Gen Nursin Curriculum

Curriculum for the
Registered
General Nursing
(RGN) Programme
Based on the Semester Course Unit System
OCTOBER 2015
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TABLE OF CONTENTS
MANDATE OF NURSING AND MIDWIFERY COUNCIL : vii
PHILOSOPHICAL CONSIDERATIONS viii
USERS OF THIS DOCUMENT x
AIM/OBJECTIVES xi
Aim of the Programme xi

Objectives of the Programme/Scope of Practice :.xi
MODE OF DELIVERY xii
TEACHING AND LEARNING MATERIALS xiii
ASSESSMENT OF STUDENT LEARNING xiv
Dimensions of Knowledge xiv
PRESCRIBED MODE OF ASSESSMENT xv
Major Learning Outcomes for Assessment xv

Assessment Procedures and Grading xv
Classic Tests xv
Group Presentations ; xv
In-housing practical Assessment xvi
End-of-semester Examinations xvi
Weight structure of multiple choice and open-ended tests xvi
Multiple Choice Tests xvi
Open Ended (Essay-type) Tests xvii
ACKNOWLEDGEMENT xviii
SEMESTER BY SEMESTER STRUCTURE xxii
First Year: Semester 1 xxii

First Year: Semester 2 xxii
Second Year: Semester 1 xxiii
r
Second Year: Semester 2 xxiii

Third Year: Semester 1 ~ xxiv
Third Year: Semester 2 xxiv
SUMMARY OF CREDIT LOAD PER SEMESTER xxvi
ANATOMY AND PHYSIOLOGY I 1

REGISTERED GENERAL NURSING CURRICULUM
BASIC NURSING 3
MICROBIOLOGY AND INFECTION PREVENTION/CONTROL 4
THERAPEUTIC COMMUNICATION 5
PROFESSIONAL ADJUSTMENT IN NURSING 7
INTRODUCTORY SOCIOLOGY 10
,
NURSING AND MIDWIFERY INFORMATICS 12
VACATION PRACTICUM I 13
ANATOMY AND PHYSIOLOGY II 14
ADVANCED NURSING I 15
HEALTH PROMOTION 16
PERSONAL AND ENVIRONMENTAL HEALTH 19
FIRST AID, EMERGENCY AND DISASTER MANAGEMENT 21
INTRODUCTORY PSYCHOLOGY 23
STATISTICS 25
VACATION PRACTICUM..II 26
ANATOMY AND PHYSIOLOGY III 27
ADVANCED NURSING II 28
MEDICAL NURSING I : 30
SURGICAL NURSING I 31
NUTRITION AND DIETETICS 33
PHARMACOLOGY, THERAPEUTICS AND PHARMACOVIGILANCE I 36
VACATION PRACTICUM 111 38
TRADITIONAL MEDICINE, GERONTOLOGY AND HOME NURSING 39
MANAGEMENT AND ADMINISTRATION IN NURSING ..41
MEDICAL NURSING II 43
SURGICAL NURSING II 45
RESEARCH METHODS 46
PHARMACOLOGY, THERAPEUTICS AND PHARMACOVIGILANCE II .47
VACATION PRACTICUM IV 49
PATIENT/FAMILY-CENTRED CARE STUDY 51
PAEDIATRIC NURSING I 53
MEDICAL NURSING III 55
SURGICAL NURSING 57
OBSTETRIC NURSING 58
SUPPLY CHAIN MANAGEMENT 62
VACATION PRACTICUM V 64
COMMUNITY-BASED REHABILITATION 65
PAEDIATRIC NURSING II : 66
PSYCHIATRIC NURSING 67
PUBLIC HEALTH NURSING 69
RELATIONSHIP MARKETING STRATEGY AND ENTREPRENEURSHIP 72
INTRODUCTORY SIGN LANGUAGE 74
INTRODUCTORY FRENCH LANGUAGE 75
LIST OF RECOMMENDED TEXTBOOKS AND JOURNALS 77
Physical and Biology Sciences ~77

Microbiology and Infection Control ~ 77
Principles of Health and Environmental Health/Health Promotion 77
Principles of Nursing and Nursing Ethics 78
Sociology : 79
Psychology '" 79
Medical and Surgical Nursing 79
Nutrition and Dietetics 80
Ear, Nose & Throat Nursing 80
Ophthalmic Nursing ,.. , , 80
Orthopaedic Nursing 80
Dermatological Nursing 80
'.. Paediatric Nursing 80
Dietetics 81
"
Pharmacology and Therapeutics , 81
Management and Administrative in Nursing 81
Traditional Nursing 81
First Aid, Emergency and Disaster Nursing 82

Obstetric Nursing Affiliation 82
Psychiatric Nursing 83
Public Health Nursing 83
Community-Based Rehabilitation 84
Communicative Study Skills and Report Writing 84
Nursing Informatics 84
Therapeutic Communication 85
Supply Chain Management 85
Journals 86
APPENDIX 87
Semester Course Unit: RGN (Diploma) Programme Outline Summary 87
REGIST[R NURSING CURRICULUM
MANDATE OF NURSING AND MIDWIFERY COUNCIL
The Nursing and Midwifery Council (N&MC) is an agency of the Ministry of Health in
Ghana. It is also a statutory body established by Part III of the Health Professions
Regulatory Bodies Act 2013 (Act 857).
Statutorily, "The object of the Council is to secure in the public interest the highest
standards of training and practice of nursing and midwifery".
Specifically, as enshrined in the Act 2013 (Act 857), to achieve the object, the Council
shall:
1. establish standards and provide guidelines for the development of a curriculum

for the training of nurse assistants, nurses and midwives;
2. register and maintain a register of practitioners;
3. exercise disciplinary powers over practitioners;
4. prescribe and maintain professional standards and conduct for practitioners;
5. in collaboration with appropriate government agencies ensure that nursing and
midwifery institutions are accredited;
6. determine and implement post-registration, continuing education and
continuing professional development programmes for practitioners;
7. conduct licensing examination for certification and registration of nurses and
midwives;
8. ensure that the education and training of nurses and midwives and other nursing
practitioners are carried out at approved educational institutions for efficient
nursing and midwifery practice;
9. advise the Minister for Health on matters relating to the training and practice of
nursing and midwifery;
10. monitor and inspect training institutions and health facilities in collaboration
with the Health Facilities Regulatory Agency; and
11. perform any other functions that are ancillary to the object of the Council
vii
PHILOSOPHICAL CONSIDERATIONS
The Nursing and Midwifery Council of Ghana believes that Health is "a state of complete
physical, mental and social well-being and not merely the absence of disease or
infirmity" (W.H.O. 1948). It is a relative state which is determined by several factors
(personal values, physical, biological, economic, psychological, cultural, spiritual and
political) within the individual's environment.
Health is a fundamental right of all communities, families, groups of people and

individuals, irrespective of their race, sex, religion, creed, beliefs and values. Health
therefore, is the purpose of all nursing behaviours.
The attainment of health involves delivery of health care that integrates conservative,
promotive, preventive, curative and rehabilitative health measures at all levels.
Nursing is a dynamic interpersonal process which seeks to promote, maintain, and

restore health. It is a unique enterprise whose practitioners are skilled in assessment,
planning, implementation and evaluation of health care.
Nursing is essentially a practice-based activity whose body of knowledge is grounded in

the biological, physical and social sciences and therefore requires continuous learning
and research to support theory and practice.
In order to meet the changing patterns of health care demands, nursing requires
innovation to offer creative response whilst working within ethical and legal
framework.
The goal of education is to help individuals and societies in their search for the truth
and virtues of life and continually contribute to the welfare of mankind.
The purpose of nursing education is aimed at positive personality development whilst

enabling the nurse to obtain a qualification which provides eligibility for admission to
the General Nursing Register kept by the Nursing and Midwifery Council of Ghana and
to assume the responsibilities and accountability that nursing registration imposes.
The special training that the nurse receives, places him/her in a position to adapt-to
roles of a counselor, leader, resource person, teacher, researcher, manager and care
giver, in the health care delivery system.
viii
INTRODUCTION/BACKGROUND
The Registered General Nursing (Diploma) curriculum is based on the Semester and
Course Unit System. This curriculum is competency-based, and takes into consideration
the current needs of society and those of the student nurse. In this regard, greater
emphasis is being laid on the community, physical and social sciences as well as
spiritual and ethical elements in nursing practice. The following courses have been
modified to meet current trends in nursing and midwifery: Communication and Study
Skills, Computing and Perspectives of Nursing have been modified into Therapeutic
Communication, Nursing and Midwifery Informatics and Professional Adjustment
in Nursing and Midwifery respectively. Supply Chain Management and
Relationship Marketing Strategy and Entrepreneurship have been introduced.
Similarly, Introductory French and Sign Language have also been added as non-
scoring courses.
The clinical practice should be student-centered in order to allow for close correlation
between theory and practice. Even though supervision and safety of practice in the
clinical area should be the joint responsibility of the nurse educators and clinicians,
preceptorship will be arranged so that supervisory responsibility will be that of the
preceptor. This will be augmented with the students' clinical schedule book for
competency building.
Evaluation of the students will include the continuous assessment of the theory and
practice throughout the training period as prescribed in this document.
Candidates will be required to take the prescribed examination conducted by the

Nursing and Midwifery Council of Ghana. Successful candidates will be required to
register with the Nursing and Midwifery Council of Ghana before they can practice as
Professional Registered General Nurses.
The curriculum is arranged to cover: the legislative mandate of the Nursing and
Midwifery Council, Copyright issues, Philosophical considerations, Users of this
document, Aims and Objectives of the programme, Mode of delivery, Assessment of
student learning, Structure of the programme and the Content of the various courses. It
also includes a list of suggested text books for the programme.
The Council believes that a synthesis of knowledge (social, spiritual, psychological and
physiological), constant supervision and guidance with regular evaluation through
research into approaches to nursing care are fundamental requirements of a polyvalent
professional nurse. These are the considerations that have informed the current review
of the curriculum. The Nursing and Midwifery Council of Ghana is certain that this
revised curriculum will help maintain high standards of nursing practice in Ghana.
ix
USERS OF THIS DOCUMENT

This curriculum is intended for use and reference by the following categories of
institutions and personnel including but not limited to:
• Heads and Lecturers of University Departments that offer Nursing and
Midwifery Programmes
• Principals and Tutors of the Health Training Institutions
• Clinicians
• Preceptors
• Nursing and Midwifery Students
• In-service Coordinators
• National Accreditation Board
• Development Partners
• The Global Nursing and Midwifery Fraternity: GCNM, WACN, WAHO etc.
x
AIM/OBJECTIVES
Aim of the programme

The aim of the programme is to produce a polyvalent nurse who would practice general nursing
in any sector of the community.
The professional nurse would have acquired knowledge, skills and attitudes to recognize the
total health needs of individuals, families and communities and participate effectively and
efficiently in meeting those needs.
Objectives ofthe programme/Scope of Practice

By the end of the programme, the student nurse will be able to:
1. use knowledge acquired in the principles of homeostasis to meet patients' needs

by monitoring vital signs of patient and their reaction to disease conditions,
trauma, stress, anxiety, medication, treatment and document
2. administer prescribed medication to patients
3. use the nursing process as a professional tool for meeting the total health needs
of patients, families and communities by planning, diagnosing, treating and
evaluating care
4. demonstrate skills and abilities for imparting knowledge and principles of health
to student nurses and patients by participating in the teaching of patients and
mentoring nursing students
5. contribute to, and promote primary health care services in the community;
recognize, manage and refer clients/patients where necessary
6. plan and carry out health education based on identified health needs of the
community by teaching and counseling individuals and groups of persons
7. demonstrate administrative and leadership capabilities in managing health care
units within the framework of national health policy
8. demonstrate responsibility and accountability for professional actions by
documenting and maintaining accurate and relevant intervention
9. assist in generating knowledge through research and making use of evidence-
based research findings
10. demonstrate understanding of national policies and their relevance to nursing
11. demonstrate ability for continuous professional development and life-long
learning in a changing society
12. coordinate the health care activities provided for the patient by other categories
of health care providers
13. demonstrate and apply entrepreneurial skills in Nursing and Midwifery
14. incorporate the use of nursing informatics in the care of patients and the analysis
of data generated to improve care outcomes
"
15. observe and report behavioural changes in patients
The scope of practice for The Registered General Nurse at the basic level therefore shall
be as outlined above.
xi
MODE OF DELIVERY
Tutors are expected to adopt the integrative approach of combining theory, practical
demonstration and return demonstration, and clinical experience for students to
maximize their learning during training.
Integrative teaching allows students to learn how to approach and address real life
problems from different perspectives. In this wise, integrated teaching fosters the skills
necessary to turn student nurses into productive and critical thinkers in their chosen
career.
In this regard, the Nursing and Midwifery Council expects tutors to adopt the
teaching/learning methods which include the following:
a) Lecture/Discussion
b) Case Studies
c) Research Projects (Individual and Group)
d) Seminars/workshops
e) Clinical conferences
f) Ward clinical Practice
g) Brainstorming
h) Study groups
i) Tutorials
j) Role Play
k) Field Trips
1) Reflective practice
m) Demonstrations
n) Simulations
0) Computed Assisted Learning
p) Health Visits
q) Presentations
r) Use of computerized training tools
s) Problem Based Learning
xii
TEACHING AND LEARNING MATERIALS
The following categories of teaching and learning aids are suggested:
a)Printed (e.g., Flow charts, Sketches, Drawings, Graphics, Books and Handouts)
b)Non-projected (e.g., White board, Flipcharts and Transparencies)
c)Still-projected (e.g., Photographs, LCDprojectors and Accessories)
d)Audio (e.g., Radios, Recorded messages without text/video)
e)Audio linked with still visuals (e.g. Recorded messages with text)
f) Film and video (e.g., Open and close circuit televisions)
g) Computer-based (Computers/Internet/ e-learning materials)
h) "Realia" ( e.g., Specimens, Models and Dummies)
xiii
ASSESSMENTOF STUDENT LEARNING
Dimensions of Knowledge
In general, a dimension of knowledge is a psychological term for describing a particular
type of knowledge (usually demonstrated through a student's learning behaviour). In
this curriculum, the dimensions of knowledge used have been based on the
classifications in the cognitive domain of Bloom's Taxonomy. The use of Bloom's (1956)
classification of knowledge allows the different types of learning behaviour expecte? to
be elicited by student nurses/midwives to be identified, classified and assessed. In
addition, using Bloom's classification of learning in the cognitive domain allows
emphasis to be placed, at the nursing training colleges and midwifery training schools,
on teaching for higher order thinking skills instead of over-emphasis on lower order
thinking skills alone. Consequently, it is recommended that the dimensions of
Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation should
be the focus ofteaching and assessment of student-nurses'/midwives' learning.
Also, in this curriculum the following brief explanations of these dimensions, taken from
the appendix of Taxonomy of Educational Objectives (Handbook One, pp. 201-207), have
been adopted:
• Knowledge "involves the recall of specifics and universals, the recall of methods
and processes, or the recall of a pattern, structure, or setting."
• Comprehension "refers to a type of understanding or apprehension such that

the individual knows what is being communicated and can make use of the
material or idea being communicated without necessarily relating it to other
material or seeing its fullest implications."
• Application refers to the "use of abstractions in particular and concrete

situations."
• Analysis represents the "breakdown of a communication into its constituent

elements or parts such that the relative hierarchy of ideas is made clear and/or
the relations between ideas expressed are made explicit."
• Synthesis involves the "putting together of elements and parts so as to form a

whole."
• Evaluation engenders "judgments about the value of material and methods for
given purposes."
xiv
PRESCRIBED MODE OF ASSESSMENT
Major learning outcomes for assessment

The Nursing and Midwifery Council of Ghana suggests that major learning outcomes to
be assessed must be performance-based on the cognitive and affective domains. In
addition, the major student outcomes must be identified using the course objectives as
the basis for assessing student learning and must be assessed both formatively and
summatively. Emphasis must be placed on the following student outcomes:
• Critical Thinking (instead of limiting items to those that elicit rote memorization
of materials)
• Clinical Competence (by using contextual items/items based on clinical

scenarios)
Assessment procedures and grading

The following assessment procedures are recommended: class tests, group
presentations, in-house practical assessment, and end-of semester examinations. Each
of these must be developed using a sample of the key objectives covered within a
specified period. In addition.cthe quantum of each of the formative assessments [i.e.,
class tests, group presentations, in-house practical assessment and any others that will
be used by any college/school) to be conducted in each semester should be aligned with
the assessment policies of the institutional affiliations. Furthermore, it is recommended
that the final grade of students in each semester must be the aggregate of scores/marks
on the formative and summative assessments conducted during the semester. However,
the weight of each of them must be decided on the basis of what prevails at the
affiliation Universities.
Class tests
Class tests are recommended as one of the formative assessments to be conducted at all
levels of the colleges/schools. Tutors are encouraged to divide the courses they teach
into sections/topics for the purposes of these class tests. This way, each class test will
consist of questions on the sections/topics that have been covered. It is also
recommended that where possible, attempts need to, be made to engage trainee
nurses/midwives in a review of the topics of focus prior to the taking of any class test.
Group presentations
" h is recommended that tutors give assignments to students and ask them to work in
groups to complete them. Such assignments should be based on salient topics or topical
issues covered over a period of time. Aside the written submission of the group reports,
it is also recommended that the various groups must be given opportunities to present
their reports orally in class.
xv
In-house practical assessment

This involves assessing students practically at their clinical sites, demonstration rooms
or skills laboratories according to laid down principles at the schools/colleges. This
assessment procedure has the potential of enhancing students' practical skills
acquisition.
End-of-semester examinations
This is a form of summative assessment that should comprise both multiple choice and
open-ended (essay type) tests. Questions composed for each of these tests should be
based on some of the important objectives and content covered during the semester in
focus. In addition, each component of the end-of-semester examination must be
constructed from well-developed blue prints using the weighted structure prescribed in
the section that follows.
Weighted structure of multiple choice and open-ended tests
In this curriculum, tutors are encouraged to consider each specific objective not only as
the focus of instruction but also as a criterion to be mastered by students and for
assessment purposes. The Nursing and Midwifery Council of Ghana also believes that no
single assessment can guarantee test items based on all the specific objectives covered
within the semester or academic year. Thus, invariably representative samples of all the
specific objectives for each course need to be taken in constructing any form of
assessment of students' learning. Consequently, to ensure that both low order
knowledge and high order knowledge are assessed the following tables of specification
are recommended for the composition of end-of-semester assessments.
Multiple Choice Tests*
Dimensions
of Knowledge Comprehension Application Analysis Synthesis Evaluation TOTAL
knowledge
Proportion of 20% 20% 20% 15% 15% 10% 100%

items
* It ;s also recommended that, multiple choice test for the minor papers should contain
40 items while the major papers should contain 60 items. It is important to remember
that the figures in the table are only percentages and tutors are advised to convert
these into numbers appropriately based on the total number of items on the paper.
xvi
Open Ended (Essay-type) Tests
Knowledge Comprehension Application Analysis Synthesis Evaluation TOTAL
PROPORTION 10% 15% 15% 20% 20% 20% 100%

OF ITEMS
xvii
ACKNOWLEDGEMENT
The Nursing and Midwifery Council of Ghana is indebted to various Stakeholders and
Development Partners whose technical and financial support brought to completion
and fruition of this revised curriculum.
Special mention is made of:

• Ministry of Health, Ghana
• The Chairperson and members of the 12th Governing Board of the Council
• Ghana Health Service (Family Health Directorate, Institutional Care Directorate,
Public Health Directorate, NBS, PPME, CHPS Programme)
• World Health Organization
• Jhpiego Ghana/MCHIP, through funding from the United States Agency for
International Development (USAID)
• United Nations Population Fund (UNFPA)
• UNICEF
• Christian Blind Mission (CBM International), West Africa
• Population Council
• USAIDIDELIVER PROJECT
• JICA
• Food and Drugs Authority
• FHI360/FANTA II Ghana
The review of this curriculum was successfully completed as a result of the consultancy
services received from
• Dr. Eric Magnus Wilmot Univ. of Cape Coast (Lead Consultant)
• Prof. Jonathan Arko Fletcher University of Cape Coast
• Mr. John Kumfo University of Cape Coast
• Dr. Stephen Antwi- Danso University of Education, Winneba
• Dr. Dominic K. Danso Mensah University of Education, Winneba
The Nursing and Midwifery Council would like to place on record the policy direction of
the Ministry of Health, Ghana. Worthy of mention are the Minister of Health, Hon. Alex
Segbefia; the Deputy Minister of Health, Hon. Dr. Victor Bampoe; the former Chief
Director and the current Ag. Chief Director, Dr. Sylvester Anemana and Dr. Afisah
Zakaria respectively; the Director General of Ghana Health Service, Dr. Ebenezer
Appiah-Denkyira; the Director for Nursing and Midwifery Services, Mr. George Kumi
Kyeremeh; the former Director for HRHD, Mr. Alexander Arphul and the 'Executive
Secretary of the Health Training Institutions Secretariat, Mr. Christopher B. Beyere for
their immense support throughout the review process.
The Council wishes to express its profound gratitude to the Chairperson, Mrs. May Osae
Addae and members of the 13th Governing Board for their unflinching support towards
the completion of this document.
To the immediate past Registrar/Chief Executive Officer, Rev. Veronica Darko, the
Council acknowledges the visionary role she played in kick starting this curriculum
review.
xviii
The Council also extends its deep sense of appreciation to the Registrar, Felix Nyante
(FWACN, FGCNM) for the excellent leadership role he played in completing this
curriculum review.
The Council further recognizes the technical expertise of the following persons during
the review:
1. Felix Nyante Registrar
2. Veronica Darko Immediate Past Registrar
3. Dr. Magda Robalo Country Representative, WHO Ghana
4. Dr. Mrs. Roseline Dansowaa Doe MCH Officer, WHO Ghana
5. Dr. Nana Ama Brantuo WHO Ghana
6. Chantelle Allen Country Director, Jhpiego Ghana
7. Martha Serwah Appiagyei Snr. Technical Advisor, Jhpiego Ghana
8. Joyce Ablordeppey Snr. Technical Advisor, Jhpiego Ghana
9. Etta Forson Addo Technical Advisor, Jhpiego Ghana
10. Dora L. Kaki Agbodza Technical Advisor, Jhpiego Ghana
11. Rita Nyeduala Prog. Coordinator, Jhpiego Ghana
12. Tony Kwame Apadzi NAS- MOH
13. Alice Nkori FHI360/FANTA II Ghana
14. Viktor Playe USAIDIDELIVER PROJECT
15. Daniel Owusu-Afranie USAIDIDELIVER PROJECT
16. Mujasi Paschal USAIDIDELIVER PROJECT
17. Roya Sadri-Zadeh UNFPA
18. Anthony Dogbedo UNFPA
19. Adjoa Yenyi UNFPA
20. Frederica Hanson Formerly ofUNFPA
21. Mary Gyasi National Population Council
22. Placide Tapsoba Country Director, Population Council
23. Selina F. Esantsi Snr. Prog. Officer, Population Council
24. Dela Kusi Appouh Staff Associate, Population Council
25. Marjolein Meande-Baltussen Country Coordinator, Ghana, CBM
26. Gifty G. Nyante Lecturer, UG/CBM
27. Patricia Kodjoe IPAS - Ghana
28. Selorme Kofi Azumah IPAS - Ghana
29. Dr. Yaa Asante GHS, Family Health Directorate
30. Dr. Isabella Sagoe-Moses GHS, Family Health Directorate
31. Rejoice Nutakor GHS, Family Health Directorate
32. Gifty Francisca Ben-Aryee GHS, Family Health Directorate
33. Angela Naa Odoi GHS, Family Health Directorate
34. Gifty M. Donkoh GHS, Family Health Directorate
35. Kate Quarshie GHS, Family Health Directorate
'.3(5. Elizabeth Adjei-Acquah GHS, Office of Chief Pharmacist
37. Winifred N.O. Armah-Attoh GHS, NACP
38. Charles Acquah GHS, PPME
39. Veronica Apetorgbor GHS, PPME
40. K. Addai-Donkoh GHS, SSDM
41. Delese Mimi Darko Food and Drugs Authority
42. Jones Ofosu Food and Drugs Authority
43. Abena A. Amoakohene Food and Drugs Authority
xix
44. George Sablah Food and Drugs Authority

45. Dr. Paul Mensah Head, Southern Area Blood Centre, NBS
46. Ama Antwiwaa Opuni DHA, Mamponteng - Kumasi
47. Hajia Adamu B. Yakubu DHA, Chereponi, N/R
48. Francis Omono-Asamoah Principal, NMTC - Kumasi
49. Sophia Agyei-Aye Principal, MHATS - Pantang
50. Lynda R.B. Mante Principal, CHNTS - Fomena
51. Monica Nkrumah Principal, NMTC - Berekum
52. Narki Doku Principal, MTS - Hohoe
53. Ladi Kanton Principal, MTS - Tumu
54. Isabella A. Laryea Principal, NTC - Pan tang
55. George Yaw Segnitome Principal, NTC - Wa
56. Christina Nyewala Principal, CHNTS - Jirapa
57. Lily Obenewaa Asare Principal, NMTC - Asanta
58. Helen Gifty Dwamena Amoah Principal, NMTC - Teshie
59. Rosebud D. Addae Vice Principal, NMTC, Sekondi
60. Peace S. Honkou-Semordzi Vice Principal, NMTC, Cape Coast
61. Hannah Okyere-Boateng Vice Principal, NMTC, Koforidua
62. Stanley Awakey Tutor, NTC, Ankaful
63. George A. Dufe Tutor, NTC, Pantang
64. Frederick Nsatimba Tutor, NTC, Pantang
65. Charity Essie Amponsah Tutor, NMTC, Korle- Bu
66. Nachinab Gilbert T. Tutor, Presby NTC, Bawku
67. Mark Bonnir Tutor, CHNTS, Jirapa
68. Veronica Dzomeku Lecturer, KNUST
69. Christiana Asiedu Asst. Lecturer, Univ. of Cape Coast
70. Ernestina Asiedua Lecturer, University of Ghana, Legon
71. Cecilia Eliason Lecturer, University of Ghana, Legon
72. Dr. Eben Badoe Dept. of Child Health, UG, Medical Sch.
73. Philippe Mmbro Buadee University of Education, Winneba
74. Carolina Lebene Kudesey University of Education, Winneba
75. Jennifer Brock Haven Int. Special Education
76. Evans Oto Appiah Haven Int. Special Education
77. Dr. Marilyn Marbell-Wilson Haven Int. Special Education
78. Carl Wiafe Corinthian Production
79. Cynthia Bruce-Smith DDNS, KATH
80. Yakubu Yahaya Adam Tamale Teaching Hospital
81. Philomina Mireku DDNS, Regional Hospital, Koforidua
82. Zacchi Sabogu Regional CHPS Coordinator, UWR
83. Elvis Akuamoah Pantang Psychiatric Hospital
84. Harriet Addo Pantang Psychiatric Hospital
85. Francisca Ntow Accra Psychiatric Hospital
86. Samuel Cudjoe Hanu Accra Psychiatric Hospital
87. Prince Y. Sattekla 37 Military Hospital
88. Juliana Agyeiwaa Dartey Supol, Police Hospital
89. Elmillianda Brandford Supol, Police Hospital
90. Patience Bruce CHN, Savelugu RCH
91. Dorothy Gyinae DDNS, N&MC, HQ
92. Philomina Woolley DDNS, N&MC, HQ
xx
93. Thomas Nii Teiko Tagoe DDNS, N&MC, GARO

94. Priscilla Arthur-Baiden PNO, N&MC, HQ
95. Victoria Lamina PNO, N&MC, HQ
96. Miriam Bilson SNO, N&MC, HQ
97. Angela Carmen Appiah Assistant Registrar, N&MC, HQ
98. Agnes Oppong-Baah Prin. Operations Officer, N&MC, HQ
99. Ampem Darko Oklodu-Abbey Senior Operations Officer, N&MC, HQ
100. Annie F. Oddoye Assist. Operations Officer, N&MC, HQ
101.Sophia Gifty Wiredu Assist. Operations Officer, N&MC, HQ
102.Grace Adjeley Annum Stenographer Secretary, N&MC, HQ
103.Millicent Glover Stenographer Secretary, N&MC, HQ
104.Elizabeth Owusu-Akyaw Stenographer Secretary, N&MC, HQ
10S.Samuel Odoi Anang Senior Driver, N&MC, HQ
106.Collins Agyapong Senior Driver, N&MC, HQ
107.Rockson Aflakpui Driver, N&MC, HQ
xxi
SEMESTER-BY-SEMESTER STRUCTURE
------------------ FIRST YEAR: SEMESTER 1

------------------
COURSE CODE COURSE TITLE
CREDITS
RGN 111 T P CR
Anatomy & Physiology I
3 3
RGN 112 Basic Nursing
2 6 3
MIP 111
Microbiology & Infection Prevention/Control
2 2
TCM 111
Therapeutic Communication
2 6 3
AD] 111
Professional Adjustment in Nnrsing
2 2
SNM 111
Introductory Sociology
2 2
NMllll
Nursing and Midwifery Informatics
1 6 2
Total
17
Vacation Practicum I
18 3
------------------ FIRST YEAR: SEMESTER 2

------------------
COURSE CODE COURSE TITLE
CREDITS
RGN 121 T P CR
Anatomy & Physiology II
3 3
RGN 122
Advanced Nursing I
1 6 2
RGN 123
Health Promotion
2 6 3
RGN 124
Personal & Environmental Health
2 2
FED 121
First Aid, Emergency & Disaster Management
2 6 3
PNM 121
Introductory Psychology
2 2
STA 121 Statistics
2 2
Total
17
Vacation Practicum II
18 3
xxii
SECOND YEAR: SEMESTER 1------------------
COURSE CODE COURSE TITLE CREDITS

T P CR
RGN 211 Anatomy & Physiology III 2 2
RGN 212 Advanced Nursing II 2 6 3
RGN 213 Medical Nursing I 2 6 3
RGN 214 Surgical Nursing I 2 6 3
NTD 211 Nutrition and Dietetics 2 2
PTP 211 Pharmacology, Therapeutics and
Pharmacovigilance I 2 2
Total 15
Vacation Practicum III 18 3
------------------ SECOND YEAR: SEMESTER 2 ------------------
COURSE CODE COURSE TITLE CREDITS

T P CR
RGN 221 Traditional Medicine, Gerontology and Home
Nursing 2 6 3
RGN 222 Management and Administration in Nursing 2 6 3
RGN 223 Medical Nursing II 2 6 3
RGN 224 Surgical Nursing II 2 6 3
RES 221 Research Methods 3 3
PTP 221 Pharmacology, Therapeutics &
Pharmacovigilance II 2 2
Total 17
Vacation Practicum IV 18 3
xxiii
ANATOMY AND PHYSIOLOGY I 1
BASIC NURSING 3
MICROBIOLOGY AND INFECTION PREVENTIONjCONTROL 4
THERAPEUTIC COMMUNICATION 5
PROFESSIONAL ADJUSTMENT IN NURSING 7
INTRODUCTORY SOCIOLOGY 10
NURSING AND MIDWIFERY INFORMATICS 12
VACATION PRACTICUM I : 13
ANATOMY AND PHYSIOLOGY II 14
ADVANCED NURSING I 15
HEALTH PROMOTION 16
PERSONAL AND ENVIRONMENTAL HEALTH 19
FIRST AID, EMERGENCY AND DISASTER, MANAGEMENT 21
INTRODUCTORY PSYCHOLOGY 23
STATISTICS 25
VACATION PRACTICUM 26
ANATOMY AND PHYSIOLOGY III 27
ADVANCED NURSING II 28
MEDICAL NURSING I 30
SURGICAL NURSING I 31
NUTRITION AND DIETETICS 33
PHARMACOLOGY, THERAPEUTICS AND PHARMACOVIGILANCE I 36
VACATION PRACTICUM 38
TRADITIONAL MEDICINE, GERONTOLOGY AND HOME NURSING 39
MANAGEMENT AND ADMINISTRATION IN NURSING ..41
MEDICAL NURSING II 43
SURGICAL NURSING II 45
RESEARCH METHODS 46
PHARMACOLOGY, THERAPEUTICS AND PHARMACOVIGILANCE II 47
xxiv
VACATION PRACTICUM II 3 CREDITS (18 P)
Description
This practical experience is designed to help the student acquire skills in advanced
nursing, health promotion, emergency and disaster management.
Objectives
By the end ofthe placement, the student will be able to:
a. administer prescribed medicines safely
b. administer oxygen safely
c. adopt the principles of asepsis in all procedures (universal precautions)
d. observe, record and report findings accurately
e. provide individualized care to patients and families using the nursing process
f. demonstrate therapeutic communication skills in carrying out nursing
procedures
g. manage surgical wounds and remove stitches and clips aseptically
h. demonstrate skills in administering intravenous, intramuscular therapy and
blood transfusion
i. practice isolation techniques
j. manage emergencies
k. educate patients/clients on their conditions
Expected Competencies
1. Preparation and administration of medication: (all routes)
2. Calculation of dosages of medicines
3. Care of medicine trolleys and cabinets
4. Administration of oxygen
5. Local applications
6. Sterilization of instruments and dressing towels
7. Use of protective clothing/personal protective equipment: wearing of masks, gowns
and donning of gloves
8. Setting of sterile trays and trolleys
9. Hand washing
10. Dressing of wounds: preparation and procedure, removal of stitches and clips,
taking wound swabs, preventing wound infections
11. Application of isolation techniques: barrier nursing and reverse isolation
12. Management of emergency conditions
13. Health education on patients' conditions
xxv
RGN 111 ANATOMY AND PHYSIOLOGY I 3 CREDITS (3T)
Course Description
This course is to introduce the student nurse to the general structure and functions of
the skeletal, muscular, cardiovascular and lymphatic systems of the human body.
Course Objectives
By the end of the course, the student will be able to:
a. describe the general structure of the body, its basic needs and associated
systems
b. describe the structure, composition and function of a living cell
c. distinguish between the different tissues in the body
d. identify the various cavities in the body and the organs they contain
e. describe the structures and functions of the skeletal system
f. describe the process of bone formation
g. describe the types of joints
h. describe the major muscles and their functions
i. describe the structure of the cardiovascular system
j. describe the functions of the cardiovascular system
k. describe the cardiac cycle
1. discuss blood pressure
m. describe blood circulation in the body
n. describe the lymphatic system
Course Content
1. Explanation of anatomy and physiology
2. Organization of the human body: cells, tissues, organs and systems
3. Anatomical positions, directions and planes
4. Cell structure and functions
5. Tissue: types and functions
6. Cavities of the body and their contents
7. The skeletal system

a. Anatomical terms
b. Bone formation
c. Axial and appendicular skeleton
d. Bones of the skeleton: types and structure
e. Functions of the skeletal system
f. Joints: structures types and movements
1
8. The muscular system

a. Types of muscle
b. Membrane potential
c. Excitation of nerve and muscle
d. Muscle contraction and relaxation
e. Major muscles of the body: positions, points of origin, insertions and actions
f. Functions of muscles
9. Cardiovascular System
a. Structure of the heart and its major vessels
b. Conducting system
c. Cardiac Cycle: stages of the cardiac cycle, heart sounds, electrical activity of the
heart
d. Functions of the heart
e. Structure and functions of arteries, veins and capillaries
f. Blood - composition, formation of blood cells, functions of blood, mechanism of
clotting, blood grouping
g. Cardiac output; stroke volume, heart rate and Starling's law
h. Blood pressure: heart rate, cardiac output, peripheral resistance, control of blood
pressure, determinants and factors affecting blood pressure
i. Circulation of blood: systemic, pulmonary, portal and coronary circulation
10. Lymphatic system

a. Lymph nodes, lymph tissues, lymph, lymphatic vessels,
b. Lymphatic circulation
2
RGN 112 BASIC NURSING 3 CREDITS (2T; 6P)
Course Description
This course is designed to enable the student nurse to acquire the basic nursing skills to
meet the physical, psychological, social and spiritual needs of the patient.
Course Objectives
By the-end of the course, the student will be able to:
a. apply the principles of body mechanics in nursing care
b. perform basic nursing procedures
c. demonstrate principles of asepsis
d. apply basic principles of homeostasis in the care of the individual
e. apply basic principles underlying health and disease to give necessary care using
the nursing process
f. develop skills to meet supportive needs of the dying
g. provide appropriate support during the grieving process for patient and
relatives
Course Content
1. Body mechanics
2. Preliminary nursing procedures to ensure comfort of the patient

a. Positions used in nursing patients, bed making, bed bathing/bathroom bathing
and grooming, care of pressure areas, treatment of infested hair, mouth care
including complication of a neglected mouth, tepid sponging, serving of meals
and feeding of helpless patients, serving of bedpans and urinals, giving of
enemata, rectal lavage and last offices
b. Observation and recording: vital signs, fluid intake and output, urine, stool and
sputum
c. Collection of specimen for investigation
d. Disposal of specimen
3. Principles of asepsis: medical and surgical asepsis
4. Concept of homeostasis
5. Patient and Family care using the nursing process

a. Nursing process
b. Admission, transfer and discharge
c. Rehabilitation and continuity of care
d. Grief and the grieving process
3
RE'3ISTERED GENERAL NURSING CURRICULUM
MIP 111 MICROBIOLOGY ANDINFECfIONPREVENTION/CONTROL 2 CREDITS (2T)
Course Description
This course will introduce the student to the study of groupings of micro-organisms and
their roles in the initiation and progression of human diseases. It will also cover the
mode of disease transmission and the need for infection prevention and control
procedures.
Course Objectives
a. describe the characteristics of the various micro-organisms
b. explain the role of micro-organisms in disease causation
c. describe the routes of entry of micro-organisms
d. describe the different ways of controlling micro-organisms
e. adopt safety measures in carrying out nursing procedures
f. describe infection prevention practices
Course Content
1. Microbiology
a. Ecology and habitat conditions suitable for growth of aerobes and anaerobes
b. Classification of micro-organism: Principal groups of microbes and their
characteristics; protozoa, bacteria, rickettsiae, virus, fungi
c. Immune system (Review)
d. Microbial infection
e. Methods of taking specimen
f. Interpretation of common laboratory results
g. Chain of infection (Review)
2. Infection Prevention
a. Purpose of infection prevention
b. Risk factors associated with working in health care facilities
c. Standard precautions
i. Hand hygiene; hand washing, alcohol hand rub and surgical hand scrub
ii. Protective clothing: gloves, goggles, aprons, boots and gowns
iii. Medical/Surgical asepsis: aseptic technique, antiseptic and disinfectants
iv. Processing of instruments /linen
v. House Keeping: sweeping, mopping, dusting
vi. Waste disposal: contaminated waste, uncontaminated waste and disposal
of sharps
4
TCM 111 THERAPEUTIC COMMUNICATION 3 CREDITS (2T; 6P)
Course Description
This course will equip the student nurse with the appropriate verbal and non-verbal
behaviours necessary in professional interpersonal interactions with patients, families,
health team members and the community.
Course Objectives
By the end of the course the student will demonstrate ability to:
a. develop knowledge of effective communication skills, and attitude, understand
the potential impact of effective versus ineffective communication used in a
health care environment with patients, families, team members, and community.
b. describe the components of communication, therapeutic communication and
therapeutic relationships.
c. show empathy and respect for clients including sensitivity to cultural, gender
differences, personal preferences and level of understanding.
d. develop effective interviewing skills including attentive listening, eliciting
patients concerns, fears and feelings, establishing rapport, skilled use of open
and closed ended questions, appropriate use of verbal and non-verbal facilitation
techniques, clarify and summarizing information and exploration of patients
context, perspective/beliefs and emotions.
e. provide information with sensitivity and clarity in a manner that clients can
understand and adopt.
f. assist clients in decision making and negotiating management plans
g. make presentations (e.g. accurate context, content and efficient process).
h. give constructive feedback to and receive feedback from clients, family and team
members.
i. use appropriate verbal and non-verbal techniques to relate with clients, family
and others (e.g. effective participation in group discussion and learning
activities)
Course Content
1. Principles of communication with emphasis on therapeutic communication
interpersonal relationship
2. Recognizing and understanding communication styles

a. What is communication
b. Passive communication
c. Aggressive communication
d. Passive-aggressive communication
e. Assertive communication
3. Verbal communication
a. What makes up verbal communication
b. How to use verbal communication effective
c. Verbal communication case study
5
REGISTERED ~ENERAL NURSING CURRICULUM
Non-verbal communication
a. Defining non-verbal communication
b. Reading non-verbal cues
c. Non-verbal communication case study
Barriers of communication
a. Physical impairment to communication
b. Outside impairment affecting communication
c. Mental impairment affecting communication
d. Personality conflict and communication
e. Medical jargons
Communication technologies
a. Modern technologies
b. Use of phone-manners
c. Drawbacks of communication technology
Introduction to Therapeutic relationships skills

a. Introduction to confirmation, empathy, trust, confidentiality and confrontations.
b. Assertive behavior skills
c. Reflection and interpretation
d. Ethical concerns
e. Disagreement and conflict/confrontation management
Cultural aspects of communication

a. What is culture?
b. Working within diversity and inclusiveness
c. Culture communication - case study
Cultivating conversation skills

a. Importance of good conversational skills
b. Active listening and feedback
c. Being an engaging speaker
d. Open ended versus close ended questions
e. Conversation/active listening demonstration
10. Constructive criticism

a. The critic-recipient relationship
b. Personal criticism
c. Offering criticism
d. Constructive criticism: self-reflection
11. Presentation skills

12. Gain understanding of the nature of counseling
6
ADJ111 PROFESSIONAL ADJUSTMENT IN NURSING 2 CREDITS (2T)
Course Description
This course provides information on basic principles underlying health and disease in
nursing and enables the student develop the requisite skills and positive attitude to
meetthe physical, psychological, social and spiritual needs of patients/clients. It is also
designed to equip the student nurse with the history, development and legal aspects of
the profession as well as provide her with the right skills and attitude for practice.
Course Objectives
a. discuss the history and development of nursing paying attention to contributions
of major players
b. describe the various nursing organizations and identify their roles
c. discuss the role of the Health Professions Regulatory Bodies in Ghana
d. describe the educational programmes in nursing
e. discuss the ethical code of conduct for nurses and apply it to meet the needs of
the profession
f. explain and internalize the nurses pledge
g. demonstrate hospital etiquette in the day to day work
h. demonstrate the concept of customer care
i. discuss the law and human right issues that regulate/influence the conduct and
practice of nursing
j. explain the major beliefs of the various types of religious denominations and the
effect of these beliefs on the individual
k. identify the place and role of the hospital chaplain
l. develop skills to meet the individual's psychological, social and spiritual needs
m. communicate effectivelywith all clients especiallypersons with hearing impairment
n. list members of the health team and their roles
o. explain the concept of quality assurance and improvement
p. provide care based on conceptual and theoretical principle
Course Content
1. Introduction to nursing
a. History and development of nursing in the world and in Ghana: Contributions of
major players
b. Nurses and Midwives Associations and Groups: Ghana Registered Nurses
Association, Ghana Registered Midwives Association, International Council of
Nurses, The Commonwealth Nurses' Federation, the West African College of
Nursing, Ghana College of Nurses and Midwives
c. Health Professions Regulatory Bodies in Ghana
2. Educational programmes in nursing

3. Ethics and ethical codes in nursing
a. Ethical issues in nursing; patients' charter, consent to treatment, clinical trials,
confidentiality,patient's properties, signing legal documents (witnessing, will etc.)
b. The nurses pledge
c. Qualities of the nurse; adjusting to clinical nursing, appearance
4. Hospital etiquette
7
5. Customer care and interpersonal relationship

6. The Law, the Nurse and Society
a. Nurses regulations: LI 683 of 1971, Mental Health Act 2012, Act 846, Health
Professions Regulatory Bodies Act 2013, Act 857, Specialist Health Training and
Plant Medicine Research Act 2011, Act 833
b. Identification and notification of coroner's case, autopsy and inquest
c. The human right charter, the nurse as witness in court; common offences: tort,
negligence, assault, false imprisonment, battery, defamation (libel, slander);
criminal offences to persons and property: murder, rape, manslaughter,
embezzlement
7. Spiritual Needs of the Patient

a. Assessment of spiritual needs; spiritual healing, concepts and existing religions
in Ghana and the world, beliefs about illness and the conscience of the patient
b. The duties and responsibilities of the hospital chaplain
8. Nursing Principles and theories

a. Selected Nursing Principles
i. Fuerst and Wolfs principles
ii. Myra Levine's conservative
Ill. Maslow's hierarchy of needs
b. Selected Nursing Theorists
i. Florence Nightingale (Environment)
ii. Virginia Henderson (14 activities) "
iii. Betty Neuman (Systems Model)
iv. Dorothea Orems (Self Care Models)
9. Job Description/Scope of Practice

a. Registered General Nurse
b. Nurse Assistant (Clinical)
10. Expected behavior and attitude ofthe Registered General Nurse

a. Effective communication
b. Assertive behaviour
c. Managing challenging behaviours
d. Handling Clients' complaints
11. Dress code of the Registered General Nurse

12. Interpersonal Skills
a. Individuality of man
b. Communication skills (verbal and non-verbal)
c. Ghanaian sign language
13. The Health Team

a. Members of the health team
b. Factors promoting effective team work
8
14. Quality Assurance and Improvement

a. Concepts of quality assurance
b. Importance of quality health care
c. Dimensions of quality assurance
d. Evaluating quality of care
e. Monitoring quality care
i. Patients point of view
ii. Medical providers point of view
iii. Hospital manager's point of view
9
SNM 111 INTRODUCTORY SOCIOLOGY 2 CREDITS (2T)
Course Description
This course is planned to provide the student with knowledge of sociological concepts
and their influences on health and disease. It stresses the role of individuals as
members of the society and how their status and behaviour influences the health of the
family members and the community.
Course Objectives
a. discuss the concept of sociology and its relation to nursing, psychology and
anthropology
b. explain the key terms and concepts of sociology
c. discuss the family, kinship and lineage systems in Ghana
d. discuss types of society and basic features of different societies
e. discuss traditional religion, beliefs and their social functions
f. discuss the hospital as a social system
g. discuss bureaucracy in health delivery system
h. discuss the problems of professionalism in nursing in Ghana
i. explain deviant behavior and its effect on health and health care
j. outline national health policies in Ghana
Course Content
1. The Concept of Sociology
a. Explanation of sociology
b. Differences between sociology, psychology, and anthropology
2. Key concepts in the study of sociology: culture, ethnocentrism, values, norms, status,
and roles, social stratification, social systems, and social functions
3. Socialization: the family, kinship and lineage systems in Ghana

4. Types of society and basic features of different societies
a. Pre-industrial (hunting and gathering, horticulture)
b. Industrial (application of science and technology)
c. Post-industrial (e.g. service industries)
S. Traditional religion: traditional religious beliefs and their social functions, the role
of supernatural in healing
6. The hospital as a social system

a. Sociology of hospital organization
b. The hospital organization and its impact on doctor-nurse-patient relationship
7. Organizations and work in society

a. Characteristics of organization
b. Bureaucracy in health care
10
8. Nursing and professionalism in Ghana

a. Attributes of a profession
b. Problems of professionalism of nursing in Ghana
9. Deviant behaviours and their management

a. Delinquency, alcohol and drug abuse
b. Effects of deviant behavior on health and health care
-c. The role of correctional centres (Juvenile and Senior correctional centres)
10. National Health policies

a. National health insurance
b. Ghana Health Service
c. Mental Health Authority,
11
NMIlll NURSING AND MIDWIFERY INFORMATICS 2 CREDITS (1 T; 6P)
Course Description
The purpose of this course is to provide students with a basic understanding of
Health/Medical Informatics and its application in nursing and midwifery practice
especially for Ghana. It introduces the definition of data, information and knowledge as
well as what defines a system and a model. It also places a lot of emphasis on the use of
electronic patient records systems for the definition and implementation of the nursing
process. A central focus will be issues relating to standards, taxonomies, privacy,
confidentiality, security and the ethical use of patient information. This will include
discussions of relevant legislation.
Course Objectives
By the end of this course, students will be able to:
a. discuss informatics as used in nursing and midwifery practice
b. describe the historical roots of today's Health and Nursing Information
Technology systems
c. identify and use the various tools used in Information Technology
d. develop proficiency in the use of electronic patient records in assessing a patient,
making a nursing diagnosis, designing and executing a care plan and evaluating
care plan nursing interventions
e. investigate solutions in Information Technology by using web and other research
tools,
f. understand and also use nursing taxonomies and nursing and midwifery
informatics standards set for Ghana
g. develop a working vocabulary of Information Technology terminology
h. understand and appreciate contemporary issues on nursing informatics in Ghana
Course Content
1. Informatics used in nursing and midwifery practice
2. Historical roots of to day's Health and Nursing Information Technology systems
3. Tools used in Information Technology
4. Proficient use of Electronic patient records in assessing a patient, making a nursing
diagnosis designing and executing a care plan and evaluating care plan nursing
interventions
5. Information Technology by using web and other research tools
6. The use of nursing and midwifery taxonomies and nursing informatics standards in
Ghana
7. Vocabulary of Information Technology terminologies
8. Contemporary issues on nursing and midwifery informatics in Ghana
12
VACATION PRACTICUM I 3 CREDITS (tSP)
Description
This practical experience is to introduce the student nurse to basic practical nursing
skills in the clinical area.
Objectives
By the end of the placement the student will be able to:
a. assess and analyze data to identify patients' needs/health problems
b. plan, organize, implement and evaluate basic nursing care using the nursing
process
c. meet the physical, psychological and spiritual needs of patients
d. demonstrate therapeutic communication skills in carrying out various nursing
procedures
e. practice infection prevention/control measures
f. apply professional ethical codes of conduct to provide evidence-based care
1. Making beds, positioning patients, lifting: use of body mechanics
2. Admission, transfer and discharge of patients
3. Assessing temperature, pulse, respiration, blood pressure and weight
4. Serving of meals and feeding of patients
5. Mouth care, bathing patients in bed, assisting patients to bath in bed or in the
bathroom
6. Prevention and treatment of pressure sores
7. Care of hair, nails, feet, hands and treatment of infested hair
8. Use of nursing process in the care of patients
9. Care of incontinent patients
10. Serving, removal and sterilization of bed pans and urinals
11. Recording of intake and output of fluids
12. Collection of specimen; stool, urine, sputum and disposal
13. Administration of enemata
14. Care of the dying and performance of last offices
15. Application of universal precautions in the care of patients
16. Demonstration oftherapeutic communication skills in patients/clients interactions
17. Maintenance of patient's rights
18. Ensuring confidentiality of patients
19. Obtaining informed consent
20. Maintenance of hospital etiquette
21. Documentation and reporting of procedures
13
------- -- -
RGN 121 ANATOMY AND PHYSIOLOGY II 3 CREDITS (3T)
Course Description
This course is designed to introduce the student to structure and functions of the
urinary, integumentary, respiratory, digestive systems of the body and how they are
related.
Course Objectives
a. describe the structure and discuss the functions of the urinary and
integumentary systems
b. describe the structure and discuss the functions of the respiratory system
c. explain the physiology of respiration
d. describe the structure and discuss the functions of the digestive system
e. explain how nutrients are digested, absorbed, and utilized
Course Content
1. Urinary system
a. Organs of the urinary system and their functions: kidneys, ureters. Urinary
bladder, urethra
b. Physiology of urine formation
c. Fluid - electrolyte and pH balance
2. Integumentary system
a. Structure and functions: skin and appendages
b. Role of the skin in maintenance of body temperature
3. Respiratory system
a. Structure and functions of the respiratory system: nose, pharynx, larynx,
trachea, bronchi, bronchioles, lungs
b. Transport of gases, mechanism of respiration
4. Digestive system
a. Organs of the digestive system and their functions: mouth, teeth, tongue,
salivary glands, pharynx, oesophagus, stomach, small intestines, large intestines,
pancreas, liver and biliary tract
b. Digestion, absorption and utilization of nutrients
14
RGN 122 ADVANCED NURSING I 2 CREDITS (1 Ti 6P)
Course Description
This course is designed to build on the knowledge and skills that the student nurse has
acquired in Basic Nursing I to meet the physical, psychological, social and spiritual
needs of the patient.
Course Objectives
By the end of the course the student will be able to:
a. demonstrate skills in wound dressing
b. develop skills for administration of medicines
c. demonstrate skills in administering intravenous therapy, blood transfusion,
parenteral nutrition
d. demonstrate skills in administration of oxygen
Course Content
1. Care of Wounds
a. Setting trays and trolleys for wound dressing
b. Simple wound dressing,
c. Removal of stitches, clips from surgical wounds, care and removal of wound
drain and drainage tubes and wound irrigation
2. Medicine Administration
a. Terms, abbreviations and interpretation of prescriptions
b. Dosage calculation, dilution of lotions, correct handling and assembling of
equipment used for preparing and administering medicines
c. Routes of medicine administration: oral, topical, subcutaneous, intradermal,
intramuscular, intrathecal, intra-osseous, rectal, inhalation and intravenous
d. Preparation and administration of Intravenous (IV) and Intramuscular (1M)
medicines
e. Preparation and administration of inhalational agents: moist and dry, oxygen
therapy
f. Local applications: cold and hot
g. Dangerous Drugs Act (DDA)
3. Preparation for and administration of intravenous therapy: blood transfusion,

infusion, Total Parenteral Nutrition
15
RGN 123 HEALTH PROMOTION 3 CREDITS (2Tj 6P)
Course Description
This course will equip the student with knowledge in health promotion and
communication skills in the sharing of health information to individuals, families and
the community to effect positive behaviour change.
Course Objectives
By the end ofthe course, the student will be able to:
a. explain health education and health promotion
b. describe the factors that determine health
c. explain the skills and components of health promotion
d. explain Information, Education and Communication (IE and C)
e. describe the barriers to communication and their management
f. outline the determinants and stages of behaviour change
g. discuss the importance of negotiating change in behaviours
h. describe attributes of target population and factors that influence it
i. counsel community member to effect behaviour change
j. discuss specific actions which need to be taken to challenge stigma and
discrimination
k. describe the characteristics of effective learning
1. explain the community entry process (Review)
m. carry out individual and community needs assessment
n. mobilize the community for health action
o. explain the importance of groups in health promotion
p. conduct health education programmes
Course Content
1. Concept of health (Review)
2. Factors that determine health
a. Environmental: biological and physical
b. Social
c. Mental
d. Health system
e. Life style
3. Health promotion
a. Components: health education, protection and prevention
b. Skills in health promotion: Advocacy, lobbying, mediation, research
4. Behaviour change communication

a. Communication
i. Types of communication
ii. Tools for effective communication
b. Behaviour change
i. Factors influencing behaviour change
ii. Stages of behaviour change
iii. Determinants of behaviour change
16
5. Interpersonal communication and counselling

a. The role and process of interpersonal communication and counselling
i. Differences between interpersonal communication and counselling
ii. Importance of interpersonal communication and counselling
iii. Factors affecting interpersonal communication
iv. Elements in interviewing
b. Counselling process and technique

i. GATHER(Greet, Ask, Tell, Help, Explain, Return visit)
ii. REDI (Rapport building, Exploration, Decision making, Implementation)
6. Effective use of information, education and communication (I, E and C)/behaviour

change communication materials
a. Ideal interpersonal communication and counselling environment including
disability friendly
b. Inclusive information, education and communication materials: types, uses,
advantages, limitations
7. Integrated skills practice (Student demonstration)

a. Review
i. Interpersonal communication and counselling
ii. Effective use of information, education and counselling materials
b. Using observation in small group presentations
c. Counselling skills in behaviour change communication
8. Target Population(s) in health promotion: explanation of target population,

identification, factors that influence and attributes
9. Stigmatization and discrimination

a. Naming the problem of stigma
i. Forms and causes of stigma
ii. Stigmatized conditions
iii. Factors leading to stigmatization
iv. Effects and consequences of stigma on clients, relatives, communities,
institutions and care providers
b. Mitigation of stigma
i. Identifying fears through education and counselling
ii. Assessment of causes of fear through observation and interviewing
iii. Adopt preventive measures
iv. Actions that can be taken to challenge stigma
v. Steps for moving into action
c. Discrimination
i. Causes and consequence
ii. Behaviour and practices depicting discrimination
iii. Reducing stigma and discrimination in health care setting
17
I
10. Adult learning and training

a. Characteristics of adult learners
b. Adult learning methods: Accelerated, coaching, guided design and just-in-time
training
11. Community entry, study and diagnosis (Review)

12. Needs assessment: Individual and community needs assessment
13. Community Client Oriented Provider Efficient (C-COPE)
14. Community mobilization and participation
15. Groups: Formation, dynamics and committee procedures
16. Planning health promotion programme
a. Identification and prioritization of needs (Review)
b. Set objective
c. Identification of target groups (Review)
d. Developing strategies
e. Draw action plan
f. Organise resources
g. Implementing the programme
h. Monitoring and facilitative supervision (Review)
i. Evaluation (Review)
17. Mainstreaming gender in health

a. Gender and gender mainstreaming
b. Gender inequalities
c. Empowerment
d. Male involvement in health care
e. The role of the nurse in gender issues
18
RGN 124 PERSONALAND ENVIRONMENTAL HEALTH 2 CREDITS (2T)
Course Description
This course is designed to enable the student understand and apply the general
principles of personal and environmental health in client and patient care.
Course Objectives
a. explain the concept of health
b. describe ways of promoting health
c. discuss factors that promote personal health
d. explain the importance of maintaining a healthy environment
e. explain methods for collection and disposal' of refuse
f. describe sources of water and ways of making it safe for use
g. educate the general public and food vendors on food hygiene
h. describe the causes of environmental pollution and their control
i. describe the agencies/stakeholders concerned with environmental health
Course Content
1. Concept of health
2. Promotion of health: responsibilities of the individual and the community
3. Personal health
a. Care of the body: Hair, mouth, teeth, hands, feet, nails, skin
b. Clothing: types, uses, factors to consider in the selection and care of clothing
c. Diet (Review)
d. Exercise
e. Recreation
f. Rest and sleep
g. Posture
h. Fatigue
i. Elimination
4. Effects of poor hygiene on health

5. Habitformation
6. Environmental health
a. Refuse
i. Types
ii. Methods of disposal
Ill. Hazards of improper disposal
b. Prevention/Control of rodents, vectors, vermins and pests: Mosquitoes,
cockroaches, bed bugs, rats, mice, houseflies, lice and flea
c. Housing: Site of building, building materials, facilities, ventilation, lighting,
drainage
7. Water: Sources, physical and chemical properties, purification, uses, contamination,

and water-borne diseases
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8. Food hygiene: Production of food, transportation, storage and preservation,

preparation, handling and serving, consumption, food poisoning, food-related
diseases, food vendors, food hygiene and sanitation bye-laws
9. Environmental pollution: Air, land space and water bodies

10. Agencies/stakeholders concerned with environmental health
11. Legal issues about environmental health
20
FED 121 FIRST AID, EMERGENCY AND DISASTER MANAGEMENT

3 CREDITS (2T; 6P)
Course Description
This course will equip students with knowledge and skills to enable them recognize the
need for first aid and provide prompt and competent care to the victims. It focuses on
prevention and management of medical and surgical emergencies in hospitals and the
community using the nursing process.
Course Objectives
a. apply principles of first aid in any emergency situation
b. identify the type of first aid required in different situations
c. develop the skills in applying bandage to various parts of the body
d. identify potential accident situations and practise safety measures
e. apply principles of disaster management in handling multiple trauma scenarios
Course Content
1. First aid
a. Aims and objectives of first aid
b. Principles of first aid
2. Diagnosis of conditions, first aid management and referral

a. Shock
b. Haemorrhages: special haemorrhages (epistaxis, haemoptysis, haematemesis,
bleeding from tooth socket, bleeding from varicose vein, rectal bleeding)
c. Wounds
d. Fractures: specific examples fractured mandible, clavicle, spine, ribs, pelvis and
skull
e. Sprains, strains, and dislocations
f. Unconsciousness: syncope, apoplexy/stroke, epileptic fits, convulsive attacks,
diabetic and insulin comas
g. Asphyxia: various methods of artificial respiration
h. Poisons
i. Foreign bodies in the eye, ear, nose, throat
j. Drowning
k. Burns and scalds
1. Bites and stings: dog bites, snake bite, bee sting, wasps sting and scorpion bites
3. Application of various bandages: rules for bandaging, methods of application

4. Emergency nursing
a. Basic techniques: airway and pulmonary resuscitation, cardio-pulmonary
resuscitation, management of injuries
b. Medical and surgical emergencies: cardiac arrest, cerebro-vascular accidents,
asthma, diabetic coma, convulsive attacks, acute abdomen, alcoholic coma,
poisoning, hypertensive crises, sickling crises, medication reactions, attempted
suicide, aggression, puerperal psychosis, status epilepticus, delirium tremens
21
5. Disaster nursing
a. Types of disaster: road traffic and other accidents involving many people, earth
quake, flood victims, fire outbreaks
b. Disaster management
22
PNM 121 INTRODUCTORY PSYCHOLOGY 2 CREDITS (2T)
Course Description
This course introduce' students to some concepts in psychology which are required in
understanding human behaviour and providing nursing care to individuals and families
Course Objectives
By the end of the course, the student will be able to
a. explain psychology
b. describe trends in human growth, development and maturation
c. discuss some theories of personality development
d. discuss some theories of learning
e. identify and describe stimuli that are stressors and their effects on the individual
f. explain factors which influence learning
g. use the principles of learning in health in health practice and education
h. identity the teacher-learner relationship as a social interaction
Course Content
1. Definition, nature and scope of psychology
a. Psychology in relation to other disciplines: pseudopsychology, parapsychology,
sociology, criminology, palmistry, phenomenology, numerology, telepathy etc.
2. Human Growth and Development

a. Explanation of basic concepts: growth, development, maturation
b. Principles underlying growth and development
c. Factors influencing growth and development: Heredity and Environment
(Nature- Nurture debate)
d. Stages of growth and development (from prenatal to old age)
3. Personality development
a. Definition of personality
b. Personality theories
i. Psychoanalytic (Freud)
ii. Psychosocial (Erikson)
iii. Cognitive (Jean Piaget)
iv. Moral (Kohlberg's)
v. Trait-factor theory (Cattell, Eysenck)
vi. Maslow's hierarchy of needs
4. Personality assessment techniques: psychological tests, interview, Direct

observation, rating scales etc.
5. Psychological processes
a. Learning
b. Memory
c. Perception
d. Factors that influence psychological processes: physical, psychological and
social
23
6. Motivation: types
a. Emotions
b. Drives
c. How motivation, emotions and drives influence behaviour
7. Intelligence
a. Attributes of intelligence
b. Factors that influence intelligence
c. Individual and group differences
d. Intelligence tests: types and characteristics
8. Attitudes
a. Attitudes and behaviour
b. Patient and family attitudes towards illness and health
c. Nurses' attitudes towards patient and family
9. Personality adjustment issues

a. Stress
b. Conflict
c. Frustration
d. Confusion
e. Stress management
24
STA 121 STATISTICS 2 CREDITS (2T)
Course Description
This course is designed to offer students the knowledge and skills to use statistical
procedures to summarize health data collected and interpret them in graphic or
numerical forms.
Course Objectives
a. explain various types of statistics
b. interpret simple statistical data in either graphic or numerical forms
c. use statistical methods to analyze data
Course Content
1. Basic terminologies
a. Discrete/categorical and continuous data
b. Descriptive/qualitative and quantitative data
c. Parameters and statistics
d. Parametric and non-parametric statistics
e. Descriptive and inferential statistics
2. Descriptive statistics
a. Frequency distribution and cummulative frequency tables
b. Graphical organization of data: histogram, bar chart, pie chart, frequency
polygon, cummulative frequency and curves
c. Measures of central tendency: mode, median, mean
d. Measures of dispersion and variability: range, quartiles, variance and standard
deviation
3. Inferential statistics
a. Standard normal distribution and the process of standardization
b. The student's t-test
c. Correlation
25
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./~~~~.
VACATION PRACTICUM II 3 CREDITS (18 P)
Description
This practical experience is designed to help the student acquire skills in advanced
nursing, health promotion, emergency and disaster management.
Objectives
By the end of the placement, the student will be able to:
a. administer prescribed medicines safely
b. administer oxygen safely
c. adopt the principles of asepsis in all procedures (universal precautions)
d. observe, record and report findings accurately
e. provide individualized care to patients and families using the nursing process
f. demonstrate therapeutic communication skills in carrying out nursing
procedures
g. manage surgical wounds and remove stitches and clips aseptically
h. demonstrate skills in administering intravenous, intramuscular therapy and
blood transfusion
i. practice isolation techniques
j. manage emergencies
k. educate patients/clients on their conditions
1. Preparation and administration of medication: (all routes) .
2. Calculation of dosages of medicines
3. Care of medicine trolleys and cabinets
5. Local applications
6. Sterilization of instruments and dressing towels
7. Use of protective clothing/personal protective equipment: wearing of masks, gowns
and donning of gloves
8. Setting of sterile trays and trolleys
9. Hand washing
10. Dressing of wounds: preparation and procedure, removal of stitches and clips,
taking wound swabs, preventing wound infections
11. Application of isolation techniques: barrier nursing and reverse isolation
12. Management of emergency conditions
13. Health education on patients' conditions
26
RGN 211 ANATOMY AND PHYSIOLOGY III 2 CREDITS (2T)
Course Description
This course is designed to introduce the student to the structure and functions of the
nervous, endocrine, reproductive systems and genetics and how they are related.
Course Objectives
a. describe the anatomy and physiology of the nervous system
b. distinguish between the central and peripheral nervous systems
c. describe the organs of the endocrine system and discuss their functions
d. describe the reproductive system and discuss its functions
e. explain the genetic basis of man
Course Content
1. Nervous system
a. Central nervous system: brain, spinal cord
b. Peripheral nervous system: cranial, spinal and autonomic
c. Special sense organs
d. Physiology of sight and hearing
2. Endocrine system
3. Reproductive system
a. Organs of the female reproductive system
b. Organs of the male reproductive system
4. Genetics and man

a. Heredity
i. Cells - genes and chromosomes (sex chromosomes)
ii. Chromosomal aberrations: down's syndrome (trisomy 21), turners
syndrome, Klinefelters syndrome, (XXY),XXVsyndrome, XXXsyndrome,
mosaicism, Williams syndrome
b. Reproduction
i. Gametes, zygotes, meiosis, mitosis
ii. Twining: monozygotic and dizygotic
c. Sex determination and selection
d. Artificial insemination
i. Test tube babies (in-vitro fertilization)
ii. Controversies, emotional, moral and religious issues about in-vitro
fertilization
e. Genetics and parenthood
27
RGN 212 ADVANCED NURSING II 3 CREDITS (2T; 6P)
Course Description
This course is designed to help the student nurse apply knowledge and skills in setting
trays and trolleys, preparing patients for diagnostic and therapeutic procedures:
providing nursing care for patients with specific medical and surgical conditions using
the nursing process.
Course Objectives
By the end ofthe course, the student will be able to:
a. demonstrate skills in setting trays and trolleys for various diagnostic and
therapeutic procedures
b. prepare trolleys for various medical/surgical procedures
c. manage patients with specific medical and surgical conditions
Course Content
1. Nursing management of patient with cardio-vascular conditions
a. Setting trays and trolleys for
i. Cardiac catheterization
ii. Echocardiography
111. Electrocardiography
b. Positioning patients with cardiac problems
2. Nursing care of patient with respiratory, problems
a. Setting trays and trolleys for special procedures:
i. Thoracenthesis
ii. Under water seal drainage
iii. Strapping
iv. Tracheostomy
v. Postural drainage, bronchoscopy, laryngoscopy, thoracoscopy
b. Positioning of patient with respiratory problems
c. Use of suctioning machines
3. Nursing care of the patient with gastro-intestinal disorders

a. Preparation of the patient for barium meal and enema, liver biopsy, endoscopy
examination: gastro-intestinal tract, passing NGtube and NGtube feeding
b. Preparation of the patient, setting of trays, carrying out and assisting with the
following procedures: gastric lavage, gastrostomy feeding, fractional test meal,
ileostomy and colostomy care, paracentesis abdominis
4. Nursing care of patients with urinary problems

a. Identification of various catheters: catheters
b. Preparation of patients for intravenous pyelogram and urogram
c. Preparation of the patient for haemodialysis and peritoneal dialysis
d. Preparation for cystoscopy and urethroscopy
e. Catheterization
28
5. Nursing care of the patient with female reproductive problems

a. Preparation of patients for gynaecological examination
b. Identification of various instruments for gynaecological examinations
c. Setting of trays and trolleys for gynaecological examinations: salpingogram,
pap's smear, insuflation, high vaginal swab
d. Examination of the breast
e. Vulva swabbing
6. Nursing care of the patient with male reproductive problems

a. Preparation of patients for examinations
b. Setting of trays/trolleys for bladder irrigation, urethral smear
7. Nursing care of the patient with musculo-skeletal problems

a. Setting trays/trolleys for orthopaedic procedures
b. Application of Plaster of Paris (P.O.P.),splint and traction
c. Preparation of patients for orthopaedic surgery
8. Nursing care of the patient with endocrine problems

a. Preparation of patient for basal metabolic rate (B.M.R)estimation
b. Blood glucose testing
9. Nursing care of the patient with neurological problems

a. Preparation of patients for neurological exams: computerized tomography scan,
electro encephalography, magnetic resonance imaging test, cranial nerve
assessment and reflexes
b. Setting of trays/trolleys for neurological investigations
10. Nursing care of the patient with abnormalities of the eye

a: Preparation of patients for eye examinations, investigations and therapy
b. Setting of trays/trolleys for-eye examinations and treatment: eye irrigation,
instillation of eye drops, application of eye ointment, visual acuity, tonometry
and ophthalmoscopy
11. Nursing care of the patient with Ear-Nose-Throat (ENT) problems

a. Preparation of patients for various ENT examinations, investigations and
therapies
b. Setting of trays/trolleys for ENT examinations and treatment: ear washout,
antrum washout, instillation of ear drops, auroscopy
29
RGN 213 MEDICAL NURSING I 3 CREDITS (2T; 6P)
Course Description
This course is designed to prepare the students to perform assessment of patients. It
will also enable students to describe the management of communicable diseases and
nutritional deficiencies.
Course Objectives
By the end of the course the student will be able to
a. describe the various methods of assessing patients
b. perform physical assessment on patients
c. manage patients with fluid and electrolyte imbalance
d. manage patients with nutritional deficiencies
e. manage common communicable diseases
f.- manage sexually transmitted infections (STI's) including HIVand AIDS
Course Content
The conditions listed below will be discussed under the following headings, where
applicable: causes, pathology, clinical features, diagnostic measures, medical treatment,
nursing care, prevention and health education
1. Assessment of patients; physical, psychological and social
2. Fluid and electrolyte imbalance; oedema, dehydration, acidosis, alkalosis
3. Nutritional deficiencies
a. Undernutrition: severe acute malnutrition kwashiokor, marasmus, vitamin and
mineral deficiencies
b. Overnutrition: Obesity
4. Communicable diseases
a. Disease caused by contact and droplet: common cold (coryza/catarrh, influenza,
pulmonary tuberculosis, mumps, diphtheria, cerebro-spinal meningitis, chicken
pox, leprosy, buruli ulcer, yaws, streptococcal sore throat
b. Water and food borne diseases: typhoid, paratyphoid, cholera, dysentery and
food poisoning
c. Diseases spread by insects and other animals: malaria, yellow fever, dengue
fever, plague, rabies, trypanosomiasis, typhus, filariasis, anthrax
d. Diseases caused by parasitic worms: schistosomiasis, ascariasis, dracontiasis,
ankylostomiasis, flagellate infestation, strongloidiasis
e. Diseases caused by fungi: superficial mycosis, actinomycosis, histoplasmosis,
mycetoma, candidiasis, ringworm
f. Sexually transmitted infections: gonorrhea, syphilis, lymphogranuloma
venereum and inguinale, chancroid, trichomonas, vaginalis, scabies, herpes,
candidiasis, chlamydia, genital warts, Hepatitis B, C,E. (Manage using the
syndromic approach)
g. HIV/ AIDS,People Living With Aids (PLWAS),HIVtesting and counseling, (HIC),
Prevention of Mother to Child transmission (PMTCT)
30
RGN 214 SURGICAL NURSING I 3 CREDITS (3T)
Course Description
This course is designed to equip the student with knowledge and skills to identify and
manage patients with neoplasm, wounds, inflammatory and gynaecological conditions
and theatre nursing.
Course Objectives
a. list members of the theatre team
b. describe operating room techniques; scrubbing, gloving, gowning
c. set trolleys for operations/surgery
d. assist surgeon in operations
e. describe inflammation and its healing processes
f. manage wounds and inflammation
g. manage neoplastic conditions
h. manage gynaecological conditions
i. manage pain effectively
Course Content
1. Theatre Nursing
a. Theatre team members and their roles
b. Theatre technique; scrubbing, gowning, gloving
c. General pre-and post-operative management of surgical patients
d. Identification of surgical instruments and their functions
e. Setting of trolleys and Mayo's table for surgery
f. Receiving, positioning, skin preparation and draping of patient for operation
g. Assisting surgeon in operations
NB. The conditions listed below will be discussed under the following headings where
applicable; definition/explanation, causes/types/classifications, clinical features,
diagnostic investigations, pre-and post-operative management, complications,
prevention and rehabilitation.
2. Wounds and inflammations

a. Inflammatory and healing process
b. Boils and carbuncles
c. Wounds
d. Ulcers; tropical, buruli
3. Neoplasm
a. Benign malignant
b. Drug therapy, radiotherapy and surgery
c. Counseling of patients with tumours and their families
d. Terminally ill patients
31
4. Gynaecological disorders
a. Congenital abnormalities: imperforate vagina/hymen, bicornuate uterus,
haemaphroditism
b. Acquired abnormalities; obstetric fistulas, hydatidiform mole
c. Other disorders: disturbances of menstruation, infertility, breast cancer
d. Menopause
5. Pain
a. Assessment
b. Management
32
- - -- -
NTD211 NUTRITION AND DIETETICS 2 CREDITS (2T)
Course Description
This course is designed to equip the student with knowledge and skills in nutrition to
help her relate nutrition to the various stages of human development, health, recovery
and maintenance, recognize the role of the dietitian in the health team and identify
specific diets recommended for the management of malnutrition and diet-related
diseases.
Course Objectives
Refer to attached document
a. describe the importance of nutrition in health and disease
b. identify local foods and the nutrients they contain
c. describe the different nutrients and their importance to health
d. explain nutrient requirements of different age groups and factors that influence
nutritional status
e. describe the four nutrition assessment methods and their use
f. explain malnutrition and the different forms of undernutrition and
overnutrition.
g. describe causes and consequences of malnutrition in Ghana using the conceptual
framework
h. describe management and prevention of the different forms of undernutrition
and overnutrition and diet-related diseases
i. explain methods of food supply, storage, preparation & distribution and how
these contribute to health and disease
j. explain nutrition interventions in Ghana and their delivery
approaches/strategies
k. describe the role of the dietician/nutritionist and nurse in nutrition education
and counselling
Course Content:
1. Nutrition and Health
a. Explanation of Nutrition
b. Relation of nutrition to health
2. Nutrients, food sources and functions
a. The three food groups
3. Nutrition Needs throughout the lifecycle
a. Pregnancy
b. Lactation
c. Infancy
d. Childhood
e. Adolescent
f. Adulthood
g. Aged
33
4. Nutritional status assessment of individuals and communities

a. Anthropometry
b. Clinical
c. Dietary
d. Biochemical
5. Malnutrition, types causes and consequences

a. The conceptual framework
b. Nutrition situation in Ghana
6. Undernutrition: causes, signs, symptoms, management and prevention

a. Stunting
b. Acute malnutrition (wasting, kwashiorkor & marasmus/kwashiorkor)
c. Underweight
d. Micronutrient deficiency
i. Vitamin A deficiency
ii. Iron deficiency anaemia
iii. Iodine
7. Management of Severe Acute Malnutrition (with medical complicatios) inpatient

care
a. Admission criteria
b. Principles of care
c. Initial management
d. Therapeutic feeding
e. Daily care and monitoring
f. Referral to outpatient care/discharge
8. Dietary management of overnutrition and diet related non-communicable diseases

a. Diabetes
b. Hypertension
c. Gastric and duodenal ulcers
d. Obesity
9. Factors that influence food consumption and habits

a. Factors that influence food consumption
i. Food availability, access and utilization
ii. Food habits
lll. Storage
b. Planning and budgeting menu
34
10. Nutrition interventions in Ghana

a. Promotion of optimal breastfeeding practices
b. Promotion of appropriate complementary feeding
c. Improved hygienic practices
d. Vitamin a supplementation
e. Zinc supplements for diarrhea management
f. De-worming
g. Iron-folic acid supplements for pregnant women
h. Salt iodization
i. Fortification of staple foods (oil and flour)
j. Prevention and treatment of moderate acute malnutrition with special foods
k. Treatment of severe acute malnutrition with ready-to-use therapeutic foods
(RUTF)
1. Promotion of consumption of diversified diets
m. Promotion of healthy lifestyle
11. Approaches used to implement nutrition interventions in Ghana

a. Use of Essential Nutrition Actions (ENAs) at the various health contact points
b. Integrated management of neonatal and childhood illnesses (IMNCI)
c. Community based infant and young child feeding
d. Community based growth monitoring and promotion
e. Child health weeks and mass campaigns
f. School health education programs
12. Role of dietician and/or nutritionist in the health team

13. Role of the nurse in nutrition education and counseling
35
PTP 211 PHARMACOLOGY, THERAPEUTICS AND PHARMACOVIGILANCE I 2 CREDITS (2T)
Course Description
This course is designed to equip the student nurse acquire knowledge and apply the
principles of pharmacology in drug administration and its nursing implications. It will
also provide a firm grounding in key aspects of post-marketing safety monitoring of
drugs, vaccines and other health products. Additionally, it will equip the student nurse
in patient safety issues through pharmacovigilance, diagnosis, management and
reporting adverse events.
Course Objectives
a. discuss the various sources of drugs
b. explain the principles of pharmacology
c. explain general drug metabolism
d. identify the nursing responsibilities in administering the various drugs
e. utilize current drug policies in the country
f. explain key terms and concepts in pharmacovigilance and safety monitoring of
drugs and vaccines
g. describe importance of pharmacovigilance and spontaneous reporting in
ensuring patient safety
h. discuss the pharmacovigilance system in Ghana emphasizing the role of
healthcare professionals and particularly nurses and midwives
Course Content
1. Sources of drugs; plant, animal, synthetic, bacteria and fungi
2. General principles of pharmacology: pharmakokinetics and pharmacodynamics
The drugs listed below will be treated under the flowing headings: action
absorption metabolism, dosage and routes of administration, distribution, side
effects, elimination, contra-indications, drug interactions and nursing implications
3. Analgesics
a. Opiates; morphine, pethidine
b. Salicylates; aspirin
c. Non-steroidal anti-inflammatory agents: Aspirin, ibuprofen and diclofenac
d. Miscellaneous; paracetamol
4. Hypnotics and sedatives: diazepam, barbiturates
5. Drugs acting on the respiratory system

a. Bronchodilators; salbutamol, aminophylline
b. Analeptics/respiratory stimulants: nikethamide, acetazolamide
c. Expectorant/rnucolytics: benylin
d. Cough suppressants: codeine linctus
36
6. Drugs used in infections

a. Antibacterial drugs
i. Penicillins: benzylpenicillin, amoxicillin, cloxacillin
ii. Tetracyclines
iii. Aminoglycosides: streptomycin, gentamycin, neomycin, kanamycin
iv. Macrolides; erythromycin
v. Cephalosporins; cefotaxime, cefuroxime, cephalexem
vi. Sulphonamides: sulphadimidine, cotrimoxazole
vii. Chloramphenicol
b. Antituberculous drugs: rifampicin, isoniazid
c. Antileprotic drugs: dapson, clofazimine
d. Antiprotozoal drugs: metronidazole
e. Antimalarials: halofantrine hydrochloride, fansidar, artesunate amodiaquine
f. Amoebicides: metronidazole, erythromycin
g. Antifungal drugs: nystatin, miconazole, griseofulvin, clotrimazole
h. Antiretrovirals use in Ghana: 15t line and 2nd line drugs, Antiretrovirals used in
PMTCT
i. Antihelmintics: mebendazole, albendazole
7. Miscellaneous drugs
a. Steroids: dexamethazone, hydrocortisone
b. Cytotoxic drugs
i. Alkylating agents; busulphan
ii. Antimetabolites; fluorouracil, methotrexate, cytosine
iii. Alkaloids; vincristine
iv. Antibiotics; doxorubicin (Adriamycin)
8. Drugs acting on the digestive system "-

a. Antacids: aluminium hydroxide magnesium trisilicate
b. Antispasmodics; hyoscine butylbromide
c. Histamine (H2) - receptor antagonists: cimetidine, ranitidine
d. Proton pump inhibitor; omeprazole
e. Cytoprotectives; misoprostol
f. Laxatives; bisacodyl, magnesium sulphate, liquid paraffin
g. Anti-emetics; promethazine hydrochloride, metoclopramide, hyoscine, avomine
9. Explanation of key terms in Pharmacovigilance (pharmacovigilance, vaccine

vigilance and patient safety) and the concept of pharmacovigilance in ensuring
patient safety
10. Importance of pharmacovigilance, spontaneous reporting and other methods of

safety monitoring of medicines in ensuring patient safety
11. The pharmacovigilance system in Ghana
37
VACATION PRACTICUM III 3 CREDITS (18P)
Description
This practical experience will equip the student nurse to acquire skills in advanced
medical and surgical nursing procedures and management of specific conditions.
Objectives
By the end of the placement, the student nurse will be able to:
a. use the nursing process in caring for patients
b. analyze various health problems for appropriate nursing interventions
c. prepare patients for examinations, investigations and procedures
d. set trays and trolleys for various diagnostic and therapeutic procedures
e. manage patients with specific medical/surgical conditions
f. give health education to patients and family
g. record and report findings
1. Identification of patients' /family problems
2. Planning and giving care according to patient's needs
3. Physical and psychological preparation of patients for special therapies
4. Observation of patients and management of adverse events
5. Setting of trays/trolleys for various procedures, investigations and therapies
6. Management of patients with specific medical/ surgical conditions
7. Serving of appropriate diet specific to patients' condition
8. Health education on health conditions
9. Documentation
38
RGN 221 TRADITIONAL MEDICINE, GERONTOLOGY AND HOME NURSING

3 CREDITS (2T; 6P)
Course Description
This course is designed to help students identify the role and place of traditional
medicine in health care delivery system. It is also designed to identify the strengths and
weaknesses of the elderly and equip the student to use the nursing process to manage
and teach clients at home using available resources.
Course Objectives
a. describe the basis and scope of traditional medicine
b. discuss the mode of operation of traditional healers
c. describe the role of the traditional healer in the health delivery system
d. examine the interaction between traditional and orthodox medicine
e. describe changes and problems associated with aging
f. develop skills to care for the aged
g. discuss the rationale for home nursing
h. identify resources needed for home nursing
i. discuss the duties of the home nurse
Course Content
1. Basis and scope of traditional medicine, the organization of traditional medical
practice
2. Types and mode of operation: diviners, herbalists, bone setters and spiritualists
3. The role of traditional medicine in the health care delivery system, interaction
between traditional medicine and orthodox medicine
4. Aging
a. Theories of aging
b. Changes associated with aging: physical, emotional and social
c. Problems of the aged: Physical, emotional and social
d. Management and care of the aged
i. Physical care: movement, feeding and nutrition, personal hygiene, safety
and protection, medication
ii. Emotional care: group therapy, role-play and recreation, privacy,
counseling
iii. Social care: NGO's,government and family system
iv. Rehabilitation
v. Financial support
39
5. Home Nursing
a. Types of patients to be nursed at home
b. Importance of home nursing
c. Resources needed for home nursing and their importance
i. Human Resources: nurse, relatives, friends
ii. Material resources: equipment, facilities for sterilization, dressing,
drugs/disinfectants, bedding and finances
d. Duties of the home nurse: physical and emotional care, administration of drugs,
care of nursing mother and baby, collection of specimen, management of
emergencies, recording and reporting on the care given, collaborating with other
community and health agencies. The nurse's role when death occurs in the home
40
RGN 222 MANAGEMENT AND ADMINISTRATION IN NURSING 3 CREDITS (2T; 6P)
Course Description
This course provides students with knowledge and skills in the principles of
management and administration in nursing. It also identifies management and
administrative problems during the care of patients and how to organize resources and
utilize them efficiently to achieve goals. It will also help the students to describe the
structure and roles of the ministry of health and its agencies.
Course Objectives
a. explain the basic concepts and principles of management/administration
b. describe the structure of the Ministry of Health, Ghana Health Service and the
functions of each unit at various levels
c. discuss the various leadership styles
d. organize human, material and financial resources and utilize them efficiently
e. apply management principles in the day-to-day activities
f. list and explain the principles of quality assurance
g. describe various health insurance schemes
Course Content
1. Principles of administration and organizational structure
a. Process of management and administration: planning, organizing, directing,
controlling, auditing, monitoring and evaluating
b. Administrative problem-solving techniques
c. Leadership styles, qualities of an effective leader
d. Organizational structure (formal and informal)
e. Communication in an organization
2. Management of Resources
a. Managing human resources: organizing staff activities
b. Supervision and performance, staff appraisal, staff development and motivation
c. Policies of Ministry of Health and the health institutions: e.g. Health Bill Medium
Term Health Strategy
d. Supply chain management: Logistic management and information system,
storage of health commodity, assessing stock status, inventory control system
and roles and responsibilities of nurses in supply chain management and
supervision
e. Managing finances: budgeting, financial administration, basic accounting and
book keeping
. 3. Time management
4. Office management: record keeping, filing system, correspondence, memo, letter
and report writing
5. Management of a unit/ward: management of ward space, provision of safety and

comfort of patients and staff
41
6. Quality assurance
a. Definition
b. Dimensions
c. Effects of quality care
d. Monitoring quality care
7. Structure of the Ministry of Health and functions at each level

a. National level, regional level, district level, sub-district level
b. Ghana Health Service
c. Health institutions and their services
d. Hospitals, polyclinics, health centers, health posts, community clinics
e. Health Agencies and their functions
i. Governmental
ii. Non-governmental: Voluntary, non-voluntary
Ill. Quasi-governmental
f. Health Related Sectors: Ministries of Education, Transport and Communication,
Agriculture, Environment, Local Government, Employment and social Welfare,
Town and Country Planning, Ghana Water Company
8. Health Team
a. Types of health teams
b. Factors promoting effective team work
c. Factors impeding effective team work
9. Various health insurance schemes (National and other schemes)
42
RGN 223 MEDICAL NURSING II 3 CREDITS (2Ti 6P)
Course Description
This designed to help the student acquire knowledge and skills to management of
diseases of cardiovascular, respiratory and digestive systems.
Course Objectives
a. manage conditions of the cardiovascular system
b. manage conditions of the respiratory system
c. manage conditions of the digestive system
Course Content
The conditions listed below will be discussed under the following headings, where
applicable: definition, causes incidence, pathophysiology, clinical features, diagnostic
investigations, complications, medical treatment, nursing care, prevention and
rehabilitation
1. Diseases and abnormalities of the cardiovascular system
a. Diseases of the heart
i. Ischaemic Heart diseases; coronary artery disease, Angina, myocardial
infarction
ii. Inflammatory heart diseases: endocarditis, myocarditis, pericarditis
iii. Cardiac arrhythmias: bradycardia, tachycardia, paroxysmal
supraventricular tachycardia, atrial fibrillation
iv. Cardiac arrest
v. Heart failure
b. Diseases of the blood vessels: Hypertension, Hypotension arteriosclerosis,

atherosclerosis, Raynaud's disease, Buerger's disease, Aneurysm, varicose veins
c. Diseases of the blood
i. Anaemias: haemorrhagic, haemopoetic: iron deficiency anaemia,
pernicious anaemia, aplastic anaemia, haemolytic: sickle cell disease,
thalassaemia, glucose-6-phosphate dehydrogenase deficiency
ii. Polycythaemia: relative, secondary, vera
iii. Clotting defects: haemophilia, thrombocytopaenia purpura,
afibrinogenaemia
iv. Diseases of the white blood cells: agranulocytosis and Leukaemias
d. Diseases of the lymphatic system: Lymphadenopathy, Hodgkin's disease,

splenomegaly, elephantiasis, Lymphomas
,2. Diseases of the respiratory system: Sinusitis, Pharyngitis, Tracheitis, Bronchitis,

Bronchiectasis, Pneumonia, Asthma, Pulmonary Oedema, Pulmonary embolism,
empyema, Spontaneous Pneumothorax, haemothorax, Emphysema, Pleurisy
43
3. Diseases and abnormalities of the digestive system

a. Diseases of the mouth: stomatitis, gingivitis, thrush, dental caries, Vincent's
angina
b. Diseases of the oesophagus: Oesophageal varices, oesophagitis,
gastroesophageal Reflux Disease
c. Diseases of the stomach: Gastritis, gastric ulcer
d. Disease of the small intestines: Enteritis, Coeliac disease, Sprue, Crohn's disease,
duodenal ulcer
e. Diseases of the colon and rectum: Ulcerative colitis
f. Diseases of the Liver, Gallbladder, and Pancreas: Hepatitis, Liver cirrhosis,
Hepatic coma, cholecystitis, Pancreatitis
44
RGN 224 SURGICAL NURSING II 3 CREDITS (2T; 6P)
Course Description
This course is designed to equip the student with the knowledge and skills to manage
patients with surgical conditions related to gastro-intestinal, cardio vascular and
respiratory systems.
Course Objectives
a. manage surgical conditions of the gastro-intestinal tract
b. manage cardiothoracic and cardiovascular conditions
c. manage conditions of the respiratory system
Course Content
The conditions listed below will be discussed under the following headings where
applicable: definition, causes, clinical features, diagnostic measures, pre-and post-
operative management, complications, prevention and rehabilitation
1. Gastro-intestinal disorders of the
a. Mouth: cancrum oris, cleft lip, cleft palate
b. Oesophagus: achalasia, oesophageal stricture, oesophageal atresia, pharyngeal
pouch
c. Stomach: Pyloric stenosis, Perforated Peptic ulcer, gastric cancer
d. Intestines: Obstructions, hernia, appendicitis, intussusception, volvulus, typhoid
perforation
e. Colon and rectum: Diverticulitis, Hirschspring's disease, colorectal cancer,
haemorrhoid, fissures, fistula-in-ano
f. Gall bladder: cholelithiasis
2. Cardio vascular surgical conditions

a. Constrictive pericarditis, cardiac tamponade
b. Valvular diseases: stenosis and incompetence/prolapse (mitral, tricuspid,
pulmonary and aortic)
c. Chronic arterial diseases
d. Varicose veins, deep vein thrombosis
3. Surgical conditions of the respiratory system

a. Empyema, lung abscess, bronchiectasis
b. Bronchogenic carcinoma
c. Chest injuries: Fractured ribs (Haemothorax, Pnuemothorax)
45
RES 221
RESEARCH METHODS
3 CREDITS (3T)
Course Description
This Course
appraise is designed to equip the student with knowledge and skills to conduct and
research.
Course Objectives
a. explain research
b. describe various types of research
c. describe the research process
d. carryout a simple research
e. describe the various research methodologies
Course Content
1. Definition of research
2. Types of research
3. Identifying research problems
4. Research topic
S. Statement of research problem
6. Objectives of the research
7. Statement of research hypothesis/Research questions
8. Operational definitions
9. Literature review
10. Methodology of research
a. Research design
b. Research setting
c. Population and sample
d. Sampling techniques
e. Data collection tools/methods, limitations
f. Limitations
g. Ethical considerations
11. Analysis of data
12. Action research
13. Discussions
14. Writing and dissemination of research report
1S. Utilization of research findings
46
PTP 221 PHARMACOLOGY, THERAPEUTICS AND PHARMACOVIGILANCE II 2 CREDITS (2T)
Course Description
This course is designed to equip the student nurse acquire knowledge and apply the
principles of pharmacology in drug administration and its nursing implications. It will
also provide a firm grounding in key aspects of post-marketing safety monitoring of
drugs, vaccines and other health products. Additionally, it will equip the student nurse
in patient safety issues through pharmacovigilance, diagnosis, management and
reporting adverse events.
Course Objectives
a. administer drugs affecting various systems of the body
b. identify the nursing responsibilities in administering the various drugs
c. utilize current drug policies in Ghana
d. apply the concept of pharmacovigilance in public health programmes with
particular focus on Immunization Programme.
e. describe issues regarding prevention, diagnosis, management and reporting of
adverse events
f. describe principles of causality assessment and signal generation
Course Content
The drugs listed below will be treated under: actions, absorption, distribution,
metabolism, elimination, dosage, routes of administration, side-effects,
contraindications, drug interactions, indications and nursing implications.
1. Anaesthetics
a. General anaesthetic agents
i. Inhalational: Halothane, Isoflurane, nitrous oxide
ii. Intravenous: Thiopentone sodium, ketamine
b. Local anaesthetic agents: Lidocaine, Bupivacaine
2. Tranquilizers
a. Major: Phenothiazines (chlorpromazine), Butyrophenones (haloperidol)
b. Minor (Anxiolytics): Benzodiazepines (diazepam)
3. Antidepressants
a. Tricyclic antidepressants: amitriptyline
b. Mono-amine oxidase Inhibitors (MAOIs): phenelzine
4. Anticholinergics: Atropine, Hyoscine butylbromide
47
5. Drugs acting on the cardiovascular system

a. Cardiac glycosides: Digoxin
b. Antihypertensives
i. Calcium channel blockers: nifedipine
ii. Vasodilators: hydralaxine, sodium nitropruside
iii. Adrenergic blocking agents: guanethidine, propranolol
iv. Angiotensin-converting enzyme Inhibitors (ACEInhibitors); captopril,
lisinopril, enalapril
c. Antiarrhythmic drugs; quinidine, lidocaine, digoxin, disopyramide
d. Antianginal drugs; isosorbide, nitroglycerine, nifedipine, aspirin,
e. Vasoconstrictors: adrenaline, noradrenaline
f. Anticoagulant; heparin, warfarin, aspirin
g. Antianaernics/haematinics:
i. Iron preparations
ii. Vitamins (8&C) and Folic acid
iii. Erythropoietin
6. Drugs acting on the urinary system

a. Diuretics
i. Thiazides: bendrofluazide, hydrochlorothiazide
ii. Loop diuretic: Frusemide
iii. Potassium-sparing: Spironolactone
iv. Osmotic diuretics: Mannitol
b. Urinary antiseptics; nitrofurantoin, nalidixic acid, ciprofloxacin
7. Eye preparations
a. Mydriatics; cyclopentolate, atropine, homoatropine,
b. Myotics; pilocarpine, serine
c. Local anaesthetics; amethocaine, tetracaine eye drops
8. Ear preparations
a. Antiinfectives; otosporin, tera-cortil, gentamycin ear drops, betnesol
b. Wax softeners; almond oil, sodium bicarbonate, olive oil, paraffin oil
c. Anti-fungal; locacortin, vioform, nystatin cream/drops
9. Drugs acting on the endocrine system

a. Antidiabetics: insulin, tolbutamide, metformin, glibenclamide (Daonil)
b. Antithyroids: thiouracil, carbimazole, thyroxine, lugol's iodine
10. Drugs used in obstetrics; oxytocin and tocolytics
11. The role of pharmacovigilance in public health programmes with particular focus on
immunization programme
12. Prevention, diagnosis, management and reporting of adverse events
13. Causality assessment and principles of signal generation
48
VACATION PRACTICUM IV 3 CREDITS (18P)
Description
This practical experience will enable the student acquire further skills in advanced
nursing with emphasis on management of specific surgical and medical conditions.
Additionally, it will equip the student to appreciate the role of traditional medicine in
health care delivery and management of the elderly.
Objectives
a. manage patients with conditions of the cardiovascular system
b. mange patients with conditions of the respiratory system
c. manage patients with conditions of the digestive system
d. manage patients with conditions of the genitourinary systems
e. manage patients pre-and post-operatively
f. prepare patients and set trays and trolleys for various examinations and
procedures
g. develop skills to care for the aged
h. gain experience in the practice of traditional medicine
i. prevent, diagnose, manage and report adverse events
j. carry out antenatal postnatal care
k. educate clients on their health conditions
l. register clients
m. conduct delivery
n. render care to normal neonates
o. identify and refer neonatal and obstetric emergencies
p. administer specified obstetric drugs
q. assist clients to make an informed choice on family planning methods
r. counsel clients on prevention and management of STIs, HIVand AIDs
1. Collection and testing of urine
2. Catheterization of patients
3. Vulval swabbing
4. Decontamination and sterilization of instruments
5. Setting of IVinfusion, blood transfusion, subcutaneous infusion
7. Feeding of patients: nasogastric and gastrostomy
8. Pre and post-operative preparation of patients
9. Management of patients with conditions of the cardiovascular, respiratory, digestive
and genitourinary systems
10. Setting oftrays for various investigations and examinations
. 11. Preparation of patients for digestive, respiratory, cardiovascular, gynaecological and
genitourinary investigations and examinations
12. Caring for the aged
13. Exposure to the practice of traditional medicine
14. Prevention, diagnosis, management and reporting of adverse events
49
------
15. Antenatal care

a. History taking
b. Physical examination
16. Conduct deliveries

17. Postnatal care
a. Immediate
b. Subsequent
18. Health education of clients

19. Registration of clients
20. Care of normal neonates and referral of obstetric emergencies
21. Administration of specific obstetric drugs
22. Family planning
a. Scope
b. Counseling
c. Methods
23. Prevention and management of STIs, HIVand AIDS
24. Comprehensive Abortion Care (CAC)
50
RGN 311 PATIENT/FAMILY-CENTRED CARE STUDY 3 CREDITS (IT; 12P)
Course Description
This course gives the student opportunity to apply the knowledge and skills acquired to
offer continuous and comprehensive nursing care to a patient and families and to
compile the care into a written document.
Course Objectives
a. admit a patient
b. assess and analyze patient/family strengths and weaknesses
c. plan and implement care to patient and relatives
d. evaluate patient care and make amendments where necessary
e. write a report
Course Content
1. Format for writing the Patient/Family Care study (PCS)
a. Preface
b. Acknowledgement
c. Introduction
d. Table of content
e. List of tables
2. Assessment of patient and family on admission

a. Patient's particulars
b. Patient's/Family, medical and socioeconomic history
c. Patient's developmental history
d. Patient's lifestyle and hobbies
e. Patient's past medical/surgical/obstetric history
f. Patient's present medical/surgical/obstetric history
g. Patient's admission
h. Patient/Family's concept of the illness
i. Relevant Literature review (patient's condition including treatment)
j. Validation of data
3. Data Analysis
a. Comparison of results with standards
i. Investigations and tests
ii. Causes, clinical features, treatment and complication
b. Patient's health problems
c. Patient/family strengths
d. Nursing diagnoses
4. Planning for patient/Family care

a. Objectives/outcome criteria
b. Nursing care plan
51
s. Implementation
a. Summary of care rendered to patient/family

b. up
Preparation
and home of patient and family towards discharge and rehabilitation, follow.
visits
6. Evaluation of care rendered to patient and family

a. Statement of evaluation
b. Termination
c. Amendment ofof nursing
care care plan for partially met or unmet outcomes
7. Summary and conclusion

8. Bibliography
52
RGN 312 PAEDIATRIC NURSING I 3 CREDITS (2T; 6P)
Course Description
This course is designed to equip the student with knowledge and skills to understand
the growth and development of children. It will also equip the student to recognize and
manage abnormalities, medical and surgical conditions and its emergencies.
Course Objectives
a. describe normal growth and development of a child
'b. educate parents on proper feeding of infants and children
c. describe the admission and discharge process for children in health institutions
d. manage common diseases, abnormalities and injuries of the newborn
e. manage pre-term, small and large-for-date babies
f. explain the concept of pain in children
g. assess pain in children
h. discuss the consequences of pain in children
i. determine the most effective pain management strategies
j. discuss effective ways to document pain assessment results
Course Content
1. Growth and development. Factors influencing growth and development:
hereditary, environmental, social, efuotional, intellectual, and spiritual
2. Assessment of growth and development using WHO standards
3. Types of growth and development: physical, social, emotional, intellectual and
spiritual
4. Infant and Young Child Feeding (IYCF)
a. Types of feeding
i. Breast feeding: Exclusive. Advantages, difficulties, contradictions
ii. Artificial feeding: complementary, supplementary. Indications,
advantages, disadvantages
b. Preparation of feeds: formula 75, formula 100 (F75, F100), Ready to use-
therapeutic Foods (RUTF)
c. Weaning and related problems
d. Health education of parents and significant others in relation to IYCF
e. Managing Severe Acute Malnutrition (SAM)in children
5. Management of the pre-term, small/large-for-date babies

6. Admission process
a. Separation anxiety
b. Nursing care of the hospitalized child and the role of parents and significant
others
c. Assessment, classification of the sick child, counseling of mothers and follow-up
7. Concept of pain in children

a. Assessment, consequences and pain management strategies
b. Documentation of pain assessment results
53
The under listed topics will be discussed under the following headings where
applicable: Definition/explanation, causes, incidence, clinical features,
diagnostic investigations, medical and nursing management, prevention,
rehabilitation and complications
8. Common conditions and injuries in the new born

a. Birth asphyxia, seizures
b. Birth injuries: intracranial haemorrhage, cephal haematoma, facial palsy,
brachial palsy, cerebral palsy, caput succi den urn, fractures,
c. Infections: ophthalmia neonatorium, pemphigus, oral candidiasis, cord sepsis,
Neonatal sepsis, Neonatal tetanus
d. Jaundice
i. Physiological and infective (pathological) Jaundice
ii. ABOand rhesus incompatibility
iii. Exchange transfusion
54
RGN 313 MEDICAL NURSING III 2 CREDITS (2T; 6P)
Course Description
This course is designed to equip the students with knowledge and skills to recognize
and manage diseases of the genitourinary, endocrine, nervous, musculoskeletal and the
integumentary systems as well as medical conditions of the eye and ear
Course Objectives
a. manage conditions of the genitourinary system
b. manage conditions of the musculoskeletal system
c. manage conditions of the endocrine system
d. manage conditions of the nervous system
e. manage conditions of the intergumentary system
f. manage conditions of the eye and ear
Course Content
applicable: Definition/explanation, causes, incidence, pathophysiology, clinical features,
diagnostic investigations, medical treatment, nursing care, prevention, rehabilitation,
complications
1. Diseases of the genito-urinary system
a. Kidneys and ureters: acute and chronic nephritis, nephrosclerosis,
pyelonephritis, pyelitis, nephrotic syndrome, renal failure
b. Bladder and urethra: cystistis, urethritis, Reiter's syndrome
c. Male reproductive organs: prostitis, orchitis, epididymitis, infertility and
sterility
2. Diseases of the musculo-skeletal system

a. Infections of bones, joints and muscles: tuberculosis, arthritis, osteoarthritis
b. Metabolicbone disorders: gout,osteoporosis, rheumatoid arthritis, osteomalacia
3. Diseases and abnormalities of the endocrine system: pituitary, thyroid, parathyroid,

adrenal, pancreas and gonads
4. Diseases and abnormalities of the nervous system: encephalitis, meningitis,

cerebrovascular accident, cerebral aneurysm, subarachnoid haemorrhage, epilepsy,
migraine, general paralysis of the insane, fits and convulsions, tetanus, tabes
dorsalis, neuritis, herpes zoster, myelitis, multiple sclerosis
5. Integumentary system Diseases: Inflammatory and infective diseases affecting the
skin, hair and nails
a. Dermatitis
b. Eczema
c. Warts
d. Pemphigus
e. Tinea
f. Psoriasis
g. Whitlow
h. Paronychia
55
6. Diseases of the eye: conjunctivitis, glaucoma, uveitis

7. Diseases of the ear; menieres syndrome, vertigo, ear infections and complications,
hearing impairment
56
RGN 314 SURGICAL NURSING III 3 CREDITS (2Ti 6P)
Course Description
This course is designed to equip the student with knowledge and skills to manage
patients with surgical conditions of musculo-skeletal, endocrine, integumentary,
nervous and genito-urinary systems, as well as the eye, ear, nose and throat conditions.
Course Objectives
a. manage musculoskeletal conditions
b. manage endocrine conditions
c. manage patients with burns
d. manage patients with genito-urinary system
e. manage patients with head and spine injuries
f. manage conditions of the eye, ear, nose and throat
Course Content
applicable: Explanation, causes, clinical manifestations, diagnostic measures, pre and
post-operative management, complication, prevention and rehabilitation
1. Musculo-skeletal disorders
a. Fractures, dislocations, tumours of the bones
b. Osteogenesis imperfecta
c. Disorders of the spine: kyphosis, Lordosis, scoliosis
d. Osteomyelitis, osteitis, pyomyositis
2. Endocrine disorders: Goiter, hyperthyroidism, tumours

3. Integumentary system disorders: burns and scalds
4. Nervous system disorders; head injuries, cerebral abscess, spinal injuries
5. Genito-urinary disorders: calculi and strictures, tumours of the prostate gland,
phimosis, paraphimosis, testicular tortion, varicocele, balanitis
6. Diseases and abnormalities of the eye; cataracts, glaucoma, pterygium, chalazion,
trachoma, foreign bodies in the eye
7. Diseases and abnormalities of the ear; foreign bodies in the ear, growths in the ear,
mastoiditis, excessive ear wax
8. Diseases and abnormalities of the nose; sinusitis, deviated septum, nasal polyps,
foreign bodies, trauma, epistaxis
9. Diseases and abnormalities of the throat; foreign bodies, growth, trauma, tonsillitis,
peritonsilar abscess
57
OBS 311 OBSTETRIC NURSING 3 CREDITS (2T; 6P)
Course Description
This course is intended to equip the student with knowledge, skills and attitude needed
in providing safe and effective obstetric care to clients and their families throughout
pregnancy, labour and pueperium. The student is expected to recognize obstetric
emergencies and report.
Course Objectives
a. describe the anatomy and physiology of the female and male reproductive
system
b. describe the bony pelvis, ligaments and measurements
c. describe the foetal skull, foetal circulation and changes after birth
d. describe the breast and the physiology of lactation
e. describe normal pregnancy, labour and puerperium
f. identify clients with abnormal pregnancy, labour and peurperium and report
g. discuss effects of infections and medical conditions on pregnancy
h. conduct emergency delivery
i. provide care during the antenatal and post natal period
j. render care to the normal neonate and report on those with abnormal conditions
k. administer specified obstetric drugs
1. identify, manage and report on obstetric emergencies
Course Content
1. Review parts and functions of the male and female reproductive organs
2. Menstrual cycle
3. Bony Pelvis
a. Parts
b. Joints
c. Ligaments
d. Divisions
e. Measurements
f. Types (the four by Caldwell and Moloy)
g. Pelvic floor muscles: superficial layers, deep layers
4. Foetal Skull
a. Development
b. Divisions
c. Regions
d. Diameters
e. Moulding
5. Foetal circulation and changes after birth

6. The female breast
a. Review anatomy of the Breast
b. Physiology of Lactation
7. Fertilization and Development of Embryo
58
8. Placenta
a. Development
b. Atterm
i. Structure - maternal and foetal surfaces
ii. Functions
iii. Abnormalities
9. Normal Pregnancy
a. Physiological changes during pregnancy in the various body systems
b. Diagnosis of pregnancy
i. Presumptive signs
ii. Probable signs
111. Positive signs
c. Minor disorders of pregnancy
10. Antenatal Care

a. Aims and benefits of antenatal care
b. Focused antenatal care
c. Antenatal visits
d. History taking
i. Personal data
ii. Family history
iii. Social history
iv. Medical/surgical history
v. Menstrual history
vi. Gynaecological history
vii. Obstetric (past and present)
11. Investigations during Pregnancy

a. Laboratory
b. Ultrasound
12. General examination

a. Vital signs
b. Physical examination
c. Abdominal examination
13. Health education

a. Nutrition (Dietary intake during pregnancy and lactation)
b. Personal and environmental hygiene
c. Danger signs of pregnancy
d. Immunization
e. Malaria prophylaxis (lPTp)
f. Rest and work
g. Family Planning
h. Breast feeding
i. Medications
j. Follow up visits
k. Testing and counseling (HIV,Hepatitis B, syphilis and malaria)
59
1. P.M.T.C.T
m. Birth preparedness and complication readiness plan
n. Signs of labour
o. Care of the baby
p. Clothing
14. Normal labour

a. Physiology of labour
b. Signs of labour
c. Stages of labour
d. Management of the stages of labour
15. Post natal care

a. Normal puerperium
i. Physiology of the normal puerperium
ii. Management of puerperium
b. Post-natal clinic visits
c. Minor disorders of puerperium
16. Neonatal care

a. Physiology of the newborn
b. Immediate care of the newborn: assessment, initiation of breathing
c. Subsequent care of the newborn
d. Minor disorders and management
i. Sore Buttocks
ii. Engorged Breast
iii. Skin Rashes
iv. Pseudo-menstruation
v. Constipation
vi. Vomiting
e. Feeding
i. Review breast feeding
ii. Replacement feeding
iii. HIVinfant feeding
17. Specific obstetric emergencies

a. Early pregnancy
i. Abortions
ii. Ectopic pregnancy
b. Late pregnancy
i. Antepartum haemorrhage
ii. Pregnancy induced hypertension
Ill. Eclampsia
c. Labour
i. Post-partum haemorrhage
ii. Shock
iii. Cord prolapse/presentation
18. Management of obstetric emergencies
60
19. Drugs used in obstetrics: Review the following drugs

a. Analgesics
b. Sedatives
c. Oxytocics
d. Antibiotics
e. Haernatinics/folate
f. Antihistamines
g. Antimalarials
h. Antimetics
i. antihypertensives
j. Antiseptics and disinfectants
k. Antihelmintics
61
SCM 311 SUPPLY CHAIN MANAGEMENT 2 CREDITS (1T; 6P)
Course description
This course is designed to equip the student with the knowledge and skills in Supply
Chain and its relationship to commodity security.
Course objectives
By the end of the course the student will
a. describe the components of a Health Supply Chain Management system
b. describe the role of facilities and staff (nurses) in health Supply Chain
Management
c. demonstrate an understanding of the Logistics Management Information System
(LMIS) in Ghana and be able to fill the LMISforms and records currently in use
d. describe the purpose of Storage of Health commodities
e. explain why it is important to Assess stock status
f. determine order/supply quantities using Maximum-Minimum inventory control
procedures
g. describe the guidelines for conducting a monitoring and supervision visit for
logistics
Course content
1. Introduction to Health Supply Chain Management
a. Concept of commodity security
b. Purpose of Health Supply Chain Management System
c. Components of a Health Supply Chain Management System
d. Definition of key supply chain terms
i. Pipeline
ii. Lead time
iii. Push/pull
iv. Issues data
v. Dispensed-to-user data
vi. Physical inventory
I
I 2. Facilities and staff
a. Roles in managing SCM
I
b. Relationships between the various roles
I' c. The roles of the nurse in SCM
3. Logistics Management Information System

a. Purpose of LMIS
b. Essential Data for logistics management
c. Types of logistics records
d. Purpose of reporting
e. SCMforms used in Ghana
f. Completing the Bin Card
g. Completing the Report, Requisition, Issues and Receiving Voucher
h. Using Job Aids to complete forms
62
'-
4. Storage of Health commodities

a. Purpose of storage
b. Guidelines for proper storage
c. How to conduct a physical and visual inspection of a warehouse
d. Receiving and Issuing commodities
5. Assessment of stock
a. Explanation of stock assessment
b. Reasons to assess stock
c. When to assess stock
d. Assessing stock using dispensed-to-user data
6. Maximum-Minimum inventory control

a. Definition of terms (maximum months of stock, minimum months of stock,
review period, lead time, safety stock emergency order point)
b. The storekeeper's decision rule
c. Determining the quantity needed and quantity requested using the units of issue
7. Monitoring and Supervision

a. Difference between monitoring and evaluation
b. Monitoring indicators
c. Conducting a supervisory visit
d. Characteristics of a good supervisory visit
63
VACATION PRACTICUM V 3 CREDITS (l8P)
Description
This practical experience is to prepare the student nurse to take on more
responsibilities in managing wards and other disease conditions.
Objectives
a. manage patients with conditions of the endocrine system
b. manage patients with conditions of musculo-skeletal system
c. manage patients with conditions of the nervous system
d. manage patients with conditions of the integumentary system
e. assist in ward administration
1. Planning the care and managing patients with conditions of the endocrine,
musculoskeletal, nervous and integumentary system
2. Preparing for and assisting in lumbar puncture
3. Applying skin traction
4. Managing the unconscious patient
5. Assisting with ward rounds
6. Making requisition for ward supplies
7. Preparing duty roster, diet list and daily ward state
8. Filing patient's records
9. Taking over and handing over wards
10. Writing reports
64
RGN 321 COMMUNITY-BASED REHABILITATION 3 CREDITS (2T; 6P)
Course Description
This course is designed to equip the student with the knowledge and skills to identify
degrees of impairment, disability and systems of rehabilitation with emphasis on
rehabilitation in the community. It facilitates the students' competence in supporting
individuals with disability to integrate them into the community.
Course Objectives
a. explain the concept of impairment, disability and health using the International
Classification of Functioning, Disability and Health CICF)
b. discuss the causes and prevention of disabilities
c. identify members of the rehabilitation team
d. describe the main types of rehabilitation
e. describe the roles of the nurse in the rehabilitation process and disability
prevention
f. identify schemes for empowering people with disability
Course Content
1. Concepts of impairment and disability
a. Child development and assessment
2. Forms of disability: physical, psychological and social

3. Causes and prevention of impairment and disability: physical, social and emotional
4. Rehabilitation team
5. Rehabilitation levels; primary, secondary, tertiary
6. Types of rehabilitation: institutional rehabilitation, out-reach
7. Role of the nurse in the rehabilitation process and disability prevention
8. Empowerment of people with disability: referral
9. Rehabilitation tools
10. Counseling
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RGN 322 PAEDIATRIC NURSING II 3 CREDITS (2T; 6P)
Course Description
This course is designed to equip student with the knowledge and skills to manage
medical and surgical conditions in children.
Course Objectives
a. manage common diseases, abnormalities and injuries of the newborn
b. manage children suffering from childhood disease using the I.M.C.I approach
c. manage children suffering from endocrine and nutritional disorders
d. manage tumours occurring in children
e. refer children with special needs to appropriate agencies
Course Content
1. Congenital abnormalities: Cleft lip and palate, epispadias and hypospadias,
cataracts, imperforate anus, exomphalus, megacolon, oesophageal atresia, trachea-
oesophageal fistura, pyloric stenosis, choanal atresia, laryngo-malacia, epispadias,
hypospadias, imperforate vagina, spina bifida, syndactyly, polydactyly, talipes,
congenital heart abnormalities
2. Common childhood diseases
a. Malaria, measles, chicken pox, whooping cough, diphtheria, convulsions,
poliomyelitis, tuberculosis, meningitis, worm infestation, diarrhoeal disease,
bronchopneumonia, bronchiolitis, coryza, sickle cell disease, leukaemias,
bronchial asthma, scabies, eczema,
b. Accidents in children; burns, foreign bodies
3. Tumours: burkitt's tumour, nephroblastoma, retino-blastoma

4. Endocrine disorders: Juvenile diabetes, hypertension
5. Nutritional disorders: Severe acute malnutrition (kwashiorkor, marasmus).
Beriberi, scurvy, pellagra, xerophthalmia, coeliac disease, rickets
6. Integrated Management of Neonatal and Childhood Illness (IMNCI): refer Ghana
manuals
7. Conditions of the eye and ear: conjunctivitis, otitis media
66
PSN 321 PSYCHIATRIC NURSING 3 CREDITS (2Ti (iP)
Course Description
This course focuses on the promotion and maintenance of mental health. It also
discusses mental health disorders and the mental health law.
Course Objectives
a. discuss the concept of mental health and mental illness
b. describe the various types of mental disorders
c. identify mental health problems of patients suffering from various mental
conditions
d. use the nursing process to manage patients suffering from various mental
conditions
e. discuss the mental health law that regulates mental health practice
Course Content
1. Mental health
a. Concept of mental health
h. Determinants of abnormality and normality
c. Promotion and maintenance of mental health
2. Mental illness
a. Concept of mental illness
b. Aeitoilogy / causes of mental illness (using the public health model: host, agent
and environment)
c. Assessment of the psychiatric patient
d. Prevention of mental illness
e. General nursing management of mental illness
The conditions listed below will be discussed under the following heading where
applicable: explanation, causes, signs and symptoms, management and prevention
3. Anxiety disorders
I
a. Phobia, obsessive - compulsive disorder, post traumatic stress disorder,
I generalized anxiety disorder
b. Somatoform disorders: body dysmorphic disorder, hypochondriasis, conversion
disorder, dissociative disorders
c. Psychosomatic disorders
4. Mood disorders
a. Depressive disorders, mania, bipolar disorders
b. Post-partum psychiatric disorders (post-partum psychosis/puerperal psychosis
and post-partum depression)
5. Organic psychosis (organic brain syndrome): delirium, dementia (general

information on senile), epileptic psychosis
6. Substance related disorders: alcohol and alcoholism, marijuana, caffeine
67
7. Schizophrenia and other psychotic disorders: catatonic, disorganized, paranoid,

residual and undifferentiated, delusional disorders due to general medical
conditions with delusions and hallucinations, brief psychotic disorder
8. Personality disorders: Cluster A (Paranoid), Cluster B (Anti-social personality

disorder) and Cluster C (Obsessive - compulsive personality disorder)
9. Mental retardation
10. Legal aspects of psychiatric nursing (Mental Health Act 846 2012)
68
PHN 321 PUBLIC HEALTH NURSING 3 CREDITS (2T; 6P)
Course Description
The course is designed to equip the student with knowledge and skills in giving total
care to the family. It includes prevention and control of diseases and management of the
cold chain. Issues such as occupational health, school health, disability and
rehabilitation will also be addressed.
Course Objectives
a. describe the scope of work of the Public Health Nurse in the community
b. plan and carry out effective home visits
c. discuss the concept of occupational health
d. use the nursing process to give total midwifery/nursing care to the client/family
in the community
e. explain the role of the nurse/midwife in relation to Public Health
f. plan and carry out school health services
g. counsel and provide family planning services to clients/patients
h. discuss adolescent sexuality and emphasize adolescent sexual and reproductive
health including pregnancy, abortion, HIVand HPV
i. discuss child health and emphasize on growth monitoring and care of the sick
child
j. describe the measures used in the control of communicable diseases
k. manage cold chain
l. apply the Integrated Disease Surveillance and Response (mSR) concept in the
prevention and control of communicable diseases
m. explain the Primary Health Care Concept
n. describe the Community-Based Health Planning and Services (CHPS) concept
and implementation steps
o. identify and support the management of clients with disability
Course Content
1. Scope of Public Health Nursing
2. Home visiting
a. Types
b. Preparation
c. Techniques
d. Importance of home visiting
e. Home supervision of families with different health needs
f. Clients with communicable diseases
g. Needs of the disabled family and the aged
h. Total family care
69
3. Occupational health
a. History, objectives, rationale, agencies, health and welfare acts, benefits of
occupational health
b. Occupational hazards in Ghana - Physical, environmental, biological and
chemical
c. Protective clothing
d. Role of the Nurse in occupational health
e. Occupational health team and their role
f. Health promotional activities in occupational health
4. Nursing process approach in caring for the family

5. Role of the nurse/midwife in Public Health Nursing
a. Promotive and preventive
b. Facilitative supervision, monitoring and evaluation
c. Case detection, mobilization and referrals
d. Curative and rehabilitative
e. Working with members of the sub-district health team
6. School Health Services

a. National school health programmes
b. Policy guidelines
c. Objectives, components
d. Team members and their roles/School Health Education Programmes (SHEP)
e. Problems of the school child and their management: absenteeism, delinquency,
truancy, hyperactivity, drug abuse, teenage pregnancy
f. School Hygiene inspection
g. Follow-up and referral
7. Reproductive Health
a. Family Planning
i. Concept of Demography and population
ii. Beliefs and misconceptions of family planning
lll. Family planning methods
b. Cervical cancer
c. Sexual violence
d. Harmful traditional practices
e. HIV,STI, RTI
f. Unsafe abortion (Review)
g. Infertility (Review)
h. Menopause and andropause (Review)
i. Sexuality and sexual health
8. Adolescent Reproductive Health

a. Development process of the adolescent
b. Sexuality and sex education
c. Providing adolescent friendly health services
70
9. Child Health
a. Growth and development (Review)
b. Growth monitoring
c. Infant and young child feeding (Review)
d. Care of the sick child (using IMNCImodel)
e. Child Welfare clinic
f. Home accidents
g. Habit formation and training
h. Emotional problems of the child
10. Prevention and control of communicable diseases

a. Epidemiological approach to health and disease
b. Principles of disease prevention and control
c. Disease surveillance
d. Immunity - types
11. Cold Chain management and immunization

12. Integrated Disease Surveillance and Response (IDSR)
a. Concept of IDSR
b. Components of IDSR
13. Primary Health Care

a. Concept of Primary Health Care
b. CHPSconcept, strategy and tmplementation/Steps/e milestones
14. Health Education Activities

a. Occupational Health
i. Explanation
ii. History
iii. Objectives
iv. Reasons
v. Benefits
vi. Agencies
vii. Health and welfare acts
viii. Occupational hazards in Ghana (physical, environmental)
ix. Role of the nurse in occupation health
x. Occupational health team
xi. Health promotion in occupational health
xii. Industrial safety measures
xiii. Occupational disease disease/condition
xiv. Cost of occupational injuries and disease
, 15. Community Based Rehabilitation: role of the nurse in rehabilitation and disability
prevention
71
RSE 321 RELATIONSHIP MARKETING STRATEGY AND ENTREPRENEURSHIP

3 CREDITS (3T)
Course Description
This course focuses on creating a viable competitive advantage in the marketplace
(health care marketplace), it will emphasize the need to create a robust customer-
oriented perspective with explicit attention towards building and maintaining long-
term customer (client/patient) relationship(s). Additionally, it introduces students to
the concepts, theories and practices of Entrepreneurship in profit and non-profit
making organizations.
Course Objectives
By the end of this course students will be able to
a. build and maintain long term relationships with customers (clients/patients)
b. examine the major themes in marketing, service marketing, and relationship
marketing with implications for today's marketing (health care) practitioners.
c. identify explicit stratagems for integrating customer-oriented perspective into
an organization's (health institutions) operations
d. identify the key elements in managing customer experiences: trust,
commitment, satisfaction and loyalty
e. explain the concepts of Entrepreneurship
f. discuss the benefits of entrepreneurship to the development of the economy
of Ghana
g. describe the development of creativity and innovation
h. describe the elements involved in start-ups, buying an existing business and
franchising
i. describe the elements involved in: sourcing for funds, financial planning and
human resource management
j. apply knowledge in the preparation of business plans and the management of
entrepreneurial ventures
k. develop networking and negotiation skills
Course Content
1. The concept of building and maintaining relationships with customers
(clients/patients): marketing, services marketing and relationship marketing
strategies
2. Understanding customer (client/patient) experience management: trust,
commitment, satisfaction and loyalty
3. Understanding the sources of customer (client/patient) value
4. The meaning of a customer (client/patient) strategy.
5. Nature and Development of Entrepreneurship
a. Brief History of Entrepreneurship
b. Entrepreneurial Personality (or Traits)
c. Approaches to Entrepreneurship
d. The Potential Drawbacks of entrepreneurship
72
6. Developing Creativity and understanding Innovation

a. Sources of Creativity
b. Characteristics of Creative Individual
c. Creative Process
d. Barriers to Creativity
e. Enhancing IndividualjOrganization's Creativity
f. Innovation
7. Starting-up Issues
a. Environmental Scanning
b. Reasons for Starting Business from the scratch
c. Kinds of Startup Ideas
d. Sources of Startup Ideas
8. Financial Preparation for Entrepreneurial venture

a. Sources of Financing
b. The Financing Gap
c. Sources of Equity and Debt Finance
d. Advantages and Disadvantages of Equity and Debt Finance
9. Financial Planning
a. The importance of financial information for Entrepreneurs
b. Preparing Financial Statement
c. Operating Budget
d. Cash Budget
e. Capital Budget
10. Buying Existing Business

a. Reasons for Buying an Existing Business
b. Examining Financial Data
c. Valuing the Business
d. Closing the deal
11. Networking and Negotiation in Entrepreneurship
73
ISL 321 INTRODUCTORY SIGN LANGUAGE 1T
Course Description
This non-scoring course is designed to equip the student with knowledge and skills in
sign language. It will also help the student to communicate effectively with the hearing-
impaired client/patient for inclusiveness or integration in the health care delivery
system.
Course Objectives
a. describe the history of sign language
b. demonstrate the alpha-numeric of sign language
c. describe the deaf culture and its importance to health care delivery
d. assist the hearing-impaired patient/client at the health care setting and
community using sign language
Course Content
1. Brief history
2. The Deaf Culture
3. Rudiments of sign language: Alphabet and Numerals: 1-100
4. The "yes/no" Affirmation/Negation marker
5. Approaches to learning fingerspelling and number
6. Common complains and diseases of patients: headache, stomach-ache, backache,
diarrhoea, HIV/ AIDS,high blood pressure etc.
7. Common foods: kenkey, fufu, rice, banku etc.
8. Fruits and Vegetables
9. Drinks and beverages
10. Meal times: breakfast, lunch and supper
11. Family concepts: mother, father, sister, brother etc.
12. Education on family planning and exclusive breast feeding
13. Sign language in the health care setting
a. Clinical terminologies
b. OPD
c. Consulting Room
d. Laboratory, X'ray, pharmacy
e. Ward
f. Antenatal clinic
g. Maternity
h. Child Welfare/Family Planning Clinics
i. Referral
14. Indexing
15. Plurals
16. Possession
17. Directionality
18. Person or "agent" sign
19. Facial Expressions
74
IFL 321 INTRODUCTORY FRENCH LANGUAGE 1T
Course Description
This course is designed to enhance the ability of the student to communicate effectively
in French language.
Course Objectives
a. identify the basic structures of written French
b. apply the structure in both written and spoken French
c. deduce meanings out of sound combinations
d. communicate effectively using the French language
e. use French language in caring for patients/clients
Course Content
1. Written comprehension in French
2. Principles governing the structure and use of written French
3. Working of French sounds (spoken French)
4. Culture and civilization
5. Application of French language in the provision of nursing and midwifery care
75
REGISTERED GENERAL NURSIIIJ C R L M
76
REGI"iT RfD fNERAL NURSING CURRICULUM
LIST OF RECOMMENDED TEXTBOOKS AND JOURNALS

(MOST CURRENT EDITIONS)
PHYSICAL AND BIOLOGICAL SCIENCES
1. Akisanyah, J., Anatomy and Physiology for Nurses, London: Macmillan Publishers.
2. Marieb, E.N., Human Anatomy and Physiology, California: The Benjamin/

Cummings Publishing Company Inc.
3. McMinn, RM.H., Last's Anatomy: Regional and Applied. London: Churchill

Livingstone.
4. McMinn, RM.H. & Hutchings, RT., A Colour Atlas of Human Anatomy, London:
Wolfe Medical Publishing.
5. Ross, J.S. & Wilson, KJ.W. , Anatomy and Physiology in Health and Illness. London:
Churchill Livingstone.
6. Winwood, RS. & Smith, J.L., Sear's Anatomy and Physiology for Nurses, London:
Edward Arnold.
MICROBIOLOGY AND INFECTION CONTROL
1. Akinsanyah, J., Microbiology. Health and Hygiene. London: Macmillan Publishers.
2. Parker, M.J. & Stuck, V.A., Microbiology for Nurses, London: Bailliere Tindall.
3. Thomas, e.G.A., Medical Microbiology. London: Bailliere Tindall.
PRINCIPLES OF HEALTH AND ENVIRONMENTAL HEALTH/HEALTH PROMOTION
1. Bradley, M.F., Community Health for student Nurses. Baillier Tindall
2. Byrne, M & Bennett, F.J., Community Nursing in Developing Countries: A manual

for the Community Nurse, London: Oxford University Press.
77
PRINCIPLES OF NURSING AND NURSING ETHICS
1. Chilman, AM. & Thomas, M, Understanding Nursing Care, London: Churchill

Livingstone
2. Clark, J. et al, Essential Nursing Care, London: Charles Letts and Co. Ltd.
3. Dugas, B.W., Introduction to Patient Care, Philadelphia: W.B. Saunders Company.
4. Ellis, J.R. et al., Modules for Basic Nursing Skills, Volumes I & II. Boston: Houghton
Mifflin Company
5. Gettrust, K.V. & Brabec, P.D., Nursing Diagnosis in Clinical Practice. U.S.A: Delmar
Publisher Inc.
6. Hector, W., Modern Nursing: Theory and Practice, London: Heinemann Medical
Publications
7. Kozier, B. & Erb, G. Fundamentals of Nursing: (Concepts and Procedures).

California: Addison-Wesley Publishing Company.
8. Kron, T., The Management of Patient Care, Philadelphia: W.B. Saunders Company.
9. Pearce, E., A General Textbook of Nursing, London: Faber and Faber.
10. Perry, AG. & Potter, P.A, Clinical Nursing Skills and Techniques, St. Louis: The
C.V.Mosby Company
11. Potter, P.A & Perry, AG., Fundamentals of Nursing, St. Louis: The C.V.Mosby
Company
12. Taylor, C. et al., Fundamentals of Nursing, Philadelphia: J.B. Lippincott Company.
13. Usman, D.S. et al., Foundations of Nursing and First Aid: Tropical Health Series,
London: Churchill Livingstone.
14. Ulrich, S.P. et al., Nursing Care Planning Guides, Philadelphia: W.B. Saunders
COmpany.
78
SOCIOLOGY
1. Akinsolah, H.Y., Behavioural Science for Nurses: Tropical Health Series, London:
Churchill Livingstone
2. Birchenall, M. and Birchenall, P., Sociology as Applied to Nursing and Health Care,
Bailliere Tindall, London
3. Twumasi, P.A, Medical Systems in Ghana. Accra: Ghana Publishing Corporation.
PSYCHOLOGY
1. Akinsolah, H.Y., Behavioural Science for Nurses: Tropical Health Series. London:
Churchill Livingstone
2. Altschul, A& Sinclair, H.Y., Psychology for Nurses, London: Bailliere Tindall
3. Atkinson, Introduction to Psychology.
MEDICAL AND SURGICAL NURSING
1. Agazi, V.K.,African Perspective of the Killer Disease.

2. Bloom, A & Bloom, S.R., Toohey's Medicine for Nurses: London: Churchill
Livingstone
3. Colmer, M.R., Moroney's Surgery for Nurses. London: Churchill Livingstone
4. Kasner, K. & Tindall, D.M., Bailliere's Nurses Dictionary, London: Bailliere Tindall
5. Levis, T.L.T. & Chamberlain, G.V.P.,Gynaecology: By Ten Teachers
6. Lucas, AO. & Gilles, H.M., A new Short Textbook of Preventive Medicine for the
Tropics. London: Edward Arnold.
7. Macleod, I., Davidson's Principles and Practice of Medicine, London: Churchill

Livingstone
8. Parry, E.H.O., Princip.les of Medicine in Africa, London: Oxford University Press.
9. Phipps, W.I., Long, B.C. & Woods, N.F., Shaffer's Medical-Surgical Nursing,
St. Louise: The C.V.Mosby Co.
10. Reynolds, M., Gynaecological Nursing. London: Blackwell Scientific Publications.
11. Thompson, I.M. et al., Clinical Nursing, St. Louis: The C.V.Mosby Company
12. Watson, I.E., Watson's Medical-Surgical Nursing and Related Physiology.

London: Bailliere Tindall.
79
NUTRITION AND DIETETICS
1. King, M., Nutrition in Developing Countries, London: Oxford University Press
2. Krause & Mahan, Food. Nutrition and Diet Therapy, Philadelphia: W.B.Sauders Company
EAR, NOSE & THROAT NURSING
1. Stalker, A., Ear. Nose and Throat Nursing, London: Bailliere Tindall
OPHTHALMIC NURSING
1. Bedford, M.A.,A Colour Atlas of Ophthalmological Diagnosis. London: Wolfe

Medical Publishing.
2. Darling,V.H. & Thorpe, M.B..,Ophthalmic Nursing. London: Bailliere Tindall.
3. Rooke, F.C.H., Rothwell, P.J., Ophthalmic Nursing: Its Practice and Management.
4. Sandford-Smith, J., Eye Diseases in Hot Climates, London: Wright
ORTHOPAEDIC NURSING
1. Pinney, E.C., Orthopaedic Nursing, London: Bailliere Tindall.
2. Powell, M.,Orthopaedic Nursing and Rehabilitation. London: Churchill Livingstone
DERMATOLOGICAL NURSING
1. Burton, J., Essentials of Dermatology. London: Churchill Livingstone
2. Pettit, J., Manual of Practical Dermatology, London: Churchill Livingstone.
PAEDIATRIC NURSING
1. Ebrahim, G.J.,Paediatric Practice in Developing Countries. London: Macmillan Publishers
2. [ellife, D.B., Child health in the Tropics: A Practical Handbook for Health
Personnel, London: Edward Arnold.
3. Marlow, D.R., Textbook of Paediatric Nursing, London: Saunders
4. Weller, B.F. & Barlow, S., Paediatric Nursing. London: Bailliere Tindall
80
DIETETICS
1. Stanley, D. (Sir), Human Nutrition and Dietetics London: Churchill Livingstone.
PHARMACOLOGY AND THERAPEUTICS
1. Abrams, AC., Clinic Drug Therapy: Rationale for Nursing Practice, Philadelphia:
}.B Lippincott Co.
2. Bailey, RE., Pharmacology for Nurses, London: Bailliere Tindall
3. Bruce, D., Clayton, Y. & Stock N., Basic Pharmacology for Nurses, St. Louis: The
C.V.Mosby Company.
4. Connechen, }.,Stanley, E. & Robson, R H., Pharmacology for Nurses, London:

Bailliere Tindall
5. Gibson, [, The Nurses' Materia Medica, London: Blackwell Scientific Publications.
6. Matthewson, KM., Pharmacotherapeutics: A Nursing Process approach, U.S.A,

F.A Davis Company
7. Trounce, J., Clinical Pharmacology for Nurses, London: Churchill Livingstone
8. Jefferies, P.M., Mathematics in NurSing, London: Bailliere Tindall
MANAGEMENT AND ADMINISTRATION IN NURSING
1. Kron, T., & Gray, A, The Management of Patient Care, Philadelphia: W.B.
Saunders Company. -
2. Matthews, A, In Charge ofthe Ward, London: Blackwell Scientific Publications.
3. Tattersall, E.R, NurSing Management in Practice, London: Edward Arnold.
TRADITIONAL MEDICINE
1. Twumasi, P.A, Medical Systems in Ghana, Accra: Ghana Publishing Corporation.
81
FIRST AID, EMERGENCY AND DISASTER NURSING
1. Bradley, D., Accident and Emergency Nursing, London: Bailliere Tindall
2. Campbell, D. & Spence, A.D., Norris and Campbell's Guide to Anaesthetics.

Resuscitation and intensive Care. London: Churchill Livingstone
3. Cosgriff, J.H. (Jnr.) &Anderson, D.L.,The Practice of Emergency Nursing

Philadelphia: J.B. Lippincott Company.
4. Dixon, E., Theatre Technique, London: Oxford University Press
5. Kaczmarowski, N., Patient Care in the Operating Theatre, London: Churchill

Livingstone
6. St. John's Ambulance, First Aid Manual
7. Usman, D.S., et al., Foundations of Nursing and First Aid: Tropical Health Series.
8. Werner, D., Where there is no doctor: A village Health Care Book, London:
Macmillan Publishers.
OBSTETRIC NURSING AFFILIATION
1. Adams, M., Bailliere's Midwives Dictionary. London: Bailliere Tindall
2. Anderson, M., Anatomy and Physiology of Obstetrics: A Short Textbook for

Students and Midwives. London: Faber and Faber
3. Bennett, V.R & Brown, L.K., Myles: Textbook for Midwives, London: Churchill
Livingstone
4. Havard, C. & Brown, R, Tropical Health Concise Notes in Obstetrics, London:

Macmillan Publishers
5. Ojo,OA & Briggs, E.B.,A Textbook for Midwives in the tropics. London: Edward Arnold
6. Sweet, B.R, Myle's Midwifery: A textbook for Midwives, London: Bailliere Tindall
7. Vulliamy, D.G. & Johnston, The Newborn Child, London: Churchill Livingstone
82
PSYCHIATRIC NURSING
1. Altschul, A, Psychiatric Nursing, London: Bailliere Tindall
2. Beck, C.M., Rawlins, R P. & Williams, S.R, Mental Health-Psychiatric Nursing:

A holistic life cycle approach, St. Louis: The C.V.Mosby Company
3. Burr, J., Psychiatric Nursing, London: Churchill Livingstone
4. Colman, J.e.,Abnormal behaviour and Modem life, Los Angeles: Scott Foreman and Co.
5. Koshy, K.T., Revision Notes on Psychiatry, London: Hodder and Stoughton
6. McConnel, J., Understanding Human Behaviour, Holt, Rhineharl & Winston
7. Peplau, H., Interpersonal relations in Nursing, London: Putman & Sons
8. Stuart. G.W. & Sundeen, S.J., Principles and Practice of Psychiatric Nursing, St.
Louis: The C.V.Mosby Company.
9. Ward, M.F., The Nursing Process in Psychiatry, London: Churchill Livingstone
10. Willis, J., Lecture Notes on Psychiatry, London: Blackwell Scientific Publications.
PUBLIC HEALTH NURSING
1. Barker, D.J.P. & Hall, AJ., Practical Epidemiology, London: Churchill Livingstone
2. Bradley, M.F., Community Health for the Student Nurse, London: Bailliere Tindall
3. Byrne, M. & Bennet, F.J., Community Nursing In Developing Countries: A Manual

for the Community Nurse, London: Oxford University Press
4. Freeman, R, Public Health Nursing Practice
5. Friedman, M.M.,Family Nursing-Theory and Assessment Appleton Century, Crafts, N.Y.
6. Lucas, AO. & Gilles, A short Textbook of Preventive Medicine for the tropics,
London: Edward Arnold.
7. McCusket, J., Epidemiology in Community Health, Kenya: African Medical &

Research Foundation.
8. McCusket, J., Epidemiology in Community Health Workbook, Kenya: Africa

Medical & Research Foundation
9. WHO, Adolescent Job Aid: A handy desk reference tool for primary level health
workers, Geneva: WHO
83
COMMUNITY BASED REHABILITATION
1. Brickner Philip W. Under the Safety Net, New York W.W. Norton and Co,
2. Downie R. S. et. al Health Promotion Models and Values. Oxford: Oxford

University Press,
3. Goodwill, (J) et. al Rehabilitation of the Physically Disabled Adult, London:

Stanley Thomes Ltd.
4. Mackay (L) et al Classic Text in Health Care Butterworth, Heinemann Oxford Singapore
S. Skelt, (A). Caring for people with Disabilities, London: Pitman Publishing
6. Sloan; (F.A.) Frank A. Valuing Health Care. Australia: Press syndicate of

University of Cambridge Melbourne
7. Stanhope, M. & Lancaster, J.,Community Health Nursing Mosby Chicago New York
8. Vlok, M.,Manual of Community Nursing & Communication Diseases. JUTA & Co.Ltd
Eppindust South Africa
9. Werner, D.Disabled VillageChildren Palo Alto: The Hesperian Foundation Palo Alto,USA
COMMUNICATIVE STUDY SKILLS AND REPORT WRITING
1. Conrad, R. The Act of Writing: Toronto, Montreal: McGraw - Hill Ryerson Ltd.
2. Plattor, E. et al English Skills Program. Toronto, Ontario: Gage Publishing Ltd.
3. Opoku- Agyeman, NA A Handbook for Writing skills. Accra: Ghana University Press
4. Veit, R, et al Writing. Reading and Research. New York: Macmillan Publishing Co.
NURSING INFORMATICS
1. McGonigle, D. F., & Mastrain, G. K. Nursing Informatics and the Foundation of

Knowledge. Burlinton:Jones & Bartlett, LLC
2. Sewell, J., & Thede, L. Informatics and Nursing: Opportunities and Challenges.
Philadelphia: Wolters Kluwer I Lippincott Williams & Wilkins
3. Saba, V. K., & McCormic, K. A. Essentials of Nursing Informatics. London: McGraw

Hill Education
4. Weaver,C.A. Nursing Informatics for the 21st century: An International look at

practice
84
-.~-------
THERAPEUTIC COMMUNICATION
1. Williams, C.L, &Davis, C.M. Therapeutic Interaction in Nursing. Jones &Bartlett

Learning
2. Walker,s. (Ed.). Engagement in communication in Mental Health Nursing.

Learning matters.
SUPPLY CHAIN MANAGEMENT
1 USAID I DEELIVER PROJECT, Task Order 1.2008. Logistics Indicators Assessment

Tool (LIAT). Arlington, Va.: USAID I DEELIVER PROJECT, Task Order 1.
2 USAID I DEELIVER PROJECT, Task Order 1.2009. Logistics System Assessment

Tool (LSAT). Arlington, Va.: USAID I DEELIVER PROJECT, Task Order 1.
3 USAID I DEELIVER PROJECT, Task Order 1.2011. The logistic Handbook: A

Practiical Guidefor the Supply Chain Management of Health Commodities.
Arlington, Va.: USAID I DEELIVER PROJECT, Task Order 1.
4 Ghana Health Service, Logistics Management of Public Sector Health

Commodities in Ghana: Standard Operating Procedures Manual.
85
l1li
JOURNALS
1. Nurse Educators' Bulletin (NEDUB),Ghana
2. Health Courier, Ghana
3. Health Guide, Ghana
4. Ministry of Health Publications, Ghana
5. Nursing Times, London: Macmillan Publications
6. Nursing Research, U.S.A.
7. American Journal of Nursing, U.S.A.
8. World Health Organization Publications, Geneva, Switzerland
9. International Council of Nurses Publications, Switzerland
10. West African Journal of Nursing
11. A Handbook of Research for Nurses
12. Safe Motherhood Modules
13. Nursing Standard Magazine
14. Standards and Tools for Monitoring Adolescent & Youth Friendly Health Services
(AYFHS)in Ghana
15. Annual Reproductive and Child Health Report, Ghana Health Service
86
APPENDIX
SEMESTER COURSE UNIT: RGN (DIPLOMA) PROGRAMME OUTLINE SUMMARY
Theory Practicum
First Year First Year
First Semester First Semester
16 Wks x 17 Credits = 272 Hrs Intra Semester:

2 Wks = 12 Days x 6 Hrs = 72 Hrs
Inter Semester:
Second Semester Second Semester

Total = 272 + 272 = 544 Hrs 2 Wks = 12 Days x 6 Hrs = 72 Hrs
Inter Semester:
4 Wks = 24 Days X 6 Hrs = 144 Hrs
Total = 72+ 144 + 72+ 144 = 432
Theory Practicum
Second Year Second Year
First Semester First Semester

16 Wks x 15 Credits=240 Hours
Intra Semester:
Inter Semester:
Second Semester Second Semester

Total = 240 + 272 = 512 Hrs 2 Wks = 12 Days x 6 Hrs = 72 Hrs
Inter Semester:
4 Wks = 16 Nights x 12 Hrs.= 192 Hrs
Total = 72+ 144 + 72+ 144 +192 = 624
87
Theory Practicum
Third Year
First Semester Clinical

16 Wks x 17 Credits = 272 Hrs Affiliation
96 x 6 Hrs = 576 Hrs
Second Semester
16 Wks x 15 Credits = 240 Hrs
Total = 272+ 240 = 512 Hours
Total Theory = 544 + 512 + 512 =

1568 Hrs
88
The Registrar Greater Accra Regional office,
Nursing & Midwifery Council of Ghana Accra
#30 Adamafio Crescents, Okponglo Ghana Registered Midwives
P. O. Box MB 44, Accra Association Premises
Email: info@nmcgh.org 1st Circular Road, H/No. 11B
Website: www.nmcgh.org Cantonments, Accra
Telephone: +233 (0)302-522909/10 Tel: 057-2080336
Ashanti Regional Office, Northern Regional Office,

Kumasi Tamale
Behind SSNIT Regional Health Directorate Premises
Near National Service Secretariat Telephone: 03720-24038
Adum
Telephone: 03220-22155/020-7056735 Upper-East Regional Office,
Bolga'ranga
Brong Ahafo Regional Office, Regional Hospital Premises
Sunyani Telephone: 024-4439960
Cocoa House, 5th Floor,
Room Nos. 512-513 Upper West Regional Office,
Telephone: 024-4632985/020-8088398 Wa
Regional Health Directorate Premises
Central Regional Office, Telephone: 020-8849983
Cape Coast
Near OlA College of Education and Hexagon Volta Regional Office,
Guest House, Ho
Off the Bakano-OlA Road Adjacent Ghana Water Company
Behind Central Regional Health Directorate and Woezor Hotel
(Black Star) Ghana Health Service Workshop
Telephone: 024-3374564 Premises
Telephone: 024-9440355
Eastern Regional Office,
Koforidua Western Regional Office,
Ground Floor, Main SSNlT Building, Takoradi
Next to Rabito Clinic Opposite Gov't. Secretariat School
Telephone: 050-1330897 P. O. Box 333, Sekondi
Telephone: 03121-98415/050-9618330
~ POPULATION
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Curriculum for the

Based on the Semester Course Unit System

MANDATE OF NURSING AND MIDWIFERY COUNCIL : vii

PHILOSOPHICAL CONSIDERATIONS viii

USERS OF THIS DOCUMENT x

Aim of the Programme xi

MODE OF DELIVERY xii

TEACHING AND LEARNING MATERIALS xiii

ASSESSMENT OF STUDENT LEARNING xiv

Dimensions of Knowledge xiv

PRESCRIBED MODE OF ASSESSMENT xv

Major Learning Outcomes for Assessment xv

SEMESTER BY SEMESTER STRUCTURE xxii

First Year: Semester 1 xxii

Second Year: Semester 2 xxiii

SUMMARY OF CREDIT LOAD PER SEMESTER xxvi

ANATOMY AND PHYSIOLOGY I 1

MICROBIOLOGY AND INFECTION PREVENTION/CONTROL 4

PROFESSIONAL ADJUSTMENT IN NURSING 7

NURSING AND MIDWIFERY INFORMATICS 12

ANATOMY AND PHYSIOLOGY II 14

PERSONAL AND ENVIRONMENTAL HEALTH 19

FIRST AID, EMERGENCY AND DISASTER MANAGEMENT 21

ANATOMY AND PHYSIOLOGY III 27

NUTRITION AND DIETETICS 33

PHARMACOLOGY, THERAPEUTICS AND PHARMACOVIGILANCE I 36

VACATION PRACTICUM 111 38

TRADITIONAL MEDICINE, GERONTOLOGY AND HOME NURSING 39

MANAGEMENT AND ADMINISTRATION IN NURSING ..41

PHARMACOLOGY, THERAPEUTICS AND PHARMACOVIGILANCE II .47

PATIENT/FAMILY-CENTRED CARE STUDY 51

MEDICAL NURSING III 55

SUPPLY CHAIN MANAGEMENT 62

PUBLIC HEALTH NURSING 69

RELATIONSHIP MARKETING STRATEGY AND ENTREPRENEURSHIP 72

INTRODUCTORY SIGN LANGUAGE 74

INTRODUCTORY FRENCH LANGUAGE 75

LIST OF RECOMMENDED TEXTBOOKS AND JOURNALS 77

Physical and Biology Sciences ~77

First Aid, Emergency and Disaster Nursing 82

MANDATE OF NURSING AND MIDWIFERY COUNCIL

1. establish standards and provide guidelines for the development of a curriculum

Health is a fundamental right of all communities, families, groups of people and

Nursing is a dynamic interpersonal process which seeks to promote, maintain, and

Nursing is essentially a practice-based activity whose body of knowledge is grounded in

The purpose of nursing education is aimed at positive personality development whilst

Candidates will be required to take the prescribed examination conducted by the

USERS OF THIS DOCUMENT

Aim of the programme

Objectives ofthe programme/Scope of Practice

1. use knowledge acquired in the principles of homeostasis to meet patients' needs

TEACHING AND LEARNING MATERIALS

The following categories of teaching and learning aids are suggested:

ASSESSMENTOF STUDENT LEARNING

• Comprehension "refers to a type of understanding or apprehension such that

• Application refers to the "use of abstractions in particular and concrete

• Analysis represents the "breakdown of a communication into its constituent

• Synthesis involves the "putting together of elements and parts so as to form a

PRESCRIBED MODE OF ASSESSMENT

Major learning outcomes for assessment

• Clinical Competence (by using contextual items/items based on clinical

Assessment procedures and grading

In-house practical assessment

Weighted structure of multiple choice and open-ended tests