VIOLENCE & INJURY &

PREVENTION
Menchie P. Palmejar, RN, MAN
Course Orientation

▪ Violence & Injury Prevention

▪ 2 Credits
▪ 30 hrs/semester (2 hrs/week)
▪ Course Teacher : Menchie P. Palmejar
▪ Office Location
▪ E-mail: Menchie64207@gmail.com
Course Description

▪ Introduce Violence and Injury Prevention (VIP) concepts.

▪ To understand the role of a health care provider.
▪ Discuss preventive aspects of injury, surveillance, epidemiological approach
multidisciplinary aspects of Injury prevention and control

▪ Universally acceptable safety precaution principles.

▪ Current policies of VIP related to Oman and enable them to use these concepts in
practice.

▪ Different types of disasters and the management process.

▪ A variety of teaching and learning strategies mostly focused on self-directed learning.

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Course Learning Outcomes (CLOs).

▪ CLO1 :Identify the basic principles of Injury prevention, safety promotion, and control
interventions(IPC)

▪ CLO2: Develop knowledge on basic surveillance methods that to be used to study the
injury problems in the country.

▪ CLO3: Identify policies of VIP pertaining to Oman.

▪ CLO4: Describe various types of intentional and unintentional injuries and methods to
control them.

▪ CLO5: Discuss types of disasters and describe the preparation and the management
process required for different types of disasters.

▪ CLO6: Analyse the problems with multi-disciplinary perspectives in terms

of Intervention prevention control.

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 The learning Program Competencies CLOs
Competen PCS* CLO** Program Competency Statement When to Teaching and
Level of Skill Method of
cy Domain Number Number Achievement assessment be learning
Strategies
assessed
8. Clinical 8.1 Integrates knowledge of clinical prevention
Introduce
Prevention CLO 1 and health promotion in nursing to explain Discussion, Discussion,
Reinforce
CLO 2 decisions and interventions
and
8.2 Demonstrates ability to demonstratio To be demonstration
population Introduce
CLO 4 understand/comprehend/interpret risks and n decided and group
health for Reinforce
know the determination of disease and group by the
health 8.4 Recognizes the value of evidence and its
Introduce exercises teacher exercises/acti
promotion CLO 3 application to the patients and the /activities, vities, role-
Reinforce
and community role-play, play, video
disease 8.6 Delivers safe and effective nursing care to video materials,
CLO 5 family, aggregate and community at primary, Introduce
prevention Reinforce materials,
CLO 6 secondary and tertiary levels Question and
8.7 CLO 6 Participate effectively in daily life, and in Question answers
Introduce
social service to promote the population and answers
Reinforce
health
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Assessment Plan

Continuous Assessment: 50%

Written test Unit I-5 (CS 1-9) 25%

Group work activity 25%
Scenario Analysis
Final Evaluation 50%
Management Drill/ Role
TOTAL 100%

Note: Please see rubrics to evaluate students work (written & oral) on
page 11 & 12
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 Grading System: The course grade is calculated on percentage basis and
each grade has a numerical value in accordance with the following table:

% Grade Point Grade % Grade Point Grade

68 - less than 71 2.00 C 90-100 4.00 A

65 - less than 68 1.75 -C less than 85 - 90 3.75 -A

60 - less than 65 1.50 +D less than 81 - 85 3.25 +B

less than 60 -50 1.00 D less than 78 - 81 - 3.00 B

Less than 50 ‫صفر‬ F less than 78 75 - 2.75 -B

+C
less than 75 71 - 2.25

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Suggested Teaching/learning Strategies: The teaching learning
strategies should foster

▪ Active learning through using variety of methods such as:

▪ - Lecture, class discussion,
▪ - Group exercises/activities, role-play,
▪ - Cooperative teaching learning method (Jigsaw Puzzle, Partners, Team-pair –solo),
think-pair share,

▪ - Self-learning activities method),

▪ - Scenario analysis (Problem-Based Learning), and
▪ - Video.

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Additional Learning from Students Perspectives:

▪ 10% of class time should be allotted towards the end of the semester (starting from
week 14) to address students' learning needs relevant to the CLOs.

▪ Students’ needs can be elicited through group discussion or questionnaire.

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External speakers can be brought for the following topics:

▪ - Road traffic injuries

▪ - Intentional injuries
▪ - Self-Inflicted Injuries
▪ - Disability and Rehabilitation

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▪ Submission date of written report …..(to be decided by the faculty teaching the course)
▪ Late submission: Assignments/reports are to be completed and handed on time either
electronically or hard copy.

▪ In order to be fair to students who complete their assignment on time, late submission
will be penalized 2.5% of the assigned grade per day late.

▪ If a student is absent on the day of submission, the work assigned is still due via email
during the working hours of the specified submission date.

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Academic integrity:

▪ It is the student responsibility to be aware and informed about academic integrity and
unfair practices policy, it is available in the student handbook.

▪ Breaching the policy will subject the student to penalties.

▪ Examples of unacceptable behaviors include cheating, plagiarism, and academic
fraud.

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Continuous Quality Improvement (CQI) Plan:

▪ The course of Violence and Injury Prevention Course has been introduced for the first
time.

▪ Based on the evaluation and feedback received from the course teachers of all
nursing institute from Oman.

▪ The teachers are expected to submit a report to the task force on course objectives,
content, challenges faced, positive aspects of the course and required changes need
to be made.

▪ The faculty also expected to get reflection from the students on this course.
▪ This course will be evaluated by the task force committee at the end of the semester
and then necessary revision will be done once in two years.

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Learning materials

▪ Students are required to take notes in the class to help them further study the
concepts deeply from the text book and other sources.

▪ Power Points are meant to guide teachers in teaching; soft copies may be made
available online for students to shed light on concepts that were discussed in the
class.

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Required Text book:

▪ Currently, no textbook was purchased for this course; instead, website links were
reviewed and utilized to finalize the concepts.

▪ Please see the list of references and web links that are listed in page 6-7.

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Course requirements:

▪ 1. Quiz-1 (Continuous Assessment)

▪ 2. Scenarios analysis (Continuous Assessment)
▪ 3. Role Play on Disaster Management drill (Final Evaluation)

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CASE SCENARIOS THAT CAN BE USED FOR GROUP
WORK ACTIVITIES

▪ Topic No. (1) Road traffic Injuries (RTI)

▪ Topic No. (2) Child abuse
▪ Topic No. (3) Suicide
▪ Topic No. (4) Workplace violence
▪ Topic No. (5) Unintentional Injuries
**Note: These scenarios are not conclusive;
faculty may alter or develop new scenarios as
required.

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Guidelines on the Written Scenarios Analysis:

▪ This is a group work activity; each group must be between 5-6 students/group.
▪ The group is expected to work on and analyse the scenarios as given. Read the
assigned Scenarios on pages 7 & 8 carefully and refer to your faculty for clarification if
needed.

▪ The group must submit a written analysis according to the evaluation criteria given in
page 11.

▪ Support your analysis with evidences by reviewing of literature (within last 5 years).
▪ Use proper APA writing/ referencing format in your paper.
▪ The analysis should not be less than 5 pages and not more than 10 pages.
▪ It should be typed 1.5 spaced between the lines and using a 12 font size of Arial or
Times News Roman only.

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The cover page should have the following information:

▪ The title of the Scenarios Analysis

▪ Group members’ names and numbers
▪ Name of the Nursing Institute
▪ The faculty to which the assessment paper is turned in to
▪ Date of the submission
▪ Use quality-writing skills. Use complete sentences, proper grammar, spelling and
punctuation; proofread your work for typographical and spelling errors and plagiarism.

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Guidelines for Role Play on Disaster Management Drill (Final
Evaluation):

▪ o This is a group work activity; each group must be between 10-12 students/ group.
▪ o Each group will select one type of disaster and must perform a role play/
presentation on how to manage it. A written description of the management drill should
be submitted. For late submission, 1.2 marks will be deducted each day.

▪ o The relevant literature support should be written by the students as per the topic
(within last 5 years).

▪ Use proper APA style of writing/referencing format in your paper.

▪ o The groups are expected to search for different types of disaster that Oman
encountered in the past or to be encountered in the future. They must present a
management plan for the disaster and perform a disaster drill (if possible) to illustrate
the management process before or during the disaster.

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Guidelines for Role Play on Disaster Management Drill (Final
Evaluation): Cont.

▪ Please refer to the evaluation criteria for the presentation/role play in page 12.
▪ o The analysis should not be less than 5 pages and not more than 10 pages.
▪ o It should be typed 1.5 spaced between the lines and using a 12 font size of Arial or
Times News Roman only.

▪ o Use quality-writing skills. Use complete sentences, proper grammar, spelling and
punctuation; proofread your work for typographical and spelling errors and plagiarism.

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Guidelines for Role Play on Disaster Management Drill (Final
Evaluation): Cont.

▪ The cover page should have the following information:

▪ - The title of the Scenarios Analysis
▪ - Group members’ names and numbers
▪ - Name of the Nursing Institute
▪ - The faculty to which the assessment paper is turned in to
▪ - Date of the submission

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▪ Evaluation Criteria of the Written Scenarios Analysis page 12
▪ Evaluation Criteria for the Role play page 12
▪ COURSE OUTLINE 13

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