Course title: Maternity Nursing I
Course Description:
This course is designed for the graduate student to pursue on advanced course of study and deepen knowledge in the physical and psychosocial aspects of child bearing. Emphasis is placed on developing a personal philosophy of caring for a mother and newborn and a study of theoretical concepts and their application in the care of pre-marital, antenatal, intranatal and postnatal care of mother and her newborn child. An attempt is made in the principles and dynamics of nurse client interactions.
Learning opportunities provided by interaction with clients and their families in the clinical and community settings. The course is future concerned with developing an awareness of the profession and the independent nurse specialist in the preventive maternal nursing and promotion of family welfare programmed areas and community centers and provide opportunity for the testing of knowledge and beliefs in relation to maternity nursing care.
Course Objectives:
At the end of the course the learner will be able to:
- Explain the anatomy and physiology of the female pelvis and reproductive organs
- Describe the development of fetus, placenta and function of placenta
- List the components of ante natal care
- Apply the nursing process in provision of nursing care for mothers during normal pregnancy, delivery and puerperium.
- Describe the physiology of normal pregnancy, delivery and puerperium
- Identify the various modern diagnostic procedures
Course Content:
Unit – I: Review of the anatomy and physiology of reproductive
System
- Aims of obstetrics
- Anatomy of female pelvis
- Anatomy of female reproductive organs
- Female reproductive physiology
- Development and physiology of the fetus (ovum, embryo,
Fetus)
- Development of the placenta
- Teacher: ayanos taye
Course title: Reproductive Health
Course description;
This course is designed to prepare Masters of Maternity Nursing specialists to be competent Reproductive health program designers and evaluators. The MSC MN students will be able to analyze the concepts & principles, appreciate the cultural & religious beliefs & taboos regarding Reproductive health. Introduce issues and programmatic strategies related to the development, organization, and management of Reproductive health programs,
Course objectives;
At the end of the course the students will be able to discuss the prevailing reproductive health problems, program and quality attribute of reproductive heath and compute and measure fertility and family planning effort indices as well as will design program to address RH needs of the community, special groups, and sexual health programs based on sexual right and common sexual health problems including HIV/AIDS, unwanted pregnancy and other Adolescent RH problems.
Specific Objective:
At the end of the course the students are expected to describe
· The basic concepts underlying Reproductive health
- Definitions of RH, Reproductive Rights, Components of RH, Population and Development
· The factors affecting the health of mothers and children:
ü Biological
ü Social, behavioural and environmental
ü Gender issues
· The public health significance of the main diseases affecting mothers and children, as well as the importance of STIs, including HIV/AIDS to both women and children.
· Organize of RH services for different category of clients
ü Antenatal care and delivery services
ü Family Planning
ü EPI
ü Growth monitoring and promotion
ü Control childhood health problems
ü Identify Health problems of adolescents with emphasis to adolescent reproductive health and design youth friendly service and other adolescent reproductive health services
· Acquire Managerial skills required for Reproductive health
ü Planning, implementation, supervision and evaluation of RH/MCH services and projects
· Discuss the rationale of family planning for women, children, community and the nation at large
Course content
Introduction to Reproductive Health
1.1. Concepts and Definitions
1.2. Historical Development
1.3. Magnitude of Reproductive Health Problems
1.4. Components of Reproductive Health
1.5 Indicators in Reproductive Health
1.6. Quality of Care in Reproductive Health
1.7. Gender and Reproductive Health
1.8. Reproductive Health and Defining Target Population
Maternal Health
2.1. Safe Motherhood
2.2. Essential Services for Safe Motherhood
2.3. Epidemiology of maternal mortality
2.4. Causes of Maternal Mortality and Morbidity
2.5. Risk Factors for Maternal Health
2.6. Maternal Care, ANC, Delivery, PNC, Essential Newborn Care
2.7. Maternal Nutrition
2.9. Skilled Attendant (roles and rationale)
2.10. The Role of Traditional Birth Attendants (TBAs)
2.11. Estimation of Maternal Mortality (Direct methods, sisterhood methods)
Family Planning
3.1. Rationale of Family Planning
3.3. Barriers to Wider Use of Fertility Regulation
3.4. Contraceptive Effectiveness
3.6. Counseling in Family Planning
3.7. Family Planning Methods
3.8. The Demand-Supply Framework for Family Planning Analysis
3.9. Unmet
need (CPR) and Unmet Need for Family Planning
Sexual Health and STIs, Unwanted pregnancy and Abortion
4.1. Epidemiology of STI
4.3. Objective of STD Prevention and Control
4.4. STI Syndromic Management
4.5. Assessing STD Risk
4.6. Unwanted pregnancy and abortion
HIV/AIDS and Reproductive Health
5.1. HIV/AIDS Epidemiology, prevention strategies, policies
5.2 Epidemiology of MTCT of HIV
5.3. Modes of Transmission of HIV
5.3.1. Sexual Transmission of HIV
5.3.2. MTCT of HIV
Adolescent Reproductive Health
· Adolescent Sexuality and Childbearing
· Characteristics of the Adolescence Period
· Reproductive Health Risks and Consequences for Adolescents
· Risks and Consequences of Sexual Abuse
· Services Availability, Accessibility options for adolescents
· Youth friendly RH services
Newborn health
Population Studies
· Definition
· Sources of Demographic Data
· Population Composition
· Demographic Indicators
· Standardization
· Fertility and Its Measurement
· Measurement of Migration
· Population Change and Projection
Gender and reproductive health
· Gender based violence
· Harmful traditional practices affecting women and children
GUIDELINE FOR INDIVIDUAL PROJECT PROPOSAL (25 %)
Choose any Topics and design a family planning intervention to achieve it:
Topics May be selected by
- Conducting a Needs Assessment may be RA
- From literatures
- From gaps in you observed in your work place
- Felt needs from GO or NGOs
Your Proposal should have the following Contents
1. Cover Page and Table of Contents
2. Executive Summary
3. Introduction and Justification
4. Conceptual Frame work
5. Goal and Objectives
6. Logical framework
5. Activities
6. Plan for sustainability
7. Monitoring and Evaluation
8. Gender
9. Key Personnel
10. Sustainability
11. Budget
12. Annexes to the Proposal
Examples topics
• Improving access to long term contraception
• Improving male involvement in Family Planning services
• Meeting the unmet need of HIV positive
Readings
1.
Judith R.
seltezer, the oregion and development of family planning in developing
countries, Population Matters, ARAND program of policy relevant research
communication, 
2. The Benefits of Investing in Sexual and Reproductive Health Care JUNE 2004 www.guttmacher.org.
3. John Cleland, Stan Bernstein, Alex Ezeh, Anibal Faundes, Anna Glasier, Jolene Innis, Family planning: the unfinished agenda, The Lancet, Vol 368 November 18, 2006
4. MOH, Ethiopian reproductive health strategy 2006-2015, Addis Ababa, Ethiopia
5. MOFED, Ethiopian Population policy, Addis Ababa, Ethiopia
- Teacher: desta Desti
Course Title: Nursing Conceptual Models of Teaching
Credit hours: 2 (Includes lecture, seminar and students teaching practice)
Placement: 2nd Year, 1st Sem.
Course Description:
This course focuses on the development Psychomotor and affective domains. Within the course, the students will examine the theoretical a variety of teaching and evaluation methodologies to enhance learning in the cognitive, psychological foundations of teaching/learning and the developmental stage. Course activities will focus mainly on determining instructional objectives, selecting contents and identifying teaching and evaluation strategies appropriate to each domain of learning and to the characteristics of the learners. It will also include some activities on the development of a curriculum through subject benchmarking.
Course Objectives:
1. Use theoretical bases for cognitive, psychomotor, and affective learning in designing instructional events.
2. Incorporate concepts, related to learning styles, learning readiness, cognitive development, and cultural differences into instruction design and implementation.
3. Design and implement strategies for formative and summative evaluation of instructional events.
4. Develop a course/subject using a benchmark strategy showing the relationship between the elements.
Course Requirements:
1. Complete attendance and active participation in the class
2. Teaching Project (individual assignment)
Develop two teaching plans for an instructional event with a population of your choice. The plan should include instructional outcome statements representative of at least two of the three domains of learning, a theoretical foundation, a detailed content outline, rationale for teaching strategies selected, and plans for evaluation of learner outcomes and teacher effectiveness.
3. Learning through Discussion Experiences (peers of two)
LTD leader for Selected Model of Teaching/ Learning
LTD membership (preparation for and participation in LTD discussions led by peers)
4. Development of any relevant health related complete curriculum at a degree or diploma level through given standardized format /benchmarking/ in the class (4-5 members- 4 groups)
5. Instructional Evaluation Exercises /Item Analysis project
Students will prepare at least 6 MCQ questions from teaching practice project and will be discussed in class for test construction anonymously. Interested Students could also prepare students evaluation format for clinical experience.
Evaluation and Grading:
1. Teaching Project that includes teaching plan, reflection and questions: (20% +10%)
2. Learning through discussion methodology 15%
3. Designing complete relevant Curriculum 15%
4. Final Examination 40%
References
Gronlund, N. E. (1995). How to write and use instructional objectives. (5th ed.). N:Y.: MacMillan.
Joyce, B., Weil, M. , with Showers, B. (1992). Models of teaching. (4th. ed.). Boston: Allyn & Bacon.
Rabow. J., Charness, M.A., Kippermann, J., Radcliffe Vasile, S. (1994). William Fawcett Hill's Learning thru discussion (3rd ed.). Beverly Hills: Sage.
Deyoung, S. (1990). Teaching Nursing. Addison Wesley.
Bevis, Em Olivia. (1982). Curriculum Building in Nursing- a Process. (3rd. ed.). NLN
Publication. Bevis. Em Olivia. (1989). Toward a Caring Curriculum. A New Pedagogy for Nursing
NLN Publication.
- Teacher: tigist demeke
- Teacher: gugsa nemera
Course Title: Advanced Nursing Leadership, Roles and Concepts
Credit hours: 2
Course Description:
This course is designed to help students to develop expertise in the field of nursing management and to work as nurse managers at different levels in the health care system.
SPECIFIC OBJECTIVES:
At the end of the course the students will be able to:
1. Describe the concept, philosophy, aims & objectives, theories, and principles of management
2. Describe the hospital as a system
3. Identify health and nursing organizational set up at various levels.
4. Differentiate between public and private administration
5. Discuss management process in nursing and role of nurse manager
6. Identify the functions and attributes necessary for effective management
7. Identify economic, demographic and technological changes affecting nursing practice and formulate reforms for change.
8. Apply principles of management in hospitals, nursing education programs, and community health care units at all level.
9. Demonstrate leadership in professional nursing practice
10. Establish collaborative relationship with the other members of the health care team & public.
11. Discuss the importance of integrating nursing practice, education, & research for improving the quality of nursing services
12. Discuss the role of nurse manager in organizing emergency nursing and other support services
13. Identify and analyze ethical & legal issues in nursing management
14. Identify areas of research in nursing management
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CONTENT OUTLINE |
contact hour |
remark |
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Unit 1 Introduction to management and Leadership |
4hr |
Sr.Tigist |
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§ Management vs leader ship |
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§ Management theories |
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§ Principles of management |
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§ Management functions |
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Unit II Organization of nursing and health delivery system: |
4hr |
Students |
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§ Organization of nursing and health management at district, regional and national level |
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§ Development of hospitals, regionalization, types, structure, layout, & functions of hospitals |
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§ Development of community health services, regionalization, types, structure, layout, & functions of PHC |
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§ Government & Private hospitals |
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§ Role of NGO’s in health delivery system |
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§ Organizing emergency & support services - blood bank, laundry, laboratory, and Bio medical waste management |
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§ Development of policy |
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§ Ward management |
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§ Traffic flow management |
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Unit III Roles and functions of nurse manager in planning |
4hr |
Mr. Samuel |
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§ Types of planning |
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§ Decision-making and problem solving approach |
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Unit IV Roles and functions of nurse manager in organizing: |
4hr |
Sr.Tigist |
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§ Introduction to organizing |
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§ Organizational theories, process, & principles |
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§ Organizational structure |
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Unit V Roles and functions of nurse manager in personnel management. |
4hr |
Asr, Dagmawit |
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§ Manpower planning, Job analysis, job description, job evaluation, recruitment and selection |
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§ Orientation, placement and socialization, |
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§ Staffing policies and procedures |
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§ Performance appraisal |
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§ Staff development, guidance & counseling, stress management |
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Unit VI Organizational behavior |
4hr |
Mr. Admasu |
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§ Motivation and behavior |
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§ Group dynamics, team building & management |
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§ Managing conflicts |
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§ Planning and implementing change |
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Unit VII Roles and functions of nurse manager in directing: |
4hr |
Mr. Samuel |
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§ Directing—meaning, concepts, definition, purpose, scope, and principles |
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§ Potential constraints affecting directing-unions, employment laws |
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§ Application of principles of directing in nursing services and nursing education |
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Unit VIII Roles and functions of nurse manager in controlling: |
4hr |
Students |
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§ Quality Assurance |
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§ Controlling and managing employees |
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§ Labor relations, labor laws |
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Unit IX Roles and functions of nurse manager in financial mgt.: |
4hr |
Students |
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§ Introduction to fiscal management |
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§ Budgeting process, approaches to budgeting |
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§ Cost effectiveness & cost containment |
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Unit X Management information system: |
4hr |
Students |
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§ Introduction to information system |
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§ Record keeping |
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§ Medico legal records |
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§ Use of computers in management information system |
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Unit XI Material management: |
4hr |
Sr. Dagmawit |
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§ Introduction, meaning, purpose, scope& principles |
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§ Process of material management |
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§ Inventory check, stock and ledger maintenance |
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§ Management of stores in nursing units |
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Unit XII Legal & ethical issues in nursing management: |
4hr |
Mr. Admasu |
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§ Role of nurse manager in policy making |
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§ Introduction to ethics and laws relevant to nursing management, patients’ rights, nurses’ rights, |
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§ Ethical dilemmas in nursing management |
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§ Legal responsibility of nurse managers |
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Reading materials
1. Jo Kirsch (1988). The middle manager and the nursing organization. APPLETON and LANGE, CALI FORNIA.
2. Koontz, H. and C. O’Donnell.“Management: A System of Contingency Analysis of Managerial Functions”.McGraw-Hill, New York, 1976
3. Eleanor J. Sullivan, Phillip J. Decker (2001). Effective leadership and management in nursing, 5th edition. Printice Hall, Upper Saddele River, New Jersey.
4. Bessie L. Marquis, Carlos J. Huston (2003). Leadership role and Management functions in nursing. Theory and application. 4th edition. Lippincott Williams and Wllkins.
5. Laura Mae Douglass (1996). The effective Nurse Leader and manager, 5th edition Mosby.
6. Warrenn F. Stevens (1978). Management and leadership in nursing, McGraw-Hill book Company.
7. Ann Marriner Tomey (2004). Guide to nursing management and leadership. 7th edition. Mosby.
8. Sullivian, J.E. Effective management in Nursing. 3rd edition, Addison Wesley, California
9. Koontz, H. and C. O’Donnell.“Management: A System of Contingency Analysis of Managerial Functions”.McGraw-Hill, New York, 1976
- Manager: Samuel Abdu
- Teacher: Admasu Belay
- Teacher: tigist demeke
Course Description: The course is designed to help the students to conduct research study in nursing independently by using the scientific method of research. It also will help students to interpret the results in meaningful way in health related matters & utilize research findings to improve nursing practice.
SPECIFIC OBJECTIVES
At the end of the course the students will be able to:
1. Define the terms used in research
2. Describe concepts of scientific inquiry
3. Describe research methodology
4. Critically analyze research studies
5. Develop acceptable research proposal
6. Demonstrate initial competency to conduct health related research
7. Write, present, interpret and utilize health related research
8. Write scientific paper for publication
CONTENT OUTLINE
Unit I Introduction:
- Need for research in nursing,
- Problem solving and scientific method
- Terminology used in research
- Scope of nursing research: Areas, types, problems,
- Elements and ethics in research
Unit II Research Approaches:
- Types: Qualitative and Quantitative
- Historical, Descriptive, Experimental
Unit III Research Designs:
- Research process – steps, concepts and constructs
- Research problems and statements,
- Review of literature,
- Definition of terms,
- Assumptions, Limitations,
- Hypothesis and variables
Unit IV Sampling:
- Population and sample
- Sample size
- Sampling technique
- Problems of sampling
Unit V Theoretical Context:
- Purpose and use of theories
- Nature and characteristics
- Using, testing, and developing conceptual framework, models, & theories
Unit VI Tools and methods of data collection:
- Methods of data collection: quantitative and qualitative
- Tools for data collection and their development
- Validity and reliability of tools
- Feasibility of study
- Conduct of research
Unit VII Analysis and interpretation of data:
- Qualitative and quantitative analysis
- Interpretation of data
- Conclusion and generalizations
- Summary and discussion
Unit VIII Reporting and utilizing results
Teaching methods
Lecture, group discussion, individual exercise and presentations
Assessments
Participation during group discussion 15%
Individual critique of published research report 20%
Independent Development and presentation of synopsis of a research proposal 20%
Mid and Final exam 45%
References
Denis Polit and etal. The Nursing Research principles and method 5th edition
- Teacher: endalew
- Teacher: Abebe Abera
- Teacher: sena belina
- Teacher: susan joseph
- Teacher: ayanos taye
- Teacher: Ayanos Taye