Curriculum

CURRICULUM FOR BSC.
PUBLIC HEALTH NURSING
NAME OF INSTITUTION: WISCONSIN UNIVERSITY COLLEGE, GHANA
PROGRAMME TITLE: BSC PUBLIC HEALTH NURSING
LEVEL OF PROGRAMME: BACHELOR OF SCIENCE DEGREE
NAME OF MENTORING INSTITUTION: UNIVERSITY OF CAPECOAST.
1
SUPPORT
The academic board, management of the prospective institution, the advisory board of the
University of Cape Coast, and the Nursing and Midwifery Council have collectively endorsed
the initiation of this program. Its aim is to primary health care in Ghana.
PROPOSED DATE OF COMMENCEMENT

The program is be scheduled for January 2024 for 2024/2025 academic year
2
INTRODUCTION
BACKGROUND
The Wisconsin School of Public Health, particularly in Community Health Nursing, has fulfilled
its mission of producing healthcare professionals for Ghana and Africa. Graduates from the
program currently contribute to the Ghana Health Service, Ministry of Health, and various health
organizations across the continent. Initially designed to meet leadership needs in nursing, the
Bachelor of Science program has effectively achieved its mandate since its establishment.
However, given the evolving landscape of public health, there is a pressing need to develop
programs that remain pertinent in addressing emerging public health challenges.
The Bachelor of Science in Public Health program will be available in both regular and weekend
formats, spanning eight semesters. The curriculum includes a combination of core and elective
courses, along with practical components throughout each semester. To reinforce learning, end-
of-semester clinical sessions are conducted, allowing students to apply their theoretical
knowledge in practical scenarios.
VISION – Aspire to be the premier private university in Africa, distinguished by a team of

highly qualified and motivated staff.
MISSION – Our mission is to cultivate exceptional human resources with the requisite
knowledge, skills, and attitude to address national development needs and global challenges. We
achieve this through excellence in teaching , research, knowledge dissemination and
collaborative effort with key stakeholders.
PROGRAM PHILOSOPHY-
Public health nursing primarily centers on fostering health and preventing diseases across the
entire population
PROGRAME GOAL – The objective of a public health nurse is to advance public well-being
by preventing illness, promoting health, and mitigating health risks throughout the population
3
RATIONAL FOR THE PROGRAMME- Due to a low nurse-to-patient ratio in the country, it
is imperative to enhance training for more public health nurses. This is crucial for delivering
comprehensive healthcare to the population.
EMPLOYEMENT PROSPECTS – The staffs required for the program:

Academic staff
• Dean must be a registered nurse with PHD
• Head of Department must be a Public health with master’s degree
• Lecturers must have a minimum of second degree and part time lecturers in specialty
areas. Clinical instructors
Nonacademic staff:
• Administrator
• Registrar
• Secretaries
• Accountants
• Librarians
• Computer technician
• Security personnel
• Drivers
• Cleaners
• Messengers
4
ENTRY REQUREMENTS
1. SSSCE/WASSCE: Certificate with credit in six subject including English, Math,

Intergrated science/social studies with an aggregrate of 24 or better in SSSCE and 36 or
better in WASSCE.
Student writing WAEC/WASSCE examination should provide their center and
Examination numbers
2. Access programme for NAC/NAP HOLDERS – Will have to undergo a six weeks access
course and pass examination conducted to be admitted at level 200
3. Entry with diploma to be admitted at level 300
GRADING SYSTEM
MARKS GRADE INTERPRETATION
80-100 A Excellent
75-79 B+ Very good
70-74 B Good
65-69 C+ Credit
60-64 C Average
55-59 D+ Below average
50-54 D Pass
0-55 E Fail
CONTINUES ASSESSMENT (40%)
TASK ASSESSMENT (%)
Assessment + Quiz + Attendance 20
Mid Semester Exams 20
END OF SEMESTER EXAMINATION (60%)

5
CONTINUES ASSESSMENT 40% + END SEMESTER 60% = 100%
STUDY PROGRAMM STRUCTURE
FOUR YEAR ENTRY PROGRAM – ENTRY POINT FOR SSSCE/WASSCE

HOLDERS (LEVEL 100) LEVEL 100: SEMESTER 1
HOURS/CREDIT
CODE COURSE TITTLE T P C
WGS 101 English 1 2 - 2
WMT Critical and Logical thinking 2 - 2

107
WGS 113 French 1 2 - 2
NUR 101 Anatomy 1 2 - 2
NUR 103 Physiology 1 2 - 2
NUR 109 Basic Nursing 1(Theory) 1 - 1
NUR 111 Basic Nursing 1(Practical) - 2 1
CHN 101 Therapeutic Communication 3 - 3
CHN 103 Professional Adjustment 2 - 2
CHN 105 Foundation of Community Health Nursing 2 - 2
TOTAL 21
*NUR 111 has 2 hours practicals in the skills lab per week (2*13=26 hrs)
LEVEL 100 SEMESTER 2

HOURS/CREDITS
CODE COURSE TITLE T P C
WGS 102 English 11 2 -- 2

6
WGS 114 French 11 2 - 2
WGS 106 Communication and Academic Writing Skills 2 - 2
NUR 106 First Aid(Theory) 2 - 2
NUR 108 First Aid(Practical) - 2 1
CHN 102 Nursing and Midwifery Informatics 1 6 2
CHN 104 Personal and Environmental Health 2 - 2
CHN 106 Community Study (Practical) - 6 1
NUR 116 Nursing Practical 1(General Nursing) - 7 1
TOTAL 21
NUR 108 has 2 hrs practicals in the skills lab per week (2 * 13=26hrs)
CHN 106 has 6 hrs practicals in the Community per week (2*13=26hrs)
NUR 116 (End of Semester Practical 7 hrs * 5 days weeks =210 hrs
Level 200 Semester 1 HOURS/CREDITS
WGS 203 African Studies 2 - 2
NUR 203 Psychology and Health 3 - 3
NUR 205 Sociology for Health 3 - 3
CHN 203 Pharmacology, Therapeutics and 2 - 2

Pharmacovigilance 1
CHN 205 Fundamentals of Medical Nursing 1 2 - 2
CHN 207 Fundamentals of Surgical Nursing 3 - 3
NUR 207 Applied Chemistry 3 - 3

7
NUR 209 Microbiology and Infection Prevention 2 - 2
NUR 211 Nursing Practical 11 (General Nursing) - 7 1
TOTAL 21
NUR 211 (Intra-Semester Practicals 7 hrs * 5 days * 3 weeks = 105 hrs)
Level 200 Semester 2

HOURS/CREDITS
CHN 204 Paediatric Community Health Nursing 2 - 2
CHN 206 Health Structure and Management System 2 - 2
CHN 208 Principles of Disease Management and Control 1 2 - 2
CHN 212 Pharmacology, Therapeutic and 3 - 3

Pharmacovigilance 11
NUR 212 Nursing Theories 3 - 3
NUR 214 Nutrition and Food Science 2 - 2
NUR 218 Pathology 3 - 3
CHN 214 Community Health Practicals 1 - 7 3
TOTAL 22
CHN 214 (End of Semester Practicals 7 hrs * 5 days * 6 weeks =210)
LEVEL 300 ; SEMESTER 1 HOURS/CREDITS
CODE COURSE TITTLE P T C
8
NGS 201 Traditional and Alternate Medicine 3 - 3
NGS 101 Introduction to Sign Language 1 - 1
CHN 301 Occupational Heath 2 - 2
CHN 303 Principles of Disease Management and Control 3 - 3
CHN 305 Community Nursing Administration 2 - 2
NUR 313 Paediatric Nursing 3 - 3
NUR 315 Physical Assessment (Theory) 3 - 3
NUR 323 Physical Assessment (Practicals) - 7 2
CHN 307 Community Health Practical 11(District Level)
TOTAL 21
NUR 323 (Intra-semester Practicals 7 * hrs 5 days * 3 weeks = 105)
LEVEL 300 SEMESTER 2 HOURS/CREDITS
CHN 304 Family Planning 2 - 2
NUR 312 Obstetric and Gynaecology 3 - 3
CHN 306 Community –Based Rehabilitation 2 - 2
NUR 316 Community Health Nursing Practicals - 7 1

(Intrasemester)
NUR 318 Research Methods 3 - 3
9
WMT 106 Basic Statistis 2 - 2
NUR 322 Nursing PracticalS 111(Obs and Gynae) - 7 3
TOTAL 19
NUR 316 has 7 hrs community field works per week (7* 13 =91 hrs)
NUR 322 (End of Semester Practical ) 7 hrs *5 days *6 weeks = 210 hrs)
NUR 401 Mental Health Nursing 3 - 3
WGS 401 Legal System Applied in Nursing 3 - 3
NUR 301 Supply Chain Management 2 - 2
CHN 403 Primary Eye Care and Oral Health 3 - 3
NUR 405 Tools and Methods of Teaching 2 - 2
NUR407 Tools and Methods of Teaching [Practicals] - 2 1
NUR 409 Adolescent Health 2 - 2
CHN 405 Community Health Practicals 111[Community - 7 2

Mental Health]
TOTAL 18
NUR 407 has 2 hrs teaching practice per week[2*13=26hrs]
CHN 405[ End of Semester Practice 7 hrs * 5 days*3 weeks=105 hrs]
LEVEL 400 SEMESTER 2 HOURSE/CREDITS
NUR 400 Research Project - - 6
CHN 402 Relationship Marketing Strategy and 3 - 3

10
Entreprenurship
NUR 402 Principles of Curriculum Development 3 - 3
CHN 404 Community Health Nursing Seminar 2 - 2
CHN 406 Community Pallative Care 1 6 2
NUR 414 Gerontology and Home Nursing 2 - 2
TOTAL 18
DETAILED COURSE CONTENT
LEVEL 100 SEMESTER 1 LEVEL 100: SEMESTER 1

HOURS/CREDIT
WGS 101 English 1 2 - 2
WMT Critical and Logical thinking 2 - 2

107
WGS 113 French 1 2 - 2
NUR 109 Basic Nursing 1(Theory) 1 - 1
NUR 111 Basic Nursing 1(Practical) - 2 1
CHN 101 Therapeutic Communication 3 - 3
CHN 103 P rofessional Adjustment 2 - 2
CHN 105 Foundation of Community Health Nursing 2 - 2
TOTAL 21
*NUR 111 has 2 hurs practicals in the skills lab per week (2*13=26 hrs)
11
COURSE TITLE: HUMAN ANATOMY AND PHYSIOLOGY I
COURSE DESCRIPTION
This course aims to equip student midwives with a comprehensive understanding of the human
body's normal structure, facilitating insight into physiological processes and deviations from the
norm. Emphasizing the interdependence of bodily functions, the curriculum acknowledges the
impact of environmental and technological changes on the body. Practical experience with
preserved body structures, provided in pathology laboratories at training hospitals, will augment
the student midwives' comprehension. Teaching aids such as anatomical models and diagrams will
be employed to enhance the effectiveness of the learning process.
OBJECTIVES
At the end of the course, the student should be able to:
1. Explain the basic anatomical terminologies
2. Explain the organization of the human body, its physiology and maintenance.
3. Identify and name the different body cavities and list their contents.
4. Identify and name the membranes of the body.
5. Describe the basic structure of the cell
6. Explain cell division and differentiate cell types.
7. Distinguish between the different tissues of the body
8. Describe the structure and functions of the musculo-skeletal system.
9. Describe the structure and functions of cardiovascular system.
10. Describe the structure and functions of the digestive system.
11. Describe the structure and functions of the respiratory system.

12
12. Explain related disorders of the skeletal, muscular, cardiovascular, and lymphatic and
respiratory systems.
COURSE SCHEDULE (COURSE CONTENT)
PERIOD TOPIC REMARKS/ MODE OF
DELIVERY
Week 1 Registration Registration of students
Week 2 Introduction to course
• Definition and scope/divisions of anatomy
• Methods of anatomy
• Nomenclature/ terms use in anatomy
Lecture, Brainstorming and

• Anatomical landmarks/ major body regions and
reading assignment
divisions
• Anatomical position, directional terms, planes/

sections
• Organization of the body systems- their composition
Week 3 Body cavities & their contents and body membranes
• Head (cranial cavity)
• Vertebral column (vertebral cavity)
• Thorax (thoracic cavity) and
Lecture, Discussion
• Abdomen (abdominal cavity)
reading assignment
• Pelvis (pelvic cavity)
13
• Body membranes (mucus, serous, cutaneous,
synovial and meninges)
Week 5 Tissues(Histology)
• Tissues types and example: epithelial, connective, Quiz
muscle and nervous tissues.

Assignment
Class presentation
• Introduction to histological techniques and the

microscope
Week 6 Embryology
• Gametogenesis; fertilization; cleavage; implantation; Class presentation continued
cell differentiation; organogenesis.

/ discussions
Week 7 Skeletal system (skeleton)
• Composition
• Axial skeleton
• Appendicular skeleton
Class presentation continued
• Types of bones, microscopic and macroscopic
structure of bones Discussions
• Related disorders: fracture, osteoporosis, kyphosis,
osteomalacia, scoliosis, lordosis etc.
Week 8 Skeletal system (joints)
• Structural classification MID-SEMESTER
• Functional classification EXAMS
• Types of synovial joints

14
• Related disorders: dislocation, arthritis etc Lecture, Brainstorming and
discussion
Week 9 Muscular system
• Types of muscles
• Major muscles of the body
• Criteria used in naming muscles
• Macroscopic and microscopic structure of muscles
• Related disorders: myasthenia gravis, tetanus, Class presentation /

botulism, muscular dystrophy etc.
Discussion
Week 10 Cardiovascular system
• Composition; structure of the heart and great blood

vessels;
• Structure of the arteries, veins and capillaries
• Arterial and venous system of the body
• Differences between arteries and veins.
• Related disorder; pericarditis, angina pectoris,

myocardial infarction, hypertension, phlebitis,
varicose veins, congenital heart diseases etc. Lecture, Brainstorming and
discussion
15
Week 11 Lymphatic system
• Composition; structure of lymphatic vessels, lymph

nodes, spleen, thymus gland, tonsils and lymphatic
nodules.
• Related disorders; lymphagitis, lymphadenitis,

elephantiasis, tonsillitis, hepatomegaly etc.
Lecture, Brainstorming and

assignment
Week 12 Respiratory system
• Composition; structure of the nose, paranasal air

sinuses, pharynx, trachea, bronchitis, bronchioles,
lungs and pleura.
• Related disorders; rhinitis, pharyngitis, laryngitis,

bronchitis, bronchial asthma, pneumonia,
Reading Assignment
pulmonary tuberculosis, pleurisy etc.
Week 13 REVISION
Week 14 EXAMINATION
STUDENTS EVALUATION
CONTINOUS ASSESSMENT (40%)
END OF SEMESTER (60%)
16
REFERENCE
1. Amerman, E. (2006). Exercises for the Anatomy & Physiology laboratory, 6th
Ed.Englewood, CO: Morton Publishing Company.
2. Graff, K. Van, D. (1995).Concept of Human Anatomy & Physiology. 4th Ed. New York.
McGraw-Hill Companies Inc.
3. Gunstream, S.E. (1992). Anatomy and Physiology: A text-workbook. New York: W.M.C.
Brown Publishers.
4. Hall, J.E. (2011). Guyton and Hall textbook of medical physiology. 12th Ed. New York:
Sounders Publishers.
5. Martin, T. R. (1998). Essentials of human anatomy and physiology .6th Ed. New York:
McGraw-Hill Companies, Inc.
6. Saladin, K. S. (2010). Anatomy & Physiology. The unity of form and function. 5th Ed.
New York: McGraw-Hill Higher Education.
7. Seeley, R. R; Stephens, T. D (2005). Essentials of anatomy and physiology. 5th Ed.
Boston: McGraw-Hill.
8. Singh, I. (2005). Anatomy and physiology for nurses. New Delhi: Jaypee Brothers Medical
Publishers.
9. Starr, C. & Macmillan, B. (2010). Human Biology. 8th ed. Bookslock: Belmont.
10. Van De Graaff, K., Morton, D., & Crawley, J. (2010). A Photographic Atlas for the
17
Anatomy and Physiology Laboratory. 6th ed., Englewood, CO: Morton Publishing
THERAPEUTIC COMMUNICATION COURSE OBJECTIVES
By the end of the course the student will demonstrate the ability to:
• Develop knowledge of effective communication
• Describe the components of communication, therapeutic communication and therapeutic

relationships.
• Show empathy and respect for clients.
• Develop effective interviewing skill
• Provide information with sensitivity and clarity in a manner that clients can understand and
adopt.
• Assist clients in decision making and negotiating management plans.
• Make presentations (e.g. accurate, content and efficient process)

• Give constructive feedback and receive feedback from clients, family and team members.
• Use appropriate verbal and non-verbal techniques to relate with clients, family and others.
18
OUTLINE
• Introduction
• Definition of Communication
• Principles of Communication
• The process of Communication
• Forms of Communication
• Communication Styles
• Barriers of Communication
• Communication Technologies
• Defining Therapeutic Communication
• Therapeutic Communication Strategies
• Barriers of Therapeutic Communication
• Therapeutic Relationship Skills
• Cultural Aspect of Communication
• Cultural Conversation Skills
19
• Constructive Criticism
• Presentation skills
• Understanding of the nature of counseling
COURSE TITLE: PROFESSIONAL ADJUSTMENT IN NURSING/MIDWIFERY

COURSE DESCRIPTION
This course is designed to equip the student midwife with the history, development associations
and legal aspects of the profession. It will assist the student to be familiar with the regulatory
body for nursing and midwifery as well as the major religious beliefs and their effects on the
individual. It will also expose the student to nursing /midwifery theories and principles which
will enable her to practice midwifery scientifically.
OBJECTIVES
By the end of the course, the student should be able to:
1. Discuss the history of nursing/midwifery
2. Describe the function of the various Nursing /Midwifery Association and Councils
3. Describe the various educational programs of nursing/midwifery and identify their roles
in health care delivery
4. Describe the role of the nurse/midwife in the health team
5. Describe the ethical code of conduct and its application
6. Discuss legal rights, duties and responsibilities of the nurse/midwife in relation to the
law.
20
7. Describe the major beliefs of the various types of religious denominations and the effect
of these beliefs on the individuals.
8. Identify the place and role of the hospital chaplain in nursing/midwifery.
9. Discuss common terms in midwifery practice.
10. Adjust behaviors to meet the needs of the profession
11. Demonstrate hospital etiquette
12. Provide care based on nursing theoretic perspective
PERIOD TOPIC REMARKS/MODE OF
DELIVERY
Week 2 Introduction to nursing and midwifery
• History and development of nursing and midwifery in Lecture, and reading
the world and Ghana assignment
• Nurses and Midwives association and Groups
• Health Professions Regulatory Bodies in Ghana
Week 3 Ethics and ethical code in nursing/ midwifery Lecture, Discussion and
reading assignment
• Nurse/Midwives pledge
• Ethical issues in nursing; individuality of man, bill of

patients’ right consent for treatment, clinical trials,
confidentiality, patients’ properties, signing legal
documents e.g., Witnessing wills
21
Week 5 Ethical issues in nursing cont’d Lecture, brainstorming
Assignment
• Customer care; expectations of the customer, hospital

etiquette
• Qualities of a nurse /midwife
• Personal appearance
Week 6 Ethical Issues in Nursing cont’d Class presentation and
• Common offenses to person and property; tort, Discussion
negligence, assault, false imprisonment, battery,

defamation(libel, slander)
• Criminal offences to person and property; murder
rape, manslaughter, infanticide, mayhem, larceny,
robbery, burglary, and embezzlement
Week 7 Ethical issues in nursing cont’d Class presentation

continues and
• Nurses’ regulation LI 683 discussions
• Health professional regulatory Bodies Act 2013, Act
857, Specialist Health Training and Plant Medicine
Research Act 2011, Act 833
• Identification and notification of Coroner case,

autopsy and inquest
Week 10 Selected nursing / midwifery theories Reading assignment
• Florence Nightingale (environment) Lecture, and discussion
22
• Virginia Henderson (14 activities)
Week 11 Selected nursing /midwifery theories cont’d Lecture and discussion,
17 -24th April, • Betty Neuman (systems mode) Reading Assignment
2023 • Dorothea Orem’s self-care (need models)
Week 12 Selected nursing / midwifery theories Cont’d Lecture and discussion
• Ernestine Wiendenbench (the need for help
• Reva Rubin (Attainment of maternal role)
Week 13 REVISION
Week 14 EXAMINATION
STUDENTS EVALUATION
REFERENCE
1. Textbook On Professional Trends and Adjustment in Nursing 9TH edition 2. Introduction

To Professional Nursing and Ethics8th edition
23
COURSE TITLE: BASIC NURSING (THEORY)
COURSE DESCRIPTION
This course is designed to equip the students with the basic nursing skills to meet the physical,
psychological, social and spiritual needs of the patient in the home, community and health
institutions. It will also provide the students with the overview of nursing as a science, an art and
a profession. It deals with the concept of man as a holistic being comprised of bio-psycho-social
and spiritual dimensions.
OBJECTIVES
1. Perform basic nursing procedures including bed making.
2. Demonstrate principles of asepsis.
3. Apply principles of homeostasis to care for the individual sick or well.
4. Demonstrate understanding of theories and models relevant to nursing practice.
5. Apply basic principles underlying health and disease to provide nursing care using the
nursing process and nursing models.
6. Explain terms used in drug administration.
7. Calculate dosages of drugs and correctly dilute lotions.
8. Demonstrate skills for safe administration of drugs.
9. Demonstrate skills to meet supportive needs of the dying and provide appropriate support
during the grieving process for the patient and their relatives.
24
DELIVERY
Week 2 Basic nursing procedures to ensure comfort of the Lecture, and reading
patient: assignment
• Body mechanics
• Positions used in nursing patients
• Bed making
• Tepid sponging
Week 3 • Personal hygiene, admission and discharge of the Lecture, Discussion and
patient; transfer of the patient reading assignment
• Bed bathing/ bathroom bathing, treatment of

infested hair and grooming
• Care of pressure areas
Week 4 • Mouth care including complications of a neglected Lecture, discussion

mouth
Quiz
• Observation and recording of vital signs
Week 5 • Serving of meals and feeding of helpless patients, Lecture, brainstorming

naso-gastric tubes feeding
Assignment
• Intake and output charts
• Serving of bed pans and urinals
Week 6 • Collection, observation and disposal of specimen Lecture and Discussion
25
• Preparations for and dressing of wounds
• Urine testing
• Giving of enemata and insertion of rectal

suppositories, rectal lavage
Week 7 Selected theories and models relevant to nursing Lecture and discussions
practice
• Maslow’s hierarchy of needs
• Erickson’s development theory
• Roy;s adaptation theory
• Orem’s self-care model
Week 9 Application of nursing process to patient care Assignment
• Family and patient care through the nursing process; Lecture and Discussion
other problem-solving techniques
Week 10 Administration of drugs Reading assignment
• Calculation of dosages, dilution of lotions Lecture, and discussion
• Correct handling and assembling of equipment for Assignment
drug administration
• Routes of administration: oral, topical,

subcutaneous, intradermal, intramuscular,
intravenous injections
• Inhalation- oxygen therapy
• Local administration and dangerous drugs
26
Week 11 Abbreviations used in prescription • Interpretations Lecture and discussion
of a prescription
Week 12 Care of the dying Lecture and discussion
• Palliative /supportive care Brainstorming
• Grief and grieving process
• Rehabilitation and continuity of care
• Last office
Week 13 REVISION
Week 14 EXAMINATION
STUDENTS EVALUATION
REFERENCE
1. Introduction to the Human Body- Tortora 2015
2. The Royal Marsden Manual of clinical Nursing Procedures-2015
3. Beginning Reflective Practice- Jasper 2013
27
4. The Study Skills Handbook- Cottrell 2013
COURSE TITLE: BASIC NURSING (PRACTICAL)

COURSE DESCRIPTION
This course is structured to provide student nurses with fundamental nursing skills. Through
practical exercises in a laboratory setting designed to simulate clinical scenarios, students can
apply and hone these skills. The goal is to empower student nurses to proficiently deliver basic
nursing care in real-life situations.
Advanced Academic Activity

Nursing courses incorporate advanced academic elements evident in content, process, and
outcomes. This advancement is achieved through critical thinking, synthesis, material
integration, depth of engagement, and contributions to research. The aim of these academic
endeavors in nursing is for learners to showcase a higher level of sophistication, setting them
apart distinctly from other undergraduate courses.
28
General Course Information
The role of an educational leader demands proficiency in data-driven decision-making and adept
research production. This course aims to expand and refine understanding in pertinent research
topics and formats. It involves exploring diverse statistical methods and experimental designs,
ensuring learners acquire a solid foundation in research materials.
Course Objectives
I. Demonstrate principles of body mechanics in nursing care
II. Make various types of beds and position patients in them.
III. Perform basic nursing procedures.
IV. Develop skills to apply principles of asepsis on the ward.

COURSE POLICY
Attendance: All students are to be present at all practical sessions
Code of conduct: All students are to adhere to the code of conduct of the noble profession to
uphold the high standards of the school.
Cheating/Plagiarism: Any student caught cheating during any examination will be sanctioned
accordingly.
Assignment submission: All assignment should be submitted on due date. Failure to do so

attracts a sanction of mark deduction from the overall marks.

29
DELIVERY
Week 2 • Infection Prevention and Control Demonstration and coaching
• Body mechanics
• Lifting techniques Positions used in nursing

patients
Week 3 • Bed making(Bed accessories, Simple unoccupied Demonstration and coaching

and occupied beds)
Week 4 • Bed making(Admission bed, Operation bed, Demonstration and coaching
Cardiac bed) Quiz
Week 5 • Bed making(Divided bed) Demonstration and coaching
• Changing patient from side to side and top-to

bottom
Week 6 Vital signs Demonstration and coaching
• Checking and recording of vital signs
Week 7 • Bed bathing Demonstration and coaching
• Assisted bed bathing
• Assisted Bathroom bathing
Week 8 MID-SEMESTER EXAMS
30
Week 9 • Oral hygiene
• Treatment of pressure areas Demonstration and coaching
Week 10 • Care of hands and feet
• tepid sponging
• Examination of hair
• Washing of patients in bed Demonstration and coaching
• Giving enemata
Week 12 • Spoon feeding an adult-ill patient
• Last office Demonstration and coaching
Week 13 REVISION
Week 14 EXAMINATION
STUDENTS EVALUATION
31
REFERENCE
1. Alphonsa, J. (2006). Fundamentals of nursing. Vol 1, New Delhi: Vikas Publishing House
Pvt.
2. Alphonsa, J. (2007). Fundamentals of nursing. Vol 2, New Delhi: Vikas Publishing House
Pvt.
3. Berman, A. &Synder, S, S. (2012). Kozier&Erb’s fundamentals of nursing.9th ed.
Pearson Education Inc. New Jersey.
4. Usman, D. S. et al (2003) Foundation of Nursing and First aid. 6th ed. Longman,
Singapore.
COURSE TITLE: FRENCH I

COURSE DESCRIPTION
This course is designed to enhance the ability of the student to communicate effectively in
French Language.
OBJECTIVES
1. Identify the basic structures of written French
2. Apply the structure in both written and spoken French
3. Deduce the meanings out of sound combinations 4. Utilize the above for effective
communication
32
DELIVERY
Week 2 Written comprehension in French: Lecture, and reading

assignment
• Topics of general interest. eg.Life, child trafficking etc.
Week 3 Principles governing the structure and use of written Lecture, Discussion and
reading assignment
French:
• Identification of basic form classes:
• Nouns
• Pronouns
• Verbs
Week 4 • Adjectives Lecture, discussion
• Adverbs Quiz
• Prepositions –simple (eg a, de, avec, vant, sur, dans)
• Compound prepositions- (cote de; au milleu de)
Week 5 • Conjunctions Lecture, brainstorming
• Articles- definite, indefinite and partitive Assignment
33
Week 6 • Assessment of vocabulary span(words in contemporary Lecture and Discussion
contexts); meaning,use, opposites and synonyms
Week 7 Importance of word order in Lecture and discussions
• Affirmative sentences
• Interrogative sentences
• Imperative sentences
• Passive voice formation

Week 8 MID-SEMESTER
EXAMS
Week 9 • Identification and application of basic processes in Assignment

language structure. Eg conjugation in all tenses
Lecture and Discussion
• Subject verb agreement
Week 10 Working of French sounds
• Identification of sounds to determine similarity.eg Reading assignment

maison/ saison, dents/don, fond/ fonde.
Lecture, and discussion
Week 11 REVISION
Week 12 REVISION
34
Week 13 REVISION
Week 14 EXAMINATION
STUDENTS EVALUATION
REFERENCES
1. Le scaphandre et le papillon by Jean-Dominique Bauby
2. Bonjour tristesse by Françoise Sagan
3. Coule la Seine by Fred Vargas
4. Entre les murs by François Begaudeau

HOURS/CREDITS
WGS 102 English 11 2 -- 2
WGS 114 French 11 2 - 2
WGS 106 Communication and Academic Writing Skills 2 - 2
NUR 106 First Aid (Theory) 2 - 2
35
NUR 108 First Aid (Practical) - 2 1
CHN 102 Nursing and Midwifery Informatics 1 6 2
CHN 104 Personal and Environmental Health 2 - 2
CHN 106 Community Study (Practical) - 6 1
NUR 116 Nursing Practical 1(General Nursing) - 7 1
TOTAL 21
NUR 108 has 2 hours practical in the skills lab per week (2 * 13=26hrs)
CHN 106 has 6 hours practical in the Community per week (2*13=26hrs)
NUR 116 (End of Semester Practical 7 hours * 5 days weeks =210 hours
COURSE TITLE: PHYSIOLOGY II COURSE
DESCRIPTION:
This course is a continuation of the in-depth exploration of human anatomy and physiology. It
covers various systems such as endocrine, cardiovascular, lymphatic, respiratory, digestive,
urinary, and reproductive, along with topics like metabolism, nutrition, acid-base balance, and
fluid/electrolyte balance. Successful completion of this course should demonstrate a profound
understanding of anatomical and physiological principles and their interconnectedness. The
laboratory component involves hands-on activities, including specimen dissection, microscopic
study, physiologic experiments, computer simulations, and multimedia presentations. Additionally,
this course is approved to fulfill the Comprehensive Articulation Agreement, facilitating
transferability as a pre-major and/or elective course requirement
Nursing courses incorporate advanced academic elements evident in content, process, and
outcomes. This advancement is achieved through critical thinking (CT), synthesis and integration
of materials (SI), depth of engagement (DE), and contributions to research. The aim of academic
36
activities in nursing is for learners to showcase a higher level of sophistication, emphasizing a
clear distinction from other undergraduate courses.
Teaching and learning strategies:
Teaching methods to be used in the class will reflect best practices for adult learners. As such,
instruction will primarily consist of experiences that reflect real-world application, high student
participation, and emphasis upon reflective practices. Lecture format will only be used to fill
knowledge gaps when needed. PowerPoint presentation will be used in the delivery of the notes.
Pictures will be used in the power point to elaborate the points raised in the presentation.
LEARNING OUTCOMES:
Upon completion of this course, the student will demonstrate basic knowledge in the following:
1. Describe the major anatomical components of each human body system studied, describe
briefly their anatomical locations and general structures, and explain their physiological
functions at both the organ and cellular levels.
2. Describe the regulation of the human body and explain how body systems studied are
integrated.
3. Apply the concepts learned in the lecture to understand and analyze laboratory activities and
observations.
OUTLINE OF INSTRUCTION:
I. Endocrine system
A. Hypothalamic hormones
B. Anterior pituitary hormones C. Posterior pituitary hormones D. Endocrine glands
37
II. Reproduction
A. General terminology
B. Male reproductive system C. Female reproductive system
BIO 169: Nov 2016
III. Blood
A. Basic hematology - plasma and cellular components B. Hemostasis
C. Blood groupings
IV. Lymphatic system
Nonspecific and specific defense mechanisms
B. Hypersensitivity and tissue rejection
V. Cardiovascular system
A. The heart
B. Peripheral circulation
C. Regulation of cardiovascular system
VI. Respiratory system
A. Pulmonary anatomy
B. Mechanics of breathing
C. Measurement of pulmonary function
D. Control of breathing
E. Gas laws and gas exchange
F. Gas transport mechanisms
VII. Urinary system
A. Functions
38
B. Anatomy of urinary system C. The nephron
D. Urine formation
E. Composition of urine
F. Control of urine formation G. Clinical correlations H. Micturition
VIII.Acid-base, fluid and electrolyte balances
A. Extracellular and intracellular fluid compartments
B. Regulation of electrolytes
C. Regulation of body water
D. Physiologic buffers
E. Respiratory control of pH
F. Renal control of pH
G. Physiology of acid-base imbalance
H. Fluid and electrolyte imbalance
BIO 169: Nov 2016
IX. Digestive system
A. General plan of the alimentary canal
B. Organs of digestion
C. Metabolism and nutrition
COURSE SCHEDULE
PERIOD COURSE CONTENT REMARK/ MODE

OF DELIVERY
WEEK 1 I. Definition of Endocrine system. Lecture, brainstorm

39
A. Hypothalamic hormones
B. Anterior pituitary hormones
C. Posterior pituitary hormones D. Endocrine glands
II. Reproduction
A. General terminology
40
41
STUDENTS EVALUATION
REQUIRED TEXTBOOKS AND MATERIALS:
To be selected by Instructor/Discipline Chair.
BIO 169: Nov 2016
COURSE TITLE: HUMAN ANATOMY II Course Description
This course is designed to enable student midwives/nurses appreciate the normal structure of the
human body and use the knowledge gained in caring for patients on the ward. Globally-approved
nomenclature will be used in the course. The student midwives/nurses will have an experience
with preserved body structures to enhance their understanding in pathology laboratories.
Diagrams/anatomical models will be used to enhance effective teaching and learning. Anatomic
structures of the digestive system, urinary system, integumentary system, central and peripheral
nervous system, special sense organs, endocrine system, and male and female reproductive
systems are discussed.
Course Objectives
By the end of the course, the students will be able to:
42
1. Describe the structure of the organs of the digestive system
2. Describe the structure of the organs of the urinary system
3. Describe the structure of the skin and its accessory organs (integumentary system).
4. Describe the structure of the organs of the central and peripheral nervous systems
5. Describe the structure of the special sense organs
6. Describe the structure of the glands of the endocrine system and list hormones each
secrete
7. Describe the structure of the organs of the male and female reproductive systems
8. Describe the relations between blood supply, lymphatic drainage, nerve supply and
functions of the organs;

DELIVERY
Week 1 DIGESTIVE SYSTEM Lecure and discussion

Composition; basic/general structure of digestive tract •
Structure of the mouth, teeth, tongue, salivary
glands,pharynx, oesophagus
Week 2 DIGESTIVE SYSTEM CONT’D Lecture and discussion

Structure of the stomach, small intestine, Large
intestine, and anal canal.
Week 3 DIGESTIVE SYSTEM CONTI’D Lecture and

Structure of the pancreas, Hepato-biliary system (liver, brainstorming
gallbladder and bile ducts). Related disorders of digestive
system
URINARY SYSTEM Reading
Week 4 • Composition; structure of the Kidneys, Ureters, Urinary Assignment
bladder, and Urethra.
43
Related disorders of the urinary system
URINARY SYSTEM CONT’D Lecture and

Week 5 Composition; structure of the Kidneys, Ureters, Urinary brainstorming
bladder, and Urethra.
Related disorders of the urinary system
Week 6 INTEGUMENTARY SYSTEM MID- SEM EXAMS

Composition; structure of the skin and its appendages (sweat Discussion and
glands, sebaceous glands, hair, nails, sensory nerve endings) brainstorming
Related disorders of integumentary system
Week 7 NERVOUS SYSTEM Class Reading

Division (Central and Peripheral), organization of central, Assignment
peripheral and autonomic nervous systems; protection forthe
CNS, structure of the brain and spinal cord
Cranial nerves, ventricles and cerebrospinal fluid formation;
Reflex arc
Related disorders of the central nervous system
Week 8 MID-SEMESTER EXAMS MID-SEMESTER

SPECIAL SENSORY ORGANS lecture
• Structure of eyes (Visual); ear (Auditor/Vestibular); Nose
(Olfactory); Tongue (taste).
Related disorders of the special sense organs
Week 9 ENDOCRINE SYSTEM Lecture

Hypothalamus; Pituitary gland; Thyroid gland; Parathyroid
glands; adrenal glands, Thymus gland; Pineal gland;
Pancreas; Gonads (ovaries and testes).
Related disorders of the endocrine system
Weeks 10 MALE REPRODUCTIVE SYSTEM Lecture and

structure of organs of the male reproductive system brainstorming
(scrotum, testes, epididymis, vas deferens, seminal vesicles,
prostate gland, ejaculatory duct, Cowper’s glands and penis;
44
Related disorders of the male reproductive system
Week 11
FEMALE REPRODUCTIVE SYSTEM
structure of the organs of the female reproductive system Lecture
(vulva, vagina, uterus, fallopian tubes, ovaries and breast).
Related disorders of the female reproductive system
CLINICALS
Week 12
Week 13 CLINICALS AND REVISION
Week 14 EXAMINATION
REFERENCES
Amerman, E. (2006). Exercises for the Anatomy & Physiology laboratory, 6thed., Englewood,
CO: Morton Publishing Company.
Graff, K. Van, D. (1995). Concept of Human Anatomy & Physiology. 4th ed. New York.
McGraw-Hill Companies Inc.
Gunstream, S.E. (1992). Anatomy and Physiology: A text-workbook. New York: W.M.C.
Brown Publishers.
Hall, J.E. (2011). Guyton and Hall textbook of medical physiology. 12th ed. New York:
Sounders Publishers.
Martin, T. R. (1998). Essentials of human anatomy and physiology .6th ed. New Saladin,
K. S. (2010). Anatomy & Physiology. The unity of form and function. 5th ed.
New York: McGraw-Hill Higher Education.
45
Seeley, R. R; Stephens, T. D (2005). Essentials of anatomy and physiology. 5th ed. Boston:
McGraw-Hill.
Singh, I. (2005). Anatomy and physiology for nurses. New Delhi: Jaypee Brothers Medical
Publishers.
Starr, C. & Macmillan, B. (2010). Human Biology. 8th ed. Bookslock: Belmont.
Van De Graaff, K., Morton, D., & Crawley, J. (2010). A Photographic Atlas for the
Anatomy and Physiology Laboratory. 6th ed., Englewood, CO: Morton Publishing Company.
46
COURSE TITLE: FIRST AID
Course Description
The course will equip students with knowledge and skills to enable them recognize the need for
first aid and provide prompt and competent care to the victims. It focuses on prevention and
management of medical and surgical emergencies in hospitals and the community using the
principles of emergency preparedness, disaster management as well as ability to handle multiple
traumas.
Nursing courses contain appropriate advanced academic activity reflected in the areas of content,
process, and product. This advanced activity occurs through the critical thinking (CT), synthesis
and integration of materials (SI), depth of engagement of materials (DE), and contributions to
research. The purpose of nursing academic activity is for the learner to demonstrate a higher
level of sophistication, emphasizing a distinct separation from the other Undergrad level courses.
Course Objectives
By the end of the course, the student nurse will be able to:
1. Apply principles of first aid in any emergency situation

2. Identify the type of first aid required in different situations
3. Develop the skills in applying bandage to various parts of the body
4. Identify potential accident situations and practice safety measures

5. Apply principles of disaster management in handling multiple trauma scenarios
6. Explain and identify emergencies and how to manage them using the appropriate
monitoring tool / system.
47
Course content
First aid
Aims and objectives
Contents of first aid kits
1.Type of first aid required in different situations.
a. diagnosis of conditions, first aid management and referral b.

shock
2.Hemorrhage: types, signs and symptoms, special hemorrhages (epistaxis, hemoptysis,
hematemesis, bleeding from tooth socket, bleeding from varicose vain, rectal bleeding, )
Wounds
3.Fractures: Definition, types, specific examples (fractured mandible, clavicle, spine, ribs, pelvis,
and skull).
Sprain, strain and dislocations
Unconsciousness: types,
4.(syncope, apoplexy/ stroke, epileptic fits, convulsive attacks, diabetic and insulin comas,).
5.Asphyxia: definition and causes, various methods of artificial respiration
6.Poisons
7.Foreign bodies in the eye, ear, nose, throat
8.Drowning
9.Burns and scald: definition and classification
10.Bites and stings: dog bites, snake bite, bee stings, wasps’ stings, scorpion bites and human bite
11.Skills in application of various bandages: rules for bandaging, methods of application
12.Identification of emergency situations, safety measures and management
Basic Techniques: Airway management and Cardio-Pulmonary Resuscitation, management of

injuries.
48
Medical and surgical emergencies: cardiac arrest, medication reaction, aggression, asthmatic
attack, attempted suicide, delirium tremens, puerperal psychosis, hypertensive crisis, sickle cell
crisis. Status epilepticus.
Management of patient with surgical emergencies: Retention of urine, Priapism, Bowel

perforation, Appendicitis, Intestinal obstruction, hernia
13.Principles of disaster management in nursing:
Types of disaster: road traffic and other accidents involving many people, earth quake, flood
victims, fire outbreaks.
Disaster management
Reporting and documenting incidents and accidents
SCHEDULE OF LECTURES / COURSE CONTENT
REMARK /MODE OF
PERIOD TOPIC DELIVERY
WEEK 1 Definition and scope of first aid Aims and Lecture

objectives of first aid.
Principles of first aid.
Contents of first aid kits
WEEK 2 shock Discussion, Brainstorming and

Hemorrhage: types, signs and symptoms, lecture
special hemorrhages (epistaxis, hemoptysis,
hematemesis, bleeding from tooth socket,
bleeding from varicose vain, rectal bleeding,)
WEEK 3 Wounds Discussion, Brainstorming and

Fractures: Definition, types, specific examples lecture
(fractured mandible, clavicle, spine, ribs,
pelvis, and skull).
v. Sprain, strain and dislocations
WEEK 4 vi. Unconsciousness: types, (syncope, Assignment

49
apoplexy/ stroke, epileptic fits, convulsive
attacks, diabetic and insulin comas,).
WEEK 5 vii. Asphyxia: definition and causes, various Lecture

methods of artificial respiration viii.
Poisons ix.
Foreign bodies in the
eye, ear, nose, throat
Drowning
Burns and scald: definition and classification
WEEK 6 xii. Bites and stings: dog bites, snake bite, Discussion and group
bee stings, wasps’ stings, scorpion bites and presentation
human bite
3. Skills in application of various
bandages: rules for bandaging, methods of
application
WEEK 7 Identification of emergency situations, safety Discussion, Brainstorming and

measures and management lecture
a. Basic Techniques: Airway management and
Cardio-Pulmonary
Resuscitation
WEEK 8 b. Medical and surgical emergencies: Discussion, Brainstorming and

cardiac arrest, medication reaction, aggression, lecture
asthmatic attack, attempted suicide, delirium
tremens, puerperal psychosis,hypertensive
crisis, sickle cell crisis. Status epilepticus.
WEEK 9 MIDSEMESTER EXAMINATION MIDSEMESTER

EXAMINATION
WEEK 10 Management of patient with surgical Discussion, Brainstorming and

emergencies: Retention of urine lecture
Priapism
Bowel perforation
50
Appendicitis
Intestinal obstruction
hernia
WEEK 11 Principles of disaster management in nursing: Discussion, Brainstorming and

Types of disaster: road traffic and other lecture
accidents involving many people, earth quake,
flood victims, fire outbreaks.
Disaster management
Reporting and documenting incidents and
accidents
WEEK 12 CLINICALS
WEEK 13 CLINICALS
WEEK 14 Revision
WEEK 15 Examination
STUDENTS EVALUATION
REFERENCE
Dolan, B & Holt, L (2007).Accident and emergency: Theory and Practice 2nded.
BailiereTindall, London;
Ellis, J.R. et al., (2010) Modules for Basic Nursing Skills, Volume I & II, Boston: Houghton
Mifflin Company
Harrison, R &Daly, L (2006) A Nurse’s Guide to Acute Medical Emergencies (A Nurse Survival
Guide)2nd ed.
Churchhilllivingstonelondone;
Kozier, B&Erb, G. (2004). Fundamentals of Nursing (Concepts and Procedures).Califonia:

51
Addison-Wesley Publishing Company
Nyame-Annan E.P. (2015). Public Health Emergencies and First Aid Manual. Print Innovation
Toulson, S. (2001). Accident and Emergency Nursing. Whurr Publishers, Chichester.
Usman, D. S. Et Al (2003). Foundation of Nursing and First Aid. 6th Ed. Longman, Singapore.
Walsh, M Kent, A. (2001) Accident and Emergency Nursing 4th Ed. Butterworth – Heinemann
Ltd, London.
Level 200 Semester 1 HOURS/CREDITS
WGS 203 African Studies 2 - 2
52
NUR 203 Psychology and Health 3 - 3
NUR 205 Sociology for Health 3 - 3
CHN 203 Pharmacology, Therapeutics and 2 - 2

Pharmacovigilance 1
CHN 207 Fundamentals of Surgical Nursing 3 - 3
NUR 207 Applied Chemistry 3 - 3
NUR 209 Microbiology and Infection Prevention 2 - 2
NUR 211 Nursing Practical 11 (General Nursing) - 7 1
TOTAL 21
NUR 211 (Intra-Semester Practicals 7 hrs * 5 days * 3 weeks = 105 hrs)
COURSE TITLE: AFRCICAN STUDIES
COURSE DESCRIPTION
The course is designed to enable the student to understand Ghanaian and African values and
cultural nuances and their impact on the people. Such an understanding would help the student
53
understand Ghanaian intercultural system and even make the student appreciate more the African
ways of life. The course deals with the values, norms and culture of the Ghanaian Society in
particular. It also discusses the African Society; development, population, migration, large and
small rural movements and its effect on man and disease control of population and population
dynamics.
OBJECTIVES
1. Describe some significant aspects of the African culture.
2. Describe in detail one aspect of the African culture like: features, functions,
changes and challenges this aspect poses to Christians in Africa;
3. Participate in several actual African experiences in a family or community
activity;
4. Discuss the African traditional educational and political systems;
5. To study relevance of some African traditional festivals like the Asorgli Yam
festival, Hogbetsotso festival, Homowo, Adae kese etc;
6. To introduce students to one of the very important institutions and systems of
governance in Africa that touch on every aspect of the lives of the people but
which they take for granted-the Chieftaincy institution;
7. Describe African traditional rites of passage like a funeral.
8. To enable students to explain how multiple factors influence the effects of human
population size on the environment. Students will also be taught to identify social,
cultural, ecological, and technological alternatives for reducing the threats of
human population growth and environmental degradation; and finally,
9. Explain some common features or characteristics of Globalization and its impact
on health care in Africa.
54
PERIOD TOPIC REMARKS
Week 2 Introduction to the concept of Culture Lecture, Brainstorming

and reading assignment
• Introduction-Concepts of Culture
• Culture and Civilization
• General Characteristics of
Culture
• Importance of culture in human
life
Week 3 Social Groupings Lecture, Discussion and

reading assignment
• Introduction
• Characteristics of Social
Groupings
• Characteristics of Primary and
Secondary Groups
• Importance of Primary and
Secondary Groups
55
Week 4 African Worldview and African Traditional Lecture / discussions
Belief Systems
• Introduction
• The Relevance of Worldview
Interpretation to Health Care
• Vaccinations: Perceptions,
Beliefs, and Ethical Issues In
Africa
Week 5 Africa’s Religious and Belief Systems Quiz
• Introduction—Health Assignment
Knowledge and Belief Systems Lecture
in Africa
• Causes of diseases in African traditional

religion
• The Spiritual Basis of Health and
Illness in Africa
Week 6 African Traditional Communication Systems Lecture / discussions
• Introduction
• Traditional Media Systems
56
• Formal and Informal Systems of
Communication
• Functions of Traditional
Communication
• Problems Facing Traditional

System of Communication
Week 7 African Traditional Political System Lecture
(Chieftaincy Institution) Discussions
• Introduction- Definitions
• Why Some Families came to be
Regarded as Royal Families
Importance of Chieftaincy Institution African
Traditional Festivals
• Introduction-Types of Festivals
• Importance of festivals
Week 8 Rites of Passage MID-SEMESTER
• Rite of Passage: Naming EXAMS
Ceremonies or Funerals Lecture, Brainstorming

and discussion
• Naming Ceremonies
• Factors Considered When

Naming a Child
57
• Materials and Processes
in naming a New Born
Child
• Importance of Naming
Ceremonies
• Funerals
• The Akans of Ghana and
their Funerals
• Fundamental Attitudes
and Rituals
• Importance/Problems of
Funerals
Africa’s Population Growth Lecture
Week 9 • Introduction-Definitions Discussion
• Africa’s Population Pattern and
Trend
• Causes of Africa’s Rapid Population
Growth
• The Consequences of Rapid Population
Growth on the African Continent
• Actions and Strategies (Policy Approaches)

to Reduce Africa’s Population Growth
58
Week 10 Globalization Lecture, Brainstorming
and discussion
• Introduction
• Dimensions of Globalization
• Common
Features/Characteristics of
Globalization
• Forces Driving Globalization Impact of

Globalization (with emphasis on Health in Africa)
Week 11 CLINICALS
Week 12 CLINICALS
Week 13 REVISION
Week 14 EXAMINATION
STUDENTS EVALUATION
59
REFERENCES
1. Ayisi, E.O. (1972). An introduction to African culture. London: Heinemann.
2. Gyekye, K. (1996). African cultural values: An introduction. Philadelphia: Sankofa

Publishing Company. Kenyatta, J. (1978). Facing Mount Kenya. Nairobi: Heinemann 3.
Magesa, L. (1998). African Religion: The Moral Traditions of Abundant Life. Nairobi:
Paulines Publications Africa.
4. Martin, P. M & Patrick, O. (Eds). (1995). Africa. 3rd ed. Bloomington: Indiana
University Press.
5. Onwuejeogwu, M.A. (1975). Social Anthropology of Africa. London: Heinemann.
Shorter, A. (1998). African Culture, An Overview: Socio-cultural anthropology. Nairo COURSE
60
DESCRIPTION FOR MICROBIOLOGY AND INFECTION PREVENTION
This course is designed to provide the student with knowledge about microbial organisms, how
infections are transmitted and how to disinfect and sterilize materials. The importance is to apply
the knowledge gained to prevent cross infection in the hospital. Course Objectives
1.Describe fungi of medical importance
2.Explain the vehicle and routes of parasitic infections
3.describe protozoa of medical importance
4.describe sterilization and disinfection of equipment used in hospitals 5. state prevention of

bacterial infections and nosocomial infections
COURSE TOPICS
PREIOD TOPIC
WEEK 1 ∙ introduction
Different types of bacteria; bacilli, cocci,
viribrio and spirochetes
WEEK 2 ∙ general characteristics of bacterial cell;

transmission of bacterial infections
WEEK 3 ∙ bacterial infection and host response,

prevention of nosocomial infections
WEEK 4 ∙ fungi of medical importance; morphology,

life cycle
WEEK 5 ∙ control of parasitic protozoa and helminthes
WEEK 6 ∙ vehicles and route of parasitic infections,

pathogenesis of parasitic infections
61
WEEK 7 ∙ parasites of nosocomial infections
WEEK 8 Mid- semester
WEEK 9 Sources and modes of transmission of

viruses, host/virus relationship
Viruses of public health importance

WEEK 10
Disinfection and sterilization- definitions,
mode of distribution
WEEK 11
Mode of sterilization- heat, steam under

WEEK 12 pressure; radiation, chemicals, filtration.
Revision
WEEK 13
End of semester
WEEK 14
62
TEACHING AND LEARNING STRATEGIES
Teaching methods to be used in the class will be student participation, and emphasis upon
reflective practices. Lecture format will only be used to fill knowledge gaps when needed.
PowerPoint presentation will be used in the delivery of the notes.
Pictures will be used in the power point to elaborate the points raised in the presentation
ASSESSMENT
Students will be assessed through quiz, two assignments, mid semester exams and end of
semester exams
REFERENCES
1.Bauman, R.W, (2011). Microbiology with disease by Taxonomy. (3rd edition) publishers
2.Betsy, Tom & Keogh, Jim (2005). Microbiology demystified. New York: McGraw-Hill
3.Prescott, Klein, Harley (2007) Microbiology, (6th ed.) McGraw-Hill publishers
4.Raven, Johnson, Mason et al (2011). Biology. 9th ed. McGraw-Hill Singapore
63
COURSE TITLE: FUNDAMENTALS SURGICAL NURSING
COURSE DESCRIPTION
This course is designed to give students fundamental knowledge in theatre nursing. The course
also equips students with the knowledge and skills to identify and manage patients with
inflammatory conditions. The students will gain knowledge and skills to identify problems and
manage patients with neoplasm, wound, inflammatory conditions and cardio-thoracic surgical
conditions.
OBJECTIVES
1. Trace the history of surgery and surgical nursing;
2. Explain terminologies used in surgical nursing;
3. Describe the setting of theatre and surgical units;

4. List the members of the theatre team and describe their roles;
5. Describe techniques for scrubbing, gowning and gloving;
6. Prepare patients for surgery;
7. Set theatre and trolley for surgical operations;
8. Scrub and assist with minor and major surgical procedures;
9. Manage patients recovering from anaesthesia;
10. Apply the nursing process in managing patients with benign and malignant tumours.
11. Describe and manage various conditions of various systems of the body
64
DELIVERY
Week 2 Definition and types of surgery; Lecture, Brainstorming

• Terminologies used in surgical nursing; and reading assignment
• History of surgery
• Prefixes and suffixes used in surgery.
• Setting of the surgical unit; Theatre setting;

multidisciplinary theatre team;
• Theatre techniques; managing theatre

equipment and supplies
Week 3 Neoplasm: Definitions; Lecture, Discussion and

reading assignment
• Classification of tumours;
• Management and prevention of tumours;
• Drugs, radiotherapy and surgery;
• Counselling of patients with tumours and

their families.
Week 4 Conditions/Diseases of the musculoskeletal Class Presentation

system
• Dislocation
• Fractures
• Amputation
65
Week 5 Abnormalities of the ears, nose and throat Quiz
• Ear; growth and foreign body Assignment
• Nose; deviated septum and nasal polyps, Class presentation
sinusitis
• Throat; tonsillitis and laryngitis
Week 6 Gastro-intestinal disorders Class presentation

continued
• Diseases of the mouth; cleft lip, cleft palate Discussions
• Diseases of the stomach; pyloric stenosis,

perforated peptic ulcers
• Diseases of intestine (acute abdomen);
obstructions, hernia, appendicitis
Week 7 Preparing patients for surgery;
• immediate post-operative care Class presentation

continued
• latent post-operative care Discussions
• discharge planning
• management of surgical emergencies
Week 8 Analgesia and anaesthesia; MID-SEMESTER
EXAMS
• sutures and suturing,
Lecture, Brainstorming
• Setting theatre trolleys
and discussion
• Sterilization; care of Instrument
66
Week 9 Diseases of the endocrine system
• Goitre Class presentation /
Diseases of the respiratory system Discussion
• Pneumothorax
• Cancer of the lungs
• Phimosis,
• paraphimosis
• Hypospadias and epispadias
Week 11 CLINICALS
Week 12 CLINICALS
Week 13 REVISION
Week 14 EXAMINATION
STUDENTS EVALUATION
67
REFERENCES
1. Brunner, L.S. & Suddarth, D.S (2008). Textbook of medical surgical nursing .11th
ed.
Philadelphia: J.B. Lippincott Co.k
2. Burke, K.M; LeMone, P (2006). Medical-Surgical nursing care. 2nd ed. Upper
Saddle
River, New Jersey: Pearson Education, Inc.
3. Hinkle, J. Brunner, L.S. & Suddarth, D.S (2014). Textbook of medical surgical
nursing.13th ed. Lippincott, New York.
4. Ignatavicins, D. (2002). Critical thinking study guide for medical- surgical
nursing:
critical thinking for collaborative care, 4th edition. St Louis: Saunders.
Le Hemone, & P. & Brake, K.M. (2000). Medical- surgical
COURSE TITTLE: PHARMACOLOGY AND THERAPEUTICS 1

Course Description
• The course is designed to enable the student understand:
68
• the USES, ADMINISTRATION, METABOLISM, ADVERSE EFFECTS, CONTRA
INDICATIONS and NURSING IMPLICATIONS of drugs to enable the nurse
administer drugs safely.
• Students will have clinical experiences in nursing patients on different medications and
special observations and care required.
• Course Objectives
• By the end of the course the students will:
• Discuss the various sources of drugs
• Explain the principles of pharmacology
• Explain general drug metabolism
• Identify the nursing responsibilities in administering various drugs
Explain the Periods Topics

indications,
dosages,
actions, side
effects,
Week Sources of drugs plant,
1 animal, synthetic …
General drug metabolism
contraindication and nursing implications of drug on the various systems of the body
69
Week Pharmacology of commonly used drugs.
Week 5 hypnotics (Sedatives): barbiturates e.g. phenobarb Tranquilizers
Major: Phenothiazines e.g. (chlorpromazine); butyrophenones (haloperidol).
Minor (anxiolytics): Benzodiazepines: Diazepam
Antidepressants Tricyclic antidepressants: amitriptyline, Monoamine-oxidase in
Antiparkinsonian drugs: Anticholinergics e.g. benztropine mesylate, benzhexol h
butylbromide.
Week Drugs aﬀecting the NervouA snalgesics:

3 Opiates: morphine, pethidsianleic,ylates:
aspirin,
non-steroidal an-Itniﬂammatory agents: ibuprofen,
miscellaneous: phenacetin,
Week Anaesthetics
4 General anaesthetic
Inhalations e.g. nitrous oxide,
intravenous e.g. thiopentoneLocal
anaesthetic agents:
Xylocaine
70
Week 9 Drugs acting on the urinary system Diuretics
Thiazides: Bendrofluazide, hydrochlorothiazide. eg.
Frusemide, potassium-sparing: Spironolactone
Mannitol Urinary antiseptics: Nitrofurantoin.
Week 9 Drugs acting on the urinary system Diuretics

Thiazides: Bendrofluazide, hydrochlorothiazide. eg.
Frusemide, potassium-sparing: Spironolactone
Mannitol Urinary antiseptics: Nitrofurantoin.
Week 10 Revision
Week 11 Examinations
Student Evaluation
71
• Continuous Assessment and Mid-sem - 40%
• End of Semester Examination - 60%
• Course Requirements and Performance Evaluation
• A quiz week will be conducted after every major topic.
• Mid-semester exams
• End of semester exams Methods of Instruction
• Teaching methods to be used in the class will reflect best practices for adult learners.
• As such, instruction will primarily consist of experiences that reflect realworld application,
high student participation, and emphasis upon reflective practices.
• Lecture format will only be used to fill knowledge gaps when needed.
Grading:
• Grade Scale
• 80 – 100 = A = 4.0 excellent
• 75 – 79 = B+ = 3.5 = Very Good
• 70 – 74 = B = 3.0 = Good
• 65 – 69 = C+ = 2.5 = Very Fair
• 60 – 64 = C = 2.0 = Fair
• 55 – 59 = D+ = 1.5 = Satisfactory
• 50 – 54 = D = 1.0 = Barely Satisfactory
72
• 0 – 49 =E =0 = Fail
• REFERENCES
• Berthram, G. Katzung et al (2009). Lange Basic and Clinical Pharmacology. 11th ed.
Mcgraw-Hill, Singapore.
• Golan, D.E; Tashjian, A. H. (2007). Principles of pharmacology: the pathophysiologic

basis of drug therapy. 2nd ed. Philadelphia: Lippincott Williams & Wilkins.
• Greenstein, B. (2009). Trounce’s Clinical Pharmacology for Nurses. 11th ed. Elsvier
Philadelphia
• Kee, J. LeFever; Hayes, E. R. (2006). Pharmacology: a nursing process approach. 5th ed.
Elsevier, Inc.
• Kuhn, M.A. (1997). Co. therapeutics: a nursing process approach. Philadelphia: F.A.
Davis Company.
73
COURSE TITLE: SOCIOLOGY FOR HEALTH
COURSE DESCRIPTION
This course introduces the scientific study human society, culture, and social interactions. It is
planned to provide the students with the knowledge of sociological and cultural concepts and
their influence on health and disease.
It stresses the role of individuals as members of the society and how their status and behavior
influence the health of family members and the community.
OBJECTIVES
By the end of the course, the student should be able to;
1. Describe the relevant terms and concepts of Sociology and Anthropology.
2. Explain the roles of social institutions in the overall wellbeing of individuals, families
and communities.
3. Describe social values and cultural determinants of diseases and health-illness behaviour.
4. Describe the relationship within the health care system and between the health
practitioners and their clients.
5. Outline government health policies.
74
WEEK 1 REGISTRATION REGISTRATION OF
STUDENTS
WEEK 2 Concepts of sociology and culture: -
• Definition of concepts and Lecture, and small groups
relevance to nursing learning
• History of
Sociology/Anthropology August
Comte, Herbert Spencer, Carl
Max, Max Webber etc.
WEEK 3 • Relationships between social class Lecture

and health status
• Social change and population

dynamics
WEEK 4 Social/Adaptive process: Quiz
• Socialization Lecture and discussion
• Socialinstitutions, families,
schools, religious institutions and
their effects on individuals
75
WEEK 5 • Corrective institutions, prisons, Assignment
psychiatric asylums, remand
Lecture
homes etc.
• Organization of health care

institutions
• Hospital as a social system/health
care delivery system
WEEK 6 Health/Illness behaviour: Assignment
Lecture
• Society, culture, tradition and
belief systems
• Relationship between culture,

society and nursing
WEEK 7 • Influence of culture on health Reading Assignment

and illness
• Cultural factors affecting
acceptance and utilization of Lecture
health care services
WEEK 8 MID-SEMESTER EXAMS
76
WEEK 9 Relationships within the health care Lecture
organizations:
Assignment
• Relationships within the health
care system
• Doctor, nurse, patient relationship
• Inter and Intra professional

relationship
WEEK 10 • Nurse/patient relationship - Lecture

Impact of relationships on
Brainstorming
patient/client care
• Role functions; independent,
inter dependent and dependent
functions
WEEK 11 National health policy: Discussion
• Poverty and health care Lecture
• National health service/plan
• National health insurance policy
WEEK 12 REVISION
WEEK 13 REVISION
WEEK 14 EXAMINATION
STUDENTS EVALUATION
CONTINOUS ASSESSMENT (40%) + END OF SEMESTER (60%)
77
REFERENCES
1. Giddens (2013) sociology
2. Fulcher and Scott (2011) sociology
3. Cohen and Kennedy: Global Sociology (2013)
4. Haralambos and Holborn (2013) Sociology Themes and Perspectives
COURSE TITLE: PSYCHOLOGY AND HEALTH
COURSE DESCRIPTION
1. This course is to introduce students to some fundamental concepts in Psychology. It is to
enable an understanding of human behaviour with regard to the nursing care of
individuals and families during illness.
COURSE OBJECTIVES
1. Define Psychology
2. Explain the methods of research in psychology
3. Discuss the biological basis of behavior
4. Discuss the theories of learning and memory
5. Identify stimuli that are stressors and their effects on individuals
6. Describe the stages of human growth and development
7. Discuss the different types of personalities
8. Understand how motivation and emotions affect human behavior 9. Explain the
influence of intelligence on behavior
78
• Consciousness and attention.
WEEK 5 Conditioning and learning: Assignment
• classical conditioning Lecture and discussions
• operant conditioning Library work
• cognitive learning
79
WEEK 6 •Memory: Sensory memory Reading Assignment
•short-term memory Lecture
•Long-term memory.
•Forgetting
WEEK 7 Human growth and development: Assignment
• childhood to puberty Lecture and discussions
• puberty to adulthood
• adulthood to old age
WEEK 8 MID-SEMESTER EXAMS
WEEK 10 Motivation and emotions; Lecture and discussions
• Intelligence and mental

abilities
WEEK 11 Social Psychology: Lecture and discussions
• conformity and compliance

persuasion
WEEK 12 • group influence Lecture and discussions
• attitudes and actions
WEEK 13 REVISION
WEEK 14 EXAMINATION
STUDENTS EVALUATION
80
REFERENCES
1. Emotional intelligence by Daniel Goleman
2. Flow: the psychology of optimal experience by Mihaly Csikszentmihalti
3. Reclaim your brain by Joseph A. Annibali. M.D.
81
COURSE TITLE: FUNDAMENTALS MEDICAL NURSING I
COURSE DESCRIPTION
This course will enable the student to describe the cause, manifestations and management of
conditions affecting some of the system of the body and its implication to midwifery practice.
OBJECTIVES
1. Explain the basic concepts and terms in medical nursing.

2. Conduct and assist in physical assessment of patients including diagnostic procedures.
3. Describe the principles and practice of rehabilitation.
4. Explain the causes, manifestations, and pathophysiology of common disorders that

threaten adaptation.
5. Apply the nursing process/nursing model in the management of various disorders.
6. Describe the management of patients with com communicable diseases.
DELIVERY
Week 2 Concepts in medical nursing
• Concepts and terms
• Holistic care
• Primary nursing
82
• Team nursing etc. Lecture, and reading
assignment
• Health- illness continuum
• Adaptation, homeostasis and stress
• Behaviour in illness
Week 3 Principles and practice of rehabilitation • Lecture, Discussion and

Concepts and process of rehabilitation
Reading assignment
• Objectives of rehabilitation
• Specific rehabilitation situations
• Techniques of rehabilitation
• Roles of individuals, family, community,

government and non-governmental
organizations in rehabilitation.
Week 4 Common disorders that threaten adaptation Lecture, discussion

• Definition, causes, signs and symptoms,
Quiz
pathophysiology, management
• Inflammation
• Anxiety
• Fear
• Edema etc
Week 5 • Pain Lecture, brainstorming
• Fatigue Assignment
• Hemorrhage
83
• Shock
Week 6 • Fever Class presentation and
• Fluid and electrolyte imbalance Discussion
• Asphyxia
• Unconsciousness
• Dyspnea
Week 7 Physical assessment of patients and diagnostic Class presentation

procedures continues and discussions
• Assessment
• History taking
• Physical examination
• Urea and electrolytes
Week 8 • Vital signs, weight, height, Apex beat, and MID-SEMESTER

fetal heart beat
EXAMS
• Health screening preparation
Lecture, Brainstorming
• Gastrointestinal fluids etc and discussion
Week 9 • Urine testing Assignment
• Stool culture Lecture and Discussion
• Sputum
• High Vaginal Swab
• Blood: Hepatitis, Hb, etc, grouping and cross

matching
84
Week 10 • X-Ray Reading assignment
• Ultrasound Lecture, and discussion
• Magnetic Resonance Imaging (MRI)
• CT Scan etc.
Week 11 Management of patients with communicable Lecture and discussion,

diseases
Reading Assignment
• Review of body defense mechanism
• The infection processes
• Diseases caused by contact and droplets:
• Nasal catarrh, influenza, pulmonary

tuberculosis, mumps, diphtheria,
cerebrospinal meningitis, chicken pox, small
pox.
Week 12 • Water and food related diseases: Lecture and discussion
• typhoid fever, paratyphoid, cholera,

dysenteries, food poisoning etc
• Diseases spread by insects and other animals:

malaria, yellow fever, plague, rabies
trypanosomiasis, typhus, filariasis, anthrax,
Lassa fever etc.
• Preventing infections in the hospital
• Emerging infectious diseases: HIV, AIDS
85
Week 13 REVISION
Week 14 EXAMINATION
STUDENTS EVALUATION
REFRENCES
1. Brunner, L.S. & Suddarth, D.S (2008). Textbook of medical surgical nursing .11th
ed.
Philadelphia: J.B. Lippincott Co.k
2. Burke, K.M; LeMone, P (2006). Medical-Surgical nursing care. 2nd ed. Upper
Saddle
River, New Jersey: Pearson Education, Inc.
3. Hinkle, J. Brunner, L.S. & Suddarth, D.S (2014). Textbook of medical surgical
nursing.13th ed. Lippincott, New York.
4. Ignatavicins, D. (2002). Critical thinking study guide for medical- surgical
nursing: critical thinking for collaborative care, 4th edition. St Louis: Saunders.
86
5. Le Hemone, & P. & Brake, K.M. (2000). Medical- surgical: critical thinkingin
client care: New Jersey: Prentice Hall Inc.
6. Lewis, S. M, and Heitkemper, M.M. (2004). Study guide for medical –surgical
nursing: assessment and management of clinical problems .6th ed. St Louis: Mosby, Inc.

HOURS/CREDITS
CHN 204 Paediatric Community Health Nursing 2 - 2
CHN 206 Health Structure and Management System 2 - 2
CHN 212 Pharmacology, Therapeutic and 3 - 3

Pharmacovigilance 11
NUR 212 Nursing Theories 3 - 3
NUR 214 Nutrition and Food Science 2 - 2
NUR 218 Pathology 3 - 3
CHN 214 Community Health Practicals 1 - 7 3
TOTAL 22
87
COURSE TITLE: PATHOLOGY COURSE DESCRIPTION
This course is designed to expose students to pathological process that occur in the human body.
Students are taken through cellular basis of disease, inflammation process, healing of wounds,
fractures etc. Concepts in immunology, neoplasm are discussed. There will be concurrent
practical to expose students to pathological tissues macroscopically and microscopically at
laboratories in the hospital.
COURSE OBJECTIVES
By the end of the course the students will:
1. Understand the concept of pathology, it's role and the history of the discipline.
2. Describe the cellular basis of diseases, cell adoption, injury and death.
3. Describe healing of wounds, fractures and special tissues.
4. Describe acute and chronic inflammatory process.
5. Understand the concept of immunology
6. Start pathological process in shock, embolism, infarction and neoplasm.
7. Describe pathological process in cardiac, renal and liver failure.
88
COURSE CONTENT
Unit 1. Introduction to pathology. a)
Role of pathology
b) History of Pathology
c) Materials and methods used in pathology. Unit 2. Causes and classification of

Disease. a) Cellular basis of disease.
b) Cell injury and adaptation
c) Cell death. Unit 3: Inflammation
a) The Inflammatory reaction
b) Causes of information
c) Types of inflammation (acute and chronic)
d) Healing of wounds, fractures and special tissues.
Unit 4. Immunology
a) The immune response
b) Immunopathology
c) Immunity and allergy Unit 5 Circulatory pathological process a) Haemorrhage
b) Shock and hyperaemia
c) Oedema
d) Hypertension
e) Thrombolism
f) Embolism
g) Infarction Unit unit 6. Neoplasm
a) The nature of new growth
89
b) General characteristics of cancer
c) Benign neoplasia
d) Malignant neoplasia
e) Neoplasm of Breast, Uterus, Cervix and Prostate Gland. Unit 7. Pathological effects of organ
failures a) Cardiac failure
b) Renal failure
c) Liver failure
Unit 8. Pathology of Selected common Diseases. a)
Malaria
b) Cholera
c) Tuberculosis
d) Human Immunodeficiency Virus (HIV)
e) Enteric Fever
COURSE SCHEDULE
WEEK TOPIC REMARKS/ MODE OF

DELIVERY
1 Registration Registration
2 Introduction to pathology. a) Brainstorming, discussion

Role of pathology and lecture
b) History of Pathology
c) Materials and methods used in
pathology
3 Causes and classification of Disease. a) Brainstorming, discussion

Cellular basis of disease. and lecture
b) Cell injury and adaptation
c) Cell death.
90
4 Inflammation Brainstorming, discussion
a) The Inflammatory reaction and lecture
b) Causes of information
c) Types of inflammation (acute and
chronic)
d) Healing of wounds, fractures and
special tissues.
5 Immunology Brainstorming, discussion

a) The immune response and lecture
b) Immunopathology
c) Immunity and allergy
6 Circulatory pathological process Brainstorming, discussion

a) Haemorrhage and lecture
b) Shock and hyperaemia
c) Oedema
d) Hypertension
e) Thrombolism
f) Embolism
g) Infarction Unit
8 d) Malignant neoplasia Brainstorming, discussion

e) Neoplasm of Breast, Uterus, and lecture
Cervix and Prostate Gland.
9 Pathological effects of organ failures Brainstorming, discussion and

a) Cardiac failure lecture
b) Renal failure
c) Liver failure
91
10 Pathology of Selected common Brainstorming, discussion and
Diseases. lecture
a) Malaria
b) Cholera
c) Tuberculosis
11 d) Human Immunodeficiency Virus Brainstorming, discussion and

(HIV) lecture
e) Enteric Fever
12 Revision
13 Examination
14 Examination
STUDENT ASSESSMENT
CONTINUES ASSESSMENT 40%
END OF SEMESTER EXAMINATION 60%
REFERENCES
Good C.C(2003). Pathology, implications for physical therapist. 2nd ed.U. S. A: Elsevier inc.
Rubin E. (2001). Essential pathology. 3rd ed. U. S. A: Lippincott Williams and Wilkins.
Robbins, S, L Cotran R. S (2005). Pathologic, basis of diseases 7th ed. China: Elsevier. Inc.
Levinson, A. D., Reid, R etc al. (2008). Muir's textbook is f pathology. 14 the ed. Edward Arnold,
Book Power, India.
92
COURSE TITLE: NUTRITION AND FOOD SCIENCE COURSE DESCRIPTION
This course is designed to equip the student relate the importance of nutrition to the various
stages of human development, health recovery and maintenance, and also to recognize the role of
the student in the health team and identify specific diet recommend for the client.
OBJECTIVES
1. Describe the importance of nutrition in health and disease.
2. Describe the different nutrition and their importance in health
3. Identify local foods and the nutrients they contain
4. Explain nutrient requirements of women in the fertile age and factors that influence
nutritional status
5. Describe the nutrition assessment methods and their uses
6. Explain malnutrition and the different forms of under-nutrition and over-nutrition.
7. Describe the consequences and causes of malnutrition in Ghana using the conceptual
framework.
8. Describe the management and prevention of different forms of under- nutrition and
overnutrition.
9. Explain the methods of food supply, storage, preparation and distribution and how these
contributes to health and diseases
10. Explain nutrition intervention and policies in Ghana and their delivery approaches/
strategies.
93
11. Describe the role of the student and dietician/nutritionist in nutrition education and
counselling
DELIVERY
Week 2 Nutrition and health Teaching and reading

assignment
Week 3 Nutritional needs for women in fertile age Teaching, discussion and
reading assignment
● Adolescent
● Pre pregnancy
● Pregnancy
● Lactating mothers
Week 4 Nutritional status assessment of individuals and
communities
94
● Anthropometry (weight, height and mid upper Teaching, discussion
arm circumference)
● Clinical
● Dietary
● Biochemical
Week 5 Types of malnutrition, cause and consequences
● the conceptual framework Teaching, brainstorming
Assignment
● Nutritional situation in Ghana
Week 6 Under-nutrition: signs, symptoms, causes, Class presentation and
prevention and management
Discussion
● Stunting
● Underweight
● Micro nutrients deficiency (vitamin A

deficiency, iron deficiency anemia, iodine
deficiency)
95
Week 7 Dietary management of over-nutrition and diet Class discussions
related non communicable disease
● Diabetes
● Hypertension
● Gastric and duodenal ulcer
● Obesity
Week 9 Nutritional interventions and policies in Ghana
a. Promoting of optimal breastfeeding practices
b. Promotion of appropriate complementary

feeding
c. Improved hygienic practices
d. Vitamin A supplementation
Group presentation
e. Zinc supplementation for diarrhea management
f. Deworming
g. Iron- folic acid supplementation for adolescent

girls and pregnant women
h. Salt iodization
i. Fortification of staple foods (oil and flour)
j. Prevention and treatment of moderate acute

malnutrition with special foods
96
k. Treatment of severe acute malnutrition with
ready-to- use therapeutic food (RUFF)
l. Promotion of consumption of diversified diets
m. Promotion of health lifestyle
Week 10 Approaches used to implement nutrition

interventions in Ghana
● Use of essential nutrition actions (ENAs) at the

various health contact points
● Integrated management of neonatal and
childhood illness(IMNCI)
● Community based infant and young child feeding
● Community based growth monitoring and
promotion
● Child health week and mass campaigns
Teaching, and discussion
● School health education programs
Role of dietician/ nutritionist in the health team
Role of nurse/ midwife in education and counselling
Week 11 CLINICALS
Week 12 CLINICALS
97
Week 13 REVISION
Week 14 EXAMINATION
MODE OF ASSESSMENT
CONTINOUS ASSESSMENT 40%
EXAMINATION 60%
REFERENCES
1. Introduction To nutrition and dietetics
2. A text book of nutrition for Nursing students
98
COURSE TITLE: HEALTH STRUCTURE AND MANAGEMENT SYSTEMS
COURSE DESCRIPTION
The purpose of the course is to provide the student with knowledge and skills in health
management services. It will also provide the student with skills in planning, implementing
and evaluating health activities.
Course Objectives
By the end of the course, the student will be able to:
a. describe the organizational structure of the Ministry of Health and Ghana Health
Service
b. describe the roles and functions of the Regional, District Health Management Team and
sub-district health teams and their related agencies in health service delivery c. prepare
budget and use imprest account
d. supervise staff at the sub-district e. explain government policies on various health
programmes
f. describe various health insurance schemes
g. calculate health indices
h. educate community members to register births and deaths to guide in planning

i. collect, collate, analyze and interpret statistical data for planning health programmes
J. explain management functions
k. write report using the approved format and guidelines
l. keep clinic reports, registers and files on how provide quality health care to patients and
clients
Course Content
1. Organizational structure of the Ministry of Health
2. Organizational structure of the Ghana Health Services at the various levels
99
3. The roles and functions of the Regional, District and sub-district health team, health
agencies, health related agencies and their roles in the health delivery system
4. Health Team: Regional, District, Sub-district and community
5. Budget and imprest account

6. Government policies on various health programmes
7. Various health insurance schemes (National and other schemes) 8. Health Indices
9. Registration of birth and deaths
10. Management functions
11. Record Keeping: types, filing and retrieving information 12. Report writing
13. Quality Assurance and Improvement (Review)

14. Data management
a. Standard Operating Procedures (SOPs)
b. Use of District Health Information Management System (DHIMS II)
c. Web-Base
15. Health Bill: decentralization
Student Evaluation
Continuous Assessment - 40%
End of Semester Examination - 60%
REFERENCES
Brown, M. (1992). Nursing management: issues and ideas. Maryland: Aspen Publishers.
Dienemann, J.A. (1990). Nursing administration strategic perspectives and application.
Norwalk: Appleton Lange.
Finkler, S. (2001). Budgeting concepts for nurse manager. 3rd ed. Philadelphia: Saunder.
Matthews, A. (1993). In charge of the ward. London: Blackwell Scientific Publications.
Redman, B.K. (1996). The practice of patient education. Louis: Mosby.
100
Tomey, A .M (2004). Guide to nursing management and leadership. 4th ed. St Louis: Mosby,
Inc.
PHARMACOLOGY AND THERAPEUTICS

COURSE DESCRIPTION
The course is a continuation of NUR 208
Designed to enable the student understand
the uses,
metabolism,
administration,
nursing implications,
adverse effects and
contra indication of drugs used for infections and the special senses.
COURSE DESCRIPTION
Stresses on safe drug administration.
Also introduces the student to issues of traditional medicine and spiritual healers.
As part of the course, students will visit the centre for scientific research into plant
medicine and other structured traditional healing settings to have real experiences in
these areas COURSE OBJECTIVES
By the end of the course, the students will:
1. Explain the indications, dosages, actions, side effects, contraindication and nursing
implications of drug on the various systems of the body
2. Discuss the basis and scope of traditional medicine
101
3. Discuss the mode of operation of traditional healers
4. Describe the role of the traditional healers in the health delivery system  5.
Discuss the interaction between traditional and orthodox medicine Course Policy
Attendance:
All students are to be present at all lectures
Code of conduct:
Week 1-3 Drugs used in Infections

Antibacterial drugs
Penicillins: e.g. BenzylPenicillin, amoxicillin, Tetracyclines
Aminoglycosides: e.g. Streptomycin, Gentamycin, Neomycin
Macrolides: e.g. Erythromycin.
Cephalosporins: e.g. Cefotaxime.
Sulphonamides: e.g. Sulphadimidine, Co-Trimoxazole,
Chloramphenicol etc.
Anti-Tuberculous drugs: Rifampicin, isoniazid
All students are to adhere to the code of conduct of the noble profession to uphold the
high standards of the school.
Cheating/Plagiarism:
Any student caught cheating during any examination will be sanctioned accordingly
Assignment submission:
All assignment should be submitted on due due date failure to do so attracts a sanction
of mark deduction from the overall marks.
102
Antiprotozoal drugs: e.g. metronidazole etc.
WEEK 4  Student EAvanltui-amtioanlarial: Chloroquine, Halofantrine HCI, Fansidar, Artesunate
Amoebicides:e.g. Metronidazole, Erythromycin etc.
Antifungal drugs: e.g. Nystatin, Miconazole, griseofulvin.
Antiviral: Zidovudine, Acyclovir etc.
WEEK 5-6
Anthelmintics: Mebendazole, Piperazine, Pyrantel, Niclosamide,
Bephenium, Bilarcil, Dieth
Miscellaneous drugs
WEEK 7-8 Steroids: Dexamethasone, Hydrocortisone
Cytotoxic drugs: Busulphan, chlorambucil, cyclophosphamide
Eye preparation:
Mydriatics: Cyclopentolate, atropine
WEEK 9
Myotics: Pilocarpine, Eserine
Local anaesthetics: Amethocaine drops
Ear Preparations
Anti-infective: Otosporin, Terra-Cortril
Wax softeners: Almond oil, sodium Bicarbonate
WEEK 10, 11,12 Revision
Exams
Continuous Assessment and Midsem - 40%
 Course Requirements and Performance Evaluation
A quiz week will be conducted after every major topic
Mid-semester exams
End of semester exams
103
Grading:
Grade Scale
80 – 100 = A + = 5.0 excellent
70– 79.99 = A = 4.50 = Excellent
65 – 69.99 = B+ = 4.00 = Very Good
60 – 64.99=B = 3.5 = Very Good
55 – 59.99 = C+ = 3.00 =Good
50 – 54.99 = C= 2.5 = Good
45 – 49.99 = D+ = 2.00 = Satisfactory
40 – 44.99 = D = 1.5= Satisfactory
0-39.99= F= 0 = Fail
IC =Incomplete
Y =Continuing
Z =Disqualified
X = Absent Without Reason.
REFERENCE
Berthram, G. Katzung et al (2009). Lange Basic and Clinical Pharmacology. 11th ed.
104
Golan, D.E; Tashjian, A. H. (2007). Principles of pharmacology: the pathophysiologic

Greenstein, B. (2009). Trounce’s Clinical Pharmacology for Nurses. 11th ed. Elsvier
Philadelphia
Kee, J. LeFever; Hayes, E. R. (2006). Pharmacology: a nursing process approach. 5th ed.
Berthram, G. Katzung et al (2009). Lange Basic and Clinical Pharmacology. 11th ed.
Golan, D.E; Tashjian, A. H. (2007). Principles of pharmacology: the pathophysiologic

Greenstein, B. (2009). Trounce’s Clinical Pharmacology for Nurses. 11th ed. Elsvier
Philadelphia
Kee, J. LeFever; Hayes, E. R. (2006). Pharmacology: a nursing process approach. 5th ed.
Elsevier, Inc.Elsevier, Inc.
105
PRINCIPLE OF DISEASE CONTROL 1
COURSE DESERIPTION
This course introduces students to the basic principles of epidemiology. The course also ensures
that the student acquires knowledge and basic principles involved in disease prevention and
control. It also helps the student to investigate discase causation and determine steps to remedy
the problem in the community.
Course Objectives
a.describe the disease process
b.explain the role of epidemiology in community health nursing C. explain the
principles of disease prevention and control
d. interpret health indices classify
communicable diseases
f. demonstrate the skill in the use of the standard treatment guidelines for managing
communicable diseases
g.perform and interpret the result of Rapid Diagnostic Test (RDT) for malaria
Course Content
Unit 1: Epidemiology
Unit 2: Principles of prevention and control of communicable disease
Definition, scope and uses of epidemiology
Natural history of diseases- models of disease causation
106
Process of disease causation and transmission
Factors influencing development of diseases
Notification
Elimination of reservoir of infection
Contact tracing
Isolation
Early detection and treatment
Interruption of pathway of transmission
Disinfection: concurrent and terminal
Health education
Personal and environmental health
Nutrition
Protection of susceptible host
Immunization
Unit 3: Health Indices
Explanation Types and sources calculation, intepretation and importance of: case fatality,
prevalence, incidence, attack, morbidity and mortality rates
Unit 4: Classification of communicable diseases (each disease condition must be discussed
under the following): epidemiology, causes, signs and symptoms, incubation periods, mode
of spread, management, complications, prevention and control, referral and follow-
up
i. Airborne diseases:
a.Measles
b.Mumps
c.Chicken pox
107
d.Pertussis
e.Influenza
f. Diphtheria
g.Meningitis
h.Leprosy
i. Tuberculosis (use patient-centered model for TB management) ii. Water/food borne diseases
Cholera
Typhoid
Dysentery
Food poisoning
Poliomyelitis iii.
Helminthic Diseases
a.Roundworm
b.Hookworm C. Threadworm
d. Tapeworm
e.
Schistosomiasis
f. Guinea worm
iv. Viral diseases
a.Herpes simplex/zoster
b.Infective hepatitis C. Common cold
d.Trachoma
e.Yellow fever
108
f. Encephalitis
g.Pneumonia
h.Ebola
i. Lassa fever
V. Parasitic diseases
a.Malaria Filariasis (onchocerciasis and elephantiasis)
b.Trypanosomiasis vi. Emerging / Remerging diseases víi.
Standard Treatment Guidelines
109
COURSE TITLE: PAEDIATRIC COMMUNITY HEALTH NURSING
This course is designed to enable the student acquire knowledge, skills and attitude to monitor
the growth and developmental patterns of children and be able to prevent and manage common
problems of the child in the community.
It will also assist the student to recognise abnormalities and emergency conditions and to take
appropriate action within her competence
Course objectives By the end of the course, the student will be able to:
a. Describe the normal growth and development of a child b. Demonstrate the process of
growth monitoring c. Interpret growth pattern using the child health record book d.
Demonstrate skill sin lactation management e. Supervise mother to give complementary feeds to
their children f. Discuss good habit formation g. Assess, classify, manage and prevent common
childhood illnesses h. Assess pain in children i. Determine the most effective pain management
strategies j. Identify and manage children with emotional problems k. Counsel mothers to
prevent home accident l. Identify manage and refer children with impairment and disabilities m.
Identify and mange children with uncomplicated malnutrition n. Conduct inspection of early
childhood care institutions
Course content 1. Growth and development a. Developmental milestones b. Delayed and

deviation from normal pattern of growth: causes, features and management c. Early stimulation
and play 2. Growth monitoring and promotion ( Using the WHO growth monitoring standards)
a. Measurement, documentation and interpretation of weights, height, mid arm and head
circumference
b. Child survival strategies: oral rehydration, breast feeding, immunization, family planning
ng, female education and food supplementation (GOBIFF) 3. Infant/young child feeding
a. Breast feeding/lactation management b. Artificial feeding c. Complementary feeding
d. Feeding by HIV positive mothers e. National guidelines on infant and young child
110
feeding f. Socio-cultural practices related to feeding 4. Habit training a. Oral hygiene b.
Toilet training c. Personal cleanliness d. Good manners 5. Integrated management of
neonatal and childhood illnesses (IMNCI) 6. Concept of pain in children a. Assessment,
consequences and pain management strategies 7. Emotional problems of the child 8.
Home accidents, types, causes, management and prevention 9. Inspection of early
childhood institutions
REFERENCES
Ball, J. & Binder, R. (1994). Paediatric nursing caring for children. Norwalk: Appleton &Lange.
Government of Ghana (2014). Ministry Of Gender, Children And Social Protection Ghana’s
Fourth Progress Report On The Implementation Of The African And Beijing Platform Of Action
And Review Report For Beijing +20.
Kenner, Carol &Lott, J.W (2007). Comprehensive neonatal care: an interdisciplinary approach.
4th ed. Missouri: Saunders
Marks, M.G (1994). Beoadribb’s introductory paediatric nursing. Philadelphia: J.B Lippincott.
MOH-Ghana (2014). Ghana national newborn health strategy and action plan 2014-2018. Accra,
MOH.
MOH-Ghana (2010). Concise integrated management of neonatal and childhood illness-Assess

and classify the sick child Age 2 months up to 5 years. (Facilitators Guide). Accra,
WHO/UNICEF/USAID.
Newman, J.T &Scott G.R. (1990). Paediatric nursing: Pennsylvania: Spring House Corporation.
Santrock John W. (1997). Children. 5th ed. New York, McGraw-Hill Companies. Inc.
National Population Council (2000). Ghana Adolescent Reproductive Health Policy.
Seear, M.D (2000). Manual of tropical Paediatrics. Cambridge: Cambridge University Press
Silverman, M. & O’Callaghan, C.L. (2001). Paediatric respiratory medicine. London: Arnold
Smith, Owen P (edited) (2002). Essential Paediatric haematology. London: Martin Dunitz ltd.
Trauma Informed Care – Centre for Evidenced based Practice.
111
https://www.centerforebp.case.edu/client-files/events-supportmaterials/2015-
0115_RPHVideoConference.pdf
Williams, R & Flores (2005). in Lazzaretti, C. & Pearson, C. (2010). Primary care of the child
with a chronic condition. 5th ed. Mosby: Elsevier
WHO. (2011). Disability and health fact sheet.
STUDENT EVALUATION
Continuous assessment 40%
End of semester examination 60%
Mode of Delivery
Discussion
Lecture
Demonstration
Role play
Brainstorming
112
LEVEL 300 ; SEMESTER 1
HOURS/CREDITS
CODE COURSE TITTLE P T C
NGS 201 Traditional and Alternate Medicine 3 - 3
NGS 101 Introduction to Sign Language 1 - 1
CHN 301 Occupational Heath 2 - 2
CHN 303 Principles of Disease Management and Control 3 - 3
CHN 305 Community Nursing Administration 2 - 2
NUR 313 Paediatric Nursing 3 - 3
NUR 315 Physical Assessment (Theory) 3 - 3
NUR 323 Physical Assessment (Practicals) - 7 2
CHN 307 Community Health Practical 11(District Level)
TOTAL 21

NUR 323 (Intra-semester Practicals 7 * hrs 5 days * 3 weeks = 105)
113
TRADITIONALAND ALTERNATIVE MEDICINE
COURSE DESCRIPTION
The policy direction in the health sector is to integrate traditional medicine into the mainstream
health delivery system. This course is intended to help the student develop an understanding of
the organization and operations in the traditional and alternate medicine sectors and also develop
an appreciation for and cooperate with them.
COURSE OBJECTIVES
By the end of the course, the student will:
• Describe the framework on traditional medicine practice globally and in Ghana
• Explain the place of traditional and alternative medicine in health seeking

behaviour
• Describe the basics in herbal medicine pharmacology
• Counsel clients on making informed choices from available treatment alternatives
Course Content
Unit 1: Origins of traditional and alternative medicine
Unit 2: Regulating traditional medicine in Ghana
Unit 3: Traditional concepts of health and ill-health

• The germ theory
• Physical, Spiritual, Psychological
• Esoteric (Reincarnation), Asteroid (Heaven bodies)
114
Course Content
Unit 4: Concepts of the causes of Ill-health
• Natural imbalance and homeostasis
• Witchcraft and Spiritual afflictions
• Curses and taboo breaking
Unit 5: Religion and health
• The theory of gods, the Supreme Being and punishment
• Offences against ancestors and deities
• Disturbance of forces of nature
• Religious leaders, divination and exorcisms
Course Content
Unit 6: Traditional approaches to disease prevention and treatment.
• Herbs, Rest, Diet and Sacrifices
• Assessment of patients o History taking o Physical examination
• Treatment approaches o Herbal treatment, Spiritual approaches, Bone setting o

Bloodletting, Horning, Fasting, Homeopathy;
Unit 7. Basis and scope of traditional medicine,
• Description of the organisation of traditional medical practice;
• Types and mode of operation e.g. Diviners (prayers) herbalists (herbs);
• The role of the traditional medicine in the health care delivery system, interaction
between traditional medicine and orthodox medicine.
Student Evaluation
115
• Continuous Assessment - 40%
• End of Semester Examination - 60%
REFERENCE
Twumasi, P.A., (2005). Policy Guidelines on Medical Systems in Ghana, Accra: Ghana
Publishing Corporation
Franz, S. C. (2008). Common sense pediatrics: Combining alternative and traditional medicine in
everyday practice. Bloomington, IN; Authour house.
GoG (2005). Traditional and alternative medicines handbook. Accra, MoH, Ghana.
Willcox, M. & Bodeker, G. (2004). Traditional medicinal plants and malaria. London: CRC
Press O’Matuna, D., Larimore, W. (2006). Alternative medicine: The Christian handbook
updated and expanded. Grand rapids, Michigan; Zondervan.
116
COURSE TITLE: INTRODUCTORY SIGN LANGUAGE
COURSE DESCRIPTION
The course provides an introduction to Ghanaian Sign Language including expressive and
receptive sign, the manual alphabet, facial expression, and body gestures with emphasis on
conversational skills in functional situations.
OBJECTIVES
1. Distinguish the basic linguistic principles that are the foundation for Ghanaian Sign
Language as a conventional language distinct from English.
2. Understand and apply the grammatical principles of Ghanaian Sign Language structures
introduced and demonstrated communicative competence in language functions through
targeted social interactions.
3. Formulate visual gestural accuracy and fluency.
4. Distinguish basic elements of Deaf culture and value and apply appropriate social
interaction skills.
PERIOD TOPIC REMARKS/MODE
OF DELIVERY
WEEK 1 REGISTRATION REGISTRATION OF
STUDENTS
117
WEEK 2 Distinguish the basic linguistic principles that
are foundation for Ghanaian Sign Language
• Distinguish the characteristics of GSL

as a signed language.
• Compare the modalities of written,
spoken and signed languages
Lecture, collaborative
• Compare and contrast GSL to spoken
learning and small
languages, including foreign
groups
languages.
WEEK 3 • Compare the relationship of GSL to

foreign signed languages including
historical links to GSL.
• Compare GSL to manually-coded
signed English.
Lecture and in-class
exploration of internet
sites
WEEK 4 Compare and contrast GSL to English
• As a system of communication
• In conceptual qualities Quiz
Lecture and discussion

• In language characteristics of
productivity, arbitrariness and
displacement.
118
WEEK 5 Understand and apply the grammatical
principles of Ghanaian Sign Language
structures introduced and demonstrate
communicative competence in language Assignment
functions through targeted social interactions Demonstration and
• Language functions coaching
• Introducing oneself
• Asking for names
• Confirming information
• Correcting information
WEEK 6 • Exchanging personal information
• Asking if someone is deaf or hearing Assignment
• Asking where sign language was Lecture, demonstration

learned and coaching
• Responding to information
• Explaining surroundings Asking and

telling where and indicating
• where one lives
WEEK 7 • Describing family members
• Asking about number- how many
• Describing activities
1. Apologizing, giving reasons
2. Giving opinions Assignment
119
3. Suggesting activities
Lecture, demonstration
and coaching
WEEK 8 Grammar
• Introducing oneself
MID-SEMESTER
• Yes/ no questions
EXAMS
• Wh- questions: what, who
• Personal pronouns
• Numbers 1-20
• Exchanging personal information
• Yes/no questions
• Wh-questions: where
WEEK 9 Language structures
• Apply simple question types

appropriately
Lecture, visual aids and
• Distinguish between personal and demonstration
possessive pronoun
• Express non, verbal agreement
• Express affirmation and negation

appropriately.
120
WEEK 10 • Asking and responding to questions
• Following a series of basic commands
Collaborative projects
WEEK 11 Formulate visual gestural accuracy and

fluency
• The application of hand shape,
orientation, location, position and
movement using one handed, two-
handed, symmetrical and non Discussion, lecture and

– symmetrical signs. demonstration
• Use of basic non -manual marke rs
WEEK 12 Distinguish basic elements of Deaf Culture

and value and apply appropriate social
interaction skills
• Cultural identity of deaf in hear

ing cultures
• Distinct communication behaviours

and their cultural meanings
• Methods to obtain information
• Greeting
• Sharing information
Lecture and visual aids

• The effect of turning one’s bac k
121
WEEK 13 REVISION
WEEK 14 EXAMINATION
STUDENTS EVALUATION
REFERENCES
1. Chomsky, Noam. ‘Language and mind’, 3rd ed. New York: Cambridge University Press,
2006.
2. Lentz, E. M., Mikos, K., and Smith, C. ‘Signing Naturally, Level 1’ (video text and
accompanying workbook. San Diego, California: Dawn Sign Press, 2008.
3. Moore, Matthew, and Levitan, Linda. ‘For Hearing People Only’, 4th ed. Rochester, New
York: Deaf Life Press, 2016.
Tenant, Richard, and Marianne Gluszak Brown. American Sign Handshape Dictionary
(2nd Edition with CD). Washington, DC: Gallaudet University Press, 2010.
122
COURSE TITLE: OCCUPATIONAL HEALTH
SIGNIFICANCE OF THE COURSE
The course will assist you to collaborate with the members of the occupational health team in
identifying and managing health hazards in the work environment.
LEARNING OUTCOMES (1/3)
By the end of the course, you will be able to:
•explain the concept of occupational health
*explain the aims and objectives of occupational health
•list agencies concerned with occupational health
123
• identify members of the occupational health team and their roles •
discuss factors related to health in the work environment
•explain the Health and Welfare Act
• explain the benefits and importance of occupational health
• discuss health hazards associated with work in Ghana
•explain the industrial/workplace safety measures
*explain the role of the nurse in safety provision
*develop health promotional activities in occupation health
• discuss occupational diseases/conditions
• discuss the cost of occupational accidents/diseases
• "explain the steps in occupational health management
• •discuss the role of stakeholders involved in Occupational health
• discuss medical care waste management
WEEKLY SCHEDULE (1/3)
WEEK TOPIC REMARKS
1. 1. Concept and history of occupational health: a)

Global, b) Ghana
2. Objectives and aims of occupational health
2. 3.Agencies concerned with occupational health

4.Occupational health team members and their roles
3. 5. Factors related to health in the work environment 6.

Health and Welfare Act: responsibilities of
employer/employee at workplace
124
4. 7. Benefits and importance of occupational health
5. 8. Hazards associated with jobs/occupation:

a.Physical
b.Chemical
c.Biological
d.Environmental
6. 9. Effects of occupational health hazards 10:

Medical Examination for the worker a.
Pre-employment
b.During employment
c.On retirement
7. 11. Industrial/workplace safety measures

a.Protective clothing
b.Implementation of safety measures
c.Maintaining a healthy work environment
8. 12. Post exposure to workplace hazards and precautions,

e.g. Hepatitis B and HIV
9. 13. Role of nurse in occupational health

14. Health promotional activities in occupational health
10.
11. 17. Steps involved in occupational health management
12. 18. Stakeholders involved in occupational health
13. 19. Occupational health hazards in Ghana
14. Revision
15. - 16 End of Semester Examinations
125
READING MATERIALS
.HA Waldron. Butterworth-Heinemann 1995. Occupational Health Practiee 3rd Edition.
. Paul Erickson, 1996 Practical Guide to Occupational and Safety. Academic Press.
MODE OF DELIVERY
• Brainstorming
• Lecture
• Discussion
• Assignment
COURSE TITLE: COMMUNITY NURSING ADMINISTRATION

Course Description
This course is designed to provide the student with knowledge, skills and attitude in
nursing care in the community to prevent diseases, promote and maintain good health. It will
include the provision of care for the school child to achieve maximum benefit from schooling
and provide the needed care to community members.
Course Objectives
By the end of the course, the student will be able to;
1. Explain the concept of Community-Based Health Planning and Services (CHPS) as a

strategy for implementing primary health care
2. Explain the CHPS process
3. Describe the role of CHPS in the health care delivery system
4. Use appropriate channel to refer clients and patients
5. Manage problems of the school child
126
6. Organize school hygiene inspection
7. Explain family life education
8. Detect minor ailments and childhood impairment early
Course Content
Community-Based Health Planning and Services (CHPS)
a. CHPS policy
b. Basic terminologies in
CHPS c .Demarcated CHPS
Zone d. Functional CHPS
Zone
e. Completed CHPS Zone
f. CHPS Compound
g. Community Health Officer (CHO)
h. Community Health Volunteers (CHVs)
i. Community Health Management Committees (CHMC)
j. CHPS concepts, strategy and process
k. CHPS Implementation milestones
Community Decision Making System

i. Community Entry: type of communities, how to enter a community, working with the
communities
ii. Conduct Situation Analysis
iii.Conduct Community Needs Assessment: the concept of needs and types of needs, Needs
assessment, Process of conducting needs assessment, Prioritizing health needs and
developing alternative solution, the role of the health worker in assessing community
health needs
iv.Develop Community Profile v. Develop Community Health Action Plan (CHAP) vi.
Prepare and Update Community Population Register vii. Gather House and Household
Particulars
127
Community Mobilization and
Participation
i. Community Mobilization Process
ii. Benefits of Community Mobilization and Participation iii.
Challenges of Community Mobilization and Participation
iv. Monitoring and Assessing Community Mobilization and Participation
Community Mobilization Tools and Approaches

i. Participatory Learning and Action (PLA)
ii. Community Health Action Plan (CHAP)
PLA Tools and Technics

i. Transact Walk
ii. Community Mapping
iii. Matrix
iv. Venn Diagram
v. Pair Wise Ranking
vi. Pie Chart
vii. vii. Mapping
viii. viii. Semi Structured Interviews
p. Stakeholder Engagement in health (CHPS)

q. Mainstreaming Gender in Health (Review)
r. Community diagnosis: assessment of health needs of individuals and the community
(Review) s. Role of Community Health Officer (CHO)
t. Facilitative supervision, monitoring and evaluation [Review)
u. Benefits and challenges of CHPS programme
. Family life education

a. Secondary sex characteristics
b. Menstrual hygiene
128
c. Sexual abstinence
d. Responsible parenting
Referral
a. Role of family members
b. Challenges/factors influencing referral c. Feedback and follow-up
School Health Services

a. Policy and guidelines of school health
b. National School health programme

c. Objectives of school health services
d. Components of school health services
i. School medical inspection
ii. School hygiene
inspection iii. School meals
iv. Detection and treatment of minor ailments
v. Health promotion and education e. School
health team
i. Members and roles ii. School Health
Education Programme (SHEP)
f. Problems of the school child and their management
g. Detection and referral of childhood impairment
Post 2015 (Millenium development Goals) MDGS/One world goals: Target and indicators
Sustainable Development Goals (SDGs)
Basic knowledge of District Health Information Management System (DHIMS) & Data
Capture
Student Evaluation
Continuous Assessment
Quiz - 20%
Assignment - 20%
129
Mode of Delivery
Discussion
Lecture
Brainstorming
REFRENCES
Allender, J.A., Rector, C., Warner, K.D., (2013). Community and Public Health Nursing:
Promoting the Public Health, Philadelphia: Lippincott Williams & Wilkins.
Kralik, D., Trowbridge, K., Smith, J., (2008). A Practice Manual for Community Nursing in
Australia, London: Wiley-Black
Brookins-Fisher, F., Reagan, P.A., (2002). Community Health in the 21st Century 2nd ed.,
London: Benjamin-Cummings Publishing Company
Smith, C.M., Maurer, F.A., (2008). Community/Public Health Nursing Practice: Health for
Families and Populations, Philadelphia: W.B. Saunders Company
Friedman, M.M., Bowden, V.R., Jones, E.G. (2002). Family Nursing: Research, Theory and
Practice, 5th ed. , USA: Pearson Education
Hitchcock, J.E., Schubert, P.E., Thomas, S.A., (2003). Community Health Nursing: Caring in
Action 2nd ed. USA: Delmar Learning.
130
LEVEL 300 SEMESTER 2 HOURS
/CREDITS
CHN 304 Family Planning 2 - 2
NUR 312 Obstetric and Gynaecology 3 - 3
CHN 306 Community –Based Rehabilitation 2 - 2
NUR 316 Community Health Nursing Practicals - 7 1

(Intrasemester)
NUR 318 Research Methods 3 - 3
WMT 106 Basic Statistis 2 - 2
NUR 322 Nursing PracticalS 111(Obs and Gynae) - 7 3
TOTAL 19
NUR 316 has 7 hrs community field works per week (7* 13 =91 hrs)
NUR 322 (End of Semester Practical ) 7 hrs *5 days *6 weeks = 210 hrs)
131
COURSE TITLE: PRINCIPLES OF DISEASE MANAGEMENT AND CONTROL III
Semester: 2
Credit: 3
Level: 300 U
Course Content Immunity and diseases
a.Types of immunity
b.Antibody production
c.Disease prevention
d.Immunity and disease control
2.Vaccines : production, types, reaction magement, immunity
3.Programme of Immunization (EPI) of Ghana
4.Immunization, Immunization systems and operations ,Organization of Immunization session,

Injection safety and waste management
6. Communication for immunization programmes.
132
a.The role of stakeholders in immunization Ghana Private Road Transport Union (GPRTU),
Nongovernmental Organizations (NGOs), Private clinics/hospitals, midwives' association,
care givers, opinion leaders, policy makers, community members etc.)
b.Motivating individuals and communities for immunization
7. Service Delivery Strategies
a. Static
i. Outreach
ii. Mobi le clinic
iii. National Immunization Day (NID)
iv. iv. Mop up
v. Reaching the hard to reach

vi. Campaigns
Vii. Supplementary Immunization Activities (SIAS)
b. Challenges/difficulties
The cold chain management/vaccine management
a.Concept of cold chain
b.Cold chain logistics c Storage, maintenance of refrigeration and temperature

d.Collection, packing and transporting of vaccines
e.Vaccine Vial Monitor (WM) f Shake test
g.Defrosting refrigerator
h.Vaccines forecasting
9. Vitamin A supplementation
133
10. Surveillance for vaccine preventable diseases
11. Management of immunization data and record keeping
12. Monitoring and evaluation of immunization programmes
Course Objectives
By the end of the course the student will be able to:
a.explain the types of immunity
b.explain the concept of vaccines
C. demonstrate how to administer vaccines
d.explain the concept of Expanded Programme of Immunization (EPI)
e.explain the immunization policy
f. plan inmmunization activities
f. plan immunization activities
g.demonstrate how to manage the cold chain system
h.estimate and request for vaccines and other logistics
i. administer vitamin A supplementation capsule to target groups
j. monitor and evaluate immunization programme
k.conduct effective surveillance of vaccine preventable diseases
1. record and manage data for imnmunization
Learning objectives
At the end of this lecture, students should be able to:
• Explain what is immunity
134
. Explain the types of immunity
. Describe how the body develop immunity
Immunity and Disease
Immunity: It refers to the ability of the human body to resist disease causing agents and their
toxins through active or passive possession of antibodies.
Antigen: A toxin or other foreign substance which induces an immune response in the body,
especially the production of antibodies
Immune response: when an antigen is introduced into the human body it stimulates the
production of antibodies.
Micro organisms (and their toxins) and vaccines are antigens that evoke an immune
response
There are two types of immune response: Primary and secondary response
COURSE TITLE: OBSTETRIC AND GYNAECOLOGICAL NURSING

COURSE DESCRIPTION
This course introduces student nurses to the care of women during normal pregnancy, labour and
puerperium and care. It also covers the detection of complications and prompt referral of cases.
The management of the newborn and education on reproductive health are also dealt with in this
course.
Course Objectives
By the end of the course the students will:
• Describe the anatomy and physiology of the female reproductive system; bony pelvis,
ligaments and measurement;
• Know the various parts, joints divisions of the pelvic floor muscles;
• Describe the foetal skull, foetal circulation and changes at birth;
• Describe the breast and discuss the physiology of lactation;
• Discuss common gynaecological problems and care;
• Discuss normal pregnancy, labour, puerperium and care;
135
• Identify abnormal pregnancy, labour and puerperium;
• Identify and refer all emergency obs and gynae cases for attention/treatment;
• Identify emergency drugs;
• Discuss infections and some medical conditions and their effects on pregnancy.
Course Content
Unit 1: Female reproductive organs; i.e. external and internal genitalia.
Accessory organs of reproduction: the breast – structure and function, physiology of
lactation
The bony pelvis: measurements, ligaments
The foetus: skull, development and changes at birth.
Fertilization/development of ovum,
Placenta: development; at term, structure, functions, and abnormalities. Unit 2:
Normal pregnancy: physiology, clinical features, diagnosis, minor disorders, antenatal
care, nutrition, personal hygiene, health education, Foetal circulation.
Unit 3: Abnormal pregnancy
Bleeding in early pregnancy: Abortion, ectopic rupture
Bleeding in late pregnancy: Ante-partum haemorrhage
Pregnancy induced hypertension and eclampsia
Unit 4: Gynae problems
Pelvic Inflamatory Disease (PID);
Chlamydia
Endometriosis
Breast cancer
Endometrial cancer
Dysmenorrhea
Ovarian cancer
Ovarian cyst
Cervical cancer
Unit 5: Normal labour: physiology of labour; signs, stages, management
Normal puerperium: physiology and management
136
Unit 6: Effects of the following conditions on the pregnant woman and the foetus;
sexually transmitted diseases (STDs), Human Immuno-Deficiency virus (HIV)
infection, Acquired Immune Deficiency Syndrome(AIDS), Hepatitis B virus (HBV)
infection, malaria, anaemia, diabetes mellitus, sickle cell disease.
Care of the newborn baby: resuscitation, management of the new born Unit
7: Drugs used in obstetrics e.g. oxytocin, antacids, morphine etc Unit 8: Obstetric
emergencies – antepartum haemorrhage, obstructed labour, Pre-Eclampsia,
post-partum haemorrhage etc.
Student Evaluation
Continuous Assessment - 40%
REFERENCES
Bennett, V.R; Brown, L.K. (1989). Myles textbook for midwives .London: Churchill
Livingstone.
Bevis, Ruth (1991).Caring for Women: obstetric and gynecological nursing. 4th ed.
London: Bailliere Tindall.
Dildy, G. A. et Al. (2003).Critical care obstetrics. 4th ed. Massachusetts: Blackwell
Science.
Sweet, B.R. (2004). A textbook for midwives. London: Bailliere Tindall.
The Skidmore-Roth Outline Series (1997).Obstetric nursing. 2nd ed. London: Delmar.
Varrells, S. (2008). Anatomy and Physiology Applied to Obstetrics. 3rd ed. New York:
Churchill Livingstone.
WHO (2010). Working with individuals, family and communities to improve maternal
and newborn health. Geneva, WHO.
MOH-Ghana (2011). MDGs: Accelerated framework and country action plan: Maternal
Health. Copenhagen, Phoenix.
MOH-Ghana (2013). PostPartumHaemorrhage Prevention and Management strategy for
Ghana. Accra, MOH.
WHO (2013). Comprehensive cervical cancer: Prevention and control. A higher future
for girls and women. Geneva, WHO.
WHO (2008). Integrated management of pregnancy and child birth. Obstetric Fistula.
137
Geneva, WHO.
COMMUNITY REHABLITATION
COURSE OBJECTIVES
a.explain the concept of impairment and disability
b.describe the causes and prevention of impaiment and disabilhty
c.explain common disabilities
d.state roles of members of the rehabilitation team
e.describe the types and levels of rehabilitation
f. identify and manage clients with disability
g.describe the role of the nurse in rehabilitation and disability prevention
n. educate community members on stigmatization and discrimination of people with disabilities
i.refer people with disability to the appropriate agencies for assistance
j.use basic technique in sign language to communicate with the hearing impaıred
Course Content
1.Concepts of impaiment and disability
2.Causes and prevention of impairment and disability
138
3.Classification of disabilities and their challenges
a.Physical: blindness, deafness, paralyzed limbs, amputated limbs
b.Psychological: intellectual developmental disorder
c.Social: substance related disorders, stigna
d.Developmental; cerebral palsy, autism, intellectual disability
4. Child development and assessment

5. Identification of disabilities
6. Stigma and discrimination (Review)
7. Roles of members of the rehabilitation team and disability prevention
8. Types of rehabilitation: institutional, out-reach and community-based
9. Levels of rehabilitation: primary, secondary and tertiary
10.Empowerment of people with disability
a.Referral to agencies for rehabilitation services
b.Counselling (Review)
11. The disability act in Ghana
12. Sign language
139
COURSE TITLE: RESEARCH METHODS IN NURSING AND MIDWIFERY COURSE
DESCRIPTION
This course is intended to equip the students to demonstrate capacity to lead and manage change
through collaboration with others. Demonstrate an understanding of the ethical issues associated
with practitioner research. Analyze data and synthesize research findings.
COURSE OBJECTIVES
On completing this section, students would be able to;
➢Explain the concept of Research and relate it to Nursing Research, ➢Discuss the
key characteristics of Research.
➢Distinguish between quantitative and qualitative research approaches.
➢Differentiate between multidisciplinary and interdisciplinary approach to health research
➢Discuss the purpose of multidisciplinary research (DR) in nursing
COURSE CONTENT
UNIT 1: The Concept of research: Key characteristics of research, Multidisciplinary approach to

health research, Purpose of multidisciplinary research (MDR), Suggestions on the development
of a successful MDR.
UNIT 2: The value of research and evidence -based practice (EBP): Consumers of nursing
Research, producers of nursing research, Sources of Evidence for Nursing Practice, Purpose of
Nursing Research, Evidence Based Practice, Research Utilization (RU) and Evidence-Based
Practice (EBP), Research-Practice Gap, Bridging the Research-Practice Gap, Steps of
EvidenceBased Practice, Barriers to RU and EBP in nursing.
UNIT 3: Research problems, objectives, questions and hypotheses: Research problems,

developing and refining a research topic, Evaluating research topic/problem, Characteristics of a
140
good research topic, Problem statement, Example of problem statement of a quantitative study,
Statements of purpose (purpose of the study), Classification of hypotheses.
UNIT 4: Literature review: Importance of literature review to the researcher, Sources of

information for a literature review, Advantages of using primary sources, Secondary sources,
locating relevant literature for a research review, Reading research articles/ reports in journals,
Sections of journal reports /articles /papers, Abstract, The introduction, The discussion section.
UNIT 5: Referencing: What should I reference? Referencing the PA format, how to reference,
Reference list, Reference for a journal article, Format, Reference for a book.
UNIT 6: Research design: Variable, Extraneous variables, Types of non- experimental design,
Qualitative research designs, Phenomenological research, Ethnographic research, Grounded
theory, Case study.
UNIT 7: Sampling in research: Eligibility criteria; probability sampling techniques, stratified

random sampling, 3. cluster sampling (multistage sampling), systematic sampling, Sampling in
qualitative research.
UNIT 8: Data collection methods: Types of data, Qualitative data, Quantitative data, Differences
between quantitative and qualitative data, Data collection, Data sources; primary data, secondary
data, Distinguish between primary data and secondary data, Data collection process, Gathering an
existing data, Methods of creating new data (primary data) for quantitative studies;
questionnaires, structured interview, structured observation, biophysical measurements, semi
structured (focused) interviews, focus group interviews (discussions).
UNIT 9: Research ethics: Historical background of studies with ethical violations, Ethical
principles for protecting study participants; principles of beneficence, principle of respect for
human dignity, principles of justice, guiding ethical principles established by tri-council policy
(TCP), Procedures for protecting study participants.
UNIT 10: Proposal writing: Research proposal. Project management: What is a project? Factors
to consider during project initiation, why do projects fail? Measuring project success.
UNIT 11: Theoretical framework: Theories, models and frameworks. Research project
outline/format midwifery students nursing & community health students.
141
COURSE SCHEDULE
PERIOD COURSE CONTENT
WEEK 1 The Concept of research: Key characteristics of research, Multidisciplinary approach to

health research, Purpose of multidisciplinary research (MDR), Suggestions on the
development of a successful MDR.
WEEK 2 The value of research and evidence -based practice (EBP): Consumers of nursing
Research, producers of nursing research, Sources of Evidence for Nursing Practice,
Purpose of Nursing Research, Evidence Based Practice, Research Utilization (RU) and
Evidence-Based Practice (EBP), Research-Practice Gap, Bridging the Research-
Practice Gap, Steps of Evidence-Based Practice, Barriers to RU and EBP in nursing.
WEEK 3 Research problems, objectives, questions and hypotheses: Research problems,

developing and refining a research topic, Evaluating research topic/problem,
Characteristics of a good research topic, Problem statement, Example of problem

statement of a quantitative study, Statements of purpose (purpose of the study),
Classification of hypotheses.
WEEK 4 Literature review: Importance of literature review to the researcher, Sources of
information for a literature review, Advantages of using primary sources, Secondary
sources, locating relevant literature for a research review, Reading research articles/
reports in journals, Sections of journal reports /articles /papers, Abstract, The
introduction, The discussion section.
WEEK 5 Referencing: What should I reference? Referencing the PA format, how to reference,
Reference list, Reference for a journal article, Format, Reference for a book.
WEEK 6 Research design: Variable, Extraneous variables, Types of non- experimental design,
Qualitative research designs, Phenomenological research, Ethnographic research,
Grounded theory, Case study.
WEEK 7 Sampling in research: Eligibility criteria; probability sampling techniques, stratified
142
random sampling, 3. cluster sampling (multistage sampling), systematic sampling,
Sampling in qualitative research.
WEEK 8 MIDSEMESTER EXAMS

Data collection methods: Types of data, Qualitative data, Quantitative data, Differences
between quantitative and qualitative data, Data collection, Data sources; primary data,
secondary data, Distinguish between primary data and secondary data, Data collection
process, Gathering an existing data, Methods of creating new data (primary data) for
quantitative studies; questionnaires, structured interview, structured observation,
biophysical measurements, semi structured (focused) interviews, focus group
interviews (discussions).
WEEK 9 Research ethics: Historical background of studies with ethical violations, Ethical
principles for protecting study participants; principles of beneficence, principle of
respect for human dignity, principles of justice, guiding ethical principles established
by tri-council policy (TCP), Procedures for protecting study participants.
WEEK 10 Proposal writing: Research proposal. Project management: What is a project? Factors to
consider during project initiation, why do projects fail?
WEEK 11 Measuring project success.

Theoretical framework: Theories, models and frameworks. Research project outline
/format midwifery students nursing & community health students
WEEK 12 REVISION
WEEK 13 EXAMINATION
WEEK 14 EXAMINATION
MODE OF DELIVERY
Discussion, Brainstorming and Lecture
143
STUDENT EVALUATION
• CONTINUOUS ASSESSMENT 40%
• END OF SEMESTER EXAMINATION 60%
REFERENCES
• Ananc, E & Anyanful, V. K. (2016). Guide for writing and presenting a project work
University of Cape Coast.
• Davies, B. & Logan, J. (2003). Reading research: A user-friendly guide for nurses and health
professionals (3rd Ed.). Toronto: Elsevier.
• Indigenous Leadership Development Institute. Introduction to project management:
Building Capacity.
• Loiselle, C., Profetto-Megrath, J., Polit, D. & Beck, C. (2007). Canadian essentials of nursing
research (2nd Ed.). Philadelphia: Lippincott Williams &
Wilkins,
• Loiselle, C, Profetto-Mcgrath, J., Polit, D. & Beck, C. (2010). Canadian essentials of nursing
research (3* Ed.). Philadelphia: Lippincott Williams &
Wilkins
• Polit, D. F., & Beck, C. T. (2008). Nursing research: Generating and assessing endence for
nursing practice (8 Ed.). Lippincott Williams & Wilkins.
• Polit, D. F, & Beck, C. T. (2012), Nursing research: Generating and assessing
144
COURSE TITLE: BASIC STATISTICS COURSE DESCRIPTION
This is an introductory course that focuses on data and statistical reasoning. The course basically
introduces students to the linkage between statistics and research methods,and further enables
them to apply appropriate procedures in analyzing data and further producing research reports.
OBJECTIVES
At the end of the course, the student should be able to
i. Differentiateamong the various parametric and non-parametric statistical techniques,

state hypotheses and select appropriate testing procedures
ii. Make appropriate statistical decisions and draw relevant conclusions iii. understand the
concept of a frequency distribution for sample data, and be able to summarize the
distribution by diagrams and statistics
iv. Demonstrate an understanding of probability
(simple/addition/multiplication/conditional) and counting rules (combinations and
permutations)
v. Apply the techniques of inferential statistics (correlation and regression). vi.
Present the findings of a research project that employs the statistical
PERIOD TOPIC REMARKS / MODE OF

DELIVERY
Week 1 Introduction to STATISTICS Teachingand reading

Definition of statistics assignment
Statistics importance
Branches of statistics
The limitations of statistics
Calculations and computer statistics
145
Week 2 Data collection and sampling techniques Teaching, Discussion and
reading assignment
Introduction
Methods of collecting data
Sampling methods
Sample survey errors
Week 3 Variables and data measurement Teaching
Introduction
Variables
Data measurement
Week 4 Organising and graphing data for qualitative Teaching

variables
Introduction
Categorical frequency distribution
Qualitative data graphs
Week 5 Organising and graphing data for quantitative Quiz

variables
Teaching
Introduction Class discussions
Frequency distribution
Quantitative data graphs
Week 6 and 7 Describing data for ungrouped quantitative Teaching

variables
Introduction
Measures of central tendency

Measures of variability
Measures of position
Week 8 Describing data for group quantitative variables

Introduction MID-SEMESTER EXAMS
146
Measures of central tendency
Measures of variability Teaching, Brainstorming
and discussion
Week 9 and 10 Scatter plot and correlation Teaching and Discussion
Introduction
Scatter plot
Correlation
Week 11 and 12 CLINICALS
Week 13 and 14 Revision and Examination
STUDENTS EVALUATION
REFERENCES
1. The Basic Practice of Statistics by Moore, 8th edition, published by MacMillan.
2. Agresti, A. and Coull, B. A. (1998). Approximate is better than "exact" for interval estimation
of binomial proportions", The American Statistician, 52(2), 119-126.
3. Berenson M.L. and Levine D.M. (1996) Basic Business Statistics, Prentice-Hall, Englewood
Cliffs, New Jersey.
4. Bhattacharyya, G. K., and R. A. Johnson, (1997). Statistical Concepts and Methods, John
Wiley and Sons, New York.
5. Birnbaum, Z. W. (1952). "Numerical tabulation of the distribution of Kolmogorov's statistic

for finite sample size", Journal of the American Statistical Association, 47, page 425.
147
6. Brown, L. D. Cai, T. T. and DasGupta, A. (2001). Interval estimation for a binomial
proportion", Statistical Science, 16(2), 101-133.
7. Diamond, W. J. (1989). Practical Experiment Designs, Van-Nostrand Reinhold, New York.
148
NUR 401 Mental Health Nursing 3 - 3
WGS 401 Legal System Applied in Nursing 3 - 3
NUR 301 Supply Chain Management 2 - 2
CHN 403 Primary Eye Care and Oral Health 3 - 3
NUR 405 Tools and Methods of Teaching 2 - 2
NUR407 Tools and Methods of Teaching [Practicals] - 2 1
NUR 409 Adolescent Health 2 - 2
CHN 405 Community Health Practicals 111[Community - 7 2

Mental Health]
TOTAL 18
NUR 407 has 2 hrs teaching practice per week[2*13=26hrs]
CHN 405[ End of Semester Practice 7 hrs * 5 days*3 weeks=105 hrs]
COURSE TITTLE: COMMUNITY MENTAL HEALTH NURSING

COURSE DESCRIPTION
The course is designed to help students gain deeper understanding in common mental health
disorders. The students will discuss the current trends in managing these disorders. The students will
discuss the current trends in managing these disorders to enhance their skills. Stress management will
also be discussed to help students acquire skills manage their own stress and that of their patients and
families.
Advanced Academic Activity Nursing course contain appropriate advanced academic activity
reflected in the areas of content, process, and product. This advanced activity occurs through the
critical thinking (CT), synthesis and integration of material (SI), depth of engagement of material
(DE), and contributions to research. The purpose of nursing academic is for the learner to demonstrate
a higher level of sophistication, emphasizing a distinct separation from the other Undergraduate level
courses.
149
Assessment (Continuous assessment)
Task Assessment Teaching Week Staff Marker

Weighting
ASSIGNMENT 10 Week 1
Quiz 1 5 Week 5
Mid.semster 20 Week 8
Quiz 2 5 Week 10
COURSE CONTENT:
UNIT 1
Introduction: Mental health and mental illness: Concept of mental health; Mental health nursing
theories; Aetiology / causes of mental illness
UNIT 2
Mental health promotion; Psychiatric assessment – psychiatric history, mental status examination;
Prevention of mental illness – primary, secondary and tertiary prevention; General nursing
management of mental illness.
UNIT 3
150
Community psychiatric nursing • Historical development in CPN • Goals of CPN • Role of the CPN
UNIT 4
Definition, types, Causes, signs and symptoms, management and prevention of mental health
conditions:
Anxiety disorders: panic disorder, phobic disorders, generalized anxiety disorder,

obsessivecompulsive disorder, post-traumatic stress disorder.
Mood disorders: Depressive disorders, Mania, Bipolar disorders Post-partum psychiatric disorders -
post-partum psychosis/ puerperal psychosis and postpartum depression
UNIT 5
Somatoform disorders: body dysmorphic disorder, hypochondriasis, conversion disorder,

somatization disorder, pain disorder
Schizophrenia: catatonic, disorganized, paranoid, residual, undifferentiated.
UNIT 6
Organic psychosis: delirium (toxic states, acute confusional states); dementias (senile and presenile
types), epilepsy. Substance related disorders (stimulants, depressants, hallucinogens)
UNIT 7
Mental sub normality; Stress and stress management
UNIT 8
Stigma and discrimination in mental illness Legal aspects of psychiatric nursing
Course Objectives:
151
By the end of the course, the students will be able to:
1. Discuss the concept of mental health
2. Describe the concept of community mental health nursing
3. Describe the types of mental disorders
4. Carry out assessment of psychiatric patients
5. Use nursing theories to manage patients suffering from mental conditions.
6. Discuss medicines used in the management of mental ill
7. Discuss the mental health law that regulates mental health practice .
8. Discuss stress and stress management strategies
COURSE POLICY
Attendance: All students are to be present at all lectures
Code of conduct: All students are to adhere to the code of conduct of the noble profession to uphold
the high standards of the school.
accordingly Assignment submission: All assignments should be submitted on due date failure to do
so will attract a sanction of mark deduction from the overall mark.
Topical outline of Course
Periods Topics Remark
Week 1 Mental health and mental Assignment

illness
• Concept of mental
health • Mental health
nursing theories
• Aetiology / causes of
mental illness
Week 2 • Mental health promotion
152
• Prevention of mental
illness
Week 3 • Psychiatric assessment
Week 4 Community mental health

nursing
•Historical development in
CPN
•Goals of CPN
•Role of the CPN
Rehabilitation
Week 5 Definition, types, Causes,

signs and symptoms,
management and prevention
of the following mental
health conditions:
• Introduction to Anxiety
disorders: panic disorder,
phobic disorders,
generalized anxiety disorder,
obsessivecompulsive
disorder, posttraumatic
stress disorder.
Week 6 • Introduction to Mood Quiz 1

Disorders: Depressive
disorders, Mania, Bipolar
disorders • Introduction
to
Somatoform disorders: body
dysmorphic disorder,
hypochondrias , conversion
153
disorder, somatization
disorder, pain disorder •
Post-partum psychiatric
disorders (post-partum
psychosis/ puerperal
psychosis and post-partum
depression)
Week 7 • Schizophrenia: catatonic,

disorganized, paranoid,
residual, undifferentiated).
•
Organic psychosis: delirium
(toxic states, acute
confusional states);
dementias (senile and
presenile types), epilepsy.
Week 8 • Substance related disorders Mid semester

(stimulants, depressants,
hallucinogens
Week 9 Stress and stress

management
Week 10 Mental sub normality
Week 11 Legal aspects of psychiatric Quiz 2

nursing
Week 12 • Stigma and discrimination

in mental illness
Week 13 Revision
Week 14 Examinations
Grading:
Grade Scale 80 – 100 = A = 4.0 Excellent
154
75 – 79 = B+ = 3.50 = Very Good
70 – 74 = B = 3.00 = Good
65 – 69 = C+ = 2.5 = Very Fair
60 – 64 = C = 2.00 = Fair
55 – 59 = D+ = 1.5 = Satisfactory
50 – 54 = D = 1.00 =Barely Satisfactory
0 – 49 = E = 0 = Fail
COURSE TITLE: LEGAL SYSTEM APPLIED IN NURSING AND MIDWIFERY
COURSE DESCRIPTION
This course is designed to provide the student with legal and ethical bases of health services
delivery. Students will examine and critically analyze legal and ethical issues affecting the
operation of health services. The discussion will include legal subjects such as professionalism,
155
institutional liability, provider-patient relationships, transactional and structural issues of the
health care delivery system and individual rights and ethics in nursing.
Advanced Academic Activity Nursing courses contain appropriate advanced academic activity
reflected in the areas of content, process, and product. This advanced activity occurs through the
critical thinking (CT), synthesis and integration of materials (SI), depth of engagement of
materials (DE), and contributions to
research. The purpose of Nursing academic activity is for the learner to demonstrate a higher
Teaching and learning strategies: Teaching methods to be used in the class will reflect best
practices for adult learners. As such, instruction will primarily consist of experiences that reflect
real-world application, high student participation, and emphasis upon reflective practices.
Lecture format will only be used to fill knowledge gaps when needed. PowerPoint presentation
will be used in the delivery of the notes. Pictures will be used in the power point to elaborate the
points raised in the presentation.
Assessment (Continuous assessment)

Weighting
Quiz 10 Week 4
Assignment 1 5 Week 6
Mid semester 20 Week 8
COURSE CONTENT:
UNIT 1
Fundamentals of Ghana legal system and English common law systems: Introduction to the
principles of common law and statutes, the Judiciary and the Executive, the role of Parliament
156
UNIT 2:
The role of Acts of Parliament in health care delivery: The evolution of health care laws in
Ghana, the Ghana Health Service and Teaching Hospitals Act, the Health Institutions Facilities
Act, the Local Government Act, the National Health Insurance Act
UNIT 3
The Principles of human rights and ethics: Codes of ethics in health care, patient’s charter and
Bill of Rights, ethical clearance in research
UNIT 4
Medico-legal issues in health care: Confidentiality and principles of privacy, utilitarianism and
theory of consent by children and adults, negligence and professional mal-practice, professional
misconduct and discipline, family planning and abortion, mental Health and Infectious Diseases
including the International Health Regulations, dying and euthanasia
COURSE OBJECTIVES
1. Describe the common Ghanaian and English laws relevant to health
2. Explain the Ghana healthcare statues, laws and legislation
3. Explain the significance of the principles of human rights in health
4. Examine legal and ethical concepts and issues in medical practice and health care.
COURSE POLICY
Attendance: All students are to be present at all lectures
157
Code of conduct: All students are to adhere to the code of conduct of the noble profession to
uphold the high standards of the school.
accordingly
Assignment submission: All assignment should be submitted on due date. Failure to do so

attracts a sanction of mark deduction from the overall marks.
Topical Outline of Course Content

PERIOD COURSE CONTENT REMARK
WEEK 1 Fundamentals of Ghana
legal system and English
common law systems
Introduction to the
principles of common law
and statutes
WEEK 2 The Judiciary and the
Executive
The role of Parliament
WEEK 3 The role of Acts of Parliament
in health care delivery
The evolution of health care
laws in Ghana
WEEK 4 The Ghana Health Service Quiz

and Teaching Hospitals Act
The Health Institutions
Facilities Act
WEEK 5 The Local Government Act
The National Health
Insurance Act
WEEK 6 The Principles of human Assignment 1
rights and ethics
Codes of ethics in health care
158
WEEK 7 Patient’s charter and Bill of
Rights
Ethical clearance in research
WEEK 8 Medico-legal issues in health Mid-Semester examination
care Confidentiality and
principles of privacy
Utilitarianism and theory of
consent by children and adults
Assignment 2
WEEK 9 Medico-legal issues in health
care Negligence and
professional malpractice
Professional misconduct and
discipline
care Family planning and
abortion
Mental Health and
Infectious Diseases including
the International Health
Regulations
care
Dying and euthanasia
WEEK 12 Revision
WEEK 13 Examination
WEEK 14 Examination
WEEK 15 Examination
Grading:
Grade Scale
80 – 100 = A = 4.0 Excellent
159
75 – 79 = B+ = 3.50 = Very Good
70 – 74 = B = 3.00 = Good
65 – 69 = C+ = 2.5 = Very Fair
60 – 64 = C = 2.00 = Fair
55 – 59 = D+ = 1.5 = Satisfactory
0 – 49 = E = 0 = Fail
REFERENCES
1. Australian Law Reform Commission and Australian Health Ethics Committee (2001).
Protection of Human Genetic Information, Sydney.
2. Smith, R. (1996). Essential ethical considerations in education. Education, 117 (1), 17- 22.
3. Governement of Ghana (1992) The 1991 Constitution of Ghana, Accra, Ghana Publishing
Company.
4. Cantor, N. F. (1997).
Imagining the Law: Common Law and the Foundations of the American Legal System. New
York: HarperCollins.
5. Kellogg, Frederic R. (2003). "Holmes, Common Law Theory, and Judicial Restraint." John
Marshall Law Review 36 (winter): 457–505.
6. Pound, Roscoe. (1999). The Spirit of the Common Law. New Brunswick, N.J.: Transaction.
7. Strauss, David A. (2003). "Common Law, Common Ground, and Jefferson's Principle." Yale
Law Journal 112 (May):
1717–55.
SUPPLY CHAIN MANAGEMENT
COURSE DESCRIPTION
The course is designed to enable students gain skills to manage health commodities in their unit
so r facilities. This includes procurement, storage, record keeping, inventory, staffing, monitoring
160
and supervision. The students will gain skills in completing various record cards such as the Bin
Card. The course will involve discussions on monitoring and supervision.
process and product. This advanced activity occurs through the critical thinking (CT),synthesis
and integration of materials(SI), depth of engagement of materials (DE) and contribution to
research. The purpose of Nursing academic activity is for the learner to demonstrate a higher
level of phistication, emphasizing a distinct separation from the other undergraduate level
courses.
General Course Information
Being a data driven maker and acknowledgeable producer of research is essential to the role of
educational leader. This course will extend and enhance relevant research topics and formats.
Various statistical methods and experimental designs will be investigated and learners will have
foundational knowledge of research material
Course Objectives
By the end of the course, students should be able to:
• Explain key terminologies in supply chain management such as commodity security in healthy
logistics management
• Explain the logistics cycle in healthy logistics management.
• Record relevant data on appropriate records such as the Bin Card in healthy logistics
management.
• Describe commodity storage and procurement principles in healthy logistics management.
• Explain inventory control systems.
• Discuss monitoring and supervision in healthy logistics management.
Course Content
161
• Introduction To Supply Chain Management In Nursing
• Commodity Security
• Definition
• Logistics system, cycle, pipeline
• Lead time
• Logistics Management In formation Systems(LMIS)
• Definition
• Essential data items for decision making
• Key supply activities recorded by LMIS
• Records
• Stock keeping records-Bin Card
• Transaction record-Way Bill
• Consumption record-Prescription Register
• Ghanaian stock keeping, transaction and consumption records
• Records versus reports
• Rights of LMIS
• Health Commodity Storage
• Purpose
• Key storage activities
• Shelf life
• Visual inspection
• Maximum-minimum inventory control system

162
• Definition of inventory control system
• Purpose and key items
• Forced ordering, continuous review and standard version
• Store-keeper’s decision rules
• Facilities, staffing and procurement in the health sector
• Logistics roles at various levels
• Staff with logistics duties
• Logistics duties of the nurse
• Procurement roles of health personnel
• Procurement cycle and principles
• Monitoring and supervision of logistics systems in the health sector
• Definitions and reasons for supervision
• Monitoring indicators
• Characteristics of supportive supervision
• Traditional versus supportive supervision
Teaching And Learning Strategies Teaching methods to be used in the class reflect best practices
for adult learners. As such, instruction will primarily consist of experiences that reflect realworld
applications, high student participation, and emphasis on reflective practices. Lecture format will
only be used to fill knowledge gaps when needed.
REFERENCES
• JohnSnow,Inc/Deliver(2010).LogisticsManagementofPublicSector.HealthCommodities,
StandardOperatingProceduresManual.Arlington,Va.:USAID/DELIVERPROJECT,
• USAID/
DELIVERPROJECT,TaskOrder1,2011.TheLogisticsHandbook:APracticalGuideFor
163
theSupplyChainManagementofHealthCommodities.Arlington,VA:USAID/DELIVER
PROJECT,Taskorder1.
• Akdogan,A.A..,&Demirtas,O(2014).ManagerialRoleinStrategicSupplyChainManagement
. Procedia-SocialandBehaviouralSciences,150(0),10230-1029.
• Govidan,K.,Azevedo,S.G.,H.,&Cruz-Machado,V.
(2014).Impactofsupplychainmanagement
practicesonsustainability.JournalofCleanerproduction,85(0),212-225.
• Turker,D.,&Altuntas,C.(2014).Sustainablesupplychainmanagementinthefastfashionindust
ry: Ananalysisofcorporatereports.EuropeanManagementJournal,32(5),837-849. NB: Please read
extra reference materials provided in the Google class
B. Students Evaluation
• Assessment (Continuous Assessment)-40%
Task Assessment Weighing Teaching Week Staff Mark
Quiz 10 Week 11
Mid - semester 30 Week 12
Total 40
• End Of Semester Examination-60%
Grading
• Grading
System for B.Sc. Midwifery
Letter Grade Marks Grade Point/Credit Interpretation

164
Value
A+ 80-100 5.0 Excellent
A 70-79.9 4.5 Excellent
B+ 65-69.9 4.0 Very Good
B 60-64.99 3.5 Very Good
C+ 55-59.99 3.0 Good
C 50-54.99 2.5 Good
D+ 45-49.99 2.0 Satisfactory
D 40-44.99 1.5 Satisfactory
F 0-39.99 1.0 Fail
IC 0 Incomplete
Y Continuing
Z Disqualification
X Absent without
reason
Students Evaluation
Task Assessment Weighing Teaching Week Staff Mark
Quiz 5 Week 11
Mid – semester 20 Week 12
Total 25
• End of Semester Examination –75%
Course Requirements and Performance Evaluation
A. Grading for Nursing(UCC)
B. Grade Scale/Description
165
Letter Grade Marks Grade Point/Credit Interpretation
Value
A 80 – 100 4.0 Outstanding/Excellent
B+ 75 – 79 3.5 Very Good
B 70 – 74 3.0 Good
C+ 65 – 69 2.5 Fairly good/Average
C 60 – 64 2.0 Average/Fair
D+ 55 – 59 1.5 Barely Satisfactory
D 50 – 54 1.0 Weak/Marginal Pass
E <50 0.0 Fail
Course Policy:
All students are to have copies of the Supply Chain handbook and Syllables Attendance: All
students are to be present at all lectures Code Of Conduct:
All students are to adhere to the code of conduct of the noble profession to uphold the high
standards of the school.
TOPICAL OUTLINE OF COURSE CONTENT
Week Content Objectives Activities Resources
1 week Gathering Discussion Notes &

Notes Reference
Reference Material
Materials
166
2 week • Introduction i. explain key Discussion Notes &
To terminologies in Reference
Curriculum On supply chain Material
Supply Chain management such
Management In as commodity
Nursing security in healthy
• Supply logistics
Chain at a Glance management ii. ii.
Explain the logistics
cycle in healthy logistics
management. iii.
Iii.record relevant
data on appropriate
records such as the
bin card in healthy
logistic
management.
iv. iv. Describe

commodity storage
and
procurement
principles in
healthy logistics
management.
v. v. explain
inventory control
systems.
vi. vi. Discuss
monitoring and
supervision in
healthy logistics
167
management.
3 week • The Theory i. discuss the theory Discussion Notes &
Of Supply Chain ii. of supply chain Reference
Management iii. management Material
•Concept of supply (SCM)
chain management ii. Describe
•Methods of commodity
supply chain security and
management reproductive
•Tools of supply commodity
chain security iii.
management Describe
• Commodity logistics
Security management
•Definition information system
•Logistics system, (LMIS)
cycle, pipeline
•Lead time
• Logistics
Management
Information
Systems(LMIS)
• Definition •
Essential data
items
• Key supply
activities recorded
by logistics
management
information system
168
4 week Records i. describe records in Discussion Notes &
• Definition logistics Reference
• Types of management ii. Material
record keeping in List the
logistics ii. three main types of
management records keeping
• Stock needed to be kept
keeping recordsBin as part of logistics
Card • iii. management iii.
Transaction record Describe
Way Bill • stockkeeping
Consumption records e.g. bin iv.
record- Prescription card iv.
Register Describe
• Ghana stock transaction
keeping, transaction records e.g. way
and consumption bill
records v. describe
• Records v.
versus reports • consumption
Rights of Logistics records e.g.
Management prescription
Information register vi.
System Difference
vi.vii.
between records
and register
reports vii.
Discuss the
rights of logistics
management in
formation system
(LMIS)
169
5 week Health Commodity i. describe guidelines Discussion Notes &
Storage and for proper storage Reference
Distribution of health Material
• Purpose • commodities
Key storage ii. ii.
activities • Define
Shelf life • iii. visual inspection
Visual iii. Identify
inspection common product
quality problems
• Health care iv. iv. Discuss

Waste physical inventory
v.
Management v. describe the
• Distribution of main logistics
Healthcare activities carried
Commodity out in healthcare
waste management
vi. vi. Identify the
elements of
transportation
network design
vii. vii. List the main
activities in a
transportation
management
system.
170
6 week Maximumminimum i. Define inventory Discussion Notes &
inventory control control system ii. Reference
system Describe the ii. Material
• Definition of purpose of an
inventory control inventory control
system system iii.
• Purpose and Define iii. key terms in
key items inventory control iv.
• Forced Describe the three types
ordering, of maxmin inventory
continuous review control systems and the
and standard rules for store keepers for

each
version •
Storekeeper’s
decision rules system iv. describe factors
considered for
selecting a maxmin
inventory control
systems
v.
vi. Describe how
to determine
order/issue
quantities
vi. vii. Describe

how to set max and min
stock levels vii. list the
advantages of using a
max-min inventory control
system
viii. viii. List the
advantages of using
171
max min inventory
control system
7 Week MID- Discussion Notes &

SEMESTEREXAM Reference
S Material
8 week Assessing stock i. identifythepurposeof Discussion Notes &

status assessingstockstatus ii. Reference
• Determining stock describedataneededtoassess Material
on hand • Physical stockstatus iii.
inventory • discussthegeneralformulafor
Calculate month of assessingstockstatus iv.
stock and average describetheinstructionsfor
monthly analyzingconsumptiondata
consumption fortrends v.
discusstheprocessfor
determiningthemonthsof
stockavailableatanylevel
9 week Facilities, staffing i. discusslogisticsmanagement Discussion Notes &

and procurement • rolesatvariouslevels ii. Reference
Logistics roles at liststaffwithlogisticsduties iii. Material
various levels • discussthelogisticsdutiesof
Staff with logistics thenurse iv.
duties • Logistics describetheprocurementroles
duties of the ofthehealthpersonnel v.
nurse • describetheprocurementcycle
Procurement andprinciples
roles of health
personnel
• Procurement cycle
and principles
172
10 Week Monitoring And i. state reasons for Discussion Notes &
Supervision Of monitoring Reference
Logistics Systems logistics systems Material
In The Health ii. and supervision
Sector iii. ii. List
• Definition iv. logistics
sand reasons for system monitoring
supervision • indicators iii.
Monitoring List the
indicators characteristics of
• Characteristics supportive
of supportive supervision iv.
supervision • Compare
Traditional versus traditional
supportive supervision supervision to
supportive
supervision in a
supply chain
11 Week Using Job Aids To i. describe use of job Discussion Notes &
Complete Forms ii. aids in health Reference
Used In Ghana commodity Material
Evaluation of management
Lecturer’s performance ii. List available
job aids used in
managing health
commodities in
Ghana
Weeks 12 Discussion Notes &

REVISION Reference
Material
Week 13 END OF FIRST Discussion Notes &

SEMESTER Reference
173
EXAMINATION Material
Discussion Notes &

Reference
Material
Discussion Notes &

Reference
Material
Discussion Notes &

Reference
Material
Discussion Notes &

Reference
Material
Discussion Notes &

Reference
Material
Discussion Notes &

Reference
Material
Focus Questions
• Describe the component so fa Health Commodity/ Supply Management System
• Describe the role of facilities and staff (nurses) in Health Commodity Supply Management •
Explain the logistics cycle
• Describe the Logistics Management Information Systems (LMIS) in Ghana health system
• Describe the LMIS forms currently in use in Ghana health system
• Describe commodity storage and procurement principles
• What do you understand by inventory control systems?
• Describe the guidelines for conducting a monitoring and supervisory visit for logistics support
174
REFERENCES
• JohnSnow,Inc/Deliver(2010).LogisticsManagementofPublicSector.HealthCommodities,
StandardOperatingProceduresManual.Arlington,Va.:USAID/DELIVERPROJECT,
• USAID/
DELIVERPROJECT,TaskOrder1,2011.TheLogisticsHandbook:APracticalGuideFor
theSupplyChainManagementofHealthCommodities.Arlington,VA:USAID/DELIVER
PROJECT,Taskorder1.
• Akdogan,A.A..,&Demirtas,O(2014).ManagerialRoleinStrategicSupplyChainManagement
. Procedia-SocialandBehaviouralSciences,150(0),10230-1029.
• Govidan,K.,Azevedo,S.G.,H.,&Cruz-Machado,V.
(2014).Impactofsupplychainmanagement
practicesonsustainability.JournalofCleanerproduction,85(0),212-225.
Turker,D.,&Altuntas,C.(2014).Sustainablesupplychainmanagementinthefastfashionindust ry:
Ananalysisofcorporatereports.EuropeanManagementJournal,32(5),837-849. NB: Please read extra
reference materials provided in the Google class
COURSE CODE/TITLE: CHN 403/ PRIMARY EYE CARE AND ORAL HEALTH
COURSE DESCRIPTION
The course is designed to enable the student understand the structure and function of the eye,
identify and manage common eye conditions. It will also enable the student to identify and
manage common oral health problems.
process, and product. This advanced activity occurs through the critical thinking (CT), synthesis
and integration of materials (SI), depth of engagement of materials (DE), and contributions to
research. The purpose of nursing academic activity is for the learner to demonstrate a higher
175
participation, and emphasis upon reflective practices. Lecture format will also be used to fill
knowledge gaps when needed.
Course Objectives
a. describe the structure and functions of the eye
b. describe the cause, management and prevention of common eye conditions
c. screen for eye defects
d. discuss oral health
e. detect abnormalities of the mouth
f. explain the causes, management and prevention of diseases of the mouth.
Course Content
1. Primary Eye Care
a. Review anatomy of the eye and normal vision
b. Screen for eye defects
c. Causes, management and prevention of common eye conditions in Ghana.
i. Conjunctivitis ii.
Trachoma iii.
Xerophthalmia iv.
Glaucoma
v. Iritis vi. Corneal
Ulcers vii. Cataract
viii. Foreign body in the eye ix. Blindness
176
x. Ophthalmia neonatorium
2. Oral Health
ASSESSMENT
(Continuous assessment)
Weighting
Class Attendance & 10
Participation
Quiz 10 Week 5
Mid semester 10 Week 8
COURSE CONTENT:
Course Content
Unit 1: Structure and functions of the eye.

Unit 2: Causes, management and prevention of common eye conditions.
Unit 3: Screening for eye defects.
Unit 4: Oral health.
Unit 5: Abnormalities of the mouth.
Unit 6: Management and prevention of diseases of the mouth.
COURSE POLICY
Attendance:
177
All students are to be present at all lectures
Code of conduct:
All students are to adhere to the code of conduct of the noble profession to uphold the high
standards of the school.
Assignment submission:
All assignments should be submitted on due date. Failure to do so would lead to rejection of the
assignment.
Referencing: All reference materials should be duly acknowledged in all assignments. Failure to
do so attracts a sanction of mark deduction from the overall marks.
Course Objectives
a. describe the structure and functions of the eye
b. describe the causes, management and prevention of common eye conditions
c. screen for eye defects
d. discuss oral health
e. detect abnormalities of the mouth
f. explain the causes, management and prevention of diseases of the mouth
Topical Outline of Course Content
Period Course Content Remarks
Week 1 Review anatomy of the eye 1
178
Week 2 Review anatomy of the eye 2
Week 3 Normal vision and Screening for eye defects
Week 4 Conjunctivitis
Week 5 Trachoma
Week 6 Xerophthalmia Quiz
Week 7 Glaucoma Assignment 1
Week 8 Iritis and Corneal Ulcers
Week 9 Cataract Mid- semester

exams
Week 10 Foreign body in the eye and
Blindness
Week 11 Ophthalmia Neonatorium Assignment II
Week 12 Oral health and Abnormalities of the mouth
Week 13 Causes, management and prevention of

diseases of the mouth
Week 14 Revision
Week 15 Examination
Mode of Delivery
Discussion
179
Lecture
Brainstorming
Student Evaluation
Continuous Assessment – 30%
Class Attendance & Participation – 10%
End of Semester Examination – 60%
Grading:
Grade Scale
80 – 100 = A = 4.0 excellent
75 – 79 = B+ = 3.50 = Very Good
70 – 74 = B = 3.00 = Good
65 – 69 = C+ = 2.5 = Very Fair
60 – 64 = C = 2.00 = Fair
55 – 59 = D+ = 1.5 = Satisfactory
0 – 49 = E = 0 = Fail
REFRENCES:
The Physical Environment: An Important Component of a Health-Promoting School: (2003).

Oral Health:
An Essential Element of a Health-Promoting School: WHO.

180
Tarimo, E. (1991). Towards a healthy district, WHO.
Boniface Tatchwengile Nasah, J.K.G. Mati, Joseph M. Kasonde Taylor & Francis, (1995).
Contemporary Issues in Maternal Health Care in Africa. ISBN 3718655608.
The World Health Report 2008: Primary health care now more than ever.
181
COURSE TITLE:TOOL AND METHODS OF TEACHING (THEORY)
COURSE DESCRIPTION
This course isdesigned to explore the various methods and tools employed in the process of
teaching and enhancing the learning of midwifery. It aims at equipping midwifery students with
the knowledge translate curriculum objectives into measurable outcomes.
COURSE OBJECTIVES
• List methods and tools employed in Teaching
• Discuss the various activities/processes teachers put in place prior to teaching a course
• Discuss scientific basis of the tools and methodologies in teaching.
COURSE CONTENT
UNIT 1
Teaching and Learning Processes
a. Definitions of teaching and learning

b. Processes involved in teaching and learning
UNIT 2
Conducive environment for learning
- Educational programmes
- Creating positive climate
- Needs assessment and task analysis
- Educational objectives
- Identification and organization of learning experiences and content
UNIT 3
Learning Principles
UNIT 4
182
Learning Theories
UNIT 5
Designing Training Courses
a. Course syllabus, outline, schedule, designing course training materials
b. Lesson plan, learning guide, check list
a. Introducing a lesson
b. Using questioning techniques
c. Summarizing a lesson.
UNIT 6
Using Audio-visual Aids
-Overhead projector/transparencies
- Slide projector
- Video tapes
- Charts and models
-Films
-Flip chart
- Writing board
-LCD projector
UNIT 8
Teaching Methods
-Illustrated lecture
- Brainstorming
- Case studies/case histories
-Problem solving
183
-Research project
-Field trip
-Role plays
-Demonstration
- Snowballing
-Coaching
-Forum
-Simulation/Games
- Panel discussion
- Plenary session
- Group discussion
COURSE SCHEDULE
Week 2 Teaching and LearningProcesses Lecture and discussion
a. Definitions of teaching and learning
b. Processes involved in teaching and

learning
Week 3 and 4 Conducive environment for learning Lecture and take-home

assignment
- Educational programmes
- Creating positive climate
- Needs assessment and task analysis
- Educational objectives
184
- Identification and organizationnof
learning experiences and content
Week 5 Learning Principles Lecture
Week 6 Learning Theories Lecture
Week 7 and 8 Designing Training Courses Lecture and Demonstration
a. Course syllabus, outline, schedule,
designing course training materials
b. Lesson plan, learning guide,check list
a. Introducing a lesson
b. Using questioning techniques
c. Summarizing a lesson.
Week 9 Using Audio-visual Aids MID- SEMESTER EXAMS
-Overhead projector/transparencies Demonstration
- Slide projector
- Video tapes
- Charts and models
-Films
-Flip chart
- Writing board
-LCD projector
185
Week 10 and 11 Teaching Methods Group Presentations,
Demonstration and role play
-Illustrated lecture
- Brainstorming
- Case studies/case histories
-Problem solving
-Research project
-Field trip
-Role plays
-Demonstration
- Snowballing
-Coaching
-Forum
-Simulation/Games
- Panel discussion
- Plenary session
- Group discussion
Week 12 Revision
Week 13 and 14 End of semester examination Good luck
ASSESSMENT AND EVALUATION
Continuous Assessment-40%
End of Semester Examination-60%
186
REFRENCES
Amrita,M,Ngatia,P.&Mwakilasa A.O.(1993).A Guida to trainingteachers of

health worker.Nairobi:AMREF
Bistable,S.B.(1997).Nurse as educator,Boston:Jones and Bartlett
Taylor,C,Lillies,C,Lemone,P.(1989).Fundamentals of nursing. Philadelphia:J.B. Lippincott.
Alhassan, A.B.(2001).Teaching methodology. University College of Winneba,

Winneba:University Press
Billings,D.M(2015).Teaching in nursing:a guide for faculty.5th Ed.St Loius Elseviiet
187
COURSE TITLE: TOOLS AND METHODS OF TEACHING (PRACTICALS)
COURSE DESCRIPTION
The scope of the course is to equip the student with skills in preparation for teaching. It provides
the student to demonstrate various methods and processes of teaching in real life situations. The
lecturers will assess learning of students during teaching. Students are guided to do micro
teaching, employing various methods of instruction in class, in preparation for practice teaching
in schools of nursing. Students will use different methods of teaching including discussions, mini
lectures, demonstrations, role plays and field trips. This will be done in two hours a week.
COURSE OBJECTIVES
By the end of the course students will
1. Develop competencies in the application of various teaching methodologies to achieve via

learning outcomes
2. Employ audio-visual materials during teaching
3. Create a positive training climate before, during and after a course is presented
4. Prepare tools for assessing various competencies taught.
EXPECTED COMPETENCIES
At the end of the session, students will be able to do the following:
1 Planning a lesson
• Introducing a lesson
• Using questioning techniques
• Summarizing a lesson
2 Using Audio-visual Aids
• Overhead projector/transparencies
• Slide projector
• Video tapes
188
• Charts and models
• Films
• Flip chart
• Writing board
• LCD projector
3 Using Teaching Methods
• Illustrated lecture
• Brainstorming
• Case studies/case histories
• Problem solving
• Research project
• Field trip
• Role plays
• Demonstrations
• Snowballing
• Coaching
• Forum
• Simulation/Games
• Panel discussion
• Plenary session
• Group discussion
189
STUDENTS EVALUATION
CONTINUOUS EVALUATION ‐--40%
TEACHING SKILLS DEMONSTRATION—60%
REFRENCES
Amrita,M,Ngatia, P. & Mwakilasa, A.O.(1993). A Guide to training teachers of health

worker.Nairobi: AMREF
Bastable, S.B. (1997). Nurse as a educator, Boston: Jones and Bartlett
Taylor, C, Lillies, C,Lemone, P. (1998).Fundamentals of nursing. Philadelphia: J.B. Lippincott
Alhassan, A.B. (2001).Teaching methodology. University College of Winneba, Winneba:

University Press
Basavanthappa, B.T. (2009).Nursing educational.2nd Ed. India Jaypee.
190
COURSE NAME: ADOLESCENT HEALTH
COURSE DESCRIPTION
This module will provide you with information about developmental trends during the
adolescent period. It is organized under specific headings including the concept and
characteristics of adolescence, factors influencing adolescent development and common
problems associated with adolescent and how to address these problems
OBJECTIVES
By the end of these modules students will be able to
1. Define the concepts of adolescence
2. Describe the characteristics of the adolescent period
3. Identify factors that influence adolescent growth and development
4. Discuss some critical issues in adolescence
COURSE CONTENT MODULE 1: ADOLESCENCE AND ADOLESCENT

DEVELOPMENT
Unit 1 Meaning of Adolescence
Unit 2 Adolescent Development

Unit 3 Critical Issues in Adolescence
Unit 4 Sexuality in Adolescence
MODULE 2: ABSTINENCE
Unit 1 Abstinence
Unit 2 Contraceptive
MODULE 3: SEXUALLY TRANSMITTED INFECTIONS (STIs) AND

HIV INADOLESCENTS
Unit 1 Definition and Overview of STIs and HIV infection
Unit 2 General Signs and symptoms of STIs and HIV infection
Unit 3 Management of STIs and HIV
191
MODULE 4: ADOLESCENT PREGNANCY
Unit 1 Factors contributing to adolescent pregnancy and childbearing
Unit 2 Risks and complications associated with adolescent pregnancy and childbearing
Unit 3 Caring for the pregnant adolescent
Unit 4 Abstinence and appropriate contraceptives for the adolescent
MODULE 5: ABORTION AND ITS COMPLICATIONS IN ADOLESCENTS

UNIT 1: Abortion and its complication
UNIT 2: Management of unsafe abortions
UNIT 3: Abortion laws and guiding principles for service delivery
MODULE 6: COMMON DISORDERS OF THE ADOLESCENT REPRODUCTIVE SYSTEM
UNIT 1: Common reproductive disorders of the female adolescent and their management
UNIT 2: Common reproductive disorders of the male adolescent and their management
MODULE 7: ADOLESCENT NUTRITION AND NUTRITIONAL DISORDERS
Unit 1. Nutritional needs of adolescents
Unit 2. Nutritional problems in adolescents and the consequences
MODULE 8: MENTAL HEALTH PROBLEMS OF ADOLESCENCE

Unit 1. What is Mental Health?
Unit 2. Effects of stress on adolescents Mental disorders:
MODULE 9: PROMOTING ADOLESCENT HEALTH AND WELL-BEING

Unit 1. Key concepts and strategies used in adolescent health and well being
Unit 2. Social Behaviour Change communication
192
Unit 3. Parent - Child Communication
Unit 3. Advocacy
MODULE 10: MANAGING NON - COMMUNICABLE DISEASES (NCDs)
Unit 1. Overview Of Non-Communicable Diseases (NCDs)
Unit 2. Factors Contributing to NCDs In Adolescents
Unit 3. Characteristics Of Some NCDs
Unit 4. Prevention And Management of NCDs
MODULE 11: PROVIDING ADOLESCENT - FRIENDLY HEALTH SERVICES

Unit 1. What are adolescent friendly health services?
Unit 2. Characteristics of adolescent - friendly health services
Unit 3. Where Can Adolescent - Friendly Health Services Be Obtained?
Unit 4. Challenges in the provision of adolescent-friendly health services
MODULE 12: VIOLENCE AND ASSAULT IN ADOLESCENCE
Unit 1. Violence and Assault among Adolescents
MODULE 13: ADOLESCENT COUNSELLING
Unit 1. General Knowledge in Counseling
Unit 2. Skills In Counseling
Unit 3. Doing Counseling
Unit 4. Handling Different Counseling Situations
Unit 5. Termina on And Evaluating Counseling Process

COURSE SCHEDULE
WEEK TOPIC REMARKS/ MODE

OF DELIVERY
193
1 Registration Registration
2 MODULE1: ADOLESCENCEAND ADOLESCENT Discussion, and

DEVELOPMENT Unit 1 Meaning of Brainstorming
Adolescence lecture
Unit 2 Adolescent Development
Unit 3 Critical Issues in Adolescence
Unit 4 Sexuality in Adolescence
3 MODULE2: ABSTINENCE Discussion, and
Unit 1 Abstinence Brainstorming

lecture
Unit 2 Contraceptive
4 MODULE 3: SEXUALLY TRANSMITTED Discussion,

INFECTIONS (STIs) AND HIV INADOLESCENTS Brainstorming
Unit 1 Definition and Overview of STIs and HIV and lecture
infection
Unit 2 General Signs and symptoms of STIs and

HIV infection
Unit 3 Management of STIs and HIV
5 MODULE 4: ADOLESCENT PREGNANCY Discussion, and

Unit 1 Factors contributing to adolescent pregnancy and Brainstorming
childbearing lecture
Unit 2 Risks and complications associated with

adolescent pregnancy and childbearing
Unit 3 Caring for the pregnant adolescent
Unit 4 Abstinence and appropriate contraceptives for

the adolescent
6 MODULE 5: ABORTION AND ITS Discussion, and

COMPLICATIONS IN ADOLESCENTS Brainstorming
UNIT 1: Abortion and its complication lecture
194
UNIT 2: Management of unsafe abortions
UNIT 3: Abortion laws and guiding principles for

service delivery
7 MODULE 6: COMMON DISORDERS OF THE Discussion, and

ADOLESCENT REPRODUCTIVE SYSTEM Brainstorming
lecture
UNIT 1: Common reproductive disorders of the female
adolescent and their management
UNIT 2: Common reproductive disorders of the male

adolescent and their management
MODULE 7: ADOLESCENT NUTRITION AND

NUTRITIONAL DISORDERS
Unit 1. Nutritional needs of adolescents

Unit 2. Nutritional problems in adolescents and the
consequences
8 MODULE 8: MENTAL HEALTH PROBLEMS OF Discussion, and

ADOLESCENCE Brainstorming
Unit 1. What is Mental Health? lecture
Unit 2. Effects of stress on adolescents’ Mental disorders
MODULE 9: PROMOTING ADOLESCENT HEALTH

AND WELL-BEING
Unit 1. Key concepts and strategies used in adolescent
health and well being
Unit 3. Parent - Child Communication
Unit 3. Advocacy
195
9 MODULE 10: MANAGING NON - COMMUNICABLE Discussion, and

DISEASES (NCDs) Brainstorming
lecture
Unit 1. Overview Of Non-Communicable Diseases
(NCDs)
Unit 2. Factors Contributing to NCDs In Adolescents
Unit 3. Characteristics Of Some NCDs
Unit 4. Prevention And Management of NCDs
10 MODULE 11: PROVIDING ADOLESCENT - Discussion, and

FRIENDLY HEALTH SERVICES Brainstorming
Unit 1. What are adolescent friendly health lecture
services?
Unit 2. Characteristics of adolescent - friendly health

services
Unit 3. Where Can Adolescent - Friendly Health

of
Services Be Obtained?
Unit 4. Challenges in the provision

adolescentfriendly health services
MODULE 12: VIOLENCE AND ASSAULT IN

ADOLESCENCE
Unit 1. Violence and Assault among Adolescents
MODULE 13: ADOLESCENT COUNSELLING
Unit 1. General Knowledge in Counseling
Unit 2. Skills In Counseling
Unit 3. Doing Counseling
Unit 4. Handling Different Counseling Situations
196
Unit 5. Termina on And Evaluating Counseling
Process
11 CLINICALS
12 CLINICALS
13 Revision
14 Examination
STUDENT ASSESSMENT
CONTINUES ASSESSMENT 40%
END OF SEMESTER EXAMINATION 60%
READING MATERIALS
Adolescent health training manual for health service providers
197
LEVEL 400 SEMESTER 2 HOURSE/CREDITS
NUR 400 Research Project - - 6
CHN 402 Relationship Marketing Strategy and 3 - 3

Entreprenurship
NUR 402 Principles of Curriculum Development 3 - 3
CHN 404 Community Health Nursing Seminar 2 - 2
CHN 406 Community Pallative Care 1 6 2
NUR 414 Gerontology and Home Nursing 2 - 2
TOTAL 18
198
COURSE TITLE: RELATIONSHIP MARKETING STRATEGY AND ENTREPRENURSHIP
COURSE DESCRIPTION
Entrepreneurship is a pattern of behavior that enables us to recognize, pursue and exploit

opportunities regardless of the resources we currently control. The task facing the entrepreneur is
both complex and challenging. Opportunities are fleeting and often difficult to evaluate,
resources are scarce and there exists the ever present threat of competition. In this harsh
commercial environment we need to proceed quickly but with caution, we need self-confidence
but also to recognize that we can do it all alone.
COURSE OBJECTIVES
The objective of this course therefore, is to guide students through the exciting nightmare of
taking an idea or a technology to market, growing the venture and securing a successful exit.
Although grounded in rigorous theory, the focus of the course is highly practical and class
participation is actively encouraged. No prior knowledge of the subject is required but students
should be interested in the creation of wealth and commercialization of technology.
EXPECTATIONS
ON-TIME AND ON-TASK
• Class will begin and end on-time. You are expected to be in class, in your seats, and ready
to begin promptly. If because of an extraordinary crisis you are moments late, give peers
the courtesy of not interrupting their attention.
199
• During class, we will have a variety of interactions – in plenary sessions, in small groups,
in pairs, and individually. You must stay “on-task” during those sessions in order for our
time together to effectively benefit everyone involved. When a small group discussion
time has finished debriefing begins, you are no longer on-task in your small group, hence
will need to stop all small group discussions. Manage your time towards the specific task
at hand.
200
•
All assignments must be turned in on-time (or early!). We insist on this because
businesses’ best managers will insist on it.
A class mail will be created in Google classroom to enable all students to access PowerPoint
slides, lecture notes and other relevant links and materials to make your studies enjoyable.These
outlines merely list the topics covered in class – do not rely on these as your notes, read
extensively.
EVALUATION
POP QUIZZES & TEAM ASSIGNMENTS (20 POINTS)

Quick, quizzes to keep you on your toes. Unannounced, they literally “pop” out of nowhere,
but ... fear not, for it is well! ☺. Quizzes will be undertaken. The quiz will be based on content
from the previous lessons.
Secondly, take home assignments will also be given out at the end of the lecture. This could be in
a group / individual work and project or oral presentations. This to help build teamwork among
students as such no student shall be allowed to change groups. Originality of ideas and
innovations is of paramount importance. Assignment submitted later than the required date and
time may not be accepted and where accepted, it shall be subject to a grade penalty of 50% and
this will be at the discretion of the lecturer.
MID-SEMESTER ASSESSMENT (20 POINTS)

The mid-semester assessment is ‘loaded’ and carries 20 points, so be sure to prepare for it
and not miss it. This is to your advantage to help your secure a better grade at the end semester
exams. The mid-semester examination will be made up of objectives in order to test your overall
understanding of the topics covered. There may be a few questions requiring you to fill in the
blanks. There will be NO make-up opportunities for this exam.
201
•
FINAL PAPER (60 POINTS)

The end of semester exams will cover all topics/ lessons taught in class to assess whether
you understood everything. This will add up to your total grades in this course.
COURSE OUTLINE
WEEK 1
Introduction to Entrepreneurship
• Indications of increased interest in Entrepreneurship
What is Entrepreneurship?
• Corporate Entrepreneurship • Why become an Entrepreneur?

• Characteristics of successful Entrepreneur
• Common Myths about Entrepreneurship
• Types of Start-up Firms
• Economic Impact
• The Entrepreneurial Process(Steps)
NB: Activity: Take Home assignment I

WEEK 2
Recognizing Opportunities and Generating Ideas
• What is An Opportunity?
• Three Ways to identify an opportunity
• Personal Characteristics of the Entrepreneur
• Full View of the Opportunity Recognition Process
• Techniques for Generating Ideas
• Encouraging New Ideas
• Protecting Ideas from Being Lost or Stolen
202
•
WEEK 3
Writing a Business Plan
• What is a Business Plan • Why Read the Business Plan?

• Guidelines for Writing a Business Plan
• Outline of Business Plan
• Presenting the Business Plan to Investors
WEEK 4 Preparing the Proper Ethical and Legal Foundation
• Initial Ethical and legal issues facing a New firm

• Choosing a Form of Business Ownership
NB: Take Home assignment 2
WEEK 5
Getting Financing or Funding
• Importance
• Why Most New Ventures Need Financing or Funding Alternatives for
Raising Money
WEEK 6
Unique Marketing Issues
• Selecting a Market
• The process of selecting
• Establishing a Brand
• The 4Ps of Marketing for New venture
WEEK 7
The Importance of intellectual property
• Determining What intellectual Property to protect

• Common Mistakes Firms Make
203
•
• The four key forms of intellectual property
WEEK 8
Strategies for Firm Growth
• Internal growth strategies and external growth strategies
• Common reasons new products fail
• Market penetration strategy
• Licensing and Franchising
• Strategic alliances
• Joint ventures
TEACHING METHODS
Group Discussing: Students will be assigned to work in small group by brainstorming,

discussing, outline, selecting, analyzing ideas and this allows students to contribute their
ideas/comments to the whole group, enable students to respond and react to their contributions
and allows individuals or group to summarize and or raise their comment to the class as a whole.
Role play: Students will have more opportunity to improve skills, attitudes and perceptions in
real situation, be creative and flexible with the actual conditions; also assist students to express
their personal experience by role-play.
Activities: in order to facilitate the training period to be more active and in a friendly
environment, students will be introduced to a variety of activities and allowed to entertain,
stimulate interest and alertness as well as recall of information and skills.
Case Studies: In order to assist students to visualize what they have learnt into actual practice,
many case studies will be introduced. Students will work as a tem to reflect their understanding.
204
Questions and Answers: this will encourage students to discover their confusing and/or unclear
part of the subject and ask question to clarify while all participants could actively listen and
absorb at the same time.
SUGGESTED READINGS
We expect you to do the readings on your own, and it might be helpful to discuss readings in
your groups both in advance of and after class sessions. We will use a few articles to throw more
light on some of the topics when necessary.
REFRENCES
1. Bruce R. Barringer& Ireland D (2019): Entrepreneurship: Successfully launching New

Ventures,Pearson (6th Edition)
2. Scarborough & Cornwall (2019) Essentials of Entrepreneurship and Small Business

Management, Pearson, 9th Edition
Glackin & Marrioti (2020) Start ing and operating a small business, Pearson 5th Edition
205
COURSE TITLE: GERONTOLOGY AND HOME NURSING
COURSE DESCRIPTION
The course is to provide the students with the knowledge of changes associated with ageing as
well as skills for caring for the aged in the society. The course presents the unique health care
needs of the older adult and introduces students to nursing approaches to managing those needs.
Ethical/legal issues related to the nursing care of the older adults are also explored.
Course Objectives
• Describe changes associated with aging
• Identify the unique health needs of older adults
• Identify strategies for assessment and management of older adult
• Explore the importance of families and other social supports
• Identify nursing interventions related to a variety of health problems in the older adult
• Critically analyze ethical issues related to the care of the older adult
• Develop skills to care for the aged
• Identify resources needed for nursing patients at home
• Discuss the role of the nurse when caring for a patient at home
Course Content
Unit 1:
Historical perspectives of aged nursing: defining aged and aging, social trends in aged care,
models of aged care
206
Unit 2:
Changes associated With aging: physical growth, psychosocial changes, cognitive changes,
factors influencing the aging process
Unit 3:
Common problems of the aged: respiratory disorders, cardiovascular problems, neurological

problems, gastro-intestinal disorders, endocrine disorders, integumentary problems, musculo-
skeletal disorders, disorders of the special senses, genito-urinary problems
Unit 4:
Management and care of the aged: assessment, physical care, emotional care, social care
Unit 5:
Rehabilitation; Types of people to be nursed at home; Importance of home nursing; Resources

needed for home nursing and their importance; Duties of the home nurse; The role of the nurse
when death occurs in the home.
Unit 6:
Ethical and legal issues in aged care .
Students Evaluation
Continuous Assessment 40%
End of Semester Examination 60%
REFRENCES
Ebersole, P. & Touhy, T.A. (2006).Geriatric nursing: growth of a specialty. New York:
Springer Publishing Company.
Gallo J. J (1999). Rachel’s care of the elderly: clinical aspect of aging .5th ed. Philadelphia:
Lippincott Williams and Wilking .
207
COURSE TITLE: NURSING/MIDWIFERY COMMUNITY HEALTH RESEARCH
SEMINAR
COURSE DESCRIPTION
The course assesses student knowledge and skills acquired related courses to empower the
student to carry out research and make use of research and discuss it application in practice.
COURSE OBJECTIVES
By the end of the course the student should be able to;
• Identify research problems
• Write a research proposal
• Write hypothesis
• Critique a research report in midwifery literature
• Conduct a pilot study on an important issue
• Collect data
• Analyze data
• Interpret data
• Write research reports
• Disseminate research findings for qualify of midwifery care.
COURSE CONTENT
Unit 1:
The meaning and scope of research.
208
Unit 2:
The research problem
Unit 3:
Review of related literature, critique of research, report, conceptual/theoretical framework.
Unit 4:
Measurement in research, research methods, ethical consideration.
Unit 5:
Results of research study, abbreviation and symbols used in research, research report
writing.
Unit 6:
Dissemination of research findings.
Unit 7:
Making use of research findings.
Unit 8:
Discussion of any challenges that the student researches face for solution
COURSE SCHEDULE
Period Topic Remarks
Week 2 The meaning and scope of Lecture

research.
Week 3 The research problem Discussion, brainstorming and

lecture
Week 4 Discussion and lecture

Review of related literature,
209
critique of research, report,
conceptual/theoretical
framework.
Week 5 Measurement in research, Discussion and lecture

research methods, ethical
consideration.
Week 6 Results of research study, Discussion and lecture

abbreviation and symbols
used in research, research
report writing.
Week 7 Dissemination of Discussion, brainstorming and

research findings. lecture
Week 8 Making of research Discussion and lecture

use
findings.
Week 9 Discussion of any challenges Discussion and lecture

that the student researches
face for solution.
Week 10 Mid semester exams
Week 11 Evaluation of tutor
Week 12 Revision
Week 13 and 14 End of semester exams
210
STUDENTS EVALUATION
CONTINOUS ASSESSMENT-40%
EXAMINATION-60%
TEXT AND READING MATERIAL
Research that students made.
COURSE TITLE: CURRICULUM DEVELOPMENT

COURSE DESCRIPTION
This course is designed to introduce the student to the ideas and procedure involved in
curriculum development, innovation and evaluation. The course examines some general and
basic issues related to designing a curriculum. It is to help the student to better understand the
factors that influence learning.
211
COURSE OBJECTIVES
By the end of this course students will be able to:
1. Describe curriculum and the various types.
2. Discuss the historical perspectives of curriculum development.
3. Identify the factors that influences curriculum development.
4. Develop a curriculum using the curriculum process.
COURSE CONTENT
UNIT1: Basic curriculum concepts
1. Curriculum
2. Types of curricula
3. Importance of curriculum
4. Syllabus vs curriculum
5. Historical Perspective of Curriculum Development
UNIT 2: Factors influencing curriculum development
1. Factors influencing curriculum development
2. Philosophy of Health/Regulatory bodies
UNIT3: Factors that influence learning
1. Stimulus- response factors
2. Cognitive factors
212
UNIT 4: Philosophy of Education/ Domains of Learning
1. Philosophy of Education
2. Domains of Learning
UNIT 5: The curriculum Process
1. Parts of a Curriculum
2. Philosophy of health
3. Philosophy of learning
UNIT 6: Curriculum Revision Process
1. Definition
2. Reasons for curriculum review
3. Stakeholders in the curriculum review process
4. The review processes
COURSE CONTENT/ SCHEDULE
PERIOD TOPIC REMARKS/ MODE
OF DELIVERY
Week 1 • Registration Registration
Week 2 • Curriculum Lecturing
• Types of curriculums
Week 3 • Importance of curriculum brainstorming

Syllabus vs curriculum
Week 4 • Historical perspective of Lecturing

curriculum development
213
Week 5 • Factors affecting curriculum development Lecturing
• Philosophy of health regulatory bodies
Week 6 • Stimulus – response factors Presentation
Week 7 • Cognitive factors Presentation
Week 8 • Philosophy of education MID-SEMESTER
EXAMS
Presentation
Week 9 • Domain of learning Lecturing

Week 10 Lecturing
• Parts of curriculum
Week 11 • Philosophy of health Lecturing
• Philosophy of learning
Week 12 • Curriculum revision Lecturing
• Reasons for curriculum review
• Stakeholders in the curriculum review process
Week 13 REVISION
Week 14 EXAMONATION
STUDENTS EVALUATION
Continuous assessment: 40%
End of Semester Examination: 60%
REFERENCING
• Alhassan, A.B(2001). Teaching Methodology. University College of Winneba, Winneba:
University press.
214
• Dengel, A. and Magdefrau, J.(2018). Subjective and Objective Factors that Influence
Learning Outcome. IEEE.
• New Jersey: prentice Hall, (chapters 5, 6, 7 and 8).
• www.academia.edu.com
• www.researchgate.net
• www.slideshare.net
CONCLUSION
NAMES AND QUALIFICATIONS OF TEACHING AND NON TEACHING STAFFS

CHANCELLOR
Dr. Paul Kofi Fynn
VICE CHACELLOR
Dr. Kofi Oduro Ariyie
ACADEMIC REGISTRER
Mr. Frank K. Yeboah
215
DEAN OF NURSING
Dr, Angela K. Acheampong
HOD
Ms. Elizabeth Peka - Quao
TEACHING STAFFS
NAMES QUALIFICATIONS
1. Diana Tibuah Marfo MPhil,BSC,RGN,AF(GCNM)
2. Dr. Alhassan Sibdow PHD,MPhil

3. Mr. Peter Osei MPhil
4. Ms. Caroline Puobebe MSC,BSC,DIP
5. Mr. Maxell Eshun MSC, BSC, GN

6. Ms. Bernice Amekudzie BSC,RM
7. Mr. Dennis Soku BSC
8. Dr. David Atsu Deegbe RMN,BSC,MPil,PHD,FWACN
9. Ms. Felicia Kolekang MSC,BSC,RN

10. MS. Phillina Nkansah BSC, RCN
11. Ms. Gloria Bonsu BSC,PHN
12. Dr. Gameli Kofi Seadzi PHD
13. Ms Rejoice Nutakor

14. Mr. John Kanamitie B.Ed & MPhil
15. Mrs. Thelma Alalbila Aku FPCPharm, B.Pharm,MPSGH,ACCP
16. Ms. Elizabeth Antwiwah PDGEs, MN,BSC, OPN,BSC GN, Dip.
GN,RN 17. Mr. Eric Hayfron MPhil,BSC
18. Ms. Frema Osei- Tutu RGN,BSN,MPH,PCNS
19. Mr. Joseph Shahhadu Issifu MPhil,BSC,DIP
216
20. Ms. Evelyn Mandor MPhil,BSC
21. Mr. Aminu Imoro MedSc,MPH,MPhil

22. Dr. Abu Yaya PHD,MSC,BSC
NON TEACHING STAFFS
1. Ms. Jessica Nartey Librarian
2. Ms. Annabel Forson Human resource
3. Ms Fredrica Amanfu Oforiwaa IT
4. Ms Priscilla Fynn Secretary

5. Rosaline Honya Cleaner
6. Ms Gifty Afenyo Accountant
7. Mary Ohenewaa Asante Procurement
8. Ms Irene kessie Edwina
Sick Bay
9. Ms. Juliet Opoku Administator
10. Mrs Felicia Osei Head of clinical Team
11. Ms Theresah Agyemang Accountant
12. Ms. Eugenia Darkwaah Owiredu Driver

13. Mr. Isaac Boakye Head of Security
14. Ms Lisbeth Fafali Nutsukpo
PRO
PRECEPTORS NAMES RANK HEALTH FACILITY
1.Mrs. Cynthia Adwobeng PMO KORLE- BU TEACHING HOSP.
2.Mrs. Ivy Armah NO KORLE- BU TEACHING HOSP.
3. Mrs. Belinda Holdbrooke PNO RIDGE HOSPITAL
217
4. Mr. Seth Quaye PNO RIDGE HOSPITAL
5.Mrs. Angela Agbemazior MO 37 MILITARY HOSPITAL
6.Mrs. Elizabeth Appiah MO 37 MILITARY HOSPITAL
7.Mrs Gloria Acquah PMO RIDGE HOSPITAL
8.Mrs. Joyce Aboagyewaa SMO RIDGE HOSPITAL
9. Mrs Emmanuella Konadu SNO TEMA GENERAL HOSPITAL
10. Mrs. Ukariah Yeboah MO TEMA GENERAL HOSPITAL

11.MRS. Justine Anyigba PNO PANTANG HOSPITAL
12.Mrs Florence Agbo PMO PANTANG HOSPITAL
13.Mrs Evelyn Addy PNO PANTANG HOSPITAL
14.Mr. Joojo Quaye SSN PANTANG HOSPITAL
15.Mrs. Rita Osei NO UNIVERSITY OF GHANA MEDICAL CENTER
16. Sheila Sorri PNO UNIVERSITY OF GHANA MEDICAL CENTER
STAFF DEVELOPMENT POLICY/PLAN
A. Qualification for further studies with pay after lecturing for 5 years
B. Qualification for further studies without pay after lecturing for 3 years
C. Mentoring and peer observation, Workshops, Education conferences, seminars, and
Research within a semester.
D. Health insurance policy for lecturers and 2 dependents less than 18years
STUDENT ENROLMENT
1. Applicants must hold SSSCE, WASSCE and its equivalent for Ghanaians and
NonGhanaians with aggregate of (30) or better below must apply and meet the
criteria to be admitted into the 4-year program.
218
2. Access course for NAC/NAP for six weeks. And admitted at level 200
3. Diploma entry to be admitted at level 300.
RESOURSES
4 libraries with 100 capacity each,
20-unit class rooms/lecture halls with desks, projectors and speakers with the room capacity
ranging from 100-300 students per lecture
3 ultra-modern ICT Laboratories fully furnished and equipped with computers and all other
learning aids for both students and lecturers
4 Skills Lab rooms for practical courses furnished with modern learning aids such as
dummies, beds and their accessories, ultrasonography machines, projectors and screens and other
items for nursing and midwifery practice
College clinic
Counselling Unit
Business center equipped with items and machines for printing, photocopying, comb binding and
many more
SOURSE OF FUNDING
Tuition fees.
LINKAGES
The university is linked to University of cape coast. Students from the university will benefit
from exchange programs in these universities and have the opportunity to intern in overseas and
receive practical and hands-on experience.
219
CLASS LIST OF BSC CHNAP/ DIPLOMA 400 UPPER WEEKEND
1. THERESAH AGYEMANG- 1160298

2. JENNIFER ASOBAAMANDI -1160316
3. ARETHA BOATENG- 1160318
4. EUGENIA ABENA DARKWAAH OWIREDU -1160319
5. FELICIA OSEI -1160320
6. COMFORT TETTEH -1160321
7. MAVIS KWESSIE -1160323
8. MAHAMADU LARDI --1160324
9. MARGARET ADJEI -1160325
220
10. PORTIA NYARKO -1160326
11. MARY OBENEWAAASANTE -1160327
12. PRISCILLA OWUSU - 1160332
13. IRENE EDWINA KESSIE -1160335
14. JULIET OPOKU -1160336
15. ANITA AMUAH -1160337
16. PATIENCE BUERMLE SIAMEH -1160338
17. FLORENCIAASIAM - 1160340
18. VERA OFORIWAA BOADU- 1160341
19. FREDRICAAMANFU OFORIWAA-1160343
20. MARIAN KONADU ANTWI - 1160344
21. ADZRAKU EMELIA MIRIAM -1160345
22. NAOMI EDEM ATEMGBLE - 1160346
23. LINDA ALOMI LADI -1160347
24. ROSINA ASANTE -1160353
25. SANDRA OMARI -1160354
26. SANDRA NUNOO -1160355
27. ANTOINNETTE GEDZIA - 1160357
28. LISBETH FAFALI NUTSUKPO - 1160358
29. ESTHER YIRENKYI - 1160359
30. JUDITH MAWULOLO HAFOBA -1160360

31. ISAAC BOAKYE -1160361
32. MAVIS OHENEWAA -1160362
33. REBECCA OKYERE BOATEMAA - 1160364
34. PRISCILLA FYNN -1160365
35. ROSALINE HONYA -1160366
36. SHARON TUNAA YENLI -1160367
37. GIFTY AFENYO -1160368
38. ESTHER KUMIWAA BROWN -1160374
221
39. REJOICE ASAMOAH -1160388
40. JESSICA BUERKIE NARTEY- 11620487
41. MARGARET BOFA BOAMPONG-11620840
42. ANNABEL FORSON -11621423
43. AYISHA NYENYE ELIASU – 11621740
44. MERCY AMA SENYA - 11621814
222

Curriculum

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

Curriculum

Uploaded by

Copyright:

Available Formats

CURRICULUM FOR BSC.

PUBLIC HEALTH NURSING

NAME OF INSTITUTION: WISCONSIN UNIVERSITY COLLEGE, GHANA

PROGRAMME TITLE: BSC PUBLIC HEALTH NURSING

LEVEL OF PROGRAMME: BACHELOR OF SCIENCE DEGREE

NAME OF MENTORING INSTITUTION: UNIVERSITY OF CAPECOAST.

PROPOSED DATE OF COMMENCEMENT

VISION – Aspire to be the premier private university in Africa, distinguished by a team of

EMPLOYEMENT PROSPECTS – The staffs required for the program:

• Dean must be a registered nurse with PHD

• Head of Department must be a Public health with master’s degree

1. SSSCE/WASSCE: Certificate with credit in six subject including English, Math,

3. Entry with diploma to be admitted at level 300

MARKS GRADE INTERPRETATION

75-79 B+ Very good

55-59 D+ Below average

CONTINUES ASSESSMENT (40%)

TASK ASSESSMENT (%)

Assessment + Quiz + Attendance 20

Mid Semester Exams 20

END OF SEMESTER EXAMINATION (60%)

STUDY PROGRAMM STRUCTURE

FOUR YEAR ENTRY PROGRAM – ENTRY POINT FOR SSSCE/WASSCE

CODE COURSE TITTLE T P C

WGS 101 English 1 2 - 2

WMT Critical and Logical thinking 2 - 2

WGS 113 French 1 2 - 2

NUR 101 Anatomy 1 2 - 2

NUR 103 Physiology 1 2 - 2

NUR 109 Basic Nursing 1(Theory) 1 - 1

NUR 111 Basic Nursing 1(Practical) - 2 1

CHN 101 Therapeutic Communication 3 - 3

CHN 103 Professional Adjustment 2 - 2

CHN 105 Foundation of Community Health Nursing 2 - 2

LEVEL 100 SEMESTER 2

CODE COURSE TITLE T P C

WGS 102 English 11 2 -- 2

WGS 106 Communication and Academic Writing Skills 2 - 2

NUR 102 Anatomy 11 2 - 2

NUR 104 Physiology 11 2 - 2

NUR 106 First Aid(Theory) 2 - 2

NUR 108 First Aid(Practical) - 2 1

CHN 102 Nursing and Midwifery Informatics 1 6 2

CHN 104 Personal and Environmental Health 2 - 2

CHN 106 Community Study (Practical) - 6 1

NUR 116 Nursing Practical 1(General Nursing) - 7 1

Level 200 Semester 1 HOURS/CREDITS

CODE COURSE TITLE T P C

WGS 203 African Studies 2 - 2

NUR 203 Psychology and Health 3 - 3

NUR 205 Sociology for Health 3 - 3

CHN 203 Pharmacology, Therapeutics and 2 - 2

CHN 205 Fundamentals of Medical Nursing 1 2 - 2

CHN 207 Fundamentals of Surgical Nursing 3 - 3

NUR 207 Applied Chemistry 3 - 3

NUR 211 Nursing Practical 11 (General Nursing) - 7 1

Level 200 Semester 2

CODE COURSE TITLE T P C

CHN 202 Fundamentals of Medical Nursing 11 2 - 2

CHN 204 Paediatric Community Health Nursing 2 - 2

CHN 206 Health Structure and Management System 2 - 2

CHN 208 Principles of Disease Management and Control 1 2 - 2

CHN 212 Pharmacology, Therapeutic and 3 - 3