Teaching Guide Year 1 Block 1 (Revised 2011)

INTRODUCTION AND BACKGROUND
Why a Teaching Guide?
A teaching guide is a pre-requisite for any educational system.
There is need to standardize teaching methodologies, organization of the content and the
evaluation process.
The Nurse Tutors in the Schools of Nursing have varying qualifications and experiences
hence the need to standardize the teaching and learning process.
The emerging diseases and changing disease patterns call for review of teaching
methodologies.
In recent years new schools of nursing have been established with newly qualified tutors
who need guidance.
Process of Developing the Teaching Guide
The process of developing a teaching guide has put into cognisance the societal needs,
needs of the schools of nursing and the new disease trends and concepts which need to be
incorporated in the teaching and learning process.
The new trends such as Integrated Management of Childhood Illnesses (IMCI), Infant
feeding options, Millennium Development Goals (MDGs) and HIV and AIDS prompted
the production of a teaching guide.
The process of developing a teaching guide was an initiative of the Director of Nursing
Services, Ministry of Health and Child Welfare and was done in phases.
In the first phase a working group was established to look into the content and time
allocated for each course in Year I Block I.
The second phase consisted of a team of experienced senior tutors and a training
consultant, to review, edit and update the teaching guide. The final document of Year I
Block I was produced and distributed to Registered General Nursing Schools.
PHILOSOPHY
The Nursing Education Philosophy is derived from the Millennium Development Goals
and is based on the mission statement of the corporate plan of the Ministry of Health and
Child Welfare, 1992. Nurses support the Government’s belief that Health is a human
right and not a privilege. It is within this context that health care services should be
1
available, accessible, affordable and acceptable to the community in accordance with the
Primary Health Care (PHC) strategy.
Nursing Education believes that man is a dynamic biopsychosocial, spiritual being who is
constantly interacting with the ever changing environment. His worth and dignity should
be respected. Man has the right to actively participate in his own health.
Nursing education believes that the student nurse is an adult learner who should be self
motivated and academically qualified, therefore he or she should be provided with the
opportunity to advance self through continuing education. Nursing Education believes
that nursing is both an art and a science, a human service, responsible for human welfare.
It is therefore the responsibility of the Nurse Tutors to educate and train a cadre who is
competent enough to meet the ever changing needs of the community and is able to
function in all health settings.
Nursing Education is a process, a nurturing force that aims at promoting creativity,

constructivity and productivity among the learners.
The societal challenges call for a dynamic nursing education system, which should adapt
to meet the changing needs of society. An examination of current societal problems
should form a key element in the nursing education curriculum. Nursing education
should ensure that the body of worthwhile nursing knowledge is preserved and
transmitted to the next generation.
Nursing education should be a positive force in the creation of a better society.
As Nurse Tutors we aim at contributing to the well being of society through nurse
education.
The Conceptual Framework Model for Nurse Education in Zimbabwe
The model which forms the basis of nurse education is the Primary Health Care model
that prepares a nurse to function independently at all settings of the health care delivery
system.
Primary Health Care emphasizes appropriateness, accessibility, acceptability and

affordability of the care provided. It calls for the communities to accept responsibility for
their own health.
Block System
The teaching guide uses the block system, that is, the students will be in class for a
specified number of weeks to receive theoretical input and then be attached to the
relevant clinical settings for practical experience.
2
There is a total of six blocks in the three year Registered General Nurse (RGN) training
programme. The First Year Block I forms the foundation for all the subsequent blocks
and clinical experience for the students.
This block system enables the students to learn from the known to the unknown, simple
to complex and concrete to abstract.
This format allows the linkage of information from one block to the other.
3
YEAR 1 BLOCK 1
SUMMARY OF THE YEAR I BLOCK I CONTENT
Total number of hours = 432
Total number of weeks = 11
Course/Subject Week Hours

1. Life skills, Orientation and Documentation 1 40
2. Emergency Preparedness and Response 2 5
3. Nursing Foundation I 2 12
4. First Aid 2–4 16
5. Anatomy and Physiology 2 – 11 120
6. Nursing Science and Arts 2 – 11 100
7. Biochemistry 3–4 20
8. Personal and Communal Hygiene 3–4 10
9. Nutrition and Dietetics 4–5 17
10. Biophysics 5–6 16
11. Sociology 6–7 18
12. Psychology 8 18
13. Microbiology and Parasitology 7–9 20
14. Study 2 - 11 14
15. Examinations (Some may be written at the end of
each course) 14
YEAR 1 BLOCK 1
ANATOMY AND PHYSIOLOGY: TOTAL HOURS 120
4
SEQUENCING OF TOPICS
Topic Week Hours

1. Introduction to the Human body and Chemistry of 2 3
life
2. Cells, tissues and skeleton 2 16
3. Muscles and joints 2- 3 8
4. Integumentary System 2-3 4
5. Cardiovascular System 3-4 18
6. Respiratory System 4 –5 6
7. Digestive System 5 –6 17
8. Urinary System 6-7 6
9. Endocrine System 7 -8 8
10. Nervous System 8-9 8
11. Special Senses 9 – 10 18
12. Reproductive System 10 8
END OF BLOCK EXAMINATIONS FORMAT
NB: It is mandatory that all the ten courses be examined. Separate examinations
should be set for each course lasting for 1 hour except for Anatomy and
Physiology, Nursing Science and Arts and Nursing Foundation I.
EXAMINATION HOURS
 Anatomy and Physiology 3 hours
 Nursing Science and Arts and Nursing Foundation I 3 hours
 The rest of the papers 1hour each
COMPILATION OF END OF COURSE EXAMINATION MARKS
The following format must be followed for compilation of course marks at the end of
Year I Block I.
Paper I constitutes:-
- Anatomy and Physiology
- Biochemistry
- Biophysics
- Microbiology and Parasitology
5
- Nutrition and Dietetics
Paper II constitutes:-
- Nursing Science and Arts and Nursing Foundation I
- Hygiene
- Psychology
- Sociology
- First Aid and Emergency Preparedness
Publication of results: Two weeks after the end of the examinations.
REPEAT EXAMINATIONS
Supplementary examinations should be written 2 weeks after publication of results.
Evaluation
N.B: Each Paper to cover all course content areas.

Pass mark for each course should be 50 per centum.
Clinical placement
 Medical surgical wards
 Paediatric wards
Course Title : Life Skills
Placement : Year I Block I
Total Hours : 40 hours
Facilitators : Nurse Educator/ Tutor, Lecturer, Resource

Person with relevant subject matter
Qualifications : DNE, BScN, MScN, PhD with relevant subject
6
matter
Course description
This course is meant to assist students learn about life skills, how to cope with life
challenges due to change of social and learning environment and apparent independence
from parents, family and local community.
Course objectives
At the end of the course the student should be able to:-
1. Acquaint self with the hospital premises and be appointed into service
2. Outline the background and rationale to life skills
3. Describe ways of adjusting to the new environment.
4. Describe what the course nursing entails.
5. Personal and communal hygiene.
6. Describe communication.
7. Describe time management.
8. Outline types of STIs in general.
9. Describe HIV and AIDS in general.
10. Describe economic and social well being of a student nurse.
11. Describe adolescent sexual reproductive health.
Course content
1. Administration and orientation 1 hour
a) Administration
- Welcome remarks
- Introduction to hospital authority and staff
- Registration and documentation by Human Resource Officer and
Allocation Officer
b) Orientation 2 hours
- Hospital Tour
2. Background and rational to life skills reasons 1 hour
- Need to socialize the students into new roles and environment
- Equip tertiary education students with skills to cope with life and school
demands.
- To guide behaviour of young students away from parents and guardian
guidance
- To evaluate skills students require in this era of HIV/AIDS pandemic
3. Adjusting to new environment: 1 hour

- Adjusting strategies and coping skills 1 hour
7
- Stress management 1 hour
- Role models 1 hour
- Friends and friendships 1 hour
4. Course entails: 2 hours

- Three year training programme
- Block system, block programmes
- End of block examinations and expectations
- Assessments, ward and community secondment
- Policies e.g. backgrouping, dismissal, pregnancy
- Code of conduct
5. Personal and communal hygiene 2 hours

- Grooming and deportment
- Personal hygiene
- Feminine hygiene
- Communal hygiene in Nurses Home and School of Nursing
- Exercise
6. Communication 5 hours
- Interpersonal – how to relate with others
- Counselling
- Institutional
- Channels of communication
- Safety and security in hospital and nurses home
7. Time Management 2 hours

- Managing study time and leisure time
- Study techniques
- Recreation / entertainment
8. STIs in general 2 hours

- Causes
- Transmission
- Treatment
- Prevention strategies
- Relationship to HIV and AIDS
- Complications
9. HIV and AIDS 4 hours

- Overview of HIV/AIDS
- Transmission
- Prevention
- PEP, VCT and PITC
- Service available e.g Youth Friendly Corner, Family Planning Clinic,
Opportunistic Clinic
8
- Care and support of the infected and affected
10. Economic and social well being 7 hours

- Salary
- Leave
- Pension
- Medical Aid
- Funeral policy
- Spiritual
- Budgeting
- Eating habits
- Risk assessment e.g. risk taking behaviour
- Rules and regulations of the nurses residence
- Drug and drug abuse, alcohol abuse
11. Adolescent sexual reproductive health 4 hours

- Dating and dating problems
- Family planning
- Emergency contraception (Morning after pill)
- Rape precautions
- Gender Based violence
Teaching Methods
 Discussions
 Group discussion
 Demonstrations
 Role plays
Teaching Aids
 Chalk and chalk boards
 Markers
 LCD
 Slide projectors
 OHP
 Videos
 Films
 Handouts
 Pamphlets
References
Edliz (2006) 5th Essential drug list and Standard Treatment Guidelines for Zimbabwe,
Harare.
9
Ministry of Health and Child Welfare (2002) Integrating HIV and AIDS Issues.
Harare – Zimbabwe
USAID, John Hopkins, WHO (2007) Family planning a global handbook for providers.
WHO (2004) Adolescent Health and Development in Nursing and Midwifery Education.
Geneva.
WHO/CDC/IMAI (2004) Zimbabwe HIV/AIDS Standard Treatment Guidelines, 1 st

Edition, Harare.
WHO/Ministry of Health and Child Welfare (2005) Zimbabwe National Guidelines on

HIV Testing and Counselling, Harare Zimbabwe.
UNAIDS (2003) HIV Curriculum for the Health Professional, Baylor College of
Medicine Houston, Texas, USA.
N:B: Most of these publications are revised from time to time so the tutor should
look up for the latest edition.
Course Title : Anatomy and Physiology
Subject : Introduction to the Human Body and Chemistry

of Life
Facilitators : Nurse Educator/Tutor, Lecturer, Resource
10

matter
Course description
This course highlights the structures and functions of the human body. The human body
is made up of many different structures. Each structure performs specific and related
functions that enable the entire body to operate as a single entity. When one structure
fails it also affects other parts and may reduce the ability of the body to function
normally.
Apart from structural functions of the body there are also chemical reactions and
processes that ensure the ability of an individual to survive. It is therefore designed to
assist students to learn about how the body functions.
Course objectives
At the end of this course student should be able to:
1. Describe the structural organization of the human body

2. State the movement of chemical substances in the body
3. Outline the communication systems of the body
4. Describe the protective and survival mechanisms of the body
5. Describe the pathogenesis of disease
6. Describe the relationship of HIV/AIDS to human body.
Specific objectives
At the end of this course student should be able to:
1. Define the key terms in the introduction to the human body and chemistry of life
2. Outline the structural levels of the body
3. Describe homeostasis
4. Outline the communication systems of the body
5. Describe the protection of the body against diseases including HIV/AIDS
6. Outline electrolytes, pH and vital chemical processes that occur in the body
7. Outline important biological molecules
8. State the movements of substances within the body.
9. Describe the effects of HIV and AIDS on the human body.
Course content
1. Definition of key terms 30mins
11
Anatomy, physiology, internal and external environment, homeostasis and
enzymes
2. Structural levels of the body

 Cells
 Tissues
 Organs
 Systems
External and internal environments

(a) External environment
(b) Internal environment
4. Homeostasis 30mins
a) Negative feedback control mechanisms
b) Positive feedback control mechanisms
c) Homeostatic imbalance
5. Communication and survival needs of the body 1 hour

a) Roles of the body’s transport systems
b) Roles of the nervous and endocrine systems
c) Absorption of raw materials by the body
d) Elimination of the waste materials from the body
e) Protective mechanisms of the body
f) Procreation
6. Electrolytes and vital chemical processes

a) Roles of electrolytes
b) Molar concentrations
c) Normal plasma levels of electrolytes
d) pH values of body fluids
7. Biological molecules 30mins

a) Carbohydrates and their functions
b) Proteins and their functions
c) Liquids and their functions
8. Body Fluids and movement of substances within the body 30mins
a) Diffusion
b) Osmosis
c) Extracellular fluid
d) Intracellular fluid
9. Effects of HIV and AIDS on the body
12
Teaching Methods
 Lectures
 Lecture discussion
 Demonstrations
 Group presentations
 Assignments
Teaching Aids
 Chalk and chalk board
 Board markers
 Projectors
 Models
 Posters and charts
 Handouts
 Flip charts
Evaluation
Formative evaluation: Question and answer

Summative evaluation: End of block examination – essays and short notes.
References
Antony, C.P. and Thibodeau G.A. (1980) Basic concepts in Anatomy and Physiology.
London. C.V. Mosby Company
Sackhem G.I. and Lehman D.D. (1994) Chemistry for the health sciences New York:
Macmillan Publishing Company
Snell R.S (1995) Clinical Anatomy for Medical students Washington, D.C.: Little,
Brown and Company, 1995
Waugh, A. and Grant A (2006) Ross and Wilson Anatomy and Physiology in Health
and Illness. Philadelphia: Churchill Livingstone,
Subject : Cells, Tissues and the Skeleton
13
Facilitators : Nurse Educator/ Tutor, Lecturer, Resource

matter
Course description
Cells, tissues and the skeleton make up the framework of all systems. All food
substances are processed to usable forms in cells. When cells are destroyed by micro-
organisms including HIV the organs may lose their structure and their normal functions
become disrupted.
Specific objectives
At the end of this lesson student should be able to:-
1. Define key terms used in anatomy and physiology of cells, tissues and the
skeleton.
2. Describe the structure of the cell with the aid of a diagram from Ross and Wilson
latest edition.
3. State the functions of the cell.
4. Explain cell division.
5. Describe transportation of substances across cell membranes.
6. Describe the structure of the following types of tissues with the aid of diagrams,
epithelial, connective, muscle and nervous tissues.
7. State the functions of each type of tissue.
8. Describe membranes and their functions.
9. Describe the skeleton and its functions
10. Outline the cavities of the body and contents.
Course content

Cell, anatomical position and median plane
2. Cell 1 hour
a) Structure including diagrams in Ross and Wilson latest edition
3. Functions 1 hour
4. Cell Division 1 hour

 Mitosis
 Meiosis
 Mutation
5. Transportation of substances across cell membranes 2 hours
14
 Passive transport
 Diffusion
 Facilitated diffusion
 Osmosis
 Active transport
 Sodium pump
 Bulk transport
6. Tissues 2 hours
a) Classification – epithelial, connective, muscular and nervous
b) Structure including diagrams
c) Functions
7. Membranes 1 hour
a) Types: mucous, serous and synovial
b) Functions
8. The Skeleton
Types of bones 30mins
Bone structure 1 hour
Bone development 1 hour
Axial skeleton 1 hour
Appendicular skeleton 2 hours
Functions of the skeleton 30mins
9. Cavities of the body 1 hour

a) Types
b) Structure including diagrams
c) Functions
Teaching Methods
 Lectures
 Lecture discussions
 Demonstrations
 Assignments
Teaching Aids
 Board markers
 Projectors
 Models
 Handouts
15
 Real objects
Evaluation

Summative evaluation: End of block examination- essays and short notes.
References
Antony, C P and Thibodeau G. (1980) Basic Concepts in Anatomy and Physiology.

London: C. V. Mosby Company.
Sackheim G. I and Lehman D. D (1994) Chemistry for the Health Sciences. New
York: Macmillan Publishing Company.
Snell R. S (1995) Clinical Anatomy for Medical students. Washington, D. C: Little,

Brown and Company.
Waugh, A. and Grant A. (2006) Ross and Wilson Anatomy and Physiology in Health
and Illness. 9th Edition. Philadephia: Churchill Livingstone, 2004.
Subject : Muscles

16
matter
Course description
In order to understand the general movement of the body one needs to have knowledge of
the different muscles involved in each type of movement.
Specific objectives
1. State the different names of the different muscles of the body.

2. Outline the functions of the different muscles of the body.
3. Describe the healing and restoration of damaged muscles
4. State effects of HIV and AIDS on the muscles.
Course Content
Muscles of the body
a. Muscles of the face

 Occipito frontalis
 Levator palpebrae superiori
 Obicularis Oculi
 Buccinator
 Orbicularis Oris
 Masseter 30mins
 Temporalis
 Pterygoid muscle
b) Muscles of the neck

 Sternocleidomastoid muscle
 Trapezius muscle
c) Muscles of the upper limb

 Coracobrachialis
 Deltoid
 Pectoralis major
 Latissimus dorsi
 Teres major and minor
 Pronator teres
17
 Biceps 30mins
 Triceps
 Brachialis
 Brachioradialis
 Flexor carpi radialis
 Palmaris longus
 Flexor carpi ulnaris
 Thenar muscles
 Hypothenar muscles
d) Muscles of the back

 Trapezius
 Teres major
 Quadratus lumborum 30mins
 Sacrospinalis
 Lattissimus dorsi
 Psoas
e) Muscles of respiration
 11 pairs of external intercostals
 11 pairs of internal intercostals
 The diaphragm
f) Muscles of the abdominal wall

 Rectus abdominis 30mins
 External Oblique
 Internal Oblique
 Transversus abdominis
 Quadratus lumborum
 Psoas
g) The Inguinal Canal 30mins
h) Muscles of the pelvic floor 30mins

 Levator Ani
 Coccygeus
i) Muscles of the lower limb 30mins

 Psoas muscle
 Iliacus
 Quadriceps femoris
 Gluteal muscles
 Sartorius
18
 Abductor group
 Vastus lateralis
 Vastus medialis
 Gastrocnemius
 Soleus
 Anterior tibialis
2. Physiology of muscle contraction 30mins
3. Healing of muscles 15mins
4. Effects of HIV and AIDS on muscles 15mins
Teaching Methods
 Lectures
 Lecture and discussion
 Demonstrations
 Group work and presentations
 Home work
Teaching Aids
 Overhead projector
 Powerpoint
 Human skeleton
 Anatomical charts
Evaluation

Subject : Joints
Facilitator : Nurse Educator/Tutor, Lecturer, Resource

19
matter
Course description
Knowledge of the different joints of the body will enable the student to appreciate how
movement is brought about in a joint.
Specific objectives
At the end of this lesson student should be able to:
1. Define key terms.

2. Outline types of joints.
3. Outline the characteristics of synovial joints
4. Describe the structure muscles and movement/main of synovial joints of limbs
5. Draw and label a diagram of the basic structure of the synovial joint according to
Ross and Wilson’s Anatomy and Physiology latest edition.
6. Describe the effects of HIV and AIDS on the joints.
Course content
1. Definition of terms 30mins

 Joint
 Articulation
 Flexion
 Extension
 Abduction
 Circumduction
 Rotation
 Pronation
 Suppination
 Inversion
 Eversion
2. Types of joints
30mins
 Fibrous or fixed joints
 Cartilaginous or slightly movable joints
 Synovial or freely movable joints
3. Characteristics of synovial joints 1 hour

 Articular of hyaline cartilage
 Capsule or capsular ligament
20
 Synovial membrane
 Intracapsular structures
 Extracapsular structures
4. The structure muscles and function of main synovial joints of the limbs for the
following: 1 hour
a) Elbow joint
b) Proximal and distal radio-ulnar joints
c) Wrist joint
d) Joints of hands and fingers
e) Hip joint
f) Knee joint
g) Ankle joint
h) Joints of the foot and toes
5. Draw a diagram of the basic structure of the synovial joint according to Ross and
Wilson’s Anatomy and Physiology latest edition. (Homework)
6. The effects of HIV and AIDS on the joints. 15mins
Teaching Methods
 Lecturers
 Lecture and discussion
 Demonstrations
 Home work
Teaching Aids
 Powerpoint, LCD
 Human skeleton
 Real objects
Evaluation
Formative evaluation: Question and answer.

21
Subject : Integumentary System
22

matter
Course description
The skin is the covering of the body and is continuous with mucous membranes of body
orifices. The sense of touch consists of nerve endings that are located in the skin and are
sensitive to pain, temperature, pressure and touch.
Specific objectives
At the end of the lesson student should be able to:-
1. Define key terms used in the integumentary system.

2. Describe the structure of the skin with the aid of a diagram from Ross and Wilson,
latest edition.
3. Describe the functions of the skin including protection against HIV and AIDS
infection.
4. Explain the process of wound healing.
5. State the effects of HIV and AIDS on the integumentary system.
Course content

Skin, epidermis, dermis and subcutaneous tissue
2. Structure of the skin 1 hour

Diagram of the skin
Epidermis, dermis, subcutaneous tissue, nails, hair and glands
3. Functions of the skin 1½ hours

a) Protection
b) Regulation of body temperature
c) Formation of vitamin D
d) Sensation
e) Absorption
f) Excretion
4. Wound healing 30mins

a) Factors that affect wound healing: systemic factors – nutrition, diseases and
immunity.
b) Local factors – blood supply and asepsis
c) Primary healing (healing by first intention)
23
d) Secondary healing (healing by second intention)
5. Effects of HIV and AIDS on the integumentary system. 30mins
Teaching Methods
 Lecture,
 Group work
 Presentations
Teaching Aids
 white board markers
 Projectors and posters
 Charts
Evaluation
Formative evaluation: Question and answer.

Subject : Cardiovascular System and

Immunity
24

matter
Pre-requisite knowledge
Tissues,
Muscles and Joints
Biophysics - Starling’s Laws
Biochemistry
Course description
The course is designed to equip the student with knowledge of the anatomy and
physiology of the cardiovascular system and homeostasis. This includes the heart, the
lymphatic system the blood and blood circulation.
Course objectives
At the end of the lesson the student should be able to:-
1. Define key terms used in the cardiovascular system.

2. Describe blood and its functions.
3. Describe blood vessels and their functions
4. Describe the lymphatic system including T Lymphocytes, T helper cells and CD4
cells.
5. Describe the structure of the heart.
6. Draw diagrams showing the
- interior of the heart
- blood flow through the heart
- conducting system of the heart
- cardiac cycle
7. Describe blood pressure including the factors that affect it.
8. Describe the blood supply and drainage of each system of the body – general
circulation.
9. Describe effects of HIV and AIDS on the cardiovascular system.
Course content
1. Definition of key terms: blood, cells, haemopoesis, immunity 30mins
2. Blood
25
a) Functions of blood. 1 hour
b) Chemical composition of blood.
c) Types of blood cells 2 hours
- formation
- function
d) Clotting mechanism. 1 hour
e) Blood groups 30mins
f) Immunity 2 hours
- natural
- artificial
3. Blood vessels 1 hour

- arteries structure
- veins structure
- capillaries structure
4. Lymphatic system 1 hour

- lymphocytes, CD4 cells
- helper cells
5. Heart 2 hours
 Definition
 Location
 Structure
 Major vessels – Aorta, pulmonary veins and artery, vena cavae
 Flow of blood through the heart
 Blood supply
 Venous drainage
 Nerve supply
 Conducting system of the heart 1 hour
 Cardiac cycle 1 hour
6. Diagrams
- The interior of the heart
- Blood flow through the heart Homework
- Conducting system of the heart
- Cardiac cycle
7. Blood pressure and pulse 1hour

- Definition
26
- Factors affecting blood pressure and pulse
- Control of blood pressure
8. Systemic or general circulation 3 hours

- Head and neck
- Upper limbs
- Thoracic cavity
- Abdominal cavity
- Pelvis and lower limbs
9. Effects of HIV and AIDS on cardiovascular 1 hour
Teaching Method
 Group work
 Presentations
Teaching Aids
 PowerPoint (LCD)
 Flip charts
 White board and markers
 Models
 Handouts
 Videos films
Evaluation

Subject : Respiratory System
27

matter
Biophysics,
Cardiovascular system
Cells & Tissues
Muscles & Joints
Biochemistry
Course description
This course is designed to equip the student with knowledge on the Anatomy and
Physiology of the Respiratory System so that they identify the normal and abnormal
respirations and apply appropriate management.
Course objectives
1. Define key terms used in the respiratory system

2. Describe the anatomy of the respiratory system using the given format.
3. Describe the normal physiology of the respiratory system:
4. State the transport of gases in the blood applying Dalton’s Law and Henry’s Law.
5. Draw diagrams of the respiratory system and differentiate the left lung from the
right lung.
6. State the effects of HIV and AIDS on the respiratory system.
Course content
- Inspiration
- Expiration
- Breathing
2. a) Format for description of the respiratory organs 4 hours
- Definition
- Position and associated organs
- Structure
- Functions
- Blood supply
- Venous drainage
28
- Nerve supply
2. b) The list of the organs

- Nose and nasal cavity
- Larynx
- Trachea
- Bronchi, Bronchioles
- Lungs
- Alveoli
- Pleura and cavity
3. Physiology of Respiration 1 hour

– Composition of air
– Muscles of respiration
– Cycle of respiration/ mechanism of respiration applying Boyles’ Law
– external respiration
– internal respiration, control of respiration, factors that affect respiration
4. Transport of gases in the blood stream – Dalton’s Law and Henry’s Law 45mins
5. Draw diagrams of:

- Respiratory system - gross and microscopic structure (homework)
- Left lung
- Right lung
6. The effects of HIV and AIDS on the respiratory system. 30mins
Teaching Methods
 Demonstration
 Group discussions
 Home work
Teaching Aids
 Overhead projectors
 Charts
 Models
 LCD
 Video films
Evaluation
29
Summative evaluation: End of block examination – essays and short notes
Subject : Digestive System
30
Qualifications : DNE, BScN, BScN, MScN, PhD with relevant

subject matter
Biochemistry
Biophysics
Nutrition and dietetics
Cells, tissues and skeleton
Muscles
Course description
Physiology of the Digestive System which falls under the section of intake of raw
materials and elimination of waste. It consists of the alimentary canal, accessory organs
and a variety of digestive processes.
Specific objectives
At the end of lesson the student should be able to:-
1. Define key terms

2. List the organs of the digestive system.
3. Outline the general plan / basic structure of the alimentary canal
4. Describe the location, structure and function (s) of organs of the digestive system.
5. Draw and label diagrams of main organs of the Digestive System as indicated in
the latest edition of Ross and Wilson’s Anatomy and Physiology textbook.
6. Describe digestion, absorption, and utilization of nutrients
7. Describe the effects of HIV and opportunistic infections on the digestive system.
Course content

- ingestion
- digestion,
- absorption,
- propulsion
31
- elimination
- metabolism and nutrition
- Gastrointestinal tract
2. List the organs of the digestive system 30mins
3. Basic structure of Alimentary canal 2 hours

Structure and function of adventitia, muscle layer. Submucosa, mucosa
4. Description of Organs of the Digestive system using the following format:

- Definition
- location
- structure
- functions
- blood supply
- venous drainage
- nerve supply
b) The organs of the digestive system 1 hour
 Mouth 30mins
 Pharynx 30mins
 Oesophagus 30mins
 Stomach 2 hours
 Small Intestines 3 hours

 Large Intestine 1 hour
 Accessory organs 1½ hours
- Liver and biliary tract
Pancreas
5. Diagrams of the Digestive system homework

 The organs of the Digestive system
 General structure of alimentary canal
 Section of a tooth
 Longitudinal section of the stomach
 Microscopic structure of the intestines (Microvillus)
 Biliary tract including pancreas and duodenum, illustrating direction of flow
of bile.
6. Metabolism of Nutrients 3 hours

- Proteins
- Fats
- Carbohydrates in relation to the Krebs cycle
32
7. Effects of HIV and AIDS on the Digestive System 1 hour
- Mouth, oesophagus, stomach, small intestines, colon, rectum and anus
Teaching Methods
 Lecture
 Lecture – discussion
Teaching Aids
 Charts
 Models
 OHP/LCD
 Slide projector
 Videos
 Handouts
 Flip chart
 Markers
Evaluation

Subject : Urinary System
33


matter
Biochemistry,
Biophysics,
Microbiology & Parasitology,
Hygiene
Cardiovascular
Digestive system
Course description
Physiology of Urinary System responsible for elimination waste from the body.
Specific objectives
1. Give an overview of the urinary system with the aid of a diagram from Ross and
Wilson latest edition.
2. Describe the structure of the organs of the urinary system using the given format.
3. Describe the process of micturtion.
4. Describe the effects of HIV and AIDS and opportunistic infections on the
urinary system.
Course content
1. Overview of the urinary system 30mins
Diagram of the urinary system

- 2 kidneys i.e. right and left kidneys
34
- Ureters
- 1 urinary bladder
- 1 urethra (home work )
2. Organs of the urinary system using the following format 2 hours

- Definition
- Location
- Structure : macroscopic, microscopic structures
- Diagrams and descriptions
- Functions
- Blood supply
- Venous drainage
- Nerve supply
b) The organs
a) The Kidney- 30mins
b) Ureters 30mins
c) Urinary bladder 30mins
d) Urethra
e) Formation of Urine 30mins
3. The Process of Micturation 30mins

a) In adults and in children
b) In children
4. Effects of HIV and AIDS on the urinary system 1 hour
Teaching Methods
 Lecture
Teaching Aids
 Flip charts and markers
 Posters
 Models
 Handouts
 OHP
 Power pointer
 Video/film
35
Evaluation

Subject : Reproductive System
36
Total Hours : 8 Hours


matter
Life skills
Endocrine
Cells,tissues
Hygiene
Nutrition and Dietetics
Sociology/Psychology
Microbiology and Parasitology
Course description
This subject is designed to assist students to gain knowledge of normal reproductive

system. The focus is on the anatomy and physiology of male and female reproductive
systems. It forms the foundation for the students to understand reproductive health.
Specific objectives

2. List the organs of the female reproductive system
3. Describe the female reproductive organs using the given format to the content.
4. Draw well labelled diagrams of the female reproductive organs as in Ross and
Wilson’s latest edition.
5. Outline the changes that occur in a female at puberty
6. Describe the menstrual cycle with the aid of a diagram
7. State the changes that occur in females at menopause
8. Describe the location, structure and functions of the breast.
9. Draw a labeled diagram showing the structure of the breast in Ross and Wilson
latest edition.
10. Outline the transmission of HIV infection in females in relation to the anatomy of
the female reproductive system.
11. List the organs of the male reproductive system
12. Describe the location, structure and function of the male reproductive organs
using the given format.
37
13. Draw labelled diagrams of:
(i) the male reproductive organs as in Ross and Wilson Latest Edition
(ii) spermatozoa
14. State the changes that occur in males at puberty and at andropause
15. Outline the effects of HIV infection on male reproductive system
Course content
1. Definition of key terms 1 hour

- Ovum
- Spermatozoa, gamette, chromosomes, genes, zygote
- Mitosis
- Meiosis
- Spermatogenesis
- Oogenesis
- Fertilization
- Ovulation
2. Organs of the female reproductive system 15mins
3. Describe the organs of the female reproductive system using the following format
2 hours
 Definition
 Location
 Structure, blood supply, venous drainage, nerve supply
 functions
b) The organs:
External genitalia
 Labia majora
 Labia minora
 Clitoris, hymen, vestibula and perineum
c) Internal organs of the female reproductive system

 Vagina
 Cervix
 Uterus
 Uterine tubes
 Uterine supports
4. Diagrams: Homework
i) female reproductive organs in pelvis
ii) a section of the uterus
38
5. Changes that occur at puberty in females 30mins
6. The Menstrual cycle including diagram 1 hour
7. Changes that occur at menopause 30mins
8. The Female Breast or mammary gland 1 hour

Definition
Location, structure and functions
Blood supply
Nervous drainage and nerve supply
9. Diagram of the structure of the breast as in Ross and Wilson’s latest edition.
Homework
10. HIV infection and female reproductive system 30mins
Male Reproductive System 1 hour

11. Organs of the male reproductive system
 Testes, epididymus, vas deferense, spermatic cord, seminal vesicle,
ejaculatory duct, prostate gland and penis.
12. Describe the above male reproductive organs using the following format:
i) definition
ii) location
iii) structure
iv) functions
v) blood supply, venous
vi) drainage and nerve supply
13. Diagram of:- Homework

i) male reproductive system
ii) spermatozoa as in Ross and Wilson latest Edition.
14. Changes which occur in males at puberty and at andropause 30mins
15. HIV including ST infections in males 30mins
Teaching Methods
 Lecture/discussion
 Group work and presentation
39
Teaching Aids
 Charts
 Power point
 OHP
 Handouts
 Models
Evaluation

Subject : Endocrine System
40
Total Hours : 8 Hours


matter
Digestive System
Cardiovascular System
Cells and Tissues
Course description
The endocrine system is one of the systems that deals with communication. It is made up
of ductless glands, which are widely separated from each other with no anatomical links.
The secretions of these glands diffuse directly into the bloodstream.
Specific objectives
1. Define key terms used in the endocrine system.

2. .Draw and label the following endocrine glands as indicated in the latest edition of
Ross and Wilson’s Anatomy and Physiology text book:
i) pituitary gland lobes and their relationship to the hypothalamus
ii) the position of thyroid gland and its associated structure
3. Describe the endocrine glands using the given format.
4. Describe locally produced hormones
5. Describe the effects of the hypothalamus on the pituitary gland
6. Describe regulation and production of hormones.
7. Explain the effects of HIV/AIDS on the endocrine system.
Course content

Hormone; Homeostatis
Endocrine gland; Exocrine gland
41
2. Diagrams Homework
3. Diagram of pituitary gland and its relationship to the hypothalamus
4. Description of the Endocrine glands format:

Definition
Location
Structure and diagrams
Functions
Blood supply, venous drainage, lymph drainage
b. List of organs:
o Hypothalamus and Pituitary gland 30mins
o Thyroid gland 30mins
o Diagram of the thyroid and associated structures
o Parathyroid glands 30mins
o Adrenal glands 2 hours
o Pancreatic islets 30mins
o Pineal gland 30mins
o Thymus gland 30mins
o Local hormones 30mins
5. Description of Sources and functions of: histamine: serotonin, prostaglandins –

- leukotrienes
- thromboxane, gastrointestinal hormones- gastrin, enterogastrone i.e
secretine and cholecystokinin
6. The effects of the hypothalmous on the pituitary gland. 30mins
7. Regulation and production of hormones (negative feedback and positive feedback

mechanisms). 30mins
8. Effects of HIV and AIDS on the endocrine system. 30mins
Teaching Methods
 Lecture
Teaching Aids
 Charts
 LCD
42
 Slide projector
 Video
 Models
 Markers
Evaluation

43
Subject : The Nervous System
Facilitators : Nurse Educator/Tutors Lecturer, Resource


matter
Biophysics,
Biochemistry,
Cells and Tissues
Endocrine system
Course description
This is an introductory course which assists the student to gain a general overview of the
normal human body. The focus is on Anatomy and Physiological aspects of the nervous
system.
Specific objectives

2. Describe the structure of the myelinated and non-myelinated neurons.
3. Draw well labeled diagrams of the neurone, brain, meninges, spinal cord and flow
of CSF.
4. Describe the functions of sensory and motor nerves.
5. Describe the generation of a nerve impulse.
6. Describe the events that occur following release of a neurotransmitter at a
synapse.
7. Describe the common neurotransmitters and their effects in the body
8. Describe the structure of the meninges.
9. Describe the production and flow of CSF in the brain and its functions with the
aid of a diagram.
10. Describe the position, structure and functions of the cerebrum, cerebellum,
midbrain, pons varoli, medulla oblongata and reticular activating system
11. Describe the blood supply to the brain and lymphatic drainage with the aid of a
diagram.
12. Describe the structure and functions of the spinal cord, including a simple reflex.
13 Describe the areas innervated by the peripheral nervous system
44
14. Compare and contrast the two divisions of autonomic nervous system
15. State the effects of HIV and AIDS on the central nervous system
Course content
1. Definitions 1 hour
The nervous system, central nervous system, autonomic nervous, peripheral
nervous the spinal cord, the myelinated neurone, impulse, neuromuscular
junction, synapse, neurotransmitter parasymphathetic, sympathetic.
2. Basic structure of a nerve 3 hours

The neuron, synapses, nerve types, mixed nerves, sensory and motor nerves,
nerve tracts
3. Draw diagrams of:

Neurone, brain, meninges, spinal cord and flow of CSF myelinatedmore
4. Cranial nerves 1 hour

Cranial nerves and their functions.
5. Generation of a nerve impulse (action potential)
6. Nerve impulses 2 hours

Synapse, inhibition, stimuli, receptors, neuromuscular junction, neuro transmitters
7. Neurotransmitters and their effects:

Dopamin, acetylcholine
Adrenaline
Noradrenaline
Serotorin
8. Structure of meninges
i) Dura mater
ii) Pia mater
iii) Anachroid mater
9. Flow, diagram and functions of C.S.F
10. Central nervous system 3 hours

Location, structure and functions of
- Cerebrum, cerebellum, brain stem, pons varolli, medulla oblongata meninges
and diagram, typo-setting.
11. Blood supply to the brain, Circle of Willis, venous return and nerve supply
1 hour
45
12(a) Spinal cord – location, structure and functions and reflex arch diagram 2 hours
Blood supply and venous drainage
b) Pathways 1 hour
Afferent or sensory pathways, pain, touch, thalamus.
Efferent or motor pathways, cortico spinal tract, extra pyramidal system, anterior
horn cells, spinal reflex
13. Spinal nerves 1 hour

Anatomical structure, origin, naming, and plexuses
14. Autonomic Nervous system 2 hours

Sympathetic and parasympathetic
Effects and organs controlled by each system
Organs controlled by the autonomic nervous system and its effects
15. Effects of HIV and AIDS on the nervous system 1 hour
Teaching Methods
 Group work / presentations
Teaching Aids
 Board markers
 Handouts
 Videos
 Overhead Projector
 Power point
 Models
Evaluation

Subject : Special Senses
46


matter
Anatomy and Physiology of the Integumentary system and nervous system
Course description
This course is designed to assist students with knowledge of the special senses that are :
hearing, sight, smell, taste, tactile and proprioception.
Specific objectives

2. Describe the structure and functions of the ear with the aid of a diagram.
3. Describe the structure and function of the eye with the aid of a diagram.
4. Describe the structure of the nose and its functions.
5. Describe the structure of the tongue and its functions.
6. Review the anatomy of the skin and sensory perception
7. Describe the effects of HIV and AIDS on the special senses
Course content
1. Definition of key terms: sight, hearing, smell, tactile and taste. 30mins
Proprioception
2. Structure and functions of the ear 2 hours
Parts of the ear
a) Outer ear
b) Middle ear
c) Inner ear
d) Blood supply
e) Venous drainage
f) Nerve supply
g) Physiology of hearing
h) Physiology of balance
3. Structure and functions of the eye 1 hour

a) Structure of the eye
47
i) Sclera and cornea
ii) Choroid
iii) Ciliary body
iv) Iris and pupil
v) Lens
vi) Retina
b) Blood supply to the eye
c) Venous drainage
d) Nerve supply- optic nerve
1 hour
a) Optic chiasma
b) Optic tracts
Physiology of sight
a) Refraction of light rays
b) Accommodation
c) Functions of the retina
d) Binocular vision
Extraocular muscle of the eye 1 hour

a) Medial, lateral, superior and inferior rectus muscles-
Superior and inferior oblique muscles
b) Blood supply to the extraocular muscles
c) Venous drainage
d) Nerve supply
e) Functions of the extraocular muscles
Accessory organs of the eye 1 hour

a) Eyebrows and their functions
b) Eyelids and eyelashes and their functions
c) Conjunctiva and its functions
d) Eyelids margins and their functions
Lacrimal apparatus
a) Lacrimal gland
b) Canaliculi
c) Lacrimal sac
d) Nasolacrimal duct
e) Functions of the lacrimal apparatus
4. The Nose 30mins

a) Structure
b) Functions
c) Physiology of smell
48
5. The Tongue 30mins
a) Structure
b) Blood supply
c) Venous drainage
d) Nerve supply
e) Functions of the tongue and physiology of taste
6. The Skin 30mins

a) Review anatomy of the skin
b) Sensory perception
7. Effects of HIV and AIDS on the special senses:

- ear
- tongue
- eye
Teaching Methods
 Lectures
 Demonstrations
 Home work
Teaching Aids
 Board markers
 Projectors
 Models
 Handouts
Evaluation
 Formative evaluation: Question and answer
 Summative evaluation: End of block examination – essays and short notes
References
Anthikad J. (2004) Biochemistry for Nurses. Jaypee Brothers Second Edition, New
Dehli
Antony, C. P and Thibodeau G. A (1990), Basic concepts in anatomy and physiology.

London: C.V Mosby Company.
Basmajan J.V. 1987, Human Anatomy Bathmore, Wilkins and Wilkins
49
Carola R, Havley J. P, Noback C.R (1992), Human Anatomy and Physiology, McGraw
Hill, USA.
Ganong W. F. (2005) Review of Medical Physiology, Califonia, Lange Medical

Publications
Guyton (2003), Functions of the Human Body, (10th Edition) W. B Saunders and Co
Philadelaphia.
Guyton, (1981) Functions of the Human Body, W.B Saunders Philadelphia,
Ministry of Health and Child Welfare Manual December (2006), Second Edition:
Prevention of mother to child transmission of HIV in Zimbabwe.
Waugh, A and Grant A (2006), Ross and Wilson Anatomy and Physiology in Health and
Illness. 10th Edition. Philadelphia: Churchill Livingstone.
Ministry of Health (2001), Reproductive Health Services delivery guidelines
Pratt Robert J, (2003) HIV/AIDS: A Foundation for Nursing and Health Care Practice,
Book Power, London.
Sackheim G. I and Lehman D. D (1994) Chemistry for the Health Sciences. New York:
Macmillian Publishing Company.
Snell R. S (1995), Clinical Anatomy for Medical Students. Washington, D.C: Little,
Brown and Company.
Tortora G J and Grabowski S R (2004), John Wiley and Sons Inc. New York.
Vander A. J, Sherman J. H and Luciano D. S (1994) Physiology McGrawHill, Inc, New

York.
Rogers A W (1998), Anatomy, Longman, Churchill Livingstone.
Course Title : Emergency Preparedness and Response
50

matter
Life Skills
Course description
This course is designed to equip students with knowledge, attitudes and skills in dealing
with emergencies and disasters.
Specific objectives
By the end of this lesson student should be able to:-
1. Define key terms used in emergency preparedness and response.

2. State hazards that cause disasters.
3. Outline types of disasters.
4. Describe lines of communications and disaster management protocols.
5. Outline the triaging system.
6. Describe precautions in hospital settings during disaster
7. Demonstrate the application of knowledge of universal precautions to be observed
during disaster management in relation to HIV and AIDS.
Course content
1. Definition of terms used in emergency preparedness and response: 30mins

 Accident
 Disaster
 Minor and major disasters
 Internal and external disasters
 Emergency
 Hazard
 Natural disasters
2. Hazards that cause Disasters 30mins

 Faulty roads
 Broken down vehicles
 Slippery roads
 Bomb threats
51
 Storms
 Bush fires
 Conflagrations
 Environmental degredation
 Disease outbreak
3. Types of disasters
Natural: Floods, landslides, volcanoes, huricans, cyclones, biological hazards
Man made: war, fire, plane crushes, road traffic accidents, bomb threats,
sabotage essential services e.g. water and power supply hazard
4. Disaster plan and management protocols 1½ hours

 CPU – Civil Protection Unit/Organisation
 Lines of communication
 Hospital disaster plan
 Assembly points
 Decontamination
5. Triaging System 30mins

 Colour codes
Blue
Yellow
Black
Red
6. Precautions in speciality areas 1 hour

e.g. Operating theatres, surgical and paediatrics wards and disease outbreak
camps e.g. cholera
Fire plan, extinguishers, types: alarms, extaire/escape water horses.
Demonstrations of use of equipment, steps taken in disaster management
Preventive measures for disasters in hospital settings.
7. Review precautions 1 hour

Use of protective clothing
Maintenance of asepsis
Correct disposal of sharps
Review of HIV/AIDS
Teaching Methods
 Lecture, discussion
 Demonstrations,
 Role plays
52
 Emergency drills
Teaching Aids
 Power point
 Flip charts
 Board markers/OHP
 Handouts
 Real objects
Evaluation

Summative evaluation: End of block examination- essays and short notes
Reference
Colmer M.R. (1986) Moroney’s Surgery for Nurses Sixth Edition, Churchill
Livingstone, London
National Civil Protection Organisation, Ministry of Local Government Zimbabwe (2009)

Disaster Risk Management. A Resource Book for Educational Institutions in Zimbabwe
UNDP.
53
Course Title : Nursing Foundation I


matter
Life Skills
First Aid
Emergency Preparedness
Nursing Science and Arts
Course description
This course is designed to introduce the student to nursing principles constructs,
concepts, nursing process, selected theories and models, nursing ethics and etiquette that
provide guidance to nursing practice.
Course objectives
At the end of this lesson the student should be able to:-
1 Define key terms

2. Outline the historical perspective of nursing
3. Outline the nursing principles.
4. Outline ethics and etiquette in nursing practice.
5. Outline the roles of the nurse
6. Describe the patient’s charter in relation to nursing practice
7. Describe the nursing process
8. State the functions of the Nursing Council of Zimbabwe (NCZ) and the
Zimbabwe Nurses Association (ZINA)
9. Describe the Primary Health Care concept (PHC)
10. Outline the structure of Ministry of Health and Child Welfare
11. Demonstrate non discriminatory attitudes in caring for clients living with HIV and
AIDS and communities affected by the HIV/AIDS pandemic.
54
Course content

Nursing, nursing practice, concept, health, man, environment, nursing principles,
nursing constructs, profession, nursing process, primary health care
2. Historical perspective of nursing 2 hours

 The importance of studying the history of nursing
 Nursing in the Dark ages
 Greek era
 Before Christ
 After Christ according to different cultures
 History of Florence Nightingale her contribution to nursing
 History of nursing in South Africa
 History of nursing in pre and post independent Zimbabwe
3. Nursing Principles 1 hour

 Non malificence
 Beneficence
 Honest
 Truthful
4. Nursing Ethics and Etiquette 2 hours

 Definitions, ethics, ethical code, etiquette,
 ICN code of Nursing ethics
 Nurses Pledge of service, hospital etiquette, appearance of the professional
nurse
 Ordinary good manners, professional good manners, professional attitude
 The nurse patient relationships, staff relationships within the care giving team.
 Qualities of a good nurse
5. The Nurse Practitioner 1 hour

 Professionalism
 The role of the nurse
 Definition of role : dependent role, independent role, interdependent role
6. Client’s Charter 1 hour
7. Introduction to Nursing Process 1 hour

Definition
steps
Application to nursing
55
8. Nurses Council of Zimbabwe (NCZ) - Its Functions 1 hour
Functions of Nurses Association of Zimbabwe- Its functions
9. Primary Health Care (PHC) 1 hour

Definition, description, purpose in nursing practice
10. Zimbabwe Ministry of Health and Child welfare 1 hour

- Mission statement of Ministry of Health and Child Welfare
- Vision of Ministry of Health and Child Welfare
- Functions of Ministry of Health and Child Welfare
- Organogram of Ministry of Health and Child Welfare – Hierarchical structure
- Communication in the organization
- Central Hospitals organogram
- Provincial hospitals organogram
- District hospitals organogram
- Rural Health facilities organogram
- Referral system and its functions
- Departments in hospitals
- Hospital management team
- School organogram
- Nurses’ Social Mandate
11. Application of the Ethical Code to HIV/AIDS issues 30mins
Teaching Methods
 Lectures and group discussions
 Assignment
Teaching Aids
 OHP
 LCD
 Film
 Videos
 Flip charts
 Handouts
Evaluation
56
References
Dolan - A Nursing Historical Perspective
Alphonsa Jacob, (2003), Foundations of Nursing, Vol 2, Vikas, New Dehli
Gelfand Michael (1988), Godly Medicine in Zimbabwe. Services provided for Africans
in the Federation of Rhodesia and Nyasaland, Mambo Press, Gweru.
Orem Dorothea (2001), Nursing concepts of practice, Churchill, Livingstone, London
Vlok M.E. (2001) Vol 1 and Vol 2, Manual for Basic Nursing. Juta Pretoria,
Butterworth, Durban
Potter & Perry (2001), Fundamentals of Nursing Concepts, Process and Practice, 5th
Edition Mosby, St Louis.
57
Course Title : First Aid


matter
Anatomy and Physiology
Cells, tissues and skeleton
Muscles and joints
Emergency preparedness and response
Life skills
Course description
The course is designated to equip the student nurse with knowledge, attitudes and skills
to render first aid to clients.
Specific objectives
At the end of this lesson students should be able to:-

2. Outline the aims and principles of first aid.
3. Outline the qualities of a first aider.
4. Outline the various types of accidents and their management.
5. Describe the prevention of various accidents
6. Demonstrate various types of bandaging.
7. Demonstrate cardio-pulmonary resuscitation while observing universal precautions.
8. Describe first aid procedures in relation to HIV transmission.
Course content
1. Definitions 1 hour
- First Aid
- Accidents
- Chocking
58
- Resuscitation
- Standard precautions
- Haemorrhage
- Shock
- Fractures
- Cardio Pulmonary Resuscitation
2. Principles of First Aid 2 hours

- Ensure clear air-way and breathing
- Remove casualty from cause/danger
- Calmness
- Methodical
- Immobilization where possible
- Avoidance of unnecessary movement
- Arrest of haemorrhage
3. Qualities of a First Aider 1 hour

- Knowledge in rendering First Aid
- Calm
- Able to control crowd
- Give clear instructions
4. Types of accidents 3 hours

- Drowning
- Smoke inhalation
- Burns
- Road traffic accident
- Poisoning
- Electrocution
- Air crush
- Snake bite
- Stings
- Gunshot
5. Management of various types of accidents and emergencies 3 hours

- Aims of first aid treatment.
- Improvisation of equipment.
- Methods of moving and carrying injured patients.
- Cardiac arrest.
- Haemorrhage.
- Shock.
- Asphyxia.
- Fractures.
- Bites and stings.
- Burns and scalds.
- Poisoning.
59
- Fits.
- Emergencies, such as fire and accidents in the ward
- Prevention of accidents: give specific information for different types of
accidents mentioned above
6. Bandaging 2 hours
- Types
- Techniques of bandaging
7. CPR 3 hours
- Follow documented procedure on CPR plus practical demonstrations
8. First Aid and HIV 1 hour

- Standard precautions in relation to HIV transmission
Teaching Methods
 Lecture
 Demonstrations
 Return demonstrations
 Role plays
Teaching Aids
 Power point
 Models
 Videos
 Handouts
Evaluation
References
St Jones Ambulances First Aid Booklet
Manual in First Aid International Red Cross
MARS First Aid Booklet
60
Course Title : Nursing Science and Arts
Facilitator : Nurse Educator/Tutor, Lecturer, Clinical

Instructor/Charge Nurse, Resource Person with
relevant subject matter
Qualifications : RGN, SCM, RMN, DNA, DNE, BScN, MScN,

PhD with relevant subject matter
Biochemistry
Biophysics,
Hygiene
Nursing Foundation I
Sociology
Psychology
Life Skills
Course description
This course is designed to assist the student to apply nursing theories and theoretical
knowledge into nursing practice.
Specific objectives
1. Communicate with clients’ relatives, patients and members of the health team
effectively.
2. Identify hospital equipment and areas of the ward.
3. Outline aims and rules of bedmaking
4. Prepare and make different types of beds using bed accessories.
5. Set trolleys and trays for nursing procedures:
6. Admit an adult patient and child
7. Kit patients’ property and valuables.
8. Perform a bedbath and up bath for an adult patient.
61
9. Perform a baby bath.
10. Perform oral care.
11. Check vital signs.
12. Collect specimens.
13. Carry out routine urine testing.
14. Give bedpans and urinals.
15. Perform damp dusting.
16. Position patients according to their condition.
17. Assist patients in feeding
18. Outline standard precautions of infection control
19. Outline methods of prevention of pressure sores
20. Insert suppositories
21. Give an enema
22. Apply Pauls’ tubing
23. Care of indwelling urinal catheter.
24. Administer oxygen safely
25. Demonstrate the ability to record intake and output.
26. Perform last offices
27. Write the patient’s report
28. Demonstrate lifting of patients
NB:
Student to have return demonstration in bed bath, bed making, oral care, temperature,
urinalysis, pulse, blood pressure and respiration checking.
Introduction to Nursing Science and Art

3 hours
1. Communication
Verbal, non verbal

Telephone
Facts that hinder communication
2. Hospital Equipment and areas of the ward 3 hours
Identify and show the students

e.g. beds, stretchers, wheel chairs, linen trolleys, screens, bed pans, bed
accessories, types of linen, linen skips, bed craddle
Intravenous infusion stands, suction machine, oxygen cylinders, mops, brooms
duty room, sluice room, clean utility, dirty utility, urine testing room
62
3. Aims and rules of bed making 4 hours
Demonstrate making different types of beds e.g.:
occupied, unoccupied, cardiac, open tent bed, closed tent bed, post operative bed,
sorbo block bed, fracture bed, setting and dismantling changing of linen from top
to bottom and side to side
Ward practice: Bed making
4. Set trolleys and trays for nursing procedures covered 4 hours
5. Admission of patients 4 hours

 Adult patient
 Child
 Booked cases, ambulatory patients, emergency cases
6. Kitting of patients’ valuables and property. 30mins
Ward practice: Admission of patients care of valuables 4 hours
7. Bed bath and up bath 4 hours

Setting
Demonstrate procedure sequentially
Include hair care, eye care, nail care
Dismantle trolley,
Ward practice: Bed bath and up bath 4 hours
8. Baby bath 4 hours

Demonstrate procedure
Dismantle trolley
Ward practice: Baby bath 4 hours
9. Oral care 4 hours

Set trolley
Demonstrate actual procedure
Dismantle trolley
Ward practice Oral Care 2 hours
10. Vital observations 4 hours

 Set trolleys
 Demonstrate, checking temperature, pulse, blood pressure, respiration and
weight
 Record findings, report abnormalities
63
 Dismantle trolleys
Ward practice: Vital observations 4 hours
11. Bed pans and urinals 2 hours

o Setting
o Demonstrate offering of bedpan and urinal
o Disposal of body secretions
Ward practice: Bedpan round 2 hours
12. Specimens 4 hours

 Set trolley
 Demonstrate collection of specimens
 Check abnormalities urine, stool, vomitus
 Care of specimens, labeling
 Taking specimens to the laboratory
13. Urinalysis 2 hours

 Setting, demonstrate procedure
 Check abnormalities
 Record and report
Ward practice: Urinalysis 4 hours
14. Damp dusting 2 hours

 Set trolley
 Demonstrate
 Dismantle
N.B: Use standard precautions of infection control
Damp dusting 2 hours
15. Positions used in nursing 4 hours

Demonstrate positions
e.g. supine, prone, recumbent, semi-prone, lateral, lithotomy, exaggerated
lateral, cardiac, fowlers, nursing of patients
16. Feeding of patients 1 hour
Ward practice: 2 hours
17. Infection control
64
 Outline standard precautions of infection control for bacteria and HIV 1 hour
 Post exposure prophylaxis 1 hour
 Isolation of patients 2 hours
 CSSD and sterilization: dry heat 2 hours
Wet heat
Ethylene oxide
Gamma radiation
Steam under pressure autoclaving
18. Prevention of pressure sores 1½ hours

Outline the methods
19. Insert suppository 30mins
20. Give an enema 1 hour
21. Application of Paul’s Tubing 2 hours

Indication
Demonstrate procedure
Care of Paul’s Tubing
22. Care of indwelling urinary catheter 1 hour
23. Oxygen Therapy 2 hours

 Set trolley
 Demonstrate procedure
 Face mask, nasal prongs, Endotracheal tube (ETT), oxygen tent
 Observe safety measures
24. Intake and out put 2 hours

 Changing of vacoliter aseptically
 Calculate flow rate
 Label vacoliter
 Regulate flow rate
 Record on intake and output chart
 Summary of intake and output charts
Ward practice: Intake and output 2 hours
25. Last offices 3 hours

 Set trolley
 Demonstrate procedure
 Record deceased cards
 Dismantle trolley
26. Write the patient’s report 1 hour
65
27. Lifting of patients 2 hours
Demonstrate the techniques
Utilise resource persons like physiotherapist
Teaching Methods
 Demonstrations and return demonstrations
 Role play
Teaching Aids
 Posters
 OHP, LCD
 Videos
 Handouts
 Human models
Evaluation
Formative evaluation: Question and answer and mid-block test.

References
Alexander (2006) Nursing Practice in hospital and home/Adult (3rd edition)
Baker and Nicol (2005) Nursing Adult. The practice of caring.
Brunner and Suddarth’s (2006), Medical and Surgical Nursing
Kamiesan (2005) Clinical nursing practice (4th edition).
Lippincott (2006), Medical and Surgical Textbook, 7th Edition ELSB Philadelphia
Nicol et al (2005) Essential Nursing Skills (2nd Edition).
Owen Buvell et al (1992) Adult Nursing in a Hospital and Community Setting.
Porter and Perry A.G (2007), Fundamentals of Nursing, 6th Edition.
Vlok U.E. (2006), Manual of Nursing, Cape Town 9th Edition.
66
Walsh (2005) Waston’s Clinical Nursing and related nursing issues (6th Edition).
Course Title : Biochemistry


matter
Course description
The course describes the concepts of organic and inorganic chemistry. Knowledge
obtained should be applied to human physiology and to the administration of drugs to
clients along the health-illness continuum.
Specific objectives
1. Define key terms used in biochemistry.

2. Describe the structure of matter.
3. Describe the atom.
4. Describe elements.
5. Enumerate the periodic table.
6. Describe chemical bonding and chemical reaction.
7. Describe the following:
- compound acids, bases, salts and their uses.
- liquid mixtures and their properties.
- buffers and their importance in acid base balance.
- organic compounds:- carbohydrates, proteins and lipids.
8. Describe the Kreb’s cycle with the aid of a diagram and outline its application to
anatomy, physiology and nutrition.
9. Outline the effects of HIV on biochemical processes.
Course content
67
1. Definition of terms:- 1 hour
- Biology - Chemistry - Biochemistry
- Matter - Atom - Elements
- Neutrons - Electrons - Protons
- Compounds - Solutions - Acids
- Bases - pH - Buffer system
- ion - bonding - covalent
- mass - weight - atomic number
- atomic weight - molecule - molecular weight
- electrolyte - electrovalent
2. Matter 2 hours
- Structure of matter
- Classification
- Properties
o Solids
o Liquids
o Gases
3. Atom 2 hours
- Structure of atom
- Energy levels
4. Elements 1 hour
- Metals
- Non metals
- Radioisotopes
- Uses in the body
5. The periodic table 1 hour
6. Chemical bonding 1 hour

- Covalent
- Ionic bonding
7. a) Compounds 3 hours
- Acids,
- bases
- salts
- properties
- uses
b) Liquid mixtures and their properties 3 hours

- types
- properties
68
- Uses
solution
colloids
suspension
emulsion
c) Buffers
2 hours
- pH
- Buffers of the body
- Carbonic, protein buffers, bicarbonate buffers
- Acid base balance
d) Organic compounds 2 hours

- Carbohydrates
- Proteins
- Lipids
- Uses
- Chemical equations and chemical reactions
8. Krebs cycle 1 hour

- Diagram
- Application
9. Effects of HIV on biochemical processes. 1 hour
Teaching Methods
 Lecture
 Assignments and presentations
Teaching Aids
 PowerPoint
 Flip charts
 Markers
 OHP
 Handouts
 Charts
Evaluation
69
Summative evaluation: End of block examination- essays and short notes
References
Sackheim and Schultz (2006) Chemistry for Health Sciences. Churchill Livingstone
Toronto.
Anthikad Jacob (2004) Biochemistry for Nurses 2nd Edition Jaypee Brothers New Dehli
70
Course Title : Hygiene


matter
Biophysics
Biochemistry
Nutrition
Psychology
Sociology
Course description
Hygiene is part of Community Health Nursing which is designed to prepare a nurse who
will function as a member of the health team in the provision of health care to
individuals, families, groups and communities.
Course objectives
1. Define key terms

2. Describe personal hygiene
3. Describe food hygiene.
4. Describe water hygiene.
5. Describe sanitation.
6. Describe housing.
7. Describe impact of HIV/AIDS on hygiene.
Course content
71
1. Definition of key terms: hygiene, personal hygiene, communal hygiene,
sanitation, refuse, ventilation. 30mins
2. Personal Hygiene 2 hours
a) General cleanliness of the body

- Skin, nails, hair
- Teeth, nose and ears
- Feminine hygiene
- Male hygiene
b) Health habits
- Rest, sleep, exercise and recreation
- Balanced diet
c) Bad habits
- Smoking
- Alcohol and drug abuse
3. Food Hygiene 2 hours

a) Contamination of food.
b) Prevention of food contamination.
c) Food preservation methods.
- cooling
- chilling
- freezing
- dry salting and wet salting
- canning
- addition of chemical preservatives
d) Milk Contamination of milk.
- Prevention of contamination of milk.
- Sterilization and pasteurization of milk.
- Storage and preservation of milk.
- refrigeration
- dried milk
- condensed milk
4. Water Hygiene 2 hours
a) Uses of water.
b) Sources of water.
- rain
- upland surface water
- lowland surface water
- underground water
72
c) shallow and deep well and boreholes
- shallow and deep springs
d) Contamination of water.
e) Prevention of contamination of water.
f) Temporary and permanent hardness of water – advantages and disadvantages
of softening of water.
g) Purification of water.
- purification of water on a small scale
- purification of water on a large scale
5. Sanitation 1½hours
a) Types of refuse and disposal methods

o household refuse
o industrial waste
o animal waste
o human excreta
o hospital waste
b) Methods of disposal of refuse on a large scale

Controlled tipping
- Pulverization
- Incineration
- Separation and salvage process
- Composting or decomposition method
- Disposal of human excreta
c) Conservancy method
- Chemical closet
- Ventilated improved Pit Latrines (Blair toilets)
d) Large scale sewage treatment including septic tanks
6. Housing 30mins
a) Purpose of housing
b) Problems associated with inadequate housing and overcrowding
c) Requirements for good housing
d) Care of the home.
e)Ventilation 30mins
i) Qualities of fresh air
ii) Pollution of air and ill effects
iii) Natural ventilation
- Aids to natural ventilation
- Artificial ventilation
- The vacuum system
- The plenum system
73
f) Heating 30mins
a) Sources of heating
b) Methods of heating including advantages and disadvantages
- Open fires
- Closed stoves
- Gas fires
- Electrical fires
- Central heating
g) Lighting 30mins
a) Natural lighting
b) Artificial lighting
7. Impact of HIV and AIDS on hygiene. 30mins
Teaching Methods
 Lecture
 Demonstration
 Field visits
Teaching Aids
 Markers and white board
 Projectors
 Handouts
 Posters
Evaluation

Summative evaluation: End of block examination – essays and short notes.
References
Stanhope M and Lancaster J (2004) Community and Public Health Nursing, St Loius,
Mosby Company.
74
Potter and Perry, (2005), Fundamentals of Nursing Practice, 6th Edition, John Wiley
and Sons, New York.
Course Title : Nutrition and Dietetics


matter
Biochemistry
Nursing Science and Art
Hygiene
Course description
The course provides a framework for discussion of the variation in nutritional and dietary
requirements in relation to physiological changes along the life span.
The course is intended to equip the learner with knowledge, skills and attitude to address
nutritional and dietary issues along the life span.
Specific objectives
1. Define key terms used in nutrition and dietetics.

2. Describe carbohydrates, proteins, fats, vitamins, minerals, water and roughage
and their effects on the body.
3. Describe the balanced diet.
4. Outline the types of diets and drinks that are served in a hospital setting.
5. Outline the role of the nurse in nutrition and dietetics.
6. Outline food processing and preservation methods.
7. Outline methods of maintaining food safety and quality.
8. Outline the measures of ensuring and enhancing food availability in the country.
9. Describe the effects of HIV and AIDs on nutritional status of individuals.
10. Describe the diet for HIV positive individuals.
75
Course content

Nutrition, diet, dietetics, dietition, nutrients, balanced diet, micronutrients,
macronutrients, nutritionist
2. The nutrients- to be described under the following format.
a. Carbohydrates 1 hour
- Definition
- Classification
- Digestion, metabolism, absorption and utilization
- Functions
- Dietary sources include indigenous
- Recommended daily allowances: children, adults. pregnancy,
lactation, illness
- Effects of deficiency and excess of carbohydrates in body.
b) Proteins
c) Fats and oils 1 hour

d) The Vitamins 1 hour
e) Minerals 1 hour
f) Water 30mins
g) Roughage 30mins
3. Balanced diet 30mins
Includes carbohydrates, proteins, fats and minerals.

At least a minimum of three main meals per day plus snacks in between
Example of a balanced diet:
Breakfast
- Porridge and peanut butter
- Fruit e.g. orange
- bread with margarine, egg
- Fruit e.g. bananas
Lunch
- Sadza
- Bean stew
- Boiled green vegetables e.g. rape
76
Supper
- Chicken
- Rice
- Green vegetables e.g. spinach
- Sadza with green vegetables
- Peanut butter
4. a. Types of diets 1½ hours

- normal diet
- low/high protein
- Light diet
- high roughage
- fat free, low fat
- Soft diet
- diabetic diet
- low/high carbohydrate
- sloppy diet (blended)
- reducing diet, low salt
- gastric diet
- test diets
- hindu diet
- moslem diet
- vegetarian diet
- pork free diet
- halaal meat
- low cholesterol
b. Types of drinks
- texturised feed
- high protein
- low protein
- complan
- lactose free
- burns drinks
- milk drinks
- ensure, egg flip
- high energy milk
5. Role of the nurse in nutrition and dietetics 30mins

a) Nutritional assessment
b) Advocacy for safe food and provision of quality food
c) Management of nutritional disorders
d) Health education on nutrition and diets
e) Ordering, serving, supervising, feeding, monitoring of feeding patterns
77
6. Food processing and preservation, methods. 1 hour
a) Canning
b) Drying (sun)
c) Smoking
d) Refrigeration and freezing
e) Pasteurisation
f) Chemical preservation
7. Quality control of food 1 hour

a) Legislation
- genetic foods
- labels
- expiry dates
- packaging
- distribution
- transportation
- inspection of food premises
- screening of food handlers
b) Preservation
c) Storage
d) Cooking methods
8. Food availability 30mins

a) Multisectoral approaches
b) Cultural practices, community participation
9. Relationship between HIV, AIDS, nutrition and dietetics 2 hours
HIV
Immune impairment
Weak body
Infectious diseases
Malnutrition Diarrhoea
underweight TB
Muscle wasting Pneumonia
Weakness
78
Nutritional deficiencies can be reversed by adequate nutritional therapy. Early nutritional
intervention is important to prevent malnutrition. A balanced diet rich in whole grains,
legumes, a wide variety of vegetables and fruits is the most important measure to
maintain nutritional status in people living with HIV and AIDS. It is important to note
that early treatment of infections is very important in conserving the nutritional status of
people with HIV and AIDS.
Malnutrition in PLWHA: Clinical Signs and Symptoms 1 hour
- Weight loss
- Loss of muscle tissue and subcutaneous fat
- Vitamin and mineral deficiencies
- Reduced immune competence
- Increased susceptibility to infection
- Diarrhea and poor absorption
- Poor response to medication
- Hair changes and hair loss
Causes of reduced food intake 1 hour
- Infections reduce appetite

- Mouth infections make it painful to eat or suckle
- Depression
- Drugs side effects
- Poverty
- Poor quality food
- Nausea
- Weakness
Reduced food intake is the most important contributor to HIV and AIDS related
weight loss.
10. The role of good nutrition and diets in the Management of HIV and AIDS
1 hour
- Improves fitness and quality of life. It is a good therapy in combination with

other therapies which includes drugs, psychosocial and spiritual support.
- Prevents nutritional deficiencies.

- Appropriate food is the remedy for some HIV and AIDS related
complications.
- Improves the immune system and delays the progression of HIV to AIDS.
- Locally available foods provide a balanced diet for effective nutritional
management of HIV and AIDS.
79
Nutritional Assessment of PLWA
1 hour
Includes the following:-
- Review of medical history and risk factors.

- Medication profile
- Nutritional profile
- Biochemical evaluation
- Notation of psychosocial and economic conditions
- Changes in routine
- Symptoms that interfere with nutritional well being
Nutrient requirements for PLWHA 30mins
PLWHA have increased energy needs because of the HIV infection and opportunistic
infections.
- Eating more starchy foods.

- Eating energy rich foods like peanut butter.
- Preparing food with vegetable cooking oil or margarine as long as fats are tolerated.
- Legumes and animal food that provide the body with proteins which are important for
the immune system.
- Increasing the number of meals like eating a healthy snack in between meals.
- The average energy needs of a non-active person is 2070 Kcal/day.
- Extra energy requirements for an HIV infected person is 10 – 15% and 20 to 30% if
symptomatic.
- Protein requirements for a non infected person is about 45 grams per day.
- Extra protein requirements for the HIV infected is 50 – 100%.
- Indigenous diet versus western diet
Calculated monthly ration for one HIV infected person

Food Energy in KCal Protein in grams
10kg mealie-meal 34000 930
1.5 litres vegetable oil 13350 -
4 x 375ml peanut butter 8550 375
3kg beans/lentils/cow peas 9600 660
1.5l honey/2kg sugar 4000 -
Total per month 69500 1965
Total per day 2316 65.5
80
Nutritional management of HIV positive patients with the following conditions:- 1 hour
- weight loss
- nausea and vomiting
- mouth ulcers
- diarrhoea
- pain on swallowing
Teaching Methods
 Lecture
 Demonstrations
 Return Demonstrations
 Role Play
Teaching Aids
 Marker and flip chart
 O.H.P.
 LCD Projector
 Films/Video
 Slide Projector
Evaluation

References
Davidson M and Passmore R 91990) Human Nutrition and Dietetics, 10th edition. ELBS
Churchill Livingstone Edinburg, U.K.
Guidelines on Dietary Management for PLWHA (2004), Ministry of Health and Child
Welfare
Gunther M (1983) Infant Feeding. Penguin Books, London.
Lewis B (1996) The Hyperlipidaemics; Clinical and Laboratory Practice, Blackwell,

Oxford.
Ministry of Health and Child Welfare (2006) Nutrition, HIV and AIDS. Questions and
81
Answers, Harare, Zimbabwe.
Potter and Perry, (2005), Fundamentals of Nursing Practice, 6th Edition , John Wiley
and Sons, New York.
Ross and Wilson (2006), Anatomy and Physiology for Nurse, 10th Edition, Churchill
Livingstone
Thompson A M (1979) Diet in Pregnancy, Diet in Relation to the course and outcome of
Pregnancy. Br J Nutr, London, U.K.
82
Course Title : Biophysics
7Facilitator : Nurse Educator/Tutor, Lecturer, Resource


matter
Biochemistry
Course description
This course describes selected concepts and principles from physics and their application
to the functions of the human body.
The concepts and principles will help the student to understand the functions of the
human body and the application of equipment used on the individual along the health
illness continuum.
Course objectives
At the end of the course the student should be able to:
1. Define key terms used in biophysics.

2. Formulate physical laws and apply them.
3. Enumerate the units of measurement using System International Units (SI Units).
4. Outline the forces and their application to nursing.
5. Demonstrate the flow of electrons.
6. Apply the bioelectric principle to the human body.
7. State the laws of pressure and their application.
8. State various gas laws and their application to the respiratory system.
9. Outline heat production and heat loss.
10. Describe rays and waves
11. Demonstrate the uses of levers and pulleys.
Course content
1. Definitions: science, biophysics, physics
83
2. Basic principles 1 hour
Physical phenomena expressed as natural laws (formulation of physical laws)
Examples of application
Direct and inverse proportions
3. Units of measurement 2 hours

 International system (System International) (S.I)
 List fundamental units and derived units
 Explain how standards are determined
 Units of measurement
 Calibration, errors in measurement – wrong calibration
 Temperature, degrees /Celsius/Kelvin/ Fahrenheit
 Conversion to different temperature measurement
4. Forces 2 hours
Types of forces
- Gravitational, centrifugal, electrical, magnetic, chemical, frictional,
chemotactic force and their application to nursing
- Newton’s laws – 1, 2, 3, and their application
5. Electricity 2 hours
- Revision from biochemistry
- Origin (atoms, molecules, ions)
- Flow of electrons in metal (linear conduction) and in fluids (conductors/ non
conductors) of electricity.
- Anodes and cathodes
- Principles of battery cell
- Resistance, fuses and earth leads
- Connections in parallels and series circuits
- Direct and alternating currents, static electricity.
6. Bio electronic principles 2 hours

- Electricity in relation to the human body – conducting system of the heart,
body as volume conductor (ion)
- Production of electricity in human cells
- Important electrolytes
- Transmission of electrical impulses in nerves, skeletal muscles, heart tissue
- Measurement of electrical field on the skin by equipment such as ECG, EEG,
- Oscilloscope
- Use of transistors and transducers
84
7. Laws of pressure 1 hour
Measurement of pressures, forces acting on fluid movement in body
Osmosis, diffusion, filtration, active transport, turbulent and laminar flow,
osmotic pressure, crystalloid osmotic pressure, hydrostatic pressure, Archimedes
principle
.
8. Gases 2 hours
- Pressures caused by intermolecular forces
- Influence of temperature on volume – Charles law
- Blood gas partial pressure - Dalton’s law
- Respiratory gases and carbon dioxide, pressure vs volume – Boyles law
- Artificial respiration
- Pressure changes under water and in high attitudes
9. Heat 1 hour
Production of heat and loss by the body. Conduction, convection, evaporation and
radiation.
Basal metabolic rate
10. Rays and Waves 2 hours

Types of waves:
- Heat- infra-red
- light waves - sight
- Sound waves - hearing
- X-rays, ultrasonic, rays, alpha, beta gamma
- Description of each kind of rays and waves and their uses
11. Body mechanics 1 hour

Levers and pulleys
Teaching Methods
 Lectures
 Demonstrations
 Discussions
Teaching Aids
 Models e.g. sphygmomanometer + stethoscope, thermometers, centrifuge
 Videos/films
 Power Point e.g. LCD projectors
 OHP
 Handouts
 Posters
 Clip charts
85
Evaluation

Summative evaluation: End of block examination – essays and short note
References
Nave and Nave (2001), Textbook of Physics for the Health Sciences
Jaros G.B Meyer (2000) Elementary Medical Biophysics, Butterworth Durban
Bar A.B.S, Science for Nurse Tropical Health Series. Churchill Livingstone, Toronto
Sackheim Schultz (2006), Chemistry for Health Sciences. Churchill Livingstone,

Toronto
86
Course Title : Sociology


matter
Life Skills
Course description
The course enables students to accept man as a bio-psychosocial being, who is unique
and comes form different cultural, economic, ethnic and spiritual background.
Course objective
At the end of the course student should be able to:-
Apply the knowledge of sociology to health and illness along the life span.
Specific objectives
1. Define key terms used in sociology.

2. Outline the history of sociology.
3. Outline theories of sociology
4. State the importance of sociology in nursing and human interactions.
5. Describe the following:-
a) Culture and subculture
b) Socialization process
c) Family
d) Social stratification
e) Social morbility
f) Gender and sexuality
6. Describe social change and its effects on health.
7. Outline social pathological problems in the community.
8. Outline social services available in the community.
9. Describe human interactions in relation to HIV/AIDS.
87
10. Describe gender issues in relation to HIV/AIDS including gender violence.
Course content
1. Definition of key terms used in sociology 1 hour

- Sociology
- Family
- Culture
- Norms
- Values
- Mores
- Folkways
- Ethinocentrism
- Society
- Marriage
- Stratification
- Socialization
- Gender
- Sexuality
- Community
- Religion
2. History of sociology 1 hour
3. Theories of sociology 1 hour
4. Importance of sociology in nursing and human interactions 1 hour
5. a) Culture and subculture

2 hours
- Definitions
- Components of culture
- 0Norms
- Values
- Mores and folkways
- Taboos
- Culture shock
- Effects of culture on gender and sexuality
- Effect of culture on health and transmission of HIV
b) Socialization process 1 hour

- Types of socialization and agents
- Functions of socialization
- Social roles
88
c) Family 2 hours
- Definition
- Types
- Functions of family and social roles
- Effects of family and influence on health
- Marriage and health
- Types of marriages
d) Social stratification 2 hours

- Definition
- Theories
- Social classes
- Effects on health
e) Social mobility 1 hour

- Types of social mobility
- Effects on health
f) Gender and sexuality

- Gender issues
- Gender based violence
- demosexuality
6. Social change 2 hours

- Types
- Causes e.g. urbanization and migration
- Effects on health
7. Socio-pathological problems 2 hours

- Definition
- Types: poverty, crime, sexual abuse, alcoholism; prostitution, juvenile
delinquency, HIV, substance abuse and domestic violence.
- Effects on health and society
8. Social services available 1 hour

- Social welfare institutions, probation centres, children’s homes, old people’s
homes and orphanages.
9. Human Interactions in relation to HIV/AIDS

 Social mobilization
- Community leaders
- Youths
- Men groups
- Women groups
- Schools
- Religious organization
89
- Traditional healers
 Stigma 1 hour
- individual
- family
- workplace
- community
10. Gender issues in relation to HIV/AIDS including gender based violence 1 hour
 Sexual exploitation
- women
- men
- child abuse
 Poverty
 Low literacy
 Low economic status
Teaching Methods
 Lecture
 Discussion
 Role play
 Case study
 Home work
 Assignments
Teaching Aids
 LCD Projector
 Overhead Projector
 Flip charts and makers
 Board makers and white board
 Handouts
 Pamphlets
Evaluation

Summative evaluation: End of block examination - essays and short notes.
90
References
Hararambos, M and Holborn, M (1995) Sociology, Themes and Perspectives. Collins

Educational, London.
Giddens, A (1997) Sociology Blackwell Publishing Ltd. Oxford
91
Course Title : Psychology


matter
Life Skills
Sociology
Course description
The course is designed to explore normal behavior patterns of persons. This is to assist
the student in understanding character formation, behaviour and personality development
which the individual is dependent upon in health and illness.
Course objectives
At the end of the course student should be able to:-
1. Define key terms used in psychology.

2. Outline the psychological perspectives.
3. Describe growth and developmental theories.
4. Describe the developmental stages of man along the life span using the given format.
5. Describe personality development.
6. Outline the defense mechanisms used by man.
7. Describe the learning theories.
8. Describe motivation and motives.
9. Describe memory.
10. Describe psychological effects of HIV and AIDS.
Course content

Psychology
92
Behaviour
Human development
Human growth
Perspective
Phenomenon
Motivation
Emotion
Motive
2. Psychological perspectives 2 hours

Neurological approach- Neurological
Behaviourist
Humanists
Phenomenological perspective
Psychoanalytic perspective
3. Developmental theories 2 hours

Developmental task theory : Havighurst
Psychosocial : Erikson
Cognitive : Piaget
Psychosexual: Sigmund Freud
4. Describe Developmental stages of man along the life span under the following format
3 hours
a) Infancy
- Physical development
- Psychosocial development
- Cognitive development
- Emotional development
b) Early childhood
c) The pre-school
d) Adolescence
e) Young adulthood
f) Middle adulthood
g) Old age
5. Personality development 2 hours

The individual
Influence of health and environment (nature – nurture)
Freud’s psychosexual
Personality types
- by traits
- by behaviour (introverts and extroverts)
- attitudes
93
6. Defence mechanisms 1 hour
7 Learning theories 3 hours

 Definition
 Learning theories: humanists, behaviourists, cognitivists, social theories
 Factors affecting learning
8. Motivation and motives 2 hours

 Instincts
 Needs
 Drives
 Theories of motivation: Abraham Maslow, Douglas McGregor and Hans
Burger
 Application of motivation in nursing
9. Memory 1 hour
 Individual deference
10. Psychological effects of HIV and AIDS. 1 hour

- Depression
- Suicidal
- Insomnia
- Anger
- Loneliness
- Anxiety
Teaching Methods
 Demonstrations
 Assignments
 Role play
Teaching Aids
 White board and white board markers
 Projectors
 Handouts
94
Evaluation

Summative evaluation: End of examination – essays and short notes.
References
Altschul A. and Sinclair H.S. (2005), Psychology for Nurses BLDS Ballaiere
Tindall, London
Fisher, Everyl (2004), Psychology for Nurses and the Health Team, Juta, Cape
Town, Welton, Johannesburg.
Mcghie A (2000), Psychology Applied to Nursing, Churchill, Livingstone,

London
Ministry of Health and Child Welfare Zimbabwe National Guidelines on HIV Testing
and Counselling (2005) AIDS & TB Unit, Harare.
Nash, Eleanor, Stoch, Belle, Harper, Glynis (2001), Human Behaviour, Juta, Cape
Town, Welton, Johannesburg
Course Title : Microbiology and Parasitology
95


matter
Biophysics
Biochemistry
Hygiene, Nursing Science and Arts
Course description
Microbiology and Parasitology is an important component in nursing because nurses

need to be knowledgeable on disease causation prevention and control of diseases. The
course helps the nurse to control the spread of infection and also to understand how
micro-organisms such as HIV affect the body cells and tissues.
Specific objectives
At the end of the course the student should be able to:
1. Define key terms used in Microbiology and Parasitology.

2. Outline the historical background of Microbiology and Parasiotology.
3. State the importance of Microbiology in nursing.
4. State the microscopes used in Microbiology and Parasitology.
5. Outline the classification of micro-organisms including HIV.
6. Describe the transmission of micro-organisms including HIV.
7. Describe the micro-organisms.
8. Describe the HIV cell structure and the HIV life cycle.
9. Describe factors that promote growth of micro-organisms including HIV.
10. Outline the classification and description of parasites of medical importance.
11. Describe immunity including the body’s response to HIV infection
12. Describe the process of sterilization and disinfection.
Course content
96
1. Definition of key terms. 1 hour
- micro-organism – microbiology, - commensals
- infection - parasite - symbiosis
- immunity -virus - disinfection
- antigens -HIV/AIDS - sterilization
- antibodies -Retrovirus - nosocomial infection
- virology
- mycology
2. Historical background of Microbiology/Parasitology. 1 hour

State information on individuals who made significant contributions to
Microbiology/Parasitology eg: Antony, Van Leewenhok, Robert Kock, Edward
Jenner, Louis Pasteur, Sir Alexander Fleming, Joseph Lister .
3. Importance of Microbiology and Parasitology to nursing. 30mins
4. Description of Microscopes : Ordinary microscopes, high power microscopes,

electronic microscopes 1 hour
5. Classification of micro-organisms 1½ hours

- bacteria
- viruses
- fungi
- parasites
6. Description of micro-organisms mentioned above under the following sub-

headings 6 hours
- Definition
- Structure
- Pathogenecity
- Mode of transmission
7. Transmission of micro-organisms including HIV: 1 hour

i) inhalation
ii) inoculation
iii) direct contact
iv) placental
v) Genito-urinal
-
8. HIV Cell structure and Life cycle 1 hour
9. Factors that promote growth of micro-organisms including HIV 30mins
97
10a). Classification and description of parasites of medical importance 4 hours
- Protozoa
- Metazoa
- Anthropods
b) Description of parasites of medical importance using the following sub-headings

- life cycles
- mode of transmission
- diseases caused
prevention
11. Immunity : i) Non specific defence 2 hours

ii) Specific immune response
iii) Inflammatory response
iv) Immunisation – immunisation schedule
v) Natural and acquired immune response
12. Sterilisation and disinfection 1½ hours

- Wet and dry heat
- Use of disinfectants
- Pasteurisation
- Storage of sterile articles and duration
- Standard control measures
Effects of HIV on immune system 30mins
Teaching Methods
 Lecture
 Discussion
 Demonstrations
 Field visits
 Illustrated lectures
Teaching Aids
 Chalk and chalk boards
 Markers
 Handouts
 Posters
 Specimen
98
TELEPHONE 054-221301-6/221906/221958 Fax: 054-223192 Ref:
Gweru Provincial Hospital
School of Nursing and Midwifery
P. O. Box 135 Ministry of Health & Child Care
GWERU
ZIMBABWE
26 October 2018
The Registrar
Nurses Council of Zimbabwe
16 Dale Road
Marlborough
Avondale
HARARE
Dear Madam
RE: CORRECTED EXAMINATION REGISTRATION ENTRY FORMS
Enclosed are duly completed examination entry forms for three students writing in
November 2018.
Thank you for your usual support.
GUMBO M. [MRS]
Tutor In Charge
For: MEDICAL SUPERINTENDENT
99

Teaching Guide Year 1 Block 1 (Revised 2011)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Teaching Guide Year 1 Block 1 (Revised 2011)

Uploaded by

Copyright:

Available Formats

INTRODUCTION AND BACKGROUND

Why a Teaching Guide?

A teaching guide is a pre-requisite for any educational system.

Process of Developing the Teaching Guide

Nursing Education is a process, a nurturing force that aims at promoting creativity,

Nursing education should be a positive force in the creation of a better society.

The Conceptual Framework Model for Nurse Education in Zimbabwe

Primary Health Care emphasizes appropriateness, accessibility, acceptability and

SUMMARY OF THE YEAR I BLOCK I CONTENT

Total number of hours = 432

Total number of weeks = 11

Course/Subject Week Hours

ANATOMY AND PHYSIOLOGY: TOTAL HOURS 120

Topic Week Hours

END OF BLOCK EXAMINATIONS FORMAT

 Anatomy and Physiology 3 hours

 Nursing Science and Arts and Nursing Foundation I 3 hours

 The rest of the papers 1hour each

COMPILATION OF END OF COURSE EXAMINATION MARKS

Publication of results: Two weeks after the end of the examinations.

Supplementary examinations should be written 2 weeks after publication of results.

N.B: Each Paper to cover all course content areas.

Course Title : Life Skills

Placement : Year I Block I

Total Hours : 40 hours

Facilitators : Nurse Educator/ Tutor, Lecturer, Resource

Qualifications : DNE, BScN, MScN, PhD with relevant subject

At the end of the course the student should be able to:-

1. Administration and orientation 1 hour

3. Adjusting to new environment: 1 hour

4. Course entails: 2 hours

5. Personal and communal hygiene 2 hours

7. Time Management 2 hours

8. STIs in general 2 hours

9. HIV and AIDS 4 hours

10. Economic and social well being 7 hours

11. Adolescent sexual reproductive health 4 hours

WHO/CDC/IMAI (2004) Zimbabwe HIV/AIDS Standard Treatment Guidelines, 1 st

WHO/Ministry of Health and Child Welfare (2005) Zimbabwe National Guidelines on

Course Title : Anatomy and Physiology

Placement : Year I Block I

Subject : Introduction to the Human Body and Chemistry

Total Hours : 3 hours

Facilitators : Nurse Educator/Tutor, Lecturer, Resource

Qualifications : DNE, BScN, MScN, PhD with relevant subject

At the end of this course student should be able to:

1. Describe the structural organization of the human body

At the end of this course student should be able to:

1. Definition of key terms 30mins

2. Structural levels of the body

External and internal environments

5. Communication and survival needs of the body 1 hour

6. Electrolytes and vital chemical processes

7. Biological molecules 30mins

9. Effects of HIV and AIDS on the body

Formative evaluation: Question and answer

Course Title : Anatomy and Physiology

Placement : Year I Block I

Subject : Cells, Tissues and the Skeleton

Total Hours : 16 hours

Qualifications : DNE, BScN, MScN, PhD with relevant subject

At the end of this lesson student should be able to:-

1. Definition of key terms 30mins