ASSAM DOWN TOWN UNIVERSITY

FACULTY OF
NURSING

SUBJECT: NURSING EDUCATION

COURSE PLAN FOR B.sc NURSING 4th YEAR

SUBMITTED TO : SUBMITTED BY:

Ma’am Lakhimi Gogoi Meba-Ai Talang
Assistant Professor Msc (Nursing) 1st year
Faculty of Nursing Roll No. ADTU/2021-23/MNU/07
Faculty of Nursing

COURSE PLAN
DEFINITION:
Course plan refers to planning courses of institutions. It serves as a guide to the teacher as
well as for the student’s conductive atmosphere for worthwhile learning and purposeful
activities.
It is defines as a process of planning the entire content of the program which has to be done
before the commencement of course.
It is a planning ahead of the system which requires a continue refining.

PURPOSE:
 To ensure autonomy.
 It gives stability.
 It helps to solve the problems.
 It supports the curriculum process.
 It secures future progress.
 It brings about improvements.
 It promotes utilization of resources.

LEVELS OF COURSE PLAN:

1. Pertaining to organizing both content and learning experiences within a unit or a
subject.
2. Deals with designing the pattern for the entire program at the program level.

PRINCIPLES OF COURSE PLANNING:

 State the objectives in behavioral terms, which have to be achieved.
 Establish sequence in order of succession, the content material has to be organized.
 The teacher should keep in mind-
 What should the students learn from the course?
 What should be the sequence of topic/units?
 How much time has to be allowed?
 Ensure logical and psychological continuity to organize to continuity into fewer units,
easy to understanding and repetition.
 Provide cumulative learning by reinforcement.
 Plan for integration.
 Select an approach that is acceptable to all teachers.
 Provide variety in mode of learning.

STRUCTURE OF COURSE PLAN:

In planning course, two kind of planning are involves:
1. Identifying the kinds of elements and which specific learning has to be organized.
2. Selection of specific organizing centers on which learner’s entire development be
focused.

COURSE PLAN SHOULD CONTAIN:

 Objectives
 Specification for level learner and placement within the curriculum.
 Resources materials needed for the course.
 Organized the organization, content topic wise, unit wise or lesson plan wise.
  Describe the resource material and methods of teaching.
 Prepare the plan of learning activities for students. Eg: assignment records,
observations, procedures, plan for rotation with field experiences, supervised and
guided practice.
 Evaluation the measures- describe the procedures for ongoing concurrent and terminal
evaluation.
 Bibliography for both student and teachers.

PROCESS OF ORGANIZING LEARNING ACTIVITIES:

 The concerned faculty for teaching the courses and administration of the program will
discuss and agree the general scheme of organization of the course and its smooth
implementation.
 Agreement should be made regarding the general principles of organization i.e.
continuity, sequence and integrity.
 The basic units should be included.
 The flexible plan should be developed which can be handled by the teacher.

1. Determine course content:

 Selects the major topics and determine the order in which you will teach them.
 Select the main topics to be covered. To obtain an initial list of course topics, look in
current textbooks or the current literature.
 Refine your list by considering your course goals and the characteristics of your
students. At the same time, use the desired content to refine the course goals.
 Pare down and refine your initial list of topics. Instructors often plan initially to teach
more material than they can cover in the allotted time.
 Determine the structure of the course; arrange the topics in a logical order, developing
a rational that guides the structure of the course can help you explain the material.
 Ask questions such as following:
- Can I organize the topics according to a theme or storyline?
- Do I need to teach certain skills initially and then discuss application?
- Do I want to introduce a particular theory before illustrating it with specific
examples or problems?

2. Develop teaching method and tools:

Once you have determined the course goals and content think about how you will
present the content. Select and develop teaching methods and tools that are:
a) Appropriate for the size of the class and
b) Consistent with the course goals, consider the following:
- What is your teaching style? How will you apply or adapt your style to suit the
course goals, the size of the class, and the type of students who are likely to
enroll? Which types of teaching methods will best fulfill your course goals?
- When deciding whether or not you will use technology in your teaching, identify
specific goals that technology with more traditional teaching tools, such as the
chalkboard.
- Whenever possible, use a variety of approaches, taking into account that students
use a diverse range of learning preferences.
3. Determine how you will evaluate the student’s learning:
 Evaluation must go hand in hand with course goals.
 For example, if one course goal is to improve problem solving skills, the exam should
not contain only questions that ask students to recall facts; it should contain questions
that ask students to solve specific and well chosen problems.
4. Select text and other materials
 If you are using texts, decide whether the course goals will be best met by using a
published text or a course reader that compiles material published elsewhere.
 Consider placing some of the material on reserve at the library so that students can
borrow, photocopy, or download the material themselves.

5. Define course plan:

 Determine how will grade all required work, including all assignments, paper,
exam, and if applicable, class participation.
 Decide ahead of time how will deal with such issues as attendance problem, work
turned in late and request for extensions or the rescheduling of exams.
 Learn the policy on academic integrity policy and develop strategies for
preventing and responding to plagiarism and cheating.
 Include all policies on the syllabus and plan to review them with students on the
first day of class.

6. Develop the course schedule:

 The tendency is nearly always to try to accomplish too much during each class period.
 Allow time for active learning to occur during class and for students to complete
major assignments and prepare for exams.
 When preparing the schedule, consult the relevant academic calendars and keep in
mind major religious holidays and significant campus events.

7. Write the course syllabus:

 At a minimum, the syllabus should contain the following: course title, time, and
location, prerequisites, required texts and other materials, course topic, major
assignments and exams, course policies on grading, academic integrity, attendance,
and late work and contact information for instructor (if applicable).

8. Refine the course design:

 Course planning is a continual process.
 Each of the steps is necessarily undertaken with the others in mind, and each will
necessarily undergo revision each time you teach a particular course.
 As you plan and revise course, remember the importance of teaching core concepts
and critical thinking skills.
TEACHER’S ROLE IN COURSE PLANNING:
 The contents vary from institution and teacher’s abilities and back ground, teaching
skills.
 The general objectives, general areas of subject matter, evaluation measures for
course will be determine at the institutional or faculty or instructional level has to
ensure continuity and progression in learning, to avoid gaps and non productive
repetition in subject matter context.
 Provide the reinforcement of previous learning.

TEACHER’S ROLE AT INSTITUTIONAL LEVEL:

 Basis of planning.
 Units of work.
 Selected materials and learning activities.
 Arrange the teaching and learning environment.
 COMMUNITY HEALTH NURSING –I

Placement: 4th Year B.sc (Nursing)

Hours of Instruction: Theory: 40 Hours

Practical: 80 Hours
Total:180 Hours

DESCRIPTION: This course is designed to help students gain broad perspective of

specialized roles and responsibilities of community health nurses and to practice in various
specialized health care settings. It helps students to develop knowledge and competencies
required for assessment, diagnosis, treatment, and nursing management of individuals and
families within the community in wellness and illness continuum.

COMPETENCIES
On completion of the course, the students will be able to
1. Describe occupational health hazards, occupational diseases and the role of nurses
in occupational health programmes
2. Identify health problems of older adults and provide primary care, counseling and
supportive health services
3. Participate in screening for mental health problems in the community and
providing appropriate referral services
4. Discuss the methods of data collection for HMIS, analysis and interpretation of
data
5. Discuss about effective management of health information in community
diagnosis and intervention
6. Describe the management system of delivery of community health services in
rural and urban areas
7. Describe the leadership role in guiding, supervising, and monitoring the health
services and the personnel at the PHCs, SCs and community level including
financial management and maintenance of records & reports
8. Describe the roles and responsibilities of Mid-Level Health Care Providers
(MHCPs) in Health Wellness Centers (HWCs
9. Identify the roles and responsibilities of health team members and explain their
job description
10. Demonstrate initiative in preparing themselves and the community for disaster
preparedness and management
11. Demonstrate skills in proper bio-medical waste management as per protocols
12. Explain the roles and functions of various national and international health
agencies

TEACHING /
LEARNING ASSESSMEN
UNIT TIME CONTENT LEARNING
OUTCOMES T METHODS
ACTIVITIES
I 4 hrs Describe OCCUPATIONAL HEALTH  Lecture,  Essay type
occupational  Occupational health  Discussion,  Short answers
health Demonstration,  Clinical
hazards, hazards
 Role play Performance
occupational  Occupational diseases
 Suggested field evaluation
diseases and  ESI Act
 the role of  National/ State visits, Field
nurses in Occupational Health practice
occupational
health Programmes
programmes  Role of a nurse in
occupational health
services- Screening,
diagnosing, management
and referral of clients
with occupational health
problems
GERIATRIC HEALTH
II 5 hrs Identify CARE • Lecture  Visit report on
health  Health problems of • Discussion elderly home
problems of older adults •Demonstration  Essay type
older  Management of  Short answers
adults and common geriatric
provide ailments: counseling,
primary care, supportive treatment of
counseling older adults.
and  Organization of
supportive geriatric health services
health  National program for
services health care of elderly
(NPHCE)
 State level
programmes/Schemes
for older adults
 Role of a community
health nurse in geriatric
health services-
Screening, diagnosing,
management and
referral of older adults
with health problems

MENTAL HEALTH
DISORDER  Lecture  Essay type
 Discussion,
 Screening, management, prevention Short
and referral for answers
mental health
III 4 hrs Describe disorders  Demonstration  Counseling
screening  Role play report
 Review:
for mental  HealthSchizophrenia
 Depression, anxiety, acute psychosis,
health  counseling on
 Dementia
problems in promotion of
 Suicide
the mental health
 Alcohol and substance abuse
community,  Suggested
 Drug deaddiction
take field visits,
Programme.
preventive  Field practice
 National Mental Health
measures Programme
and provide  National Mental Health
appropriate
referral Policy
services  National Mental Health Act
 Role of a community health nurse in screening, initiation of treatme
mentally ill clients
HEALTH MANAGEMENT
 AND INFORMATION  Lecture
IV 4 hrs Discuss SYSTEM (HMIS)  Discussion, Group project
about report
 Introduction to health  Demonstration
effective Role play Essay type
management system: 
management Health Short answers
data elements, 
of counseling on
recording and reporting 
health promotion of
formats, data quality
information mental health
issues
in  Suggested
 Review:
community field visits,
 Basic Demography and
diagnosis and  Field practice
vital statistics
intervention
 Sources of vital  Group project
statistics on community
 Common sampling diagnosis-data
techniques, frequency management
distribution
 Collection, analysis,
interpretation of data
Analysis of data for
community needs assessment
and preparation of health
action plan
V 5 hrs Describe the DELIVERY OF  Lecture Essay type
system COMMUNITY HEALTH  Discussion Short answers
management SERVICES:  Visit to Field visit
of delivery • Planning, budgeting and various health reports.
community material management of CHC, care Delivery
health PHC, SC/HWC systems
services in Manpower planning as per  Supervised
rural and IPHS standards Rural:
urban areas. field
Organization, staffing and practice
material management of rural
health services provided by
Government at village,
SC/HWC, PHC, CHC,
hospitals- district, state and
central
Urban: Organization, staffing,
and functions of urban health
services provided by
Government at slums,
dispensaries,
special clinics, municipal and
corporate hospitals.
 Defense services
 Institutional services
 Other systems of
medicine and health:
Indian system of
medicine, AYUSH
clinics, Alternative
health care system
referral systems,
Indigenous health
services.
VI 8 hrs Describe the LEADERSHIP,  Report on
leadership SUPERVISION AND Lecture interaction
role in MONITORING Discussion, with
guiding,  Understanding work Demonstration MPHWs,
supervising, responsibilities/job Role play HVs ,
and description of DPHN, ASHA,
monitoring Suggested field AWWs
the Health Visitor, PHN, MPHW visits  Participation
(Female), Multipurpose health Field practice
health in training
Worker (Male), AWWs and
services and programmes
ASHA
the personnel  Roles and  Essay Type
at the PHCs, responsibilities of Mid -  Short answers
SCs and Level Health Care
community Providers (MLHPs)
level  Village Health
including Sanitation and Nutrition
financial Committees (VHSNC) :
management. objectives, composition
Describe the and roles &
roles and responsibilities.
responsibiliti  Health team
es management
of Mid-Level  Review: Leadership &
Health supervision-concepts,
Care principles & methods
Providers  Leadership in health:
(MHCPs) in leadership approaches
Health in healthcare setting,
Wellness taking control of
Centers health of community
(HWCs) and organizing health
camps, village clinics
 Training, Supportive
supervision and
monitoring-concepts,
principles and process
Eg. performance of
frontline health
workers
 Financial
Management and
Accounting &
Computing at Health
o Activities for which funds
are received
o Accounting and book
keeping requirements-
accounting principles &
policies, book of accounts
to be maintained, basic
accounting entries,
accounting process,
payments & expenditure,
fixed asset, SOE reporting
 format, utilization
certificate (UC) reporting
o Preparing a budget o
Audit
RECORDS & REPORTS:
 Concepts of records
and reports-
importance, legal
implications,
purposes, use of
records, principles of
record writing, filing
of records
 Types of records-
community related
records, registers,
guidelines for
maintaining
 Report writing-
purposes,
documentation of
activities, types of
 Medical Records
Department-
functions, filing and
retention of medical
records
 Electronic Medical
Records (EMR)-
capabilities and components
of EMR,
electronic health record
(EHR), levels of automation,
attributes, benefits and
disadvantages of EHR
 Nurses’
responsibility in
record keeping and
reporting
VII 4 hrs Demonstrate DISASTER Lecture,
initiative in MANAGEMENT Discussion,
preparing  Disaster types and Demonstration,
themselves magnitude Role play
and the  Disaster preparedness Suggested field
community  Emergency visits, and field
for preparedness Common practice
disaster problems during Mock drills
preparedness disasters and methods Refer-Disaster
and to overcome module
management (NDMA)
 Basic disaster supplies
National
kit
Disaster /INC –
 Disaster response
Reaching out in
including emergency emergencies
 relief measures and
Life saving techniques
 Use disaster
management
module
VIII 3 hrs Describe the Bio-Medical Waste Lecture cum Field visit
importance Management Discussion report
of bio- • Waste collection, segregation, Field visit to
medical transportation and management waste
waste in the community management
management, Waste management in health site
its center/clinics Bio-medical
process and waste
management management guidelines –
2016, 2018 (Review)

IX 3 hrs Explain the Health agencies International Lecture Essay type

roles and WHO, UNFPA, UNDP, World Discussion Short answers
functions of Bank, FAO, UNICEF, Field visits
various European Commision , Red
national and cross, USAID, UNESCO, ILO,
international CAR, CIDA, JHPIEGO, any
health other
agencies
• National: Indian Red
cross, Indian Council for
Child Welfare, Family
Planning Association of
India, Tuberculosis
Association of India,
Central Social Welfare
Board, All India
Women’s Conference,
Blind Association of
India, any other
Voluntary Health Association
of India(VHA)
MIDWIFERY / OBSTETRIC AND GYNECOLOGY NURSING- II

Placement: 4th Year B.sc (Nursing)

Hours of Instruction: Theory: 80 Hours

Practical: 560Hours
Total:640 Hours

DESCRIPTION: This course is designed for students to develop knowledge and

competencies on the concepts and principles of obstetrical and gynecology nursing. It helps
them to acquire knowledge and skills in rendering respectful maternity care to high risk
woman during antenatal, natal and postnatal periods in hospitals and community settings and
help to develop skills in initial management and referral of high risk neonates and participate
in family welfare program. It would also help students to gain knowledge, attitude and skills
in caring for women with gynecological disorders.
COMPETENCIES
On completion of the course, the students will be able to:
 1. Describe the assessment, initial management, referral and respectful maternity
care of women with high risk pregnancy.
2. Demonstrate competency in identifying deviation from normal pregnancy.
3. Describe the assessment, initial management, referral and nursing care of
women with high risk labour.
4. Assist in the conduction of abnormal vaginal deliveries and caesarean section.
5. Describe the assessment, initial management, referral and nursing care of
women with abnormal postnatal conditions.
6. Demonstrate competency in the initial management of complications during
the postnatal conditions.
7. Demonstrate competency in providing care for high risk newborn.
8. Apply nursing process in caring for high risk women and their families.
9. Describe the assessment and management of women with gynecological
disorders.
10. Demonstrate skills in performing and assisting in specific gynecological
procedures.
11. Counsel and care for couples with infertility
12. Describe artificial reproductive technology
13. Describe the drugs used in obstetrics and gynecology
14. Demonstrate skills in implementing various government programs related to
MNCH care.
15. Identify the role of a midwife in vital statistics and health information
management.
16. Recognize the importance of family welfare program and describe the
methods of contraception and role of nurse in family welfare

LEARNING TEACHING /
ASSESSMENT
UNIT TIME OUTCOME CONTENT LEARNING
METHODS
S ACTIVITIES
I T-20 Describe the Recognition and Lecture Essay type Short
L-10 assessment, Management of problems Discussion Answers
C-120 initial during Pregnancy Demonstration
Objective type
management, • Assessment of high-risk Video & films
Scan reports Assessment of
and referral of • pregnancy skills with
Problems/complications of Case
women with discussion Check list
pregnancy
abnormal/ Case OSCE
o Hyper-emesis presentation
problems gravidarum, • Drug
during o Bleeding in early presentation
pregnancy pregnancy: abortion, ectopic Health talk
Support Simulation
pregnancy, vesicular mole Role play
women o Bleeding in late Supervised
with pregnancy placenta previa, Clinical
complicated abruption placenta, trauma practice
pregnancy and SBA module
facilitate safe o Medical conditions WHO
and positive complicating pregnancy: midwifery
Anemia, PIH, GDM, toolkit
birthing
outcome cardiac disease, pulmonary GoI guideline
–
disease, thyrotoxicosis,
screening for
STDs, HIV, Rh hypothyroidism,
incompatibility screening for
 Infections in syphilis,
pregnancy urinary deworming
during
 tract infection, pregnancy,
bacterial, viral, diagnosis and
protozoal, fungal management
 Surgical conditions of
GDM
complicating
pregnancy:
appendicitis, acute
abdomen
 Hydramnios
 Multiple pregnancy
 Abnormaliti
es of
placenta and
cord
 Intra uterine
growth
restriction
 Intra uterine fetal
death
o Gynecological
conditions
complicating
pregnancy
 Mental health issues
during pregnancy
 Adolescent
pregnancy, elderly
primi, grand
multiparity
o Management and
care of conditions as
per the protocol
 Policy for the referral
services
 Drugs used in
management of high-
risk pregnancies
 Maintenance of
records and reports

II T-20 Identify, Recognition of deviations  Lecture Essay type

L-15 provide from the normal and  Discussion Short answers
C-120 Initial management during labour  Demonstrat Objective type
management • Preterm labour Prevention ion Assessment
and and management of preterm  Case Of skills
refer women discussion/
labour;(Use of antenatal  Presentatio With check
with corticosteroids in preterm n List OSCE
problems labour)  Simulation
during labour  Role play
 within the • Premature rupture of
scope membranes
of midwifery • Malposition’s and abnormal
practice. presentations (breech, brow,
face, shoulder)
• Contracted Pelvis, Cephalo
Pelvic Disproportion (CPD)
• Disorders of uterine action-
Prolonged labour, Precipitate
labour,
• Complications of third
stage: Retained placenta,
Injuries to birth canal,
Postpartum hemorrhage
(bimanual compression of
the uterus, aortic
compression, uterine
balloon tamponade)
• Obstetric emergencies-
Ruptured uterus, Obstetrical
shock, Amniotic fluid
embolism, Fetal distress,
Cord prolapse, Shoulder
dystocia, Uterine inversion,
Vasa previa
• Episiotomy and suturing
• Obstetric procedures-
Forceps delivery, Vacuum
delivery, Version Manual
removal of the placenta
Induction of labour-Medical
& surgical
Caesarean section:
indications and
preparation
Nursing management of
women undergoing Obstetrical
operations and procedures
Drugs used in
management of
abnormal labour
Anesthesia and analgesia in
obstetrics

III T-10 Describe The Recognition and Lecture Quiz simulation

L-5 assessment, Management of postnatal Demonstration short answer and
C-80 initial problems Case OSCE
management, • Physical discussion/
referral and examination, identification of presentation
nursing care deviation from normal Drug
of women • Puerperal complications presentation
with and its management Supervised
 abnormal Puerperal pyrexia Clinical
postnatal Puerperal sepsis practice
conditions. o Urinary complications GoI guidance
note
o Secondary Postpartum
on prevention
hemorrhage and
o Vulval hematoma management of
o Breast engorgement PPH
including mastitis/breast
abscess, feeding problem
o Thrombophlebitis
o DVT
o Uterine sub involution
Vesico vaginal fistula
(VVF), Recto vaginal
fistula (RVF)
Postpartum
blues /
psychosis
Drugs used in
abnormal
puerperium
Policy about referral
IV T-7 Describe Assessment and Lecture Short answers
L-5 High risk management of High- risk Discussion Objective type
C-40 neonates and newborn (Review) Demonstratio Assessment of
n
their • Models of newborn care in Simulation skills with check
nursing India – NBCC; SNCUs Case List OSCE
management • Screening of high-risk discussion/
newborn presentation
• Protocols, levels of neonatal Drug
care, infection control presentation
• Prematurity, Post maturity Supervised
• Low birth weight Clinical
Kangar practice
oo
Mother
Care
Birth asphyxia / Hypoxic
encephalopathy
• Neonatal sepsis
• Hypothermia
• Respiratory distress
• Jaundice
• Neonatal infections
• High fever
• Convulsions
• Neonatal tetanus
• Congenital anomalies
Baby of HIV
positive mothers
Baby of
 Rh
negative
mothers
• Birth injuries
• SIDS (Sudden Infant
Death Syndrome)
prevention, Compassionate
care
Calculation of
fluid
requirements,
EBM / formula
feeds / tube
feeding
Home based newborn
care program -
community facility
integration in newborn
care
Decision making
about management
and referral
Integrated Management of
Neonatal Childhood
Illnesses (IMNCI)
• Bereavement counseling
• Drugs used for high risk
newborns
• Maintenance of records
and reports
V T – 15 Describe the Assessment and Lecture
 Essay type
L-5 ass management of women with  Short answers
Discussion
C-120 gynecological  Objective type
Demonstration
disorders Case  Assessment of
• Gynecological assessment - discussion/ skills with check
History and Physical presentation list.
assessment Drug
• Breast Self- Examination presentation
• Congenital abnormalities of Videos, films
female reproductive system Simulated
practice
Etiology, Pathophysiology,
supervised
clinical manifestations, clinical
diagnosis, treatment
modalities and management of
disorder of female
reproductive system
o Menstrual
abnormalities
o Abnormal uterine
bleed
o Pelvic inflammatory
disease
o Infections of the
reproductive tract
o Uterine displacement
o Endometriosis
o Uterine and cervical
fibroids and polyps
o Tumors – uterine,
cervical, ovarian,
vaginal, vulval
o Cysts – ovarian, vulval
o Cystocele, urethrocele,
rectocele
o Genitor-urinary
fistulas
Breast disorders –
infections,
deformities, cysts,
tumors
o HPV vaccination
o Disorders of Puberty and
menopause
o Hormonal replacement
therapy
• Assessment and
management of couples
with infertility
o Infertility –
definition, causes
VI T-8 Describe Family planning and family  Lecture  Essay type
C-80 family welfare programs  Supervised
practice  Short
planning and • Review: Vital indicators answers
 Field visit
the national - Maternal mortality ratio,  GOI
programs
 Objective
Infant Mortality Rate, guidelines – type
related to injectable
family welfare
Neonatal Mortality Rate, contraceptiv  Field visits
and MNCH+A perinatal mortality rate, es, oral type.
care. fertility rates contraceptiv
• Maternal death audit es, male and
• National health Mission female
sterilization.
• National programs related to
maternal newborn child health
and adolescent services
• Family welfare services
Planned Parenthood
o Impact of early / frequent
o childbearing Comprehensive
range of family planning
methods- Action,
effectiveness, advantages,
disadvantages, myths,
misconception and medical
eligibility criteria
(MEC) for use of various
O family planning methods
Emergency contraceptives
Family planning Counseling
using Balanced Counseling
Strategy (BCS)
Importance of follow up
and recommended timing
Unintended or mistimed
pregnancy
Post abortion counseling
Recent trends and research
in contraception