Catalog-2001 (2001) CHS Press. Bahrain

6. College of Health Sciences Curriculum Document for the BSN program. Bahrain

7. EMRO Technical Publication Series (1998), Nursing Education in the Eastern Mediterranean Region Prototype Baccalaureate Nursing Curriculum, WHO. Alexandria, Egypt.

8. Human Science Keseroh Council (1999) ways of seeing the National Qualification Framework, Pretoria: Human Sciences Research Council.

9. Mohi Eddin Mia etal (1992) Community-Oriented Education, Eleven Steps of Community Education at Gazira Medical School. Annals of community-oriented education, vol.5, 11-17

10. NLNAC, (2002) accreditation Manual & Interpretive Guidelines for Baccalaureate and higher degree in nursing programs. National League For Nursing Accrediting Commission.

11. Post Basic Emergency Nursing Curriculum (2001), Developed By Nursing Division, College of Health Sciences, Kingdom of Bahrain.

12. Rawaf S. (2002) Health Professions Education Reforms Medical Education and the Changing Professional Needs.
13. Standards of Education – Draft Document. Licensure & Registration Committee , (March 2001)
14. UNESCO, United National Educational Scientific and cultural organization: A conceptual framework for private National University Prince Sultan University College in Al Taif – Saudi Arabia, December, 2000.

15. Uys L.R. (1995) An Introduction to competency based curricular, unpublished paper. School of Nursing, University of Natal.


First year Semester – I
First Year Semester – II
Course No Title T L C Total Course No Title T L C Total
101 Introduction to Nsg. 2 - - 2 Foundations of Nsg Practice 3 3
Biochemistry 3 1 4 Anatomy and Physiology(1) 3 1 4
English (1) 2 1 3 Human Growth and Development 2 - 2 4
Computer Science (1) 1 2 3 English (2) 2 1 - 3
Nutrition 2 2 Computer Science (2) 1 1 2

14 16
Second Year Semester – I Second Year Semester – II
Course No Title T L C Total Course No Title T L C Total
201 Health Assessment 2 2 4 Fundamental of Nursing 2 2 1 2 5
Anatomy & Physiology(2) 3 1 4 Health Promotion 3 1 4
Fundamental of Nsg 1 2 1 2 5 Pathophysiology 4 - - 4
Microbiology 2 1 - 3 Sociology 2 - - 2



16 15
Third Year Semester – I Third Year Semester – II
Course No Title T L C Total Course No Title T L C Total
301 Adult Nursing 3 - 3 6 Mental health & Illness 3 - 2 5
Maternal and Infants H. 3 1 2 6 Child and Adolescent Health 2 1 2 5
Psychology 2 - - 2 Anthropology 2 - - 2
Pharmacology (1) 2 - - 2 Pharmacology (2) 2 - - 2
Epidemiology 2 - - 2 Political Science and Human Rights 2 - - 2


18 16
Fourth Year Semester – I Fourth Year Semester – II
Course No Title T L C Total Course No Title T L C Total
401 Biostatistics 1 2 - 3 Critical Care Nsg (2) 2 1 2 5
Family & comm. H.Nrg. 3 - 3 6 Applied Nsg. Research 3 - - 3
Research Methods 2 - - 2 Elective 2 - - 2
Critical Care Nsg. (1) 2 1 2 5 Professional perspectives & Issues. 2 - - 2
Consolidation of Nsg Practice 4 4
16 16
Structure of the BSN Macro – Curriculum – 48 months (4 years)

Total Credit hours: 127 SCH
Nursing = 72
Sciences = 45
Humanistes = 6
Electives = 4

Revised and finalized by Iraq working team; 21 - 26 August 2005

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


First year – Semester I
Course No Title T L C Total
101 Introduction to Nsg. 2 - - 2
Biochemistry 3 1 4
English (1) 2 1 3
Computer Science (1) 1 2 3
Nutrition 2 2

14
Introduction to Nursing

1. Course Title: Introduction to Nursing
2. Course Number: (101)
3. Credit Hours: (2) credits
4. Course Calendar: (2) hours weekly of (15) weeks.
5. Placement: First years / first semester.
6. Instructors: Staff of Fundamental of Nursing Unit.

7. Course Description:-
This course is designed to provide the nursing student with basic knowledge concerning principles of nursing:- Historical and contemporary nursing practice, the development of nursing profession, nursing education and research , legal aspect of nursing ,values , ethics and advocacy , health , wellness and illness , health care Delivery system.

8. Course Goals:
At the end of the course the student will be able to:
1 Understand the history and development of nursing profession.
2 Identify the basis of nursing ethics and values.
3 Realize the personal characteristics & human needs
4 Recognize the concept of health, wellness & illness.
5 Identify factors affecting health status beliefs & practices.
6 Describe the health care delivery system.
7 Distinguish between legal and illegal situations in nursing practice.

9. Course Outline:

Unit 1: Historical and Contemporary Nursing Practice (4) hrs.
1 Historical perspective.
2 Contemporary nursing practice.
3 Role and function of the nurse
4 Socialization to nursing.
5 Factors influencing contemporary nursing practice
6 Nursing organization
7 Nursing history in Iraq
Unit 2: The Development of Nursing Profession (4) hrs.
1 Nursing definition
2 Distinguishing nursing from medicine profession
3 Criteria of profession
4 Defining a language for nursing


Unit 3: Nursing Education and Research (2) hrs.
1 Nursing educational program.
2 Types of education programs.
3 Nursing research.
Unit 4: Legal Aspects of Nursing (4) hrs.
1 General legal concepts of nursing.
2 Regulation of nursing practice.
3 Contractual arrangement s in nursing.
4 Selected legal aspects of nursing practices
5 Areas of potential liability in nursing.
6 Legal protection in nursing practice.
7 Reporting crimes, torts, and unsafe practices.
8 Legal responsibilities of nursing students.
Unit 5: Nursing Values, Ethics, and Advocacy (4) hrs.
1 Values
2 Morality and ethics.
3 Nursing ethics.
4 Specific ethical issues
5 Advocacy
Unit 6: Health, Wellness and Illness (4) hrs.
1 Concepts of health, wellness and illness.
2 Variables influencing health status, beliefs, and practices of clients.
3 Models of health and wellness.
4 Health belief models.
5 Health care compliance.
Unit 7: Health Care Delivery System (4) hrs.
1 Types of health care services.
2 Types of international health care agencies and services.
3 Providers of health care
4 Factors affecting health care delivery.
5 Frameworks for care.
6 Financing heath care.

10. Learning Resources:
Black board, Overhead, Posters, handout.

11. Teaching/ Learning Strategies:
Lecture, Demonstration, Small Groups, Role Playing.

12. Students Evaluation:

1st theory exam. 15%
2nd theory exam. 15%
Class activities 20%
Final exam. 50%

Total 100%

13. References:
1 Ellis, j.and Hartley, C. Nursing in Today World: Challenges, Issues and Trend, 1st edition, Philadelphia, Lippincott, 2001.
2 Kozier B, G, Berman A, et. al., Fundamentals of Nursing, 7th Ed, New York, Pearson Education, 2004.
3 Articles related to the different topics from nursing journals.

 



Biochemistry

1. Course Title: Biochemistry
2. Course Number: (102)
3. Credit Hours: Total (4) Credits:
Theory (3) Credits
Lab. (1) Credits
4. Course Calendar: Total (5) hours weekly of (15) weeks:
Theory (3) hrs.
Lab. (2) hrs.
5. Placement: first year / first Semester.
6. Instructors: Prof Dr.Nadeem Younis and Staff of biochemistry.

7. Course Description:
The biochemical studies introduce students to the fundamental Concepts compounds of biochemistry. The students look at both structure and role of abnormal carbohydrate, Lipids, Fattyacids, Amino acids, protain, Enzymes with disease. They also acquire the basic skill necessary for medical laboratory analysis and operating, maintaining, and cleaning laboratory equipments.

8. Course Goals:
After successfully completion of the course the students will be able to:
1 Define nutrients, properties, and classification.
2 Illustrate biochemical changes of nutrients and its metabolic pathway in human body.
3 Realize some important body constituents and their chemical changes in the laboratory.
4 Differentiate the biochemical functions of different human organs in normal and abnormal conditions.
5 Understand the human biochemical reactions in normal situation and in case of diseases.
6 Use laboratory methods for monitoring biochemical reactions in biological samples.
7 Handle the laboratory equipment properly.

9. Course Outline:
The Theoretical Content

Unit 1: Chemistry of Carbohydrate (9) hrs.
9 Definition of carbohydrate.
10 Classification, Mono, oligo and Polysaccharide.
11 Chemical properties of Carbohydrate.
12 Metabolism of Carbohydrate.
-Glycogensis
-Glycogenolysis
-Glycolysis
-Kreb Cycle
13 Metabolic disorder of carbohydrate metabolism.
-Diabetes mellitus.

Unit 2: Chemistry of Lipids (9) hrs.
14 Definition Fats, oil, Waxes, Fatty acids.
15 Classification.
-Simple lipids
-Compound lipids.
-Derived lipids.
• Steroids
• Sterols
-Cholesterol.
-Bile acids
16 Some important chemical properties.
17 Lipids metabolism.
18 Fats Oxidation.
19 Metabolic disorder of lipids metabolism.
20 Ketosis.
Unit 3: Chemistry of Amino acids and proteins (9) hrs.
21 Definitions of amino acid and protein.
22 Classification of Amino acid.
23 Classification of proteins.
-Simple Protein.
-Conjugated Protein.
-Derived Protein.
24 Some important properties of protein.
25 Protein metabolism.
26 Metabolic disorder of protein metabolism.
27 Blood protein.
28 Non protein.
29 Nitrogen products.
-Urea Formation.
-Creatinine Formatin.
-Uric Acid Formation.
Unit 4: Chemistry of Enzymes (9) hrs.
30 Definition of Enzymes, Substrate.
31 Hole Enzyme, Coenzyme unit of Enzyme and Zymogene.
32 Inhibition of Enlyme.
-Competitive inhibitors.
Non Competitive inhibitors.
33 Factors influence the activity of Enzyme.
-Temperature
-PH.
-Concentration of Enzyme.
-Concentration of Substrate.
-Enzyme properties and Classification.
-Plasma enzyme.
-Lactate dehydrogenises Amylase.

Unit 5: Liver Function test (5) hrs.
34 Classification the liver Function test.
35 Uses of Various testes collecting to evaluate the liver dysfunction.

Unit 6: Renal function test (4) hrs.
36 Function of Kidney.
37 Uses Various Functions tests that can be employed to assess the renal function.

The Laboratory Content

• Handling of laboratory equipment (2) hr.
• Serum glucose (2) hrs.
• Serum cholesterol (2) hr.
• Serum protein (2) hr.
• Serum Urea (4) hrs.
• Serum Creatinine (2) hrs.
• Serum uric acid (2) hrs.
• Serum bilirubin (2) hrs.
• Serum Gpt,Got (4) hr.
• Serum Alp, Acid Phosphates (4) hr.
• Normal and abnormal urine (4) hr.

10. Learning Resource:
Blackboard, hand out, laboratory equipments.

11. Teaching /Learning Strategies:
Lectures, discussions, Demonstrations and Lab. work

12. Students Evaluation:

1st theory exam. 15%
2nd theory exam. 15%
Lab. activities 20%
Final lab. exam. 20%
Final theory exam. 30%
--------------------------------------
Total 100%

 


13. References:
12 Amend, J.R., et.al, General, Organic, Biological Chemistry. New York, Saunders college publishing, 1993.
13 Trudy M. and R. M. James, Biochemistry, Dubuque, Wm. C. Brown publishers, 1996.

English

1. Course Title: English (1)
2. Course Number: (103)
3. Credit Hours: Total of (3) credits:
Theory (2) credits.
Lab. (1) credit.
4. Course Calendar: Total of (4) hours weekly of (15) weeks:
Theory (2) hrs.
Lab. (2) hrs.
5. Placement: first year / first semester.
6. Instructors: English language specialists

7. Course Description:
The course is designed to provide nursing students with the basic English language skills and enhance students’ communicative competence particularly in the context of nursing. It consists of (12) units, each one of those deals with a specific structure.

8. Course Goals:
Upon the end of this course, the students will be able to:
1 Develop mastery of English basic structures and grammatical relations.
2 Practice the achieved linguistic knowledge communicatively.
3 Develop communicative ability (oral and written) especially in nursing-related topics.

9. Course Outline:

The Theoretical Content

Unit1: Present simple and position of time adverbs (2) hrs.
Unit2: Present continuous (2) hrs.
Unit3: Simple past tense, regular and irregular verbs (2) hrs.
Unit4: Mass and unit (2) hrs.
Unit5: Some, any, a few, a little (2) hrs.
Unit6: Past tense with 'Ago" and questions with 'How long ago' (2) hrs.
Unit7: Adjectives and adverbs (2) hrs.
Unit8: Comparison of adverbs (3) hrs.
Unit9: Going to do (2) hrs.
Unit10: Requests and offers and take/get/bring/show (3) hrs.
someone something
Unit11: Present perfect with 'for' and 'since' (4) hrs.
Unit12: Have been doing / have just done/haven't done yet/ (4) hrs.
had better do


The Laboratory Content

The Lab. hours (2-3 hours weekly) throughout the semester is to be devoted to dealing with nursing texts in English to enhance students’ communicative competence particularly in the context of nursing (e.g. Practical procedures for Nurses).

10. Learning Resources:
Selective nursing texts, pictures, flashcards,
overhead projector and tapes.

11. Teaching Strategies:
Lectures, group work, acting, role playing, and debate.

12. Students' Evaluation:
1st theory Exam. 15%
2nd theory Exam. 15%
Lab. Exam. 10%
Class Activities 10%
Final Exam 50%
Total 100%

13. Reference:
• Robert O’Neill , Roy Kingsbury , and Tony Yeadon, Kernel
Lessons – Intermediate
1 Selective reading texts in nursing.


Computer Science

1. Course Title: Computer Science (1)
2. Course Number: (104)
3. Credit Hours: Total (3) credits
Theory (1) credit
Lab. (2) credits
4. Course Calendar: Total (5) hrs. weekly of (15) weeks
Theory (1) hr
Lab. (4) hrs.
5. Placement: First year / first semester
6. Instructor Information: Specialists in computer science

7. Course Description:
This course is designed to assist the first year students to acquire basic
knowledge, skills in utilizing the computer, and applications of certain
programs.

8. Course Goals:
At the end of this course the students will be able to:
1 Understand the historical perspectives of computer and its relation to nursing profession
2 Describe the characteristics & classifications of computer according to size, types & applications
3 Identify the components of computers related to hard ware & soft ware
4 Apply MS-Dos and Window programs.

9. Course outline:

The Theoretical Content
Unit 1: History of Computer (1) hr.
Unit 2: Computer concept, characteristics & classification according to size, type & applications (2) hrs.
Unit 3: Computer components (4) hrs.
1 Hard ware:
-Input unit
-Out put unit
-Storage units
-Central processing units (CP
2 Soft ware:
-System program (Dos / Window)
-Type of soft ware programs (Ward, excel& power point)
-Computer languages (Machine language, Low level language &
high level language)
Unit 4: Ms – Dos (4) hrs.
3 Definition of files, directory, disk drive & Path
4 Ms- Dos commands:
-Internal commands (Dir, CLS, Md, Cd, Rd, Del & copy)
-External commands (Edit, Print & format)
Unit 5: Windows (4) hrs.


The Laboratory Content

1 Identification of Computer components (5) hrs.
2 Identification of Computer languages (15) hrs.
3 Practicing on Ms - Dos (20) hrs.
4 Practicing on Windows (20) hrs.

10. Learning Resources:
Black & white boards, handouts, overhead projector & computers

11. Teaching/ Learning Strategies:
Lecture, small groups works, Individual laboratory work.

12. Students Evaluation:
1st theory exam. 20%
2nd theory exam. 20%
Lab. exam. 10%
Final theory exam. 40%
Final Lab. exam. 10%
-----------------------------------
Total 100%

ِِ13. References
1 O'Leary, T. &O'Leary, L., Microsoft windows, Boston, Irwin, McGraw – Hill, 1999.
2 O'Leary, T. &O'Leary, L., Computing essentials, Boston, McGraw – Hill, 2002.
3 د. نجار يحيى , نظام التسجيل ويندوز (NT4.0.) لمحطات العمل . الطبعة الاولى القاهرة ، دار الكتب العلمية للنشر والتوزيع, 1999

Nutrition

1. Course Title: Nutrition.
2. Course Number: (105)
3. Credit Hours: (2) credits
4. Course Calendar: (2) hours weekly of (15) weeks.
5. Placement: First Year/ First Semester.
6. Instructors: Prof Dr.Nadeem Younis.

7. Course Description:
The course focuses on the fundamental principles of human nutrition and applied nutrition (curative). The importance and role of good nutrition in building the human body is emphasized. The students can offer nutritional care according to the category of clients.

8. Course Goals:
After the Completion of the Course students should be able to:
1 Know the fundamental principles of human nutrition.
2 Identify the relationship between nutrition and body energy.
3 Recognize the specification and functions of different nutritional elements.
4 Understand the importance of applied nutrition (curative) as an essential part of the nursing care.
5 Assess types of nutrition according to the category of clients.
6 Assist in helping client adopt and enjoy eating the prescribed food.

9. Course Outline:
Unit 1: Overview of nutrition, Assessment of nutritional Status: (2) hrs.
1 Meaning of nutrition & nutrients.
2 Classes of nutrient.
3 Factors that influence the food intake.
4 The role of diet in healthy status.
Unit 2: Dietary references and diet- planning Guides: (2) hrs.
1 The basis for recommended dietary allowances (R.D.A).
2 The Food table (Food Consumption pattern).
Unit 3: Metabolism of nutrients and energy balance: (2) hrs.
1 How the body deals with energy in take above on below requirements.
2 Food energy value (metabolisms).
3 The body energy expenditure and energy balance.
4 Type of measures related below and their strength and weakness.
- Body mass index (BMI).
- Body Circumference measurement.
Unit 4: Carbohydrate (Sugar, starch, and Fiber): (2) hrs.
2 The chemistry of carbohydrate and fiber.
3 Digestion of the Carbohydrate.
4 Function of carbohydrate and fiber.
5 Requirements of Carbohydrate and fiber.
6 Sources of Carbohydrate and fiber.
7 Various health effect of dietary fiber.


Unit 5: Lipids, Fats, Oil, Phospholipids, and Sterols: (2) hrs.
1 Mono, di and tri glyceride Phospholipids and Sterols.
2 The Families of essential fatty aids.
3 The function of lipids and essential Fatty acids.
4 Major sources of different types of dietary lipids.
5 Requirement of lipids.
Unite 6: Protein and Amine Acids: (2) hrs.
1 Definition of protein and amino acids.
2 The function of protein.
3 Requirements of protein.
4 The protein quality.
5 Nitrogen balance and the suitable situation to be
positive or negative.
Unit 7: Vitamins: (2) hrs.
1 Water Soluble Vitamins.
2 Fat Soluble Vitamins.
3 The difference between water and Fat Soluble Vitamins.
4 The function of vitamins.
5 The function, deficiency, symptoms. Toxic effect, Sources
and stability for each vitamins.
Unit 8: Water and Minerals: (2) hrs.
1 The role of water in the body and the body daily water requirements.
2 The function of water in the body.
3 The function of trace elements.
Unit 9: The healthiest diet: (2) hrs.
1 The health advantages and potential problems of
a vegetarian diet.
2 The relation of fat, Fruit, vegetable grain, Sugar
and salt to disease.
Unit 10: Nutrition during pregnancy and lactation: (3) hrs.
1 Requirement of nutrition during pregnancy.
2 Requirement of nutrition during lactation.

Unit 11: Infant nutrition: (3) hrs.
1 Breast Feeding.
2 Bottle Feeding.
3 Weaning time.
Unit 12: Nutrition during Aging: (2) hrs.
Unit 13: The Concept of Weastern diseases: (4) hrs.
1 Cardio Vascular disease.
2 Diabetes mellitus.
3 Obesity.
4 Cancer.
5 The role of diets in the Causation and Control
diabetes mainly type -2- .
6 The relationship between dietary Fat, blood
cholesterol and the risk CHD.
7 The role of dietary fiber, Fruit vegetable, Grams,
alcohol in CHD.
8 The role of fat, Sugar, fiber and Exercise in the
causation and prevention of obesity.
9 The possible role of fat in the Colon and breast cancer,
and the role of dietary fiber in cancer of colon.

Unit 14: Malnutrition: (2) hrs.
1 Concept of Malnutrition.
2 The role of protein (essential amino acid) in prevention of malnutrition.
3 Methods used to prevent Malnutrition.

10. Learning Resources:
The board, overhead projector, handouts.

11. Teaching/ Learning Strategies:
Lecture, group discussion, writing reports.


12. Students Evaluation:
1st theory Exam. 20%
2nd theory Exam. 20%
Report 10%
Final theory Exam. 50%
------------------------------------------
Total 100%

13. References:
1 Grodner, Anders on. De young, Foundations and Clinical Application of Nutrition A Nursing Approach, second Edition, Mosby, 2000.
2 Grodner, Michele et.al, Foundations and Clinical Applications of Nutrition A Nursing Approach, St. Lweis, Mosby Inc,2004
3 Williams, Sue Rodwel and Eleanor D. Schlenker, Essentials of Nutrition and Diet Therapy, 8th ed., London, Mosby Inc., 2003.

 

First year – Semester II
Course No Title T L C Total
Foundations of Nsg Practice 3 3
Anatomy and Physiology(1) 3 1 4
Human Growth and Development 2 - 2 4
English (2) 2 1 - 3
Computer Science (2) 1 1 2
16


Foundation of Nursing Practice

1. Course Title: Foundation of Nursing Practice
2. Course Number: (106)
3. Credit Hours: Total (3) credits.
4. Course Calendar: Total (3) hours weekly for (15) weeks.
5. Placement: First year / Second semester.
6. Instructors: Staff of Fundamental of Nursing Unit.

7. Course Description:
This course explores the major concepts and related theories underlining the nursing profession. It enables students to identify nursing as a scientific knowledge bases and skillful practice that are used to help individuals, families and society with maintaining and improving their health. Critical thinking, holistic care, and case based learning will be emphasized.

8. Course Goals:
At the end of the course the student will be able to:
1 Realize the health concept as it relates to the whole person.
2 Identify the importance of self awareness to nurses.
3 Use the critical thinking in assessing personal strengths and weakness.
4 Utilize the nursing process as a Frame work in providing nursing care for client with selected alterations in functional health patterns.
5 Discuss the significant of the nursing process for nursing practice
6 Describe the principles underlying effective recording & reporting / documenting of nursing interventions.
7 Discuss the principles of effective documentation.
8 Describe the importance of theory in nursing.
9 Understand the process of communication and factors that influencing it.
10 Utilize therapeutic communication.
11 Apply the principles of adult education in teaching clients.

9. Course Outline:
Unit 1: Holistic care (4) hrs.
1 Definition of terms
2 Interrelated concept of health
3 Providing quality care
4 Self care as prerequisite to client care
Unit 2: Critical Thinking (4) hrs.
1 Introduction and definitions
2 Skills of critical thinking
3 Standards for critical thinking
4 Rationales and problem solving
5 Traits of a disciplined thinker
Unit 3: Communication (6) hrs.
1 Elements of communication
2 Process of communication
3 Method of communication
4 Factors influence communication
5 Nurse – client communication
6 Communication with health care team
7 Therapeutic communication
8 Phases of therapeutic communication
Unit 4: Nursing Process (9) hrs.
1 Historical perspective
2 Characteristics of nursing practices
3 Components of the nursing process
4 Purposes of nursing process
5 Assessment (data collection, component of data base, data validation).
6 Nursing diagnosis ( data analysis, synthesis, nursing diagnosis, validation )
7 Planning and expected outcome
8 Implementation ( types, selecting nurse action , factors , steps )
9 Evaluation
Unit 5: Theories and models of nursing practice. (6) hrs.
1 Definitions of theory, concept, model, proposition
2 Basic concepts related to nursing theories ( person , health , environment , nursing )
3 Characteristics of theories.
4 Needs of theories
5 History and evolution of nursing theory.
6 Types of theory
7 Relationship of theory to practice and research.
8 Relationship of theory to nursing process.
Unit 6: Documentation: (6) hrs.
1 Definition of terms.
2 Purpose of effective documentation.
3 Principles of effective documentation.
4 Elements of effectives of documentation.
5 Method of documentation:
-Trends in documentation.
-Reporting.
Unit 7: Client teaching: (6) hrs.
1 The teaching – Learning process ( formal teaching, informal teaching, learning domain, earning principle, learning style )
2 Barriers to the teaching – learning process.
3 Teaching methods.
4 Teaching – learning & nursing process.

10. Learning Resources:
Black board, Overhead projector, Posters, and Handouts.

11. Teaching/Learning Strategies:
Lecture, Demonstration, Group discussion, Role Playing and case based learning.

12. Students Evaluation:

1st theory exam. 15%
2nd theory exam. 15%
Class activities 20%
Final exam 50%
______________________________
Total 100%

13. References
1 Kozier , B., Erb ,G., Berman A., Fundamentals of nursing : ,Concepts , Process and Practices , 6th ed., New York , prentice hall health , 2000.
2 Kozier , B., Erb ,G.,Berman A., Fundamentals of Nursing : ,Concepts , Process and Practices , 7th ed., New York, prentice hall health , 2004.
3 Leahy, j. kizilay, p., Foundations of Nursing Practice; Nursing Process Approach, New York, W.B. Saunders com. 1998.
4 White, L., Foundations of Nursing: Caring the Whole Person, New York, Thomson Learning, 2001.
5 Articles related to the different topics from nursing journals


Anatomy and Physiology

1. Course title: Anatomy and Physiology (I)
2. Course Number: (107)
3. Credits Hours: Total of (4) credits:
Theory (3) credits
Lab. (1) credit
4. Course Calendar: Total (5) hours weekly of (15) weeks:
Theory (3) hrs.
Lab. (2) hrs.
5. Placement: First year / Second course
6. Instructors: Dr. Asaad Ismail Ahmed, Ph.D., Mineral Metabolic
Physiology and other staff of physiology.

7. Course Description:
This course is designed to provide the nursing students with basic theoretical and laboratory knowledge about different human provides information about the mutual interaction between cells, tissues, and organs of these systems in performing their functions and maintaining the internal environment in a stable condition.

8. Course Goals:
At the end of the course the student will be able to:
1 Recognize the structures and functions of the body (cells, tissues, organs and systems)
2 Know the mechanism of the normal body functions.
3 Understand the relation between structures and functions of the different parts of the body.
4 Identify in the practice, the anatomical feature of the different parts of the body.

8. Course Outline:
The Theoretical Content

Unit 1: Introduction of Human Body (4) hrs.
1 Definition of the anatomy and physiology and their interrelated.
2 The tissue cells.
3 Elementary tissue of the body.

Unit 2: Cell Structure and Function (6) hrs.
1 Plasma membrane.
2 Organization of cellular compartments.
3 Function of plasma membrane.
Unit 3: Fluids and Electrolytes (4) hrs.
1 Essential element of the body.
2 Fluid comparative and fluid composition.
3 Disorders of fluid and electrolytes.
Unit 4: Digestive System (8) hrs.
1 Anatomy of digestive system.
2 Physiology of digestive system.
3 Integration of digestive system with other systems.
4 Function disorders of digestive system
Unit 5: Respiration System (8) hrs.
1 Structure of respiration system.
2 Ventilation, gas exchange and transport.
3 Lung volume and capacity.
4 Control of respiration.
5 Blood gases and acid-base balance.
6 Integration of respiration system with other systems.
7 Functional disorders of respiration system.
Unit 6: Muscle and Nerves (10) hrs.
1 Structures and function of muscle.
2 Structures and function of central nervous system.
3 Structures and function of peripheral nervous system.
4 Cerebrospinal fluid.
5 Synapse and neuromuscular junction.
6 Functional disorders.
Unit 7: Physiology of Stress and Adaptation. (5) hrs.
2 Homeostasis and stress.
3 General adaptation syndrome.
4 Local adaptation syndrome.
5 Hormonal imbalance during stress.

The Laboratory Content

Unit 1: Terms used in anatomy and physiology (2) hrs.
Unit 2: Surface anatomy (2) hrs.
Unit 3: Anatomy of musculoskeletal system and joints (18) hrs.
1 Upper limb.
2 Lower limb.
3 Vertebral column and pelvic griddle.
4 Joints.
5 Skull and thoracic cage.
Unit 4: Principal blood vessel (2) hrs.
Unit 5: Principal lymph organ (2) hrs.
Unit 6: Anatomy of thoracic cavity (2) hr.
Unit 7: Anatomy of abdominal cavity (2) hrs.


9. Learning resources:
Overhead projector, posters, and samples.

10. Teaching/ Learning strategies:
Lecture and discussion, demonstration and laboratory practice.

11. Students Evaluation:
1 1st theory exam. 18 %
2 2nd theory exam. 17 %
3 Lab. activities 15 %
4 Final theory exam. 35 %
5 Final Lab exam. 15 %
-------------------------------------------------
Total 100 %

10. References.
1 Gosling, J.A., et.al., Human Anatomy Color Atlas and Text, 4th ed., New York, Mosby Inc, 2002.
2 Martin, F.H., Fundamental of Anatomy and Physiology, 5th ed., New Jersey, Prentice Hall, 2001.
3 Martini, Frederic H., et.al, Martini’s Atlas of Human Body, New York, Benjamin Cummings, 2002.
4 Martini, Frederic H. and Kathleen Welch, To Accompany Fundamental of Anatomy and Physiology, 6th ed., New York, Benjamin Cummings, 2004.
5 Martini, Frederic H., et.al, Fundamentals of Anatomy and Physiology, 6th ed., San Francisco, Flarson, Benjamin Cummings, 2004.
6 Pearce, E.C. Anatomy and Physiology of Nurse’s, 16th ed., Jaypee Brothers, 1997.
7 Vander, A., et.al., Human Physiology. 7th ed., Boston, WCB McGraw-Hill, 1998.
8 Winwood, R.S. and Smith, J.L, Anatomy and Physiology for
Nurses, London, Edward Arnold, 1985.

 

 

Human Growth and Development

1. Course Title: Human Growth and Development
2. Course Number: (108)
3. Credit Hours: Total 0f (4) credits
Theory (2) credits
Lab. (2) credits
4. Course Calendar: Total (6) hours weekly of (15) weeks
Theory (2) hrs.
Lab. (4) hrs.
5. Placement: First year /Second semester
6. Instructors: Staff of Pediatric Nursing Unit

7. Course Description:
This course will provide the students with basic knowledge related to human growth & development. It deepens their understanding about the human characteristics, needs, & their normal growth and developmental problems during different stages of human life.

8. Course Goals:
At the completion of this course the students will be able to:
1 Define the concepts of growth, development, and maturation, and differentiate them.
2 Understand psychosocial theories related to human growth and development.
3 Identify the patterns of growth and development.
4 State the principles of child development with examples to show the understanding of the principles.
5 Describe the physical, social, emotional, spiritual and mental development that take place during different stages of the human beings life.
6 Measure and records a particular weight, height, head circumference on a growth chart, In addition to use of Denver development screening test.
7 Explain the stages of growth and development throughout the human being life cycle.
8 Identify developmental problems the Individual face during different stages of growth and development.
9 Discuss the role of the peer group, play, school and friends on the socialization of early and middle childhood and adolescence periods.
10 Utilize the knowledge gained from the study of human growth and development in nursing care of individuals.

9. Course Outline
The Theoretical Content

Unit 1: Foundations of growth and development: (4) hrs.
1 Definition of growth, development, and maturation.
2 Patterns of growth and development.
3 Stages of growth and development.
4 Prenatal period (embryonic stage).
5 Infancy period:
-Neonatal.
-Infant.
1 Earls childhood period:
-Toddler.
-Preschool.
2 Middle child hood (school age) period.
3 Adolescence period.
4 Adulthood period.
5 Elderly period.
6 Influences on growth and development:t
-Hereditary factors.
-Genetic potentials.
-Environmental factors.
-Socioeconomic.
-Nutrition.
-Exposure to teratogens.
-Endocrine functioning.
-Infectious diseases and accidents.
Unit 2: growth and development measurement: (2) hrs.
1 Growth chart (growth monitoring).
2 Measurement techniques.
3 Denver development screening test (DDST).
4 Measurement of height, weight, head circumference,
chest circumference, thickness of skin fold, body
mass index, arm circumference.
Unit 3: Developmental theories: (3) hrs.
1 Theoretic Foundations of personality development:
-Psycho sexual development theory (Freud’s
theory).
-Psychosocial development theory (Erickson’s
theory).
2 Theoretic Foundations of mental development:
-Cognitive development theory (Piaget’s theory).
-Moral development theory (Kohlbers theory).
-Separation- Individuation theory (Mahler’s
theory).
Unit 4: Development implications of: (1) hr.
3 Genetic codes.
4 Fetal growth and development (Development from conception to birth):
-Zygote to newborn.
-The germinal period.
-The period of embryo.
-The period of fetus.
Unit 5: Infancy period (4) hrs.
1 Newborn:
-Appearance.
-Apgar score.
-Physical characteristics of newborn baby.
-Critical period.
-Birth problems and later handicapped.
-Sensory development.
-Central nervous system.
2 The infant (infancy period):
-Physical characteristics.
-Cognitive development.
-Psychosocial development.
-Common infant needs.
-Development problems.
-Accidents and injuries.
Unit 6: Early childhood Period (5) hrs.
3 Toddler and preschool Development:
-Biophysical development.
-Psychosocial development.
-Moral development.
-Cognitive and Language development.
-Social and emotional development.
4 Toddler and preschooler needs.
5 Toddler and preschooler developmental problems.
6 Promoting healthy development and growth:
-Toddler nutrition.
-Preschooler nutrition.
-Immunization.
-Communication.
Unit 7: Middle childhood and latency period (the school age) (4) hrs.
1 Biophysical development.
2 Psychosocial development.
3 Moral and spiritual development.
4 Cognitive development.
5 School age need.
6 Developmental problems during school age.
Unit 8: Adolescence period (4) hrs.
2 Biophysical development.
3 Cognitive and psychosexual development.
4 Moral and spiritual development.
5 Common needs during adolescence period.
6 Communication.

Unit 9: Adulthood (3) hrs.
2 young adulthood, Middle adulthood:
-Biophysical and cognitive development.
-Normal age – related changes and health
Promotion.
-Psychosocial development of the young adult.
-Physical health problems during adulthood.
3 Older adulthood:
-Normal age –related changes and health
Promotion.
-Physical aspects of aging.
-Physical social aspects of aging.
-Physical health problems in older population.
-Cognitive and Psychosocial development.
-Retirement.


The Clinical Content

4 Well baby clinic (20) hrs.
5 Nursery school (8) hrs.
6 Kindergarten (8) hrs.
7 Schools (8) hrs.
8 Nursing homes (8) hrs.
9 Visit of the nutritional research institute (8) hrs.

10. Learning Resources:
Scale, tape measurement, calibers, growth chart, Denver Development screening test (chart), raisin, ball, different Animals’ pictures.

11. Teaching / Learning Strategies:
Lectures, discussions, role playing, field trips.

12. Students Evaluation:
1st theory exam. 20%
2nd theory exam. 20%
Project 5%
Class activities 5%
Final theory exam. 35%
Final clinical exam, 15%

Total 100%

 

13. References
1 Hill, palty and Humphrey Patricia, Human Growth and Richard Fabes and Carol Lynn Martin, Exploring Child Development, 2nd ed., Person custom publishing, 2003.
2 Schuster, Clara and Ashburn Shirley, the Process of Human Development, a Holistic Life Span Approach, Boston, Little Brown and company, 1986.
3 Wong Donna L., et.al, Wong`s Essentials of Pediatric Nursing, 6th ed., New York. Mosby, 2001.
4 Smeltzer, Suzanne C., et.al, Textbook of Medical Surgical Nursing, 10th ed., 2004.
5 Feldman, Robert S., Development Across the life Span 3rd ed.,
New Jersey, Pearson Upper Saddle River, 2005.


English

Course Title: English (2)
Course Number: (109)
Credit Hours: Total (3) credits:
Theory (2) credits.
Lab. (1) credit.
Course Calendar: Total of (4) hours weekly of (15) weeks:
Theory (2) hrs.
Lab. (2) hrs.
Placement: first year / first semester.
Instructors: English language specialists

Course Description:
The course is designed to provide nursing students with the basic English language skills and enhance students’ communicative competence particularly in the context of nursing. It consists of (13) units, each one of them deals with a specific structure.

Course Goals:
Upon the end of this course, the students will be able to:
4 Develop mastery of English basic structures and grammatical relations.
5 Practice the achieved linguistic knowledge communicatively.
6 Develop communicative ability (oral and written) especially in nursing-related topics.

Course Outline:

The theoretical Content

Unit 1: Past continuous and past simple (2) hrs.
Unit 2: Simple future used in requests, offers, (2) hrs.
and of 'must' and 'can'
Unit 3: Present perfect+ 'just' preview of contrast (2) hrs.
with simple past
Unit 4: Present perfect and past simple (2) hrs.
Unit 5: Frequent ground constructions
Unit 6: Future simple with 'if' or 'when' and present (3) hrs.
simple clause

Unit7: Common patterns with verb + him/her/etc. (3) hrs.
+ infinitive with/without 'to'
Unit 8: Future in the past (2) hrs.
Unit 9: Past perfect (2) hrs.
Unit 10: Conditional sentences (2) hrs.
Unit 11: Passive voice in present perfect and past (2) hrs.
Unit 12: Reported speech (3) hrs.
Unit 13: Past conditional (3) hrs.

The Laboratory Content

The Lab. hours (2-3 hours weekly) throughout the semester is to be devoted to dealing with nursing texts in English to enhance students’ communicative competence particularly in the context of nursing.

Learning Resources:
Selective nursing texts, pictures, flashcards, overhead projector and tapes.

Teaching Strategies:
Lectures, group work, acting, role playing, and debate.

Students' Evaluation:
1st Exam. 15
2nd Exam. 15
Lab. Exam. 10
Class Activities 10
Final Exam 50
---------------------------
Total 100

Reference:
1 Robert O’Neill , Roy Kingsbury , and Tony Yeadon, Kernel
Lessons – Intermediate
2 Selective reading texts in nursing.

Computer Science

1. Course Title: Computer Science (2)
2. Course Number: (110)
3. Credit Hours: Total (2) credits
Theory (1) credits
Lab. (1) credits
4. Course Calendar: Total (3) hours weekly of (15) weeks
Theory (1) hr.
Lab. (2) hrs.
5. Placement: First year / second semester
6. Instructors: Specialties in computer science

7. Course Descriptive:
This course is focused on providing knowledge related to computer science and application of soft ware programs and internet services. It is emphasized on utilizing computer in various areas of nursing profession such. as nursing practices, nursing administration, nursing education & nursing research

8. Course Goals:
At the end of this course the students will be able to:
1 Gain knowledge related to soft ware programs
2 Apply certain soft ware programs (ward, excel & power point)
3 Understand the internet services
4 Utilize internet services.
5 Demonstrate certain nursing application related to computer

9. Course Outline:

The Theoretical Content

Unit 1: Microsoft programs (10) hrs.
1 MS Word
2 MS Excel
3 MS PowerPoint
Unit 2: Internet: (2) hrs.
1 Definition
2 TCP / IP ( Transmit control protocol / Internet
protocol)
3 Resources available for joining internet
4 Internet services:
- Browsing information (WWW)
- Electronic mail (E- mail)
- Argument & discussion groups (Chatting,
New groups)

-Interchange & transfer files services (Tel net,
File transfer protocol (FTP)
1 Shopping

Unit 3: Nursing Applications: (3) hrs.
• Administrative applications
• Community health applications
• Nursing practice application
• Intensive care unit/emergency room & operating room applications.
• Research applications
• Educational applications

The Laboratory content

1 Microsoft word (8) hrs.
2 Microsoft excel (8) hrs.
3 Microsoft power point (4) hrs.
4 Internet (4) hrs.
5 Electronic mail (E- mail) (2) hrs.
6 Nursing applications (4) hrs.

10. Learning Resources:
Black & white boards, handouts, overhead projector, computers and internet.

11. Teaching / Learning Strategies:
Lecture, small groups work, project, and individual
laboratory work.

12. Students Evaluation:
1st theory exam. 20%
2nd theory exam. 20%
Lab. exam. 10%
Final theory exam. 40%
Final Lab. exam. 10%
-------------------------------------
Total 100%

ِِ13. References
2 O'Leary, T. &O'Leary, L., Microsoft windows, Boston, Irwin, McGraw – Hill, 1999.
3 O'Leary, T. &O'Leary, L., Computing essentials, Boston, McGraw – Hill, 2002.
4 Zieistorff, R., Computers in Nursing. Wake held Massachusetts, 1980.

7 د. نجار يحيى , نظام التسجيل ويندوز (NT4.0.) لمحطات العمل . الطبعة الاولى القاهرة ، دار الكتب العلمية للنشر والتوزيع, 1999

Second year – Semester I
Course No Title T L C Total
201 Health Assessment 2 2 4
Anatomy & Physiology(2) 3 1 4
Fundamental of Nsg 1 2 1 2 5
Microbiology 2 1 - 3
16


Health Assessment

1. Course Title: Health Assessment
2. Course Number: (201)
3. Credit Hours: Total of (4) Credits:
Theory (2) Credits
Lab. (2) Credits
4. Course Calendar: Total (6) hours weekly of (15) weeks:
Theory (2) hrs.
Lab. (4) hrs.
5. Placement: Second year/ First semester
6. Instructors: Specialists in nursing

7. Course Description:
This course is designed to assist the students to focus on the client’s holistic assessment that emphasize on physical status as well as psychosocial and cultural aspects. In addition, the course provides the theoretical basis for assessing human level of wellness, personal strengths and physiological alteration through using interview data, nursing observation, results of diagnostic studies and physical examination data.

8. Course Goals:
At the end of this course the students will be able to:
1 Describe the components of the heath history
2 Apply interviewing skills and techniques to conduct a successful interview.
3 Evaluate the persons' general health status.
4 Utilize various tools and techniques to measure and collect information (interview, observing, listening, physical examination, reviewing records and reviewing results of diagnostic test.
5 Explain the sequence of systematic approach of physical examination of body system.
6 Demonstrate the basic techniques of physical examination.
7 Describe the physical examination techniques of inspection, palpation, percussion, and auscultation
8 Identify common instruments used during physical examination.
9. Course Outline:

The Theoretical Content

Unit 1: Introductory Overview to Health Assessment: (4) hrs.
• Collecting data.
• Assessment, interview and health history.
• Functional health patterns.
• Heath perception and health management.
• Nutrition and metabolism.
• Elimination.
• Activity and exercise.
• Cognitive and perception.
• Sleep and rest.
• Self perception and self-conception.
• Roles and relationship.
• Sexuality and reproduction.
• Coping and stress tolerance.
• Value and beliefs.
Unit 2: Physical Examination Techniques: (2) hrs.
1 Inspection.
2 Palpation.
3 Percussion.
4 Auscultation.
Unit 3: Head- to- Toe Physical Examination Guidelines: (24) hrs.
1 Observation and recording.
2 Using the physical techniques.
3 Procedures of examination from head-to- toe:
- General appearance.
- Skin, hair and nail.
- Face (eyes, mouth, nose, ears) and neck.
- Lymph nodes and thyroid gland.
- Upper extremities.
- Muscular skeletal.
- Anterior chest (lungs, heart) and breast.
- Posterior chest (lungs) & vertebrae
- Abdomen.
- Lower extremities.
- Central nervous system and cranial nerve
- Genital area

The Laboratory Content

1 Collecting data through interview. (6) hrs.
2 Demonstration of Physical examination. (7) hrs.
3 Demonstration & re-demonstration of (40) hrs.
Physical examination of each system.
1 Video CD Films. (7) hrs.


10. Learning Resources:
Video CD and video cassette, stethoscope, sphygmomanometer, oto-scope, ophthalmoscope, pen light, tape measurement, scale, tongue depressors, tunning fork, snillen chart, hammer, paper tissues, cotton balls, thermometer,
white board, handouts & overhead projector.

11. Teaching / Learning Strategies:
Lecture, group discussion, spots, demonstration & small lab. groups,

11. Students Evaluation:

1st theory exam. 15%
2nd theory exam. 15%
Lab. exam. 20%
Final theory exam. 20%
Final lab exam. 30%
Total 100%

 

13. References:
1 Fuller Jill & Schaller- Ayers Jennifer, Health Assessment: A Nursing Approach, 2nd ed., Philadelphia, J.B. Lippincott company, 1994.
2 Springhouse, New Photo Book Assessing Patients, Springhouse Corporation, 1996.
3 Smeltzer, S. C., et.al, Textbook of Medical Surgical Nursing, 10th ed, Philadelphia, Lippincott William and William and Wilkins, 2004.
4 Weber Jnet and Jane Kelley, Health Assessment in Nursing, 2nd ed., Philadelphia, Lippincott William & Wilkins, 2003.



Anatomy and Physiology

1. Course title: Anatomy and Physiology (2)
2. Course Number: (202)
3. Credits Hours: Total (4) credits:
Theory (3) credits
Lab. (1) credits
4. Course Calendar: Total (5) hours weekly of 15 week:
Theory (3) hrs.
Lab. (2) hrs.
5. Placement: Second year / First semester
6. Instructors: Asaad Ismail Ahmed, Ph.D., Mineral Metabolic
Physiology and other staff of physiology.

7. Course Description:
This course is designed to provide the nursing students with basic theoretical and laboratory knowledge about different human systems, their locations in the human body, and their functions. It also provides information about the mutual interaction between cells, tissues, and organs of these systems in performing their functions and maintaining the internal environment in a stable condition.

8. Course Goals:
At the end of the course the student will be able to:
5 Recognize the structures and functions of the body (cells, tissues, organs and systems).
6 Know the mechanism of the normal body functions.
7 Understand the relation between structures and functions of the different parts of the body.
8 Practice different diagnostic tests.

9. Course Outline:

The Theoretical Content

Unit 1: Blood: (8) hrs.
1 Blood cells; morphology and functions.
2 Regulation of blood cells production.
3 Plasma; constitution and functions.
4 Blood clotting and anticlotting system.
5 Functional disorder of blood.
Unit 2: Heart and Circulation: (8) hrs.
1 Structure of the heart, vascular and lymphatic systems.
2 Cardiac cycle and heart sounds.
3 Heart beats and electrocardiogram.
4 Cardiovascular regulation mechanism.
5 Functional disorders of heart and circulation.
Unit 3: Endocrine Glands: (8) hrs.
1 Chemical messengers.
2 Structure and functions of hypothalamus.
3 Structure and functions of pituitary gland.
4 Structure and functions of thyroid and parathyroid glands.
5 Structure and functions of adrenal gland and thymus.
6 Functional disorders.
Unit 4: Reproductive System: (8) hrs.
1 General terminology and concepts.
2 Anatomy of male and female reproductive systems.
3 Hormones control of male and female reproductive systems.
4 Pregnancy.
5 Parturition and lactation.
6 Functional disorders.
Unit 5: Urinary System: (6) hrs.
1 Anatomy of urinary system.
2 Renal function.
3 Renal circulation.
4 Micturition.
5 Renal function tests.
6 Effect of disordered renal functions.
Unit 6: Sensory System and Reflexes (7) hrs.
1 Somatic sensation.
2 Vision.
3 Hearing.
4 Smell.
5 Reflexes as component of control system.
6 Functional disorders.

The Laboratory Content

Unit 1: Blood tests: (12) hrs.
1 Red cell count.
2 Hemoglobin concentration.
3 Hemotocrite.
4 Mean corpuscular volume.
5 Mean corpuscular hemoglobin concentration.
6 White cell count.
7 Differential count.
8 Platelet count.
9 Blood group test.
10 Clotting time.
Unit 2: Measuring blood pressure. (2) hrs.
Unit 3: Measuring body temperature (2) hrs.
Unit 4: Urine analysis (2) hrs.
Unit 5: Measuring renal clearance (2) hrs.
Unit 6: Study ECG (2) hrs.
Unit 7: Measuring body mass index (2) hrs.
Unit 8: Blood tests (enzymes, glucose, & lipid profile) (2) hrs.
Unit 9: Measuring lung volume and lung capacity (2) hrs.

Unit 10: Note in x-ray, computerized tomography (CT)
and magnetic- resonant image (MRI) (2) hrs.

10. Learning Resources:
Board, Overhead Projector, Posters and Laboratory Equipments.

11. Teaching/ Learning Strategies:
Lecture, group discussions, Demonstrations and Laboratory work.

12. Students Evaluation:
1st theory exam. 18 %
2nd theory exam. 17 %
Lab activity and exam. 15 %
Final theory exam. 35 %
Final lab exam. 15 %
----------------------------------------
Total 100 %

13: References:
1 Gosling, J.A., et.al., Human Anatomy Color Atlas and Text, 4th
ed., New York, Mosby Inc, 2002.
2 Martin, F.H., Ober, W., Garrison, C.W., Welch, K. and
Hutching, R.T., Fundamental of Anatomy and Physiology, 5th ed., New York, Prentice Hall. 2001
3 Martini, Frederic H., et.al, Martini’s Atlas of Human Body,
New York, Benjamin Cummings, 2002.
4 Martini, Frederic H. and Kathleen Welch, To Accompany
Fundamental of Anatomy and Physiology, 6th ed., New York,
Benjamin Cummings, 2004.
5 Martini, Frederic H., et.al, Fundamentals of Anatomy and
Physiology, 6th ed., San Francisco, Flarson, Benjamin Cummings, 2004.
6 Pearce, E.C., Anatomy and physiology of Nurse’s, 16th ed.,
Jaypee Brothers, 1997.
7 Vander, A., Sherman, J. and Luciano, D., Human Physiology,
7th ed., WCB McGraw-Hill, 1998.
8 Winwood, R.S. and Smith, J.L., Anatomy and Physiology for
Nurses, Edward Arnold, 1985.

Fundamentals of Nursing (1)

1. Course Title: Fundamentals of Nursing (1)
2. Course Number: (203)
3. Credit Hours: Total of (5) credits;
Theory (2) credits
Lab. (1) credits
Clinical (2) credits
4. Course Calendar: Total (10) hrs. weekly of (15) weeks:
Theory (2) hrs.
Lab. (2) hrs.
Clinical (6) hrs
5. Placement: Second year / first semester
6. Instructors: Staff of Fundamental of Nursing Unit.

7. Course Description:
This course serves as a base for other nursing courses. It is designed to provide the nursing students with the basic nursing concepts and principles needed for practicing nursing. The course emphasizes on the nature of the client’s needs and interventions required for utilizing the patterns of functional health. This course also provides laboratory and clinical guided. experiences which helps the nursing student in integrating the basic nursing concepts into practice. It also enables her/him in performing the nursing activities safely.

8. Course Goals:
Upon Completion of this course the student will be able to:
1 Discuss concepts related to functional health patterns and their utilization in providing nursing care for client.
2 Realize the nursing process as a frame work for providing nursing care for a client with selected alterations in function health patterns.
3 Recognize the principle underlying all nursing intervention procedures related to providing care to client in adult nursing care.
4 Recognize the principles of infection prevention in clinical area.
5 Develop an awareness concerning the importance of health promotion for the adult nursing care.
6 Apply a systematic approach of analyzing the patients problems
7 Utilize systematic approach in assessing the client health status
8 Perform basic nursing skills related to various client conditions.
9 Provide a safe & therapeutic environment for client care.
10 Utilize principles of medical / surgical asepsis & universal precautions in client care.
11 Utilize principles of body mechanics in positioning, transferring & ambulating the client.
12 Prepare & administer medications safely.
13 Demonstrate the use of principles accurately in reporting & recording nursing action, intervention, and clients’ response.

9. Course Outline:

The Theoretical Content

Unit 1: Nursing Process: (4) hrs.
1 Definition of nursing process.
2 Characteristics of nursing process.
3 Steps of the nursing process:
-Assessment:
Assessing, collecting, organizing, validating,
and documenting data.
-Diagnosis:
NANDA N nursing diagnosis.
The diagnoses process.
-Planning:
Type of planning.
Developing nursing care plan.
The planning process.
-Implementing and evaluating:
Implementing.
Evaluating.
Unit 2: Admission, discharge, transfer and referrals (6) hrs.
• The admission process:
- The admitting department.
- Nursing admission activities.
- Initial nursing plan for care.
- Common responses to admission.
• The discharge process:
- Providing discharge instructions.
- Discharging a client.
- Writing a discharge summary.
- Terminal cleaning.
• Transfer:
- Client Transfer.
- Transfer activity.
- Extended care facilities.

• Referral:
- Client referral.
- Home health care.
Unit 3: Vital signs: (6) hrs.
• Body temperature:
- Regulation of body temperature.
- Factors affecting body temperature.
- Alteration in body temperature (pyrexia, hypothermia).
- Assessing body temperature.
- Type of thermometers, temperature scale.
• Pulse:
- Factors affecting the pulse.
- Pulse sites.
- Assessing the pulse.
• Respiration:
- Mechanics and regulation of breathing.
- Assessing respiration.
- Factors affecting respirations.
• Blood Pressure:
- Determinates of blood pressure.
- Factors affecting blood pressure.
- Hypertension, hypotension.
- Assessing blood pressure.
1 Oxygen saturation.
2 Factors affecting oxygen saturation.
3 Documenting vital signs.
4 Nursing implementation.
Unit 4: Asepsis: (4) hrs.
1 Type of microorganism causing infection.
2 Types of infection.
3 Nosocomial infection.
4 Chain of infection.
5 Body defenses against infection.
6 Factors increasing susceptibility to infection.
7 Infection control for health care workers.
8 Role of the infection control nurse.
Unit 5: Safety and Activity: (2) hrs.
1 Body mechanics.
2 Maintaining good posture.
3 Protective devices.
4 Nursing implication.
5 Therapeutic exercise.
6 Exercise prescriptions.
7 Types of exercise.
Unit 6: Hygiene: (4) hrs.
1 The Integumentary system.
2 Skin, mucous membranes, hair , nails, teeth.
3 Hygiene practices.
4 Bathing, Shaving, Oral hygiene, Hair care,
Nails care, Visual and Hearing devise.
5 Nursing implications.
Unit 7: Medication Administration: (4) hrs.
1 Drug standard.
2 Legal asepsis of drug administration.
3 Effect and action of drugs.
4 Routes of administration.
5 System of measurement.
6 Medication orders:
- Oral medication.
- Applying the five right.
- Calculating dosages.
- Topical medication.
- Documentation.
- Parenteral medication
- Parenteral administration equipment
- Modified safety injection equipment
- Combining medication in one syringe
- Reducing in section discomfort
- Injection routes.
- Intravenous medication
- Continuous administration
- Intermittent administration
- Central venous catheter
- Medication administering using a cvc

The Laboratory Content

Unit 1: Skill of Admission, Discharge, Transfer & Referrals): (2) hrs.
1 Admitting a client.
2 Discharging a client.
3 Transferring a client.
4 Referrals of a client.
Unit 2: Skills of Vital signs: (8) hrs.
• Assessing body Temperature.
• Assessing peripheral pulse.
• Assessing apical pulse.
• Assessing apical – redial pulse.
• Assessing respiration.
• Assessing blood pressure.
• Measuring oxygen saturation.
Unit 3: Skills of asepsis: (4) hrs.
1 Hand washing.
2 Removing personal protective equipment.
3 Establishing and maintaining a sterile filed.
4 Donning and removing sterile glove.
5 Donning a sterile gown and gloves. .
Unit 4: Skills of Safety & Activity: (6) hrs.
1 Moving a client up in bed .
2 Turning a client to lateral or prone position in bed.
3 Assisting the client to sit on the side of the bed.
4 Transferring between bed and chair.
5 Transferring between bed and stretcher.
6 Assisting the client to ambulate.
Unit 5: Skills of Hygiene: (2) hrs.
1 Providing a tub bath or shower.
2 Brushing and flossing the teeth.
3 Giving abed bath.
4 Giving oral care to unconscious clients.
5 Shampooing hair.
6 Foot care.
Unit 6: Skills of Medication Administration: (8) hrs.
1 Administering oral medication.
2 Administering medication through an eternal tube.
3 Instilling eye medication.
4 Administering nasal medication.
5 Preparing medication from ampoule vials.
6 Preparing intra dermal injection.
7 Preparing subcutaneous injection.
8 Preparing intramuscular injection.
9 Adding intravenous medication by continues infusion.
10 Maxing medication using on syringe.


The Clinical Content

1 Orientation to the clinical area. (2) hrs.
2 Collect data from at least (2) patient. (2) hrs.
3 Perform admission, transfer and discharge procedures
under supervision. (8) hrs.

1 Perform vital signs procedures under supervision (18) hrs.
in the general medical and surgical wards.
2 Perform moving the patients in the general (12) hrs.
medical and surgical wards:
- Moving helpless patient up in bed.
- Raising shoulders of the semi helpless patient.
- Helping the patient move to the side of the bed.
- Helping the patient turn on his side.
- Assisting the patient to work.
1 Apply personal hygiene in the general medical and
surgical wards. (12) hrs.
- Hair care.
- Oral hygiene.
- Bed bath.
- Back massage.
2 Administer medication in the wards & outpatient unit. (18) hrs.
- Oral medication.
- IV injection.
- IM injection.
- SC injection.
- ID injection.
3 Apply dressing procedure under supervision in the wards
and outpatient unit. (18) hrs.

10. Learning Resources:
Black board, Overhead, Posters, Handouts, Films, and CD’s, laboratory sites and teaching hospitals.

11. Teaching / Learning Strategies:
Lecture, Small Groups, Case based learning, Role Playing Demonstration, Self Training and Clinical training.

12. Students Evaluation:
1st theory exam. 10%
2nd theory exam. 10%
1st lab. exam. 10%
2nd lab. exam. 10%
1st practical exam. 10%
2nd practical exam. 10%
Final theory exam. 20%
Final lab. exam. 10%
Final practical exam. 10%

Total 100%

13. References:

1 Kozier B, Erb, G, Berman A, et al. Fundamentals of Nursing, 7th Ed, New York, Pearson Education, 2004.
2 Kozier B, Erb, G, Berman A, etal. Fundamentals of Nursing, 6th Ed, New York, Pearson Education, 2000.
3 Timby B., Fundamental Nursing Skill & Concepts, Philadelphia, Lippincott Williams, Wilkins, 2005.
4 Perry, A. & Potter P., Clinical Nursing Skills Techniques, 5th ed., London, Mosby, 2002.
5 Articles related to the different topics from nursing Journals

 

Fundamentals of Nursing

1. Course Title: - Fundamentals of Nursing (2).
2. Course Number: - (205)
3. Credit Hours: - Total (5) credits;
Theory (2) credits
Lab. (1) credit
Clinical (2) credits
4. Course Calendar: - Total (6) hrs. weekly of 15 weeks;
Theory (3) hrs.
Lab. (2) hrs.
Clinical (6) hrs.
5. Placement: - Second years / second semester
6. Instructors: - Staff of Fundamental of Nursing Unit

7. Course Description: -
This course serves as a base for other nursing courses. It is designed to provide the nursing student with the basic nursing concepts and principles needed for practicing nursing. The course emphasizes on the nature of the client’s needs, and interventions required for utilizing the patterns of functional health. This course also provides laboratory and clinical guided experiences which helps the nursing student in integrating the basic nursing Concepts into practice. It also enables her/him in performing the nursing activities safely.

8. Course Goals:-
Upon Completion of this course the student will be able to:-

1. Discuss concepts related to functional health patterns and their utilization
in providing nursing care for client.
2. Realize the nursing process as a frame work for providing nursing care
for a client with selected alterations in function health patterns.
3. Recognize the principle underlying all nursing intervention procedures related to providing care to client in adult nursing care.
4. Recognize the principles of infection prevention in clinical area.
5. Develop an awareness concerning the importance of health promotion for the adult nursing care.
6. Apply a systematic approach of analyzing the patients problems
7. Utilize systematic approach in assessing the client health status
8. Perform basic nursing skills related to various client conditions.
9. Provide a safe & therapeutic environment for client care.
10. Utilize principles of medical / surgical asepsis & universal precautions in client care.
11. Utilize principles of body mechanics in positioning, transferring & ambulating the client.
12. Prepare & administer medications safely.
13. Demonstrate the use of principles accurately in reporting & recording nursing action, intervention, and clients’ response.

9. Course outline:-
Theoretical content

Unit 1: Physical Assessment (2) hrs.
1 Overview of physical Assessment.
2 Purpose , Techniques , Equipment , environment
3 Performing a physical assessment
4 Data collection

Unit 2: Preoperative Nursing (4) hrs.
• Type of surgery
• Preoperative phases
• Intra operative phases
• post operative phases

Unit 3: Rest & Sleep (2) hrs.
1 Physiology of sleep
2 Function of sleep , sleep phases , sleep cycles
3 Factors affecting sleep
4 Sleep assessment
5 Common sleep disorders

Unit 4: Pain Management (2) hrs.
1 The process of pain
2 Pain theories
3 Types of pain
4 Pain assessment
5 Pain management

Unit 5: Nutrition (4) hrs.
1 Overview of nutrition
-Human nutritional needs
-Nutritional standards
• Nutritional status assessment
• Factor affecting nutrition
• Management of problems interfering with nutrition
• Common hospital diets

Unit 6: Fluid & Chemical Balance (4) hrs.
1 Body fluid, electrolytes & acid – base balance.
2 Fluid volume assessment.
3 Intake & output
4 Factors affecting body fluid, electrolytes & acid – base balance .
5 Common fluid imbalance.

Unit 7: Bowel Elimination (4) hrs.
1 Physiology of Defecation
2 Assessment of bowel elimination
3 Common alterations in bowel
4 Measures of promote bowel elimination
5 Ostomy care

Unit 8: Urinary Elimination (6) hrs .
1 Overview of urinary elimination
2 Characteristics of urine
3 Abnormal urinary elimination patterns
4 Assisting clients with urinary elimination

Unit 9: Oxygenation (2) hrs.
1 Overview of anatomical & physiological of breathing
2 Assessing oxygenation
3 Oxygen therapy
4 Alternation in respiratory function.

Unit 10: Death & Dying (2) hrs.
1 Terminal illness & care
2 Stage of dying
3 Promoting Acceptance
4 Grieving
Practical Content

Unit 1: Skills of Physical Assessment
1 Performing a physical assessment.
2 Assessing Skin, hair, nails, skull & face
3 Assessing hearing, sinuses, mouth & oral pharynx.
4 Assessing thorax & lung & heart.
5 Assessing abdominal, Breast axilla.

Unit 2: Skills of Preoperative Nursing Care
1 Teaching moving, leg exercises, deep breathing & coughing.
2 Managing gastrointestinal suction.
3 Cleaning a suture wound & applying a sterile dressing.

Unit 3: Skills of Rest & Sleep
1 Making an unoccupied bed.
2 Making an occupied bed.
3 Giving back Massage.

Unit 4: Skills of Fluid & Chemical Balance
1 Recording intake & output.
2 Inserting a Nasogastric tube.
3 Removing & Nasogastric tube.
4 Administering a tub feeding.

Unit 5: Skills of Bowel Elimination
1 Inserting rectal tube.
2 Inserting rectal suppository.
3 Administering a cleaning Enema.
4 Irrigating a colostomy.

Unit 6: Skills of Urinary Elimination
1 Placing & removing a bedpan.
2 Appling a condom catheter.
3 Inserting Foley catheter in a female.
4 Inserting Foley catheter in a male.
5 Irrigating a Foley catheter.

Unit 7: Skills of Oxygenation
1 Using a pulse oximeter.
2 Administering oxygen.
3 Maintaining a water- seal chest tube drainage system.

10- Learning Resources:-
Theory: Black board, Overhead, Posters, handout, Films , and CDS.
Lab: Nursing Laboratory sites at the Nursing College.
Clinical: Nursing clinical in the teaching hospitals.

13. Teaching / Learning strategies: -
Lecture, Small Groups , Role Playing Demonstration, self training, and clinical training

14. Students evaluation:-

1st Theoretical exam. 10%
2nd Theoretical exam. 10%
1st Lab. exam. 10%
2nd Lab. exam. 10%
1st Practical exam. 10%
2nd Practical exam. 10%
Final Theoretical exam. 20%
Final Lab. exam. 10%
Final Practical exam. 10%
_________________________________
Total 100%

13. References:-

5 Kozier B, Erb, G, Berman A, etal. Fundamentals of Nursing, 7th Ed, New York, Pearson Education, 2004.
6 Kozier B, Erb, G, Berman A, etal. Fundamentals of Nursing, 6th Ed, New York, Pearson Education, 2000.
7 Timby B., Fundamental Nursing Skill & Concepts , Philadelphia , Lippincott Williams , Wilkins , 2005 .
8 Perry, A. & Potter P.: Clinical Nursing Skills Techniques, 5th ed. London, Mosby, 2002.
9 Articles related to the different topics from nursing Journals.

Microbiology

1. Course Title: Microbiology
2. Course Number: (204)
3. Credits Hours: Total of (3) credits
Theory (2)
Lab (1)
4. Course Calendar: Total (4) weekly of (15) weeks
Theory (2)
Lab. (2)
5. Placement: Second year / First semester
6. Instructors: Staff of microbiology Unit.

7. Course Description:
his course is designed to provide the nursing student with basic theoretical and practical knowledge in microbiology. Therefore, he would be aware of the activities of microbial world in the clinical areas and his daily living, and acquires a scientific approach to control infection.

8. Course Goals:
At the end of the course the student will be able to:
1 Review the historical development of microbiology.
2 Recognize types of microorganisms that cause infectious diseases.
3 Interpret diagnostic methods and laboratory findings to make the ultimate diagnosis.
4 Describe types of parasites, their structures, figures, hosts, lifecycle, pathogenic effects, methods of diagnostic and treatment.
5 Understand principles and methods of sterilization relative to nursing care.
6 Use the microscope efficiently
7 Demonstrate slide preparation processes.
8 The principles of chemotherapy through the use of appropriate antimicrobial agents and laboratory techniques
9 Collect clinical specimens and disposal of contaminated materials.
10 Elaborate kinds of body defense against infection.
11 Discuss types of body immunity.


9. Course Outline:
The Theoretical Content

Unit 1: Introduction and the historical development of (2) hrs.
microbiology.
Unit 2: The classification of microorganisms: (2) hrs.
1 Eukaryotic organisms.
2 Prokaryotic organisms.
3 Viruses.
4 The bacteriology: the basic structure of bacteria, size,
shape and the structure of bacterial cell wall.
5 Physiology of bacteria.
6 Nutritional requirements of bacteria.
7 Types of culture media.
8 Bacterial growth curve : environmental influences in
bacterial growth (temp., moisture and other factors).
Unit 3: Sterilization and Disinfection: (2) hrs.
1 Definition of terms, disinfectant, bacteriostatic and bactericidal.
2 Methods of microbial control (physical and chemical)
Unit 4: Systematic bacteriology: (10) hrs.
1 Bacteria and gram staining.
2 Gram positive bacteria (G +ve cocci).
3 Staphylococci (types of staphylococcal bacteria,
staphylococcal diseases, pathogenesis and clinical disease,
diagnosis and treatment).
4 Streptococci (types of streptococcal bacteria,
streptococcal diseases, pathogenesis and clinical disease,
diagnosis and treatment).
5 Gram negative cocci (gonococcal and meningococcal
infections, pathogenesis, clinical disease, diagnosis and
treatment).
6 Gram +ve bacilli.
7 Corynebacterium (diphtheria, diagnosis and treatment)
8 Bacillus (anthrax, pathogenesis, clinical disease, diagnosis
and treatment).
9 Infections due to other bacillus species.
10 Gram positive anaerobic bacteria (Clostridium, clinical
disease, diagnosis and treatment of clostridial diseases:
tetanus, botulism, cellulites and gas gangrene).
11 Mycobacteria (tuberculosis, pathogenesis, clinical disease,
diagnosis and treatment).
12 Other mycobacterial diseases.
13 Actinomycetes and related microbes (Nocardia,
Actinomycetes, Streptomyces).
14 Gram negative bacteria (Enterobacterieace) general
characteristics of the enteric bacilli.
15 Eshershia cloi, Klebsiella, Salmonella, Shigella, Proteus,
Vibri Pseudomonas, Bordetella, Pasteruella, Spirochaetes
Helibacter, Trponema (pathogenesis, clinical disease,
diagnosis and treatment of each species).
Unit 5: Introduction to Parasitology: (2) hrs.
1 Host - parasite relationship.
2 Classification of parasites.
Unit 6: Protozoa and flagellates: (2) hrs.
1 Protozoa: Entamoeba histolytica (Morphology, habitat,
epidemiology, pathogenesis, methods of transmission,
diagnosis, control and treatment)
2 Non pathogenic amoebae (habitat and methods of transmission).
• Intestinal flagellates: Giardia lamblia (Morphology, habitat,
epidemiology,pathogenesis, methods of transmission, diagnosis,
control and treatment).
• Atrial flagellates: Trichomonas vaginalis (Morphology, habitat,
pathogenesis, methods of transmission, diagnosis and treatment).
• Tissue flagellates: Leishmania spp. (Morphology, habitat,
epidemiology, and pathogenesis, methods of transmission,
diagnosis, control and treatment for each species).
• Sporozoa: Plasmodium spp. (Morphology, habitat, epidemiology,
pathogenesis, methods of transmission, diagnosis, control and
treatment).
• Toxoplasma gondii (Morphology, transmission, pathogenesis,
diagnosis, control and treatment).
Unit 7: Helminthes, Trematode, Nematode: (2) hrs.
• Helminthes: Cestoda (Taenia solium, Taenia sagenata,
Hymenolepis nana and Echinococcus granulosus) Morphology,
habitat, epidemiology, pathogenesis, methods of transmission,
diagnosis, control and treatment.
• Trematoda: (Fasciola hepatica, Schistosoma haematobium,
Schistosoma mansoni, Schistosoma japonicum) Morphology,
habitat, epidemiology, pathogenesis, methods of transmission,
diagnosis, control and treatment).
• Nematoda: (Ascaris lumbricoides, Ancylostoma duodenal,
Trichuris trichura, Enterobius vermicularis) Morphology,
habitat, epidemiology, pathogenesis, methods of transmission,
diagnosis, control and treatment.
Unit 8: Immunity of infection: (2) hrs.
• Defense mechanisms (specific and non specific defense
mechanism).
• Immunity (natural, acquired, active and passive,
hypersensitivity).
1 Virology (definition, morphology and structure of viruses)
2 Pathogenic Viruses (Measles, small pox, mumps, influenzae,
viral hepatitis, poliomyelitis).
2 Mycology (definition, morphology and classification of fungi)
3 Diseases caused by fungi (candidiasis, dermatomycosis,
aspergillosis, deep mycosis).

The Laboratory Content

Lab. 1: Orientation to Microbiology Laboratory/ (2) hrs.
Slide preparation
Lab. 2: Sterilization and disinfections (2) hrs.
Lab. 3: Cultivation of bacteria, antibiotic sensitivity, and (2) hrs.
test (Antibiogram)
Lab. 4: Gram positive bacteria Staphylococci, Streptococci
and Pneumococci (culturing, gram staining, preparation
and examination of slides, preparation of direct swab and
smears from human) (2) hrs.
Lab. 5: Gram negative bacteria (cocci and bacilli) (culturing, (2) hrs.
gram staining, preparation and examination of slides,
preparation of direct swab and smears from human)
Lab. 6: Gram positive bacilli (culturing, gram staining, (2) hrs.
preparation and examination of slides, preparation
of direct swab and smears from human).
Lab. 7: Mycobacterium and Corynebacterium (Ziehl – (2) hrs.
Nelsen’s staining, examination of slide, study of the
morphology of Corynebacterium diphtheria.

Lab. 8: Classification of human parasites (2) hrs.
Lab. 9: E. histolytica and other parasites (study the
morphology of the parasites and stages of life cycles) (2) hrs.
Lab. 10: Intestinal flagellates (Giardia lamblia and Trichomonas
spp.) (Study the morphology of the parasites and stages (2) hrs.
of life cycles)
Lab. 11: blood and tissue flagellates (Leishmania spp. and (2) hrs.
Trepanosoma spp.) (Study the morphology of the
parasites and stages of life cycles)
Lab. 12: Class sporozoa - Malarial parasites (Plasmodium
spp. study the morphology of the parasites and stages (2) hrs.
of life cycles)
Lab. 13: Helminthes – class cestoda (T. solium, T. saginata,
E. granulosus, H. nana) (study the morphology of the
parasites and stages of life cycles) (2) hrs.
Lab. 14: Trematoda: (Fasciola hepatica, Schistosoma
haematobium, Schistosoma mansoni, Schistosoma
japonicum) (study the morphology of the parasites and
stages of life cycles) (2) hrs.
Lab. 15: Nematoda (Ascaris lumbricoides, Ancylostoma duodenale,
Trichuris trichura, Enterobius vermicularis) (study the
morphology of the parasites and stages of life cycles) (2) hrs.

10. Learning Resources:
Overhead Projector, posters, and slide projects, Laboratory equipments and supplies.

11. Teaching/Learning Strategies:
Lecture, discussion, and laboratory demonstration and Practice.

12. Students Evaluation:

6 1st theory exam. 15 %
7 2nd theory exam. 15 %
8 Lab. activities. 20 %
9 Final theory exam. 30 %
10 Final exam. lab 20 %
-----------------------------------------------
Total 100 %

13. References:
• Dwight D. Bowman, Randy Cari Iynn, Markl. Eberhard,
Parasitology for Veterinerious, 8th ed., Elsevier science, 2003.
1 Gosling, J.A., et.al., Human Anatomy Color Atlas and Text, 4th ed.,
New York, Mosby Inc, 2002.
• Inchhpujani, R.L., Rajesh Bhatia, Medical Parasitology.
3rd ed, New Delhi, Publishing Director: RK Yadav ISBN, 2002.
• Jawetz, Melnick and Adelberg, Medical Microbiology,
21st ed., Connecticut, Asimon & Schuster Company, 1998.
• Prescott, Harley and Klein, Microbiology, Dubuque,Wm.
C.Brown publishers, 1990.

 

Second year – Semester II
Course No Title T L C Total
Fundamental of Nursing 2 2 1 2 5
Health Promotion 3 1 4
Pathophysiology 4 - - 4
Sociology 2 - - 2
15


Fundamentals of Nursing (2)

1. Course Title: Fundamentals of Nursing (2).
2. Course Number: (205)
3. Credit Hours: Total of (5) credits;
Theory (2) credits
Lab. (1) credit
Clinical (2) credits
4. Course Calendar: Total (6) hours weekly of (15) weeks:
Theory (3) hrs.
Lab. (2) hrs.
Clinical (6) hrs.
5. Placement: Second years / second semester
6. Instructors: Staff of Fundamental of Nursing Unit.

7. Course Description:
This course serves as a base for other nursing courses. It is designed to provide the nursing students with the basic nursing concepts and principles needed for practicing nursing. The course emphasizes on the nature of the client’s needs, and interventions required for utilizing the patterns of functional health. This course also provides laboratory and clinical guided experiences which helps the nursing students in integrating the basic nursing concepts into practice. It also enables them in performing the nursing activities safely.

8. Course Goals:
Upon Completion of this course the students will be able to:
• Discuss concepts related to functional health patterns and their utilization in providing nursing care for client.
• Realize the nursing process as a frame work for providing nursing care for a client with selected alterations in function health patterns.
• Recognize the principle underlying all nursing intervention procedures related to providing care to client in adult nursing care.
• Recognize the principles of infection prevention in clinical area.
• Develop an awareness concerning the importance of health promotion for the adult nursing care.
• Apply a systematic approach of analyzing the patients problems
• Utilize systematic approach in assessing the client health status
• Perform basic nursing skills related to various client conditions.
• Provide a safe & therapeutic environment for client care.
• Utilize principles of medical / surgical asepsis & universal precautions in client care.
• Utilize principles of body mechanics in positioning, transferring & ambulating the client.
• Prepare & administer medications safely.
• Demonstrate the use of principles accurately in reporting & recording nursing action, intervention, and clients’ response.

9. Course Outline:
The Theoretical content

Unit 1: Physical Assessment: (2) hrs.
5 Overview of physical Assessment.
6 Purpose, Techniques, Equipment, environment.
7 Performing a physical assessment.
8 Data collection.
Unit 2: Preoperative Nursing: (4) hrs.
• Type of surgery.
• Preoperative phases.
• Intra operative phases.
• post operative phases.
Unit 3: Rest & Sleep: (2) hrs.
6 Physiology of sleep.
7 Function of sleep, sleep phases, sleep cycles.
8 Factors affecting sleep.
9 Sleep assessment.
10 Common sleep disorders.
Unit 4: Pain Management: (2) hrs.
6 The process of pain.
7 Pain theories.
8 Types of pain.
9 Pain assessment.
10 Pain management.
Unit 5: Nutrition: (4) hrs.
2 Overview of nutrition:
- Human nutritional needs.
- Nutritional standards.
• Nutritional status assessment.
• Factor affecting nutrition.
• Management of problems interfering with nutrition.
• Common hospital diets.

Unit 6: Fluid & Chemical Balance: (4) hrs.
3 Body fluid, electrolytes & acid – base balance.
4 Fluid volume assessment.
5 Intake & output.
6 Factors affecting body fluid, electrolytes & acid – base balance.
7 Common fluid imbalance.
Unit 7: Bowel Elimination: (4) hrs.
6 Physiology of Defecation.
7 Assessment of bowel elimination.
8 Common alterations in bowel.
9 Measures of promote bowel elimination.
10 Ostomy care.
Unit 8: Urinary Elimination: (6) hrs.
5 Overview of urinary elimination.
6 Characteristics of urine.
7 Abnormal urinary elimination patterns.
8 Assisting clients with urinary elimination.
Unit 9: Oxygenation: (2) hrs.
5 Overview of anatomical & physiological of breathing.
6 Assessing oxygenation.
7 Oxygen therapy.
8 Alternation in respiratory function.
Unit 10: Death & Dying: (2) hrs.
5 Terminal illness & care.
6 Stage of dying.
7 Promoting Acceptance.
8 Grieving.

The Laboratory Content

Unit 1: Skills of Physical Assessment: (4) hrs.
6 Performing a physical assessment.
7 Assessing Skin, hair, nails, skull & face.
8 Assessing hearing, sinuses, mouth & oral pharynx.
9 Assessing thorax & lung & heart.
10 Assessing abdominal, Breast axilla.
Unit 2: Skills of Preoperative Nursing Care: (8) hrs.
4 Teaching moving, leg exercises, deep breathing & coughing.
5 Managing gastrointestinal suction.
6 Cleaning a suture wound & applying a sterile dressing.
Unit 3: Skills of Rest & Sleep: (8) hrs.
4 Making an unoccupied bed.
5 Making an occupied bed.
6 Giving back Massage.
Unit 4: Skills of Fluid & Chemical Balance: (4) hrs.
5 Recording intake & output.
6 Inserting a Nasogastric tube.
7 Removing & Nasogastric tube.
8 Administering a tub feeding.
Unit 5: Skills of Bowel Elimination: (2) hrs.
5 Inserting rectal tube.
6 Inserting rectal suppository.
7 Administering a cleaning Enema.
8 Irrigating a colostomy.
Unit 6: Skills of Urinary Elimination: (2) hrs.
7 Placing & removing a bedpan.
8 Appling a condom catheter.
9 Inserting Foley catheter in a female.
10 Inserting Foley catheter in a male.
11 Irrigating a Foley catheter.
Unit 7: Skills of Oxygenation: (2) hrs.
4 Using a pulse oximeter.
5 Administering oxygen.
6 Maintaining a water- seal chest tube drainage system.

The Clinical Content

1 Performing physical assessment for at least (6) hrs.
(2) patients.
1 Applying preoperative nursing care in the (12) hrs.
surgical wards.
2 Applying intra operative nursing care in the (12) hrs.
operation room.
3 Applying post operative nursing care in the (12) hrs.
recovery room and surgical wards.
4 Applying bed making: (12) hrs.
- Occupied bed.
- Empty bed.
- Surgical bed.
5 Performing intake and output fluid procedure (12) hrs.
in the wards:
- Inserting IV infusion.
- Inserting and removing naso gastric tube.
- Observing and recording
6 Performing Foley catheterization (male & female). (6) hrs.
7 Performing oxygenation procedure. (6) hrs.
- Using a pulse ox meter.
- Administering oxygen.
1 Performing daily nursing care according to the nursing process. (18) hrs.

10. Learning Resources:
Black board, Overhead Projector, Posters, Handouts, Films and CDS, nursing laboratory sites, and teaching hospitals.

11. Teaching / Learning Strategies:
Lecture, Small Groups, Role Playing, Demonstration, Self Learning and Clinical Training, Case Based Learning.

12. Students Evaluation:
1st Theory exam. 10%
2nd Theory exam. 10%
1st Lab. exam. 10%
2nd Lab. exam. 10%
1st clinical exam. 10%
2nd clinical exam. 10%
Final Theory exam. 20%
Final Lab. exam. 10%
Final clinical exam. 10%
_________________________________________
Total 100%

 

13. References:
9 Kozier B, Erb, G, Berman A, etal. Fundamentals of Nursing, 7th Ed, New York, Pearson Education, 2004.
10 Kozier B, Erb, G, Berman A, etal. Fundamentals of Nursing, 6th Ed, New York, Pearson Education, 2000
11 Perry, A. & Potter P.: Clinical Nursing Skills Techniques, 5th ed. London, Mosby, 2002.
12 Timby B., Fundamental Nursing Skill & Concepts , Philadelphia , Lippincott Williams, Wilkins, 2005 .
13 Articles related to the different topics from nursing Journals


Health Promotion

1. Course Title: Health Promotion
2. Course Number: (206)
3. Credit Hours: Total (4) Credits:
Theory (3) Credits
Clinical (1) Credits
4. Course Calendar: Total (6) hours weekly of (15) weeks:
Theory (3) hrs.
Clinical (3) hrs.
5. Course Placement: Second year/ Second semester
6. Instructor: Dr. Mohammed F.Khalifa ,Professor

7. Course Description :
This course is designed to present the students with concepts and definitions of health and health promotion. It also provide relevant approaches , models, and skills that enable students to accomplish activities concerning injury and diseases prevention as well as promotion of positive healthy life style and behaviors throughout the lifespan.

8. Course Goals :
At the end of this course the students will be able to:
• Identify Concepts, principles and definitions of
health and health promotion.
• Apply approaches to health promotion and diseases prevention .
• Differentiate health promotion from Health
Protection .
1 Overview models of health and illness.
2 Discuss health promotion Model
3 Understand levels of measurement of health and
health promotion.
1 Perform the nurse's Role in health promotion.

9. Course Outline :

The Theoretical Content

Unit 1: Concepts, Principles and definition of health (3) hrs.
and health promotion:
2 Defining health and Health promotion.
3 Healthy people of the decade.
Unit 2: Approaches to health promotion and disease (9) hrs.
Prevention:
1 Differences between health promotion and Health Protection.
2 Personal Approach:
- Person.
- Health – related behavior.
- Sociocultural system.
- Physical – biological environment.
3 Community approach.
Unit 3: Models of Health and Illness: (9) hrs.
4 Health – illness Continuum Model.
5 Health Belief Model.
6 Health promotion Model.
7 Holistic Health Model.
Unit 4: Measurement of health and health promotion: (6) hrs
1 Stages of Health Behavior Change:
- Precontemplation.
- Contemplation.
- Preparation.
- Action.
- Maintenance.
- Termination.
2 Nurse's Role in health promotion.
Unit 5: Nursing Process in health promotion (9) hrs.
and nursing management.
Unit 6: Promoting and Protecting the Health of: (9) hrs.
3 Infant, Toddler and Preschool Populations.
4 School – Aged and Adolescent Populations.
5 Adults and the Working Populations.
6 Older Adult Populations.

The Clinical Content

1 Application of health promotion approaches to (15) hrs.
individuals, families, groups and communities.

2 Application of health promotion approaches in (10) hrs.
specific settings: MCH, school, workplace, and home.

3 Group interaction (dynamic) as mean for behavior (10) hrs.
modification and health promotion.

4 Application of interview technique as mean for health (10) hrs.
promotion through increasing health awareness.

10. Learning Resources:
Blackboard, overhead Projector, and handouts.

11. Teaching /Learning Strategies:
Lecture, Role Playing, Seminar, group discussion, clinical practice.

12. Student Evaluation:

1st theory exam. 10%
2nd theory exam. 10%
Clinical skills & performance 20%
Seminars 10%
Clinical reports 10%
Final theory exam 20%
Final clinical exam 20%

Total 100%


13. References:
5 Allender, J. and Spradley, B., Community Health Nursing Concepts and practice, 5th ed., New York, Lippincott, 2001.
6 Kozier B, Erb, G, Berman A, et al. Fundamentals of Nursing, 7th Ed, New York, Pearson Education, 2004.

Path physiology

Course title: Path physiology
Course Number: (207)
Credit Hours: (4) credits
Course Calendar: (4) hours weekly of (15) weeks.
Placement: Second year / Second course
Instructors: Asaad Ismail Ahmed, Ph.D., Mineral metabolic physiology and other staff of physiology.

Course Description:
This course is designed to provide the nursing students with a comprehensive knowledge of the basic concepts and principles in path physiology including cell injury, etiology of cell injury, stress-adaptation and coping, inflammation and immunity, neoplasia, lymphoproliferative disorders, infectious processes. The course also focuses on physiological alternations associated with various pathological conditions such as alterations in oxygen transport, homeostasis-blood flow-blood pressure and cardiac function, heart failure, and alteration in respiratory function.

Course Goals:
At the end of the course the student will be able to:
19 Understand concepts related to path physiology (complex nature of disease)
20 Recognize types of stressors, injuries and infectious agent.
21 Understand the mechanism of disease (mechanism of body response) which includes: Stress, Inflammation and Neoplasia.
22 Identify disorders related to major human body functions.

Course Outline:
Unit 1: Introduction and Definitions (2) hrs.
1 Etiology classification.
2 Pathogenesis.
3 Clinical manifestation.
4 Implication for treatment
Unit 2: Cell injury (2) hrs.
1 Reversible cell injury.
2 Adaptation.
3 Irreversible cell injury.
Unit 3: Etiology of cellular injury (4) hrs.
1 Hypoxic injury.
2 Nutritional injury.
3 Infectious injury.
4 Chemical injury.
5 Physical injury.
6 Cellular injury.
Unit 4: Stress, adaptation and coping (4) hrs.
1 Definitions.
2 General adaptation syndrome.
3 Local adaptation syndrome.
4 Coping.

Unit 5: Inflammation and immunity.
1 Definitions.
2 Component of immune system.
3 Non specific immunity of immune system.
4 Inflammatory process.
5 Inflammatory responses.
6 Specific immunity.
7 Change in the immune system during aging.
8 Disorder of immune system
Unit 6: Neoplasia (4) hrs.
1 Definitions.
2 Principles of cancer biology.
3 Cancer host interaction.
4 Cancer therapy.
5 Cancer risk factors.
Unit 7: Lymphoproliferative disorders (6) hrs.
1 Leukemia.
2 Hodgkin’s disease.
3 Non Hodgkin’s disease.
4 Multiple myeloma.
Unit 8: Infectious processes (4) hrs.
1 Definitions.
2 Types of microorganisms.
3 Host-parasite relationship.
4 Manifestation of infection.
5 Host factors that decrease resistant of infection.
Unit 9: Alternation in oxygen transport, alternation in (6) hrs.
1 Homeostasis-blood flow- blood pressure
2 Alteration in oxygen transport.
3 Gas transport and acid-base balance.
4 Anemia.
5 Polycythemia.
Unit 10: Alteration in homeostasis and blood coagulation (4) hrs.
1 Process of homeostasis.
2 Evaluation of homeostasis and coagulation.
3 Disorders of homeostasis.

Unit 11: Alteration of blood flow (4) hrs.
1 Control of flow.
2 Altered flow-general mechanisms.
3 Alternation in arterial flow.
4 Alternation in venous flow.
5 Alternation in lymphatic flow.
Unit 12: Alteration in blood pressure (4) hrs.
1 Functions of arterial and pulmonary systems.
2 Measurement of arterial blood pressure.
3 Hypertension.
4 Orthostatic hypotension.
Unit 13: Alteration in cardiac function (4) hrs.
1 Coronary circulation.
2 Cardiac electrophysiology.
3 Electrocardiograph.
4 Endocrine function of the heart.
5 Test of cardiac function.
6 Ischemic heart disease.
7 Myocardial disease.
Unit 14: Heart failure and dysrhythmias (4) hrs.
1 Heart failure.
2 Cardiac dysrhythmias.
Unit 15: Alteration in respiratory function (4) hrs.
1 Obstructive pulmonary disorders.
2 Restrictive pulmonary disorders.
3 Ventilation and respiratory failure.
4 Other respiratory disorders.
Unit 16: Alteration in gastrointestinal function (4) hrs.
1 Manifestations of gastrointestinal tract disorders.
2 Alteration in integrity of the gastrointestinal tract wall.
3 Alteration in motility of the gastrointestinal tract.
4 Other respiratory disorders.

Learning Resources:
Overhead Projector and Posters.

Teaching/Learning Strategies:
Lecture and Group Discussion.

Students Evaluation:
11 1st theory exam 25 %
12 2nd theory exam 25 %
13 Final exam 50%
-----------------------------------------
Total 100 %

References.

1 Copstead, L.E.C., Perspective on Pathophysiology, Philadelphia, W.B.Saunders company, 1995.
2 McCance, K.L.,and S.E. Huether, Pathophysiology, 3rd ed.,
London, Mosby, 1998.
3 Porth, C.M., Pathophysiology, 5th ed., New York,
Lippincott, 1998.
4 Price, S.A. and L.M. Wilson, Pathophysiology. 6th ed., London,
Mosby, 1997.

Sociology

1. Course Title: Sociology
2. Course Number: (204)
3. Credit Hours: (2) credits
4. Course Calendar: (2) hours weekly of (15) weeks.
5. Placement: Second years / first semester.
6. Instructors: Staff of Sociology

7. Course Description:
This course provides students with a conceptual framework of sociology and its applications to different aspects of social life. Emphasis is applied on concepts related to rights/ rules issues and interpersonal relationships among health team and between the nurse and clients to enhance the development of positive attitudes towards nurses, health team and clients. It identifies the health and disease in a social context, explores their reflection on different individuals, groups and communities, and determines the role of community in the health services as well. This course enables students to identify, predict, criticize and respond to the health problems of the society.

8. Course Goals:
At the end of the course the student will be able to:
5 Understand certain concepts of sociology.
6 Identify the components of a society.
7 Determine the importance of sociology on the nursing profession.
8 Recognize the interpersonal relationships among the health team and between the nurse and clients.
9 Determine the rights and roles of clients, nurses, and other health team.
10 Develop positive attitude towards clients, nurses and other members of the health team.
11 Explore the reflection of health and diseases issues on the social behaviors of individuals, groups and societies.
12 Determine the role of the community in the preventive and curative aspects of health services.
13 Analyze critically common health problems of the Iraqi society.
14 Suggest solutions to the health problems of the society depending on scientific base.


9. Course Outline:

Unit 1: Introduction: (4) hrs.
1 Concept, nature, and the goals of sociology.
2 The relationship between sociology and nursing/ medicine professions.
3 Research in sociology.
Unit 2: Theories of sociology. (2) hrs.
Unit 3: Analysis of sociology: (4) hrs.
1 Establishment of societies.
2 Societal communities.
3 The social roles.
4 Rights and rules.
5 Personality in the social context.
Unit 4: Social problems: (6) hrs.
1 The concept of problems and its nature.
2 The cause and the effect of social problems on the society.
3 Approaches to solve social problems.
4 Common social problems affecting individuals physically and psychologically (murder or crime, adduction, family dissociation and divorce).
5 The role of community in facing the social problems.
Unit 5: The Family: (4) hrs.
1 Family as one of the community organizations.
2 The concept of a family.
3 Types of families and their problems.
4 Health problems facing the family.
Unit 6: Analysis of impulsive behavior and its effect on: (4) hrs.
1 Individuals.
2 Groups.
3 Community.
Unit 7: Interpersonal relationships: (2) hrs.
1 Social relationships
2 Nurse – client’s relationship.
3 Nurse – health team relationships.
Unit 8: Social alteration: (4) hrs.
1 Concept of Social alteration.
2 Effect of Social alteration on the individual,
group and community.

10. Learning Resources:
Blackboard, Handouts,

11. Teaching/ Learning Strategies:
Lecture, Group discussion, Writing Reports, Brain Storming

 

 

 


12. Students Evaluation:

1st theory exam. 20%
2nd theory exam. 20%
Report 5%
Daily Activities 5%
Final exam. 50%

Total 100%

13. References:
2 الحسن ، احسان محمد, المدخل الى علم الاجتماع,2005 .
3 الحسن ، احسان محمد, مبادئ علم الاجتماع,1988 .
4 الحسن, احسان محمد, علم الاجتماع دراسة تحليلية, 1988.
5 العاني ، عبد اللطيف عبد الحميد وآخرون, المدخل الى علم الاجتماع, 1988.

 

Third year – Semester I
Course No Title T L C Total
301 Adult Nursing 3 - 3 6
Maternal and Infants H. 3 1 2 6
Psychology 2 - - 2
Pharmacology (1) 2 - - 2
Epidemiology 2 - - 2
18



Adult Nursing

1. Course Title: Adult Nursing
2. Course Number: (301)
3. Credit Hours: Total (6) credits:
Theory (3) credits
Clinical (3) credits
4. Course Calendar: Total (12) hours Weekly of (15) Weeks:
Theory (3) hrs.
Clinical (9) hrs.
5. Placement: Third Years / first Semester.
6. Instructors: Nursing faculty members of Medical- Surgical Nursing Unit.

7. Course Description:
This course provides the student with the knowledge, skills and attitudes that are essential for effective and comprehensive nursing care for adults in the uncritical medical and surgical illness. The related concepts of path physiology, fundamentals of nursing and pharmacology are integrated.

8. Course Goals:
Upon completion of this course, the student will be able to:
1 Identify risk factors and nursing interventions in promoting and maintaining health in a selected client population.
2 Relate the Path physiology of selected medical / surgical alterations to the health – illness continuum.
3 Discuss selected medical / surgical alterations in adult and old adult patients.
4 Discuss scientifically based rational for performing selected diagnostic procedures, outcomes and nursing responsibilities.
5 Describe drug therapies and their related outcomes for clients undergoing medical / surgical interventions.
6 Explain nutritional needs of patients with selected medical / surgical alterations.
7 Discuss principles of teaching – learning processes as they relate to the adult / older adult patient.
8 Utilize health assessment skills in determining the physical, psychological, spiritual, and learning needs of adult patients.
9 Apply the theoretical concepts, scientific principles in planning care of patients.
10 Demonstrate competence in implementing nursing interventions to meet client oriented goals.
11 Demonstrate in practice the knowledge of various medical / surgical procedures and nursing intervention involved.
12 Demonstrate safe administration of drug and parenteral therapy.
13 Participate in teaching patients.
14 Demonstrate effective communication with patients, instructor and health team members.
15 Describe pre-operative nursing measures of avoiding the risk of infection and the expected post-operative complications.

9. Course Outline:

The Theoretical Content

Unit 1: Introduction to nursing adult. (2) hrs.
Unit 2: Nursing process; Definition, objectives and steps. (2) hrs.
Unit 3: Rehabilitation in Nursing: (3) hrs.
1 Objectives, basic principles in rehabilitation nursing.
2 Rehabilitation team.
3 Prevention of complication and deformities.
Unit 4: Care of patients with cancer: (3) hrs.
1 Definitions.
2 Types.
3 Sign and symptoms.
4 Methods of Diagnosis.
5 Treatment of cancer.
Unit 5: The patient with breast cancer: (3) hrs.
1 Sign and symptoms.
2 Methods of diagnosis.
3 Nursing care and rehabilitation.
Unit 6: Radiation therapy. (2) hrs.
Unit 7: Nursing management for patient with digestive system disease. (5) hrs.
1 Sign and symptoms, and diagnostic measures.
2 Nursing care for the patient with the followings:
-Intestinal obstruction.
-Hernia.
-Ulcerative colitis.
-Peptic ulcer.
-Cancer of stomach.


Unit 8: The patient with liver, biliary and pancreas diseases. (5) hrs.
1 Sign, symptoms and diagnosis of liver disease.
2 Nursing care and rehabilitation for the following diseases:
-Hepatitis.
-Liver cirrhosis.
-Cholelithiasis.
Unit 9: Nursing Care for patients with endocrine system disease: (5) hrs.
1 Nursing management for patient with diabetes mellitus.
2 Nursing management for patient with the followings:
-Hyperthyroidism.
-Hypothyroidism.
-Hypo and hyper parathyroid disorders.

Unit 10: Nursing management for patients with blood disease. (5) hrs.
1 Blood and its contents.
2 Diagnostic tests for blood disease.
3 Nursing care and rehabilitation for patient with
these diseases:
-Leukemia.
-Hodgkin’s disease.
-Hemorrhagic disorder.
-Anemia and its types.
Unit 11: Nursing Management for patient with heart and cardio- (7) hrs.
vascular diseases:
1 Diagnostic tests.
2 Sign and symptoms.
3 Nursing care and rehabilitation for patient with:
-Myocardial infarction.
-Congestive heart failure.
-Bacterial endocarditic.
-Rheumatic fever.
-Hypertension.
Unit 12: Nursing care for patient with respiratory disease: (5) hrs.
1 Diagnostic test, sign, symptoms, and treatment.
2 Nursing care and rehabilitation for patient with:
-Bronchitis.
-Pneumonia.
-Broncholitis.
-Emphysema.
-Cancer of lung.

 

 


The Clinical Content

1 Respiratory Unit (18) hrs.
2 Coronary Care Unit (18) hrs.
3 Hematology Unit (18) hrs.
4 General Medical Wards (18) hrs.

5 General Surgical words (36) hrs.
6 Operation Room (9) hrs.
7 Recovery Room (9) hrs.
8 Clinical Exam (9) hrs.

10. Learning Resources:
Board, overhead projector, handouts, posters, CD”s, and movies

11. Teaching/ Learning Strategies:
Lectures, group discussion, clinical conference, and group projects., lab. and clinical settings.

12. Students Evaluation:

1st theory exam, 7.5%
2nd theory exam. 7.5%
Quizzes 5 %
Clinical evaluation 40%
Final Exam 20 %
Final clinical exam 20 %
---------------------------------------------
Total 100%

13. References:
1 Brunner, L. and Suddarth, D., Textbook of Medical–Surgical Nursing 5th ed., New York, Lippincott Co., 1984.
2 Lomone, Priscilla and Karen Burke, Medical Surgical Critical Thinking in Client Care , New Jersey, Pearson Prentice Hall, 2000,
3 Smeltzer , S. et.al, Textbook of Medical – Surgical Nursing, 10th ed., New York, Lippincott Williams & Wilkins, 2004.
4 Smeltzer, S. et.al, Textbook of Medical-Surgical Nursing, 8th ed., New York, Lippincott Co., 1996.


Maternal & Infant Health

1. Course Title: Maternal & Infant Health
2. Course Number: (302)
3. Credit Hours: Total (6) credits:
Theory (3) credits
Lab. (1) credits
Clinical (2) credits
4. Course Calendar: Total (11) hours weekly of (15) weeks:
Theory (3) hrs.
Lab. (2) hrs.
Clinical (6) hrs.
5. .Placement: Third year / first semester
6. Instructors: Staff of Maternity Nursing Units

7. Course Description:
This course is designed to assist nursing students to acquire a comprehensive knowledge & skills necessary in providing care for normal and high risk women during preconception, prenatal, intranatal, postnatal, and menopause periods, taking in consideration that woman is a unique individual with special needs. The course also provides knowledge and skills relative to neonates’ care. Students are trained in various settings: maternity hospitals, primary health care center & family planning clinic.

8. Course Goals:
At the end of this course the students will be able to:
1 identify the goals & philosophy of maternal & child health nursing
2 Explain family's structure, function & roles
3 Describe the structure & function of female & male reproductive
system
4 Explain the phases of menstrual cycle
5 Identify stages of embryonic & fetal development
6 Describe growth & development of fetus by gestational weeks
7 Formulate nursing diagnosis related to the needs of pregnant woman
& developing fetus
4 Discuss physiologic & psychological adaptation to pregnancy
5 Describe nutritional needs of pregnant woman
6 Explain causes & nursing intervention for common discomfort of pregnancy
7 Describe potential complications of pregnancy & it's management
8 Describe the stages of labor
9 list signs of labor
10 Distinguish between false & true labor
11 Describe a pregnant physiologic & psychological responses to labor
12 Discuss nursing responsibilities towards woman & her family
before, during & after normal vaginal delivery.
1 Explain types , indications, benefits, risk , precautions & contra-indications for obstetric operation (Episiotomy, forceps, C/S ,
aminotomy & induction of labor)
1 Identify possible complications of labor & delivery
2 Describe physiological & psychological changes that normally
occur during puerperium.
1 Discuss nursing management for normal & complicated puerperium
2 Describe nursing assessment & intervention for common problems
in breast feeding
1 Describe normal physical & neurological characteristics of neonate
2 Explain nursing management for immediate & daily newborn baby
3 Identify potential complications & it's management for high risk neonate
4 Compare & contrast the advantage & disadvantages & risk factors associated with each methods of family planning
5 Discuss nursing management
6 Identify nursing management for common gynecological disorder
7 Demonstrate skill in monitoring different health needs during childbearing periods
8 Communicate with pregnant women & their family
9 Apply nursing process in providing care during normal & complicated childbearing conditions
10 Provide immediate & daily newborn care
11 Assist or observe obstetrical procedures:
12 Implement health education programs related to different maternal aspects during the different childbearing periods
13 Participate in counseling related to health maintenance & promotion of women & their family ( Family planning clinic, primary health care center)

9. Course Outline:
The Theoretical Content

Unit 1: Introduction to maternal & neonatal nursing: (2) hrs.
1 Family: Concepts of family.
2 Types, functions, roles & tasks.
3 Family's life cycle.
4 Care for family as part of community.
Unit 2: Reproductive system: (3) hrs.
• Revision of anatomy & physiology of.
• reproductive system (male& female).
• Menstrual Cycle.
Unit 3: Pregnancy: (6) hrs.
1 Development & physiology of fetus.
2 Normal pregnancy (Physiological& psychological
changes) Prenatal care.
1 Nursing care during complications of pregnancy
(APH, PIH, GD, UTI, &anemia).
2 Assessment & management of emergency obstetric
conditions.
Unit 4: Labor & delivery: (8) hrs.
3 Theories of labor onset.
4 Signs of labor.
5 Components of labor.
6 Stages of labor.
7 Nursing management of each stage of labor.
8 Role of the nurse in delivery room.
9 Infection and pollution prevention & control in
the delivery room.
1 Nursing management during complicated labor
& delivery.
2 Using of pantograph in labor.
Unit 5: Obstetrical operation: (6) hrs.
3 Nursing care during obstetrical operation
(Episiotomy, forceps, C/S & induction of labor).
Unit 6: Puerperium: (8) hrs.
4 Physiologic & physiological changes during Puerperium.
5 Nursing management during normal Puerperium.
6 Nursing management during complicated Puerperium
(PPH),
Unit 7: Neonatal nursing care: (6) hrs.
1 Nursing management for immediate & daily neonate.
2 Nursing management for high risk neonate.
3 Regulation of birth & death certificate for newborn &
its importance.
Unit 8: Family planning: (3) hrs.
1 Reproductive health.
2 Objectives of family planning in Iraq.
3 Advantages & disadvantages of each method.
4 Nursing care in family planning clinic.
5 Health education & counseling.
Unit 9: Gynecological disorders: (3) hrs.
1 Nursing care for common gynecological disorders
(Prolapsed of genital tract, benign & malignancy of
genital tract & menstrual disorders).


The Laboratory Content

1 Implementation of certain procedures regarding women: (10) hrs.
-Calculate body mass index (BMI.
-Calculate gestational age (GA), (EDD).
-Physical & obstetrical exam.
-Monitoring fetal heart rate (FHR).
-Monitoring uterine contractions.
-Vaginal exam. For female students.
-Breast examination for early detection of any abnormalities.
-Certain investigation (Blood group & RH, Hb, urine test for
albumin& sugar & pregnancy test).
2 Implementation of certain procedures regarding neonate: (15) hrs.
-Weight, height, head & chest circumference
-Apgar score ( first one & five minute)
-Cord care
- Immediate & daily newborn care
-Care of incubators
-Type of feedings
3 Health Education and Counseling (5) hrs.


The Clinical Content

1 Prenatal & postpartum care (Obstetrical wards). (24) hrs.
2 Labor & delivery for female student. (24) hrs.
3 Operating room (C / S, Gynecological operation). (12) hrs.
4 Emergency wards (PIH, UTI, PPH & APH). (12) hrs.
5 Family planning unit. (6) hrs.
6 Neonate unit : Premature newborn, twin, RDS,
Jaundice, Blood transfusion, newborn for high risk mother. (12) hrs.

10. Learning Resources:
Blackboard, overhead projectors, data show & handout, films, CDs, midwifery lab., and maternity teaching hospitals.

11. Teaching/ Learning Strategies:
Lecture, Small groups work, Discussion, lab. demonstrations & clinical Training.

12. Student Evaluation:
1 Two mid term exams. 20%
2 Quizzes 5 %
3 Seminar 10%
4 Clinical reports 10%
5 Clinical evaluation 15%
6 Final clinical exam. 10%
7 Final Lab. exam. 10%
8 Final theory exam. 20%

Total 100%

 

13. References:
1 Fraser, P., et.al, Text-book for Midwives, 14th ed., London, Churchill Living Stone, 2004.
2 Henderson, C., et.al, Midwifery A Textbook for Midwives, 13th ed., Philadelphia, Bailliere Tindal, 2004.
3 Johnson. Martin H. & Barry J. Everitt, Essential Reproduction, 5th ed. London, Blackwell Science L.t.d, 2000.
4 Olds, S., et.al, Maternal – Newborn Nursing & Women’s Health Care, 7th ed., New Jersey, Pearson Education Inc., 2004.
5 Olds, S., et.al, Maternal – Newborn Nursing, 6th ed., New Jersey, Prentice Hall Inc., 2000.
6 May, K., and Mohlmiester L., Maternal and Neonatal Nursing Family Centered Care, 3rd ed., Philadelphia, Lippincotte Com., 1994.
7 McKinney, E., et.al, Maternal – Child Nursing, Philadelphia, Saunders Com., 2000.
8 Pillitters, A., Maternal and Child Health Nursing, 4th ed., Philadelphia, Lippincotte Com., 2003.
9 Pillitters, Adele, Maternal & Child Health Nursing Care of the Childbearing & Family, 4th ed., New York, Lippincott Williams & Wilkins, 2003.
10 Smith, M. Shimpl and B. Weiss, Women’s Health Care, New York, McGraw Hill Com., 2000,
11 Walsh, Linda V., Midwifery Community – Based Care During the Childbearing Year, New York, W.B Saunders Company, 2001.

Psychology

1. Course Title: Psychology
2. Course Number: (303)
3. Credit Hours: (2) credits
4. Course Calendar: (2) hours weekly of (15) weeks.
5. Placement: Third years / first semester.
6. Instructors: Staff of Psychology.

7. Course Description:
This course is designed to provide the nursing students with basic knowledge concerning psychological concepts and principles. It presents various theories of human behaviors and personality development in all ages that enable students explain, understand and predict human behaviors during their daily life.

8. Course Goals:
At the end of the course the students will be able to:
• Understand Psychological concepts, Principles and branches.
• Recognize human motivation and its classification.
• Recognize emotions and their development.
• Distinguish between frustration and conflict.
• Discuss theories of personality development.
• Identify the cognitive processes, such as thinking, memory,
learning, and intelligence.
• Explain human behaviors on the bases of psychological concepts
and principles.
• Appreciate human action and reaction in the daily life.
• Apply Psychological principles and theories in the practical
daily life.

9. Course Outline:
Unit 1: Introduction to Psychology: (4) hrs.
1 Definitions and terminology.
2 History of psychology.
3 Aims of psychology.
4 Theoretical and practical branches of psychology.
5 Approaches to psychology.
6 Methodology in psychology.
Unit 2: Motivation: (4) hrs.
1 Definition.
2 Theories of motivation.
3 The work of motives.
4 Motives classification.

Unit 3: Emotion: (4) hrs.
1 Definition.
2 Theoretical background.
3 Nervous system and emotion.
4 Development of emotion.
5 Kinds of emotion.

Unit 4: Frustration and Conflict: (4) hrs.
1 Frustration definition and causal factors.
2 Conflict definition and kinds.
3 Management of Frustration and conflict.
4 Psychological Defense Mechanisms.
Unit 5: Personality: (6) hrs.
1 Definition.
2 Theoretical background.
3 Trait classification.
4 Measurement and evaluation of personality.
5 Adjustment.
Unit 6: Attention and perception: (2) hrs.
1 Definitions.
2 Kinds of attention.
3 Factors affect attention.
4 Importance of perception.
5 Components of perception.
Unit 7: Thinking and Learning: (2) hrs.
1 Definitions.
2 Kinds and levels of thinking.
3 Conditions of learning.
Unit 8: Memory and Forgetting: (2) hrs.
1 Definitions.
2 Process of memorization.
3 Types of memory
4 Causal factors of forgetting.
5 Interpretation of forgetting.
Unit 9: Intelligence: (2) hrs.
1 Definition of Intelligence.
2 Factors effecting Intelligence.
3 Intelligent Age and Intelligent Quotient.


10. Learning Resources:
Blackboard, Overhead Projector, and Handouts.

11. Teaching/ Learning Strategies:
Lecture, Discussion, Writing Reports, and Role Playing.

12. Students Evaluation:

1st midterm exam. 20%
2nd midterm exam. 20%
Assignments 10%
Final exam. 50%

Total 100%

13. References:
1 Essen, M.W, Psychology, East Sussex, Psychology Press, 2000.
2 Huffman, Karen, Psychology in Action, 7th ed., John Wiley & Sons, Inc, 2004.
3 Wade, Carole and Carole Tavris, Psychology, 7th ed., New Jersey, Perentic Hall, 2003.

Pharmacology

1. Course title: Pharmacology
2. Course Number: (304)
3. Credit Hours: (2) credits.
4. Course calendar: (2) hours weekly of (15) weeks
5. Placement: third years / first semester
6. Instructors: Staff of pharmacology.

7. Course Description:
This course is designed to assist the 3rd year students to acquire the basic knowledge relevant to the commonly used therapeutic drugs for body systems, and according to the causative agent of the diseases. It provides the opportunity to the students to deal with different component of the drugs taking in consideration the nurses’ responsibility in the process of drug administration.

8. Course Goals:
By the end of the semester, the students will be able to:
1 Differentiate between various types of drug groups
2 Understand the essential information concerning different
types of drugs, such as doses, side effect and methods of
administration.
1 Recognize the responsibility of the nurse in giving drugs through the therapeutic process.
2 Realize different types of drug therapy across the life span
3 Identify the basic principles of pharmacology and its application in nursing practice
4 Identify the essential principles in administration of medications.
5 Recognize drugs acting on common diseases

9. Course Outline:

Unit 1: Introduction to Pharmacology: (1) hr.
1 Basic terms.
2 Properties of ideal drug.
3 Factors that determine the intensity of drug action.
Unit 2: Application of Pharmacology in nursing practice: (1) hr.
1 Application of pharmacology in patient care
- Pre-administration assessment.
- Evaluating and promoting.
- Therapeutic effects.
2 Application of pharmacology in patient education


Unit 3: Basic principles of Pharmacology: (2) hrs.
3 Pharmacokinetic terms.
4 Pharmacodynamics.
5 Drug-drug and drug-food interactions.
6 Adverse drug reactions.
7 Individual variations in drug responses.

Unit 4: Drug therapy across the life span: (2) hrs.
1 Drug therapy during pregnancy and breast feeding.
2 Drug therapy for pediatric patients.
3 Drug therapy for Geriatric patients.
Unit 5: Administration of Medications: (3) hrs.
1 Preventing medication errors.
2 Medication systems.
3 Medication orders.
4 Drug preparations and dosage forms.
5 Routes of drug administration.
Unit 6: Autonomic Pharmacology: (8) hrs.
1 Basic principles of neuropharmacology.
2 Cholinergic drugs.
3 Muscarinic agonists and antagonists.
4 Cholinesterase inhibitors.
5 Neuromuscular blocking agents.
6 Ganglionic blocking agents.
7 Adrenergic agonists and antagonists.
8 Indirect acting anti-adrenergic agents.
Unit 7: Cardiovascular Pharmacology:
1 Drugs acting on the cardiovascular system. (8) hrs.
2 Anti-hypertensive Drugs:
- Centrally acting sympatholytics.
- Ganglinic blockers.
- Adrenoceptors blocking agents.
- Vasodilators.
- Drugs acting on the renin-angiotensin system.
- Diuretics.
2 Drugs used in the treatment of angina and myocardial infarction.
3 Drugs used for the treatment of heart failure (digoxin
and other agents).
1 Anti-arrhythmic drugs.
Unit 8: Drugs used in the treatment of Dyslipidemia: (2) hrs.
2 Role of LDL-cholesterol in atherosclerosis.
3 Lipid lowering drugs.
Unit 9: Anti-coagulant, anti-platelet and Thrombolytic
Drugs: (2) hrs.
1 Overview of drugs used to treat thrombi-embolic
disorders.
2 Parenteral anti-coagulants, Oral anti-coagulants, anti-platelet drugs.
3 Thrombolytic drugs.
Unit 10: Drugs used for Deficiency Anemia: (1) hr.
1 Iron deficiency.
2 Vitamin B12 deficiency.
3 Folic acid deficiency.

10. Learning Resources:
Black board, over head projector, slide projector, and scientific movies.

11. Teaching/ Learning Strategies:
Lecture, demonstration, weekly seminars.

12. Students Evaluation:
1st midterm Exam. 20%
2nd midterm Exam. 20%
Reports 10%
Final Exam. 50%
--------------------------------------------
Total 100%

13. References:
1 Abrams, Anne Collins, Clinical Drug Therapy: Rationales for Nursing Practice, 6th ed., New York, Lippincott, 2001.
2 Lehne, Richard A., Pharmacology for Nursing Care, 4th ed., London, Saunders, 2001.

 

 


Epidemiology

1. Course Title: Epidemiology
2. Course Number: (305)
3. Credit Hours: (2) Credits
4. Course Calendar: (2) hours weekly of (15) weeks
5. Course Placement: Third year/ First semester
6. Instructors: Dr. Mohammed F. Khalifa, professor & Dr. Hala S. Abdul- Wahid,

7. Course Description:
This course is designed to present the students with an overall introduction to epidemiology. It provides an overview for most related issues to epidemiology, such as causal inferences and measures. The course increases their understanding of the disease, its process and consequences, and the natural history of the disease. It presents an opportunity to view the communicable diseases and their control. The course provides approaches for the application of epidemiological studies.

8. Course Goals:
At the end of this course the students will be able to:
1 present the history of epidemiology
2 Define the different meanings of epidemiology
3 Understand the causal inferences and advocacy
4 Apply the measures of epidemiology
5 Understand the disease process, the epidemiological model, infection and life expectancy
6 Understand the control of communicable diseases strategies, and occupational epidemiology
7 Realize the definition, types and advantages of incubation period.
8 Understand how to apply the epidemiological studies.

Course Outline:
Unit 1: History of Epidemiology: (4) hrs.
1 Concept of epidemiology.
2 Etymology.
3 Veterinary epidemiology.
4 Botanical epidemiology.
5 Epidemiology as causal inference.
6 Epidemiology as advocacy.

Unit 2: Measures: (6) hrs.
1 Measures of Occurrence:
- Incidence measures:
Incidence density (rate).
Hazard rate. Cumulative incidence.
- Prevalence measures:
Point prevalence.
Period prevalence.
2 Measures of Association:
- Relative measures:
Risk ratio.
Rate ratio.
Odds ratio.
Hazard ratio.
1 Absolute measures:
-Risk, rate, incidence differences
- Attributable risk:
Attributable risk in exposed.
Percent attributable risk.
Unit 3: The disease process (2) hrs.
2 The natural history of disease
Unit 4: The epidemiological model: (4) hrs.
3 Agent, host, environment Variation
Unit 5: Infection: (2) hrs.
4 Modes of transmission
Unit 6: Life expectancy: (2) hrs.
5 The impact of disease
Unit 7: Communicable disease control strategies: (2) hrs.
6 Procedures for disease control
Unit 8: Occupational epidemiology. (2) hrs.
Unit 9: Incubation period: (2) hrs.
7 Definition, types, Advantages
Unit 10: Epidemiological studies. (2) hrs.

10. Learning Resources:
Black board, overhead projector and handouts

11. Teaching / Learning Strategies:
Lectures and Group Discussion.

12. Student Evaluation:
First midterm exam 20%
Second midterm exam 20%
Daily assignment 10%
Final exam 50%
-----------------------------------------
Total 100%

13. References:
1 Beagalehole, R., et.al, Basic Epidemiology, Geneva, World Health Organization, 2000.
2 Gordis L., Epidemiology, 2nd ed., Philadelphia, W.B, Saunders company, 2000.
3 Greenberg, Daniels S., et.al, Medical Epidemiology. 3rd Ed., New York, McGraw – Hill and Lange Medical Books, Inc., 2001

 

 

 

Third year - Semester II
Total Course No Title T L C Total
6 Mental health & Illness 3 - 2 5
6 Child and Adolescent Health 2 1 2 5
2 Anthropology 2 - - 2
2 Pharmacology (2) 2 - - 2
2 Political Science and Human Rights 2 - - 2


18 16

 

Mental Health Nursing

1. Course Title: Mental Health Nursing
2. Course No: (306)
3. Credit Hours: Total of (5) credits:
Theory (3) credits
Clinical (2) credits
4. Course Calendar: Total (9) hours weekly of (15) weeks:
Theory (3) hrs.
Clinical (6) hrs.
5. Placement: Third year/ Second semester.
6. Instructor: Staff of Mental Health and Illness Nursing Unit.

7. Course Description:
This Course provides students with basic Knowledge and understanding of various theories that explain the behaviors of mentally health and ill persons. It also develops clear and specific approaches to various mental problems that lead students to use the nursing process as a framework for effective care with a holistic view of each client (physical, emotional, spiritual, interpersonal, cultural, socioeconomic, and environmental Aspects).

8. Course Goals:
At the end of the course the student will be able to:
1 Discuss the trends, foundations, and concepts of mental health nursing.
2 Identify the community based nursing care (mental health promotion and mental illness prevention.)
3 Describe the ethical and legal issues in nursing.
4 Identify the mental health nursing theories.
5 Implement therapeutic communication and interpersonal relationship.
6 Apply the nursing process in providing the nursing care for the client.
7 Identify and assist in providing special treatment modalities.
8 Describe different types of psychiatric disorders.
9 Recognize client behaviors and problems.
10 Assess the mental health statues of client.
11 Chang the students attitudes toward mental health and mental illness nursing.
12 Appraise the nurse’s role in the community mental health nursing.
9. Course Outline:

The Theoretical Content

Unit 1: Foundations of Mental Health: (4) hrs.
1 History and trends in psychiatric mental health nursing.
2 Foundation of psychiatric mental Health. Nursing.
3 Introduction to psychiatric Mental Health Nursing.
4 Concept of mental health & Mental illness.
Unit 2: Community Mental Health: (4) hrs.
1 Community based care, mental health promotion
& prevention of mental illness.
2 Ethical & legal issues in nursing.
Unit 3: Theories in mental health nursing: (3) hrs.
1 Psychological theories.
2 Neurobiological theories.
Unit 4: Communications: (3) hrs.
1 Therapeutic communication & relationship.
2 Interpersonal relationship.
Unit 5: The Nursing process: (2) hrs.
1 Assessment of Psychiatric clients.
2 Nursing. Diagnosis according to NANDA.
3 Outcome identification.
4 Planning & implementation.
5 Evaluation.
Unit 6: Treatment modalities: (3) hrs.
1 Special treatment modalities.
2 Psychopharmacology.
3 CT.
4 Alternative & Complementary therapies.
Unit 7: Psychiatric Disorders: (6) hrs.
1 Clients with psychiatric disorders.
2 Mood disorder depression & mania.
3 Delusional & Shared Psychotic disorders.
4 Cognitive disorders.
5 Delirium.
6 Dementia.
7 Vague state.
8 Mood disorder (depression & mania).
Unit 8: Anxiety disorders: (3) hrs.
1 Anxiety.
2 Phobia.
3 Obsessive – compulsive disorder.
4 Anxiety related disorders (Post-Traumatic disorder).
5 Somatic disorder.
Unit 9: Personality disorders. (2) hrs.
Unit 10: Substance related disorders: (3) hrs.
1 Alcoholic abuse.
2 Drug abuse.


Unit 11: Eating disorders: (3) hrs.
1 Anorexia nervosa.
2 Bulimia.
Unit 12: Nursing care of special population: (3) hrs.
2 Child.
3 Elderly.
4 Homeless.
The Clinical Content

1 Orientation to the clinical area. (6) hrs.
2 Orientation to the admission and discharge procedures. (6) hrs.
3 Demonstration for patient assessment: (6) hrs.
-Taking history.
-Physical examination.
-Mental status examination.
1 Observing clinical instructor while interviewing & (12) hrs.
Communicating with psychiatric patients.
1 Observing clinical instructor while using therapeutic (6) hrs.
technique to the patients.
2 Clinical practice in the psychiatric female unit. (18) hrs.
3 Clinical practice in the psychiatric male unit. (18) hrs.
4 Clinical practice in the substance abused patients unit. (12) hrs.
5 Assist in providing nursing care to patients with ECT. (6) hrs.

10. Learning Resources:
Blackboard, Overhead Projector, Posters, Handouts, video-films,
Psychiatric clinics and Psychiatric teaching hospitals.

11. Teaching / Learning Strategies:
Lectures, Small group’s discussion, Role playing, Demonstration,
Writing reports, Case study.

12. Students Evaluation:

1st theory Exam. 10%
2nd theory Exam. 10%
Clinical evaluation 15%
Seminars 10%
Reports 10%
Quizzes 5%
Final theory Exam. 20%
Final Clinical Exam. 20%
-------------------------------------------
Total 100%


13. References:
1 Gial W. Start, Psychiatric Nursing, 5th ed., New York, Mosby,
2002.
1 Jonson, B.S, Psychiatric Mental Health Nursing, 4th ed.,
Lippincott William and welkins, 1999.
2 Schultz, Judih & Videbeck Sheila, Manual of Psychiatric Nursing Care Plans, 7th ed., New York, Lippincott Williams
Wilkins, 2005.
3 Shives, L.R, Basic Concepts of Psychiatric Mental Health Nursing,
6th ed., New York, Lippincott William and welkins, 2005.
4 Stuart.G.W, Principles and Practice of Psychiatric Nursing, 7th ed., New York, Mosby, 2001.
5 Articles related to different topics from nursing journals.




Child and Adolescent Health

1. Course Title: Child and Adolescent Health
2. Course Number: (307)
3. Credit Hours: Total of (5) credits:
Theory (2) credits
Lab. (1) credit
Clinical (2) credits
4. Course Calendar: Total of (10) hours weekly of (15) weeks:
Theory (2) hrs.
Lab. (2) hrs.
Clinical (6) hrs.
5. Placement: Third year/ Second semester.
6. Instructors: Staff of Pediatric Nursing Unit.

7. Course Description:
This course is designed to assist the 3rd year students to acquire the basic knowledge, concepts and understanding of the health problems associated with stages of growth and development (age–related concerns) and provides the opportunity to the students to deal with normal and sick child and adolescent.

8. Course Goals:
Upon completion of this course the student will be able to:
1 Identify the basic child's needs (age related needs and concerns).
2 Assess the child and adolescent physically.
3 Out line the communication techniques to deal with child & adolescent.
4 Discuss the types of accidents according to the stages of growth and development.
5 Provide traumatic care for hospitalized child and adolescent.
6 Identify the high risk infants and figure out their physical and physiological problems.
7 Discuss nutritional assessment & figure out the child's and adolescent with nutritional problems.
8 Utilize the nursing process to deal with child's health problems.
9 Emphasis on preventive aspects of care to promote health for children and adolescents.
10 Implement nursing care for children with:
-Respiratory diseases
-Gastrointestinal diseases
1 Demonstrate pediatric nursing procedures related to:
-Restraining
-Blood withdrawal
-CSF
-Setting IV Fluid
-Giving I.M injection
2 Analyze critically the condition of the child and adolescent with blood diseases.
3 Applied scientific approach during practice of nursing care with children and adolescents.
4 Identify the needs of children and adolescent with special needs (Handicapped children).
5 Identify childhood and adolescence diseases (medical and surgical diseases) in relation to its causes, treatment, complications, and its nursing care.

9. Course outline:

The Theoretical Content

Unit 1: Historical perspective of nursing care of children (1) hrs.
at different civilization and religions.
Unit 2: primary nursing care of children and adolescents: (5) hrs.
1 Child’s physical health assessment and
developmental assessment.
1 Principles of children's needs:
-Immunization.
-Nutritional needs throughout stages.
-Play and playing throughout stages of growth
& development.
1 Accidents, injuries and its prevention.
2 Child's verbal communication.
Unit 3: secondary nursing care of the newborn baby: (4) hrs.
1 Nursing care of the newborn baby:
-Birth injuries.
-Health problems of the newborn baby.
-Nursing care of newborn baby with common problems.
2 Nursing care of high risk newborn baby:
-High risk related to prematurity & post maturity.
-High risk related to physiological disorders
of the newborn.
-High risk related to newborn physical Characteristics.
-Impact of high risk babies upon their Families.
-High risk related to neurological disorders.
Unit 4: Nursing care of children and adolescents with (15) hrs.
health problems:
3 The child with nutritional disturbance:
-Protein and energy malnutrition.
-Kwashiorkor.
-Marasmus.
-Obesity.
-Feeding difficulties.
-Nutritional counseling.
1 The child with gastroenteritis:
-Diarrhea.
-Dehydration.
-Vomiting.
-Fluid and electrolytes disturbance.
2 The child with urological problems
-Nephritis and Nephritic syndrome.
-Urinary tract obstruction.
-William's tumor.
1 The child with health problems related to the blood and its production. The nursing care of:
-Leukemia.
-Hemophilia.
-Thalassemia.
-Sickle-cell anemia.
2 The child with health problems interfere with respiration and transfer of oxygen,the nursing care of:
-Asthma.
-Bronchitis.
-Pneumonia.
-Cold.
-Inhalation of foreign body.
1 The child with health problems of cardio vascular problem:
-Nursing care of children with congenital heart disease.
-Nursing care of children with congestive heart failure.
1 The child with health problem of endocrine alteration
-Nursing care of children with diabetes.
1 The child with communicable diseases: measles and germen measles.
2 Nursing care of children with surgical cases:
-Intestinal obstruction.
-Intestinal obstruction.
-Pyloric stenosis.
-Cleft lip and cleft- palate.
-Imperforated anus.
Unit 4: Tertiary nursing care of children & adolescent with (3) hrs.
2 Chronic illnesses.
3 Cerebral palsy.
4 Special needs.
Unit 5: Emotional, Psychosocial consideration of the child, (2) hrs.
adolescent and the family:
1 Impact and chronic illness.
2 Family centered home care.
3 The nurse and the family of fatally ill child and
adolescent.

The Laboratory Content

6 Demonstrate pediatric nursing procedures related to: (26) hrs.
-Restraining. (2) hrs.
-Blood withdrawal. (3) hrs.
-CSF preparation & position. (2) hrs.
-Setting IV Fluid. (3) hrs.
-Giving I.M injection. (4) hrs.
-Breast feeding. (2) hrs.
-Oral medication. (2) hrs.
-Oxygen therapy. (2) hrs.
-Wound dressing. (3) hrs.
-Nasogastric tube. (3) hrs.
7 Video CD about respiratory diseases & gastroenteritis (4) hrs.

The Practical Content

1 Kindergarten & Nursery. (12) hrs.
2 Hospital setting includes:
-Blood Diseases Unit. (18) hrs.
-Surgical Ward. (12) hrs.
-Medical Wards & Emergency. (24) hrs.
-Neonatal Intensive Care Unit. (12) hrs.
-Premature Unit. (12) hrs.

10. Learning Resources:
Black board, Video films, Overhead projector, Slide projector Data Show, Pediatric Lab., Clinical setting, and Nursery.

11. Teaching/Learning Strategies:
Lecture, Demonstration, Discussion, Small group work, Seminars and Case based learning.

12. Students Evaluation
1st theory exam. 10%
2nd theory exam. 10%
Class activities. 10%
Reports 10%
Clinical evaluation 20%
Final theory exam. 20%
Final clinical exam. 20%
--------------------------------------------------
Total 100%

13. References:
1 Wong Donna L. et.al., Essentials of Pediatric Nursing, 6th ed., New York, Mosby, 2001.
2 Wong Donna L. Whaley and Wong’s, Nursing Care of Infants and Children, 5th ed., St. Louis, Mosby, 1995.
3 Pilliltteri A., Maternal and Child Health Nursing Care of the childbearing & Family, 4th ed., New York, Lippincott Williams & Wilkins, 2003.




Anthropology

1. Course Title: Anthropology
2. Course Number: (308)
3. Credit Hrs: Total (2) Credits
4. Course Calendar: (2) Hours weekly of (15) weeks
5. course Placement: Third year/ second semester
6. Instructors: Dr. Mohammed F.Khalifa

7. Course Description:
This course is designed to present the students with an introduction to anthropology and an overview to all related issues. It increases the students' understanding of human and cultural variations that help in analyzing the socio cultural systems. It also provides information about the contemporary global trends in this field.

8. Course Goals :
At the end of this course the students will be able to:
1 Define anthropology as scientific discipline.
2 Identify types of anthropology.
3 Understand the phenomenon of evolution.
4 Realize human variation and its related issues.
5 Recognize culture and its related issues.
6 Understand the process of enculturation.
7 Overview language and its emerging issues.
8 Present anthropological explanations.
9 Analyze socio-cultural systems.
10 Discuss globalization and contemporary global trends.

9. Course Outline:
Unit 1: Introduction to anthropology: (2) hrs.
• Definition.
• Types.
• Physical Anthropology: Archaeology.
• Linguistic Anthropology: Ethnology.
• Holistic Anthropology: Global Perspective.
• Applied Anthropology.
• Rationales for studying Anthropology.


Unit 2: Evolution: (3) hrs.
1 Definition.
2 Theories of evolution (Darwin, Wallace and
Natural Selection).
3 Population Genetics and evolution.
4 Occurrence of evolution.
5 The evolution of life.
6 The scientific revolution.
7 Scientific Creationism and evolution.
Unit 3: Human variation: (2) hrs.
1 Sources of Human variation.
2 Evaluating reasons for variation.
3 Alternative approaches to human variation.
4 Adaptive aspects of human variation.
5 Cultural diversity in human populations.
Unit 4: Culture: (2) hrs.
1 Characteristics of culture.
2 Culture is learned and shared.
3 The components of culture.
4 Ideal versus real culture.
5 Cultural diversity.
6 Cultural universals.
Unit 5: The Process of enculturation (4) hrs.
1 Biology versus culture.
2 Instincts and human culture.
3 Culture and personality.
4 Enculturation and sex drive.
5 Enculturation and cognition.
6 Enculturation and emotions.
7 Culture and mental illness.
8 Culture – Specific disorders.
9 The limits of enculturation.
Unit 6: The ecology of Health and Disease (3) hrs.
1 Medical Ecology
2 Environment, culture and Health
3 Anthropological sub disciplines and Medical anthropology
4 A focus on adaptation
5 Arctic adaptations
Unit 7: Nutrition through the life cycle: (3) hrs.
1 Preview.
2 Prenatal Nutrition.
3 Infant Feeding.
4 Weaning and the critical second year.
5 Nutrition in childhood and adolescence.
6 Nutrition through out adult life.
7 Nutrition and old age.
Unit 8: Stress and Disease: (2) hrs.
1 Preview.
2 The concept of stress.
3 A Model of stress.
4 Individual and cultural variation in tolerance of stress.
5 Seeking out stress.
6 Understanding the physiology of stress.
Unit 9: Health repercussions of culture contact: (3) hrs.
1 Preview.
2 The concept of stress.
3 A Model of stress.
4 Understanding the physiology of stress.
5 Stress and healing.
6 Nutrition stress.
7 Climatic stress.
8 Cumulative stressors.
Unit 10: Health costs of modernization: (2) hrs.
1 Preview.
2 What modernization means.
3 Economic development.
4 Approaches to evaluating modernization and health.
5 Repercussions of technological change.
• Strategies of health care development.
Unit 11: Contemporary global trends: (4) hrs.
1 Environmental trends.
2 Population trends.
3 Technological change.
4 Economic trends.
5 Political trends.
6 Ethnic trends.
7 Religion and secularization.
8 The role of Anthropology.

10. Learning Resources:
Blackboard, Overhead Projector and handouts.

11. Teaching /Learning Strategies:
Lectures, Group discussion,

12. Student Evaluation:
First mid-term exam 20%
Second mid-term exam 20%
Daily assignment 10%
----------------------------------------------
Total 100%

13. References:
1 Decorse, Christopher, Anthropology, 4th ed., New Jersy,Prentice Hall, 2001.

Pharmacology (2)

1. Course Title: Pharmacology (2)
2. Course Number: (309)
3. Credits Hours: (2) credits
4. Course calendar: (2) hours weekly of (15) weeks
5. Placement: Third years / Second semester
6. Instructors: Staff of pharmacology.

7. Course Description:
This course is a complementary to Pharmacology (1) course. It introduces different types of drugs according to the systems of human body. The students gain knowledge about the therapeutic effects of each drug, doses, route of administration, side effects and its toxicity.

8. Course Goals:
Upon the completion of this course the student will be able to:
1 Differentiate between different types of drugs, their actions, doses, routes of administration, side effects, and their toxicity.
2 Classify types of drugs according to the body system that are used for.
3 Identify the risk effects of the given therapeutic drugs.
4 Recognize poisoning and drugs used to minimize poison absorption.

9. Course Outline:
Unit 1: Central Nervous System Drugs (8) hrs.
1 Introduction to CNS pharmacology.
2 Centrally acting analgesics (Narcotic analgesics).
3 CNS depressants, sedatives and hypnotics.
4 General and Local anesthetics.
5 Anti-depressant drugs, Anti-psychotic drugs.
6 Anti-Parkinson drugs and anti-epileptic drugs.
7 CNS stimulants and drug abuse.
Unit 2: Drugs Used For Endocrine Disorders (6) hrs.
1 Drugs used for the treatment of Diabetes mellitus.
2 Drugs used for thyroid disorders.
3 Drugs related to hypothalamic and pituitary functions:
-Growth hormone.
- Onadotropins.
-Oxytocin.
-Corticotrophin.
-Anti-diuretic hormone.
1 Adrenocortical hormones.
2 Sex hormones and female contraception.
Unit 3: Non-steroidal Anti-inflammatory Drugs and (1) hr.
Paracetamol.
Unit 4: Anti- histaminic Drugs. (1) hr.
Unit 5: Immunosuppressant Drugs. (1) hr.
Unit 6: Gastrointestinal Drugs. (2) hrs.
2 Drugs used in the treatment of peptic and duodenal ulcers.
3 Laxatives, Anti-diarrhoeal drugs, Anti-emetics.
Unit 7: Chemotherapy of Infectious Diseases: (4) hrs.
1 Basic principles of anti-microbial therapy.
2 Classes of anti-bacterial drugs.
3 Anti-fungal drugs, Anti-viral drugs.
4 Antiseptics and Disinfectants.
Unit 8: Chemotherapy of Parasitic Diseases (1) hr.
1 Antehelmentics.
2 Anti-protozoal agents.
3 Ati-malarial drugs.
Unit 9: Cancer Chemotherapy. (1) hr.
1 Principles of cancer chemotherapy.
2 Anti-cancer drugs.
Unit 10: Nutrition. (2) hrs.
1 Vitamins.
2 Enteral and Parenteral Nutrition.
3 Drugs used for the treatment of obesity.
Unit 11: Toxicology: (3) hrs.
1 Management of poisoning
2 Drugs and procedures used to minimize poison
3 absorption.
4 Drugs and procedures used for poison removal.
5 Specific anti-dotes.

10. Learning resources:
Black board, over head projector, slide projector and scientific movies

11. Teaching Learning Strategies:
Lectures, Discussions, and weekly seminars.

12. Students Evaluation:
1st theory exam. 20%
2nd theory exam. 20%
Reports. 10%
Final Exam 50%
------------------------------------------------
Total 100%


13. References.
1 Anne Collins Abrams, Clinical Drug Therapy:
Rationales for Nursing Practice, 6th ed., New York, Lippincott,
2001.
2 Richard A. Lehne, Pharmacology for Nursing Care, 4th ed.
London, Saunders, 2001.

 

 


Political Science and Human Rights

1. Course Title: Political Science and Human Rights
2. Course No: (310)
3. Credit Hours: total of (2) credits
4. Course Calendar: (2) hours weekly of (15) weeks
5. Placement: Third year/ Second semester
6. Instructors: Staff of Human right.

7. Course Description:-
This Course provides students with basic Knowledge and understanding of Human Rights including individual, specific social groups and nation’s rights. This course will help students to live freely, peacefully and be able to appreciate others freedom and rights in a democratic country.

8. Course Goals:
At the end of the course the student will be able to:
12 Understand the historical development of human rights.
13 Search on human rights in the Islamic Sharia.
14 Discuss the concepts and principles of Human Rights in the international law.
15 Describe characteristics of Human Rights.
16 Enhance attitude towards rights of specific social groups
17 Appreciate nations, groups, and individual rights regardless of their ethnic background, religion, sex, color, politic, or confession.
18 Identify rights of his country and nation.
19 Apply concepts of freedom and democracy in his personal and social life.
20 Determine his role and responsibility as a citizen in the election of leaders in his country.

9. Course outline:
Unit 1: Nature of the right: (2) hrs.
1 The meaning of the right.
2 Concept of human rights.
3 Characteristics of natural law.
4 The natural rights.
Unit 2: Development of human rights in the mankind history: (4) hrs.
1 Human right in old civilization.
2 The celestial law (code).
3 Human rights in Islamic Sharia:
- Holly Koran.
- Noble Prophet Sunna.
- Bond of duties with rights in Islamic Sharia.
• Human rights in the middle ages.
• Human right in recent ages.
Unit 3: Human rights in the international law: (2) hrs.
1 Principles.
2 Resources: natural right, religion, habits and caruncle.
3 Adherent rights “rights of natural beings”.
4 Exchangeable obligations as a lawful essence.


Unit 4: Content of civil rights: (4) hrs.
1 Life and freedom right.
2 Personal freedom right.
3 Possession right.
4 Contracting right.
5 Expression right.
6 Believes freedom right and conscience freedom.
7 Establishing and participating in associations right
8 Establishing a family right.
9 Confessional equality right.
10 Insurance of civil right.
Unit 5: Specific social groups rights: (4) hrs.
1 Parents’ rights.
2 Children’s rights
3 Relatives’ rights.
4 Women’ rights.
5 Neighborhood rights.
Unit 6: Human rights relative to time and place: (2) hrs.
1 Assured human Rights.
2 Correspondents and diplomatic representatives’ rights.
3 Transportation, residency, and refugee rights.
4 Human rights in war period:
- Civil human.
- Military warrior.
Unit 7: Shared rights for the continuity of humanistic societies (2) hrs.
and groups:
1 Command for kindness and prohibit the disclaimer.
2 Peace and cooperation.
3 Rejection of prejudice on ethnic, religion, sex, color, politic, or confession base.
Unit 7: Concept of Freedom: (4) hrs.
1 Individual freedom.
2 Universal freedom.
3 Natural freedom.
4 Civil freedom.
5 Coactive and life.
6 Political and national freedom.
7 Rights towards the country.
8 Discrimination between mastery and freedom.
Unit 8: Concept of democracy: (6) hrs.
1 Historical dimension of democracy:
- Civil state and democracy in the Greek era.
- Establishment of democracy in the recent era.
2 Components of democracy.
3 The democracy government.
4 Pressure groups and the democracy government.
5 Theories of election.

10. Learning Resources:
Blackboard, Overhead Projector, Posters,

11. Teaching / Learning Strategies:
Lectures, discussion, brain storming, and writing and presenting reports.

12. Students Evaluation:

1st theory exam. 15%
2nd theory exam. 15%
Reports 10%
Class activities 10%
Final theory exam. 50%
-----------------------------------------------
Total 100%

13. References: !!!!!

 

Fourth year – Semester II
Course No Title T L C Total
401 Biostatistics 1 2 - 3
Family & comm. H.Nrg. 3 - 3 6
Research Methods 2 - - 2
Critical Care Nsg. (1) 2 1 2 5

16

 

Biostatistics

1. Course Title: Biostatistics
2. Course Number: (401)
3. Credit Hours: Total of (3) credits:
Theory (1) credit.
Lab. (2) credits.

4. Course Calendar: Total (5) hours weekly of (15) weeks:
Theory (1) hrs.
Lab. (4) hrs.
5. Placement: Fourth year / first semester.
6. Instructors: Specialties in Statistics.

7. Course Description:
This course is designed to provide fourth year students with basic principles of statistical procedures, understanding the ideas, methods used in biostatistician studies and their applications to health.

8. Course Goals:
At the end of this course the students will be able to:
• Demonstrate the statistical methods for collecting date, summarization, tabulation, presentation and analysis.
• Apply manual calculation for descriptive and inferential tests.
• Apply certain statistical program as excel or SPSS which are used for data analysis in computer.
• Deal with different data sets such as hospital records.

 

 

9. Course Outline:

The Theoretical Content

Unit 1: Introduction to statistics: (I) hr
• Definition of statistics / biostatistics.
• Aims of statistics & statistic's types.
• Statistical methods (descriptive & inferential statistics
Unit 2: Data collection: (2) hrs
• Data sources.
• Population, Samples & their types.
• Variables and its types.

Unit 3: Descriptive Statistical Methods: (5) hrs.
1 Grouping data in tables (single & double
frequency tables).
2 Representing grouped & ungrouped data in graphs,
3 Measures of central tendency (mean, median, mode)
for grouped & ungrouped data.
1 Measure of variation (range, standard deviation,
variance, standard score & coefficient of variation)
Unit 4: Inferential Statistical Methods: (2) hrs.
2 Probability distribution.
3 Type of distribution.
4 Normal distribution & its characteristics.
Unit 5: Estimation (Point estimation & Interval estimation): (4) hrs.
1 Testing hypotheses (Z, T. test).
2 Contingency tables & Chi-square for independence.
3 Correlation & simple regression analysis.
Unit 6: Vital statistics (Morbidity & Mortality): (1) hr.
1 Hospital records.


The Laboratory Content

• Data collection. (6) hrs.
• Descriptive Statistical Methods: (20) hrs.
-Grouping data in tables (single & double frequency tables)
-Representing grouped & ungrouped data in graphs
-Measures of central tendency (mean, median, mode) for grouped & ungrouped data.
-Measure of variation (range, standard deviation, variance,
standard score & coefficient of variation).
• Inferential Statistical Methods. (20) hrs.
• Vital statistics. (10) hrs.
• Hospital records. (4) hrs.

10. Learning Resources:
Blackboard, Calculators, Computers

11. Teaching / Learning Strategies:
Lectures, daily assignment, computer lab, field visits.

12. Student Evaluation:
Mid term Examination 30%
Daily Assignment 10%
Lab’s Applications 10%
Final Examination 50%
-------------------------------------
Total 100%

13. References:
• Utts.J. & Heckard R. Mind on Statistics, Australia, Duxbury Thomson Learning, 2002.
د. عبد الرحمن بن محمد واخرون , الاحصاء التطبيقي, الرياض , مطابع جامعة الملك سعود , 1995

 


Family and Community Health Nursing

1. Course Title: Family and Community Health Nursing
2. Course Number: (402)
3. Credit Hours: Total of (6) credits:
Theory (3) credits.
Clinical (3) credits.
4. Course Calendar: Total of (12) hours per week of (15) weeks:
Theory (3) hrs.
Clinical (9) hrs.
5. Placement: Fourth year-First semester.
6. Instructors: Faculty of Community Health Nursing Unit.

7. Course Description:
This course is designed to increase the students' level of understanding and orientation toward the family and the community health nursing related issues. Throughout this course, the students can present the family and the community with reasonable nursing care when the nursing process is applied and the students' role as care providers is performed.

8. Course Goals:
At the end of this course the students will able to:
1 Define the family.
2 Identify types, characteristics, roles and functions of the family.
3 Deal with issues and approaches of family health care.
4 Define community health nursing.
5 Identify the philosophy, characteristics, the scope, principles, and objectives of community health nursing.
6 Apply standards for community health nursing practice.
7 Perform the role and functions of community health nurse.
8 Understand the nursing process, epidemiological process, health education process, home visit process, and case management process.
9 Deliver community health nursing care in specialized settings, such as schools, rural, correctional, and disaster ones.
10 Manage selected community health problems.

The Theoretical Content

Unit 1: Introduction: (3) hrs.
1 Definition of family.
2 Types of family.
3 Characteristics of family.
4 Roles of the family.
5 Functions of the family.
Unit 2: Issues and approaches in family health care: (4) hrs.
1 Family theories and development.
2 Family development and its tasks.
3 Health tasks of the family.
4 Family as a unit of community health nursing.
5 Definition of family health.
6 Determinant of family health.
7 Family health risks.
8 Objectives of family health care.
9 Principles of family health care.
10 Family nursing assessment.
11 Children’s health.
12 Woman’s health.
13 Men’s health.
14 Elder’s health.
15 The physically compromised.
Unit 3: Community Health Nursing: (4) hrs.
1 Introduction to community health nursing.
2 Definition of community health nursing.
3 Philosophy of community health nursing.
4 Characteristics of community health nursing.
5 Scope of community health nursing.
6 Principles of community health nursing.
7 Objectives of community health nursing.
8 Standards for community health nursing practice.
9 Roles and functions of community health nurses :
-Client – oriented roles
-Delivery – oriented roles
-Population – oriented roles
Unit 4: The Nursing Process: (4) hrs.
1 Attributes of the nursing process.
2 Community assessment: Elements of assessment.
3 Community core: Elements and data.
4 Assessing the dimensions of health.
5 Assessing the community health services.
6 Diagnosing the community health status.
7 Planning nursing intervention.
8 Implementing nursing care.
9 Evaluating nursing care.
Unit 5: The Epidemiologic Process: (3) hrs.
1 Basic Concept of epidemiology.
2 The epidemiologic process.
3 Epidemiologic investigating.
4 Epidemiologic Models.
Unit 6: The Health Education Process: (2) hrs.
Purposes of health education.
1 Barriers to learning.
2 Theories of learning.
3 Principles of learning.
Unit 7: Primary Health Care: (2) hrs.
1 Definition.
2 Characteristics.
3 Principles.
4 Elements.
5 Approaches to primary health care.
6 Primary health care and community health
nursing.
7 Roles of the nurse.
Unit 8: School health Program: (2) hrs.
1 Definition.
2 Goals and objectives.
3 Components of school health program.
4 School health services.
5 Roles of the nurse.
Unit 9: The Home Visit Process: (3) hrs.
1 Advantages of home visit.
2 Characteristics of hone visiting program.
3 Purposes of home visiting program.
4 Clint served by home visiting program.
5 Initiating the home visit.
6 Planning the home visit.
7 Implementing the planned visit.
8 Evaluating the home visit.
Unit 10: The Case Management Process. (4) hrs.
1 Defining Case management.
2 Goals of case management.
3 Standards of case management practice.
4 Legal issues in case management.
5 Criteria for case selection.
6 Assessing the dimension of health in case
management.
7 Diagnosing reasoning and case management.
8 Developing the case management plan.
9 Implementing the case management plan.
10 Evaluating the process and outcome of case
management.
Unit 11: Community Health Nursing Care in Specialized
Settings: (4) hrs.
1 Care of client in the school settings.
2 Care of client in rural settings.
3 Care of client in correctional settings.
4 Care of client in disaster settings.
Unit 12: Selected Community Health Problems. (3) hrs.
Communicable diseases.
1 Chronic physical health problems.
2 Chronic mental health problems.
3 Substance abuse.
4 Violence.
Unit 13. Maternal and child care: (5) hrs.
1 Maternal Care:
-Antenatal care.
-Natal care.
-Postnatal care.
-Family planning.
1 Child care:
-Medical Examination.
-Growth monitoring.
-Immunization.
-Acute respiratory infection control &
-control of diarrial diseases.
-Breast feeding.
-Integrated management of child illness (IMCI)
Unit 14. Environmental Health: (2) hrs.
1 Types of Environment.
2 Aspects of environmental health.
3 Environmental Hazards.
4 Role of community health nurse in the environmental health.

The Clinical Content

Clinical training in the following settings:
1 Primary health care centres. (84) hrs.
2 School visits (15) hrs.
3 Home visits (24) hrs.
4 Field trips (12) hrs.

10. Learning Resources:
Blackboard, Overhead projector, Posters, Handout, Films.

11. Teaching / Learning Strategies:
Lectures, group discussions, groups work, case based learning.

12. Students Evaluation:

1st theory exam. 10%
2nd theory exam. 10%
Clinical evaluation 30%
Seminars 10%
Final theory exam. 20%
Final clinical exam. 20%
-----------------------------------------
Total 100%
13. References:
1 Allender S , Spradley B , Community Health Nursing :
Promoting and Protecting the Public Health , 6th ed., New York, Lippincott Williams & Wilkins , A Wolters Kluwer Company , 2005 .
1 Basa Vanthappa, B., Community Health Nursing. 1st ed., Bangalora, Jaypee Brothers Medical Publishers Company, 2001.
2 Clark, M., Nursing in the Community : Dimensions of Community Health Nursing. 3rd ed., Standford, Asimon
and Suchaster Company, 1999.
3 Stanhope , M. and Lancaster, J.: Community Health Nursing: Promoting Health of Aggregates, Families And Individuals. 4th ed., St. Louis, Mosby Publishing Company, 1996.

Research Methods

1. Course Title: Research Methods
2. Course Number: (403)
3. Credit Hours: (2) credits.
4. Course Calendar: (2) hours weekly of (15) weeks.
5. Placement: Fourth year / first semester.
6. Instructors: Allied faculties.

7. Course Descriptive:
The course is designed to provide the nursing students with knowledge related to basic concepts & principles of scientific research process. It is contributed to increase their knowledge, awareness, understanding & recognition on areas of priorities for nursing research.

8. Course Goals:
At the end of this course the students will be able to:
1 Identify research concepts, purposes, and characteristics of scientific research.
2 Search for nursing problem statement.
3 list sources of nursing research problem.
4 Discuss initial & secondary sources of review of literature.
5 Describe types of variables used in nursing research.
6 Discuss the types of research design.
7 Define the population, sampling & sample.
8 Discuss types of sampling techniques (probability & non probability sample).
9 Identify the various methods used in data collection.
10 Explain the types of statistical procedures (descriptive & inferential tests).
11 Analyze, represent & interpret the results.
12 Write a study project.

9. Course outline:

Unit 1: Introduction to scientific research: (2) hrs.
1 Basic concepts.
2 Purposes of scientific research.
3 Characteristics of scientific research & research hypothesis.
Unit 2: Major steps in scientific research. (2) hrs.
Unit 3: Research problem & research questions. (2) hrs.
Unit 4: Review of literature: (4) hrs.
1 Purposes of review of literature.
2 Types of information.
3 Writing review of literature.

Unit 5: Sample & sampling: (4) hrs.
1 Population.
2 Sample.
3 Types of sample.

 


Unit 6: Research design: (4) hrs.
1 Experimental design.
2 Quasi Experimental design.
3 Non- Experimental design ( Descriptive & correlation design).
4 Survey.
Unit 7: Measurement & data collection: (4) hrs.
1 Observational methods.
2 Types of questionnaire & interviews.
3 Scales.
Unit 8: Tabulation & analysis of data. (4) hrs.
Unit 9: Discussion the findings of the study (2) hrs.
Unit 10: Methods of writing research reports or study. (2) hrs.

10. Learning Resources:
Blackboard, Calculators, Overhead Projector, and Handout.

11. Teaching / Learning Strategies:
Lecture, discussion, Groups work and daily assignments.

12. Student Evaluation:
1st theory exam. 20%
2nd theory exam. 20%
Assignments 10%
Final exam. 50%
----------------------------------
Total 100%

13. References:
1 Massey, V., Nursing Research: A Study And Learning Tool,
Pennsylvania, Springhousenote, 1999.
2 Nieswiadomy, R., Foundation of Nursing Research, 3rd ed., Stam & Appleton & Lange, 1998.
3 Polit, Denise F and Cheryl Tatano Beck, Essentials of Nursing Research Methods, Appraised, and Utilization, 6th ed., New York Lippincott Williams & Wilkins, 2005.
4 Polit, Denise F. and Cheryl Tatano Beck, Nursing Research Principles and Methods, 7th ed., New York Lippincott Williams & Wilkins, 2004.
نجيب, بديعة محمد , البحث العلمي في التمريض : المنهجية والاسلوب , بغداد, جامعة بغداد, وزارة التعليم العالي والبحث العلمي, 1990

Critical Care Nursing (1)

1. Course Title: Critical Care Nursing (1)
2. Course Number: (404)
3. Credit Hours: Total of (5) credits:
Theory (2) credits.
Lab. (1) credits.
Clinical (2) credits.
4. Course Calendar: Total (10) hours weekly of (15) weeks:
Theory (2) hrs.
Lab. (2) hrs.
Clinical (6) hrs.
5. Placement: Fourth years /first semester.
6. Instructors: Nursing factually members in the Medical Surgical Nursing
Unit.

7. Course Description:
This course introduces general concepts and issues in caring for clients with life threatening illness, and provides the students with opportunity to meet the bio-psycho-social needs of clients in critical illness. It builds upon knowledge gained in previous courses, namely nursing care of Adults. Areas of emphasis include advanced assessment and management of critically ill adult with cardiovascular, respiratory, and renal problems, as well as multisystem trauma.

8. Course Goals:
Upon completion of the course, the student shall be able to:
1 Understand the effect of the critical illness on the clients and their families.
2 Describe the impact of the critical care environment on the clients.
3 Discuss current monitoring techniques used in critical care settings.
4 Relate the human responses to critical illness to the underlying
path physiology.
1 Discuss psychosocial assessment and interventions relevant to critically ill
clients and their families.
2 Utilize knowledge from the humanities and science in planning the care
of critically ill adults.
3 Demonstrate safe nursing care of critically ill adults.
4 Utilize effective communication techniques with clients.
5 Demonstrate competence in homodynamic and cardiac monitoring.
6 Provide quality nursing care for clients with respiratory dysfunction.
7 Assess and manage client with renal - urinary dysfunctions.
8 Deal efficiently with cases of multisystem trauma.
9 Interpret assessments findings in relation to the underling critical illness.
10 Participate in educating critically ill clients and their families.
11 Demonstrate professional behavior in relation to clients and members of
the health team.
9. Course Outline:

The Theoretical Content

Unit 1: General concepts in caring for critically ill: (4) hrs.
1 Nutritional support.
2 Mechanical ventilation.
3 Homodynamic monitoring.
4 Sedating and paralytic agents.
5 Alteration in consciousness.
6 Pain.
7 Prolonged immobility.
Unit 2: The concept of holism applied to critical care nursing: (4) hrs.
1 The client’s experience with critical illness.
2 The family’s experience with critical illness.
3 Impact of critical care environment on the client.
4 Relieving pain and providing comfort.
5 Psychosocial support for the clients and their families.
6 Client and family education in critical care.
Unit3: Professional practice issues in critical care: (2) hrs.
1 Ethical issues in critical care nursing.
2 Legal issues in critical care nursing.
3 Excellence in critical care nursing.
Unit 4: Special Populations in critical care: (2) hrs.
1 The critically ill pediatric client.
2 The critically ill pregnant woman.
3 The critically ill older client.
4 The post anesthesia client.
Unit 5: Cardiovascular Dysfunctions: (4) hrs.
1 Acute coronary syndromes:
- Chest pain.
- Angina pectoris.
-Myocardial infarction.
2 Heart failure/ pulmonary edema.
3 Cardiogenic shock.
4 Cardiac surgery.
5 Nursing intervention and management.
Unit 6: Respiratory Dysfunctions: (4) hrs.
1 Refractory sever asthma.
2 Acute lung and acute respiratory distress syndrome.
3 Pneumothorax.
4 Acute respiratory failure.
5 Nursing intervention and management.

Unit 7: Renal – Urinary Dysfunctions: (4) hrs.
1 Acute renal failure.
2 Renal transplantation.
3 Renal replacement therapies.
4 Nursing intervention and management. .
Unit 8: Multisystem Trauma: (4) hrs.
1 Wound management.
2 Head and facial trauma.
3 Spinal cord and neck trauma.
4 Chest trauma.
5 Abdominal Trauma.
6 Musculoskeletal emergencies.
7 Burns.


The Laboratory Content

1 Communication in crisis. (3) hrs.
2 Feeding critically ill client. (3) hrs.
3 Mobilization and transferring of critically ill client. (3) hrs.
4 Undressing client with multisystem trauma. (3) hrs.
5 Wound and skin care of critically ill client. (3) hrs.
6 Homodynamic measurements/ monitoring. (3) hrs.
7 Endotracheal intubations management. (3) hrs.
8 Chest tube intubations management. (3) hrs.
9 Airway obstruction and Resuscitation (CPR) procedures. (3) hrs.
10 Crutch and cane fitting for client with casts. (3) hrs.

THE Clinical Content

1 Coronary care unit (CCU) (15) hrs.
2 Intensive care unit (I.C.U) (10) hrs,
3 Respiratory care unit (R.C.U) (15) hrs,
4 Recovery Room (R.R) (10) hrs.
5 Kidney dialysis unit (15) hrs.
6 Emergency Room (E.R) (15) hrs.
7 Burn units (10) hrs.

10. Learning Recourses:
White board, overhead Projector, posters, handouts, laboratory and clinical settings.

11. Teaching /Learning Strategies:
Lectures, group discussion, clinical conference, group lab. work, individual learning, and clinical training.

12. Students Evaluation:
1st theory exam. 10%
2nd theory exam. 10%
Lab. evaluation 20%
Clinical evaluation 20%
Final theory exam. 20%
Final Lab. Exam. 10%
Final Clinical exam. 10%
________________________________
Total 100%


13. References:
1 Baird, Marianne Saunorus, et al., Manual of Critical Care Nursing Intervention and Collaborative Management, 5th ed., St. Louis, Mosby Inc., 2005.
2 Morton, Patricia Gonce, et.al, Critical Care Nursing A Holistic Approach, 8th ed., New York, Lippincott William &Wilkins,2005.
3 Sheehy, Susan Budassi and Gail Pisarcik Lenehan, Manual of Emergency Care, St. Louis, Mosby A Harcourt Health Sciences Company, 1999.
4 Sole, M., Introduction to Critical Care Nursing. 3rd ed., New York, Philadelphia: W. B. Saunders, (2000).

 

 

 

 

 

Fourth year – Semester II
Total Course No Title T L C Total
3 Critical Care Nsg (2) 2 1 2 5
6 Applied Nsg. Research 3 - - 3
2 Elective 2 - - 2
5 Professional perspectives & Issues. 2 - - 2
Consolidation of Nsg Practice 4 4
16 16

 

Critical Care Nursing (2)

1. Course Title: Critical Care Nursing (2)
2. Course Number: (405)
3. Credit Hours: Total of (5) credits:
Theory (2) credits.
Lab. (1) credit.
Clinical (3) credits.
4. Course Calendar: Total (13) hrs. weekly of (15) weeks:
Theory (2) hrs.
Lab. (2) hrs.
Clinical (9) hrs.
5. Placement: Fourth years /second semester.
6. Instructors: Nursing faculty of the Medical Surgical Nursing Unit.

7. Course Description:
This is a complementary course to the Critical Care Nursing (1) course. It also prepares students to meet the bio-psycho-social needs of clients with critical illness through advanced assessment and management. The areas of emphasis include the critically ill adult with neurological, gastrointestinal, endocrinologic, hematologic dysfunctions, and multisystem stressors.

8. Course Goals:
Upon completion of the course, the student shall be able to:
5 Understand the effect of the critical illness on the clients and their
families.
6 Describe the impact of the critical care environment on the clients.
7 Discuss current monitoring techniques used in critical care settings.
8 Relate the human responses to critical illness to the underlying
path physiology.
6 Discuss psychosocial assessment and interventions relevant to critically
ill clients and their families.
7 Utilize knowledge from the humanities and science in planning the
care of critically ill adults.
8 Demonstrate safe nursing care of critically ill adults.
9 Utilize effective communication techniques with critically ill clients.
10 Demonstrate competence in monitoring the neurological critically ill
clients.
7 Provide quality nursing care for clients with gastrointestinal
dysfunction.
8 Assess and manage critically ill client with endocrinologic dysfunctions.
9 Give quality care for client of Hematological and immune dysfunctions.
10 Deal efficiently with cases of multisystem stressors.
11 Interpret assessments findings in relation to the underling critical
illness.
1 Participate in educating critically ill clients and their families.
2 Demonstrate professional behavior in relation to clients and
Members of the health team.

9. Course Outline:
The Theoretical Content

Unit 1: Neurological Dysfunction: (8) hrs.
1 Myasthenia gravis.
2 Guillian – Barrệ syndrome.
3 Cerebral Aneurysm and Subarachnoid hemorrhage.
4 Care of patient after intracranial surgery.
5 Status Epilepticus.
6 Stroke:
- Ischemic (Acute ischemic stroke).
- Hemorrhagic (Intracerebral Hematoma).
1 Meningitis
2 Nursing intervention and management.
Unit 2: Gastrointestinal dysfunction: (6) hrs.
3 Gastroesophageal Varices.
4 Hepatic Failure.
5 Acute Pancreatitis.
6 Peritonitis.
7 Acute Gastrointestinal Bleeding.
8 Enterocutaneous Fistulas.
9 Nursing intervention and management.
Unit 3: Endocrinologic dysfunctions: (6) hrs.
10 Diabetic Ketoacidosis.
11 Hyperglycemic Hyperosmolar Nonketotic Syndrome.
12 Diabetes Insipidus.
13 Syndrome of inappropriate Antidiuretic Hormone.
14 Acute Adrenal Insufficiency (Adrenal Crisis).
15 Thyrotoxic Crisis (Thyroid Storm).
16 Myxedema Coma.
17 Nursing intervention and management.
Unit 4: Hematological and immune dysfunctions: (4) hrs.
1 Profound anemia/ hemolytic crisis.
2 Bleeding and thrombotic disorders.
3 Common immunological disorders.
4 Nursing intervention and management.

 


Unit 5: Multisystem Stressors: (6) hrs.
1 Systemic Inflammatory Response Syndrome (SIRS),
Sepsis and Septic Shock.
2 Multiple Organ Dysfunction Syndrome (MODS).
3 Anaphylactic Shock.
4 Organ Rejection.
5 Drug Overdose.
6 Fluid and Electrolyte Disturbances.
7 Acid – Base Imbalances.
8 Emerging Infections.
9 Nursing intervention and management.


The Laboratory Content

• Hygiene of critically ill client. (3) hrs.
10 Electrolyte fluid and plasma replacement (3) hrs.
and calculation.
1 Venous cut down procedure and management. (3) hrs.
2 Oxygen therapy and airway management. (3) hrs.
3 D.C shock procedure. (3) hrs.
4 Nasogastric tube insertion and management. (3) hrs.
5 Gastric lavage and poisoning procedure. (3) hrs.
6 Tracheostomy intubations management. (3) hrs.
7 Suctioning. (3) hrs.
8 Using and maintenance of crash cart. (3) hrs.


The Clinical Content

1 Intensive care unit (ICU). (18) hrs.
2 Neurological unit. (24) hrs.
3 Medical unit. (12) hrs.
4 Medical emergency unit. (24) hrs.
5 Immunological disorders unit. (18) hrs.
6 Kidney transplant section. (24) hrs.
7 Operating Room. (15) hrs.

10. Learning Recourses:
White board, overhead Projector, posters, handouts, laboratory and clinical settings.

11. Teaching /Learning Strategies:
Lectures, group discussion, clinical conference, group lab work, individual learning, and clinical training.

12. Students Evaluation:
1st theory exam. 10%
2nd theory exam. 10%
Lab. evaluation 20%
Clinical evaluation 20%
Final theory exam. 20%
Final Lab. Exam. 10%
Final Clinical exam. 10%
________________________________
Total 100%

13. References:
4 Baird, Marianne Saunorus, et al., Manual of Critical Care Nursing Intervention and Collaborative Management, 5th ed., St. Louis,
Mosby Inc., 2005.
1 Morton, Patricia Gonce, et.al, Critical Care Nursing a Holistic Approach, 8th ed., New York, Lippincott William &Wilkins, 2005.
2 Sheehy, Susan Budassi and Gail Pisarcik Lenehan, Manual of Emergency Care, St. Louis, Mosby A Harcourt Health Sciences Company, 1999.
3 Sole, M., Introduction to Critical Care Nursing. 3rd ed., New York, Philadelphia, W. B. Saunders, (2000).

Applied Research

1. Course Title: Applied Research
2. Course Number: (406)
3. Credit Hours: (3) credits.
4. Course Calendar: (3) hours weekly of (15) weeks.
5. Placement: Fourth year / second semester
6. Instructors: Nursing Staff & Allied Faculties

7. Course Description:
This course is designed to select a problem statement for one of the nursing specialty, which should be focus on the clients, patients, families, groups and communities or health care providers. A written research project is submitted to research project committee and oral presentation is required.

8. Course goals:
At the end of this course the students will be able to:
1 Identify & search for the information on certain nursing topics.
2 Explain & apply how to conduct manual & computer literature search.
3 Choose the appropriate research design for the study.
4 Outline the steps used in selecting sample.
5 Apply methods of data collection.
6 Apply the statistical procedures.
7 Discuss the results of the study.
8 List the conclusions & recommendations of the study.
9 Submit written research project to the project research committee.
10 Demonstrate oral presentation to an examination committee.

9. Course outline:
1 Identify problem statement. (3) hrs.
2 State the aims & objectives of the nursing (3) hrs.
research project.
3 Search for review of literature related to the (6) hrs.
chosen subject.
4 Construct the questionnaire format for the (6) hrs.
nursing project.
5 Select appropriate research design. (3) hrs.
6 Apply certain research methodology. (6) hrs.
7 Analyze the obtained data by using certain (6) hrs.
statistical procedures.
8 Interpretation of the results of nursing (6) hrs.
research project.
9 Writing the final nursing research project. (6) hrs.


10. Learning Resources:
Calculators, Computer, Internet, & Library.

11. Teaching / Learning Strategies:
Small group project, individual learning, field work (hospitals, Primary health care center & home visit), and presentations.
.
12. Student Evaluation:
First presentation 30%
Final presentation 70%
-------------------------------------------------
Total 100%


13. References:
1 Mateo, Magdalena A. and Karin T. Kirchhoff, Using and Conducting Nursing Research in the Clinical Setting, 2nd ed., New York, W.B. Saunders Company, 1999.
2 Polit, Denise F and Cheryl Tatano Beck, Essentials of Nursing Research Methods, Appraised , and Utilization, 6th ed., New York Lippincott Williams & Wilkins, 2005.
3 Polit , Denise F. and Cheryl Tatano Beck, Nursing Research Principles
and Methods, 7th ed., New York Lippincott Williams & Wilkins, 2004.
4 Articles related to the researches topics from different nursing journals and internet.


Elective course

1. Course Title: Elective course
2. Course Number: (407)
3. Credit Hours: (2) credits.
4. Course Calendar: (2) hours weekly of (15) weeks.
5. Placement: Fourth year / second semester
6. Instructors:


Professional perspectives and Issues

1. Course Title: Professional perspectives and Issues
2. Course Number: (408)
3. Credit Hours: (2) credits.
4. Course Calendar: (2) hours weekly of 15 week.
5. Placement: Fourth year/ Second semester.
6. Instructors: Nursing faculty members.

7. Course Description :
This course presents concepts underlying professional nursing practice and assists the students in developing their own roles as professional nurses. The content of the course builds on the students’ previous knowledge and experiences in nursing. It provides a scholarly perspective to enable students moving from a nursing technical and practical point of view to a professional view.

8. Course Goals:
At the end of the course the student will be able to:
1 Understand the professional nursing practice.
2 Interpret socialization issues to professional nursing.
3 Discuss the client‘s individual, family, and community systems.
4 Identify the ethical dimension of nursing and health care.
5 Understand concepts of change, complexity, and chaos.
6 Apply the computer science in nursing practice.
7 Predict the future perspectives in nursing.
8 Realize different models related to nursing practice.
9 Use nursing models in solving nursing problems.
10 Apply health teaching in nursing practice.

9. Course Outline:
Unit 1: Professional nursing practice: (2) hrs.
1 Nursing as a profession.
2 Dimensions of nursing practice
3 Characteristics of a profession
Unit 2: Socialization to professional nursing: (2) hrs.
1 Socialization.
2 Issues in socialization.
3 Professional associations.
Unit 3: Client systems. (4) hrs.
1 General systems theory.
2 Systems theory and the individual.
3 Family systems.
4 Community/ population- focused systems.
Unit 4: Ethical dimensions of nursing and health care. (4) hrs.
1 Subject matters of ethics.
2 Values.
3 Moral concepts in nursing practice.
4 Ethical nursing principles.
5 Application of ethics to nursing practice.
6 Research on nursing ethics.
Unit 5: Computer science in nursing practice. (4) hrs.
1 Computer in health care delivery and nursing.
2 Computer in clinical practice.
3 Computer for professional growth/ networking.
4 Computer in nursing administration.
5 Computer in nursing research.
6 Computer in professional and patient’s education.
7 Computer and the role of the nurse.
Unit 6: Change, complexity and chaos. (4) hrs.
1 Concept of change.
2 Elements of change.
3 Planned change.
4 Unplanned change.
5 Concepts of Chaos and complexity.
6 Intervention of complexity and chaos in the change.
Unit 7: Future perspectives. (2) hrs.
1 Changing demography.
2 Health care costs.
3 Technology.
4 Health promotion.
5 Shift to community.
Unit 8: Nursing models: (4) hrs.
1 Nursing models and their use in practice.
2 Conceptual models and theories.
3 Nursing conceptual models.
4 Models of Roger, Orem, Roy, and Neuman.
Unit 9: Health teaching in nursing practice: (4) hrs.
5 Mandates for health teaching.
6 Assessment of learning abilities.
-Health status.
-Health values.
-Cognitive, psychological and psychomotor abilities.
1 Planning health teaching.
2 Teaching strategies
3 Evaluation of teaching and learning.
4 Demonstration of health teaching.


10. Learning Resources:
Black board, overhead projector, handout, and data show.

11. Teaching Strategies:
Lectures, group discussion, demonstration, field visit, role playing, brain storming, and group work.

12. Student Evaluation:
1st theory exam. 15%
2nd theory exam. 15%
Class Activities 20%
Final theory exam. 50%
------------------------------------------------------------------
Total 100%

13. References:
1 Creasia, J and Parker B, Conceptual Foundations of Professional Nursing Practice, 2nd ed., Mosby, New York, 1996
2 Oermanm, Marilyn H., Professional Nursing Practice, 10th ed.,
New York, Appleton &Lange, 1997.
3 Stanfield, S. Peggy, Introduction to the Health Profession, 4th ed., Jones and Bartlett Publisher, 2002.
4 Volbrecht. R. M., Nursing ethics, New York, prentice hall, 2001.
5 Zerwekh, J. & J. Claborn, Nursing Today Transition and Trends, 4th ed., London, Sanders, 2000.

 

 


Consolidation of Nursing Practice

1. Course Title: Consolidation of Nursing Practice
2. Course Number: (409)
3. Credit Hours: (4) Credits
4. Course Calendar: A total of (12) clinical hours Weekly for (15) Weeks.
5. Placement: Fourth Year-Second Semester
6. Instructors:
-Faculty members of Medical Surgical Nursing, Pediatric
Nursing, Maternity Nursing, Psychiatric Nursing, and
Community Health Nursing Units.
-Preceptors who may work as head nurses in health
care facilities.

7. Course Description:
It is a refreshing course which is designed to enable the 4th year students to apply their acquired nursing Knowledge regarding health promotion, health maintenance, health restoration and disease prevention into the clinical settings. The students will perform the role of nurses as care providers for individuals, families, groups, and Communities under the supervision of the college faculty members and preceptors. The course will also present
an opportunity to improve skills related to management of high risk cases of different nursing specialties.

8. Course Goals:
By the end of the course the students will be able to:
1 Apply nursing scientific Knowledge and allied scientific disciplines Knowledge in clinical area.
2 Present ethical and legal accountability through out nursing practice.
3 Perform the role of staff nurses as care providers for individuals, families, groups, and Communities.
4 Improve the clinical skills in managing high risk cases of different nursing specialties.

9. Clinical Training Settings:
The training will be carried out in the following settings:
1 General & Specialized Teaching Hospitals/ Medical & (28) hrs.
Surgical units.
2 Maternity Teaching Hospitals/ emergency, labor, Obstetrics (8) hrs.
& gynecology, and theatres units
3 Pediatric Teaching Hospitals / emergency, medical surgical (8) hrs.
and neonatal intensive care units.
4 Psychiatric Teaching Hospitals. (8) hrs.
5 Primary Health Care Centers. (8) hrs.

 


10. Learning Resources:
Software, films, Clinical manuals.

11. Teaching –Learning Strategies:
Clinical training, Clinical conference, Case management Demonstration and Seminars.

12. Student Evaluation:

Clinical Evaluation 30%
Clinical assignments 10%
Seminars 10%
Midterm clinical Exam 20%
Final clinical Exam 30%
--------------------------------------------
Total 100%

إنضباط الطلبة في مؤسسات وزرة التعليم العالي والبحث العلمي

 

 

 

المادة – 1 : يلتزم الطالب بما يأتي :

 

أولا" : التقيد بالقوانين والانظمة والانظمة الداخلية والتعليمات والاوامر التي تصدرها وزارة التعليم العالي والبحث العلمي ومؤسساتها ( الجامعة , الهيئة , الكلية , المعهد ).

 

ثانيا" : عدم المساس بالمعتقدات الدينية او الوحدة الوطنية او المشاعر القومية بسوء او تعمد اثارة الفتن الطائفية او العرقية او الدينية فعلا" او قولا".

 

ثالثا" : عدم الاساءة الى سمعة الوزارة او مؤسساتها بالقول او الفعل داخلها او خارجها .

 

رابعا" : تجنب كل ما يتنافى مع السلوك الجامعي من انضباط عال واحترام للادارة وهيئة التدريس والموظفين وعلاقات الزمالة التعاون بين الطلبة.

 

خامسا" : السلوك المنضبط القويم الذي سيؤثر ايجابا" عليه عند التعيين والترشيح للبعثات والزمالات الدراسية.

 

سادسا" : الامتناع عن اي عمل من شأنه الاخلال بالنظام والطمأنينة والسكينة داخل الحرم الجامعي ( الكلية او المعهد ) او المشاركة فيه والتحريض عليه او التستر على القائمين به.

 

سابعا" : المحافظة على المستلزمات الدراسية وممتلكات الجامعة او الهيئة او الكلية او المعهد.

 

ثامنا" : عدم الاخلال بحسن سير الدراسة في الكلية او المعهد.

 

تاسعا" : التقيد بالزي الموحد المقرر للطلبة على ان تراعى خصوصية كل جامعة او هيئة على  حدة.

 

عاشرا" : تجنب الدعوة الى قيام تنظيمات من شأنها تعميق التفرقة او ممارسة اي صنف من صنوف الاضطهاد السياسي او الديني او الاجتماعي.

 

حادي عشر : تجنب الدعاية لاي حزب او تنظيم سياسي او مجموعة عرقية او قومية او طائفية سواء كان ذلك في تعليق الصور واللافتات والملصقات او اقامة الندوات.

 

ثاني عشر : عدم دعوة شخصيات حزبية لالقاء محاضرات و اقامة ندوات حزبية او دينية دعائية داخل الحرم الجامعي حفاظا" على الوحدة الوطنية.

 

 

 

المادة – 2 : يعاقب الطالب بالتنبيه اذا ارتكب احدى المخالفات الاتية :

 

اولا" : عدم التقيد بالزي الموحد المقرر في الجامعة او الهيئة.

 

ثانيا" : الاساءة الى علاقات الزمالة بين الطلبة او تجاوزه بالقول على احد الطلبة.

 

 

 

المادة – 3 : يعاقب الطالب بالانذار اذا ارتكب احدى المخالفات الاتية :

 

اولا" : فعلا" يستوجب المعاقبة بالتنبيه مع سبق معاقبته بعقوبة التنبيه.

 

ثانيا" : اخلاله بالنظام والطمأنينة والسكينة في الجامعة او الهيئة او الكلية او المعهد .

 

 

 

المادة – 4 : يعاقب الطالب بالفصل لمدة ( 30 ) يوما" اذا ارتكب احدى المخالفات الآتية :

 

اولا" : فعلا" يستوجب المعاقبة بالانذار مع سبق معاقبته عقوبة الانذار.

 

ثانيا" : تجاوزه بالقول على احد منتسبي الجامعة من غير اعضاء الهيئة التدريسية.

 

ثالثا" : قيامه بالتشهير بأحد اعضاء الهيئة التدريسية بما يسئ اليه داخل الكلية او المعهد او خارجهما.

 

رابعا" : قيامه بوضع الملصقات – داخل الحرم الجامعي – التي تخل بالنظام العام والاداب.

 

 

 

المادة – 5 : يعاقب الطالب بالفصل المؤقت من الجامعة لمدة لا تزيد على سنة دراسية واحدة اذا ارتكب احدى المخالفات الاتية :

 

اولا" : اذا تكرر ارتكابه احد الافعال المنصوص عليها في المادة ( 4 ) من هذه التعليمات.

 

ثانيا" : مارس او حرض على التكتلات الطائفية او العرقية او التجمعات السياسية الحزبية داخل الحرم الجامعي.

 

ثالثا" : إعتدائه بالفعل على أحد منتسبي الجامعة من غير أعضاء الهيئة التدريسية.

 

رابعا" : إستعماله العنف ضد زملائه من الطلبة.

 

خامسا" : التهديد بالقيام بأعمال عنف مسلحة.

 

سادسا" : حمله السلاح بأنواعه بإجازة او بدون إجازة داخل الحرم الجامعي.

 

سابعا" : إحداثه عمدا" أو بأهماله الجسيم اضرارا" في ممتلكات الجامعة او الهيئة او الكلية او المعهد.

 

ثامنا" : إساءته الى الوحدة الوطنية أو المعتقدات الدينية.

 

تاسعا" : تجاوزه بالقول على أحد أعضاء الهيئة التدريسية في داخل الكلية او المعهد او خارجهما.

 

عاشرا" : الاساءة الى سمعة الجامعة او الهيئة بالقول او الفعل .

 

حادي عشر : إخلاله المتعمد بحسن سير الدراسة.

 

ثاني عشر : ثبوت إرتكابه النصب والاحتيال على زملائه الطلبة ومنتسبي الكلية او المعهد.

 

 

 

المادة – 6 : يعاقب الطالب بالفصل النهائي من الكلية او المعهد وبقرار من الجامعة او الهيئة ويرقن قيده اذا ارتكب احدى المخالفات الاتية :

 

اولا" : تكراره احدى المخالفات المنصوص عليها في المادة ( 5 ) من هذه التعليمات.

 

ثانيا" : اعتدائه بالفعل على احد اعضاء الهيئة التدريسية او المحاضرين في الجامعة او الهيئة او الكلية او المعهد.

 

ثالثا" : اتيانه فعل مشين ومناف للاخلاق والاداب العامة.

 

رابعا" : تقديمه اية مستندات او كتب او وثائق مزورة مع علمه بكونها مزورة او كونه من المحرضين على التزوير.

 

خامسا" : ثبوت ارتكابه عملا" يخل بالامن والطمأنينة داخل الحرم الجامعي او اشتراكه فيه او المساعدة عليه.

 

سادسا" : عند الحكم عليه بجناية او جنحة مخلة بالشرف تزيد مدة محكوميته فيها لاكثر من سنة.

 

 

 

المادة – 7 : اولا" : لا يمنع فرض العقوبات المنصوص عليها في المواد ( 2 ) و ( 3 ) و ( 4 ) و ( 5 ) و( 6 ) من هذه التعليمات على الطالب المخالف , من فرض العقوبات الاخرى اذا وقعت المخالفة تحت طائلة القوانين العقابية.

 

ثانيا"  : اذا حركت دعوى جزائية ضد الطالب عن فعل نسب اليه خارج الجامعة او المعهد فيكون النظر فيه انضباطيا" مستأخرا" الى حين البت في الدعوى الجزائية.

 

 

 

المادة – 8 : يشكل عميد الكلية او المعهد لجنة انضباط الطلبة برئاسة معاون العميد وعضوية اثنين من اعضاء الهيئة التدريسية على ان يكون احد اعضاء اللجنة قانونيا" , وممثل عن اتحاد الطلبة ( المنتخب ) ويكلف أحد الموظفين الاداريين بأعمال مقررية اللجنة.

 

 

 

المادة – 9 : لا يجوز فرض اي عقوبة انضباطية ما لم توصي بها لجنة انضباط الطلبة.

 

 

 

المادة – 10 : تفرض العقوبات الانضباطية المنصوص عليها في هذه التعليمات بقرار من مجلس الكلية او المعهد , و للمجلس تخويل صلاحياته الى عميد الكلية او المعهد .

 

 

 

المادة – 11 : اولا" : تكون عقوبة التنبيه والانذار قطعية.

 

ثانيا" : للطالب المفصول من الكلية او المعهد لمدة لا تزيد على ( 30 ) ثلاثين يوما" الاعتراض على قرار الفصل لدى مجلس الكلية او المعهد ويكون قراره قطعيا".

 

ثالثا" : للطالب المفصول من الكلية او المعهد لمدة تزيد على ( 30 ) ثلاثين يوما" الاعتراض على قرار الفصل لدى رئيس الجامعة ويكون قراره قطعيا".

 

رابعا" : للطالب المفصول من الكلية او المعهد فصلا" نهائيا" الاعتراض على قرار الفصل لدى مجلس الجامعة ويكون قراره قطعيا".

 

 

 

المادة – 12 : للطالب الاعتراض على قرارات الفصل المنصوص عليها في البنود ( ثانيا" ) و( ثالثا" ) و( رابعا" ) من المادة ( 11 ) من هذه التعليمات خلال ( 7 ) سبعة ايام من تاريخ تبلغه بالقرار الصادر بحقه, فأن تعذر تبلغه فله حق الاعتراض خلال ( 15 ) خمسة عشر يوما" من تاريخ نشر قرار الفصل في لوحة الاعلانات.

 

 

 

المادة – 13 : يعلق قرار العقوبة في لوحة الاعلانات في الكلية او المعهد مدة لا تقل عن ( 15 ) خمسة عشر يوما" , ويبلغ بها ولي أمر الطالب تحريريا".

 

 

 

تعتمد كلية التمريض في تسجيل الطلبة بعض الاستمارات الخاصة فيب تسجيل وتثبيت المعلومات الخاصة بالطلبة وهنالك بعض الاستمارات التي يتوجب الطالب ان يمليها وكما موجودة في ادناه . 

 

 

الاستمارات المعتمدة من قبل الكلية لتثبيت معلومات الطلبة :-

 

اولا : استمارة معلومات الطالب ( Student information form  ) ...   

 

 

ثانيا : استمارة تثبيت التسجيل ( Student conform form  ) .........   

 

 

ثالثا : استمارة هوية الطالب ( Student ID card form  ) .............   

 

 

 

بعض الصور الخاصة بطلبة المراحل الدراسية الثالثة والرابعة

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