PHBC Nursing Curriculum

PRINCIPALS HEALTH AND BUSSINESS
COLLEGE
DEPARTMENT OF NURSING
CURRICULUM FOR BACHELOR OF SCIENCE IN

NURSING PROGRAM
July, 2021
Addis Ababa, Ethiopia
PHBC– Nursing curriculum for undergraduate 2021
Table of Contents
Contents page
1. BACK GROUND...........................................................................................................................................................2
2. DEPARTMENT VISION, MISSION AND GOAL....................................................................................................3
3. EDUCATIONAL GOALS..........................................................................................................................................4
4. PURPOSE OF THE PROGRAM.................................................................................................................................4
5. PHILOSOPHY...............................................................................................................................................................4
6. OBJECTIVES................................................................................................................................................................7
7. GRADUATE PROFILE.................................................................................................................................................8
CAREER LADDER.................................................................................................................................................................9
8. ADMISSION CRITERIA.............................................................................................................................................9
9. GRADUATION REQUIREMENT............................................................................................................................10
10. DEGREE NOMENCLATURE.................................................................................................................................10
11. CRITERIA FOR PROMOTION.............................................................................................................................10
12. TEACHING LEARNING METHODS, MATERIALS & RRSOURSE.............................................................11
12.2 RESOURCE PROFILE..........................................................................................................................................11
PERSONNEL.......................................................................................................................................................................11
TEACHING AIDS...........................................................................................................................................................12
LEARNING FACILITY.................................................................................................................................................12
13: METHOD OF ASSESSMENT / EVALUATION...................................................................................................12
14: QUALITY ASSURANCE.........................................................................................................................................13
15. CORE COURSES AND CLINICAL PRACTICES...............................................................................................15
Summary of courses..........................................................................................................................................................20
S.NO..................................................................................................................................................................................20
19. COURSE SEQUENCING.......................................................................................................................................21
20. COURSE OUT LINE FOR THE COURSES.........................................................................................................26
COURSE SYLLABUS.....................................................................................................ERROR! BOOKMARK NOT DEFINED.
NURSING LOGBOOK.................................................................................................................................................251
1 To aspire a principal provider of quality education among private higher learning

institution in Ethiopia in 2025
1. BACK GROUND
Ethiopia is a country characterized by low socio economic status and health service coverage
compared to other developing country. As a result, there is low ratio and improper mix of health
professional to the population. The current Ethiopian health policy is based on health promotion
and disease prevention by giving priority to the rural and unprivileged urban population.
Successful implementation of this policy is highly dependent on availability of well-trained
health professionals, both in quality and quantity.
Education is a mainstay for development and alleviation of rampant problems of a given nation.
It can offer opportunities to the citizens of a country to play a pivotal role in bringing and
sustaining the required development in various sectors in which the health delivery system is not
an exception. Nursing service as an essential component of the health care delivery system
requires properly trained professionals. At present, in Ethiopia, health institutions and other
related sectors require competent nursing professionals at different level of training and the need
of expertise are progressively growing. As a consequence, ample opportunities are created for
nursing professionals to play a vital role in the country’s development. Obviously nursing has a
great contribution in improving the health of the community through educating and caring all
human beings in general and fellow citizens in particular, but the quality and quantity of nurses
in our country is at the very minimal level and need a great future deal.
The rapid expansion of health service institutions in the country creates a major gap in terms of
human resource for health as trainers, service providers and managers. The ratio of health
professionals, like other professionals, is very low compared to the total population of the
country and the annual output (graduates) of these professionals by the existing higher learning
institutions is insufficient to satisfy the demand on the ground. There have been a lot of efforts by
the government to bridge this gap.
Nursing education rendered in the country was only at the lower level since the year 1949 and at
the post-basic baccalaureate level since 1994. Diploma graduates were expected to perform more
varied and complex nursing tasks at any level and settings that need strong educational
backgrounds and competency. Nurses in the country work in all health infrastructures and their
areas of responsibilities vary from client caregivers to management positions, educators in the
school of nursing health education and in participating or carrying out some basic research
activities.

Nursing is a practice-oriented profession that deals with the life of individuals, it needs
competency through community based team training, and hospital based in different settings by
ongoing integration of theory and practice followed by an internship or professional practice.
Nurses also deal with preventive, promotive, curative and rehabilitative roles. This is true with
the minimum internationally acceptable standard as seen in the nursing curriculum of India,
Kenya and Tanzania. Based on these justifications the duration of the nursing course shall be
four years for generic (regular) students with the preparatory origin and with exemption of some
courses for advance standing students (registered nurses admitted with previous basic nursing
diploma).
Ministry of health and Ministry of education generally believe that the nurse prepared at the
baccalaureates level is a generalist who functions as a practitioner, scholar and leader. In clinical
practice, the nurse collaborates with other health care professionals and serves as direct
caregiver, health teacher, and client advocate. By functioning autonomously, the nurse
implements the nursing process for individuals, families, groups and communities throughout the
life cycle. Nursing courses provide for the attainment of knowledge and skills and the
development of attitudes and values essential to competent nursing practice and beginning
professional leadership.
The educational policy and strategy of the country encourages the private sectors to involve in
educational endeavor. Therefore, it has initiated Principals College to be one of the models of
health Science College in the country. PC’s contributions and effort is the outcome of the new
educational policy which allows institutions to provide academic and vocational training of
professionals for middle and higher qualifications indifferent fields of study.
In light of each a conducive environment and acute need for the expansion of educational
services, the founders believes that the establishment of PC was paramount importance to
increase health professionals at the National level. Moreover, based on its accumulated
experience and favorable government policy, it up-grades the level of training to Bsc Nursing.
2. DEPARTMENT VISION, MISSION AND GOAL

2.1 Vision:
The vision of nursing department is to be one of the model nursing schools that best serves the
community and research centers in the country and East Africa by 2040.
2.2 Mission:

The mission of nursing department is to produce ethical and competent Nurse Graduates with
knowledge and skills in health and health related matters; through the provision of quality
education, conducting demand driven research and use friendly manners in our institutions
including Hospital services to support the industrial and socio-economic development of the
nation. Our department is also committed to address the rural communities through public health
approach which may alleviate health and health related problems and encourages the community
to produce and maintain their health status through locally available resources and positioned to
attract partners and scholars nationally and internationally.
3. Educational Goals
To produce knowledgeable, skilled, ethically and attitudinally mature graduates in nursing field
of study through provision of quality educations and training , Promote and enhance research
focusing on the country’s priority needs
4. Purpose of the program
The main purpose of the undergraduate degree in nursing is to provide an educational program
through which the graduates will be prepared to assume responsibility in the primary, secondary
and tertiary care of people as professional nurses. It is expected that graduates are capable of
teaching and supervising appropriate nursing and health care in different settings and participate
in the administration of nursing service and education.
5. Philosophy
With the continued advances in science and technology, expansion in the knowledge of medical
and nursing disciplines, the concepts of primary Health care, the expanding roles, functions and
responsibilities of nurses, there is a need for in-depth knowledge with sound background of basic
and behavioral sciences, and nursing and its pre-requisites, and the opportunities to improve the
skills of middle level nursing manpower.
We believe the following concepts guide the approach to learning at the BSc degree level and to
the rendering of nursing services.
We believe that nursing is an art and a science expressed in interactional processes in which the
nurse assists clients across the life span in the prevention of diseases, promotion, maintenance
and restoration of health or coping with illness or death. Nursing includes a knowledge base, an
intellectual approach to problem analysis, and the therapeutic use of self. Successful
implementation of the nursing process requires personal commitment, application of knowledge,
and recognition of the dignity and diversity of each individual, family, and group. We believe in
supporting and protecting human rights and dignity including the right to health care.
We believe professional nurses are prepared for changing and expanding roles through education

as an active continuing process of lifelong learning, which occurs in a climate with opportunities
for interaction between learner and teacher. We believe the uniqueness of all learners forms the
basis of the learning process and provides a focus for building on personal capabilities, goals, and
life experiences of learners. Lastly, we believe in the advancement of nursing.
To this end, the staff demonstrates exemplary leadership abilities through commitment to the
strengthening of nursing. To assure health opportunities for everyone, we believe in the
appropriate utilization of nurses in health care delivery to promote an equitable distribution of
health resources which are accessible, available, acceptable, and affordable: Nurses there by
make major contributions to meeting the health needs of the society. The following statements
reflect the philosophical values of the faculty in relation to the concepts of person (client),
environment, health, nursing, learning and nursing leadership.
5.1: Beliefs about Health
 Health is a state of well being that enables a person to lead a socially and economically
productive life.
 Health is not a privilege but a right of all people.
 Individuals, families, communities, and nations have a responsibility towards maintaining their
health.
 A healthy system has the necessary resources, the knowledge and abilities to use those resources
and the willingness to make choices that contribute to improved health within the system. An
understanding of global health is based on these core beliefs about health and the connectedness
of humankind. Professional nursing encourages clients, whether individuals, groups, or
communities, to embrace the concept of health, and to appreciate the unique role health plays in
the quality of life and in reaching the maximal potential for which one is capable.
5.2: Beliefs about Nursing

 Nursing is a scientific, professional service based on values of caring and has a role to play in
preventive, promotive, curative and rehabilitative services.
 The ultimate aim of nursing is to help the individuals attain independence in self care.
 Nursing process is a systematic method focusing on solving problems and making decisions and
is applicable to all nursing situations.
 Nurse is an important member of the health team and works cooperatively with other members
for the well being of individuals, families and community.
 Nurses have a responsibility to advance new nursing knowledge and improve the quality of care
through nursing research.
 Nurses should be guided by ethical standards in their personal and professional life.
5.3: Beliefs about Primary Health Care

 Nursing in primary health care is focused on providing preventive, promotive, and rehabilitative
care to individuals, families and communities with their active participation.
 Nurses in primary health care provide care to all with priority for those at high risk in line with
the national health priorities.
 Nurses participate in training and supervision of health workers involved in primary health care
at the community level.
 Nurses collaborate and coordinate the work of other health team members as well as agencies
responsible for socio-economic development of the community.
5.4: Beliefs about learning
 Teacher has the responsibility to create an attractive learning environment and to act as a role
model to learners.
 Learner should have initiative and an inquiring mind and be an active participant in the learning
process.
 Learning is effective when it is problem based and has direct application to problems in real life
situation in the hospital or community nursing practice.
 Learning is a lifelong process; student should assume responsibility for advancing his/her
learning.
5.5: Beliefs about Nursing Leadership
 Nursing leaders should nurture a commitment to the profession and to the professional growth.
 Nurses should assume leadership in directing the progress of their profession and professionals,
and should be involved decision making and problem solving related to the professional all
levels.
5.6: Beliefs about Individuals
 Every individual has the capacity to think, make informed decisions and become self assertive
concerning his/her health.

 Individuals have the right to health care with respect and dignity, irrespective of their race, sex,
ethnicity, religion, and socio-economic status.
 An individual is a member of a family, community and society which influences his health status
and is in turn influenced by it
.
5.6. Beliefs about Environment
 The environment is the accumulation of physical, social, cultural, spiritual, economic, and
political conditions that influence lives. Humans are in constant interaction with a dynamic
internal and external environment that can be harmful, neutral, or healthful at any given time.
 Throughout the lifespan, individuals interact with the reality of their environments to construct
meaning, gain knowledge, and make decisions. Nursing has an invaluable role in assessing the
internal and external environments; recognizing patterns and detecting subtle changes;
identifying, providing, and evaluating interventions; and providing information to help
individuals cope and adapt.
6. Objectives
Upon completion of these courses for BSc in Nursing program, the graduates are expected to:-
1. Provide nursing care for individuals, families and communities following sound scientific ways
of nursing processes.
2. Demonstrate competence in the skills and techniques of nursing based on concepts and principles
from selected areas of physical, biological and behavioral sciences.
3. Participate as members of health team in the promotive, preventive, curative and rehabilitative
health care delivery system of the country.
4. Demonstrate leadership qualities and decision-making abilities in any setting.
5. Recognize the need for continued learning for their personal relations and professional
development.
6. Demonstrate skills in teaching, management, communication, counseling, research and
advocacy.
7. Practice ethical values in their personal and professional life.
8. Participate or assist in diagnosis and treatment of the patient.
9. Conduct problem oriented nursing research and utilize research findings to improve the quality
of nursing care.

7. Graduate Profile
Upon completion of the B.Sc. nursing program, the graduates will be able to:-
 Provide basic holistic care for individuals, families and communities at large
 Use critical thinking to collect and analyze relevant data, establish priorities, make appropriate
decision for implementation, raise questions and make assumptions, etc
 Communicate effectively, both verbally and non-verbally including written documentation and
record keeping.
 Use the nursing process as framework for nursing care practice, which promotes maintains and
/restore optimum function of clients of all ages and in a variety of health care settings.
 Apply professional, ethical and legal principles as well as evidence based practice in providing
care to clients.
 Guide, counsel and teach clients based on the need at all health settings including the community
 Demonstrate nursing leadership and management skills in all work settings and function as a
leader and change agent concerning standards and quality of nursing in the nation.
 Perform activities in prevention(including counseling), control and management of HIV/AIDS in
all health settings
 Function effectively as a member of a primary, secondary, tertiary and community health care
team.
 Diagnose and Manage communicable and non communicable disease(Chronic Illnesses)
 Perform basic and advanced nursing procedures using latest evidences as stipulated in the
logbook
 Diagnose and manage both normal and abnormal pregnancy, labor and refer all major/high
risk/complications.
 Work effectively as a team member in the operating room as scrub, circulating nurse and
organizing operation Room Theater.
 Manage Clients in MCH Clinics particularly in the under-five sick and well baby clinics,
nutrition, immunization, and family planning.
 Conduct need-based research in the identified problems
 Utilize the latest research findings for evidence based nursing practice of any nursing
interventions to improve the quality of care provided to clients.
 Demonstrate awareness of own values and beliefs and respect for the rights and beliefs of others;
Appreciates the importance of cultural influences on life style and health practices.
 Participate in the nursing curriculum development processes. Apply all the different
methodological skills and teaching aids in the teaching/learning process and evaluation
techniques in the school of nursing.
 Demonstrate the need for continuing learning for professional and personal enrichment.
 Perform health promotion, disease prevention and treatment, control and restoration activities at
any health setting and community level

 Make the care of the patient her/his first concern, treat patients with politeness and consideration,
respect their dignity, privacy and point of view without regard to background, culture, language,
religion, race and point of view.
Career ladder
After graduation Bsc nurses can continue their second degree in
- Adult health Nursing
- Maternity Health Nursing
- Child health Nursing
- Community health Nursing
- Emergency and critical nursing care
- Emergency surgery
- Psychiatry nursing (mental health)
- MPH (Nutrition, epidemiology, RH, General MPH)
- Oncology Nursing
8. Admission criteria
8.1 Generic
Candidates must be a natural science student in secondary school & preparatory classes and full
fill the following criteria
 Meet the set criteria of the Ministry of Education for degree students to join higher learning
institution
 Physically and mentally fit for nursing service.
 Preferably, those who choose to enter the profession.
8.2 Post Basic
The applicants for advance standing program should fulfill the following screening and
admission criteria:
 To be eligible for admission into the advance standing Nursing B.Sc. program, a candidate
should:
 Fulfilled the stated criteria by the Ministry of Education;
 Have graduated from an accredited college/school of nursing with diploma in nursing.
 Have obtained a minimum of 2 or 60% cumulative Grade Point Average (CGPA) in previous
diploma program.
 Have served in nursing for a minimum of two years
 Should bring COC certificate
 Physically and mentally fit to practice nursing
8.3 Procedure for Application
 The applicants should apply to the office of registrar
 The office of the registrar will send the applicants to the department
 The department will select the eligible candidates and notify to the office of the registrar and will
be approved by academic commission through the office of registrar.

 After admission candidates have the right for course drop and add according to the rule of the
registrar if they fulfill the prerequisite courses
 Candidate can be exempted from non-professional courses if s/he scored A or B on that specific
course
9. Graduation requirement
A student enrolled in the BSc nursing program is eligible for graduation if and only ifhe/she
 Has taken all the required courses for the program
 Obtained a minimum CGPA of 2.0
 Has not scored ' F ‘grade in any lecture and laboratory course, and not scored ‘C-‘ or 'D ‘ grade
in any core, professional practice, community attachment and intern ship.
 The students should complete the skills and activities written in the logbook which annexed at
the end of curriculum.
 Has carried out a student research project on a selected and agreed topic ofresearch problem and
scored a minimum of ' C' grade in thesis work
 Shall pass national qualifying exam.
 Passed comprehensive examination
10. Degree nomenclature
Up on successful completion of this program the graduate will be given
"THE DEGREE OF BACHLOR OF SCIENCE IN NURSING" in English and “የባችለር
ሳይንስ ድግሪ በነርሲግ” in Amaharic.
11. Criteria for Promotion

• Promotion will be conducted every semester
• Student should score a minimum of “C” grade in all core courses.
 Pass mark in all professional practice/ practicum and clinical internship courses shall be at least
“C” grade.
 Any student who scores less than C in any of professional practice (Fundamental of nursing,
Medical-Surgical nursing, Obstetrics and gynecology nursing, Pediatric nursing and Psychiatric
Nursing) shall repeat the attachment/s with the same duration before internship.
• Students will be promoted to the next level provided that they score minimum of “C” grade in all
core courses and practical attachments (including community attachments).
 A student who scores “C-“, or “D” grade in professional practice, community attachment shall
repeat the attachment/s with the same duration before internship
 A student who scores F grade in any course shall repeat the course.
• A student who scores “C-“, or “D” in common and supportive course shall be promoted to the
next level if he/she is in good academic standing
12. Teaching learning methods, materials & Resource
12.1: Teaching Methods
The teaching - learning process will be mainly through
 Lecture
 Discussion
 Assignments
 Demonstration
 Group discussion
 Role play
 Clinical case studies
 Nursing rounds
 Seminar presentations (student led seminars)
 Community based practices
 Student research
 Problem based learning
 Bed side teaching
 Reflective practices and project works designed to encourage student centered active learning.
12.2 Resource Profile
Personnel
A. Teaching staff
No. Qualification 2011 EC

Full timer per timer
1 PhD 0 0
2 MSc.N 2 5
3 MPH 0 3
3 BSc.Nurse 1 0
B. Specializations needed over the next 5 years

No Specialization qualification Full timer Remark
1 Adult Health Nursing MSc 3
2 Maternity & Reproductive Health Nursing MSc 2
3 Child Health Nursing MSc 1
4 Psychiatric Nursing MSc 1
5 Public Health MSc 1

6 Nursing Education MSc 1
7 Emergency & Critical Care Nursing MSc 1
8 Nursing BSc 3
C. Supportive staff
No. Qualification
2011 E.C.
1 Secretary 1
2 Clinical Lab. Assistant 1
3 Clinical preceptors 3
Class rooms= 50 students per class room

Skill lab = 25 students per session
Practicum = 15 students per instructor
12.3 Material and facilities

Dolls LCD Lap top Computers
Models Lecture rooms Duplicating machines
Video, Photo Slides, etc… Computer laboratory Health assessment equipments
Recent published Books Photocopiers Different medical equipment for
Nursing Journals White board nursing demonstration (laboratory).
Teaching Aids
 Text books
 Lecture notes
 Modules
 Nursing equipments and materials
 Audiovisuals such as LCD, and laptop computers
 Chalk board
 White board and Marker
 Flip chart and Marker
Learning Facility
 Well Equipped Nursing skill development laboratory two including maternity lab
 Basic science Skill laboratory
 Affiliated Hospitals for clinical Practice (two hospitals)
 Affiliated Health Centers for clinical Practice (4 health centers)
 Well-equippedClass Rooms with LCD
 Computer laboratory and Nursing Library
13: Method of Assessment / Evaluation
 Evaluation will be in the form of formative and summative assessments.
 Continuous assessment will be used for both formative and summative assessment

 Continuous assessment consists of practical write-ups, clinical case studies, assessment of

practical skills (reports from supervisors and objectively structured clinical examination),
quizzes, spot-tests and group exercises.
 Log book is used in both formative and summative assessment
 Before attaching nursing internship there will be pre-internship examination, which includes
practical examinations and objectively structured clinical exam (OSPE/OSCE).
 At the end of fourth year there will be national qualification exam
14: Quality Assurance
The college strives its level best to establish and maintain the functionality of a ROBUST AND
COMPREHENSIVE QUALITY ASSURANCE SYSTEM based on the policy of the institution
to insure the strength of its SELF EVALUATION DEVELOPMENT UNIT so as to raise
awareness and provide training to the staff and to make sure the appropriateness and
effectiveness of the teaching-learning process, the support provided, and the assessment method
implemented for the college community; i.e., to the students and the college staff alike as both
parties are the two side of a coin. Accordingly, to
 intensify and reinforce the excellence of education and training conducted at the college level,
the following would be implemented:
 the academic unit of the college tries its level best to update the teaching – learning process based
on the requirements of the time regularly;
 The college’s research and publication unit will encourage its communities’ in their research
endeavors, to disseminate and to implement their findings;
 The college establishes a conducive teaching-learning atmosphere, which will be transparent and
participatory in nature that involves all the community of the college;
 The institution designs and creates up-to-date institutional linkages with the government and
non-government, and private higher health institutions locally and internationally so as to
reinforce and strengthen the sharing of library resources and professional experiences;
 Both the staff and the students of the college are expected to do case studies and present their
findings in the presence of the college community and invited guests;
 Both the staff and the students will be assessed and evaluated continuously and they will be
given immediate and appropriate feedbacks;
 Both the staff and the students are required to visit and work with different hospitals, health
centers, and community health workers so as to update their professional requirements.

Materialize what is mentioned here above and to do more related unspecified things, the college
will:
 Create a system that insures quality;
 Have a comprehensive quality assurance policy and amend it on a regular basis;
 Set up curriculum, standard and quality assurance unit and follow up its operation;
 Create in house institutional quality culture
 Evaluate the quality of the teaching-learning process and the services rendered to all the
stakeholders by the institution regularly and take appropriate measures as deemed necessary;
 Identify and disseminate the institutional good practices to the wider local and national
community level
 Document for future reference and report the quality performances of each units of the institution
to the concerned stakeholders;
In brief, the college administration department, program management unit, the curriculum
standardization and quality assurance unit, the academic staff, the students and the whole
concerned community of the college and stakeholders will be made to work harmoniously to
make Principals Health Science College quality house and institution of excellence.
14.1: Program Management
The day-to-day activities of this program will be coordinated and managed by the department
head of nursing. The head is accountable to the dean of the college. The department
commission, which chaired by the department head, monitors the program management in its
monthly staff regular meeting. Agendas are discussed regularly and decision is made by
consensus or voting system and be minted regularly. In case of sensitive agendas Adhoc
committee will be formed and come up with some recommendations to be endorsed by the
counsel.
14.2: Curriculum Evaluation
The methods of curriculum evaluation to be used include:
 The curriculum is going to be revised every 4 years
 Periodical survey of opinions of stakeholders like employers, instructors, customers, etc and
graduates for curriculum evaluation
14.3: Course Standardization
In order to maintain the standard of the course offerings each individual course in the curriculum

will have its own standardized course outline. Instructors are expected to get course feedback
from students and by themselves and make necessary adjustments during and after
implementation of the course. There will be continues assessment and monitoring of student
evaluation procedures. Above all, the students will be assessed by the external examiner(s) at the
end of the program. The school will also do a benchmark visit with other similar institutions in
the country and adjusts it for better quality of education.
14.4: Staff Evaluation Mechanisms
Periodical appraisal and monitoring of the teaching staff of the school will be done at the end of
each semester based upon the rules and regulation of Principals Health Science College stated
for such a purpose.
14.5: Method of student evaluation
 Formative student assessments such as mid-term and semester examination, term papers, nursing
care plan preparation, group and seminar presentation, etc.
 Summative student assessments such as comprehensive examination, final examination,
internships, project and thesis evaluation;
 Practical examinations could also be given whenever necessary;
15. Core Courses and Clinical Practices

15.1 Theoretical professional nursing courses include:
 Fundamental of nursing
 Medical-Surgical nursing
 Obstetrics and gynecology nursing
 Pediatric nursing
 Psychiatric Nursing
 Professional nursing and ethics
 Nursing education and curriculum
 Community health nursing
 Health education
 Communicable disease
 Nutrition
 Nursing research methodology
 Nursing leader ship and management
 Pharmacology
 Courses with Demonstration

15.2 Clinical attachments/practicum

 Medical-surgical nursing practicum
 Oby/Gyn nursing practicum
 Pediatrics nursing practicum
 Psychiatric Nursing Practicum
 Operation Room Technique(ORT)
15.3 Attachments in professional practice
 Medical nursing professional practice
 Surgical nursing professional practice
 Obstetrics and gynecology nursing professional practice
 Pediatric nursing professional practice
16. Grading system
Raw mark intervals Corresponding fixed number grade Corresponding letter grade
[90,100] 4.0 A+
[85, 90) 4.0 A
[80, 85) 3.75 A-
[75, 80) 3.5 B+
[70, 75) 3 B
[65, 70) 2.75 B-
[60, 65) 2.5 C+
[50, 60) 2.0 C
[45, 50) 1.75 C-
[40,45) 1.0 D
< 40 0 F
17. Course and their prerequisite
Course Prerequisite
Fundamental of Nursing I Human Anatomy

Human Physiology
Biochemistry
Introduction to professional ethics
Microbiology
General Psychology
Introduction to Sociology
Pharmacology Biochemistry
Microbiology and immunology
Human Anatomy
Human Physiology
Fundamental of Nursing II Fundamental of Nursing I
Nursing Health Assessment Human Anatomy
Human Physiology
Introduction to professional ethics

Community Health Nursing Basic Science courses
Professional Nursing ethics
Medical Surgical Nursing I theory Fundamental of Nursing
Nursing Health Assessment
Pharmacology
Medical Surgical Nursing II Medical Surgical Nursing I
Medical Surgical Nursing I practice Medical Surgical Nursing I theory
Medical Surgical Nursing II practice Medical Surgical Nursing I practice
Medical Surgical Nursing III theory Medical Surgical Nursing II theory
Obstetric and Gynecology Nursing I Human Anatomy
Human Physiology
Pharmacology
Fundamental of Nursing
Obstetric and Gynecology Nursing II Obstetric and Gynecology Nursing I
Obstetric and Gynecology Nursing I Practice Obstetric and Gynecology Nursing I theory
Obstetric and Gynecology Nursing II Practice Obstetric and Gynecology Nursing I theory
Obstetric and Gynecology Nursing I Practice
Pediatric Nursing I theory Human Anatomy
Human Physiology
Pharmacology
Pediatric Nursing I Practice Pediatric Nursing I theory
Pediatric Nursing II theory Pediatric Nursing I theory
Pediatric Nursing II Practice Pediatric Nursing II theory
Pediatric Nursing I Practice
Psychiatry Nursing Human Anatomy

Human Physiology
Pharmacology
Health Education General Psychology
Introduction to sociology
Nursing research methodology Epidemiology
Biostatistics
Operating room technique Fundamental of Nursing
Nursing health assessment
Pharmacology
Communicable disease Human Anatomy
Human Physiology
Pharmacology
Parasitology
Microbiology
Community based practice Community health Nursing

Communicable disease control
Epidemiology
Biostatistics
Health Education
Research Methodology

18. List of Courses to be offered

General Supportive Professional
S.NO Course title Course number Credit Hr course course course
1 Communicative English I Enla111 2 X
2 General psychology and life skill Psyc111 3 X
3 General physics Phys111 3 X
4 Math’s For Natural Science Math111 3 X
5 Critical Thinking LoCt111 3 X
6 Physical Fitness SpSc111 p /f X
7 Geography of Ethiopia and the horn GeEt111 3 X
8 Moral and Civics Education MoCE112 2 X
9 Basic Writing Skills Enla 112 3 X
10 Socio anthropology Anth112 2 X
11 Communicative English II Flen112 2 X
12 General Biology Biol112 3 X
13 History of Ethiopia and the horn Hist112 3 X
15 General Chemistry Chem112 3 X
Common course total load 35
14 Int. Emerging Technologies EmTe212 3 X
16 Human Anatomy I Anat 221 3 X
17 Human Physiology I Phys 221 3 X
18 Parasitology Para 221 2 X
19 Pathophysiology Path 221 3 X
20 Biostatistics Bios 221 3 X
21 Microbiology and Immunology MIBi 221 3 X
22 Epidemiology Epid 221 3 X
23 Human Anatomy II Anat 222 3 X
24 Human Physiology II Phys 222 3 X
25 Biochemistry Bioc 222 3 X
26 Environmental health Envi 222 2 X
Nursing service management and
47 leadership NuMa 441 3 X
Supportive course total load 37
Introduction to professional nursing
27 &ethics Ethi 122 3 X
28 Fundamental of Nursing I Fund1-122 4 X
29 First aid and accident prevention Firs 122 2 X
30 Communicable disease control Comm 331 4 X
31 Nursing Health Assessment HeAs 231 3 X
32 Nutrition in health & illness Nutr 231 2 X
33 Pharmacology for nurses Phar 231 4 X
34 Fundamental of nursing II Fund 231 2 X
35 Medical - Surgical Nursing I MeSu1- 231 4 X
36 Reproductive health Repr 432 2 X

37 Health education HeEd 332 2 X
38 Obstetrics & Gynecology nursing I ObGy1-331 3 X
39 Pediatrics nursing I Pedi1-332 3 X
40 Medical – Surgical nursing II MeSu2- 332 4 X
Medical surgical Nursing I and II
41 Practicum I MedPra 1-332 2 X
43 Fundamental of nursing practicum FundPra-332 2 X
44 Medical - Surgical nursing III MdSr3- 341 4 X
45 Obstetrics & Gynecology nursing II ObsGy2-332 2 X
Medical - surgical Nursing III
Practicum II MedPra 2-332 1 X
46 Pediatric Nursing II Ped2- 341 2 X
48 Psychiatric nursing Psyc 341 3 (2+1) X
49 Nursing Research methodology Resr341 2 X
50 Operating Theatre Technique Ort 341 2 X
51 Community health nursing ComH341 2 X
Nursing education and curriculum
52 dev’t NuEd 341 2 X
53 Student research project RPro 342 2 X
Community/Rural field /nursing
54 practice CoHN342 2 X
Obstetrics and Gyn. Nursing
55 Practicum ObGP342 2 X
56 Pediatric Nursing Practicum PedP342 2 X
58 Operating room practicum OrtP342 1 X
59 Psychiatric nursing Practicum PsyP342 1 X
Professional practice
program(intern ship)
60 Medical ward practice MeWP351 2 X
61 Surgical ward practice SuWP351 2 X
62 Obs&Gyn ward practice OGWP351 2 X
63 Pediatrics ward practice PeWP351 2 X
Student research defense
64 presentation Defe351 P/F x
65 Comprehensive/Qualifying Exam QuEx 351 P/F X
Major course total load 82
Grand Total 154 35 37 82
Summary of courses
S.NO Course Total Credit
hour
1. Major courses/professional courses 82
2. Supportive courses 37
3. General Courses 35
Total Credit Hours 154
NB:
 one credit hour theory course has 16 contact hours
 One credit hour hospital practice or clinical attachment has 64 contact hours
 One credit hour Laboratory/demonstration courses has 48 contact hours
19. Course Sequencing

Year I, Semester I
1st year course breakdown
S.NO Course title Course Credit Hr General Supportive Professional
number course course course
1 Communicative English EnLa 111 2 X
2 General psychology Psyc111 3 X
3 General physics Phys111 3 X
4 Math’s For Natural Science Math111 3 X
5 Critical Thinking LoCt111 3 X
6 Physical Fitness SpSc111 p /f X
7 Geography of Ethiopia and the GeEt111 3 X
horn
1st Semester Load 17

1 Moral and Civics Education MoCE112 2 X
2 Basic Writing Skills Enla 112 3 X
3 Socio anthropology Anth112 2 X
4 Comm. English 2 Enla112 2 X
5 General Biology Biol112 3 X
6 History of Ethiopia and the horn Hist112 3 X
7 Int. Emerging Technologies EmTe212 3 X
8 General Chemistry Chem112 3 X
2nd Semester Load 21
1st year total Annual course load Total 38

2nd Year course breakdown

1 Human Anatomy I Anat 221 3 X
2 Human Physiology I Phys 221 3 X
3 Parasitology Para 221 2 X
4 Pathophysiology Path 221 X
5 Biostatistics Bios 221 3 X
6 Microbiology MIBi 221 3 X
7 Epidemiology Epid 221 3 X

1 Human Anatomy II Anat 222 3 X
2 Human Physiology II Phys 222 3 X
3 Biochemistry Bioc 222 3 X
4 Environmental health Envi 222 2 X
5 Introduction to professional NuEt122 3 X
nursing & ethics
6 Fundamental of Nursing I Fund 122 4 X
7 First aid and accident prevention FiAi 122 2 X
2nd year total annual course load Total 40

3rd year course breakdown

1 Communicable disease control Comm 331 4 X

2 Nursing Health Assessment HeAs 231 3 X
3 Nutrition in health & illness Nutr 231 2 X
4 Pharmacology for nurses Phar 231 4 X
5 Fundamental of nursing II Fund2- 231 2 X
6 Medical - Surgical Nursing I MeSu1- 231 4 X

1 Reproductive health Repr 432 2 X

2 Health education HeEd 332 2 X
3 Obstetrics & Gynecology nursing I ObGy1-332 3 X
4 Pediatrics nursing I Pedi1-332 3 X
5 Medical - Surgical nursing II MeSu2- 332 4 X
6 Medical surgical Nursing I and II MedPra 1- 2 X
Practicum I 332
7 Fundamental of nursing practicum FundPra-332 2 X
3rd year total Annual course load Total 37

4th year course breakdown

1 Medical - Surgical nursing III MdSr3- 341 4 X
2 Obstetrics & Gynecology nursing ObsGy2-332 2 X
II
3 Pediatric Nursing II Ped2- 341 2 X
4 Nursing service management and NuMa 441 3 X
leadership
5 Psychiatric nursing Psyc 341 2 +1 X
6 Nursing Research methodology Resr341 2 X
7 Operating Theatre Technique Ort 341 2+1 X
8 Community health nursing Comu341 2 X
9 Nursing education and curriculum NuEd 341 2 X
dev’t

1 Student research project RPro 342 2 X
2 Community/Rural field /nursing CoHN342 2 X
practice
3 Obstetrics and Gyn. Nursing ObGP342 2 X
Practicum
4 Pediatric Nursing Practicum PedP342 2 X
6 Operating room practicum OrtP342 1 X
7 Psychiatric nursing Practicum PsyP342 1 X
2 Semester Load
nd
10

4th year summer Course

Professional practice
program(intern ship)
1 Medical ward practice MeWP351 2 X
2 Surgical ward practice SuWP351 2 X
3 Obs & Gyn ward practice OGWP351 2 X
4 Pediatrics ward practice PeWP351 2 X
5 Student research defense Defe351 P/F
presentation
6 Comprehensive/Qualifying Exam QuEx 351 P/F X
Summer Total 8
4th year total Annual course load Total 39 Cr. Hr

20. COURSE OUT LINE FOR THE COURSES

Course Syllabus:- Communicative English Skills I
1. Course Title: Communicative English Skills I

2. Course Code: EnLa101
3. Credit Hours:2/ 3ECTS
4. Semester: I
5. Course objectives
6. At the end of this course, students will be able to:
 Express themselves in social and academic events in English--Use English intelligibly

with reasonable level of curacy and fluency
 Listen and comprehend to talks related to social and academic events given in English
 Read and understand texts written in English -texts on academic and social matters
 Write in English as academically and socially desirable.

 Learn and develop their English on their own—learning to learn: the language and the
skills
7. Course Description
Communicative English Skills I is a course designed to enable students to communicate in
English intelligibly with acceptable accuracy, fluency and ability to use English
appropriately in different contexts. The course exposes students to English language
learning activities designed to help students use English for their academic and social needs.
Students would be engaged in language learning development activities through doing and
reflection on action. This includes grammar and vocabulary as used in communicative
events and all skills and their sub-kills: speaking, listening, reading and writing. The
language and skills are integrated where one becomes a resource to the other. There are
six units covering topics related to the life world of students as well as of societal
relevance.
Prerequisite: None
8. Course Contents
Study Units Sections Role of Students and Teachers Expected Learning
Hours /Sub-sections Outcomes
3hrs Unite 1: Introducing -Students listen and take notes; use notes -using English to
Oneself for class discussion. introduce oneself
-Teacher introduces himself/herself.
-Teacher facilitates that all students

Section 1: Listening -taking notes in English
introduce
from the introductions
Activity one themselves and engages students
listened to
in group discussion where they ask
-Introducing oneself more questions to their friends using the -interacting in English by
(who you are,where notes they took (speaking). asking more questions
you came from, -Teacher gives more input on using the notes
where you finished introductions already taken
your primary and —use of language and style of
secondary school), introducing oneself. He/She explains
what you intend to the grammar and vocabulary used in
study and introductions mainly the simple
why present and simple past (Grammar),
and lexical items that express actions
can be given focus.
Teacher introduces the story and -reading and understanding
5hrs Section 2: Reading
arouses students’ interest. He/She texts of simple stories
Activity one
asks pre-reading questions and pre- -learning the structure of
-Reading a short teaches key vocabulary. composing biography
biography written in -Students answer pre-reading -learning the language
simple English: questions and discuss their answers. used in writing biography
using background -Teacher instructs students to read the -guessing meanings from
knowledge, reading text in detail and answer context
with comprehension, comprehension questions. - taking notes while reading
making notes while -Students read the story, write notes as -reading with
reading, guessing they read; guess meanings of new comprehension
meanings, attending to words, attend to reference words (e.g. -identifying text
reference words & pronouns), discuss notes & answer a relationships while reading
discussing notes, few comprehension questions. -interacting in English
Activity two using the notes made while
-Teacher introduces the essay and asks reading
-Reading a short students to read it quickly. -learning descriptive
deductive essay: -Students read the essay, notice words vocabulary
taking notes while written in bold, write notes as they read
reading, discussing and discuss their notes. -using notes to
notes, guessing -Teacher, after a brief lecture on interact in English
meaning while descriptive words, instructs students to
-writing short
reading, identifying focus identify the descriptive words
descriptive
descriptive words, written in bold in the essay.
sentences exchanging
using descriptive -Students read specific parts in the
feedback and correcting
words in essay; notice
sentences
descriptive words; learn what the -interacting in English

sentence writing
words are used to describe (physical while comparing own
appearance, personal values, etc). sentences
-Teacher, after giving example
sentences, encourages students to
write short sentences describing a
person/an object/a place, etc using
selected words; discuss their sentences
and correct them.
-Students write sentences & discuss
them.
Unit 2: Study Skills -Teacher introduces the activity & interacting in English
2:30 hrs encourages students to reflect on their while reflecting on one’s
Section 1: Listening
Activity one own study skills. study skills
-Students talk about their study skills in
-listening to a talk on -taking notes while
small groups.
habits of successful listening
-Teacher reads out a short expository
students: reflecting
text on habits of successful students. -interacting in English
on one’s study skills,
-Students listen to the teacher and take using notes taken while
taking notes while
notes; discuss their notes. listening and
listening, discussing
-Teacher reads out the text again to answers to listening
notes, answering
facilitate comprehension; instructs comp. questions
listening
students to answer comprehension -noticing grammar pattern
comprehension
questions & discuss their answers. (the language of giving
questions, discussing
Teacher finally discusses answers to the advice)
answers
questions with students.-Teacher reads
Activity two
out the text on habits of successful -attending to form, function
-Giving advice using students once more & encourages and meaning of
tips from the listening students to improve the notes they grammar (the language of
text: using the made in Activity one. giving advice)
language of giving -Students listen to the teacher again and
advice -improving notes and using
improve their notes. them to interact in English
-Teacher writes example sentences,
- giving advice in English
which give advice through ‘should’,
‘had better’ and ‘ought to’ using tips
from students notes; draws students’
attention to the language of giving
advice in the example sentences.
-Students notice the language of
giving advice in the example
sentences.

-Teacher gives brief a lecture on the

language of the language of giving
advice.
-Students listen to the lecture and take
notes at the same time; discuss their
notes.
-Teacher engages students in
interaction by asking for and giving
advice (orally) on personal issues.
-Students ask for and give advice
about personal issues.
4:30 Section 2: Reading
-Teacher introduces the activity; -using prior knowledge in
hrs Activity one pre-teaches vocabulary and asks a few text comprehension
-Reading an pre-reading questions. -skimming for main ideas
expository essay on -Students the text quickly and answer and scanning for specific
study skills: reading pre-reading questions; discuss their facts
with answers. - reading for detailed
comprehension, -Teacher asks skimming and scanning comprehension
attending to new questions. -guessing meaning of
vocabulary, writing -Students skim-read and scan the text to words based on context
notes while answer the questions. -writing notes while
reading, writing brief -Teacher encourages students to read reading
summaries from notes the text in detail, guessing meanings of -interacting in English
new words (written in bold) and making using notes and answers to
Activity two notes while reading. reading comprehension
-Teacher discusses meanings of some questions.
-Studying the present
new words as they are used in the text, -Writing short one-
perfect tense and the
and orders them to do comprehensions paragraph summaries
past perfect tense:
questions. based on notes made while
form, use and
-Students answer comprehension reading
meaning of
questions; then discuss their answers in -learning from peer
conditionals
small groups before they receive feedback
feedback from the teacher. -noticing grammar
-Teacher encourages students to pattern (the present
improve their notes (by referring to the perfect and the past
text), discuss them and write summaries perfect tenses)
based on them.
-attending to form,
-Students develop their notes into one-
function and meaning of
paragraph summaries; discuss and
grammar (the present
improve them.
perfect and the past
-Teacher asks students to list the main
things done in activity one.

perfect tenses)
-Students list what have been done
and quickly discuss them. -using the present perfect
-Teacher asks individual students to tense and the past
tell their answers and writes perfect tense correctly
sentences in the present perfect tense especially in writing
(e.g. We have done…) based on the
responses.
-Students notice the form of the
present perfect tense in the example
sentences.
-Teacher gives a short lecture on the
simple present tense and the past
perfect tense.
-Students listen to the lecture and
write down notes; then discuss the
notes.
-Teacher gives context-based
exercise which students do as home-
take assignment.
3hrs Unit 3
-Teacher introduces the activity, pre -talking about a famous
Sport and teaches vocabulary (e.g. professional person
Health career) and asks few pre-listening
Section 1 -understanding the
questions.
structure of a story
Listening -Students answer pre-listening
Activity one questions. -interacting in English
-Listening about -Teacher reads out a brief story about using notes and answers to
Zinedine Zidan (who Zinedine Zidan. exercise
he is, his childhood, -Students listen to the story, write notes
-presenting oral summary
his professional as they listen and complete a table
career): using prior (exercise) as they listen. -asking and answering
knowledge -Teacher encourages students to
Wh-
(talking about a interact in English using their notes
questions-learning the
famous football and answers to the exercise.
forms, uses and
player), predicting -Students discuss their notes and
meanings of conditional
what comes next answers; present oral summary of the
Types I,
and checking story about Zinedine Zidan.
II and II
prediction, taking -Teacher engages students in
notes while listening, conversation-asking and answering - using conditionals
discussing notes Wh-questions about Zinnedine Zidan correctly especially in
(e.g. When was Zinedine Zidane
presenting oral born?).

writing
summary), asking and Zinedine Zidan; asks them to tell what
answering which they will do if they meet Zinedine -interacting in English
questions Zidan (using the clue: If I meet using
Activity two Zinedine Zidan, I will…). notes and answers to
-Students follow the clue and write exercise
-Studying conditionals complete
(form, use and sentences.
meaning) -Teacher asks students to discuss
answers, and later on, feedbacks on
their answers.
-Students discuss their answers.
-Teacher gives a brief lecture on
conditionals.
-Students listen to the lecture and
take notes as they listen; discuss their
answers.
-Teacher gives a short context-based
exercise.
-Students do the exercise in
writing and then discuss answers in
groups.
-Teacher redirects students to the

txt about
4hrs Section 2 reading -Teacher asks pre-reading question: -discussing familiar issue in
Activity one How do sports help you to improve English
-Reading a short your health? -reading a text to grasp
expository passage on -Students discuss their answers to the main ideas
sports and health: question. -writing notes while
discussing how sports -Teacher instructs students to read the reading
improve health, passage for main idea, making notes as -developing notes into short
reading for main they read. summaries
ideas, making notes -Students discuss their notes of the -interacting in English
while reading, main ideas of paragraphs. while comparing
developing notes into -Teacher encourages students to discuss summaries-using prefixes
short summaries, their notes and develop their notes and suffixes to workout
comparing summaries into short summaries. meanings of new
Activity two -Students write summaries; discuss the words.
summaries.
-Working on
-Teacher instructs students to work out
meanings of words written in bold in

vocabulary: using
the passage on sports and health
word formation
(using context and word formation
clues).
-Students notice the words and
work out their meanings; discuss
their answers in groups and then
with the teacher.
-After a brief lecture, teacher gives
exercise that involves working out
meanings of words using prefixes
and suffixes.
-Students do the exercise; discuss their
answers in pairs and then with the
teacher.
3.30 Unit 4: Cultural Values -Teacher introduces the activity and
-interacting in English
hrs Section 1: Listening asks pre-
based on background
Activity one listening question: How can
knowledge-interacting in
-Listening about culture attract tourists? English using written
cultural tourism: -Students discuss the question and write
answers
discussing how agreed
culture attracts -upon answers which they will share to -listening with
tourists, listening with the whole class, orally. comprehension
comprehension, -Teacher reads out the text.
-taking notes while
taking notes while -Students listen to the teacher and take listening & discussing
listening, discussing notes as they listen; then discuss the notes in English
notes, developing notes notes.
into one-paragraph -Teacher draws the students’ -writing short summaries
summaries attention to comprehension questions from notes taken while
(Students answer the questions and listening
discuss their answers). -learning from peer
-Teacher encourages students to feedback
develop their notes into one-paragraph
summaries.
-Students write summaries and then
exchange them for peer feedback.
5:30 Section 2: Reading -interacting in English
-Teacher introduces the activity and by answering pre-reading
hrs Activity one asks few pre-reading questions. - questions-reading a
Students skim-read & scan the text leveled-text for
-Reading an
and answer the questions orally. Detailed comprehension
expository text on
-Teacher orders students to read the -working out meanings of

Cultural values:
text for detailed comprehension, words
reading with
writing notes as they read, guessing from context
comprehension,
meanings of new words based on -identifying reference-
writing notes while
context and identifying reference- referent
reading, answering
referent relationships. relationships in a text
comprehension
-Students read the text in detail and -writing notes while
questions,
answer comprehension questions. listening
summarizing the text
-Teacher encourages students to -interacting in English
based
discuss the notes they made while using
on notes made
listening. notes made while listening
while reading,
-Students discuss the notes in small -summarizing text
discussing summaries
groups based on notes
Activity 2
-Teacher encourages students to -learning from peer
-Revision simple summarize the text using their notes. feedback
present, simple past, -Students summarize the text & -learning how to use
present perfect and discuss their notes simple present, simple
past perfect tenses: -Teacher selects few sentences from past, present
revising form, use the text on cultural values and changes perfect and past perfect
and meanings of the verbs into different tenses. tenses-writing sentences
these tenses, writing -Students read the sentences and revise using simple present,
short meaningful verb forms and tense meanings. simple past, present
sentences using -Teacher selects more sentences from perfect and past perfect
simple present, the passage and asks students to forms of
simple past, present change the verbs into different verbs. -discussing answers
perfect and past tenses. in English-learning
perfect forms of -Students do the exercise in writing grammar
verbs and discuss their answers.
independently
-Teacher gives students few verbs and
asks them to construct short
meaningful sentences using the tenses
in focus.
-Students do the exercise individually
and discuss their answers in small
groups before they show them to the
teacher.
-Finally, teacher assigns self-study
and portfolio compilation task on
present, past and perfect tenses.
3hrs Unit 5: Tourism and -Teacher introduces the activity, pre- -interacting in English
Wildlife teaches few words and asks few pre- using background
Section 1: - listening listening questions. knowledge

-Listening about -Students discuss the questions and then -listening with
human-wildlife answer them orally. comprehension
conflict (argumentative -Teacher reads out the text.
-writing notes while
text): using prior -Students listen to the teacher and take
listening developing notes
knowledge, listening notes as they listen.
into paragraph
with -Teacher discusses answers to
comprehension, comprehension questions and orders -level summaries-
making notes while students to develop their notes into one- discussing summaries in
reading, writing paragraph summaries. English
summaries using the -Students write one-paragraph -learning from peer
notes, discussing the summaries using the notes they made feedback
summaries while listening.
-Teacher encourages students to
discuss their summaries in English,
talking about errors and correcting them
together
6hrs Section 2:- reading -interacting in English
-Teacher introduces the activity and while interpreting map
Activity one
distributes copies of a map.
-Reading a text on -Students study the map in groups. -reading with
tourism and wildlife: -Teacher discusses the map with comprehension
using visual, reading students and instructs students to -working out meanings of
with comprehension, read the text for detailed
words from context
guessing meanings of information.
words based on -Students read the text silently -discussing notes and
context, writing brief guessing meanings answers to exercise in
notes while reading, of words and writing notes as they English
discussing notes and read; answer comp. questions. -writing notes while
developing them into -Teacher encourages students to reading summaries
summaries, discussing compare answers and interact in
-learning from peer
summaries English in doing so. -Teacher
feedback-developing notes
discusses students’ answers;
Activity two into paragraph
encourages students to discuss their
-taking and discussing
-Working on notes and develop them into short notes
denotative and summaries.
while learning vocabulary
connotative meanings -Students discuss their notes and
Activity three develop them into two-paragraph -attending to connotative
summaries. and
-Revising -Teacher encourages students to give denotative meanings
conditionals: feedback on their partners’ summaries.
-Students give feedback. while studying

constructing
-Teacher draws students ‘attention to vocabulary-interacting in
meaningful
some words written in bold in the text English using
sentences based
on tourism and wildlife. pictures.
on pictures
-Students notice the words.
-Teacher writes a few sentences
while learning grammar
showing denotative and connotative
meanings; explains denotative and
-using grammar
connotative meanings of the words
communicatively.
as used in the example sentences.
-Students read the example sentences
-learning grammar
and write brief notes from the
teacher’s explanation; then discuss independently
the notes quickly.
-Teacher encourages students to learn
denotative and connotative
meanings of few words from
dictionaries.
-Teacher introduces the activity and
gives out pictures of tourist sites with
their resources (e.g. the Walia Ibex
at the Semen Mountains) in
Ethiopia.
-Students discuss the pictures.
-Teacher constructs sentences (e.g. If
I go to the
Semen Mountains, I will see the
Walia Ibex,) based on the pictures.
-Students discuss the grammar in the
sentence.
-Teacher asks students to
construct similar sentences based on
the rest of the pictures.
-Students write short sentences and
discuss them before they show them to
the teacher.
-Teacher finally assigns self-study
and portfolio compilation task on
conditional sentences.
3hrs Unit 6:- -Teacher introduces the activity and -learning vocabulary
population pre-teaches vocabulary: population, while listening to a talk.

section 1 listening density, population density. -listening with

-Students write and discuss meanings comprehension.
-Listening about
of the words.
population density -interacting in English
-Teacher reads out a short text on
learning the meanings population density. using notes and answers
of ‘population’, to the questions.
-Students listen to the teacher, take
‘density’ and notes as they listen & answer Developing notes into
‘population density’, comprehensions questions. summaries discussing
predicting what comes -Teacher encourages students summaries
to
in the talk and discuss their notes and answers. -learning from peer
checking prediction, -Students discuss their notes and feedback
listening with answers.
comprehension, taking
notes while listening,
discussing notes,
writing short
paragraphs using the
notes and
discussing them
7hrs Section 2 reading
-Teacher distributes copies of a table, writing interpretative
Activity one a graph and a pie chart that paragraphs
-Reading a text display the 5 most
on population populated cities in the world.
while
pyramid: interpreting -Students write short paragraphs
reading
tables, graphs and interpreting the table, the graph and
pie charts, reading the pie chart (based a -reading with
with comprehension, model provided by the teacher). comprehension
making notes while -Teacher encourages students to
discuss their paragraphs, and improve -writing improved
reading, discussing
them later on. versions of
notes, developing
-Teacher orders students to read the paragraphs based on peer
notes into paragraphs,
text on population pyramid, make feedback
discussing and
improving paragraphs notes as they read, discuss notes
-learning the meaning
Activity two and answer questions; then discuss
of
them.
-Studying ‘collocation’
-Students read the text silently,
collocation: learning -using collocation in
make notes while reading, discuss
the definition of vocabulary study
their notes, answer comprehension
collocation -attending to form,
questions and discuss them
identifying words use and meaning in
that collocate studying active and
write paragraphs based on their
notes, discuss the constructions.

with ‘population’,
paragraphs and improve them.
doing exercise on -discussing notes and
collection, using -Teacher writes the word answers to questions in
collection in ‘population’ in a English
vocabulary study circle with lines branching out from -learning grammar
Activity three the border. independently
-Working on active -Students view the word in the circle.
and passive -Teacher writes words that collocate
constructions (form, with
use, meaning): ‘population’ at the endings of two
noticing grammar lines (e.g.
pattern in example population----density).
sentences, listening to -Students notice the examples and
a brief lecture, discuss them
writing lectures in pairs.
notes, discussing -Teacher asks students to find,
notes, identifying from their dictionaries, words
active and passive that collocate with ‘population’
constructions, and complete the exercise (based on
completing the circle).
contextualize
-Teacher writes one active and one
exercise, reading
passive sentence taken from the
independently
passage on population density.
and compiling
-Students notice the grammar
portfolio on passive patterns in the example sentences.
constructions -Teacher gives a short lecture on
active and passive constructions
(taking examples from the text on
population density. -Students listen to
the teacher and take notes.
discuss their notes and answer
context-based exercise.
-Students discuss their notes, do
exercise and discuss in answers.
-Teacher finally assigns self-study and
portfolio compilation task. -Students
use dictionaries to identify words that
go in company with ‘population’, and

complete the exercise.

-Teacher makes students discuss their
answers.
-Students discuss their answers.
6. Independent Work
 Self-Study and portfolio compilation on:
present tenses
perfect tenses
conditionals
7. Teaching Methods
 Short lectures
 Pair and group work
 Discussions
 Presentations
 Independent learning (e.g. independent reading)
8. Assessment
Active Participation = 5%
Individual assignments (portfolio) 10%
Group assignments 15%
Written test 10%
Oral presentation 10%
Final exam 50%
10. Course Policy

 Regular attendance
 Punctuality
 Active participation
 Feedback provision
 Support and cooperation
 Fair judgment
 Transparency
 Mutual respect
 Tolerance

11. References
Alfassi, M. 2004. Reading to learn: Effects of combined strategy instruction on high school
students. Journal of Educational Research, 97(4):171-184.
Anderson, N. 1999. Exploring second language reading: Issues and strategies.

Toronto:Heinle&Heinle Publisher.
Bade, M. 2008. Grammar and good language learners.In C. Griffiths (Eds.). Lessons from good
language learners (pp. 174-184). Cambridge University Press.
https//doi.org/10.107/CBO9780511497667.016
Bouchard, M. 2005. Reading comprehension strategies for English language learners:

30research-based reading strategies that help students read, understand and really learncontent
from their textbooks and other nonfiction materials. New York: Scholastic.
Cameron, L. 2001. Teaching languages to young learners. Cambridge: Cambridge University

Press.
Chamot, A.U. 1987. The learning strategies of ESL students. In A. Wenden & J. Rubin (Eds.).
Learner strategies in language learning (PP 71-85). Prentice-Hall: Hemel Hempstead.
Gairns, R. & Redman, S. 1986. Working with words: A guide to teaching and learning
vocabulary. Cambridge University Press. Department of Foreign Language and Literature. 1996.
College English (Volume I and Volume II). Addis Ababa University Press. McNamara, D.S.
(Ed.). 2007. Reading comprehension strategies: Theories, interventions, andtechnologies. New
York: Erlbaum.
Tilfarlioğlu, Y. 2005. An Analysis of the relationship between the use of grammar
learning strategies and student achievement at English preparatory classes. Journal of
Language and Linguistic Studies 1: 155-169.
Murphy R. (?). Essentials of English grammar in use: A self-study reference and practice book
for intermediate students of English (2nd Ed.). Cambridge University Press.
Murphy R. 2004. English grammar in use: A self-study reference and practice book for
intermediate students of English (3rd Ed.). Cambridge University Press.
Zhang, L. J. 2008.Constructivist pedagogy in strategic reading instruction: Exploring pathways
to learner development in the English as a second language (ESL) classroom. Instructional
Science, 36(2): 89-116.https://doi.org/10.1007/s11251-007-9025-6.

Course Syllabus: - Communicative English Language Skills II
2. Course Title: Communicative English Skills II
3. Course Code: Enla112
4. Credit Hours:3 / 5ECTS
5. Semester: II
6. Description: - Communicative English Language Skills II Module is a continuation of

Communicative English I Module, and it mainly aims to provide first year University students
proficiency with reading, speaking and writing skills. It also aims to help students learn
vocabularies that are assumed unfamiliar to them. In the grammar part, with the intention of
providing explanations, brief notes are given in each unit.
7. Contents
Unit I : Life Skills
Part I Reading passage: The concept of life skills
Part II Grammar: Active and passive voices
Part III Speaking

Part IV Writing
Unit II: Speculations about the future of Science
Part I Reading passage: Grassroots attack in bilharzia
Part II Grammar: Future Tense
Part III Speaking
Part IV Writing
Unit III: Environmental protection
Part I Reading: Environmental Challenges: A river run through it
Part II Grammar: Modal verbs
Part III Speaking
Part IV Writing
Unit IV: Indigenous Knowledge
Part I Reading: A local Pathway to Global Development
Part II Grammar: Reported Speech
Part III Speaking

8. Independent Work
 Self-Study and portfolio compilation on:
present tenses
perfect tenses
conditionals
9. Teaching Methods
 Short lectures
 Pair and group work
 Discussions
 Presentations

 Independent learning (e.g. independent reading)

10. Assessment
Active Participation = 5%
Individual assignments (portfolio) 10%
Written test 10%
Oral presentation 10%
Final exam 50%
11. Course Policy

 Regular attendance
 Punctuality
 Active participation
 Feedback provision
 Support and cooperation
 Fair judgment
 Transparency
 Mutual respect
 Tolerance
References
 Azar, B. S. (2003). Fundamentals of English grammar. Longman.

 Eggenschwiler, J.,& Biggs, E.D. (2001). Writing: Grammar, Usage, and Style. New
York. Hungry Minds. Inc
 Lucy, J. A., & Lucy, L. A. (Eds.). (1993). Reflexive Language: Reported Speech and
Meta pragmatics. Cambridge University Press.
 Murphy, R. (2012). English Grammar in Use. Ernst Klett Sprachen.
 Naylor, H., & Murphy, R. (2007). Essential Grammar in Use. Supplementary Exercises.
With Answers. Ernst Klett Sprachen

Course Syllabus: - Social Anthropology

I. Course Information
Course Name: Anthropology of Ethiopian Societies and Cultures Course Code: Anth112
Credit Hours: 2Cr. Hrs. (4 ECTS)
II. Course Description:
This course is designed to introduce the anthropology of Ethiopian societies and cultures to first
year students of Higher Learning Institutions (HLIs). It covers basic concepts of anthropology
such as culture, society and humanity. It also discusses themes including unity and diversity;
kinship, marriage and family; indigenous knowledge systems and local governance, identity,
multiculturalism, conflict, conflict resolution and peacemaking system; intra and inter-ethnic
relations of Ethiopian peoples. In addition, the course explores culture areas of Ethiopia such as
plough culture, enset culture and pastoralism. The course further covers marginalized minority
and vulnerable groups in terms of age, gender, occupation and ethnicity by taking ethnographic
case studies into account and discuss ways of inclusive growth.
III. Course Objectives

Intended Learning Outcome:
Up on the successful completion of the course, students will be able to:
 Develop an understanding of the nature of anthropology and its broader scope in
making sense of humanity in a global perspective;
 Understand the cultural and biological diversity of humanity and unity in diversity across
the world and in Ethiopia;
 Analyze the problems of ethnocentrism against the backdrop of cultural relativism;
 Realize the socially constructed nature of identities & social categories such as gender,
ethnicity, race and sexuality;

 Explore the various peoples and cultures of Ethiopia;
 Understand the social, cultural, political, religious& economic life of different ethno-
linguistic & cultural groups of Ethiopia;
 Understand different forms marginalization and develop skills inclusiveness;
 Appreciate the customary systems of governance and conflict resolution institutions of
the various peoples of Ethiopia;
 Know about values, norms and cultural practices that maintain society together;
 Recognize the culture area of peoples of Ethiopia and the forms of interaction
developed over time among themselves; and
 Develop broader views and skills to deal with people from a wide variety of socio-
economic and cultural backgrounds.
IV. Course Contents:

Chapter One
1. Introducing Anthropology and its Subjects
1.1. What is anthropology - a Mirror for Humanity?
 Sketching the subject matter, scope and concerns of anthropology
 Anthropological imagination: asking questions and seeing the world
anthropologically.
 Q- What does it mean by using the anthropological lens when looking at
the world?
 Defining Features of Anthropology- holism, relativism & comparative perspectives
 Methods of Research in anthropology: ethnography & ethnographic methods
1.2. Sub-fields of Anthropology: Four Mirrors for Understanding Humanity
1.3. The relation between anthropology and other disciplines
Chapter Two
2. Human Culture and Ties that Connect
2.1. Conceptualizing Culture: What Culture Is and What Culture Isn’t?
2.2. Characteristics features of culture: what differentiates culture from other traditions?
2.3. Aspects of Culture -Material & Non-material (values, beliefs & norms)
2.4. Levels of culture: universality, generality and particularity (cultural diversity)
2.5. Ethnocentrism, Cultural relativism, and human rights
 Discussion- Debating cultural relativism: Human rights law and the
demonization of culture and anthropology along the way
2.6. Cultural Change: what is cultural change?
 Cultural Diffusion versus Cultural Assimilation
 Innovation
 Discussion - Contesting culture as sharply bounded versus unbounded
‘cultural flows’ or as ‘fields of discourse’ in the context of globalization͘

2.7. Ties that Connect: Marriage, Family and Kinship

 Marriage -rules, functions and forms of Marriage
 Family -types and functions of Family
 Q. How families and marriage differ in different societies?
 Kinship System -types of kin groups and rules of descent
 Kinship and Gender Across Cultures
Sex and Gender: Mapping differences in cross cultural perspective Gender -
as power relations
2.8. Cultural practices, norms and values that maintain society together
Chapter Three
3. Human Diversity, Culture Areas, and Contact in Ethiopia
3.1. Human Beings & Being Human: What it is to be human? -(a bio-cultural animal?)
3.2. Origin of the Modern Human Species: Homo sapiens sapiens (that’s you!)
 Religious, biological & evolutionary (paleo-anthropological) explanations
3.3. The Kinds of Humanity: human physical variation
 Q͘ Why isn’t everyone the same?
 Q. Why do people worldwide have differences in their phenotypic attributes?
3.4. Human Races: the history of racial typing
 The Grand Illusion: Race, turns out, is arbitrary
 Q. What can we say for sure about human races?
3.5. Why is Everyone Different? Human Cultural Diversity - anthropological explanations
 Q͘ Why don’t others do things the way we/I do?
3.6. Culture areas and cultural contacts in Ethiopia
3.6.1.1. Plough culture area
3.6.1.2. Enset culture area
3.6.1.3. Pastoral societies culture area
3.6.1.4. Historical and social interactions between culture areas
Chapter Four
4. Marginalized, Minorities, and Vulnerable Groups
4.1. Gender based marginalization
4.2. Occupational cast groups
4.3. Age based vulnerability (children and old age issues)
4.4. Religious and ethnic minorities
4.5. Human right approaches and inclusive growth, anthropological perspectives
Chapter Five
5. Theories of inter-ethnic relations and multiculturalism in Ethiopia
5.1. The Scales of Human Identity: Who am I?- Understanding ‘self’ & ‘other’
 Q- What are the ways we tell for others who we are?
5.2. Ethnicity and Race: What’s in a name?

5.3. Ethnic Groups & Ethnic Identity
 Q͘ What is the basis of one’s ethnic identity?
 Q. Is ethnicity a fundamental aspect of human nature & self-consciousness,
essentially unchanging and unchangeable identity? Or
 Q. Is it, to whatever extent, socially constructed, strategically or tactically
manipulable, and capable of change at both the individual and collective
levels?
5.4. Race -the social construction of racial identity
 Q. Do the claims of some people/groups about superior & inferior racial
groups have any scientific validity?
5.5. Primordialism; Instrumentalism; Social constructivism
5.6. Debates on inter-ethnic relations and identities
Chapter Six
6. Customary and local governance systems and peace making
6.1. Indigenous knowledge systems and local governance
6.2. Intra and inter-ethnic conflict resolution institutions
Ethnographic cases: commonalities and shared practices (e.g., Oromo and Somali,
Afar and Tigray; Gedeo and Oromo; Guraghe and Siltie; Amara and Tigray)
6.3. Customary/Local governance systems
Ethnographic cases: Oromo Geda; Somali-Gurti; Gamo, Gofa, Wolayita-Woga;
Guraghe-Sera
6.4. Legal pluralism: interrelations between customary, religious and state legal systems
Students Work Load:
ECTS 4 CP
Student Work Load: - Lecture 32 hrs, Tutorial, class discussions & presentations 22hrs,
Continuous Assessments (test, term paper, home taken exam/case studies & final exam) 2hrs,
Private Study 28 hrs Total 84 hrs
 Course Requirements:
(Classroom, resources, and other inputs required to deliver the course will be listed)
 Grading Policy:
(Legislation of the concerned university will be adopted by departments/schools handling the
common course across the country)
 Assessment and Evaluation Criteria:
Based on the progressive understandings of the course, students will be evaluated
continuously through both non-graded assignments/activities, like (reading
assignments) and graded assignments/activities and assessments including class
discussion & participation, Test, Term Paper & presentation, Home Taken Exam/case
studies and Final Exam.

V. Suggested readings:
1. Asmarom Legesse (2006). Oromo Democracy: an Indigenous African Political System.

The Red Sea Press, Inc.
2. Cameron, M. Smith and Evan T. Davies (2008). Anthropology for Dummies. Wiley
Publishing, Inc., Indianapolis, Indiana.
3. Clifored Geertz . (1973). The Interpretation of Cultures. A division of Harper Collins
Publishers.
4. Donald Donham . (1986). Marxist Modern. The Ethnographic History of Marxist Ethiopia.
5. Donald N. Levine. (1974). Greater Ethiopia: The Evolution of A Multiethnic Society.
Chicago & London., University of Chicago.
6. Dunif-Hattis and Howard C. (1992). Anthropology: Understanding Human Adaptation.
New York: Harper Collins, Inc.
7. Eriksen, T. H. (2001). Small Places, larger Issues: An introduction to social and cultural
anthropology. London: Pluto Press.
8. Eriksen, T. H. (2004). What is anthropology? London: Pluto Press.
9. Eriksen, T. Hylland. (2002). Ethnicity and Nationalism. London; Pluto Press
11. Hallpike, Christopher R. (1972). The Konso of Ethiopia: A Study of the Value of a Cushitic
People. Oxford: Clarendon Press.
12. Hamer, John. (1970). The Sidama Generational Class Cycles: A Political Geronotocracy.
Africa 40,I (Jan,1970): 50-70.
13. Haviland, WA, (1999).Cultural Anthropology (9 th ed.). Fort Worth: Harcourt and Brace
College Pub.
14. Kottak, C. P. (2004) - Anthropology: the Exploration of Human Diversity (10 th ed.).
McGraw Hill, New York.
15. Lavenda, R. and Emily S. (2015). Anthropology. What Does It Mean to Be Human?.
(3rded.). Oxford. Oxford University Press.
16. Pankhurst. R.(2001). Historic Images of Ethiopia. Shamans Books. Addis Ababa, Ethiopia.
17. Richard Jenkins. (2006). Rethinking Ethnicity. London Sage Publication.
18. Rosman, A., Rubel, P.G. and Weisgrau, M. (2009). The Tapestry of Culture: an
Introduction to Social Anthropology. Lanham: Rowman and Little field.
19. Scupin and DeCorse (1988). Anthropology: A Global Perspective (2nd ed.). New Jersey:
20. Shack, William S. (1966). The Gurage: A People of the Enset Culture. London: OUP
21. Triulzi et al. (2002). Remapping Ethiopia Easer African Studies:. Addis Ababa: AAU

Course syllabus: - Critical Thinking

I. Instructor Information
Name: -----------------
Department: Philosophy
Email Address: ---mail.com Mobile No.: +2519----------
Office Address: -----------
II. Course Information
Course Title: Critical Thinking
Course Code: CrTi111
Course Cr. Hr: (3)
Course ECTS: Five Contact Hour: 3hrs
III. Course Description

Logic and Critical Thinking is an inquiry that takes arguments as its basic objects of
investigation. Logic is concerned with the study of arguments, and it seeks to establish the
conditions under which an argument may be considered acceptable or good. Critical thinking
is an exercise, a habit, a manner of perception and reasoning that has principles of logic as its
fulcrum, and dynamically involves various reasoning skills that ought to be human approach
to issues and events of life. To think critically is to examine ideas, evaluate them against what
you already know and make decisions about their merit. The aim of logic and critical thinking
course is to maintaining an ‘objective’ position. When you think critically, you weigh up all

sides of an argument and evaluate its validity, strengths and weaknesses. Thus, critical
thinking skills entail actively seeking all sides of an argument evaluating the soundness of the
claims asserted and the evidence used to support the claims. This course attempts to introduce
the fundamental concepts of logic and methods of logical reasoning. The primary aim of this
course is to teach students essential skills of analyzing, evaluating, and constructing
arguments, and to sharpen their ability to execute the skills in thinking and writing.
Course Objectives
Ethiopian is striving to guarantee sustainable development and good living condition, where
constant and consistent critical thinking plays an irreplaceable role.
At the end of the course, students should be able to:
 Understand the relationship of logic and philosophy,
 Recognize the core areas of philosophy,
 Appreciate the necessity learning logic and philosophy,
 Understand basic logical concepts, arguments,
 Understand seductiveness, inductiveness, validity, strength, soundness, and cogency,
 Develop the skill to construct sound argument and evaluate arguments;
 Cultivate the habits of critical thinking and develop sensitivity to clear and accurate usage
of language;
 Differentiate cognitive meanings from emotive meanings of words,
 Differentiate standard forms of categorical propositions from other types of sentences
used in any language,
 Apply symbols to denote standard forms of categorical propositions to form further
logical assertions among them.
 Develop logical and open-mind that weighs ideas and people rationally;
 Develop confidence when arguing with others,
 Demonstrate logical argumentative ability,
 Develop logical reasoning skill in their day to day life, and
 Appreciate logical reasoning, disproving mob-mentality and avoid social prejudice.
 Understand the basic concepts and principles of critical thinking.
 Understand the criterion of good argument.
 Identify the factors that affect critical thinking.
 Apply critical thinking principles to real life situation.
IV. Course Learning Outcomes
At the completion of the course, the student will have developed an understanding of the
role logic plays in the reasoning process. Specifically, the students are expected to achieve:
The ability to recognize and analyze arguments in everyday language, to detect hidden or

implicit premises, and to extract the logical form of an argument;
The ability to show the deductive validity or invalidity of an argument, to recognize and
criticize the flaws of a weak argument, and to develop counterarguments;
The ability to evaluate the strength of evidential support for scientific hypotheses,
especially causal hypotheses, in relatively simple cases; and The ability to present arguments
cogently in speech and in writing
V. Units and Contents

Chapter One: Logic and Philosophy (8 Hrs: Week 1 & 2)
1.1 Introduction.
1.2 Meaning and Definition of philosophy
1.3 Core Branches of Philosophy.
1.4 Importance of Learning Logic and Philosophy
Chapter Two: Basic Concepts of Logic (12 Hrs: Week 3, 4 & 5)
2.1 Introduction
2.2 Basic Concepts of Logic
2.3 Techniques of recognizing arguments.
2.4 Types of Arguments
2.4.1 Deductive Arguments
2.4.2 Inductive Arguments
2.5 Evaluation of Arguments
2.5.1 Evaluating Deductive Argument
2.5.2 Evaluating Inductive Arguments
Chapter Three: Logic and Language (8 Hrs: Week 6 & 7)
3.1 Introduction
3.2 Logic and Meaning
3.2.1 Cognitive and Emotive Meaning of Words
3.2.2 Intentional and Extensional Meaning of Terms
3.3 Logic and Definition
3.3.1 Types and Purposes of Definition
3.3.2 Techniques of Definition

3.3.2.1 Extensional Techniques of Definition

3.3.2.2 Intentional Techniques of Definition
3.4 Criteria for Lexical Definitions
Chapter Four: Basic Concepts of Critical Thinking (8 Hrs: Week 8& 9)
4.1. Introduction
4.2. Meaning and Definition of Critical Thinking.
4.3. Principles of Critical Thinking.
4.4. Criterion/Standard of Argument Good Argument.
4.5. Factors Affecting Critical Thinking.
4.5. Relevance of Critical Thinking.
Chapter Five: Logical Reasoning and Fallacies (16 Hrs: Week 10, 11, 12, & 13)
5.1 Induction
5.2 Types of Fallacies: Formal and Informal
5.3 Categories of Informal Fallacies
5.3.1 Fallacies of Relevance
5.3.2 Fallacies of Weak Induction
5.3.3 Fallacies of Presumption
5.3.4 Fallacies of Ambiguity
5.3.5 Fallacies of Grammatical Analogy
Chapter Six: Categorical Propositions (8 Hrs: Week 14 & 15)
6.1 Introduction
6.2 Categorical Propositions
6.2.1 The Components of Categorical Propositions
5.2.2 Attributes of Categorical Propositions: Quality, Quantity, and Distribution
6.2.3 Representing Categorical Propositions
6.2.3.1 Venn Diagrams
6.2.3.2 Boolean and Aristotelian Square of Oppositions
6.2.4 Evaluating Immediate Inferences: Venn Diagrams and Square of Oppositions
6.2.5 Logical Operations: Conversion, Obversion, and Contraposition
VI. Teaching Methodologies

For the successful completion of this course, different Student-Centered teaching

methodologies will be applied. These include:
 Semi-Lecture,
 Class Discussion,
 Group Discussion,
 Pair Discussion,
 Peer-Learning,
 Video/Audio Visual,  Self-Reading.
 Debate
VII. Assessment Methodologies

The MoSHE Proclamation and the Senate Legislation of a given University shall determine
the assessment methodologies. Therefore, a Continuous Assessment Method will be
applied to evaluate the competence of students
acquired from the course. And the Continuous Assessment will incorporate:
 Test.………………………………… 15%
 Mid Exam ………………………… 20%
 Assignment …………………………15%
 Final Exam.……………………… 50%
Moreover, the Moshe Proclamation and the Senate Legislation of a given University
will determine the Grading Scale: A Fixed
VIII. Instructor Commitments

 Setting issues for discussion and critical thinking;
 Organizing and facilitating discussions;
 Presenting to students different Textbooks, Newspapers, Magazines, Videos, etc
that encourage critical thinking and reflection; and
 Giving semi-lecture to integrate and sum up the points of discussions.
IX. Academic Honesty and Integrity
In this course, the principle of academic integrity will be taken very seriously and
violations are treated gravely. Academic misconduct statement: You are expected to adhere
to the highest academic standards of behavior and personal conduct in this course and all
other courses. Students who engage in academic misconduct are subject to university
disciplinary procedures. Make sure you are familiar with your Student Handbook,
especially the section on academic misconduct, which discusses conduct expectations and
academic dishonesty rules.
Forms of academic dishonesty:
1) Cheating: Using unauthorized notes or study aids, allowing another party to do

one’s work/exam and turning in that work/exam as one’s own; submitting the same or
similar work in more than one course without permission from the course instructors;
deception in which a student misrepresents that he/she has mastered information on an
academic exercise that he/she has not mastered; giving or receiving aid
unauthorized by the instructor on assignments or examinations.
2) Aid of academic dishonesty: Intentionally facilitating any act of academic
dishonesty. Tampering with grades or taking part in obtaining or distributing any part of a
scheduled test.
3) Fabrication: Falsification or creation of data, research or resources, or altering a
graded work without the prior consent of the course instructor.
4) Plagiarism: Portrayal of another’s work or ideas as one’s own. Examples
include unacknowledged quotation and/or paraphrase of someone else’s words, ideas, or
data as one’s own in work submitted for credit. Failure to identify information or essays
from the Internet and submitting them as one’s own work also constitutes plagiarism.
5) Lying: Deliberate falsification with the intent to deceive in written or verbal form as it
applies to an academic submission.
6) Bribery: Providing, offering or taking rewards in exchange for a grade, an assignment, or
the aid of academic dishonesty.
7) Threat: An attempt to intimidate a student, staff or faculty member for the purpose of
receiving an unearned grade or in an effort to prevent reporting of an Honor Code
violation.
X. Readings and Texts

Textbook
Hurley, Patrick J. (2014) A Concise Introduction to Logic, Learning. 12th Edition,
Wadsworth, Cengage
Hurley, Patrick J. (2012) A ConcisIntroduction to Logic, Learning. 11th Edition, Wadsworth,
Cengage
Reference Books
Copi,IrvingM.andCarlCohen, (1990) Introduction to Logic, New York: Macmillan
Publishing Company.
Damer, Edward. (2005). Attacking faulty reasoning. A practical guide to fallacy free argument.
Wadsworth Cengage learning, USA.
Fogelin, Robert, J, (1987) Understanding Arguments: An Introduction to Informal Logic, New
York: Harcourt Brace Jvanovich Publisher.
Guttenplan, Samuel: (1991) The Language of Logic. Oxford: Blackwell Publishers Stephen, C.
(200) The Power of Logic. London and Toronto: May field Publishing company.
Simico, N.D and G.G James. (1983) Elementary Logic, Belmont, Ca: Wadsworth Publishing
Company. Walelign, Emuru, (2009) Freshman Logic, Addis Ababa.

Course Title: - Geography of Ethiopia and the Horn

Course Code GeEt 111
Course information Academic Year ______Semester ______
Meeting: Day_______Time _____ Location________
Instructor Name
Instructor contact information
Department: Email:
Mobile number: Office hour:
Block and room number:
Credit hour 3
ECTS 5
Student Work Load Lectures 48hrs Tutorial 35hrs and Group Work/ Discussion, Home Study
and Presentation52hrs Total 135hrs
Course Description This course attempts to familiarize students with the basic geographic
concepts particularly in relation to Ethiopia and the Horn of Africa. It is also intended to
provide students a sense of place and time (geographic literacy) that are pivotal in producing
knowledgeable and competent citizens that are able to comprehend and analyze problems and
contribute to their solutions. The course consists of four parts. The first part provides a brief
description on the location, shape and size of Ethiopia as well as basic skills of reading maps.
Part two introduces the physical background and natural resource endowment of Ethiopia and
the Horn which includes its geology and mineral resources, topography, climate, drainage and
water resources, soil, fauna and flora. The third part of the course focuses on the
demographic characteristics of the country and its implications on economic development. The
fourth component of the course offers treatment of the various economic activities of Ethiopian.
and the Horn which include agriculture, manufacturing and service sectors. Moreover,
Ethiopia in a globalizing world is treated in the perspectives of the pros and cons of
globalization on its natural resources, population and socio- economic conditions.
Course Objectives Upon completion of this course the students will be able to:
 Describe the location, shape and size of Ethiopia and the Horn
 Explain the implications of location, shape and size of Ethiopia and the Horn on the physical
environment, socioeconomic and political aspects.  Elaborate the major geological events; the
resultant landforms and mineral resources of Ethiopia and the Horn.
 Identify the major drainage systems and water resources of Ethiopia and their implications
for regional development and integration.
 Develop an understanding of the climate of Ethiopia, its dynamics and implications on the
livelihoods of its inhabitants.
 Examine the spatio-temporal distribution and abundance of natural vegetation, wildlife and
Soil resources of Ethiopia.
 Discuss the demographic attributes and dynamics as well as the ethnic diversity of Ethiopia.
 Read maps as well as compute basic demographic and climatic rates
 Appreciate the biophysical and socio-cultural diversities in Ethiopia and the Horn
 Explicate the major types of economic activities in Ethiopia; discern their spatiotemporal
distributions and their contributions to the overall development of the country.
 Comprehend the effects of globalization on the socioeconomic development of
Ethiopian and the Horn
Expected Learning Outcomes
 Acquire basic knowledge on the geographic attributes of Ethiopia and Horn

 Develop a sense of appreciation and tolerance of cultural diversities and their interactions
 Acquire general understanding of physical geographic processes, and human-environment
relationships
 Develop ethical aptitudes and dispositions necessary to live in harmony with the natural
environment

 Develop an understanding of national population distributional patterns and dynamics
 Conceptualize the comparative advantages of economic regimes; and understand the impacts of
globalization.
 Understand their country’s overall geographic conditions and opportunities; and be proud of
the natural endowments and cultural richdom that help them develop a sense of being an
Ethiopian.
Mode of Delivery Semester based/parallel
Target Group All first year undergraduate students
Year /Semester Year I/ Semester I and or II
Pre requisite None
Status of Course Common Course
Course Content
Conceptual focus
I. INTRODUCTION (5 hrs)
1.1. Geography: Definition, scope, themes and approaches
1.2. Location, Shape and Size of Ethiopia and the Horn
1.2.1. Location and its effects
1.2.2. The shape of Ethiopia and its implication
1.2.3. The size of Ethiopia and its implications
1.3. Basic Skills of Map Reading
CHAPTER TWO: THE GEOLOGY OF ETHIOPIA AND THE HORN 5hrs
2.1. Introduction
2.2. The Geologic Processes: Endogenic and Exogenic Forces
2.3. The Geological Time scale and Age Dating Techniques
2.4. Geological Processes and the Resulting Landforms
2.4.1. The Precambrian Era geologic processes and resultant features
2.4.2. The Paleozoic Era geologic processes and resultant features
2.4.3. The Mesozoic Era geologic processes and resultant features
2.4.4. The Cenozoic Era geologic processes and resultant features
Rock and Mineral Resources of Ethiopia
CHAPTER THREE: THE TOPOGRAPHY OF ETHIOPIA AND THE HORN (3hrs)
3.1. Introduction

3.2. Physiographic Divisions

3.2.1 The Western Highlands and Lowlands
3.2.2 The Southeastern Highlands and Lowlands
3.2.3 The Rift Valley
3.3. The Impacts of Relief on Biophysical and Socioeconomic Conditions
CHAPTER FOUR: DRAINAGE SYSTEMS AND WATER RESOURCES OF ETHIOPIA AND
THE HORN (5hrs)
4.1. Introduction
4.2. Major Drainage Systems of Ethiopia
4.3. Water Resources: Rivers, Lakes, and Subsurface Water
4.4. General Characteristics of Ethiopian Rivers
4.5. Water Resources Potentials and Development in Ethiopia
CHAPTER FIVE: THE CLIMATE OF ETHIOPIA AND THE HORN (7hrs)

5.1. Introduction
5.2. Elements and Controls of Weather and Climate
5.3. Spatiotemporal Patterns and Distribution of Temperature and Rainfall in Ethiopia
5.4. Agro-ecological Zones of Ethiopia
5.5. Climate and its Implications on Biophysical and Socioeconomic Aspects Climate
Change/Global Warming: Causes, Consequences and Response Mechanisms
CHAPTER SIX: SOILS, NATURAL VEGETATION AND WILDLIFERESOURCES OF
ETHIOPIA AND THE HORN (6hrs)
6.1. Introduction
6.2. Ethiopian Soils: Types, Degradation and Conservation
6.3. Types and Distribution of Natural Vegetation’s in Ethiopia
6.4. Natural vegetation: Uses, Degradation and Conservation Strategies
6.5. Wildlife Resources of Ethiopia: Types, Importance, and Conservation Strategies
CHAPTER SEVEN: POPULATION OF ETHIOPIA AND THE HORN (8hrs)
7.1. Introduction
7.2. Population Data: Uses and Sources
7.3. Population Dynamics: Fertility, Mortality and Migration
7.4. Population Distribution and Composition

7.5. Sociocultural Aspects of Ethiopian Population: Education, Health and Languages
7.6. Settlement Types and Patterns
CHAPTER EIGHT: ECONOMIC ACTIVITIES IN ETHIOPIA (9hrs)

8.1. Introduction
8.2. Mining, Fishing and Forestry Agriculture in Ethiopian
8.3.1. Contributions, potentials and characteristics of agriculture in Ethiopia
8.3.2. Agricultural systems in Ethiopia
8.3.3. Major problems of Ethiopian agriculture
8.4. Manufacturing in Ethiopia
8.4.1. Manufacturing: essence and contributions
8.4.2. Types, characteristics and distribution of manufacturing
8.4.3. Industrial development in Ethiopia: Challenges and Prospects
8.5. The Service Sector in Ethiopia
8.5.1. Transportation and communication in Ethiopia: types, roles and characteristics
8.5.2. Trade in Ethiopia: types, contributions and characteristics
8.5.3. Tourism in Ethiopia: Types, major tourist attraction sites, challenges and
prospects
Teaching Methods Gap Lecture, Peer/ group Discussion and Reflection, Reading
Assignment. Assessment Methods Paper & presentation (20 %); Mid exam (30 %); Final
examination (50 %)
Date of Submitting Assignment: _______________________
Course Policy
As a student of this university, you are expected to abide by the code of conduct of
students enshrined in the university’s legislation. Academic dishonesty including cheating
(exam or attendance), fabrication and plagiarism will not be tolerated and will be reported to
concerned bodies for appropriate action. Moreover, you are expected to actively participate
in classroom Discussions through asking and answering questions, raising issues, giving
constructive feedbacks, accomplishing and submitting assignments according to the program
schedule. You are also expected to attend class regularly. Attendance will be taken regularly and
any absenteeism without tangible reasons will severely affect your performance and grade. Side
talks, moving chairs and creating all sorts of disturbance are intolerable. If you miss 20% of the
class attendance, you will be cancelled from the course. You should come to the class in time.
You are also supposed to come to class with your appropriate learning materials like note book,
handouts and other reference materials.
 References
A.D. Tathe.(2012). Lecture Notes on Climatology: For Intermediate Met training course,
Indian meteorological department.
 Addis Ababa University (2001). Introductory Geography of Ethiopia, Teaching Text,
Department of Geography
Assefa M., Melese W., Shimelis G.(2014). Nile River Basin; Eco hydrological
Challenges, Climate Change and Hydro politics. Springer International Publishing,
Switzerland
B. D, Ray (1989). Economics for Agriculture: Food, Farming and the Rural Economy.
Macmillan
 CSA 1994 & 2007 Population and Housing Census Results. CSA: A.A.
 Diao, Xinshen,. 2007. The Role of Agriculture in Economic Development:
Implications for Sub Saharan Africa. Sustainable Solutions for ending Hunger and
Poverty, Research Report 153.IFPRI.Ethiopia.
Engdawork Assefa(2015). Characterization and classification of major
agricultural soils in CASCEP intervention weredas in the central highlands of
Oromia Region, Ethiopia, Addis Ababa University
 FDRE.2001 Ministry of Water Resources, National Metrological Survey, A.A.
 Girma Kebede (2017). Society and Environment in Ethiopia
 Hartshorne, T. & J. Alexander (1988). Economic Geography, 3rd Ed.
 Hooguelt, A (2001). Globalization and the post-colonial world. The New political
Economy of Development. Basingstoke plagrave.
 Hurni. H. 1988. Ecological Issues in the Creation of Ethiopia. Paper presented in the
National Conference on Disaster prevention and preparedness Strategy for Ethiopia, A.A
 International Centre for Migration Policy Development (ICMPD) (2008). East Africa
Migration Route Initiative Gaps & Needs Analysis Project Country Reports: Ethiopia,
Kenya, Libya. Vienna
 Laurence G., Jeremias M., Tilahun A., Kenneth M.(2012). Integrated Natural Resource
Management in The Highlands of Eastern Africa; From Concept to Practice. New
York, Earthscan
 Lloyd, P. & P. Dickens (1977). Location in Space. Harper @ Row. Mesfin
Woldemariam (1972). Introduction to Ethiopian Geography, AA Robert, E.G, James,
F.P & L. MichaelT.(2007). Essentials of Physical Geography. Thomson Higher
Education, Belmont, 8th edition.
 UNDP, FAO (1984) Ethiopia Forest Resources and Potential for Development; An
assistance to land use planning.
 Ministry of Agriculture/MOA/ (1998). Agro-ecological zones of Ethiopia: Natural
Resources Management and Regulatory Department, AA

 Morgan R.P.C (2005). Soil Erosion and Conservation. National Soil Resources Institute,
Carnfield University. Blackwell Publishing, Oxford, UK. OXFAM(2018). Horn of Africa
climate crisis response. Regional summary
Pausewang, Siegfried (1990), Ethiopian Rural Development Options.
Plant genetic resource center (1995). Ethiopia: country report to the FAO International
Technical Conference on Plant Genetic Resource, AA
 United Nations Framework Convention on Climate Change (2007). Climat Change;
Impacts Vulnerabilities and Adaptations in Developing Countries.
http://www.preventionweb.net/publications/view/2759
 Waugh, D. (1990) Geography: An Integrated Approach. Nelson: London
Course Title: General Psychology and Life Skills Cr. Hr: 3(5 ECTS)
Target Group: All 1st Year Students
Instructor name:_________
Course Code: PsyL111
Module code: ____
Office No : ___
Email: [email protected]
Mode of delivery: Parallel
Course description
This introductory course will provide students with an overview of the current body of
knowledge and the science of psychology. This course examines the role of environmental
factors and the interaction of nature and nurture in determining behaviors and mental
processes. Areas to be discussed will include; the essence psychology, human development,
theories of learning, memory and forgetting, motivation and emotion, psychological disorder
and treatments. The course will also focus on how to develop life skills based on the theories
and principles of psychology where self-development, academic and social skills shall be
given due attention.
Course Rationale
The course General Psychology and Life skills encompasses the fundamental concepts and
principles of psychology which have immense application to human life problems. Hence, this
course is intended to introduce students to the basic concepts of psychology and acquaint them
with how to apply psychological knowledge, principles, and theories to real life situation
and problems. So it is of paramount importance for students of any field of study to be effective
in their personal, social, and professional life. Apart from that, it is to introduce students to the
core set of life skills, which are important in realizing holistic development of students (i.e sense
of well-being, confidence and academic performance) so that they can lead happy, healthy,
successful, and productive life.
Learning outcomes
Up on the completion of this course, students will be able to:
 Describe basic psychological concepts.
 Compare and contrast the major theoretical perspectives in psychology.   Discuss
different aspects of human development
 Compare and contrast different learning theories
 Summarize motivational and emotional processes
 Demonstrate social and interpersonal skills in everyday life.
 Set an adaptive goal and plan for future.
 Apply knowledge of psychology to one’s own life & to develop life skills.
 Explain ways how self-confidence, self-esteem, self-efficacy, assertiveness, responsible
behaviors, interpersonal skills will be strengthened.
 Apply different stress coping mechanisms.
Chapter One: Essence of Psychology
1.1. Definition of Basic Concepts
1.2. Goals of Psychology
1.3. Historical Background of Psychology
1.4. Theoretical Perspectives in Psychology
1.5. Branches of Psychology
1.6. Research Methods in Psychology
1.7. Applications of Psychology
Chapter Two: Human Development

2.1. Definition and Concepts of Human Development
2.2. Facts and Principles of Human Development
2.3. Aspects of Human Development
2.4. Theories of Human Development
2.4.1. Cognitive Theories
2.4.2. Psychosexual Theory
2.4.3. Psychosocial Theory

2.4.4. Moral Development Theory

2.5. Personality Development
2.5.1. Meaning of Personality
2.5.2. Trait theories of Personality
2.5.3. Humanistic theories of Personality
Chapter Three: Learning and Theories of Learning
3.1 Definition, Principles and Characteristics of Learning
3.2 Factors Influencing Learning
3.3 Theories of Learning and their Applications
3.3.1. Behavioral Theory of Learning
3.3.2. Social Learning Theory
3.3.3. Cognitive Learning Theory
Chapter Four: Memory and Forgetting
4.1. Memory
4.1.1. Meaning and Process Of Memory
4.1.2. Stages of Memory
4.1.3. Factors Affecting Memory
4.2. Forgetting
4.2.1. Meaning and Concepts of Forgetting
4.2.2. Theories of Forgetting
4.3. Improving Memory
Chapter Five: Motivation and Emotion

5.1. Motivation
5.1.1. Definition and Types of Motivation
5.1.2. Theories of Motivation and their Applications
5.1.3. Conflict of Motives and Frustration
5.2. Emotion
5.2.1. Definition of Emotion
5.2.2. Components of Emotion
5.2.3. Theories of Emotion and their Applications
Chapter Six: Psychological Disorders and Treatment Techniques
6.1. Nature of Psychological Disorders
6.2. Causes of Psychological Disorders
6.3. Types of Psychological Disorders
6.4. Treatment Techniques
Chapter Seven: Introduction to Life Skills
7.1. Nature and Definition of Life skills
7.2. Goals of Life Skills
7.3. Components of Life Skills

Chapter Eight: Intra-personal and Personal Skills

8.1. Self-Concept and Self-Awareness
8.2. Self-Esteem and Self-Confidence
8.3. Self-Control
8.4. Emotional Intelligence and Managing Emotion
8.6. Resilience and Coping with Stress
8.7. Anger Management
8.8. Critical and Creative Thinking
8.9. Problem Solving and Decision Making
Chapter Nine: Academic Skills
9.1. Time Management
9.2. Note-taking and Study Skills
9.3. Test-Taking Skill
9.4. Test Anxiety and Overcoming Test Anxiety
9.5. Goal Setting
9.6. Career Development Skill
Chapter Ten: Social Skills
10.1. Understanding Intercultural Diversity and Diversity Management
10.2. Gender and Social Inclusion
10.3. Interpersonal Communication Skills
10.4. Social Influences and Peer Pressure
10.5. Assertiveness
10.6. Conflict and Conflict Resolution
10.6. Team Work
10.7. Overcoming Risky Behavior
Week 16 is Reserved for Final Examination
Teaching Learning Methods

Classroom lessons will be mainly lectures preceded by activities (leading questions followed by
brainstorming) and pair or group discussions followed by presentations with amendments by the
instructor. Students will be given cases in light of the theories covered and asked to analyze
cases form the perspectives of the course objectives and make presentations. At the start of
every lesson, students will be requested to give brief summaries of the previous lesson. At
the end of each unit, they will be requested to prepare exit slips where they reflect on what they
have learned and what aspects of the unit need further consideration. In this way continuous
assessment of students’ understanding will be held and remedial actions taken. Whatever so,
below is listed some general approaches:
 Gapped Lecturing
 Brainstorming
 Collaborative learning  Discussion

Independent learning
Reading assignment and presentation
 Role play
Assessment & Evaluation Techniques
1. Continuous Assessment 50 %
 Test: 20 %
 Group assignment- 10 %
 Individual assignment- 10 %
 GroupPresentation-10 %
2. Final exam 50%
Course Policy
Responsibilities of the Students
All students are expected to abide by the code of conduct of students as per the Legislation of
the respective university throughout the course. Academic dishonesty, including cheating,
being late, fabrication and plagiarism will not be tolerated and will be reported to the
concerned bodies for disciplinary action. Regular attendances, class activities (questions),
doing assignments and submitting them on time are indispensable vehicles for the successful
accomplishment of the course. Moreover, mobile cell phones are to be switched off so as to
avoid distractions in the teaching learning activities including examination time. Lastly, but
not least, note that all issues discussed in the class will be incorporated in quiz, tests or final
exams.
Responsibilities of the Instructor
 Planning learning activities needed for the successful accomplishment and realization of the
course objectives
 Running classes according to the official instructional schedule for successful
coverage of the designed course contents within the planned instructional time
 Regularly planning assessment activities and designing relevant (reliable, valid, and
usable) assessment tools to realize the objectives of continuous assessment
 Providing timely and constructive feedbacks on students’ performance on every
assessment activities
 Being good role model for the students in the issues like punctuality, objectivity,
honesty, transparency, fairness, humbleness, tolerance, devotion to one’s duty, mercy,
dressing/neatness etc.
References
Coon, D. & Mitterer, J.O. (2008). Introduction to psychology: Gateways to mind and
behavior (12th ed). New York, NY: McGraw Hill.
Feldman, R.S. (2018). Essentials of understanding psychology (13 th ed). New York, NY:
McGraw Hill.
Gray, P. & Bjorklund, D.F. (2017). Psychology (7 th ed). New York, NY: Worth Publishers.
Kalat, J.W. (2013). Introduction to psy
chology (13th ed). New York, NY: McGraw Hill.
Lahey, B.B. (2008). Psychology: An introduction (10 ed). New York, NY: McGrawHill.
th
Lilienfeld, S.O., Lynn, S.J., Namy, L.L. & Woolf, N.J. (2017). Psychology: From Inquiry to
understanding (3rd ed). Upper Saddle River, NJ: Pearson Education.
Meyers, D.G. & DeWall, C.N. (2016). Exploring psychology in modules (10 th ed). New York,
NY: Worth publishers.
Weiten, W. (2014). Psychology: Themes and variations (briefer version, 9th ed). Belmont, CA:
Wadsworth Publishing.
Burnard, P. (1989). Teaching interpersonal skills: A handbook of experiential learning for health
professionals. London, UK: Chapman and Hall.
Cotnell, S. (2013). The study skills handbook. New York, NY: Palgrave MacMillan.
Haddon, P.F. (1990). Mastering personal and interpersonal skills: Key techniques and personal
success. London, UK: Thorogood Ltd.
Hays, J. (2002). Interpersonal skills at work (2nd ed). New York, NY: Routledge.
Pavord, E. & Donnely, E. (2015). Communication and interpersonal skills (2nd ed). Banbury,
UK: Lantern publishing.
Peace Corps (2001). Life skills manual. Washington, DC: Author.
Skills You need (2018). Personal development. Author.
State University of New York (nd). The study skills handbook. Albany, GA: Author.
Sultmann, B. & Burtpn, T. (2003). People skills: Guiding to effective interpersonal behavior.
Bowen Hills, Australis: Australian Academic Press
Course syllabus: - History of Ethiopia and the Horn
I. Instructor Information
Address (Department, email, phone, office hour, block & room no…)
Course Information
Contact Hours: 3
Course Name: History of Ethiopia and the Horn
Course Code: Hist.112
Credit Hours: 3crs with 5ECTS
Year: I Semester: II
III. Course Description
This course is a common course given to Higher Learning Institutions Students/HLIS. Students
will learn about the role of history in human life and goals of studying history. Students
will also learn the importance of history in nation building and the making of identity in time

and space. This course covers the major historical processes in Ethiopia and the Horn. The
course is also concerned with how the socio-cultural, religious, economic and political
experiences of the past are interwoven in the making of the current Ethiopia and the Horn. It is
useful to know how personalities helped change the scenario, and how
societies, peoples and the world that we live in have changed over time and its implication for
history of Ethiopia and the Horn. It is helpful to understand history as a base for shaping and
bettering of the future.
IV. Course Objectives
The general objective of the course is to acquaint students with historical processes in
Ethiopia. Specifically, after completing the course, students will be able to:
 distinguish meaning, nature and uses of history
 identify pertinent sources for the history of the peoples of Ethiopia and the Horn
 describe changes & continuities that unfolded in Ethiopia and the Horn
 elucidate the causes, courses and consequences of events happened in the region
 explain the nature of the region‟s external contacts and their effects
 appreciate peoples‟ achievements, heritages and cultural diversities of the region
V. Expected Learning Outcomes
This course enables students to:
 comprehend the general concepts of history
 analyze relevant sources for History of Ethiopia and the Horn
 understand Ethiopia and the Horn in relation to human evolution and Neolithic Revolution
 assess the various socio-cultural and political achievements in civilizations of the region
 trace the origin and developments of states in the region during the ancient period
 examine the long term effect of the „‟Solomonic‟‟ dynasty in the region
 scrutinize the dynamics of the territorial expansion of the Christian kingdom and rivalry
between the Christian Kingdom and Muslim Sultanates in the region
 know the role of foreign relations and interventions from ancient to modern times in
Ethiopia and the Horn
 appreciate the interplay between local developments and foreign influences
 examine the role of population movements in shaping the modern Ethiopia and the Horn
 appreciate the major socio-economic, religious & political achievements of Gonder period
 understand salient characteristic features and effects of “Zemene Mesafint”
 assess developments in Eastern, Central, Southern & Western parts of Ethiopia & the Horn
 analyze the political process for formation of Modern Ethiopia and the Horn
 identify the social and economic developments from 1800-1941
 appreciate the move towards modernization and the challenges encountered
 trace legacies of major battles, victories and the roles of patriots

 elaborate the socio-economic and political progresses of the post 1941 imperial period
 analyze the major changes, and challenges that led to the demise of the monarchy
 analyze the political momentum, reforms and oppositions during the Derg period
 understand historical developments from 1991-1994
VI. Units and Contents
Unit 1: Introduction
1.1. Concepts of History: Meaning, Nature and Uses
1.2. Sources & Methods of Historical Study
1.3. Origin and Development of Historiography of Ethiopia and the Horn
1.4. Introducing and Understanding Ethiopia and the Horn
Unit 2: Peoples and Cultures in Ethiopia and the Horn
2.1. Human Evolution
2.2. Neolithic Revolution
2.3. The Peopling of the Region
2.3.1. Languages and Linguistic Processes: Afro-Asiatic Super Family (Cushitic, Semitic &
Omotic Families) and Nilo-Saharan (Chari-Nile & Koman families)
2.3.2. Settlement Patterns
2.3.3. Economic Formations
2.4. Religion and Religious Processes
2.4.1. Indigenous
2.4.2. Judaism
2.4.3. Christianity
2.4.4. Islam
Unit 3: Polities, Economy & Socio-Cultural Processes in Ethiopia & the Horn to end of 13 th
Century
3.1. Evolution of States
3.2. Ancient Polities
3.2.1. North and Northeast
3.2.1.1. Punt
3.2.1.2. Damat
3.2.1.3. Axum

3.2.1.4. Zagwe
3.2.2. East, Central, Southern and Western
3.2.2.1. Agaw, Bizamo, Damot, Enaraya, Gafat.
3.2.2.2. Muslim Sultanates (Shewa, Ifat, Dawaro, Fatagar, Bali, Hadiya, Arebabani, Shirka, Dera
3.3. External Contacts
3.4. Economic Formations (Agriculture, Handicraft, Trade…)
3.5. Socio-cultural achievements (Architecture, Writing …)
Unit 4: Politics, Economy & Socio-Cultural Processes from Late 13 th - the beginning of 16th
Century
4.1. “Restoration” of the “Solomonic‟‟ Dynasty
4.2. Power Struggle, Consolidation, Territorial and Religious Expansion of the Christian
Kingdom
4.2.1. Succession Problem and the Establishment of Royal Prison
4.2.2. Territorial Expansion towards Agaw, Bizamo, Damot, Red Sea, Bete-Israel/“Falasha…”
4.2.3. Evangelization and Religious Movements
4.3. Social, Economic and Political Dynamics of Muslim Sultanates
4.3.1. Political Developments in the Muslim Sultanates and the Rise of Adal
4.3.2. Trade and the Expansion of Islam
4.4. Rivalry between the Christian Kingdom and the Muslim Sultanates
4.5. External Relations
Unit 5: Politics, Economy & Socio-Cultural Processes from Early 16 th-the End of the 18th
Century
5.1. Interaction and Conflicts of the Christian Kingdom and the Sultanate of Adal
5.2. Foreign Interventions and Religious Controversies
5.3. Population Movements
5.3.1. Population Movements of the Afar, Somali and Argobba
5.3.2. Gadaa System and Oromo Population Movement (1522- 1618)
5.4. Interaction and integration across ethnic and religious diversities
5.5. Peoples and States in Eastern, Central, Southern and Western Regions
5.5.1. Kushitic: Afar, Somali, Oromo, Sidama, Hadya, Kembata, Konso, Gedeo, Burji…

5.5.2. Semitic: Harari Emirate, Shewa Kingdom, Gurage Polity…

5.5.3. Omotic: Kaffa, Wolayita, Gamo Gofa, Dawro, Konta, Yem…
5.5.4. Nilotic: Anuak, Nuer, Berta, Gumuz…
5.6. The Period of Gondar (1636-1769) and “Zamana Mesafint/Era of Princes” (1769-1855)
5.6.1. The Revival of the Christian Kingdom
5.6.2. Gondar achievements: architecture, painting, music, literature, urbanization, trade etc.
5.6.3. Gondar Political Developments: “Close Door Policy,” Reforms, “Byzantine Politics”…
5.6.4. Major Features of Era of Princes (1769-1855) and Yejju Dynasty (1786-1853)
Unit 6: Internal Interactions and External Relations from the 1800-1941
6.1. The Nature of Interactions among peoples and states of Ethiopia and the Horn
6.1.1. Peoples and sates of Kafa, Wollaitta, Gibe, Leqa, Qabena, Shawa...
6.1.2. The Role Trade and Trade Routes in the interaction
6.2. Power Rivalry
6.3. The Making of Modern Empire State (Territorial Expansion, Centralization process…)
6.4. Modernization Attempts: administration, military, innovation, education, road
construction, railway, transportation & communication, constitution…
6.5. Socio-Economic Issues/Processes: agriculture, disease & famine, trade, slavery,
manufacturing…
6.6. External Relations, Challenges and Threats
6.6.1. External Diplomatic Relations and Treaties
6. 6. 2. The Major Battles (Meqdela, Gundet, Gura, Dogali, Mattama, Adwa, Maychew…)
6. 6. 3. Italian Occupation and the Patriotic Resistance
Unit 7: Internal Interactions and External Relations from the 1941-1994
7.1. Post 1941 Imperial Period
7.1. 1. Political Scene: Restoration & Consolidation of Imperial Power and External
Relations
7.1. 2. Socio-economic Conditions: agriculture & tenancy, famine, factories, education,
health, transportation, religion, welfare institutions (idir, iqub…)
7.1.3. Opposition: Conspiracies, Revolts and Downfall of the Monarchical Regime
7.2. The Derg Regime (1974-1991)
7.2. 1. The Rise of Derg and the Political Momentum

7.2.2. Attempts at Reforms: Land Reform, Development through Cooperation Campaign,

Collectivization, Agricultural Marketing Corporation, Resettlement, Villagization,
Literacy…
7.2. 2. Internal oppositions, Ethio-Somali War, International Changes & End of the Derg
7.3. Historical Developments, 1991-1994 (transitional charter: language & identity issues)
Unit 8: Cross-Cutting Issues in History of Ethiopia and the Horn
8.1. The Role of Women in Ethiopian History (economic, political, cultural and social)
8.2. Environmental Dynamics: changes and continuities (deforestation, drought, pollution…)
8.3. Indigenous Knowledge: education, folk medicine, conflict resolution mechanisms
(Makabanto, Shimigilinna, Yejoka, Samugnit, Guma, Luwa, Byto, Heer, Seera… )
VII. Instructional Methods and Strategies
This course will be delivered based on learner centered approach. Therefore, the main
instructional strategies of the course are pair & group discussions; interactive teaching;
brainstorming; icebreaker; debating & role-play.
VIII. Assessment Techniques, Grading Scale and Attendance

Quiz = 5%, Test = 10%, Individual or Group Assignments and Presentations = 15%, Mid-Term
Examination = 20% Final Examination = 50%
Grading Scale:
Letter Grade = A+ A A- B+ B B- C+ C C- D F
Scale Range = >90 85-89 80-84 75-79 70-74 65-69 60-64 50-59 <45-49 40-44 <39.99
*Note that grading scale can be varying as per respective university legislation.
Students are expected to attend regularly. If students miss more than 20% of the classes, he/she
will not sit for final exam. Punctuality is mandatory and late coming student should not be
allowed to enter the class.
IX. Instructor Commitments
An instructor of this course is expected to be honest to the content, policies and guidelines of
this course. He/she is also expected to be well prepared on the course as well as prepare
course outlines & teaching materials, follow up and assess students as per the guidelines.
X. Academic Honesty and Integrity/Course and University Policy
All students are expected to be abided by the code of conduct of __________University
Academic Legislation throughout this course. Academic dishonesty including cheating,
fabrication and plagiarism will not be tolerated. Class activities will vary day to day ranging
from lectures to discussions. Students should be active participants in the course. Students
need to ask questions and raise issues. They are required to do all the assignments they are
supposed to accomplish, submit and present it according to the time table indicated. All issues
discussed the in class or derived from other sources may be the subject of the assignments,
quiz, test and exam question items. Finally, cell phones must be turned off before getting into
classes and sitting for exams as they are disruptive.
XI. Recommended Readings
Abir, Mordechai. Ethiopia and the Red Sea: The Rise and Decline of the Solomonic Dynasty
and Muslim-European Rivalry in the Region. Frankcass, 1980.
Ethiopia: The Era of The Prince; The Challenge of Islam and The Re-unification of The
Christian Empire 1769-1855. Institute of Asian & African Studies the Hebrew Universi, 1968.
Alberto, Sbacchi. Ethiopia under Mussolini: Fascism and the Colonial Experience. 1985.
Alemayehu Haile et al. History of the Oromo to the Sixteenth Century. Finfinne: 2006.
Andargachew Tiruneh. The Ethiopia Revolution 1974-1987: Transformation from Aristocracy
toTotalitarian Autocracy. Cambridge University Press, 1993.
Asmarom Legesse. Gada: Three Approaches to Study of African Society. Bahru Zewde. A
History of Modern Ethiopia, 1855-1991. AA University Press.
Society, State and History, Selected Essays. Addis Ababa: AAU Pres, 2008. Bender, M. L. and
et al. Eds. The Languages of Ethiopia. London, 1976.
Clark, J.D. The Prehistoric Cultures of the Horn of Africa. Cambridge University Press, 1954.
Crabtree J Pam &Campana V. Douglas. Archaeology & Pre-history.
Gebru Tareke. Ethiopia Power and Protests: The Ethiopian Peasants Revolts in the 2th
Century. Cambridge University Press, 1991.
Gadaa Melbaa. Oromia. Minneapolis, 1999.
Haberland, Eike. “Notes on the History of Southern Ethiopian Peoples.” Paris, 1975.
Marcus, Harold G. A History of Ethiopia. University of California Press: Berkeley, 1992.
Mohammed Hassen. The Oromo of Ethiopia 1570-1860. Cambridge, 1990.
Pankhrust, Richard. 1997. The Ethiopian Borderlands: Essays in Regional History from
Ancient Times to the end of the 18th Century. Red Sea Press.
Rubenson, Sven. Survival of Ethiopian Independence. 1972.
Sergew Hable Selassie. Ancient and Medival Ethiopian History to 1270. Addis Ababa, 1972.
Shiferaw Bekele. Economic History of Modern Ethiopia: Imperial Era 1941-1974. Vol. I. Dakar,
1995. Taddesse Tamrat. Church and State in Ethiopia, 1270-1527. 1972.
Teshale Tibebu. The Making of Modern Ethiopia, 1855- 1974. The Red Sea Press, 1995.
Trimingham, J.Spencer. Islam in Ethiopia. London: Frankcass and Company LTD, 1965.

Course Title: - Introduction to Emerging Technologies
Course Credits lecture & 3Hr Lab/Tutorial /Seminar)
Credit Hours :- 3(2Hr. ECTS: 5

Code EmTe 1011 or EmTe 212
Target Year 1st Year
Instructor
Name
Mobile
E-Mail

Course Goal (Learning outcome)
By the end of this course the student will able to:

 Identify different emerging technologies
 Differentiate different emerging technologies
 Select appropriate technology and tools for a given task
 Identify necessary inputs for application of emerging technologies
Course Description
This course will enable students to explore current breakthrough technologies in the areas of
Artificial Intelligence, Internet of Things and Augmented Reality that have emerged over the
past few years. Besides helping learners become literate in emerging technologies, the course
will prepare them to use technology in their respective professional preparations.
Students must attend above 80% the

Attendance and Class Participation, lecture classes 100% of Lab/Demonstration.
Demonstration/Lab work 15%
Assignment/Presentation 20%
Tests/Quiz 15%
Individual (10)%,
Group (10)%
Neither late assignments nor late projects are allowed
Teaching Methods Lecture, Tutorial, Seminar /Demonstration
2. Lesson Sequence Plan
Introduction to Emerging Technologies
Evolution of technologies
o Introduction to Industrial revolution
o Historical background (IR 1.0, IR 2.0, IR 3.0)
o Fourth industrial revolution (IR 4.0)
Role of data for Emerging technologies
Enabling devices and networks for emerging technologies (programmable devices)
Human to Machine Interaction
Future trends in emerging technologies
Introduction to Data Science

Overview for Data Science
o Definition of data and information
o Data types and representation
 Data Value Chain
o Data Acquisition
o Data Analysis
o Data Curating
o Data Storage
o Data Usage
 Basic concepts of Big data
Artificial Intelligence(AI)
Introduction to AI
 What is AI
 History of AI
o Levels of AI
o Types of AI
Applications of AI
o Agriculture
o Health
o Business (Emerging market)
o Education
AI tools and platforms (eg: scratch/object tracking)
Sample application with hands on activity (simulation based
Internet of Things (IoT)
Overview of IOT
o What is IOT?
o History of IOT
o Advantages of IOT
o Challenges of IOT
 How IOT works
o Architecture of IOT
 Devices and network
 Applications of IOT
o Smart home
o Smart grid
o Smart city
o Wearable devices
o Smart farming
 IOT tools and platforms (eg: KAA IoT /Device
 Hive/Zetta/Things Board…)

 Sample application with hands on activity (eg IOT) based smart farming)
 Augmented Reality (AR)
 Introduction to AR
 Virtual reality (VR) ,
 Augmented Reality(AR) vs mixed reality (MR)
 Architecture of AR systems.
 Application of AR systems (education, medical, assistance, entertainment)
workshop oriented hands demo
 Ethics and professionalism of emerging technologies
 Technology and ethics
 Digital privacy
 Accountability and trust
  Treats and challenges
 Other emerging technologies
 Nanotechnology
 Biotechnology
 Block chain technology
 Cloud and quantum computing Autonomic computing
 Computer vision Embed Systems Cyber security
 Additive manufacturing (3D Printing) Etc.
 References
 Follett, J. (2014). Designing for Emerging Technologies: UX for Genomics, Robotics,
and the Internet of Things: O'Reilly Media.
 Vong, J., & Song, I. (2014). Emerging Technologies for Emerging Markets: Springer
Singapore.
 Del Rosal, V. (2015). Disruption: Emerging Technologies and the Future of Work.
Emtechub.
 Sadiku, M. N. O. (2019). Emerging Internet-Based Technologies: CRC Press.
 Mohamed Anis Bach Tobji, Rim Jallouli, Yamen Koubaa, Anton Nijholt Digital
Economy. Emerging Technologies and Business Innovation, 2018
 Mahdi H. Miraz, Peter Excell, Andrew Ware, Safeeullah Soomro, Maaruf Ali,
Emerging Technologies in Computing, Lecture Notes of the Institute for Computer
Sciences, Social Informatics and Telecommunications Engineering 200, Springer
International Publishing, 2018.
 Francesco Corea. Artificial Intelligence and Exponential Technologies: Business
Models Evolution and New Investment Opportunities, 2017.
  Laura Igual and Santi Segui, Introduction to Data Science, A Python Approach to
Concepts, Techniques and Applications, Springer International Publishing Switzerland,
2017.
  Laura Igual, Santi Segu, Introduction to Data Science. A Python Approach to
Concepts, Techniques and Applications, Undergraduate Topics in Computer Science,

Springer, 2017.
  Oleg Chertov, Tymofiy Mylovanov, Yuriy Kondratenko, Janusz Kacprzyk,
Vladik Kreinovich, Vadim Stefanuk , Recent Developments in Data Science and
Intelligent Analysis of Information, 2019
  Carlos Cordon, Pau Garcia-Milà, Teresa Ferreiro Vilarino, Pablo Caballero,
Strategy is Digital: How Companies Can Use Big Data in the Value Chain, 2016
  Wolfgang Ertel, Nathanael T. Black, Introduction to Artificial Intelligence,
Springer, 2018
  Stephen Lucci, Danny Kopec, Artificial Intelligence in the 21st Century : A
Living Introduction,Mercury Learning & Information, 2015
  Jan Holler, Vlasios Tsiatsis, Catherine Mulligan, Stefan Avesand, Stamatis
Karnouskos and David Boyle, From Machine- To-Machine to the Internet of Things.
Introduction to a New Age of Intelligence, Academic Press, 2014.
  Gaston C. Hillar, Internet of Things with Python: Interact with the world and
rapidly prototype IoT applications using Python, Packt Publishing, 2016.
  Khaled Salah Mohamed, The Era of Internet of Things: Towards a Smart World,
Springer, 2019.
  Michael Haller, Mark Billinghurst, Bruce Thomas, Emerging Technologies of
Augmented Reality: Interfaces and Design, 2006.
  Bruno Arnaldi, Pascal Guitton, Guillaume Moreau, Virtual Reality and
Augmented Reality: Myths and Realities, Wiley- ISTE, 2018.
  Paul Mealy, Virtual & Augmented Reality for Dummies, 2018.
  Timothy Jung, M. Claudia tom Dieck, Augmented Reality and Virtual Reality:
Empowering Human, Place and Business, 2019
  Jon Peddie, Augmented Reality : Where We Will All Live, Springer International
Publishing, 2017
  Sandler, Ronald, ed. Ethics and Emerging Technologies. Springer, 2016.
  Sachin Ramar, David Oc’conner, Artificial Intelligence: How it Changes the
Future, 2019
  Federica Lucivero, Ethical Assessments of Emerging Technologies: Appraising
the moral plausibility of technological visions, 2016
  Sabine Roeser, Risk, Technology, and Moral Emotions, 2018
  Sven Ove Hansson, The Ethics of Technology: Methods and Approaches, 2017

Course Title: Basic Mathematics for Natural Sciences

Course Code: Math 111N
Credit hour: 3hrs Tutorial: 2 hrs
Course Descriptions
The course intends to prepare natural science students with the basic concepts and materials from
mathematics that necessitate a good foundation to treat fundamental mathematical tools in
science. This course rigorously discusses the basic concepts of logic and set theory, the real and
complex number systems, mathematical induction, least upper bound and greatest lower

bound, functions and types of functions, polynomial and rational functions, logarithmic and
exponential functions, trigonometric functions, hyperbolic functions and their graphs and
analytic geometry.
Course objectives:
After completion of the course, students will be able to:
 apply propositional logic in reasoning,
 use quantifiers in open propositions in mathematical logic
 understand concepts of sets and set operations,
 understand the fundamental properties of real numbers
 use mathematical induction in proofs,
 analyze least upper bound and greatest lower bound,
 understand the fundamental properties of complex numbers
 express complex numbers in polar representation
 explain different types of functions, their inverses and their graphs
 evaluate zeros of polynomials
 Understand basic properties of logarithmic, exponential, hyperbolic, and trigonometric
functions
 Understand basic concept of analytic geometry
 derive equations of conic sections
Chapter One: Propositional logic and Set Theory (14 hrs)
1.1. Definition and examples of proposition
1.1.1 Logical connectives
1.1.2 Compound (or complex) propositions
1.1.3 Tautology and contradiction
1.1.4 Open proposition and quantifiers
1.2. Set theory
1.2.1 The concept of a set
1.2.2 Description of sets
1.2.3. Set operations and Venn diagrams
Chapter Two: The real and complex number systems (14 hrs)
2.1 The real number system
2.1.1. The natural numbers, Principle of mathematical induction and the Well ordering
Principle
2.1.2. The integers, rational numbers and real numbers.

2.1.3. Upper bound and lower bound: least upper bound and greatest lower bound;
Completeness property of real numbers
2.2. Complex number system
2.2.1. Definition of complex numbers and their operations
2.2.2. Polar representation of complex numbers and the De-Moivere’s formula
2.2.3. Extraction of roots
Chapter Three: Functions (14 hrs)
3.1. Review of relations and functions
3.2. Real-valued functions and their properties
3.3. Types of functions and inverse of a function
3.4. Polynomials, zeros of polynomials, rational functions, and their graphs
3.5. Definitions and basic properties of logarithmic, exponential, trigonometric and hyperbolic
functions, and their graphs.
Chapter Four: Analytic Geometry (22 hrs)
4.1 The straight-line: Division of segments and various forms of equation of a line.
4.2. Circles
4.2.1. Definition of circle and examples
4.2.2. Equation of a circle center at the origin and different from the origin.
4.2.3. Intersection of a circle and a line
4.3. Parabola
4.3.1. Definition of parabola and standard form of equation of parabola.
4.3.2. Equation of parabola parallel to the x-axis (the y-axis)
4.4. Ellipse
4.4.1. Definition of Ellipse and examples
4.4.2. Equation of ellipse centre at the origin and different from the origin
4.5 Hyperbola
4.5.1. Definition of circle and examples
4.5.2. Equation of hyperbola of center at the origin transverse axis to x-axis (the y-axis)
Mode of delivery: - Lecture, Group discussion, Demonstration & Problem solving
Assessment methods
 Assignments / quizzes / tests 20%  Mid Exam 30%
 Final examination 50%

Reading and textbooks: -
Abera Abay, An Introduction to Analytic Geometry, AAU, 1998
Alemayehu Haile and Yismaw Alemu, Mathematics an Introductory Course, Department of
mathematics AAU
Course Syllabus Introduction to Civics and Ethics
Name
Academic
Instructor’s Position
Contact Information Cell-phone
Email
Course Title Introduction to Moral and Civics Education

Course Code MoCE112

Credit Hours 2 Cr.Hrs (4 ECTS)
Academic Year
Status of Course Compulsory Common Course
Course description
This course is designed for undergraduate students with the aim of producing good citizens. It
emphasizes on equipping learners with the necessary civic competence and active
participation in public life. It will also help them to exercise their democratic rights and
discharging their responsibilities effectively by familiarizing them with necessary civic
knowledge and skills. In countries such as ours, where the process of cultivating modern
constitutional and democratic values in the minds of citizens is experiencing serious
challenges, largely because the country had no established civic culture and partly because
these values and principles are not yet well-institutionalized, civics and ethical education
remains to be imperative. To this end, the course introduces learners to the basics of civics and
ethics, citizenship, morality and the goals of studying civics and ethics. It exposes
students to the meanings, foundations, approaches, values and principles of ethics and civic
virtue that learners must be equipped with both as citizens and professionals in their
encounter with real life situations both to be morally matured and responsible while making
decisions and taking actions. The course also elucidate the nature, purpose and forms of state
and government, constitution, democracy and human rights, the nature of democratic
citizenship, modes of cultivating civic-virtues in our citizens mainly within the context of
Ethiopia
Course purpose
Ethiopia is currently going through a twin process of hope and despair. On the one hand there
are tremendous social, economic and political changes. On the other hand, significant
challenges are affecting the process, the pace and magnitude of this change. For such
changes to be successful however, it is imperative that citizens develop rational thinking,
critical support and reasonable opposition to the growing culture of mob mentality.
Moreover, citizens also need to go beyond their narrow individual interests and prioritize
broad national interests. The prevalence of corruption, which has been spreading like a wild fire
is also frustrating the productive capacities of citizens that could positively contribute to the
development of the country. All the aforementioned national concerns have largely been
overlooked by the common course syllabi currently under construction. Such glaring absence
of citizenship and moral education from the curriculum could be considered as one of the gaps
that need to be urgently addressed. In this regard, by encouraging civil discourse on
contending national issues, prioritizing peace and inculcating honorable disposition, the
course civic and ethical studies would prepare students to contribute to the
overall peace, stability and prosperity of the nation at large, hence magnifying the
relevance and urgency of this course.

Upon a successful completion of this course, students will be able to:

 Understand the subject matter of Civics and Ethics;
 Cultivate certain moral values and civic virtues that enable them to be
morally matured and competent in their professional and citizenry lives by
practically exposing them to moral and civic debates/discussions and engagements.
 Develop such values/ virtues as recognition, appreciation and tolerance
towards diversity and also build culture of peace
 Gain knowledge about the theoretical discourses and practices of state,
government and citizenship, and their mutual interplay especially in the context of
Ethiopia;
 Develop individual and/or collective potential of becoming self-confident
citizens who can effectively participate in their legal-political, socio-economic and
cultural lives;
 Understand the essences of such values and principles as democracy and
human rights, multiculturalism and constitution and constitutionalism with especial
reference to Ethiopia;
 Develop analytical and reflective skill of identifying global or national level
development, democracy/governance and peace related issues of civics and ethics
and then be able to produce or evaluate policies and practices in a civically and
ethically responsible manner.
COURSE CONTENTS AND SCHEDULES
Chapter One: Understanding Civics and Ethics
1.1 Defining Civics, Ethics, Morality and amorality

1.2 The Origin and Development of Civics and ethical education
1.3 The purpose of civics and ethical education
1.4 Citizen: Rights and responsibilities
1.5 Competences of good citizen
Chapter Two: Approaches to Ethics
2.1 Normative ethics
2.1.1 Teleological Ethics (Consequentialist)
 Hedonism
 Ethical and psychological Egoism: Epicureanism and Cyrenaicism
 Social Hedonism: Utilitarianism
2.1.2 Deontological Ethics (Non- Consequentialist)
 Performance of One’s Own Duty
 Devine-based Morality

 Kant’s Categorical Imperative

 W.D. Ross’s Prima Facie duty
2.1.3 Virtue Ethics and Civic Virtues
 Basic Principles of Civic Virtues
 How to be virtuous person?
2.2 Non-Normative Ethics
 Meta Ethics
 Absolutism/Objectivism
 Relativism/Subjectivism and Conventionalism
 Naturalism and Non-naturalism
2.3 Issues in Applied Ethics
2.3.1 Development Ethics

 How should a society Develop?
 Who is morally responsible for Underdevelopment?  A ‘Just’ Development
2.3.2 Environmental Ethics

 Ecosystem and the environmental pollutions  Principles of Environmental
Ethics
2.3.3 Professional Ethics

 Profession and Professionalism
 The scope of Professional Ethics
 Common Principles of Professional Ethics
Chapter Three: Ethical Decision Making and Moral Judgments
3.1 Ethical Principles and Values of Moral Judgments
 The principle of equal consideration of interest
 Conflicting goals and ethical Justifications
 Ethical values and Justifiable exceptions
3.2 Why Should I act ethically?

Chapter Four: State, Government and Citizenship
4.1 Understanding State
 What is a state?
 Attributes of State
 State Structures
4.2 Understanding Government

 Major Function and Purpose of Government
 Types of Government: Limited and Unlimited
 Systems of Government
4.3 Understanding Citizenship
 What is Citizenship
 Inclusion and exclusion in Citizenship
 Ways of Acquiring Citizenship
 Ways of Losing Citizenship
 Citizenship in Ethiopian Context: Past and Present
4.4 State Formation and Nation-building in Ethiopian Context
Chapter Five: Constitution, Democracy and Human Rights
5.1 Constitution and Constitutionalism
 Peculiar features of Constitution

 Major Purpose and Functions of Constitution
 Classification of Constitutions
 The Constitutional Experience of Ethiopia: pre and post 1931
5.2 Democracy and Democratization
 Definitions and Forms of Democracy

 Views on Democracy: Substantive and Procedural Views
 Fundamental Values and Principles of Democracy
 Democratization and Its Waves
 Major actors in Democratization Process
 Democracy and Good Governance in Ethiopia
5.3 Human Rights

 Definitions and Nature of Human Rights
 Basic Characteristics of Human Rights
 Dimensions of Human Rights
 The Protection and Promotion of Human Rights
- Human Rights Instruments: Documents
- Oversight Mechanisms: Institutions
Teaching methodology: Lectures, Group discussions, debates &Reflections
Recommended Mode of Assessment

Quiz (5%)
Tests (15%)
Assignments (15%)
Mid-Exam (25%)
Final Examination (40%)
Total: 100%
Instructor’s Commitment: The course instructor is expected to provide timely lectures,

demonstrate students to understand and practice the issues pertaining to central theme of the
course, suggest available reading materials, and evaluate students’ performance regularly.
important for the success of this course. Since each class builds on the one before it,
attendance is mandatory. Concerning to academic integrity, learners are expected to exert high
level of commitment, responsibility and academic honesty. Because the value of an
academic degree depends upon the absolute integrity of the work done by the student for
that degree, it is imperative that a student demonstrate a high standard of individual honor in
his or her
Recommended Reading Materials

Alexander, Larry (eds.).(1998). Constitutionalism: Philosophical Foundations. Cambridge:
Cambridge University Press.
AssefaFisseha. (2006). Federalism and Accommodation of Ethnic Diversity in Ethiopia:
Comparative Study. Utrecht: Wolf Legal Publishers.
Charles F. Kettering Foundation. & Harwood Group.1991. Citizens and politics: a view from
Main Street America. Dayton, Ohio: The Foundation.
S. Oderberg and Timothy Chapel. (2004). Human values , new essays on ethics and natural law
palgravemacmillan, Great Britain.
Fasil Nahum. 1997. Constitution for a Nation of Nations: The Ethiopian Prospect.
Lawrenceville,NJ: Red Sea Publishers.
FDRE. (1995). The Constitution of the Federal Democratic of Ethiopia. Federal NegarritGazeta:
Addis Abeba
Francis Snare (1992). The Nature of Moral Thinking. Rutledge, U.S.A and Canada
Frechette,S. (1981). Environmental Ethics. U.S.A.: The Boxwood Press.
Goodin, Robert E. 2005. Reflective Democracy. Oxford University Press: New York.
James Paul and Clapham .1972. Ethiopian Constitutional Development: A source book. Haile
Selassie I university: Addis Ababa.
scholastic work. If you cheat on an exam you will receive a failing grade, and most likely will
be dropped from the class. Academic dishonesty of any type by a student provides grounds for
disciplinary action by the instructor or department. In written works, no material may be copied
from another. The work that you submit must be your own, for both moral and legal reasons.
Jeavons, T. (1991). Learning for the common good: liberal education, civic education, and
teaching about philanthropy. Washington, DC: Association of American Colleges.

John M.Rist Real Ethics. (2004).Reconsidering the Foundations of MoralityCambridge

university press U.K and U.S.A
Macedo, S. (2000). Diversity and distrust: civic education in a multicultural democracy.
Cambridge, Mass: Harvard University Press.
Melzer, A. M., Weinberger, J., &Zinman, M. R. (1998). Multiculturalism and American
Democracy. Lawrence, Kansas: University Press of Kansas.
Munitz, Milton K., (ed.) (1961). A Modern Introduction to Ethics, The Free Press of Clencoe
Navia, Luis E. and Kelly, Eugene. (1980). Ethics and the Search for Values, Prometheus Books.
Niemi, R. G., &Junn, J. (1998). Civic education: what makes students learn. New Haven: Yale
University Press.
Norman, Richard. (1985). The Moral Photospheres: An introduction to Ethics, Oxford,
Clarendon Press.
Nzongola, Ntalajia and Margaret C. 1998. The State and Democracy in Africa. Asmara:
Africa World Press.
Oppenheim, A. N. (1977). Civic education and participation in democracy: the German
case.London ; Beverly Hills: Sage.
Penrose, W. O. (1952). Freedom is ourselves: Legal rights and duties of the citizen as a basis for
civic education. Newark: University of Delaware Press
COURSE SYLLABUS: - PHYSICAL FITNESS & CONDITIONING
Course Information
Course name: Physical fitness

Course code: SpSc111

Credit hours: No
ECTS: 5hrs
Contact hours: 2hrs
Course eligibility: All first year
Course Description
This course will provide the students with basic concepts of the five components of health
related physical fitness (cardiovascular, muscular strength and endurance, flexibility, and body
composition), conditioning, hypokinetic disease and general principles of training. It is mainly
practical oriented. As a result, the students will be exposed to various exercise modalities, sport
activities, minor and major games, and various training techniques as a means to enhance health
related physical fitness components. In addition, they will develop the skills to assess each
component of fitness and will practice designing cardiovascular, muscular strength and
endurance, and flexibility programs based on the fitness assessment. The course serves as
performance including the acute and chronic responses of the body to exercise
Expected learning outcomes
By the end of this course the students will be able to:
1. Recognize the immediate and long term responses of the body to various types of
exercise.
2. Understands the basic concepts of physical fitness and conditioning exercises.
3. Understand the concept of hypokinetic disease and conditions.
4. Distinguish the general principles of fitness training
5. Develop conditioning programs to enhance the components of health related physical

finesses.
6. Participate in conditioning programs which may help to develop the components of health
related physical finesses.
7. Understand health issues in relation to excess body fatness and excessively low body
fat.
8. Develop skills to assess health related physical fitness components.

9. Develop healthy body weight management skill.
10. Appreciate and value the benefits of regular physical exercise to healthy living.
11. Develop interest to engage in a regular physical exercise program as a life time activity.
12. Develop self-confidence and effective communication skills in and out of the school
environment.
Course Calendar and Delivery
Chapter 1- Concepts of physical fitness and conditioning

1.1. Meanings and definitions of terms
1.1.1. physical fitness
1.1.2. physical conditioning
1.1.3. Physical Activity,
1.1.4. Physical exercise and
1.1.5. Sport
1.2. General principles of fitness training

Chapter 2- The Health Benefits of Physical Activity
2.1. Physical Activity and Hypokinetic Diseases/Conditions
2.2. Physical Activity and Cardiovascular Diseases
2.3. physical activity and postural deformity
Chapter 3 - Making Well-Informed Food Choices
3.1. Sound Eating Practices
3.2. Nutrition and Physical Performance
1. Cardiovascular fitness
2.1.1. Meaning and concepts of cardiovascular fitness
2.1.2. Means and methods of developing cardiovascular fitness
2.2. Muscle fitness
2.2.1. Meaning and concepts of muscle fitness
2.1.2. Means and methods of developing muscle fitness
2.3. Flexibility
2.3.1. Meaning and types of flexibility
2.1.2. Means and methods of developing flexibility
2.4 Body composition
2.4.1. Meaning of body composition
2.4.2. Health risks associated with over fatness
2.4.3. Health risks associated with excessively low body fatness
Chapter 5- Assessment of fitness components
3.1. Assessment of cardiovascular fitness
3.2. Assessment of muscle fitness
3.3. Assessment of flexibility
3.4. Assessment of body composition
Chapter 6- Development and Assessment of the health related components of fitness
Instructor’s commitment
Provide maximum physical activity time within the class period

Promote equal participation of all students in the course

Teach skills and activities that transfer in to lifetime physical activity
Motivate students to be active participants in the course
Praise for active participation
Course policies
Grading as per the university’s legislation
Attendance policy as per the legislation of the university
Class Participation: The success of this course and students learning experience is
dependent on
active engagement and participation of the students in all the
spectrum of the course. Students are expected to come well
prepared/dressed and constructively engage in class.
Class Discipline
“In each and every aspect of life, discipline comes first and worth a lot”.
This is what department of Sport Science reflects. As a result of this, any
noise, chatting, chewing gum and the like are prohibited in every sessions of the course. In
addition to these portable electronic media and communicative devices such as cell
phones, pagers, MP3 players, I pods etc are not be used during the class for any reason. Thus,
these devices should be switched off and kept out of sight.
Reference materials
Text
 Charles B. Corbin, Gregory J.Weik, William R. Corbin and Karen A. Welk. (2006).
Concepts of fitness and wellness: a comprehensive lifestyle approach. 6th edt.
Reference 1. Schott k. Powers, Stepheen L. Dod and Virginia J. (2006), Total Fitness and
Wellness.
2. Paul M, and Walton T. (2006), Core Concepts in Health, 10 th edit.

3. Charles B. Corbin and Ruth Lindsey (1990), Fitness for life, 3 rd Edition, Scott
Course Syllabus: - General Biology

Course title: General Biology
Course code: - Biol112
Credit hours: (3 Cr. Hrs.)

Chapter One
1. Introduction
1.1. The meaning and scope of biology
1.2. The origin and nature of life
1.3. Scientific methods
Chapter Two
2. Biological Molecules
2.1. Carbohydrates
2.2. Lipids
2.3. Proteins
2.4. Nucleic acids
2.5. Vitamins
2.6 Water
2.7. Minerals
Chapter Three
3. The cellular basis of life (4hrs)
3.1. The cell theory
3.2. Cell organelles
3.3. Structure and function of organelles
3.4. Cellular diversity
3.4.1. Cell Shape
3.4.2 Cell Size
3.5. Transport across the cell membranes
Chapter Four
4. Cellular Metabolism and Metabolic Disorders
4.1. Cellular metabolism
4.2. Enzymes and their role in metabolism
4.2.1 Chemical nature and classification of enzymes
4.2.2 Mechanisms of enzyme action
4.2.3 Factors affecting enzymatic activities
4.3 Bioenergetics and biosynthesis
4.3.1. Cellular respiration
4.3.1.1. Glycolysis: anaerobic respiration
4.3.1.2. TCA cycle and ETC: Aerobic respiration
4.3.1.3.Electron Transport Chain
4.4. Metabolic disorders, diagnosis and treatments
Chapter Five
Genetics and Evolution
5.1. Basic Principles of Mendelian genetics and patterns of inheritance
5.2. Molecular genetics and inheritance

5.2.1. DNA, Gene, Chromosomes and Cell division

5.2.2. ABO blood groups and Rh Factors
5.3. Introduction to Evolution
Chapter Six
6. Infectious diseases and Immunity
6.1 Principles of infectious diseases
6.1.1 Infection and Disease
6.1.2 Sign, symptom and syndrome
6.1.3 Classifying infectious diseases
6.1.4 Classifying infectious diseases by occurrence of diseases
6.1.5 Severity or duration of infectious disease
6.1.6 Extent of host involvement
6.1.7 Disease development and stages
6.1.8 Pathogenicity
6.1.9. The spread of infection
6.2 Types of infectious disease and their causative agent
6.2.1 Bacteria
6.2.2 Viruses
6.2.3 Fungi
6.2.4 Protozoa
6.2.5 Helminths
6.2.6. Prions
6.3 Modes of transmission
6.4. Host defenses against infectious diseases
6.4.1. Overview of the immune system
6.4.2. Nonspecific mechanisms (Innate Immune system)
6.4.3. Specific mechanisms of host resistance (Adaptive defense)
6.4.4. Interaction between innate and adaptive immunity
6.5. Adverse immune reactions (responses)
6.5.1. Hypersensitivity reactions
6.5.2. Autoimmunity and autoimmune disease
6.5.3. Immune Deficiencies
6.5.3.1 Primary immunodeficiency
6.5.3.2. Secondary immunodeficiency
6.6. Tumor Immunology
6.6.1. Evidence for immune reactivity to tumor
6.6.2. Tumor associated antigens
Chapter Seven
7. Taxonomy of organisms
7.1. Early Attempts to Classify Organisms
7.2. Modern Views of Classification (Schemes of Classification)

7.2.1.Artificial classification system

7.2.2. Natural classification system
7.2.3. Phyletic or Evolutionary classification system
7.2.4. Phenetics classification system
7.2.5. Phylogenetic classification system
7.3. Domains of Life and the Hierarchical System of Classification
7.3.1.Concepts of the Kingdom
7.4. Binomial Nomenclature
7.4.1.The Purpose of giving names to organisms
2.4.2. International Code nomenclature
7.4.2.1. International Code Botanical Nomenclature (ICBN)
7.4.2.2. International Code of Zoological Nomenclature (ICZN)
7.4.2.3. International Code of Nomenclature of Bacteria
7.4.2.4. International Code of Nomenclature for Cultivated Plants
7.4.3. International Organizations & Unions for the Stabilization of Changes
7.4.4. Names of taxa (the rank of the genus and above)
7.4.5. Operative Principles of Nomenclature
7.4.5.1. Publication
7.4.5.2. Typification
7.4.5.3.Priority
7.4.6. Authorities and Their Citations
Chapter 8:
8. Ecology and Conservation of Natural Resources
8.1. Definition of ecological terms and Basic concepts of Ecology
8. 1.1. Aquatic and terrestrial ecosystems

8.1.2. Energy flow through ecosystems
8.1.2.1 The food chains
8.1.2.2 The food web
8.1.2.3 Ecosystem productivity

8.1.3 Ecological pyramid
8.2 Cycling of Materials (Nutrients)
8.2.1 The Water Cycle
8.2.2 The Carbon cycle
8.2.3 Nitrogen cycle
8.2.4 The Oxygen Cycle
8.2.5 Phosphorus cycle
8.2.1. Principles of conservation of natural resources
8.3 Environmental pollution and public health

8.3.1 Pollution and pollutants

Chapter Nine
9. Introduction to Botany and Zoology
9.1. Introduction to Botany
9.1.1. Algology
9.1.2. Bryology and Pteridology
9.1.3. Seed plants
9.2. Introduction to Zoology
9.2.1. Invertebrates
9.1.1 General Characteristics of Invertebrates
9.1.2 Classification of Invertebrates
9.1.3 Services Provided by Invertebrates
9.2 Subphylum Vertebrates 9.2.1 Characteristics of vertebrates
9.2.2 Classification of Vertebrates
Chapter Ten
10. Applications of Biological Sciences
10.1. Application of Biology in medicine and other health sciences (Fast diagnosis tools, drug
and vaccine production, gene therapy, immuno-diagnosis, immunotherapy, transplantation,
medicinal plants, etc)
10.2. The application of Biology in technology
10.3. Application of Biology in agriculture (soil fertility, tissue culture, animal breeding and
transgenic animals, plant disease and pest management)
10.4. Application of Biology in industries (Food, brewery, pharmaceuticals, tannery and textile,
single cell production, preservation)
10.5. Application of Biology in waste treatments and recycling (Bioenergy, bioremediation,
water treatment, bio mining)
10.6. Application of Biology in forensic Science
10.7. Biological warfare
Teaching material
 White board
 White board marker
 LCD, Laptop
 Electric supply
 Class room
 Flip chart
 Reference books
 Handout
 Anatomy models
Teaching and learning methods
O Interactive lecture
O Brain storming
O Seminar presentation
O Video show, discussion
O Student presentation
O Reading assignment
Assessment methods
 Two assessments ……………….. 20%
 Individual assignment…………….. 10%
 Mid exam …………………………..30%
 Final exam ……………………….. 40%
Course Syllabus: - General Physics

Course Title:- General Physics

Credit Hours: 3 = (2 + 1)
ECTS: 5hrs
Code: - Phys111
Target Students’ Major Natural Science
Target Year 1st Year
Prerequisite(s) for enrollment None
Capacity (Maximum Number)
Instructor
Office Hour: Week, [Start time] – [End time] Mobile E-Mail:
Course Goal (Learning outcome)

By the end of this course the student will able to:
 Develop knowledge and skills in basic measurement and uncertainty.
 Understand the basic concepts of physics and the relations between them (Laws).
 Describe and explain natural phenomena using the basic concepts and laws.
 Apply the basic concepts and laws to practical situations.
 Develop the algebraic skills needed to solve theoretical and practical problems.
 Appreciate the applicability of physics to a wide range of disciplines.
Course Description
This algebra based course provides science students with the basic concepts of physics that
enable them to understand describe and explain natural phenomena. Emphasis is laid on general
principles and fundamental concepts in measurements, mechanical and thermal interactions, fluid
mechanics, electromagnetism, oscillations and waves with applications of physics in various
fields of science.
The course is organized into 7 chapters. The chapters on mechanics introduces the principles and
laws governing the motion of objects and the interaction between them as well as conservation
laws. The chapter on heat and temperature discusses the interaction between systems through
energy transfer and describes some basic thermal properties of such systems. The chapters on
oscillations, waves and optics provide basic concepts of periodic motions, how waves transfer
energy from one place to the other, and use the concepts of light rays to explain image formation
by mirrors and lenses. Electromagnetism and electronics introduces the basic electric and
magnetic phenomena using the concept of field and treats elementary concepts of
semiconductors. Cross-cutting applications of physics explain the roles of physics in Agriculture,
Industries, Medicine, Archeology, Power Generation, Earth and Space Sciences
Grade Distribution
Attendance and Class Participation
Students must attend above 80% of the lecture classes and 100% of Lab/Demonstration.
Demonstration/Lab work 15%

Quizzes/Assignments 5%
Mid Exam 30%
Final Exam 50%
Department academic council will decide on missed Mid Exams.
Neither late assignments nor late projects are allowed
Teaching Methods Lecture, Tutorial, Seminar /Demonstration …
2. Lesson Sequence Plan
Chapter 1
Preliminaries (2 hrs)
 Physical Quantities and Units of Measurement
 Uncertainty in Measurement and Significant Digits
 Vectors: composition and resolution
 Unit Vectors
Chapter 2
Kinematics and Dynamics of Particle (13 Hrs)
 Kinematics in One and Two Dimensions (4 hrs)
o Displacement, Velocity and Acceleration in 1D and 2D
o Motion with Constant Acceleration
o Free Fall Motion o Projectile motion
 Particle Dynamics and Planetary Motion (6hrs)
o The Concept of Force as a Measure of Interaction
o Types of forces
o Newton’s Laws of Motion and Applications
o Circular Motion
o Newton’s Law of Universal Gravitation and Examples
o Kepler’s laws, satellites motion and weightlessness
 Work, Energy and Linear Momentum (3 hrs)
o Work and Energy
o Linear Momentum
o Conservation of Energy and Linear Momentum / Collisions
o Power
o The Concept of Center of Mass
Chapter 3
Fluids Mechanics (4 hrs)
 Properties of Bulk Matter /Stress, Strain/
 Density and Pressure in Static Fluids
 Buoyant Forces, Archimedes’ principle
 Moving Fluids and Bernoulli’s Equation
Chapter 4
Heat and Thermodynamics (5Hr)
 The Concept of Temperature: Zeroth Law of Thermodynamics

 The Concept Heat and Work

 Specific Heat and Latent Heat
 Heat Transfer Mechanism
 Thermal Expansion
 Energy Conservation: First Law of Thermodynamics
Chapter 5
Oscillations, Waves and Optics (5 hrs)
 Simple Harmonic Motion
 The Simple Pendulum
 Wave and Its Characteristics
 Resonance
 Doppler Effect
 Image formation by thin lenses and mirrors
Chapter 6
Electromagnetism and Electronics (6 hrs)
 Coulomb’s Law and Electric Fields
 Electric Potential
 Current, Resistance and Ohm’s Law
 Electrical Power
 Equivalent Resistance and Kirchhoff’s Law
 Magnetic Field and Magnetic Flux
 Electromagnetic Induction
 Insulators, Conductors, Semiconductors
 Diodes / Characteristics Curve
 Transistors
Chapter 7
Cross Cutting Applications of Physics (4 hrs)
 Application in Agriculture
o Energy balance concept, energy balance in soils, moisture content, soil densities, soil moisture
characteristics,
 Physics and Industries
o Principle of Motor and generator
 Physics in Health Sciences and Medical Imaging
o Radiation and its biological effect, x-ray, MRI, Ultrasound
 Physics and Archeology
o Radioactive Dating
 Application in Earth and Space Sciences
o Geothermal Energy, Seismometer, Radio and TV communications
 Application in Power Generation
o Solar and Wind Energy, Nuclear Power Plants, Hydroelectric power
References

 Serway, R. A. and Vuille, C., 2018, College Physics, 11th ed., Cengage Learning, Boston,
USA
 University Physics with Modern Physics by Young, freedman and Lewis Ford
 Physics for Scientists and Engineers with Modern Physics by Douglas C. Giancoli
 Fundamentals of physics by David Halliday, Robert Resnick and Gearl Walker
 College Physics by Hugh D. Young Sears Zemansky, 9th edition
 Herman Cember and Thomas A. Johnson, Introduction to Health Physics, 4th ed., (2008). 
William R. Hendee and E. Russell Ritenour, Medical Imaging Physics, 4th ed., (2002).
 Tayal D.C. Basic Electronics. 2nd ed. Himalaya Publishing House Mumbai, (1998).
 Theraja B.L., R.S. Sedha. Principles of Electronic Devices and Circuits, S.Chand and
Company Ltd, New Delhi, (2004).
 Introduction to Space Physics, M. G. Kivelson and C. T. Russell, Cambridge University Press,
1995.
 Stacey, Frank D.: Physics of the earth. 2nd Ed.,Wiley, 1977.
 https://sites.google.com/site/apphysics1online/home  https://phys.libretexts.org/

Nutrition in Health and Illness course syllabus

Course title: Nutrition in Health and Illness
Program: Nursing
Course code: Nutr231
Degree program: BSc in Nursing
Credit hours: (2 Cr. Hrs.)
Placement: _____________________
Course Description
This course is designed to introduce students to normal nutrition, diet therapy, and infant and
child nutrition. It strengthens the medical surgical, pediatric, obstetrics. Normal nutrition deals
with introduction, basal metabolism, proteins, fats, carbohydrates, minerals, vitamins, water and
balance, food sources, digestion, absorption, functions, daily requirements of each nutrients and
deficiency, diet therapy (routine hospital diet, diet of clients with metabolic disorders,
cardiovascular, gastrointestinal and renal disorders. Pre-and postoperative diets, diet for
pregnant, lactating mothers and including diets of infants and child.
Course objectives: At the end of the course the student will be able to:
1. Acquire knowledge of various nutrients and their importance in maintenance of health
2. List common foods rich in essential nutrients
3. Calculate calorie used in an individual based on 24 hours food consumption
4. Develop food menu according to calorie and nutrient need of an individual
5. Apply the nutritional knowledge in the promotion of health and in the care of sick
6. Explain diets required to enhance recovery from illness
7. Discuses different nutritional assessment methods
8. Describe hospital diets
9. Explain food storage and preservation methods
10. Discuss the different nutritional survey
11. Describe factors that affect normal diet selection
12. Discusses nutritional need of especial groups (infants, pregnant women, lactating woman,
adolescents and elderly people, PLWHA)
13. Develop in early detection of nutritional deficiencies
14. Prevent and manage common nutritional deficiencies
Course contents
Unit One: Introduction - 1hr
O Relation of nutrition to health
Unit Two: Constituents of Food and their function -12hrs
O Nutrients (proteins, fats, carbohydrates, vitamins , minerals and water)
O Source
O Functions
O Daily requirements
O Metabolism
O Nutritional influence on growth and development
O Effects of deficiency and early detection
Unit Three: Food requirements- 2hrs
O Methods of calculating normal food requirements
O Influence of sex, age, body size and occupation
O Nutritive value of common foods
• Nutrition of pregnant and lactating mothers
• Nutrition of infants and children.
• Nutrition for adolescents and elderly people
Unit Four: Preservation and storage of food-3hrs
O Cooking, house hold methods of preserving and storing
O Contamination of food and its effect on health
O Commercially prepared foods and adulteration
O Precautions in selection of foods
Unit Five: Normal Diet -1hr
O Factors influencing selection of food and planning of meals
O Budgeting for food
O Meal planning, simple menu
Unit Six: Nutritional Teaching 1hr
O Teaching good Nutrition
O Responsibilities and opportunities in applying nutrition programs
Unit Seven: Diet as therapeutic agent- 4hrs
O Pre-and postoperative diets,
O Diet in the treatment of disease

• Nutrition of people living with HIV/AIDS
O Nutrition of people with metabolic, cardiovascular, renal and GIT d/o
O Methods of modifying diet in relation to caloric need and nutrient demand
O Effect of cooking
Unit Eight: Diet and the patient- 2hrs

O Environmental, psychological and cultural factors in assenting diet
O Serving feeding of food
O Opportunities for teaching
O Patient feeding
Unit Nine: Hospital Diets -2hrs
O Fluid diets
O Light diet
Unit Ten: Nutritional Assessment -4hrs
O Methods of nutritional Assessment
O Individual
O Community
O Nutritional survey
Teaching material
 White board
 LCD
 Laptop
 Electric supply
 Class room
 Flip chart
 Reference books
 Handout
 Anatomy models
Teaching and learning methods
O Interactive lecture
O Brain storming
O Seminar presentation
O Video show
O discussion
O Student presentation
O Reading assignment
Assessment methods
 Project ……………………..…… 10%
 Two assessments ……………….. 30%
 Individual assignment…………….. 10%
 Attendance ……………………….. 10%
 Final exam ……………………….. 40%
Course policy
Attendance: Because this course will involve different activities and discussion, students are
expected to attend all classes; absence of more than 20% of the total class will result in
repeating the course.
Assignment: students must complete their assignment on time. No late assignment will be
accepted
Cheating/plagiarism: You must do your own work and not copy and get answers from someone
else. Also, please do not chew gum, eat, listen to recorders or CD players, wear sunglasses, or
talk about personal problems. Please be sure to turn off pagers and cell phone before class and
exam sessions.
References
 TeferaBelachew: Human nutrition for health science students, lecture note, Jimma university,
2007
th
 MitcyghellRynbergen ,Abnderson Dibble-Nutrition in Health and Disease 16 ed 1976
th
 Barker ,H.M. Beck’s .Nutrition and dietetics for Nurses 8 ed.1991 Barker, S. G
 Nutritional Hand Book for nursing practices 1987
 Felicity Savage King and Ann Burgess –Nutrition for developing countries, oxford medical
nd
publication 2 edition , 1995
 Eleanor Noss Whitney Sharon RadyRolfes-Understanding Nutrition, Los Angeles, San
Francisco, 17th edition, 1996
 UNICEF –The state of the world‘s children 1998
 Martin East wood –Principles of Human Nutrition 1st ed. 1997 Krause and mahau, food,
nutrition and diet therapy, 1996 MOH –maternal; nutrition for Ethiopian Health Center Team
 MOH- Vitamin A deficiency for Ethiopian Health Center Team GebreamanuelTeka - Food
hygiene part I & II
Nursing Education and Curriculum Development course syllabus

Course title: Nursing Education and Curriculum Development
Program: Nursing
Prerequisite: General Psychology, Sociology
Course code: NuEd471
Credit hours: 2 Cr Hr
Placement: _____________________
Course Description:
This course is intended is to introduce the students to basic concepts, principles and methods of
education, teaching, learning and evaluation. It also provides practice in using various methods,
techniques and strategies of teaching and evaluation as well as in curriculum design,
development, implementation, critique and revision of a course specifically related to nursing
and other health related disciplines.
Course Objectives:On completion of this course the learner will be able to:
1. Describe the general principles and concept of education, teaching, training and learning:
2. Discuss the characteristics of a good teacher
3. Differentiate the difference between different types of objectives ;
4. Formulate and write general and specific objectives using all the criteria;
5. Present a teaching session using various teaching methods and strategies;
6. Illustrate common instructional aids used in a classroom teaching and use it for classroom
teaching;
7. Critique various assessment methods used for students assessment;
8. Use an item analysis for evaluation of relative based multiple choice examinations;
9. Construct a specification table/blue print/ to check validity and reliability of an examination;
10. Analyze the philosophical and historical aspect of nursing practice and education;
11. Describe the conceptual framework and process of curriculum development and revision;
12. Develop a nursing or others curriculum using all the necessary components and standards;
Course Contents
Unit One- Introduction to education - 2hrs
 The meaning and scope of education

 Types, Functions and Aims of education
Unit Two- Principles of teaching and learning – 4 hrs

 Teaching
Purpose of teaching
Teaching approaches
How does learning occur?
Characteristics of learning
Steps in learning
Unit Three- Instructional objectives – 6 hours
 Definition
 General objectives
 Intermediate objectives
 Specific objectives
 Criteria used for writing specific objectives
 Domains of objectives
 Levels of objectives
Unit Four – Common methods of teaching in Nursing - 10 hours
 Lecture method
 The Demonstration method
 Role play Method
 Various types of discussion methods
 Clinical Laboratory methods for nursing education
Unit Five- Lesson planning and Microteaching practice – 10 hours
 Definition and Values of a lesson plan
 Essential components of a lesson plan
 Development of a lesson plan
 Basic techniques of teaching/learning
 Group Practice on microteaching
Unit Six- Instructional Media – 4 hours
Definition and classifications of instructional media
Advantages of Instructional media
Factors affecting the selection of media
Production of Instructional Media from locally available materials
Advantage, disadvantage and techniques of each media

Unit Seven- Assessment – 6 hours
 Difference between assessment, evaluation, measurement and tests Types of assessment
 Qualities of a measuring tool
 Principles of test construction
 Multiple choice
 True false items
 Matching items
 Short answers or completion
 Situation or problem solving examination
 Essay examination
 Advantages, disadvantages and principles of assessment techniques
Unit Eight- Curriculum- 2 hours
 Philosophical and historical aspects of nursing practice and education Conceptual framework
 Conceptions of a curriculum
Unit Nine – The Curriculum development Process - 6 hours
Definition of curriculum
Curriculum design
Practical stages involved in curriculum development
Models of curriculum development
Planning a curriculum using an objective model Situational analysis
Educational aims, goals and objectives
Selection of contents and learning experiences
Organization of curriculum
Traditional and modern approach of organizing a curriculum in school of nursing Evaluation
Unit Ten- Curriculum evaluation – 2 hours
 Purposes
 Types of curriculum evaluation Models of curriculum evaluation
Unit Eleven- Curriculum Change- 2 hours
 Definition
 Curriculum change and its nature
 Resistance to change
Unit Twelve – Curriculum Implementation – 10 hours

 Situational Analysis
 Prerequisite, Nomenclature of the course, code number, credit, placement;
 Writing course description, goal and objectives

Graduate profile
Course contents
Methodology
Assessments
References
Teaching materials
 White board
 LCD
 Laptop
 Electric supply
 Class room
 Flip chart
Teaching Methods-
Interactive lecture
Discussion
Brain storming
 Group work (Microteaching)
 Seminar presentation
 Projects (course/curriculum/syllabus/ development
Assessment
Assignments 10 %
Assessment 1 & 2 20 %
Project work 20%
Attendance 10%
Final examination - 40%
Total 100%
References
1. Guilbert JJ. (1998). Educational Handbook for Health Professionals, WHO, Jeneva.
2. Matiru, B., G. Schlette, R. (1995). Teach Your Best.. A handbook, for UniversityLecturers,
Geramn, DeutcheStifung for Internationale, Entwicklung, (DSE)
3. Davis, B.G. (1993). Tools for Teaching.Ist. Edition, San Francisco: Jossey Bass.
4. Berhane G., Asrat D. (2005). The Principles and Methods of Teaching for HealthScience
Students, Lecture note Series, EPHTI, the Carter Center.
Psychiatric Nursing course syllabus

Course title: Psychiatric Nursing
Program: Nursing
Prerequisite: Psychology, Anatomy, Physiology, Sociology
Course code: NURS Psyc341
Credit hours: 3 Cr Hr (2Cr theory 1Cr practicum)
Placement: _________________________
Course Description:
This course is intended to help the student nurses in understanding human behavior and
differentiate between normal and abnormal behavior. It will help the student to develop basic
skills in therapeutic communication and developing nurse patient relationship and to manage,
support and rehabilitate patients with mental illness in the hospital and community.
Course Objectives:At the end of the course, the student will be able to:
1. Recognize mental health and mental illness in individuals, in health institutions and community.
2. Identify factors contributing to mental illness
3. Demonstrate beginning skills in therapeutic communication
4. Provide treatment for minor psychiatric disorders and assist with therapies.
5. Give nursing care and, counseling to persons with different kinds and degrees of mental illnesses
applying the principles of psychiatric nursing
6. Identify and refer cases that require further investigations and treatment.
7. Observe, assess and report the behavior of the patients to measure the progress and response to
treatment
8. Teach the community about preventive, promotive and curative aspects of mental problems and
the maintenance of mental health.
Course contents
Unit 1- Introduction
Psychiatric nursing historical development
Basic principles of psychiatric nursing
Unit 2- Therapeutic communication
Definitions and types

Process and techniques of communication
Nurse-patient-relationship
Unit 3-mental health assessment
History taking
Mental status examination
Unit 4- Psychotic disorders
Schizophrenias
Affective disorders
Organic brain syndrome
Unit 5. Psychosomatic disorders (Anxiety disorders)
Generalized anxiety disorders
Phobic disorders
Obsessive compulsive disorders
Post traumatic stress disorders (P/T/S/D/).
Human sexuality disorders
Somatoform disorders
Conversion
Hypochocdoriasis
Dissociative disorders
Psychogenic fugue -Multiple personality
Unit 6- Substance use disorders
Alcoholism
Drug dependence
Chat, Marijuana, nicotine
Unit 7- Personality disorders.
Cluster A
Cluster B
Cluster C
Unit 8. Role of nurse in:
Child psychiatry
-Geriatric psychiatry
-HIV/AIDS in psychiatry
-Counseling
-Community (preventive Psychiatry)
-Psycho-pharmacology
-Occupational and recreational therapy.
- E. C. T. (Electroconvulsive therapy)
-Crisis intervention
Teaching materials
White board
White board marker
LCD
Laptop
Electric supply
Flip chart
Class room
Teaching Methods:
 Seminar,
 Lectures,
 Role-play,
 Practice in clinicalareas.
Evaluation method:
- Group assignment 20%
-Individual assignment, 10%
- Tests, 10%
-Quizzes 10 %
-Mid examination 20%
-Final examination 30%
References
th
1. L. R. shives. 2001. Basic concepts of psychiatric mental health nursing 8 . J.
B. Lippincott Co. Philadelphia.
nd
2. L. R. shives. 1990. Basic concepts of psychiatric mental health nursing 2 . J. B.
Lippincott Co. Philadelphia.
3. C.R. Swift. 1985. Mental health AMREF. Nairobi. A.P.A. DSM 4. 1994. A.P.A. Publications.
2. Bergers, Ann, W. 1989. Psychiatric nursing in the hospital and in the community. Prentice hall
Inc. Englewood cliffs. New Jersey.
3. Gelder, Metal. 1989. Oxford text book of psychiatry 2nd ed. ELBS. London.
nd
4. W. l. Linford Rees. 1978. A short text book of psychiatry. 2 .ed. Hodder and Stoughton
educational division. London.
th
5. Kaplan and sandock. 1994. Synopsis of psychiatry. 7 . ed. Williams & Wilkins New York.
6. The ICD – 10. 1991. Classification of mental health disorder. WHO. Geneva.
Operation Theater Nursing course syllabus

Course title: Operation Theater Nursing
Program: Nursing
Prerequisite: Fundamental of Nursing, Microbiology
Course code: Ort 341
Placement: _________________
Course description
The course is intended to help the students apply aseptic technique to the care of he the patients
in the operating and to give a deeper knowledge on the principles of sterile technique& safety
factors for the protection of the patient. Emphasis is placed on meeting the psychological as well
as the physical needs of the surgical patient.
Course objectives: At the end of the course student nurse will be able to:
1. Describe the physical environment of the operating room and preoperative care. .
2. Explain the function of each member of the surgical team.
3. Explain activities of the operating room nurse in the pre-operative and post-operative phases of
patient care.
4. Explain the nursing role during the intra-operative phase.
5. Describe the principles of aseptic technique used in the operating room.
6. Differentiates between general and local anesthesia including methods, advantages, and
disadvantages.
7. Review the anatomy, physiology, and surgical procedures and assist with preparation of the
room.
8. Demonstrate scrubbing, gowning and gloving.
9. Prepare instrument table and organize sterile equipment.
Course Contents:
Unit I - Introduction to operating room technique
Organization of areas in the Operating room

recovery room
Operating room
Anesthesia room
Scrub area
Supplies and equipment

Sterilizing room
Supply and storage room
Unsterile supplies etc.
Linking areas
Corridors
Operating team and relationships
Team members
Responsibility of each member
Professional attitudes and conduct
Honest, Prevention of mistakes as much as possible.
Cooperation and economical use of hospital equipment and time
Unit II - Preventing of infection in operating theatre
1. Teaching of the staff
2. General; preparation
Personal hygiene
Clothing and shoes
Hair cover and mask
Preparation of theatre for an infections case
3. Procedure of hand-washing/scrubbing:
Short scrub
Long scrub
4. Procedure for wearing sterilized gown.
Adjusting gown
5. Gloving
Closed method
open method
6. Theatre cleaning
7. Daily/routine/cleaning at the beginning and atthe end of the day.
8. Cleaning between cases
9. Weekly cleaning
Unit III - Sterilization and Disinfection of equipment

1. Methods of sterilization
Dry heat (hot air)
Steam under pressure (autoclave)
Gas sterilizer (ethylene oxide)
2. Methods of disinfection
Chemical disinfection
Boiling
3. Sterilizing checks
Diack control
Autoclaving tape
Unit IV - Preparation of equipment for sterilization
1. Cleaning and care of instrument
2. Packing: Towel and gowns
Gloves
Instruments
Swabs (pack and dressings)
3. Electrical equipments/Other instruments :
Names /type, uses/ number
Selecting of instruments according to type of operation
Passing instrument at the operation field
Care and storage of instruments
Unit VI --Suture Materials and Needles
1. Classification
Absorbable
Non-absorbable
2. Size and tensile (elasticity)
3. Purpose and usage
4. Needles
Type and usage
Unit VII -Common types of Stitch

1. Continuous.
2. Interrupted
3. Mattress
4. Blanket
5. Purse
Unit VIII -General responsibility of the nurse in the operating room
1. Patient Care
2. Receiving the patient
3. Positioning according to the kind of operation and needs of the patient
4. Types of position
Laparotomy or supine (dorsal) position
Trendelenbarg position
Reverse position
Prone position
Lithotomic position
Kidney position
Thyroid position
Thoracotomy position
5. Preparation of operative area
Light adjustment
putting waste buckets strategically etc
6. Warping patient
7. Care of specimen
Unit IX - positioning to patient for surgery
1. Draping
2. Care of patient
3. Care of operating table
Unit X -Hazards in the operating theatre
1. Pollution from anesthetics gas
2. Careless handling and disposing sharp instrument
3. Absence of safety signs: Danger/ Radiation, Emergency exit, No smoking etc..
4. Fire, Fire prevention, absence of emergency exit and fire extinguisher
5. Explosion of oxygen
6. Recovery Room
6.1. Definition
6.2. Purpose of recovery room
6.3 Types of staff
6.3.1. with knowledge of immediate post- anesthesia
6.3.2. Post-operative complication
6.4. Equipment needed
6.5. Resuscitation equipment
6.6. Oxygen
6.7. Suction machine
6.8. Recovering room nursing and charting
Unit XII - Principles of Anesthesia

1. Definition of Anesthesia
2. Classification of anesthesia
3. Methods of administration
3.1 General.
Inhalation
by drops
By mask
Insufflations
End tracheal
By mouth
Intravenously
Rectally
3.2 Local
3.2.1 Local area infiltration
3.2.2. Spray
3.2.3. Ointment
3.3. Regional area
3.4. Spinal
4. Stages of anesthesia
4.1. 1st stage -stage of induction
4.2. 2nd stage -stage of excitement
4.3. 3rd stage -stage of operation

4.4. 4th stage -stage of danger
5. Hazards and complications of anesthesia briefly
References
1. Joanna R. Fuller: Surgical Technology, Principles and Practice 2nd edition, W.B. Saunders
Company Philadelphia 1986.
2. Barbara M. Soule: Infections and Nursing Practice, Prevention and control,
3. Mosby, 1995.
4. Ministry of Health, Disease Prevention and Control Department: Infection
5. Prevention Guidelines for Healthcare Facilities in Ethiopia, February 2005.
6. Carol Tayler, Carol Lillis, PrescillaLeMone: Fundamentals of Nursing, The Art and Science of
Nursing Care, third edition, Lippincott, 1997.
7. Neolon F.: Fundamental Skills in Surgery, fourth edition, Philadelphia W. B. Saunders 1994.
8. C. Barrie Williams: Basic Practical Surgery, Bristol Johnwright and Saunders 1971
9. Lichtiger Monte: Introduction to the Practice of Anesthesia, Hagerstown, Harper and Row 1974.
10. Frost Elizabeth A. M.: Recovery Room Practice, Boston Blackwell Scientific1985.
11. Adriani John: Techniques and Procedures of Anesthesia, third edition, Springfield Charles and
Thomas 1964.
12. Nash D. F. Elison: The Principles and Practice of Surgery for Nurse and Allied Professions,
London Edward Arnold 1976.
13. NATN: Principles of Safe Practice in the Perioperative Environment; Revised 1998.
Human Anatomy I course syllabus

Course title: Human Anatomy I
Prerequisite: none
Course code: Anat 221
Students: BSc Nursing students
Placement: __________________
Course Description:
This course is intended to teach the student how human body is organized and the relation ship,
the forms, and position of the body parts. The major topics include: body organization &
anatomical terminology; cellular anatomy; histological anatomy; developmental anatomy; upper
extremities, lower extremities, and abdominal-pelvicregion. The Topics of this course include:
the organs of thoracic regions; neck and head regions; and central nervous system.
Course Objectives: At the end of the course the student will be able to:
1. Use anatomical terms.
2. Identify the normal structure and relationship of human body.
3. Provide a correlated and balanced presentation of anatomy at developmental, histological, and
regional level.
4. Identify the organs of the thoracic, neck and head regions.
5. Describe the structure of the organs of the thoracic, neck, and head regions.
6. Describe the structure of central nervous system.
Course Content
Unit I: Introduction to human anatomy
1. Body organization and anatomical terminology
1.1 Body organization
1.2. Anatomical terminology
1.3. Planes of reference and descriptive
terminology
1.4. Body regions
1.5. Body cavity and membranes
2. Cellular anatomy
2.1. Introduction to cellular anatomy
2.2. Cellular structure
3. Histological anatomy
3.1. Definition and classification of tissue

3.2. Epithelial tissue
3.3. Connective tissue
3.4. Muscle tissue
3.5. Nervous tissue
4. Development anatomy
4.1. Early development
4.2. Brachial arches and pouches
4.3. Development of mouth and face
4.4. Development of the cloacae
4.5. Cardiac and venous development
Unit II: Upper extremities
1. Pectoral girdle
1.1. Muscles of the pectoral girdle
1.2. Joints of the pectoral girdle
2. Axilla
2.1. Axilla explained
2.2. Contents of the axillae
2.3. Brachial plexus
2.4. Lymph nodes of the axillae
3. Breast
3.1. Formation and structure of breast
3.2. Blood supply and lymph drainage
3.3. Nerve supply
4. Shoulder region
4.1. Muscles of the shoulder region
4.2. Shoulder joint and movements
5. Anterior compartment of the arm
5.1. Muscles of the anterior compartment
5.2. Nerves and vessels of the arm
6. Posterior Compartment of the arm
6.1. Triceps muscle
6.2. Radial and lunar nerves
6.3. Elbow joint
7. Anterior compartment of the forearm
7.1. Superficial muscles
7.2. Deep muscles
7.3. Neurovascular Pattern in the forearm
7.4. Nerves of the flexor compartment
7.5. Radioulnar joints
8. Posterior compartment of the forearm
8.1. Superficial muscle
8.2. Deep muscle
8.3. Lateral muscles
8.4. Posterior muscles
9. Wrist and hand
9.1. Dorsum of the hand
9.2. Wrist joint
9.3. Palm of the hand

9.4. Digital attachment of the long tendons
10. Summary of upper limb innervations
10.1. Coetaneous innervations
10.2. Muscular innervations
10.3. Sympathetic innervations
10.4. Brachia plexus
11. Bones of the upper extremities
11.1. Clavicle
11.2. Scapula
11.3. Humerus
11.4. Radius
11.5. Ulna
11.6. Bones of the hand
Unit III: Lower extremities
1. Anterior compartment of the thigh
1.1. Superficial nerves
1.2. Superficial arteries
1.3. Superficial veins
1.4. Lymph nodes and vessels
1.5. Superficial fascia
1.6. Fascia lata
1.7. Femoral triangle
2. Medial compartment of the thigh
3. Glueteal region and hip joint
3.1. Muscles of the glueteal region
3.2. Nerves of the glueteal region
3.3. Blood supply
3.4. Hip joint
4. Posterior compartment of the thigh
5. Popliteal fosse and knee joint
6. Anterior compartment of the leg
6.1. Extensor compartment
6.2. Tibiofibular joints
7. Dorsum of the fat
8. Lateral compartment of the leg
9. Posterior compartment of the leg
9.1. Superficial muscles of the calf
9.2. Deep muscles
10. Sole of foot
11. Ankle and foot joints
11.1. Ankle joints
11.2. Tarsal joints
11.3. Inversion and eversion of the foot
11.4. Tarsometatarsal joints
11.5. Supporting mechanisms of the foot
11.6. Propulsive mechanisms of the foot
11.7. Shock- absorbing mechanisms of foot

12. Bones of the lower limb
12.1. Hip bone
12.2. Femur
12.3. Patella
12.4. Tibia
12.5. Fibula
12.6. Foot
12.7. Calcareous
12.8. Talus
12.9. Cuboid bone
12.10. Cuneiform bones
12.11. Metatarsal bones
12.12. Phalanges
12.13. Sesamoid bones
12.14. Ossification of foot bones.
13. Comparison of upper and lower extremities
13.1. Thigh and arm
13.2. Leg and forearm
13.3. Tarsus and carpus
13.4. Foot and hand
13.5. Venous return in the lower and upper extremities
13.6. Lymphatic drainage of lower and upper extremities.
Unit IV: Abdomino – Pelvic region
1. Anterior abdominal wall
1.1. Anterolateral abdominal muscles
1.2. Inguinal canal
1.3. Spermatic cord
1.4. Testis
1.5. Epidiymis and ductus deferens
2. Abdominal cavity
3. Peritoneum
3.1. Peritoneal cavity
3.2. Omentum
3.3. Peritoneal compartment
3.4. Retroperiloneal space
4. Vessels and nerves of the gut
4.1. Blood supply of the fore gut
4.2. Venous drainage of the fore gut
4.3. Blood supply of the mid gut
4.4. Venous drainage of the mid gut
4.5. Blood supply of the hind gut
4.6. Venous drainage of the hind gut
4.7. Lymph drainage of the gastrointestinal tract
4.8. Nerve supply of the gastrointestinal tract
5. Gastrointestinal tract
5.1. Stomach
5.2. Small intestine

5.3. Large intestine
6. Liver and billiard tract
7. Pancreas
8. Spleen
9. Posterior abdominal wall
9.1. Muscles
9.2. Vessels
9.3. Nerves
10. Kidney, ureters and suprarenal glands
10.1. Kidneys
10.2. Ureters
10.3. Suprarenal glands
11. Pelvic cavity
11.1. Bony pelvis
11.2. Pelvic walls
11.3. Pelvic floor
12. Rectum
13. Urinary bladder and ureters in the pelvis
13.1. Urinary bladder
13.2. Ureters in the pelvis
14. Male genital organs
14.1. Prostate
14.2. Ductus deference's and seminal vesicle
14.3. Deep perineal pouch
14.4. Superficial perineal Pouch
14.5. Penis
14.6. Superficial perineal muscles
14.7. Male urethra
14.8. Scrotum
14.9. Perennial vessels and nerves
15. Female genital organs
15.1. Uterus
15.2. Uterine tubes
15.3. Vagina
15.4. Female urethra
16. Pelvic joints and ligaments
17. Summary of lumbar and sacral plexuses
2.1. Lumbar plexus
2.2. Sacral plexus
Teaching Method
 Interactive lecture
 Discussions
Mode of Evaluation
 Assignments…………………………….20
 Quizzes………………………………..….20%
 mid- examination ……………………25%
 Final written examination…………….35%

Reference
th
1. McMinn, R.M.H. LAST'S Anatomy: Regional and Applied 9 Edition. Churchill Livingstone,
Edinburgh, 1994.
2. Singh, Inderbir. Textbook of Anatomy with Colour Atlas, Volume 1 –3. Jaypee Brothers
Medical Publishers (P) LTD. Bangalore, India, 1996.
rd
3. Moore, K. L. Clinically Oriented Anatomy. 3 Edition. Williams & Wilkins, Baltimore,
rd
4. Hall-Craggs, E. C. B. Anatomy as Basis for Clinical Medicine. 3 Edition. Williams &
Wilkins Waverly Europe, London, 1995.
th
5. Graaff, K. M. V. D. Human Anatomy. 4 Edition. Wm. C. Brown Publishers. Dubuque.
1995.
6. Vidic, B. & Suarez, .F. R. Photographic Atlas of the Human Body. The C. V. Mosby
Company, St. Louis, 1984.
7. McMinn, R. M. H. &Hulchings, R. T. A Colour Atlas of Human Anatomy. English
Language Book Society/Wolfe Medical Publications, London, 1986.
Human Anatomy II course syllabus

Course title: Human Anatomy II
Prerequisite: Human anatomy I
Course code: Anat 222
Placement: __________________
Course DescriptionThe Topics of this course include: the organs of thoracic regions; neck and
head regions; and central nervous system.
Course objectives:At the end of the course the student will be able to:
1. Identify the organs of the thoracic, neck and head regions.
2. Describe the structure of the organs of the thoracic, neck, and head regions.
3. Describe the structure of central nervous system.
Course Content
Unit 1: The organs of thoracic region
1. Body wall
1.1. Skin and subcutaneous tissue
1.2. Morphology of body wall muscles
2. Thoracic wall and diaphragm
2.1. Thoracic bones and cartilages
2.2. Thoracic joints
2.3. Thoracic muscles
2.4. Intercostals spaces
2.5. Diaphragm
2.6. Thoracic movements and respiration
3. Thoracic cavity
4. Superior mediastinum
4.1. General topography
4.2. Great vessels
4.3. Trachea
4.4. Phrenic and vagus nerves
5. Anterior mediastinum
- Thymus
6. Middle mediastinum and heart

6.1. Pericardium
6.2. Heart
7. Posterior mediastinum
1.1. Descending (thoracic) aorta
1.2. Oesophagus
1.3. Lymph nodes of the thorax
1.4. Thoracic duct
1.5. Azygos system of veins
1.6. Thoracic sympathetic trunk
8. Pleura
9. Lungs
10. Bones of the thorax
10.1. Articulated thoracic skeleton
10.2. Sternum
10.3. Thoracic cage
10.4. Ribs
10.5. Atypical ribs
10.6. Ossification of ribs
10.7. Ossification of the sternum
10.8. Costal cartilages
Unit 2: Head, neck and spine
1. General topography of the neck
1.1. Deep cervical fascia
1.2. Tissue spaces of the neck
2. Triangles of the neck
2.1. Posterior triangle
2.2. Anterior triangle
2.3. Suprahyoid muscles
2.4. Infrahyoid muscles
2.5. Thyroid gland
2.6. Parathyroid glands
2.7. Trachea
3. Suprahyoid region
3.1. Submandibular gland
3.2. Great vessels of the neck
4. Prevertebral region
4.1. Prevertebral muscles of the neck
4.2. Cervical sympathetic trunk
5. Root of the neck
6. Face
6.1. Skin of the face
6.2. Muscle of the face
6.3. Sensory nerve supply of the face
6.4. Blood supply of the face
7. Scalp
8. Parotid region
9. Infratemporal region
9.1. Infratemporal fossa
9.2. Mandibular nerve
9.3. Carotid sheath and cranial nerves
9.4. Styloidappratus
10. Pterygopalatine fossa
11. Nose and paranasal sinuses
11.1. External nose
11.2. Nasal cavity
11.3. Bones of the nose
11.4. Paranasal sinuses
12. Mouth and hard palate
12.1. Vestibule of the mouth
12.2. Teeth
12.3. Cavity of the mouth
12.4. Tongue
13. Pharynx and soft palate
13.1. Pharynx
13.2. Soft palate
14. Larynx
14.1. Skeleton of the larynx
14.2. Cavity of the larynx
14.3. Intrinsic muscles
14.4. Intrinsic movements
14.5. Extrinsic muscles
15. Orbit and eye
15.1. Orbit
15.2. Eyelids
15.3. Muscles of the orbit
15.4. Stability of the eye
15.5. Nerves of the orbit
15.6. Vessels of the orbit
15.7. Movements of the eye
15.8. Structure of the eye
15.9. Refracting media
16. Lymph drainage of the head and neck
17. Temporomandibular joint
18. Ear
18.1. External ear
18.2. Middle ear
18.3. Auditory tube
18.4. Mastoid antrum and air cells Inner ear
18.5. Inner ear
19. Vertebral column
19.1. General characteristics of vertebrae
19.2. Typical vertebrae
19.3. Vertebral joints
19.4. Vertebral column

19.5. Movements of the vertebral column
19.6. Special vertebrae and joints
19.7. Muscles of the vertebral column
19.8. Back of the neck
20. Vertebral bones
20.1. Thoracic vertebrae
20.2. Lumbar vertebrae
20.3. Sacrum
20.4. Cervical vertebrae
20.5. Development of vertebrae
21. Cranial cavity and meninges
21.1. General arrangement
21.2. Pia mater
21.3. Arachnoid mater and arachnoid space
21.4. Dura mater
21.5. Venous sinuses of the dura mater
22. Cranial fossa
22.1. Anterior cranial fossa
22.2. Middle cranial fossa
22.3. Posterior cranial fossa
23. Vertebral canal
Unit 3: Central nervous system
1. Cerebral hemispheres
1.1. Surface features
1.2. Internal structure
1.3. Cortical areas
1.4. Ventricles of the brain
1.5. Diencephalon and third ventricles
1.6. Development of the forebrain
1.7. Blood supply of the cerebrum
1.8. Cerebral structure
2. Brainstem
2.1. Midbrain
2.2. Pons
2.3. Medulla oblongata
2.4. Brainstem tracts
2.5. Fourth ventricle
2.6. Cerebrospinal fluid
3. Cerebellum
4. Spinal cord
5. Cranial nerves
Teaching Method
 Lecture
 Discussions
Mode of Evaluation
 Quizzes………………………………..….20%
Reference
th
2. McMinn, R.M.H. LAST'S Anatomy: Regional and Applied 9 Edition. Churchill Livingstone,
Edinburgh, 1994.
2. Singh, Inderbir. Textbook of Anatomy with Colour Atlas, Volume 1 –3. Jaypee Brothers
Medical Publishers (P) LTD. Bangalore, India, 1996.
rd
3. Moore, K. L. Clinically Oriented Anatomy. 3 Edition. Williams & Wilkins, Baltimore,
rd
4. Hall-Craggs, E. C. B. Anatomy as Basis for Clinical Medicine. 3 Edition. Williams &
Wilkins Waverly Europe, London, 1995.
th
5. Graaff, K. M. V. D. Human Anatomy. 4 Edition. Wm. C. Brown Publishers. Dubuque.
6. Vidic, B. & Suarez, .F. R. Photographic Atlas of the Human Body. The C. V. Mosby
Company, St. Louis, 1984.
7. McMinn, R. M. H. &Hulchings, R. T. A Colour Atlas of Human Anatomy. English
Language Book Society/Wolfe Medical Publications, London, 1986.
Human Physiology I course syllabus

Course title: Human Physiology I
Course code: Phys 221
Course Description:
The course is designed to help the student understand the normal physiological functioning of
human body and how life is maintained. It covers: basic cell functions; physiology of the
excitable tissues; functional organization of the nervous system; sense organs; skin and
thermoregulation mechanisms; circulation and respiratory system.
Course objectives:At the end of the course the student will be able to:
1. Describe the physiological functions of the cell.
2. Discuss the body fluid compartments and their composition.
3. Describe the physiology of excitable tissues.
4. Explain the functions of the nervous system and sense organs.
5. Explain the development of blood cells, and blood group and Rh factors formation;
6. Discuss the normal functions of the heat and respiratory system.
Course Content
Unit I: Basic cell functions

1. Chemical composition of the body
1.1. Atoms
1.2. Molecules
1.3. Ions
1.4. Polar molecules

1.5. Solutions
1.6. Classes of organic molecules
2. Cell structure
2.1. Microscopic observations of cells
2.2. Cell compartments
2.3. Cell organelles
3. Molecular control mechanisms
3.1. Binding sites on proteins
3.2. Genetic information and protein synthesis
4. Energy and cellular metabolism
4.1. Chemical reactions
4.2. Enzymes
4.3. Regulation of enzyme – mediated reactions
4.4. Multienzyme metabolic pathways
4.5. ATP and cellular energy transfer
4.6. Carbohydrate, fat, protein metabolism
4.7. Essential nutrients: vitamins
5. Movement of molecules across cell membranes
5.1. Body fluid compartments
5.2. Diffusion
5.3. Mediated – transport system
5.4. Osmosis
5.5. Endocytosis and exocytosis
5.6. Epithelial transport
Unit II: Physiology of excitable tissues
1. Skeletal muscles
1.1. Structure
1.2. Molecular mechanisms of contraction
1.3. Mechanics of single – fiber contraction
1.4. Skeletal – muscle energy metabolism
1.5. Types of skeletal – muscle fibers
1.6. Whole – muscle contraction
2. Smooth muscles
1.1. Structure
1.2. Types of smooth muscles
1.3. Contraction and its control
Unit III: Functional organization of the nervous system

1. Neural control mechanisms
1.1. Neural tissue
1.2. Membrane potential
1.3. Synapses
1.4. Structure of the nervous system
2. Control of body movement
2.1. Motor control hierarchy
2.2. Local control of motor neurons

2.3. The brain motor centers and the descending pathways
2.4. Muscle tone
2.5. Maintenance of upright posture
2.6. Walking
3. Consciousness and behavior
3.1. State of consciousness
3.2. Consciousness experiences
3.3. Motivation and emotion
3.4. Altered state of consciousness
3.5. Learning and memory
3.6. Cerebral dominance and language
Unit IV: The sensory system

1. Receptors
2. Neural pathways in sensory system
3. Association cortex and perceptual processing
4. Primary sensory coding
5. Somatic sensation
6. Vision
7. Hearing
8. Vestibular system
9. Chemical senses
Chapter V: Skin and thermoregulation mechanisms
1. The skin
1.1. Components of the skin
1.2. Accessory organs of the skin
1.3. Coetaneous circulation (perfusion)
1.4. Colour of the skin
1.5. Functions of the skin
2. Thermoregulation mechanisms
2.1. Normal temperature
2.2. Thermohomeostasis
2.3. Control of thermoregulation
2.4. Measuring body temperature
2.5. Thermoregulation in newborns
2.6. Thermoregulation in the elderly
2.7. Hyperthermia
2.8. Hypothermia
2.9. Temperature acclimatization
2.10. Chemical substances that affect thermoregulation
Unit VI: Circulation
1. Blood
1.1. Plasma
1.2. The blood cells
2. The heart
2.1. Heartbeat coordination
2.2. Mechanical events of the cardiac cycle
2.3. The cardiac output
2.4. Measurement of cardiac function
3. The vascular system
3.1. Arteries
3.2. Arterioles
3.3. Capillaries
3.4. Veins
3.5. The lymphatic system
4. Integration of cardiovascular function
4.1. Baroreceptor reflexes
4.2. Blood volume and long – term regulation of arterial pressure
5. Cardiovascular patterns in health and disease
5.1. Hypotension
5.2. The upright posture
5.3. Exercise
5.4. Hypertension
5.5. Heart failure
5.6. Coronary artery diseases
Unit VII: The respiratory system
1. Ventilation and lung mechanics
2. Exchange of gasses in alveoli and tissues
3. Transport of oxygen in blood
4. Transport of carbon dioxide in blood
5. Transport of hydrogen ions between tissues and lungs
6. Control of respiration
7. Hypoxia
8. Non respiratory functions of the lungs
Teaching Method
 Interactive leture
 Discussions
Mode of Evaluation
 Quizzes………………………………..….20%
Reference
1. Vander, A.J. et al. human Physiology: The Mechanisms of Body Function. 6th Edition.
McGraw – Hill, Inc. New York, 1994.
2. Meyer, B.J. et al. Human Physiology: Chemical, Physical and PhysiologicalPrinciples. A.I.T.B.S.
Publishers & Distributors (Regd.), Delhi, 1999.
3. Graaff, K.M.V.D. et al. Synopsis of Human Anatomy and Physiology. McGraw – Hill, Inc.
Boston. 1997.
Human Physiology II course syllabus

Course title: Human Physiology II
Prerequisite: Human physiology I
Course code: Phys 222
Placement: ____________________
Course Description:
The course covers: homeostasis and hormonal control mechanisms; functions of gastrointestinal
system; the kidneys and regulation of water and acid-base balance; male and female reproductive
system; defense mechanisms of the body.
Course Objectives:At the end of the course the student will be able to:
1. Explain the secretion and function of body hormones.
2. Discuss the physiologic functions of gastrointestinal and renal systems.
3. Describe the acid-base regulation mechanisms of human body.
4. Explain the adaptation mechanisms of human body during stress
Course Outline
Unit VIII: Homeostasis and hormonal control mechanisms
1. Homeostatic mechanisms
1.1. General characteristics of homeostatic control systems
1.2. The balance concept and chemical homeostasis
1.3. Components of homeostatic systems
1.4. Signal transduction mechanisms for plasma-membrane receptors
2. Hormonal control mechanisms
2.1. Hormone structures and synthesis
2.2. Hormone transport in the blood
2.3. Hormone metabolism and excretion

2.4. Mechanisms of hormone action
2.5. Types of inputs that control hormone secretion
2.6. Control systems involving the hypothalamus and pituitary
2.7. Endocrine and neural control of the absorptive and postabsorptive state
2.8. Hormonal influences on growth
Unit IX: Functions of gastrointestinal system
1. Components of the gastrointestinal tract
2. Regulation of gastrointestinal process
2.1. Basic principles
2.2. Mouth, pharynx and esophagus
2.3. Stomach
2.4. Pancreatic secretions
2.5. Bile secretion
2.6. Small and large intestine
3. Digestion and absorption
4. Events of the absorptive and postabsorptive states
Unit X: The kidneys and regulation of water and acid-base balance
1. Basic principles of renal physiology 1.1. Functions of the kidneys
1.2. Basic renal processes
1.3. Micturation
2. Regulation of sodium, water, and potassium balance
2.1. Total- body balance of sodium and water
2.2. Basic renal processes for sodium and water
2.3. Renal sodium regulation
2.4. Renal water regulation
2.5. The response to sweating
2.6. Thirst and salt appetite
2.7. Potassium regulation
3. Calcium regulation
3.1. Effectors sites for calcium regulation
3.2. Hormonal controls
3.3. Metabolic bone diseases
4. Hydrogen-ion regulation
4.1. Sources of hydrogen-ion gain or loss
4.2. Buffering of hydrogen ions in the body
4.3. Integration of homeostatic controls
4.4. Renal mechanisms
4.5. Classification of acidosis and alkalosis
5. Diuretics and kidney disease
5.1. Diuretics
5.2. Kidney disease
Unit XI: Male and female reproductive system
2. General principles of gametogenesis
3. Male reproductive physiology
2.1. Spermatogenesis
2.2. Transport of sperm
2.3. Hormonal control of male reproductive functions

4. Female reproductive physiology
3.1. Ovarian function
3.2. Control of ovarian function
3.3. Uterine changes in the menstrual cycle
3.4. Other effects of estrogen and progesterone
3.5. Androgens in women
3.6. Pregnancy
4. The chronology of reproductive function
4.1. Sex determination
4.2. Sex differentiation
4.3. Puberty
4.4. Menopause
Unit XII: Defense mechanisms of the body
1. Defenses against foreign matter
1.1. Cell mediated immune defenses
1.2. Nonspecific immune defenses
1.3. Specific immune defenses
1.4. Harmful immune responses
2. Nonimmune metabolism of foreign chemicals
2.1. Absorption
2.2. Storage sites
2.3. Excretion
2.4. Biotransformation
3. Hemostasis: The prevention of blood loss
3.1. Formation plate Plug
3.2. Blood coagulation
3.3. Anticlotting system
4. Resistance to stress
4.1. Functions of cortisol in stress
4.2. Adaptation response during stress
4.3. Hormones released during stress
Teaching Method
 Lecture
 Discussions
Mode of Evaluation
 Quizzes………………………………..….20%
Reference
1. Vander, A.J. et al. human Physiology: The Mechanisms of Body Function. 6th Edition.
McGraw – Hill, Inc. New York, 1994.
2. Meyer, B.J. et al. Human Physiology: Chemical, Physical and PhysiologicalPrinciples. A.I.T.B.S.
Publishers & Distributors (Regd.), Delhi, 1999.
3. Graaff, K.M.V.D. et al. Synopsis of Human Anatomy and Physiology. McGraw

– Hill, Inc. Boston. 1997.
Microbiology & Immunology course syllabus

Course title: Microbiology & Immunology
Prerequisite: Human physiology I
Course code: Mibio 221
Credit hours: 3 Cr Hr (2 cr hr theory & 1 cr hrs practice)
Placement: ______________
Course Description: -
The course is designed to prepare qualified and competent graduate nurses and midwives who
can apply basic scientific knowledge about the biology, pathogenesis, epidemiology,
immunology, and manage laboratory diagnosis, treatment and prevention of bacterial, viral and
fungal pathogens in health care provision.
Course Objectives:
At the end of the course the student will be able to: -
1. State the development of microbiology and its coverage.
2. Distinguish prokaryotic and Eukaryotic cell structure,
3. Describe methods of microbial classification and nomenclature.
4. Appreciate cultivation techniques and nutritional requirement of microorganisms.
5. Distinguish between prokaryotic, eukaryotic and viral genome and appreciate its source of
variation.
6. Practice methods of sterilization and disinfection in clinical setting

7. Realize mode of actions of antimicrobial agents
8. Recognize bacterial, viral and fungal etiologic agents and comprehend their preventive methods.
9. Describe the biology, pathogenesis and epidemiology of common microbial pathogens.
10. Describe the biology and immuno pathogenesis of HIV/AIDS.
11. Practice common diagnostic techniques used in medical microbiology.
12. Apply basic principles of microbiology in nursing practice
Course Content and Schedule: -
I. Fundamentals of Microbiology
1. Development of Microbiology
2. Significance of Studying Microbiology
3. Prokaryotic and Eukaryotic cell structure
4. Bacterial Cell structure
5. Bacterial Taxonomy
6. Bacterial Nutrition and Growth
7. Bacterial Genetic
II. Infection and Immunity
1. Infection and Immune Response
2. Components of Immune System
3. Mechanisms of Nonspecific Host defenses
4. Mechanisms of Specific Host defenses
III- Sterilization and Disinfection
IV. Anti-microbial agents
1. Mode of Actions against Bacteria
2. Bacterial Drug Resistance
V. Principles of Laboratory Diagnosis
1. Specimen Selection, collection, and Processing
2. Microscopic Examination
3. Culture
4. Immunological Methods
5. Molecular Methods
VI: Bacterial Pathogens and associated diseases

1. Gram positive Cocci: Staphylococci and Streptococci
2. Gram negative Cocci: Neisseria gonorrhoeae and Neisseria meningitides

3. Gram positive Spore Forming Rods: Bacillus and Clostridium
4. Gram positive non Spore Forming Rods: CorynebacteriumSpp
5. Gram Negative Rods:
Enterobacteriaceae: Escherichia, Salmonella, Shigella, Vibrio, cambylobacter, Helicobacter
Haemophilus influenza
Brucella, Yersinia( Zoonosis)
6. Acid-Fast Bacilli: Mycobacterium tuberculosis. M. leprae
7. Spirochetes: Trepanoma, Borrelia
8. Mycooplasm
9. Chlamydiae,
10. Reckettsiae
VII: Introduction to Medically Important Viruses
1. Structure and Replication of Viruses
2. Major Groups of pathogenic Viruses
3. Viral Pathogenesis and Host Defense
4. Viral Laboratory Diagnosis
5. Antiviral Drugs
VIII. HIV /AIDS

1. Epidemiology
1.1. Basic Structure and function of HIV Replication Cycle
1.2. Immunopathogenesis
1.3. Laboratory Diagnostic Methods
1.3.1. Standard Serologic tests

1.3.2. Rapid Serologic tests
1.3.3. Antigen based testing
2. HIV test algorithm
3. Immunological laboratory results used for initiation of ART
4. Modes of HIV transmission and Methods of Prevention
IX Medical Mycology
1. Structure, Morphology and Classification of Fungi
2. Diseases caused by Fungi
2.1. Superficial
2.2. mycoses
2.3. Cutaneous
2.4. Mycoses
2.5. Subcutaneous mycoses
2.6. Deep Mycoses
2.7. Opportunistic Mycoses
Laboratory Activities
• Introduction to laboratory and principles of infection prevention
• Methods of Sterilization and Disinfection
• Identification of bacteria: Culture, staining , Microscopy,
• In vitro antimicrobial susceptibility test
• Serologic Tests e.g. HIV Rapid Tests
Teaching Methods:
Interactive Lecture Group Work
Seminar Presentation Reading Assignment Case Study
Laboratory Sessions
Evaluation-
20 %--Seminar presentation
30%--Written Mid Exam
50%-- Final Exam
References:
nd
1. Brooks, G.F Butes, J.S, and Mosse S.A. (2001). Medical Microbiology, 2 ed. Lange Medical
Books/ McGraw-Hill, New York.
2. Levinson,W and Jawetz, E (1996). Medical Microbiology and
th
Immunology 4 ed. Appleton and Lange, Stamford.
3 Federal Ministry of Health (2005) Infection Prevention Guidelines for Health care Facilities in
Ethiopia,
Parasitology course syllabus

Course title:Parasitology
Course code: Para 221
Credit hours: ( 2 credit hour)
Placement: _________________
Course Description:
The course is designed to prepare qualified and competent graduate nurses and midwives who
can apply basic scientific knowledge about the biology, pathogenesis, epidemiology,
immunology, and manage laboratory diagnosis, and control of protozoal and helminthic parasites
of man including their vectors in health care provision.
Course Objectives:
At the end of the course the student will be able to: -
1. Define basic parasitological terms.
2. Explain host parasite interactions.
3. Recognize the biology, pathogenesis, and epidemiology of human parasites.
4. Control and prevent parasitic diseases.
4. Identify major human parasites common to Ethiopia.
5. Practice common diagnostic techniques used in medical Parasitology.
6. Identify medically important vectors.
7. Apply basic scientific principles of parasitology in nursing practice.
Course Content:
Unit I General Introduction
1. Definition of Terms (Commensalisms, parasitism,

2. Mutualism) Host Parasite Interactions
2.1. Effects of Parasites on Hosts
2.2. Biological adaptation of parasites
2.3. Immunity in Parasitic infection
Unit II. Parasitic Protozoa
Biology (Life cycle), Pathogenesis, Epidemiology, Diagnosis, treatment and prevention of:
1. Intestinal and Urogenital Protozoa
Giardia
EntamoebaTichomonas
Cryptosporidia
2. Blood and Tissue Protozoa Plasmodium
Toxoplasma Leishmania Trypanosome
Unit III. Parasitic Helminthes
Biology (Life cycle), Pathogenesis, Epidemiology, Diagnosis, treatment and prevention of:
(8Hrs)
1. Cestodes (tapeworms)
2. Trematodes (flukes) Blood Fluke Liver Fluke
Intestinal Fluke Lunge Fluke
3. Nematodes (round worms) Intestinal Nematode
Tissue Nematode
Unit IV. Medical Entomology
Arthropods
Biology of arthropods
Medical Importance of arthropods
Medical conditions related to arthropods
Vector Control Measures
Teaching Methods:
 Interactive Lecture
 Group Work
 Seminar Presentation
 Reading Assignment
 Case Study
 Laboratory Sessions
Laboratory Activities
Introduction to laboratory and principles of infection prevention
Identification of Intestinal Parasites
Identification of blood parasites

Evaluation-
20 %--Seminar presentation
30%--Written Mid Exam
50%-- written Final Exam
Reference :
th
1. Paniker CKJ(2007) Text Book of Medical Parasitology,6 ed.,Jaypee Brothers
Medical Publishers(P) LTD, New Delhi.
nd
2. . Bogitsh, B.J, and Chenge, T.C. (1998). Human Parasitology. 2 ed., Academic
press San Diego.
nd
3. ParijaSC(2004). Text Book of Medical Parasitology, 2 ed. Medical Books
Publishers, Chennai, New Delhi
Obstetrics and Gynecological Nursing I course syllabus

Course title: Obstetrics and Gynecological Nursing I
Course code: ObGy1- 331
Credit hours: (3 credit hour)
Prerequisite: Anatomy I & II, Physiology I & II
Placement: _________________
Course Description:
The course is intended to equip the student with basic knowledge and skills of obstetrics and
gynecologic nursing course. The major topics includes anatomy and physiology of the female
pelvis; the fetus and placenta development: normal pregnancy and puerperium
Course objective
At the end of the course students will be able to:-

1. Explain the anatomy and physiology of female pelvis
2. Discuss the development of fetus and placenta
3. Describe the nursing care given during normal pregnancy
4. Recognize the health care need of women during puerperium
5. Recognize some problems of pregnancy like APH and multiple pregnancy
Course content
Chapter – I:Introduction to Oby-Gyn Nursing
-Definitions
-Historical development
-Terminologies
Chapter II.Anatomy and Physiology of Female Reproductive System
The female pelvis The pelvic floor
The pelvic assessment
The female reproductive organs The menstrual cycle
Chapter III- Introduction to Embryology and Fetal Development
Early development of fetus Placenta,
Fetal circulation Placenta at term, Fetal skull
CHAPTER IV. Normal Pregnancy, Delivery and Puerperium
4.1 Normal pregnancy
• Signs of pregnancy
• Physiology of pregnancy
• Minor disorders of pregnancy
• Selection of high risk clients
• Antenatal care
MTCT/PMTCT
• HIV and pregnancy
• Essential ANC services including routine offer of HIV testing and counseling
• ART prophylaxis
• Obstetric measures for HIV +ve pregnant women
• Provision of PMTCT services for HIV +ve women and those who think of having pregnancy.
4.2 Normal Labour
• Definitions and descriptions
• Physiology of the first stage of labour
• Management of the first stage of labour
• Vaginal examination
• Physiology and mechanism of second stage of labour
• Episiotomy
• Perineal lacerations
• Physiology of the third stage of labour
• Management of the third stage of labour
• Obstetric practices as per standard precautions during labour and delivery
• Obstetric measures preventing MTCT during Labour,delivery,B/F

• ART prophylaxis for HIV +ve mother
• Avoid unnecessary vigorous suctiong, episiotmy, and instrumental
• Delivery, frequent vaginal examination.
• Infant feeding options for infants born to HIV +ve mothers.
• Identify psychosocial issues
4.3 Normal puerperium
• Physiology of the puerperium
• Management of puerperium
• Anatomy and physiology of the breast and lactation
• Management of breast feeding
• Follow-up care for HIV +ve postnatal mothers /infant.
• Post natal H/E for HIV +ve mother’s families and community.
• Home based care for HIV +ve mothers.
• Appropriate contraception for HIV +ve postnatal mother
CHAPTER – V: Essential newborn care
Care of the newborn baby at birth APGAR Score
Asphyxianeonatorium and Resuscitation
CHAPTER- VI: ABNORMAL PREGNANCY
Vomiting in pregnancy/Hyperemesis gravidarumPolyhydraminuos
Hypertensive disorders of pregnancy
• PIH (gestational hypertension, pre-eclampsia, eclampsia)
• Chronic, or coincidental or concurrent hypertension
Antepartum hemorrhage
• Placenta praevia
• Placenta abraptio
A.B.O and Rhesus incompatibility Diseases associated with pregnancy
O Anemia
O Cardiac disease
O Diabetes mellitus
O Pulmonary tuberculosis
O Malaria in pregnancy
Abnormal discharges, STDs and HIV/AIDS in pregnancy
• HIV/AIDS
• Gonorrhea
• Syphilis
• Candidiasis
• Trichomoniasis
Introduction to MTCT
• Overview of MTCT of HIV
• Epidemiology of PMTCT
• Public Health importance of VCT/PIHCT, PMTCT
• Guiding principles of PMTCT program
-PIHCT and its public health importance -Counseling (Pre & Post, Pre-treatment counseling)
- Monitoring and evaluation in HIV/AIDs …etc
National strategies and guidelines to address MTCT of HIV/AIDS
Teaching methods:
Discussion
Demonstration Lecture
Seminar presentations
Evaluation:
1) Group and individual assignment ,test, quizzes, drills….10-20 %
2) Mid-term exam 30-40%
3) Final exam 50%
REFERENCES:
th
1. Bennett. (1993): Myles Text Book O f Midwives, 12 ed. Great Britain.
2. Meselech, A (2004): Obstetrics And Gynecology For Nursing Students, Lecture Note
3. Derek, LJ. (1990): Fundamentals of Obstetrics and Gynecology Vol. I and II, London
nd
4. Neville, H. (1992): Essentials of Obstetrics and Gynecology, 2 ed. Philadelphia.
5. Reeder, S. et al. (1997): Maternity Nursing, Family, Newborn, and women’s health Care. 8th
ed
. New York. 6.Decherney, A. and Nathan, L. (2003): Current Obstetric and Gynecologic
th
Diagnosis And Treatment, 9 ed. India 7. National Guideline of PMTCT (2007)
Obstetrics and Gynecological Nursing II course syllabus

Course title: Obstetrics and Gynecological Nursing II
Course code: ObGy2- 332
Prerequisite: Obs& Gynecological Nursing I
Placement: _________________
Course Description:
This course is the second part of obstetrics and gynecologic nursing course: It contains
complications of labour and pregnancy, care of newborn baby, family planning and maternity
care, menstrual disorder, pelvic disease and neoplasm of the female reproductive organs
inflammatory disease and neoplasm of the female reproductive organs.
Course objective
At the end of the course students will be able to:-

1. Identify the complications of pregnancy and labour
2. Describe the nursing management of the complications of pregnancy and labour
3. Discuss the nursing care of the newborn baby
4. Explain the nursing care of a client with infertility problem, menstrual disorder, pelvic
inflammatory
Course content
CHAPTER – I: Abnormal Labour and Puerperium
1.1 Abnormal Labour

• Multiple pregnancies
• Presentation and prolapse of cord
• Malpositions: Occipito posterior position
• Malpresentations:
Brow Face
Transverse lie /Shoulder presentation Breech presentation

• Cephalopelvic disproportion
• Trial of labour
• Prolonged labour
• Obstructed labour
• Uterine rupture
• Premature Rupture of Membrane/ PROM
1.2 Operative deliveries
• Vacuum extraction
• Forceps delivery
• Caesarean section
• Destructive deliveries
• Versions
1.3 Complications of the third stage of labour
• Post partum hemorrhage
• Retained placenta
• Adherent placenta
• Amniotic fluid embolism
• Obstetric shock
1.4 Abnormal Puerperium
Breast complications Puerperal psychosis Puerperal sepsis
Urinary complications Thrombophlebitis
CHAPTER – II : FAMILY PLANNING
2.1 INTRODUCTION
Concept of family planning
Health benefits of family planning Physical examination
Counseling in family planning

2.2 Methods of family planning
2.2.1 Traditional/Natural Family Planning
A. Fertility Awareness Method
Calendar method
Basal body temperature
Ovulation/cervical mucus/Billings method Symptho-thermal method
B. Non - fertility awareness method
Breast feeding Abstinence
Sex without intercourse
Coitus interrupts/Withdrawal
2.2.2 Artificial Family planning
A. Hormonal Contraceptives
The combined oral contraceptives The mini pill progestin only pills Other progestin only pills
The inject able contraceptive The implantable contraceptive
B. Mechanical Contraceptives
1. Barriers:
Condoms Diaphragm Cervical cap
Vaginal contraceptive sponge Foams/Spermicides

IUCD
2. Surgical Contraceptives
Vasectomy Tubal ligation
3. Emergency contraception
Family planning and HIV/AIDs
Teaching methods:
Discussion
Demonstration Lecture
Seminar presentations
Evaluation:
Group and individual assignment ,test, quizzes, drills….10-20 %

Mid-term exam 30-40%
Final exam 50%
REFERENCES:
th
Bennett. (1993): Myles Text Book O f Midwives, 12 ed. Great Britain.
Meselech, A (2004): Obstetrics And Gynecology For Nursing Students, Lecture Note
Derek, LJ. (1990): Fundamentals of Obstetrics and Gynecology Vol. I and II, London
nd
Neville, H. (1992): Essentials of Obstetrics and Gynecology, 2 ed. Philadelphia.
Reeder, S. et al. (1997): Maternity Nursing, Family, Newborn, and women’s health Care. 8th
ed
. New York. 6.Decherney, A. and Nathan, L. (2003): Current Obstetric and Gynecologic
th
Diagnosis And Treatment, 9 ed. India 7. National Guideline of PMTCT (2007)
Biochemistry course syllabus

Course title: Biochemistry
Course code: BiCh222
Placement: _______________
Course Description
This course is considered as a pre-requisite supporting course for anatomy I, physiology I
medical surgical nursing, nutrition. It deals with the definition, composition, classification;
functions of carbohydrates; lipids; proteins; vitamins; and enzymes; metabolism of
carbohydrates; oxidation of fatty acids; ketosis; general reactions; de-amination; transamination;
decarboxylation. Urea cycle and hemoglobin; digestion, absorption, and utilization of
carbohydrates, fats, and proteins.
Course objectives: At the end of the course, the student will be
1. Describe the classification, properties and function of carbohydrates and lipids
2. Develop basic knowledge on the role of enzymes various reactions in the cells
3. Acquire understanding of digestion, absorption, and metabolism of carbohydrates, proteins and

fats
4. Identify the common tests used for carbohydrates and protein
5. Understand different steps in the process of glycogenesis, glycolysis and gluconeogenesis
6. Describe the formations and breakdown of haemoglobinurea
7. Explain the metabolism of fats cholesterol and nucleic acids.
Course contents:
Unit I: Introduction to Biochemistry
- Study of cell
- Biochemical functions of various components of cell
Unit II: Proteins
- Introduction, chemistry and properties of amino acids
- Their classification and structure
- Plasma proteins in health diseases
Unit III: Enzymes
- Nomenclature and classification
- Nature and functions
- Mechanism of action
- Stability of enzymes
- Precautions for handling specimens for enzyme estimation
- Factors influencing the rate of enzyme reaction
- Diagnostic importance of enzymes
Unit IV: Introduction to intermediary metabolism
- Catabolism and anabolism
Digestion and absorption of carbohydrates, proteins and fats
- Various factors influencing digestion and absorption
Unit V: Carbohydrates
- Introduction and classification
- Chemistry and properties and their tests
- Biological functions of carbohydrates
- Storage of carbohydrates in the body
- Liver and muscle glycogens
- Glycogenesis and glycogenolysiysis
- Glycolysis and gluconeogenesis
- Energy release Tricarboxylic acid cycle
- Oxidative phosphorylation and electron transportchain
- Metabolism of fructose and galactose
- Genetic disorders of carbohydrate metabolism
- Blood glucose and its regulation, glucose tolerance test, hyperglycemia, hypoglycemia and
glycosuria
Unit VI: Lipids
- Introduction and classification
- Chemistry and properties and their tests
- Biosynthesis of fats, storage of fats in the body and their transport (Lipoproteins)
- Catabolism of fats (B-oxidation); keton bodies and ketosis

- Metabolism of cholesterol, hyper and hypocholesterolemia
- Role of liver in lipid metabolism
Unit VII: Nucleic acids
- Chemistry and their biological significance
- Catabolism of nucleic acids purine breakdown, uric acid formation, gout
- Biosynthesis of proteins in the cell -role of nucleic acids in protein biosynthesis
- Catabolism of proteins and amino acids urea cycle genetic disorders of proteins and amino acid
metabolism
Unit VIII: Blood pH and its regulation, role of buffers, lungs and kidneys
- Iron metabolism -formation and breakdown of hemoglobin
- Liver function tests -their biochemical principles
- Renal function tests -their biochemical principles
Teaching Method
 Lecture
 Discussions
Mode of Evaluation
 Quizzes………………………………..….20%
Biostatistics course syllabus

Course title: Biostatistics
Course code: BioS 301
 Credit hours: (3 credit hour)
BioS 301: Biostatistics (3 Credit Hours)
Placement: ___________________
Course Description:
This course is designed to introduce the nurse students to the basic concept and method of
statistics, as applied to various disciplines of public health including the nursing profession.
Course Objective: To enable the student to
1. Describe the role of statistical method in public health
2. Present results effectively by making appropriate displays, summaries, and tables of data.
3. Appreciate the problem of sampling variations and the role of statistical emthod in
quantifying this.
4. Select an appropriate statistical method for the analysis of simple data sets;
5. Correctly interpret the results of statistical analyses reported in the health literature.
6. Interpret the statistical findings and present them in a clear, concise and logical manner.
Course Contents
Unit IIntroduction:
Data and distributions
Unit II
Selecting random samples
Simulating a sampling distributions
Unit III
Sampling variability of proportions
Unit IV
Comparing two proportions
Unit V
Sampling variability of means
Unit VI
Comparing two means
Unit VII
Association between categorical variables
Unit VIII
Regression and correlation
Unit IX
The art of data analysis are Display results
Unit X
Introduction to multi-variable analysis
Unit XI
Interpretation of published artily
Teaching Methods
• Lecture
• Discussion
Assessment
• Group preservation 10%
• Home take Assuagement 10%
• Mid-take Assignment 40%
• Foal exam 40%
References
1.Essential of medical statistics by Betty luck wood, published by Blackwells.

2. An introduction to medical statistics by martin Bland , published by Oxford university Press.
Communicable Disease Control course syllabus

Course title: Communicable Disease Control
Course code: Comm308
Credit hours: (4credit hour)
Prerequisite: Microbiology and parapsychology, Human Anatomy and Physiology
Placement: _______________
Course descriptions
The course is intended to equip nursing and Midwifery students with basic knowledge and skills
of communicable disease control as well as care of patients with communicable disease and
manage accordingly. Major topics included are: introduction to communicable diseases, methods
of communicable disease control. Oral-fecal transmitted diseases, sexually transmitted diseases,
air born diseases, food poisoning, arthropod and zoonotic diseases
Course objectives
At the end of the course student will be able to:-
• Understand the basic concepts and theory regarding communicable disease control
• Identify the common communicable disease
• Describe mode of transmission of communicable diseases
• Describe factors involved in the transmission of communicable diseases
• Explain methods of communicable disease control
• Play an active role in the control of communicable diseases

• Organize effective health education on communicable disease control
• Recognize the nursing care and treatment of a patient with communicable disease
Course Content
I. Introduction (6 hours)
• Definition of terms
• Components of infectious process
• Chain of infection and its components
• Natural history of disease
• Modes of transmission of infectious agents
• Levels of disease occurrence
• Levels of disease prevention
II. Methods of Communicable Disease Control (6 hours)
• Prevention of environmental contamination
• Vector control
• Prevention of exposure to infection
• Reduction of host susceptibility
• Reservoir control
III. Definition, etiology, Epidemiology, mode of transmission, sign and symptoms,

diagnosis, treatment, nursing care and prevention of oral – fecal transmitted diseases ( 6
hours)
• Enteric fevers: typhoid and paratyphoid Fever

• Bacillary dysentery
• Amoebic dysentery
• Giardiasis
• Infectious hepatitis
• Cholera
• Gastro-enteritis
• Poliomyelitis
• Hydated diseases
• Helmentiasis: ascariaes, tricuris, enterobious, hookworm.
IV. Definition, etiology, mode of transmission, sign and
symptoms, diagnosis, treatment, nursing care and prevention of ( 12 hours)

Common cold
Measles
Diphtheria
Meningitis
Influenza
Pertusis
Tuberculosis
Leprosy
V. Definition, etiology, Epidemiology, mode of transmission, sign and symptoms, diagnosis,
treatment, nursing care and prevention of arthropod transmitted diseases ( 12 hours)
5.1. Mosquito-borne
▪ Malaria
▪ Bancroftianfilariasis
▪ Yellow fever
▪ Leishmaniasis
▪ Trypanosomiasis
5.2. Flea born
▪ Plague
▪ Endemic typhus
5.3. Louse-borne
▪ Epidemic typhus
▪ Relapsing fever
5.4. Snail-Schistosomiasis
VI. Definition, etiology, epidemiology, mode of transmission, sign and symptoms, diagnosis,
treatment, nursing care and prevention of sexually transmitted Infections ( 12 hours)
• Gonorrhea
• Non gonococcal Urethritis
• Syphilis
• HIV/AIDS, HBV,HCV
• Chancroid
• Lymphogranulomavenerium
• Cadidiasis
• Herpes genitalis
• Trichomoniasis
• Syndromic management of STIs
• Principles of Infection preventions and post exposure prophylaxis
• Management of sexually transmitted infections using the syndermic approach VII.

Definition, etiology, epidemiology, mode of transmission, sign andsymptoms, diagnosis,
treatment, nursing care and prevention of zoonotic diseases ( 5 hours)
• Taeniasis
• Brucelosis
• Rabies
• Anthrax
VIII. Definition, etiology, epidemiology, mode of transmission, sign and symptoms,
diagnosis , treatment, nursing care and prevention of food poisoning ( 5 hours)
- Salmonellosis
- Staphloccal food poisoning
- Botulism
Teaching Methods
Lecture
Discusssion
Assignments
Methods of Evaluation
• Class Attendance 10%
• Assignment 10%
• Mid Semester Examination 30%
• Final Examination 50%
References
1. Eshuis, Jan, and Manschot Pete; Communicable Disease: A manual for RuralHealth
Workers; African Medical and Research foundation, Rural Health serious7, Nairobi Kenya.
1987.
2. Control of Communicable Disease in Man Edited by A.S. Benson
3. E.H.O. Parr; Principles of Medicine in Africa, 2nd edition Huher and Tanner Ltd., Forume,
1984.
4. Abrahams, Benson, and Control of communicable Diseases in man, 4th edition, American
Public Health Association, Washington, 1985.
5. Gilles, H., Management of Sever and Complicated Malaria: A practical hand Book, WHO,
Geneva, 1991.
6. MOH Disease prevention and Control Department, AIDS in Ethiopia,
Background Projections Impacts interventions, 1-6th editions,1996,1998,2000, 2004.2006
Addis Ababa, Ethiopia.
7. WHO, Malaria, A manual for Community Health Workers, 1st edition, Geneva, 1996.
8. WHO, Global Strategy for Malaria Control, 1st edition, Geneva, 1993.
9. WHO, Practical Chemotherapy for Malaria: WHO report serious 805, 3rd edition Geneva,
1994.
10. Shiferaw, M. and Fanta, H., Epidemiology, A manual for students and Healthworkers in
Ethiopia, 1st edition, Addis Ababa, 1990.
11. WHO, World Health Forum: An International Journal of Health Development, Geneva, 12(3)
1991.
12. WHO, World Health Forum: An International Journal of Health Development, Geneva, 11(3)
1990.
13. WHO, STD Case Management (work Book 1-6), Program Introduction and the Transmission
and Control of STD/HIV, WHO, 1995.
14. STI National Guideline, 2006
15. Hussen M. Lecture note on communicable disease for nursing students, School of Nursing AAU,
2005.
16. National guidelines: ART, TB/Leprosy, VCT/PIHCT, Home based care, Palliative care,
Management OIs, Use of Cotrimoxazole prophylaxis
17. DACA, Standard Treatement Guidelines, For Zonal Hospiyals, 1st edition,
Junuary, 2004
Community Health Nursing course syllabus

Course title: Community Health Nursing
Course code: ComH 282
Placement: _________________
Course Description
This course is designed to enable the learner understand the principles, concepts and theories of
community health nursing with emphasis on the application of nursing process
related to health promotion and risk prevention of individuals, families, and community.
Teaching and learning strategies emphasize on independent self-directed learning and active
participation of students in discussions during lecture, group work, and seminar presentations.
1. Explain the conceptual basis and historical development of community health nursing.
2. Describe models of health care system organizations.
3. Describe the tools for community health nursing practice.
4. Expound the role of community health nursing in meeting the needs of the population groups
(aggregates) at risk.
Course Content
UNIT I: Conceptual Basis and Historical Development of Community Health
Nursing
CHAPTER 1: Conceptual Basis for Community Nursing Practice --- 4 Hrs
● The concept of community
● The concept of health
● Defining community health nursing
● Components of community health nursing practice
● Characteristics of community health nursing practice
CHAPTER 2: Historical Development of Community Health Nursing --- 3 Hrs
● Stages of community health nursing development
● Factors influencing on community health nursing development
● Roles of community health nurses
● Settings for community health nursing practice
UNIT II: Frameworks Basic to Community Health Service Organization
CHAPTER 3: Health Care Delivery System and Primary Health Care ----4 Hrs
● The concept of health care delivery system
● Components of health care system/sector
● Factors affecting health care delivery system
● Primary health care
● Modern health care delivery system in Ethiopia
CHAPTER 4: Theoretical and Conceptual Frameworks in Community Health Nursing --- 2 Hrs
● Theoretical basis for community health nursing
● Nursing models relevant to community health nursing practice
UNIT III: Tools for Community Health Nursing Practice
CHAPTER 5: Using Nursing Process in Community Health Nursing Practice ---- 3
Hrs
● Nursing process steps applied to community
● Nursing process characteristics applied to community
CHAPTER 6: Home Health Services/Home-Based Care --- 2 Hrs
● Definition of home health services
● Purpose of home health services

● Factors escalating the demand for home health services
● Home visiting and the bag
UNIT IV: Meeting the Health Needs of Aggregates at Risk
CHAPTER 7: Promoting and Protecting the Health of Families --- 3 Hrs
● Characteristics of families
● Family universals: socials system, values, structure, function, & life cycle
● Essential Family Health Services in Ethiopia
CHAPTER 8: Promoting and Protecting the Health of Street Children ----2 Hrs
● The concept of street children
● Factors pushing children to street
● Health problems of street children
● Strategies to address the health needs of street children
CHAPTER 9: Promoting and Protecting the Health of School Children --- 2Hrs
● The goal and objectives of school health services
● Components of school health services
● Common health problems among school children
● Characteristics of health promoting schools
CHAPTER 10: Promoting and Protecting the Health of People in Prison --- 2 Hrs
● Purpose of prison health services
● Common health problems in prison
CHAPTER 11: Promoting and Protecting the Health of Older Population --- 2 Hrs
● Health problems of elderly people
● Health promoting strategies for elderly people
CHAPTER 12: HIV/AIDS Prevention and Care in the Community --- 3 Hrs
● Overview of HIV/AIDS epidemic: Global & local
● Risk behaviors for HIV infection
● Levels of HIV/AIDS prevention and care
Teaching Methods:
● Lecture
● Discussions
● Group work (assignments)
Assessment Methods:
● Group/individual work = 10%
● Mid semester exam = 40%
● Final exam = 50%
Reference Materials
1. Spradley, B.W. &Allander, J.A. Community Health Nursing: Concepts andPractice.
th
4 Edition. Lippincott: New York, 1996.
2. Mengistu, D. &Equlinet, M. Community Health Nursing for Nursing Students:Upgraded Lecture
Note Series. University of Gondar, 2006.
3. Materials given/suggested by instructor during specific lecture sessions.
Environmental Health Control course syllabus

Course title: Environmental Health
Course code: Envi 327
Prerequisite: Microbiology and parapsychology, Human Anatomy and Physiology
Placement: ___________________
Course Description
The course is designed to introduce students to the overall environmental health in order to assist
them to acquire introductory knowledge to environmental health. The course deals with general
concepts related to environmental control activities relevant to health promotion and disease
prevention. It focuses on the control of community water supply, food hygiene & sanitation,
housing and institutional sanitation, and vector control.
1. Describe the relationship of human beings to their environment in relation to health.
2. List the various types of environmental factors or hazards.
3. Apply the basic principles of environmental control
4. Instruct individuals, groups, and communities on the utilization of safe and adequate water, water
source protection and storage; purpose of food sanitation, inspection & proper food protection
measures; proper human excreta and refuse disposal.
Course content
I. Introduction to environmental health 4 Hours
1. Definition of terms
2. Historical development of environmental health
3. Components of environmental health
II. Community water supply 8
Hours
1. Introduction
2. Importance of water
3. Water and disease
4. Availability and water requirement
5. Impurities of water
6. Sources of water
7. Usage of water
8. Development of safe water
9. Water treatment
10. Water quality control
III. Food hygiene and sanitation 4
Hours
1. Introduction and definition of terms
2. Purpose of food sanitation and inspection
3. Food borne illnesses (types, transmission and prevention)

4. Food sources and services
5. Need of hygiene and food protection
6. Proper food protection measures
- Sanitary requirement and house keeping
- Health and hygiene, food service, employ proper food handling practices
- Food preservation
- Vector control in food service areas

- Inspection and follow up
IV. Housing and institutional sanitation 4 Hours
2. Public health importance of housing
3. Basic principles of health for housing
4. Sanitary facility requirements for households and institutions specially, hospitals, clinics and
schools
5. Institutional sanitation (size, construction, sanitary facilities, safe environment, house keeping
and cleanliness).
V. Community waste disposal 6 hours
2. Classification of waste (solid and liquid waste)
3. Solid waste disposal:
a) Type of waste
b) Public health importance
c) Methods of handling solid waste cleaning storage, collection and
disposal
d) Special handling of hospital and clinic wastes.
4. Liquid waste disposal:
a) Public health importance
b) Relationship of excreta to health & hygiene
c) Common excreta & hospital waste disposal systems

VI. Vector control 6 Hours

2. Classification of insects
3. Identification and life history of health importance insects
4. General effects of vectors
5. Disease transmission
6. Inspection and check up of insect infestation
7. Common control methods
8. Rodent problems and infestation
9. Rodent destruction and control

Teaching Methods:
- Lecture
- Discussion
- Educational Field Trip (Site visits to Water Treatment Plants)
Evaluation Methods:
- Assignments and presentations 10%
- Project paper of the site visits 10%
- Mid-Semester exam 25%
- Final Semester exam 50%
References
1. DejeneHilu, KebedeFaris, MengeshaAdimassu, Solomon Tassew. HOUSING
AND INSTITUTIONAL HEALTH FOR ENVIRONMENTAL HEALTH STUDENTS. Lecture
Notes. Debub University Dilla, Ethiopia 2002.
2. Solomon Tassew. VECTOR AND RODENT CONTROL HANDOUT FOR
ENVIRONMENTAL HEALTH SCIENCE STUDENTS. Lecture Notes.
Alemaya University, Ethiopia. 2001.
3. KebedeFaris, TadesseAlemayehu, MamoWubshet, DejeneHailu. HUMAN
AND OTHER LIQUID WASTE MANAGEMENT FOR ENVIRONMENTAL HEALTH
STUDENTS. Lecture Notes. JimmaUniversity. 2001.
4. GABRE-EMANUEL TEKA M.Sc,R.P.S. ASSOCIATE PROFESSOR. FOOD
HYGIENE.PRINCIPLES AND METHODS OF FOOD BORNE DISEASE CONTROL WITH
SPECIAL REFERENCE TO ETHIOPIA.Faculty ofMedicine Department ofCommunity Health
Addis Ababa University 1997.
5. Helmut Kloos&Zein Ahmed Zein. The Ecology of Health and Disease inEthiopia.Westview
Press. 1993.
6. UNO WINBLAD WEN KILAMA. SANITATION WITHOUT WATER.
Revised and Enlarged Edition. Illustration by KjellTorstensson. 1985.
7. GABRE-EMANUEL TEKA, M.Sc., F.R.S.H. HUMAN WASTES ISPOSAL(1984), ETHIOPIA. A
PRACTICAL APPROACH TO ENVITONMENTAL HEALTH.
8. Lily PritamTelu Ram. Environmental Health and Hygiene. Second Edition 1982.
Epidemiology course syllabus

Course title: Epidemiology
Course code: Epid303
Placement: _________________
Course Description:
Epidemiology is considered as the basic science of public health. It provides useful tools and
methods to describe variations in disease occurrence and identify factors that influence the
occurrence of disease among population groups. The course provides basic concepts of
Epidemiology, describes natural history of diseases, and provides basic information on
measurements in epidemiology, sources of data in epidemiology, methods of epidemic
investigations, epidemiological study designs, surveillance and communicable diseases
epidemiology. Nurses can play a crucial role in the prevention,
prevention and rehabilitative services at all level and it is curtail to have epidemiological
knowledge to accomplish their job effectively. Thus, this course will prepare nursing students
and help them to work with other health workers effectively

Course objectives:
At the end of the course students should be able to:
• Describe the basic concept of epidemiology
• Explain the natural history of disease
• Discuss the measurements of morbidity and mortality
• List different source of data
• Describe the types of epidemics and it’s control measures
• Describe types of surveillance and it’s purpose
• Explain the major communicable diseases in Ethiopia
Course content
1. Introduction to epidemiology
1.1. Definition of epidemiology
1.2. Scope of epidemiology
1.3. Purpose and concepts of epidemiology
2. Basic concepts in community health
2.1 Health and disease
2.2 Risk factors for disease causation
2.3 Natural history of disease
2.4 Level of prevention of disease
3. Epidemiological aspects of communicable disease
3.1 Chain of disease transmission
3.2 Methods of controlling communicable disease
3.3 Epidemics and it’s control
3.4 Epidemiological surveillance
3.5 Major epidemics in Ethiopia and it/s control
4. Measurements of morbidity and mortality
4.1 Rates, ratio and proportion
4.2 Measure of morbidity
4.3 Measures of mortality
4.4 Examples of rates in our country
5. Source of data in epidemiology
Census
Vital statistics
Health service records
Morbidity and mortality surveys
6. Methods of epidemiological studies
6.1 Internantional studies Experimental
6.2 Observational studies
Case control
Cohort
6.3 Descriptive studies
Case serious
Ecological
Cross sectional
7. Epidemic Investigations
Steeps in epidemic investigations
8. Evaluation of epidemiological evidences
9. Epidemiological surveillance
Teaching Method
Lecture
Discussion
Case presentation
Evaluation
1. presentation: 10%
2. Assignments :10
3. Mid semester examination: 30%
4. Final Examination : 50% References
1. YemaneBerhan, Lecture not on Epidemiology, April, 2005, 2007 AAU, Ethiopia
2. Fliture, principles of Epidemiology,
3. Modern Epidemiology
4. HussenMekonnen, Lecture note on Epidemiology for nurses, 2005, school of Nursing, Addis
Ababa university
5. Rothman J. (1986). Modern Epidemiology. Library of congress, USA.
6. McCusker J. (1985). Epidemiology in Community Health. African Medical and research

foundation, Nairobi
7. Lilienfield A. Foundations of epidemiology. Library of congress, New York.
8. Barker D. Epidemiology in medical practice. Churchill living stone, New York
Reproductive Health course syllabus

Course title: Reproductive Health
Course code: Repr432
Placement: _________________
Course Description
This course is designed to equip B.Sc. nursing students with the knowledge, skill and attitude
they required to prevent, diagnose, treat and promote reproductive health related conditions at
individual, family and community level.
Course objectives
• Recognize the new concepts of Reproductive health
• Determine the international and national magnitude of maternal morbidity and mortality
• Describe reproductive rights
• Identify and explain the components of Reproductive Health
• Explain the advantages of an integrated approach of Reproductive health

• Compare and contrast safe motherhood initiative against mother baby package
• Elaborate Gender based Violence and its implication on health and development
• Discuss Adolescent Reproductive Health
• Describe the indicators of reproductive health
• Undertake various reproductive health researches.
Course content
Chapter I: Introduction
1. Reproductive Health
2. ICPD and Reproductive Health
3. Reproductive Rights
4. Maternal morbidity and mortality: A Global and National Perspective
Chapter II- Components of reproductive health
Safe motherhood initiative (SMI)
Gender based violence
Adolescent reproductive health
Infertility (treatment and prevention)
STIs/HIV/AIDS (their relationship, syndromic approach…)
Family planning (counseling, IEC, Pap smear test, and quality service) Abortion (prevention and
management of unsafe abortion, PAC)
Discouraging harmful traditional practices
Childcare
Chapter III- The strategies ventured so far to make RH successful
1. An integrated approach of reproductive health services
2. Integrated management of STIs/HIV into MCH/FP clinic
3. The emergence of Safe Motherhood Initiative and Mother-Baby Package
4. Reproductive health service indicators
Assessment:
Class activity 5%
Group assignment and presentation 10%
Midterm exam 25 %
Final exam 50 %
Teaching methods:
Lecture
Role Play
Group discussions
Seminars
References
th
Robert A.Hatcher,JemesTrussell,FeliciaStewart,etal –contraceptive technology,18 ed New
York ,2004
Robert A.Hatcher,MimiZieman, Carrie Cwiak,etal-managing contraception.2005 WHO ,family
planning a global hand book for providers
DrMesfeinadissie ,Ato Daniel Mengistu ,D.rGetenetMitikie ,etal –Manual of reproductive health for
the Ethiopian Health Center Team , Carter Center ,Ethiopia ,2003 MOH ,National guide line for the
management of STIs using the syndromic
management,Ethiopia,2001
th
McAtecr J. Family, newborn, and Women’s Health care. 16 ed. J.B. Lippincott Company.
rd
MOH, manual for maternal and child health care 3 ed. 1995.
Craven R.F. Fundamental of nursing human health and function. J.B. Lippriocolt. Compan
Fundamental of Nursing I course syllabus

Course title: Fundamental of Nursing I
Course code: FuNu1-102
Credit hours: 4 credit hour (2 theory & 2 lab)
Placement: _________________
Course Descriptions
This course is designed to prepare students to use the fundamental knowledge and skills that
needed to carry out different nursing practices.
Along with discussing the normal human body function, it provides a knowledge base which is
basic to identify the patient's response to altered human body function and also helps to use
consistent nursing process format to present the concepts and nursing responsibilities for helping
clients with health care needs in each area of function.
Course Objective
At the end of the course the student will be able to:
1. Describe the client support in health care system

2. Enumerate down the five components of nursing process
3. Develop a skill on measuring vital signs, specimen collection, and diagnostic procedure by
correctly performing the steps in the checklist.
4. Practice on aseptic technique, medication administration, and intravenous therapy.
5. Describe the normal and the altered functional pattern and the nursing interventions.
6. Write complete nursing process for clients with altered functional pattern
7. Discuss on the proper nursing intervention for altered function by performing the steps in
procedure;
Course Content:
Unit I. Supporting the client through the Health care system
1. Admitting, Transfer, and discharge
2. Recording and reporting
3. Client teaching
Unit II Essential Assessment component 1. Vital signs
Procedure- taking & recording vital signs
2. Diagnostic tests & procedures
A - Laboratory test: (Blood test, urine test, occult Blood test)
Procedure- Blood specimen collection

- Urine " "
- Sputum " "
- Swab " "
(Throat, vaginal. wound) & Nasal
B. Diagnostic procedures.
- Non- invasive procedure
-x- ray & Ultra sound,
-Magnetic Resonance I imaging
-Electro cardiograph (ECG)
Elect encephalography (EEG)

- Invasive procedure
- Endoscope
- Angiography
- Aspiration diagnostic procedure Procedure
- Biopsy
- Lumbar puncture
- Thoracenthesis
- Paracenthesis
Unit III.Selected clinical Nursing Therapeutics 1Asepsis practice (2)
A- Medical Asepsis.
Procedure - Hand washing
- Cleaning, Disinfection & Sterilization
- Use of Barriers
- Equipment & Refuse handing
- Isolation System
B- Surgical Asepsis.
Procedure - Surgical Hand washing
- Donning removing sterile glove
- Sterile field preparation
2. Medication Administration
A. General Concepts of pharmacology
B. Drug Name
C. Types and Forms of drugs
D. Source of information about Medication
E. Component of Drug order
F. Types of orders
G. Systems of Drug measurement
H. Factors Affecting Drug action
I. Safe drug /Medication/
J. Application of nursing process
K. Routs of drug Administration
Procedure
Administering oral Medication
Administering Topical Medication
Parental drug administration

3. Intravenous therapy I.Intravenous solutions.
A. Types of intravenous Solutions
B. Equipments for IV infusion
C. Iv flow rates
D. Role of the Nurse in IV therapy
II. Blood Trans-fusions
III. Parental Nutrition
TPN
Procedure-
- Initiating and monitoring IV infusion
- Blood transfusion technique.
4. Peri-operative Nursing (2)
- Preoperative care
- Intra operative care
- Post- operative care
U nit IV- Health perception and health Management
1. Safety
- Normal safety function
- Altered safety function
- Application of nursing process
2. Health Maintenance
- Normal health maintenance
- Altered health maintenance
Unit V - Activity and Exercise
1. Self care& hygiene
2. Normal self care function
3. Altered self care function
4. Application of nursing process
Procedures - Care of unit environment (Different bed makings)

- Bathing and skin care
- Perineal care
- Back massage
- Care of feet and nails
- Hair care (shampooing etc)
- Shaving or trimming
- Oral care
- Eye care
- Ear care
- Toileting (offering bed pan & urinal)
- Dressing
5. Body Mechanics and Mobility (2)
i. Normal Mobility
ii. Altered Mobility
iii. Application of nursing process.
Procedures
- Using proper body mechanics
- Position and moving a patient
- Range of motion exercise
- Assisting and Ambulation
- Helps a patient with crutch walking
- Patient transfer
- Assisting on cast application and providing care
6. Oxygenation: Respiratory and cardiac function
a. Normal Respiratory & cardiac function
i. Altered Respiratory & cardiac function
ii. Application of nursing process
Procedures- Deep Breathing exercise &
- Promoting breathing incentive Spiro meter
- Oxygen administration
- Suctioning
- Postural drainage
- Water sealed drainage
- Tracheotomy care
- Endotracheal tube insertion & care
- Cardio pulmonary Resuscitation
Unit VI.- Nutrition and Metabolism
1. Fluid, electrolyte & acid-base balance
- Normal fluid and electrolyte balance
- Normal a cid- base balance
- Altered fluid, electrolyte and acid-base balance.
- Application of nursing process Procedure: monitoring intake of out put
2. Nutrition
- Normal nutritional Function
- Altered nutritional function
- Application of nursing process Procedure -Assisting client on feeding
- NG tube insertion
- Enteral feeding (NG tube & Gastrostomy tube feeding)
3. Skin integrity and wound healing
- Normal integumentary function
- Altered integument function
Procedure - Wound suturing
- Wound Irrigation
- Care of Amputated Patient & Bandaging
- Heat and cold application
4. Thermo regulation
- Normal thermoregulation
- Altered thermoregulation
- Procedures
- Tepid sponging
Unit VII - Elimination (4)
1. Urinary Elimination (2)
- Normal urinary function
- Altered urinary function

- Application of nursing process Procedures
- Apply condom catheter
- Inserting Indwelling catheter (male & Female)
- Bladder irrigation
2. Bowel Elimination (2)
- Normal bowel function
- Altered Bowel function
- Application of nursing process Procedures
- Gastric decompression
- Gastric ravage
- Enema (cleansing, Retention, rectal washout)
- Flatus tube insertion
- Colostomy care
Unit VIII - Care of terminally ill and care after death (1)
- Care of dying
- Death
- Legal Issues
- Physical change after Death Procedure
- Care after Death
Method of delivery
- Lecture, discussion
- Demonstration
- Return Demonstration
- Audiovisual
Method of Evaluation :
- Mid Exam = 20%
- Final Exam = 40%
- Practical Exam = 30%
- Attendance = 10%
Reference Material.
1. Ruth F. Craven, Constance j. Himle
Fundamentals of Nursing: Human Health & Function

2. Perry potter -Clinical Nursing skills.
3. Julia M. Leahy, patricia E. Kizilay Foundations of nursing process approach
Fundamental of Nursing II course syllabus

Course title: Fundamental of Nursing II
Course code: NURS: 201
Credit hours: 4 credit hour (2 theory& 2 lab)
Prerequisite: FuNu2-231
Placement: Year II, Semester I
Course Descriptions
The course details the fundamental skills and knowledge that continues to fundamental of
Nursing I. It focuses on assessment and diagnosis of altered function & human response,
identification of outcome criteria followed by implementation of appropriate Nursing care
strategies, and evaluation of those interventions.
Course objectives:
After completing this course the student will be able to:
1. Describe the normal and altered human functional pattern.
2. Apply Nursing process for a patient with altered function
3. Diagnose the altered human function & human response

4. Develop a Nursing care plan for a person with altered function.
5. Identify and set the Expected out comes and criteria.
6. Implement appropriate nursing interventions
7. Evaluate the intervention based on the out come criteria.
Course Content:
Unit 1: Sleep & rest.... (2hrs)
. Normal sleep /rest function
. Altered sleep/rest function
. Application of nursing process
Unit 2: Cognition & perception... (6hrs)
1. Pain perception & comfort
. Pain mechanism
. Altered function resulting in pain
2. Sensory perception
. Normal Sensory perception function
. Altered sensory function
3. Cognitive processes
. Normal cognitive processes
. Altered cognitive processes
Unit 3: Self- perception & self-concept... (4hrs)
. Normal functional Self-concept patterns
. Self esteem
. Altered self concept
. Application on nursing process
Unit 4: Role & relationship... (6hrs)
1. Communication
. Normal communication
. Altered communication
2. Families & their relationship
. Normal family function
. Altered family function
3. Loss & grieving
. Normal grief
. Altered grief function

Unit 5: Coping & stress management ... (4hrs)
. Normal coping & adaptation to Stress
. Altered coping & adaptation to stress
. Application to nursing process
Unit 6: sexuality & reproduction.... (4hrs)
. Normal Human sexuality
. Altered sexual function
Unit 7: Value & belief.... (4hrs)

. Normal spiritual function
. Altered spiritual function

Method of teaching
- Lecture
- Discussion
- Assignment
- Presentation of care plan
Method of Evaluation
- Mid exam = 30 %
- Assignment (paper work) =10%
- Final exam =50%
- Attendance = 10 %
Reference Material
1. Ruth F. Craven, Constance J.Himle Fundamentals of Nursing: Human health and function
2. Julia M. Leahy, Patricia E. Kizilay: Foundations of nursing process approach
Nursing Health Assessment course syllabus

Course title: Nursing Health Assessment
Course code: NuHa231
Credit hours: 3 credit hour (2 theory& 1 lab)
Placement: Year II, Semester I

Course Description
The course is designed to provide adequate level of knowledge and psychomotor skills necessary
for assessing the health status of client health histories and perform physical examination in
asystematic manner for the nursing process approach and to determine areas in which health
promotion activities should be implemented or reinforced.
Course Objectives: At the end of the course the learner will be able to:
1. Identify the components of nursing process and write clear nursing care plan
2. Identify nurse’s role in health assessment and their collaborative role with medicine.
3. Describe methods of collecting and organizing nursing assessment data.

4. Obtain and document health history of a client correctly.
5. Document nutritional assessment findings using the nursing process
6. Integrate the health assessment into the assessment components of the nursing process;
7. Able to perform general physical examination to obtain objective data for clients health response
Course contents
Unit 1- Course Overview
Purpose
The nursing process Exercises
Unit 2- Complete Health History
Biographical data
Reasons for seeking care
History of present illness
Past history
Family history
Review of systems
Functional health pattern I ( Gordon approach)
Exercises on history taking in group
Unit 3- General Techniques of Physical Examination
Inspection, Palpation, Percussion and Auscultation
Common instruments used for physical examination
Unit 4- Nutritional and General Survey assessments
Nutritional assessment
General Survey
Unit 5- Examination of the Skin, hair and nails

Unit 6- Examination of Head, Neck, thyroid, and Lymphatic
Unit 7- Examination of the Eyes
Unit 8- Examination, of the ear, nose, mouth and Sinus

Unit 9- Examination of the chest and lungs
Unit 10- Examination of the Breast, axillae and abdomen
Unit 11 - Examination of the Heart and Blood vessels
Unit 12- Examination of the musculoskeletal system

Unit 13- Examination of the Neurological system
Complete Physical Examination
N.B. Each examination will include brief anatomy/important landmarks, subjective andobjective
data, steps of examination, any special examination and few probable nursing diagnoses for
references.
Teaching Methods:
Interactive Lecture
Demonstration and return demonstration
Weekly practicum on Peers and completion of worksheet
Video following each system
Evaluation
Work sheet in a group 10%
Mid-semester examination 30%
Final examination Comprehensive (theory and practice) 60%
References
1. Jarvis, C. (1992). Physical examinations and Health Assessment, W. B. Saunders Company,
Philadelphia
2. Barbara, Bevis, (1995). Physical examinations and Health Assessment.
Health Education course syllabus

Course title: Health Education
Course code: HeEd332
Credit hours: 2 credit hour
Placement: ________________
Course Description:
This course is designed to equip students with knowledge and skills needed to plan, implement
and evaluate health education for individuals, groups and communities in any setting to bring
about or sustain the desired health behaviors. The course includes: introduction, communication,
planning, implementation and evaluation of health education activities and programs, teaching
methods and materials and research in health education.
1. Explain the objectives and basic principles of health education
2. Identify the characteristics of good health educator
3. Recognize the communication principles, skills and methods required in health teaching
4. Describe the role of human behavior in health
5. Explain the basic characteristics of individual and group behavior and behavioral changes
6. Explain the methods used in health education planning, implementation and evaluation
7. Discuss the role of group dynamics in health education
8. Describe the concept and principles of community participation
9. Describe the major issue and approaches to research in health education
Course Content
Unit I: Introduction to health education and health promotion

• Definition of terms
• Determinants of health
• Aims of health education
• Principles of health education
• Methods and techniques of health education
Unit II: Human behavior and health
• Behavior and health
• Behavior change theories/ models of health behavior
• Group Dynamics
Unit III: Communication
• Communication and health communication
• Models of communications
• Methods of communication
• Barriers to effective communication
Unit IV: Health education planning, conducting health education and evaluation
• Health education planning

• Conducting health education
• Evaluation of health education

Unit V: Community mobilization
• Community mobilization
• Social marketing
Unit VI: Research in health education
• Concepts of research
• Quantitative research
• Qualitative research
Teaching Method: Lecture, discussion, Project work
Method of Assessment:
Group work: 25
Mid exam: 35
Final exam: 40
References
1. Glanz K, Barbara K and Franes M. (2002). Health behavior and health education. San Francisco:
Mayfield publishing Company
2. Green W. (1995). Health Education planning a diagnostic approach. USA :Mayfield publishing
Company
3. Green W. (2000). Health Promotion planning an educational and environmental approach.
USA :Mayfield publishing Company
4. Mckenzie F. and Jan L.(1997). Planning, implementing and evaluation of health education
programmes. USA: Viacom company
5. Naidoo J and Jane W. (2004). Health promotion foundation and practice: Toronto:
BailliereTindall Publishing Company
6. Ramachandran L. and Dharmalingam T. (1995). Health education: Anew Approach. New
DehiVikas Publishing house.
7. Ross S. (1995). Theory and practice in health education. USA :Mayfield publishing Company
Introduction to Professional Nursing & Ethics course syllabus

Course title: Introduction to Professional Nursing & Ethics
Course code: NuEt122
Placement: ________________
Course Description
This course provides and introduction to professional nursing and the role in customizing the
promotion and maintenance of health. Students will be introduced in the working definitions of
health, illness, nursing, nursing process, the role of nurses and ethical principles of nursing,
Concept of health promotion and wellness, communication techniques, the nurse client
relationship and theories of nursing will assist students to further study the role of baccalaureate
nurses. Besides, the course will enable students to acquire knowledge and appreciation on
emergence of nursing as a profession.
Course Objectives
1. Discuss the roles of a professional nursing in customizing care to protect, promote, and restore
optimal health.
2. Explain the varieties of roles available for professional nurses
3. Describe how state nurse practice Acts define the scope of nursing practice.
4. Explain the influence of the human dimensions, basic human needs and self-concept on health
and illness status, beliefs and practices.
5. Discuss selected nursing theories, including definitions, assumptions, beliefs, and applications to
nursing practice
6. Discuss the important ethical concepts and ethical principles
7. Describe ethical and legal guidelines that reflect the standards of nursing practice
8. Apply the nursing process to provide care to individuals in a variety of settings.
9. Describe appropriate communication techniques used in the professional role.
Course Contents
Unit I: Foundation of Modern Nursing (12 hrs)
Introduction to nursing
Historical background
Definitions of Nursing
Nursing as a profession
Code of ethics
Professional Nursing Organization
Aims of Nursing
Nursing education
Standards of Nursing
Practice Trends and issues in Nursing
Unit II - Promoting Wellness in Health and Illness (8 hrs)
Concepts of Health and illness
Models of Health and Illness
Continuum Health belief Model
Basic Human Needs
Levels of Preventive Care

Unit III- Theoretical Base for Nursing Practice ( 6hrs)
Introduction to nursing theory
General systems, stress/adaptation, developmental theories
Theorists and their theory including Calista Roy, King, Rogers, Orem
Unit IV - Values and Ethics in Nursing (4 hrs)
Professional ethical conduct
Patient Bill of Rights
Ethical decision Making
Unit V- Legal implications of Nursing (6 hrs)
Definition of Law Sources of Law
Professional and Legal regulation for nursing practice Crimes and Torts
Fact and expert witness
Legal safeguard for the nurse
Unit VI- The Nursing Process (4 hrs)
Historical development of nursing Process
Definition, characteristics and purposes of nursing Process Components of nursing process
Assessment Nursing Diagnosis Planning Implementation Evaluation
Unit VII- The Communication Process (4hrs)
Basic Characteristics of communication
Types of communication
Effective communication techniques
Interview techniques
Guidelines for communication
Teaching Methods:
Lecture,
Discussion
Case presentation
Assessment:
Home take assignment and presentation ................................ 30%
Mid termexamination .............................................................. 30%
Final examination ...................................................................... 40%
References
Leahy M. Julia &Kizilay (1998).Foundations of Nursing Practice; A Nursing ProcessApproach. W.B.

Saunders Company.
nd
Taylor, Lillis &Lemone (1993). Fundamentals of Nursing,2 . ed. J.B. Lippincott Company.
rd
Potter, Perry ( 1995). Basic Nursing, Theory and Practice; 3 ed. Mosby.Aiken, D. Tonia,
Catalano T. Joseph (1996).Legal, ethical and Political Issues in
Nursing. F.A. Davis
Medical-Surgical Nursing I course syllabus

Course title: Medical-Surgical Nursing I
Course code: MeSu1-231
Pre-requisite courses: - Human Anatomy, Human Physiology, & Microbiology Students: BSc
Nursing students
Placement: _______________
Course Description
This course is design to help students acquire the fundamental basis of medical-surgical nursing.
It covers common and basic medical surgical nursing condition with their specific nursing
assessment and management and builds upon students’ previous knowledge of basic science
covers such as anatomy, physiology, microbiology, Patho-physiology and psychosocial nursing.
The course also aims to help leanness understand the Patho-physiological changes taking place
during altered state of health of the clients.
Course objectives:-
1. Apply the general principles of Medical Surgical nursing to provide nursing care to patients
with medical surgical problem
2. Use nursing process in managing nursing care of patients with medical Surgical disorders
3. Apply knowledge from basic, behavioral, medical, and nursing sciences to manage nursing care
of patients
4. Teach individuals and families how to promote and maintain their health and prevent illness and
involve them in planning and implementation of nursing care
5. Explain the nursing care of patient with body fluid and electrolyte imbalance
6. Discuss the nursing care of patients with cancer and immunologic problems
Course content: -
Unit I: - Introduction to Medical surgical Nursing

1.1 Introduction to the nursing process
1.2 Concepts of health and illness
1.3 Impact of the health care delivery system on medical surgical nursing practice
Unit II: - Bio-psychosocial concepts related to health and nursing

2.1. Adult development
Stress, coping and adaptations Pain
Sensory deprivation and sensory over load Body image
2.2. Human sexuality
2.3. Response to loss, death and dying
Unit III: - Assessment and Intervention for clients with fluid and electrolyte imbalance
3.1. Fluid and electrolyte imbalance

3.2. Types of electrolyte in balance
3.3. Interventions for clients with fluid and electrolyte imbalance
Unit IVConcepts of acid-base

4.1. Intervention for clients with acid base imbalance
Unit V Management of clients with altered cell growth & structure

5.1. Burns Shock
5.2. Pre-operative
5.3. Post-operative
Unit VI: Management of clients with altered cell growth & structure
6.1. Concept of inflammation and the immune response
6.2. Concepts of altered growth
6.3. Intervention for client with cancer
6.4. Intervention for client with infectious
Unit VII: Intervention of client with immunology disorder
Teaching methods
Interactive lecture
Assignment
Presentations and discussion
Evaluation techniques
Tests………….…………………20%
Seminar presentation……………20%
Mid exam……………………….. 30%
Final exam………………………30%
Reference
1. Donna D.IGNATAVICIUS, A nursing process approach medical surgical
2. Medical surgical Brunner 8th edition
3. Lock Man and Sorenson. Medical Surgical Nursing
4. Medical surgical Nursing Lecture Note, EPGTI, 2007
5. Brunner and Suddarth’s Text Book of Medical Surgical Nursing, 11th Edition
6. RuthF.craven, ConstanceJ.Hirnle Fundamentals of nursing: human health and function
7. Julia M.Leahy, patriciaE.kiZilay. Foundations of nursing process approach
8. Harrison’s Principles of Internal Medicine, 17th Edition
9. Bate’s guide to History taking and physical examination, 8th Edition.
10. National Infection prevention and patient safety guideline , 2010
11. National HIV/AIDS treatment guideline,2010
Medical-Surgical Nursing II course syllabus

Course title: Medical-Surgical Nursing II
Pre-requisite: Medical Surgical Nursing I
Placement: _______________
Course Description:
This course covers parts of major medical-Surgical Nursing condition with their specific nursing
cares the course builds mainly or students’ knowledge of medical-Surgical Nursing I. The course
also aims to help student’s understand major alteration in organ systems from patho-physiology
bases. These theoretical instructions will be further reinforced by posting students in various
relevant clinical sites.
Course objectives:-
1. Describe the nursing management of a client with problems of physical mobility

2. Explain the nursing care of a client with problems of motor coordination
3. Discuss the care of a patient with problems of protection
4. Explain the nursing care of a patient with problems of digestion, nutrition, and elimination
5. Discuss the nursing care of a patient with problems of metabolism and body regulation
6. Recognize the nursing management of a patient with reproductive system disorder.
Course Contents
Unit I. Problems of mobility

1.1. Management of clients with disrupted of the musculo-skeletal system
1.1.1. Assessment of musculoskeletal system
1.1.2. Intervention for clients with musculoskeletal disorder
1.1.3. Intervention for clients with Muskulosketal Trauma
Unit II: - Problems of mobility and coordination:
2.1 Management of clients with disruption of the nervous system

2.1.1. Assessment of the Nervous system
2.1.2. Intonations for clients with CNS disorder
2.1.3. Intervention for clients with peripheral
2.1.4. Nervous system disorder
Unit III: - Problem of sensation
3.1. Management of clients with disruptions of the sensory system
3.1.1. Assessment of the eye

3.1.2. Interventions for clients with eye and visual disorder
3.1.3. Assessment of the ear
3.1.4. Interventions for clients with ear and hearing disorder
3.1.5. Unit IVProblems of protection
4.1 Management of clients with disruptions of the integumentary system

4.1.1. Assessment of the skin
4.1.2. Interventions for clients with skin disorders
Unit VProblems of digestion, Nutrition, and Elimination:
5.1. Management of clientswithdisruptions of the GI system
5.1.1. Assessment of digestive system

5.1.2. Disorder of oral cavity
5.1.3. Disorder of Esophagus
5.1.4. Disorder of the stomach
5.1.5. Disorder of the Intestine
5.1.6. Disorder of Eating
5.1.7. Intervention for clients with Biliary, Pancreatic and Hepatic disorder
Unit VI: - Problems of regulation and metabolism management of clients and disruptions
of the endocrine system
6.1. Assessment of endocrine system

6.2. Disorders of pituitary and adrenal gland
6.3. Disorder of thyroid and parathyroid Glands
6.4. Interventions for clients with diabetes mellitus
Unit VII:- Reproductive system disorder of the clients
7.1. Assessment of the reproductive system

7.2. Intervention for clients with disorders of the breast
7.3. Intervention for clients with male reproductive disorder
7.4. Intervention for client with STI.
Teaching Method
Interactive lecture Discussion
Seminar presentation
Assessment
Tests………….…………………20%
Mid exam……………………….. 30%
References
Medical-Surgical Nursing III course syllabus

Course title: Medical-Surgical Nursing III
Pre-requisite: Medical Surgical Nursing I & II
Placement: _______________
Course Description
This course is based on fundamental of nursing and medical surgical nursing theories. This
clinical experience will take place in hospital sitting to offer students ample opportunities to
apply the theoretical classes into actual practical patient care. The practice is based on and guided
by the framework of the nursing process.
Course Objectives: -
At the end of the course the students will be able to:-
1. Discuss the nursing care of the Problem of excretion

2. Explain the nursing management of a patient with the problem of oxygenation
3. Describe the nursing management of patient with the problem of cardiovascular system
5. Discuss the nursing care of patient with the problem of hematologic function
Course contents
I. Introduction
II. Disorder of the genitourinary system
1. Acid-base imbalance
2. Fluid and electrolyte imbalance
a/ Different types of electrolyte imbalance
b/ Interventions for clients with fluid and electrolyte imbalance c/ Interventions for clients with acid-
base imbalance
3. Disorder of the urinary tract
a. Infections of the urinary tract Pyelonephritis
CystititisUreteritis Urethritis
b. Diseases of the kidney and interventions for clients with acute renal failure
Renal failure
GlumerulonephritisNephrotc syndrome Nephrolithiasrs
4. Obstruction of urinary system
III Disorder of respiratory system
1. Rhinitis and sinusitis

2. Bronchial asthma
3. Tuberculosis
4. Ecnergency management for patient with airway obstruction
5. Chest surgeries and its Nursing management
5.1. Pneumonia
5.2. Bronchitis
5.3. Chronic obstructive disease (COPD)
IV. Cardiovascular system
1. Congestive heart failure
2. Arrhythmias and cardiac monitoring
3. Hypertension
4. Rheumatic heart disease
5. Shock
6. Anemia
7. Burn injury
V. HEMATOLOGIC DISORDERS
1. Assessment for hematological disorder Bleeding disorders
2. Nursing management for a patient with hematological disorder
Method of teaching- learning

Demonstration Clinical rounds Case presentation Nursing care
Evaluation-techniques
Tests………….…………………20%
Mid exam……………………….. 30%
References
First aid and accident prevention course syllabus

Course title: First aid and accident prevention
Course code: FiAi122
Placement: _______________
Course Description
This course enables the learner to give an effective & immediate aid or care to the injured or to
the one who is suddenly taken ill. The contents will include respiratory emergencies & artificial
respiration, disasters, sudden illness & unconsciousness, specific injures, shock, bone & joint
injuries, poisoning heat stock; heat cramp, heat exhaustion, drug & their abuse.
Course Objectives
At the end of the course the student will be able to:-
1. Prevent accidents & care for the injured or suddenly ill

2. Perform life saving measures & apply the knowledge in to practice
3. Select appropriate material for treatment refers cases when need arises
4. Explain the importance of lifting & transporting causalities safely to prevent possible
complications
5. Equip individuals to deal with the whole situation ( the person & the injury)
6. Distinguish between what to do & what not to do during an emergency
COURSE CONTENTS
1.Introduction to First Aid
o Definition
o Reason for First aid
o Value of first aid training
o General direction for a given first aid
1. Respiratory Emergency and Artificial Respiration
o Definition
o Respiratory emergency
o Artificial Respiration
o Cause of respiratory failure
o Anatomic obstruction
o Mechanical obstruction
o Air depleted of oxygen or containing toxic gases
o The breathing process
o Artificial Respiration
o Prevention of respiratory accidents
o Safety measures during swimming & voting
o Choking
2. Wounds
o Definition
o Classification of wound
o Types of wound
o Common cause
o Symptoms
o First aid for open wounds
o First aid for sever bleeding
o Types of bleeding
o Sites of bleeding
o Technique to stop severe blooding
o Prevention of contamination and infection of wound
o Bites
o Insect, dog, snake, human, animal
3. Dressing and bandage
o Dressing
o Bandages
o Combination of dressing and bandages
o Special pads
o Application of bandages
o First aid kit and supplies
4. Specific injuries
o Eye, head and neck injuries
o Wounds of the chest
o Abdominal injuries
o Back injuries
o Injuries to leg and feet
o Injuries to genital organs
o Hand injuries
o Blisters
5. Shock
o Definition
o Cause
o Sign and symptoms
o Treatment objectives
o First aid
6. Bone and joint injuries
o Definition
o Fracture
o Specific fracture
o Dislocation
o Sprains
o Strain
o Prevention of accidents resulting in skeletal and muscular injuries
7. Poisoning
o Definition
o Causes
o Sign and symptoms
o Objectives of treatment of first aid
o Contact positions
o Prevention
o Poisonous insect bites
o Prevention of accidental poisoning
8. Burns
o Definition
o Cause and effects
o Classification
o Extent and location
o First aid
o Prevention of heat emergency
9. Sudden illness and unconsciousness
o Heart attack
o Stroke complexity
o Fainting
o Convulsion
o Epileps
Learning Methods
 Lecture
 Group discussion
 Role playing
 Demonstration
 Practical exercise.
Assessment
Group assignment…………………………………….20%
Individual assignment ……………………………..10%
Quiz…………………………………………………………….10%
Test…………………………………………………………..10%
Mid. Exam……………………………………………….20%
Final Examination………………………………...30%
References
1. Skeet, M. First Aid for Community health worker to developing countries. Macmillan/tong
Kong 1984.
2. American Red Cross standard first Aid and Personal Safety, 2nded. New York 1979.
3. Caroline L. Nancy. Emergency care in the streets U.S.A. 19979.
4. Warner. C. Germanie. Emergency cares Assessment and intervention 3rd Ed. The C.V
5. Mosey Comp. London 1983
6. Infection prevention and patient safety guideline
7. Brunner &Sunddarth’s. Medical Surgical nursing. 10th& 11th editions.
8. British Red Cross Society, 9th edition, ABC of First Aid
9. Haramaya University, Upgraded lecture note series, AlemayehuGalmessa, First Aid and
Accident Prevention for Health Science Students
10. Alemaya University, lecture notes, AlemayehuGalmessa, First Aid and Accident Prevention
for NursesNursing Service Management & Leadership course syllabus
Course title: Nursing Service Management & Leadership

Course code: NuMa441
Prerequisites: Psychology & Sociology
Placement: _______________
Course Description
The course is designated to equip students with the basic principles, process, roles, skills, and
functions of management. The major topics included are: Functions of management, resource
management, organizational dynamics, managerial problem solving, quality improvement and

control.
Course Objective:At the end of the course the student will be able to:
1. Describe the basic process, principles, skills, and roles of management.
2. Explain planning and its process.
3. Describe organization theories and the process of organizing.
4. Explain the styles and principles of leadership.
5. Recognize the process of coordination.
6. Identify the principles and process of resource management.
7. Determine the process, principles, and steps of evaluation.
8. Explain managerial problem solving, quality improvement and control.
9. Describe organizational dynamics.
Course Content
I.Introduction to Nursing Service Management 4 hrs
• Definition of management and nursing service administration
• Types of managers
• Managerial Skills
• Managerial roles
II. Philosophy of Nursing Service Management 2hrs
• Organizational Philosophy and philosophy of Nursing Service Administration
• Goals
• Organizational Climate
IV. Functions of Management 4 hrs
• Planning
• Organizing
• Staffing
• Delegation
• Leading
• Motivation
• Coordinating
• Evaluation
V. Planning
• The planning process

• Types of planning
• Steps of planning
• Advantages of planning
VI. Organizing
• Organizational Structure
• Organizational characteristics
• Organizational Principles
• Organizational Concepts
• Organizing principles
• Steps of organizing
VII. Managing Resources
• Human Resource Management

• Budgeting
• Material management
• Managing equipment
• Managing Time
VIII. Leadership
• Leadership Theories
• Types of leadership
• Application to Nursing
IX. Communication
• The Communication process
• Blocks to Communication
• Communication Networks
• Exercises
X. Group Dynamics
• Group Dynamics
• Techniques for Decision Making in Small Groups
• Team Work
• Exercises
XI. Decision Making
• Decision Making
• Types of decisions
• Factors Influencing Decision Making
• Decision Making Tools
• Barriers to Effect Decision-Making
XII. Evaluation
• Roles of Evaluation
• Levels of Evaluation
• Steps of evaluation
• Types of evaluation
XIII. Conflict Resolution
• Conflict Resolution
• Types of Conflict
• Conflict Resolution Theory
• Conflict Management /Styles of Approaching Conflict Exercises
XIV. Management of Change
 Purpose of change
 Factors that cause change
 Managing resistances to change
XIII. Quallity Assurance/Improvement
 History of Quality Assurance
 Quality Assurance Process
Teaching method:
lecture
seminar
discussion.
Evaluation
1.Groupproject work………………………….. 25%
2. Individual assignment……………………… 15
3. Mid exam…………………………………….. 20
3. Final written examination………………….. 40
References
Amsale Cherie, Berhanie G/Kidan.(2005). Lecture Note on Nursing Leadership and
Management. USAID
Blake R. R., and Mouton, L.S. (1994).The Managerial Grid. Houston: Gulf Publishing.
Dalkey, N.C. &Helmer (1996).The Delphi method. An experimental study of group
opinion.Santa Monica, Calif.: Rand Corp.)
th
Davis K. (1981).Human Behavior at Work Organizational Behavior. 6 . ed. New York, NY:
McGraw- Hill; 404-406).
Filley, A. C. (1995). Interpersonal Conflict Resolution. Glenview, IL: Scott, Foresman. .
rd
Gillies, Ann Dee (1994).Nursing Management. A Systems Approach, 3 . ed. W. B. Saunders
Company, Philadelphia.
Hermann SJ. (1998). Becoming Assertive, A Guide for Nurses. New York, NY: D. Van
Nostrand, Co. 27
Kotter, I.P., and L.A. Schlesinger (1979). "Choosing Strategies for Change", Harvard Business
Review. Vol 57 (March - April)
Sullivan, P. Maureen (1990). Nursing Leadership and Management, Springhouse Corp.
rd
Sullivan, J. Eleanor, Decker, J. Phillip (1992). Effective Management in Nursing, 3 ed.
AddissonWessley, California.
rd
Swansburg,C. Russel (2002). Introduction to Management and Leadership for Nurse Managers.3
ed. Jones and Bartlett Pub.
Thomas, K.W. (1976). “ Conflict and Conflict Management”. In: Handbook of Industrial and
Organization Psychology. Chicago: Rand McNally.
Pathophysiology course syllabus

Course title: Pathophysiology
Course code: Path221
Placement: _______________
Course Description:
The course is intended to let the students understand some of disease causation and disease
mechanisms vis-à-vis normal functions.
Course Objective:At the end of the course the student will be to:
1. Explain cellular adaptations and alterations.
2. Identify the human developmental process and alterations.
3. Recognize alterations in body defense mechanisms.
4. Describe the disturbances in body fluid and electrolyte.
5. Explain adaptations and alterations in body organs and systems mechanisms.
Course Contents
1. Alterations in cell function and growth
• Cell injury- reversible; irreversible (necrosis and apotosis)
• Adaptive disorders- hypertrophy, hyper plasia, atrophy, metroplasia, dysplasia
• Neoplasis- nomenclature, classifications, carcinogenesis, clinical effects, examples HCC and
ceroical cancer
2. Alterations in body defense
• Inflammation
• Acute inflammation-vascular & cellular effects, complications
• Pneumona (1): Malaria 1.
• Chronic inflammation/Granulmatous, pul TBC1; leprosy 1
• Wound healing –1 primary & secondary healing, factors affecting
• Fracture healing –
• Defects in immune response
• Hypersensitivity reactions – with prototype examples 2 (HIV/AIDS) 2
3. Alterations in oxygenation of tissue
• Congestive heart failure (causes)
• Causes of effects + Congestions
• Alteration in blood coagulation
• Thromboembolism and infarction
• Lung diseases
4. Alterations in body fluid
• Mechanisms of edema
• Nephrotic syndrome and cirrhosis
5. Alteration in GIT function
• Peptic ulcer and cancer ulcer
• Intestinal obstruction
6. Alterations in Endocrine/metabolic functions/Hypo/hyper functions of thyroid and adrenals
7. Alterations in genitourinary functions
• Abnormal uterine bleeding
• Pelvic inflammatory disease (PID)
• Obstruction in urinary tract (Obstructive uropathy)
8. Alterations in neural functions
• Effects of any mass in the (CNS)
• Meningitis
9. Pathology of bed rest
10. Genetic/metabolic disorders
Teaching Methods:
Lecture
Assignments Seminars
Evaluation Methods
Assignments ------------- 20% Mid-semester ------------ 30% Final Examinations ----- 50%
Reference:
rd rd
- Pathophysiology 3 . Carol M. porth path physiology 3 ed.
- Barbara L. Bulback, Pathophysiology
Pediatric Nursing I course syllabus

Course title: Pediatric Nursing I
Course code: Pedi1-332
Prerequisite: Anatomy, Physiology, Microbiology, & Psychology
Placement: _______________
COURSE DESCRIPTION:
This Course is designed to prepare graduate nurses who are competent providers of child health
service in the hospital and community. The Students will be able to identify and understand the
modern approach of childcare. They will be able to assess growth and development of children in
different age group. They can apply varies approach of preventive, promotive and curative
aspects of care, discuss the various Neonate and childhood disease condition and its nursing
management.
Course Objectives:
On the Completion of this course, Students will be able to:
1. Discuss the modern Concept of child care and the principles of pediatric Nursing
2. Describe the Role of pediatric Nurse
3. Identify the growth and development, Nutritional and psychosocial needs of Children at different
age group (Newborn, toddler, preschool, school and Adolescence)
4. Recognize the varies common Childhood diseases and its nursing Management.
5. Develop skills in nursing Nursing Management of sick as well as healthy.
6. Identify the various aspect of preventive pediatric nursing and apply them in providing nursing
care to children in hospital or community.
COURSE CONTENTS:
Unit-I. Introduction
1.1. Introduction to pediatric nursing

1.2. Modern concept of child care
1.3. Changing trends towards hospital
1.4. Promotive, Preventive and Curative aspect of child care
1.5. Hospital environment for sick child
1.6. The Role of Pediatric nursing in child care
1.7. General principles and care of infant and children in pre and post operativeperiod
UNIT-II:Care of the Healthy child
2.1. Growth and development of children from birth to adolescence

2.2. Meeting the need of the normal children through the stages of development and parental
guidance
2.3. Meeting the need of child and feeding of infants and children (Breast-feeding, Supplement/
artificial feeding and weaning)
2.4. Meeting the play needs of children value of play and selection of play materials
2.5. Preventive pediatrics (Immunization, Breast feeding etc)
2.6. Growth assessment and monitoring
UNIT-IIICARE OF NEWBORN
Immediate nursing care of newborn
Assessment of newborn at birth [post natal, at discharge]
Physiologic responses of the newborn to birth.
Neonatal resuscitation.
Care of normal newborn.
Care of preterm, post term and SGA infant Neonatal infections
UNIT;IV-COMMON CHILDHOOD ILLNESSES AND ITS MANAGEMENT

4.1. Respiratory disorders
Upper respiratory infection
Lower respiratory infection
Pneumonia, Asthma
Primary complex
4.2. Cardio vascular disorders
Congenital heart diseases

A cyanotic heart diseases
Cyanotic heart diseases
Rheumatic fever.
4.3. Gastro intestinal disorders

Gastro enteritis
Hepatitis
Intestinal obstruction
Meckels diverticulum
Intussusceptions.
Acute appendicitis.
Hernias
Ano-rectal anomalies
Hirschprungs diseases
4.3.10. Worm infestation
4.4. Genito-urinary disorders

4.1.1. Urinary tract infection
4.1.2. Nephritis [chronic, acute]
4.1.3. Nephritic syndrome.
4.1.4. Wilms tumor.
4.1.5. Congenital disorders
4.5. Neurological infections and disorders

Convulsions
Epilepsy
Meningitis
Hydrocephalus
Microcephlus
Spinal bifida.
Cerebral palsy.
Mental retardation
Down syndrome
4.6. Orthopedic disorders

Club foot
Hip dislocation
Fractures
Scoliosis
Osteomyletis
Disorders of skin, ear, nose.
Scabies
Impetigo
Burns
Otitis Media
Epistaxis
4.7. Hematology (blood disorder)
Anemia
Leukemia
Hemophilia
4.8. Endocrine Disorders

4.8.1. Dwarfism
4.8.2. Juvenile diabetes melititus
4.9. Nutritional disorders

4.10.1 Protein Energy Malnutrition (PEM)
4.10.2. Vitamin deficiencies
4.10. Management of common childhood accidents and injuries

4.10.1. Poisoning
4.10.2. Accidents
Caring a Child with HIV infection
Teaching Methods
Lecture
Group discussion
Seminar
presentation Demonstration
Assessment:-
Assignment 10%
Group work 10%
Mid term Exam 40%
Final Exam 40%
Reference:
1. Text Book of Pediatric Nursing Doroth R./Marolow, Barbard A Redding, sixth edition, W.B.
Saunders Company.
2. Essentials of Pediatric Nursing, Whaley and Wong, 1982, The C.V. Mosby Company, London.
3. Waley& Wong’s Infant and children, Donna L.Wong, sixth edition,1999, Mosby St.louis
Missouri.
4. Text Book of Pediatrics, Achar.
5. Essentials of Maternal-Newborn Nursing, Ladewig, London olds, third Edition 1994, Addison-
Wesley Nursing, Adivisio of the Benjamin/cummengs publishing company, Inc.
6. Child Health Nursing care of the growing Family, Adele Pillitteri, third edition, 1987, Little
Brown and Company, Boston.
7. Pediatric care Planning, Kathleen Morgan Speer, Third edition, Springhouse corporation,
Pennsylvania.
8. Maternal and child health Nursing, Pillitteri, 2003.
9. Comprehensive Maternity Nursing, Mayan Mahlmeister, 1990, 2nd edition,
Lippincott Publication.
10.. Pediatric lecture notes, EPHTI, Carter Center – Jimma University
Pediatric Nursing II course syllabus

Course title: Pediatric Nursing II
Course code: Pedi2-341
Prerequisite: pediatrics Nursing I
Placement: _______________
COURSE DESCRIPTION:
This Course is designed to prepare graduate nurses who are competent providers of child health
service in the hospital and community. The Students will be able to identify and understand the
modern approach of childcare. They will be able to assess growth and development of children in
different age group. They can apply varies approach of preventive, promotive and curative
aspects of care, discuss the various Neonate and childhood disease condition and its nursing
management.
Course Objectives:
On the Completion of this course, Students will be able to:
1. Discuss the modern Concept of child care and the principles of pediatric Nursing
2. Describe the Role of pediatric Nurse
3. Identify the growth and development, Nutritional and psychosocial needs of Children at different
age group (Newborn, toddler, preschool, school and Adolescence)
4. Recognize the various common Childhood diseases and its nursing Management.
5. Develop skills in nursing management of sick as well as healthy.
6. Identify the various aspect of preventive pediatric nursing and apply them in providing nursing
care to children in hospital or community.
COURSE CONTENTS:
UNIT-I- MANAGEMENT OF HANDICAPPED CHILDREN
1.1. Management of mentally handicapped children

1.2. Management of physically handicapped children
1.3. Management of socially handicapped children
1.4. Management of behavioral disorders in children
UNIT II- EXPANDED PROGRAMME OF IMMUNIZATION
2.1. Epidemiology of EPI diseases

2.2. Objectives and targets
2.3. Strategies Schedule
2.4. Concepts and rates
2.5. Principles (care of vaccine/cold chain monitoring)
UNIT III -Demonstration
3.1. Physical Assessment of Newborn, infant and children.
3.2. Restraints
3.3. Resuscitation.
3.4. Medication
UNIT-IV– IMNCI
Teaching Methods
Lecture
Group discussion
Seminar
Presentation Demonstration
Assessment:-
Individual assignment 10%

Mid term Exam 30%
Final Exam 40%
Reference:
10. Text Book of Pediatric Nursing Doroth R./Marolow, Barbard A Redding, sixth edition, W.B.
Saunders Company.
11. Essentials of Pediatric Nursing, Whaley and Wong, 1982, The C.V. Mosby Company, London.
12. Waley& Wong’s Infant and children, Donna L.Wong, sixth edition,1999, Mosby St.louis
Missouri.
13. Text Book of Pediatrics, Achar.
14. Essentials of Maternal-Newborn Nursing, Ladewig, London olds, third Edition 1994, Addison-
Wesley Nursing, Adivisio of the Benjamin/cummengs publishing company, Inc.
15. Child Health Nursing care of the growing Family, Adele Pillitteri, third edition, 1987, Little
Brown and Company, Boston.
16. Pediatric care Planning, Kathleen Morgan Speer, Third edition, Springhouse corporation,
Pennsylvania.
17. Maternal and child health Nursing, Pillitteri, 2003.
18. Comprehensive Maternity Nursing, Mayan Mahlmeister, 1990, 2nd edition,
Lippincott Publication.
10.. Pediatric lecture notes, EPHTI, Carter Center – Jimma University
Pharmacology course syllabus

Course title: Pharmacology
Course code: Phar 231
Prerequisite: Biochemistry & Microbiology
Placement: _______________
Course Description:
This course is considered as a pre-requisite supporting course for medical surgical nursing,
pediatrics nursing and obstetrics, gynecology nursing and communicable disease. Introduction of
pharmacology that is related to drugs and it will be given concurrently and integrated with
administration of medication in the fundamental of nursing. Principles of drug action and drugs
that affect each system specifically will be discussed in this course.
1. Identify basic principles of pharmacology.
2. Discuss the action, indication, contraindication and side effects of drugs.
3. Recognize the right principles of drug administration.
4. Identify measures used to counteract the toxic effects of drugs.
5. Identify essential drugs in Ethiopia.
6. Explain the advantages and disadvantages of traditional medicines in Ethiopia.
Course content:
Unit one General Pharmacology
1.1. Definitions,
1.2. Routes of drug administration,
1.3. Basic principles of Pharmacology (Pharmacokinetics andpharmacodynamics)
1.4. Drug-interactions,
1.5. Adverse drug reaction,
1.6. drug development
Unit Two Pharmacology of Autonomic Nervous System
2.1. Introduction
2.2. Cholinergic agonist
2.3. Cholinergic antagonists
2.4. Adrenergic agonists
2.5. Adrenergic antagonists
2.6. Adrenergic antagonists
Unit Three Pharmacology of Central Nervous System
3.1. Local and general anesthetics,

3.2. Sedative-hypnotics,
3.3. Antipsychotics,
3.4. Antianxiety,
3.5. Antidepressants,
3.6. Antiepileptic,
3.7. Antiparkinsonian drugs and CNS stimulants
Unit Four Anti-inflammatory, Antipyretic and analgesics
4.1. Opioid analgesic
4.2. Non-opioid analgesic
4.3. Drugs used in gout
Unit Five Drugs for GI disorders
5.1. Laxatives
5.2. Anti diarrheal
5.3. Emetics and antiemetics
5.4. Antipeptic ulcer drugs.
Unit Six Pharmacology of Endocrine System
6.1. Antidiabetic
6.2. Drugs for thyroid Disease
6.3. Drugs affecting hypothalamic-pituitary axis
6.4. Drugs affecting reproductive system
Unit Seven Drugs for Respiratory Disorders
7.1. Antijussives
7.2. Antibronchial asthmatics
Unit Eight Pharmacology of Cardiovascular system
1.1. Drugs for CHF,
1.2. Antiarrhymic drugs,
1.3. Diuretics,
1.4. Antihypertensive drugs,
1.5. Anti-ischemic drugs,
1.6. Antis hock Drugs.
Unit Nine Chemotherapy I
9.1. Principles
9.2. Ectoparasites and disinfectants
9.3. Anti protozoa
9.4. Antifungal
9.5. Antiviral including Antiretroviral.
Unit Ten Chemotherapy II
10.1 Beta- lactum antibiotics
10.2 Macrolide antibiotics
10.3 Sulphonamides
10.4 Floroquinolones
10.5 Anti-TB
Unit Eleven Traditional medicines and rational drug use
TEACHING METHODS
 Lecture and Discussion
Mode of Assessment
 Class participation……………….10%
 quizzes ………………………………..10%
 Assignment…………..………………20%
 mid – exam…………………………..20%
 Final written exam…………………….40%
Reference;
1. Pharmacology for nursing care By Richard A. Lehne
th
2. Basic and clinical pharmacology By katzung (9 edition)
th
3. Pharmacology By Rang and Dale (4 edition)
Med. Surgical Practicum I course syllabus

Course title: Med. Surgical Practicum I and II
Course code: 332
Prerequisite: MeSu-332 practicum I and II
Placement: _______________
1. Course Description: This course introduces major concepts as related to the practicalnurse’s
caregiver and discipline-specific roles. Emphasis is placed on the nursingprocess, legal/ethical
issues, wellness/illness patterns, and basic nursing skills. Upon completion, the students should
be able to demonstrate beginning understanding of nursing process to promote/maintain/restore
optimum health for diverse clients
2. Course Goals or Learning Outcome: By the end of this course The student will beable to:
1. Apply the nursing process to promote/maintain/restore health.
2. Identify client needs and show evidence-based practices to implement nursing care.
3. Utilize basic techniques of therapeutic communication, including written expression, verbal and
non-verbal expression, and informatics.
4. Perform basic, patient-centered nursing skills
5. Practice nursing according to legal, ethical, and professional standards
3. Prerequisites: Medical Surgical Nursing I (Nurs 2111), Introduction to Professionalnursing and
ethics, Fundamentals of nursing I, Anatomy I and II, Physiology I and II, Pathophysiology, and
Nursing health assessment
5. Expectations: Students in this clinical are expected to:
1. Adhere to the student rights and responsibilities as outlined in the University Catalog. Violations
of any one of these policies will result in the faculty review process and/or dismissal from the
program.
2. Participate actively and appropriately in clinical set up.
3. Adhere to professional standards of dress and grooming while working with patients in this
course, which includes the department of nursing and midwifery uniform and name badge.
Failure to adhere to the dress code policy will result in the student’s dismissal from clinical as an
unexcused absence.
4. Adhere to “Clinical Ground Rules” as well as working with your assigned partner and not
leaving the not leaving clinical area without notifying the instructor.
5. Ask questions and clarify information needed for safe patient care. Any action violating patient
safety will result in the student’s dismissal from clinical and the student will be required to meet
with the instructor and the Department Chairman. The student will be subject to faculty review
process prior to continuation of the clinical.
6. Report any unusual patient finding or data to instructor and/or staff nurses.
7. Accept responsibility and accountability for accomplishing course objectives according to the
stated time lines.
8. Prearrange with the instructor for any procedure to be completed. The student will not complete
any medication administration or complete any nursing procedure without the instructor or the
instructor’s appointed designee.
9. Demonstrate respect for the rights and dignity of others, which will include, but is not limited to,
arriving on time, listening to opinions of others in a nonjudgmental manner, not making false
statements, having pagers turned off, cell phones turned off, and following hospital and clinical
rules. No cellular phones or pagers on nursing floors. Profane language is not acceptable.
10. Exhibit professional behaviour in the clinical set up.
11. Demonstrate acceptable standards of behaviours. Cheating and plagiarism are unacceptable
forms of behaviours and will result in No Credit for the class.
12. Appropriately notify instructor if unable to attend class. Unexcused absence hours of 10% or
more of the total number of class hours will put the student in jeopardy of being dropped from
the class.
6. Summary of Teaching Learning Methods: : Patient assignments will be given tothe students,
Audiovisuals Pre/post conferences, Student/instructor conferences, Seminar, Bedside discussion,
Field trip, Required reading and case study will be used by taking in to consideration the
situation of the clinical setup.
7. Summary of Assessment Methods:
Patient centred care=40%
Nursing care plans/clinical logs/teaching and discharge plan =20%
Seminar= 20%
Discussion=20%
8. Schedule: course topics
Assessment of the patient
 Taking history and documentation----------------------minimum 4 patients
 Perform general and specific physical examination and documentation-------
---------------------------------------------------------------- minimum 4 patients
 Comfort patient, take vital signs and documentations --------minimum 20
patients
• Identify alterations and deviation
• Practice medical surgical asepsis-Standard safety measures
Administer medications
 Oral, IV, IM, SC, ID----------------------------------- minimum 20 patients
 IV infusion and drug administration---------------- minimum 10 patients
Pre operative preparation of patients
• Teaching
• Consent
• Preparing the patient according to the procedure
Post operative care-receiving patient, assess, monitor, and care
 Care of wounds and drainage-------------------------- minimum 20 patients
 Suturing and suture removal---------------------------- minimum 10 patients
 Ambulation and exercise-------------------------------- minimum 5 patients
 Practice universal precautions
Skin and Communicable Diseases Ward
 Assessment of patients with skin disorders------------- minimum 4 patients
• Assist in diagnostic and therapeutic procedures.
 Administer topical medication---------------------------minimum 4 patients
• Give Medicated baths
• Teach prevention of infectious diseases
Orthopedic Ward
• Assessment of orthopedic patients
• Assist in application of plaster cast and removal of cast
 Care for a patient with cast--------------------------------minimum 5 patients
• Assist skin traction buck’s extension traction.

• Assist in application and removal of prosthesis
• Physiotherapy-Range of motion exercise (ROM), muscle strengthening exercises
 Crutch maneuvering technique---------------------------minimum 5 patients
• Activities of daily living
 Ambulation-------------------------------------------------- minimum 10 patients
 Teach and counsel patients and families---------------- minimum 10 patients
Burns unit
• Assessment of burn patient
 Classification of burns------------------------------------- minimum 4 patients
 Care of burn wounds-------------------------------------- minimum 4 patients
 Fluid replacement therapy-------------------------------- minimum 4 patients
Fluid and electrolyte replacement therapy
 Assess, calculate, replace and record intake and output -------minimum 8
patients
 Bathing------------------------------------------------------- minimum 5 patients
 Dressing----------------------------------------------------- minimum 15 patients
• Practice medical and surgical asepsis
• Participate in rehabilitation program
9. Emergency Procedures:
1. Evacuation procedures:
2. Location of first aid kit:
3. Emergency ambulance:
4. School nurse: location, phone, hours
5. Campus security: location, phone, hours
Med. Surgical Practicum II course syllabus

Course title: Med. Surgical Practicum III
Course code: NURS 215
Prerequisite: Med. Surgical Practicum I and II
Placement: _______________
1. Course Description: Focus is on applying the knowledge, skills, and attitudesrequired to provide
safe, client centred care to acute and chronically ill adults and older adults in a variety of setting.
2. Course Goals or Learning Outcome: Upon the completion of the course, withminimal
supervision the student will:
1. Perform a complete and focused bio psychosocial assessment on multiple medical surgical
clients using a systematic and culturally appropriate approach.
2. Assess and establish nursing diagnosis for a minimum of 2-3 medical-surgical clients
3. Prioritize, implement, and evaluate an individualized plan of care for a medical surgical client
incorporating appropriate members of inter-professional health care team
4. Demonstrate accountability, safety, and professionalism in implementing patient centred care.
3. Prerequisites: Medical Surgical Nursing I , II and III , Fundamental of nursing II
4. Expectations: Students in this clinical are expected to:
1. Adhere to the student rights and responsibilities as outlined in the University Catalog. Violations
of any one of these policies will result in the faculty review process and/or dismissal from the
program.
2. Participate actively and appropriately in clinical set up.
3. Adhere to professional standards of dress and grooming while working with patients in this
course, which includes the department of nursing and midwifery uniform and name badge.
Failure to adhere to the dress code policy will result in the student’s dismissal from clinical as an
unexcused absence.
4. Adhere to “Clinical Ground Rules” as well as working with your assigned partner and not
leaving the not leaving clinical area without notifying the instructor.
5. Ask questions and clarify information needed for safe patient care. Any action violating patient
safety will result in the student’s dismissal from clinical and the student will be required to meet
with the instructor and the Department Chairman. The student will be subject to faculty review
process prior to continuation of the clinical.
6. Report any unusual patient finding or data to instructor and/or staff nurses.
7. Accept responsibility and accountability for accomplishing course objectives according to the
stated time lines.
8. Prearrange with the instructor for any procedure to be completed. The student will not complete
any medication administration or complete any nursing procedure without the instructor or the
instructor’s appointed designee.
9. Demonstrate respect for the rights and dignity of others, which will include, but is not limited to,
arriving on time, listening to opinions of others in a nonjudgmental manner, not making false
statements, having pagers turned off, cell phones turned off, and following hospital and clinical
rules. No cellular phones or pagers on nursing floors. Profane language is not acceptable.
10. Exhibit professional behaviour in the clinical set up.
11. Demonstrate acceptable standards of behaviours. Cheating and plagiarism are unacceptable
forms of behaviours and will result in No Credit for the class.
12. Appropriately notify instructor if unable to attend class. Unexcused absence hours of 10% or
more of the total number of class hours will put the student in jeopardy of being dropped from
the class.
6. Summary of Teaching Learning Methods: : Patient assignments will be given tothe students,
Audiovisuals Pre/post conferences, Student/instructor conferences, Seminar, Bedside discussion,
Field trip, Required reading and case study will be used by taking in to consideration the
situation of the clinical setup.
7. Summary of Assessment Methods:
Patient centered care=40%
Nursing care plans/clinical logs/teaching and discharge plan =20% Seminar= 20%
Discussion=20%
8. Schedule: Course topics

Respiratory, Gastrointestinal tract , Endocrine, Neurology and Renal system disorder
• Assessment of the patient: taking history, perform general and specific physical examination and
identify alterations and deviations and
documentation------------------------------------------ minimum 10 patients
 Oxygen therapy by different methods------------------- minimum 10 patients
 Nebulization
 Chest physiotherapy--------------------------------------------- minimum 10 patients
 Naso-gastric tube insertion and feeding-------------------- minimum 10 patients
 Naso-gastric tube insertion and aspiration----------------- minimum 10 patients
 Care of chest drainage--------------------------------------- minimum 2 patients
 Ostomy care: gasgtrostomy, colostomy, enterostomy------ minimum 10 patients
• Assist in common diagnostic procedures
• Perform/Assist in the therapeutic procedures
 Administer insulin---------------------------------------------minimum 10 patients
• Teach patient with diabetic mellitus how to administer insulin, dietary regulation, self
examination of body parts, sign and symptom of blood
glucose level fluctuation, etc-----------------------------minimum 10 patients
 Care of wound for a thyroidectomy patient--------------------minimum 2 patients
 Care of drainage tubes in thyroidectomy patient------------minimum 2 patients
 Apply Glasgow coma scale ---------------------------------------minimum 10 patients
 Care of patients with neurological problems------------------minimum 3 patients
 Blood and component therapy--------------------------------minimum 2 patients
 Throat Suctioning-------------------------------------------------minimum 10 patients
• Collect specimens for common investigations.
• Maintain elimination: Catheterization, Bowel wash , Enema and Urinary-----
----minimum 5 patients for each
 Identify, prevent , and manage urinary tract infections-----minimum 10 patients
• Maintain intake, output and documentation
• Counsel and teach related to specific disease conditions
CARDIOLOGY WARD
 Physical examination of the cardio vascular system----------minimum 5 patients
• Recording and interpreting ECG
• Monitoring and assisting in non-invasive and invasive diagnostic procedures.
 Administer cardiac drugs with the necessary precautions -----------minimum 10
patients
 Cardio pulmonary Resuscitation--------------------------------- minimum 5 patients
• Teach patients and families
 Practice medical and surgical asepsis-Standard safety measures

CASUALTY/EMERGENCY
 Practice triage------------------------------------------------------minimum 10 patients
• Assist with assessment, examination , investigations and their interpretations, in
emergency and disaster situations------------------------------- minimum 10 patients
 Practice accurate documentations ------------------------------ minimum 10 patients
 Assist in legal procedures in emergency unit
 Participate in managing crowd
 Counsel patient and families in grief and bereavement
ENT
 Perform examination of ear, nose and throat---------------- minimum 10 patients
 Assist with diagnostic procedures
 Assist with therapeutic procedures
 Instillation of drops---------------------------------------------- minimum 10 patients
 Perform/assist with irrigations--------------------------------- minimum 5 patients
 Apply ear bandage
OPHTHAMOLOGY
 Perform complete eye examination-------------------------- minimum 5 patients
 Assist with diagnostic procedures---------------------------- minimum 5 patients
 Assist with therapeutic procedures--------------------------- minimum 5 patients
• Perform/assist with irrigations.
 Apply eye bandage--------------------------------------------- minimum 5 patients
 Apply eye drops/ointments----------------------------------- minimum 10 patients
 Assist with foreign body removal-------------------------- minimum 5 patients
• Teach patients and families
9. Emergency Procedures:
Evacuation procedures:
Location of first aid kit:
Emergency ambulance:
School nurse: location, phone, hours
Campus security: location, phone, hours
Obstetrics and gynecology practicum course syllabus

Course title: Obstetrics and gynecology practicum
Course code: ObSu- 342 practicum
Placement: _______________
Course Description: This course is designed for Generic BSC nurse students to enable them
provide nursing care in maternity ward that encompasses cognitive, psychomotor and affective
domain. This clinical practice is based on the assumption that they have been given the
theoretical aspEtCTS of gyn/obs and Nursing art, which will help them in the process of its
clinical practice.
General objective:At the end of the attachment period the student will be able to identify the
physiological, psychological and social needs of the client and develop basic skills of obstetric
nursing, nurse patient relationship, sense of responsibility, effective communication skills, and
show responsible behavioral changes towards the care of mothers.
Specific objectives:
In this clinical attachment the students are expected to
- Admit a mother in labour after making complete nursing assessment
- Distinguish between true and false labour
- Perform abdominal examination and interpret each step
- Differentiate between the various stages of labour
- Demonstrate vaginal examination and interpret findings
- Prepare delivery set and conduct labour
- Perform and repair an episiotomy
- Provide the immediate care of the newborn
- Make the mother comfortable after delivery
- Assist the mother in breast feeding
- Provide post natal care and health education
- Follow the principles of infection prevention and standard precaution while performing any
procedure.
- Apply PMTCT during pregnancy, labor and postpartum period.
- Demonstrate nursing skills and professional attitude in the daily activitiesof the clinical area
Remark:
Throughout your stay in maternity ward, you are expected to conduct five normal deliveries
and observe ten abnormal deliveries.
The overall evaluation criteria include:
Attitude towards nursing ethical standards –15%
Daily nursing care activities-40%
Nursing care plan (two) –20%
Postnatal health education_15%
Case presentations_ 10%
Course policy
If a student is absent without justifiable reasons i.e., without reporting to the instructor and/
having medical certificate he/ she will end up with one year delay and repeat that particular
practicum course.
If a student is absent with medical certificate or justifiable reasons he/ she compensates it.
If a student is absent for one or two days without justifiable reasons s/he compensates double for
each day of absenteeism and earn “C” grade in that specific ward.
PRACTICAL EVALUATION FORMAT FOR MATERNITY WARD
Name of the student______________________________ Date______________________
Score____________________
Instructor_________________________ Sign___________________
S.NO EVALUATION CRITERIA RATING SCALES REMARKS
I ATTITUDE TOWARDS PROFESSIONAL 1 2 3 4 5
AND ETHICAL STANDARDS
1.1 Punctuality
1.2 Completeness of the uniform
1.3 Neatness and grooming
1.4 Ability to identify own responsibility
1.5 Ability to work harmoniously with other colleagues
and ward staff
1.6 Ability to take responsibility for own action
1.7 Reports when temporarily leaving the work area
II DAILY NURSING CARE ACTIVITIES
2.1 Takes history of the client in labour
2.2 Performs physical examination for the client in
labour
2.3 Records and interprets all the findings on
partograph
2.4 Makes accurate observations on mother in labour
2.5 Keeps the client’s unit as clean and in order as
possible
2.6 Keeps the mother as clean and dry as possible
throughout the labour process
2.7 Understands the physical and psychological needs
of the mother in labour and addresses it accordingly
2.8 Prepares the delivery sets and other necessary
materials in the delivery room
2.9 Performs and repairs episiotomy
2.10 Conducts normal labour
2.11 Gives the immediate care of the newborn
2.12 Assesses, records and interprets the Apgar score
Of the newborn
2.13 Safeguards the newborn from hazards (cold,
falling)
2.14 Conducts the third stage of labour appropriately
applying one of the methods of expelling the
placenta
2.15 Carries out an appropriate placental and membranes
examination for its completeness
2.16 Provides immediate postnatal nursing care for the
mother
2.17 Demonstrates and helps the mother in breast
feeding
2.18 Carries out systematic neonatal physical

examination before discharge
2.19 Carries out systematic physical examinations for
the mother before discharge
2.20 Provides perineal care for unable and critically ill
clients
2.21 Cleans, sterilizes and returns all equipment back
after use
2.22 Cleans and keeps in order the delivery unit in order
at the end of the procedure
2.23 Eager to learn (asks questions, answers when
asked)
2.24 Admits his own error
2.25 Participates actively in group discussion and
seminar presentations
2.26 Shows concern, sympathy and respect when giving
nursing for the clients
2.27 Self initiation for work and capacity to initiate
others
III NURSING CARE PLAN
3.1 Nursing assessment
3.2 Formulation of nursing diagnosis
3.3 Setting of patient’s goal
3.4 Nursing intervention
3.5 Evaluation
IV POSTNATAL HEALTH EDUCATION
4.1 Organization
4.2 Comprehensiveness
4.3 Use of relevant references
4.4 Feedback and summary
V CASE PRESENTATION
5.1 Identification of patient’s problem
5.2 Organization
5.3 Use of references
5 = Excellent 2 = Fair
4 = V. good 1 = Poor
3 = Good
EVALUATORS:
1) Instructor__________________Sign_____________
Date____________
LABOUR AND DELIVERY FORMAT
I. History:
Name of the patient________________________________ Age___________
Address: Region/Zone ______Woreda/Town____Kebele-----House No.--------
Admission date________________ Time________________

Past Medical history: Family, Medical, Surgical)_____
Present obstetrical history: LMP____ EDD---------Gestational age in wks___
ANC follow-ups: Yes_____No________
Any compliant during this pregnancy_____________
Onset of labour: Date______________ Time________________
Membranes: Intact_____ Ruptured_____
If ruptured; Date___________ Time_____________
Amniotic fluid color______
II. Physical examination:
Vital signs: BP________ PR_________TEMP___________RR_________
Abdominal palpation:
Fundal ht in weeks_______
Lie_______________
Presentation_______
Position------------
Descent___________
FHB/mt________
Contraction: Frequency_____Length_____Strength-------------
Vaginal examination: Cervical dilatation___________________
Effacement____________________________
Consistency___________________________
Position of the cervix____________________
Membranes (ruptured, intact)______________
Amniotic fluid (colour)___________________
Position of the fetus______________________
Station of the presenting part______________
Ischial spines--------------
FOLLOW UP OF THE 1st STAGE OF LABOUR

DATE TIME FHB Cx. Descent BP PR Temp
CONTRACTION Dilatn.
Frequency Length Strength
Delivery Summary
Mother:
Name of the patient___________________Age_____
Mode of delivery: (SVD, SVD, Vacuum, Forceps, etc)__________________
Time of delivery: Date_______________Time___________________
Time of placental expulsion:_____________
Method of placental removal______________________________________
Ergometrine/oxytocin given: Yes_No_Time of administration ---
Uterus contracted: Yes ____No ________
Fundal Ht below/above the umbilicus____________
Bleeding stopped Yes________ No________
Episiotomy, Yes----No-----Indication---------------
Laceration_________
Average blood loss in ml -------------------
Vital Sign: BP______ PR_______Temp_________RR________________
Breast feeding initiated: Yes _____No _______Time (date, time)____________________
Any other nursing care given_________________
NEWBORN
Apgar score: on the first minute_____ On the fifth minute___
Sex______Weight______Ht_________H.C________
Vit. K_______TTC oint.___________

Bleeding from the cord__________
Any other nursing care given________________
Conducted by ------------------------------Sign-------------- Date--------
Assisted by----------------------------------Sign----------------Date-------------
Postnatal mother assessment before discharge
Patient name ____________________________ Age________________
Vital signs: BP__________PR__________TEMP_________RR_______________
HEENT________________________________________________________
CHEST: CVS________________________________________________________
LUNGS____________________________________________________
BREASTS: Engorgement________________________________________________
Nipple conditions____________________________________________
Mastitis____________________________________________________
Lump______________________________________________________
ABDOMEN:
Inspection: (distention, contour, operation wound, and skin, etc)________________________
If any operation scar, (e.g. c/s), (is the wound healing or healed, bleeding, reddened, swollen,
dehisced, or has discharge?) _____________________________________________________
Palpation:( any mass, tenderness, etc)______________________________________________
UTERUS: Fundal Ht (below/above the umbilicus) in cms_____________________________
Consistency (hard, soft)________________________
Tenderness__________________________
GENITALIA: Any tear_______ Episiotomy ____________________
Lochia (type, colour, odour, consistency)______________
Warts________________________________________
RECTUM: Hemorrhoids________________
EXTREMETIES: Symmetry____________________________________________________
Dilated veins___________________________________________________
Thrombosis______________________________________________
Tenderness____________________________________________________
Foot drop_____________________________________________________
Any other abnormalities__________________________________________
Swelling______________________________________________________
Any other nursing care measures given__________________
Name of the student_____________Sign_________Date-----
NEONATAL ASSESSMENT BEFORE DISCHARGE
Vital signs: AHB_____________RR________TEMP_______
HEENT: Head: (any fracture, deformity, swelling hydrocephally,microcephally)___________
Face: facial paralysis/palsy______
Eyes: (any discharge, squint eyes) _________________
Nose;( any discharge, deformity, snuffling)_________________________________
Mouth: (Cleft lip/palate, tongue tie, sucking activity)_________________________
Neck: (any deformity)_________________________________________________

Chest: (movements on respirations, and any abnormality)__________________
Abdomen: (distended, tender, mass, movement on respirations)_________________________
Umbilical stump: Wet/Discharge___________Odour_______

Colour_____________________________________________
Bleeding___________________________________________
Hernia_____________________________________________
Clean and/dry_______________________________________
Infected___________________________________________
GENITALIA: Passage of urine__________________________________________________

Sex organ (any abnormality)______________________________
Testicles (un descended, descended)_________________ Hypospadias_________________
Discharge (female)________________________________________________
EXTREMITIES: Extra digit___________________________

Clubfoot______________________________________________________
Paralysis_______
Any deformity_________________________________________________
RECTUM: Anus (patent, impatent)
Passage of meconium_____________
BACK: (Spina Bifida)__________________
Any relevant nursing care measures taken_________
Name of the student_____________
Sign_____________Date____
Page 221
Pediatrics practicum course syllabus
Course title: Pediatrics I practicum
Course code: Pedi342 practicum
Placement: _______________
Course Description:
This course is designed to enable to students to develop knowledge, attitude and practical skill in
child health nursing in the practical areas. The experiences in the clinical area will offer students the
opportunity to give nursing care to individuals, families and caregivers using nursing process. It will
also enhance students’ acquisition of knowledge and skills in the care of under five children in illness
and health including IMNCI, assessing growth and development of children, , growth monitoring,
measuring anthropometric measurements, identifying children with protein energy malnutrition and
participate in preventive measures like immunization, ORT, and health education; and discuss various
neonatal and childhood disease conditions and nursing management in the clinical areas.
Course Objectives:
After completing this course, the student will be able to assess, assist, demonstrate and monitor the
growth and development of newborns, infants and children, promote normal growth and
development, determine and treat or refer and report deviation from normal growth and development
Supporting Objectives:
The students will be able to
- Demonstrate the application of their affective, psychomotor, and intellectual capabilities acquired in
class on real and ethical patient care.
- Exercise teamwork with other health professionals in the provision of individualized patient care and
group learning at practical areas.
- identify the need of sick neonate and children, develop appropriate nursing care plan and apply them
using the nursing process approach.
- identify and differentiate the growth and development of children in different age group.
- Develop skill in IMNCI: assessing, classifying, identifying treatment and treating the common
neonatal and childhood illnesses and counseling the mother or caregiver.
- Identify the various aspects of preventive pediatric nursing and practice them in providing nursing
care to children in the practical areas.
Teaching methods
Bedside discussion
Simulation
Case presentation
Case studies
Demonstration
Facilitated practice with feedback in the outpatient departments of the hospital and nearby health
centers
Learning materials
IMNCI charts and booklets
IMNCI photograph booklet
IMNCI recording formats
Video, video player, and television
Course policy
Page 222
Absenteeism without justifiable reason (e.g. without medical certificate) will repeat the course
If a student is absent with medical certificate or other justifiable reason, he or she needs to
compensate for the attendance lost days.
Repeated lateness, refusing patient care and or failure to meet scheduled obligation may result in
grade alteration reflected in clinical evaluation.
In the event of unavoidable absence from clinical practice, the student will notify the clinical
instructor and the instructor will arrange make up practice.
A student who misbehaves against the health team, patients/families etc, will be treated according to
the rules and regulation of the university.
Page 223
CLINICAL EVALUATION TOOL
From _________________________ to ______________________
NOTE: Each item will be marked based on the performance of the trainees:
3=Excellent (EX), 2= Satisfactory(S), 1=Need practice (NP)
SNO CRITERIA NAME / I.D. OF THE STUDENTS
A PERSONALITY/ ATTITUDE TOWARDS

NURSING PROFESSION (20%)
1 Complete uniform (badge, appropriate & clean
uniform, hygiene- hair, nail etc.)
2 Punctuality
3 Curiosity to learn from others
4 Willingness to help and to work with others
5 Doing assignments and submitting on time
6 Active participation during presentation and
rounds
7 Act ethically
B CLINICAL PERFORMANCE (40%)
1 Effective communication skill with pts. And
family
2 Capacity to collect reliable subjective and
objective data and formulating correct nursing
diagnosis in real pt. Care
3 Ability in prioritizing pt’s problems
4 Application of nursing procedures based on the
priority problems and involving family in pt. Care
5 Ability in evaluating pt. care and re-plan timely
6 Ability to document and report orally the care
provided
C TEACHING/COUNSELING (10%)
1 Relevance of the topic
2 Objective of the teaching/counseling
3 Completeness and feasibility of the action/points
informed to the audience
4 Communication skills (use of teaching aids,
examples)
D IMNCI SKILL (10%)
SICK CHILD/YOUNG INFANT:
1 Assessment
2 Classification
3 Identification/giving appropriate treatment
E NURSING CARE PLAN TWO PAPER (10%)
F CASE STUDY PRESENTATION (10 %)
Supervisor’s name & sig. ________________________

Psychiatric Nursing practicum course syllabus
Page 224
Program: Nursing
Course Title: Psychiatric Nursing Practicum
Course Code: NURS 442
Degree Program: BSc in Nursing
Course description
This psychiatric nursing clinical practice course will offer BSc nursing students the opportunities to
learn how to assess a patient, diagnose, plan, implement, monitor and evaluate the outcomes of
nursing interventions as per the patient’s mental health problems to individuals, and families by using
the nursing process as a frame work.
Course Objective
At the end of the course the students will be able to:
Demonstrate the application of their effective, psychomotor and intellectual capabilities acquired in
Exercise teamwork with other health professionals in the provision of “individualized” patient care
and group learning at practical areas.
Demonstrate autonomy at their level of practice, and accountability and responsibility for the nursing
care they provide to patients and families.
Accept responsibility and accountability for own learning needs and for effectiveness of own nursing
practice in the areas of mental health services.
Incorporate legal, ethical and moral principles in application of the nursing process for clients with
mental illnesses.
Course policy
Students are expected to attend the whole practical sessions 100 percent.
One to two days absence from clinical practice session will end up with double compensation days
for each day of absence and grade reduction/alteration.
More than two days absenteeism without justifiable reason shall end up with repetition of the whole
clinical practice.
Like any professional courses, earning of a grade of ‘C’ or ‘F’ in the clinical experience will result in
one-year delay.
Course schedule: Students will be assigned to psychiatric clinic of the hospitals for two weeks
period.
Page 225
EVALUATION TOOL Student’s ID NO. (Name )
A. Ethics
1. Complete Uniform (badge, hygiene, clean and appropriate uniform, neat and
hair, nail
2. Harmonious relationship
3. Relationship that allows team work and group learning
4. Act ethically
B. CLINICAL PERFORMANCE (60%)
1. Effective communication
2. Capacity to collect valid and reliable subjective and objective data, cluster cues,
identifies and formulates the correct nursing diagnosis in real patient care.
3. Ability to prioritize patient problems; set measurable, appropriate and realistic
goals and select most appropriate nursing interventions for the identified problems.
4. Competency and patient advocacy during the implementation of interventions
5. Proficiency in basic nursing arts (psychomotor skill)
6. Ability to involve patient or families throughout the nursing process
7. Ability to evaluate patient care and to replant timely
8. Ability document appropriately/communicate orally information of client care.
9. Demonstrates accountability and responsibility; and understanding of his/her level
practice
10. Demonstrates understanding of his/her accountability and responsibility for
the care of the assigned patient
11. Ability to economize resources and creativity in times or scarcity
C. Attitude towards Nursing Profession (10%)
1. Punctuality
2. Curiosity to learn from other
3. Willingness and considerateness to help others and guide juniors
4. Assignment accepting (e.g. cases study) and presenting or submitting on time
5. Active participation at presentation and rounds
D. Nursing care plant at least one paper
Total (out or 100%)
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Community/Rural Field Nursing practice syllabus

Course Title: Community health Nursing Practicum
Course Number: CoHN342 practicum
Credit hours: 2 Cr. hr
Course Description
This course helps the learner to apply the clinical nursing knowledge into the actual health care
setting located in the rural areas. The student will have the opportunity to assess and diagnose health
problems of the rural community; plan, implement, and evaluate the primary health care activities;
carry out maternal and child health care activities; conduct health education; practice referral systems
and reporting; and carry other clinical nursing activities in the health center they are assigned to.
Course Objective: At the end of the course the student will be able to:
1. Perform community health assessment, diagnosis, planning, implementing, and evaluating health care
activities.
2. Determine the demographic characteristics of rural community in the catchments area.
3. Identify the common health problems and traditional harmful practice in the community.
4. Practice referral systems and periodic health reporting.
5. Participate in epidemic control and environmental health activities.
6. Perform the clinical nursing activities in the health center.
7. Participate in supervision activities carried out by the health center.
8. Evaluate the performance the health center within the given period of time.
Course contents
 Orientation
 Preparation for field visit
 Definition of common terms (important terms)
 Determination of types of information needed
 Proposal development
 Development of data collection tool and gaining feedback from supervisorDuplicating and arranging
data collection instrument
 Collecting and arranging reasonable logistics
 Identifying the community
Field visit
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Communicate the objectives of survey to community l eaders
Conducting situational analysis
Mapping & zoning of community
Data collections
Analysis, report writing and presentation phase
Data summarization
Data analysis and interpretation
Priority setting
Developing action plan
Report writing
Gaining feedbacks
Rehearsal
Presentation in symposium & defense
Teaching method:
Internship assignment to the rural health center
Writing group project
Fortnight reporting
Seminar
Group discussion
Seminar presentation
Evaluation
Peer Evaluation 5 %
Supervisor 25 %
Written Exam 10 %
Final Report 30 %
Presentation and Discussion 30 %
Total 100%
Course policy:
Attendance:
100% attendance during attachment required
Page 228
Nursing Research Methodology syllabus
Prerequisite: Biostatistics, Epidemiology; nursing theories
Course Title: Nursing Research Methodology
Course Number: Resr341
Cr Hrs: 2
Course Description
This course is designed to equip students with the principles, concepts and theory of nursing research.
Contents will include statement of the problem, literature review, objectives, methodology, analysis,
discussion and conclusion.
Course Objectives
1. Identify the sources of knowledge

2. Discuss the steps of the research process
3. Describe the method of identifying a research problem
4. Discuss the purpose and method of literature review
5. Discuss the research designs used in nursing practice.
6. Describe the sampling methods and techniques in nursing research
7. Describe the data collection methods in nursing research
8. Determine the method of analysis in nursing research
9. Recognize the methods of interpretation of results and writing discussion and conclusion of a research
report
10. Discuss the components of a research proposal
11. Describe the components of a research report
12. Identify the criteria used for critiquing nursing research reports
Course Content
Introduction to Nursing Research
1.1. Research in nursing practice

1.2. Overview of the research process
2. Selecting a nursing research problem
1.3. Sources of problem
1.4. Developing and refining a research topic
1.5. Criteria for evaluating research problem
1.6. Statement of the research problem
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3 Review of the literature
1.7. Purpose of a literature review
1.8. Sources of literature review
1.9. Writing of literature review
4 Organizing Framework: Conceptual and Theoretical Frameworks
1.10. Research questions/hypotheses
1.11. Definition of terms
5 Methodology
Research Design
Introduction to research design
Quantitative Studies
Qualitative Studies
Sampling
Non- probability
Probability
Sample selection
3.2 Measurement and Data Collection
Quantitative techniques
Qualitative techniques
Criteria for selecting measurement tools
Analysis of Research Data
Levels of measurement
Quantitative analysis
Descriptive statistics
Inferential statistics
3.2.1 Qualitative analysis
VII: Ethical considerations in research
VIII: Interpretation of results, discussion and conclusion
A. Interpretation of Results
B. Conclusion and Recommendations
IX: Communication in the research process
The research reports
The styles of a research reports
X: Evaluating research reports
Evaluating the introduction
Evaluating the research methods
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Evaluation of the analysis and results Evaluation the discussion
Evaluating other aspects of the report
Teaching Strategies: Lecture, Group discussion, assignments, Group Work and
presentation
Evaluation Methods:
Group work: 25 %
Mid Exam: 25 %
Final Exam- 50 %
References:
1. Polit, D.F., Beck, C. T., &Hungler, R. P. (2001). Essentials of nursing research: Methods appraisal and
utilization (5th ed.) Philadelphia: Lippincott
2. Doordan, A.M. (1997). Research survival guide, Philadelphia: Lippincott
3. Research Articles
Page 231
Basic Writing Skills course syllabus

Course Title: Basic Writing Skills
Course No: Enla112
Program: Nursing
Credit Hr. : 3
Course Title: Basic Writing Skills
Course Description:
This course will focus on developing the learners’ basic writing skills in both academic and non-
academic contexts. Emphasis will be on sentence development, writing paragraphs and composing
essays. Sentence level writing includes constructing different types of error free sentences. At
paragraph level, the course covers basic paragraph writing skills. Finally, the essay part treats the
basic structure of an essay and its different types.
Course Objectives:
Upon completing the course, students will be able to:
Construct meaningful sentences in English
Use appropriate coordination and subordination skills to relate ideas
Identify and correct faulty sentences
Identify and correct agreement problems
Punctuate sentences correctly
Compose a paragraph that has clearly stated topic sentence and supporting details
Write a well-structured essay of different types
Week Hours Topics delivered References Pages
1 10hrs Sentence Types The Oxford Guide to Writing 112-163
Sentence Kinds in terms of usage and Speaking John S. (2000)
lecture=2hrs College Writing Skills 18-76
presntn’=1 Language, J(2001)
Grou.wor=2hrs Introduction to writing skills 8-30
assess’t=2hrs Tekle F Jimma University,
Ind.study=3hr February 2012
2 &3 15hrs Faulty Sentences
lecture=4hrs Fragments
presntn’=2 Run-ons
grou.wor=3hrs Comma splices
assess’t=2hrs Dangling modifiers
Ind.study=4hr Misplaced modifiers
Agreement errors
4 10hrs Diction
lecture=2hrs Sentence Variety
presntn’=1 Punctuation and Capitalization
Grou.wor=2hrs
assess’t=2hrs
Ind.study=3hr
5,6 & 25hrs Structure of a paragraph The Oxford Guide to Writing 190-217
7 Characteristics of a Good and Speaking John S. (2000)
Page 232
Paragraph
Unity College Writing Skills
lecture=6.8hrs Cohesion Language, J(2001), Writing
presntn’=3 Transition words for academic purpose
Grou.wor=5hrs Synonyms Solomon G/Giorgis(1991).
assess’t=3hrs Pronouns 85-102
Ind.study=6hr Coherence Introduction to writing skills
Chronological Tekle F Jimma University,
Spatial February 2012
Emphatic 1-12
Completeness
8 & 9 25hrs Basic Types of Paragraph
lecture=4hrs Expository
presntn’=2.5 Narrative
Grou.wor=5hrs Descriptive
assess’t=4hrs Argumentative
Ind.study=8.5hr
10, 11 30hrs Techniques of Paragraph
&12 lecture=7hrs Development
presntn’=3 Definition
Grou.wor=7hrs Exemplification
assess’t=4hrs Classification
Ind.study=8hr Cause and Effect
Compare and Contrast Process
Narration
13,14, 20hrs What is an Essay? The Oxford Guide to Writing 255-271
15 & lecture=4hrs Structure of an Essay and Speaking John S. (2000)
16 presntn’=2 Types of an Essay College Writing Skills 105-200
Grou.wor=6hrs Expository Langan, J(2001)
assess’t=3hrs Descriptive Writing for academic purpose 64-74
Ind.study=5hr Argumentative Solomon G/Giorgis(1991).
Narrative introduction to writing skills
Tekle F Jimma University, 80-97
February 2012
MODE OF DELIVERY:
The teacher can prepare any methodology that he or she thinks important for the delivery of the
course. It might be: Brainstorming, Icebreaker, Gapped Lecture, demonstration, individual/pair/group
activities, problem solving, creative writing etc.
ASSESSMENT
Continuous Assessment ___________________________________50%
Classroom Active Participation 10%
Sentence Level Quizzes 10%
Paragraph Level Writing 20%
Essay Level Writing 10%
Final Exam ______________________________________________50%
Rules and Regulations
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Students who are registered to learn this course has to follow the following points.
They should be punctual in their schedule.
They are expected to be active participants.
They should attempt any given assignments and class works.
They should prepare themselves for tests, individual/ pair/group activities and exam based on the
schedule.
Everybody should involve in the given group works.
They should feel free to ask any questions if unclear.
They can see their results, such as tests, assignments and others based on the scheduled time.
They have to avoid any disagreement or disturbance that can hinder teaching and learning.
Page 234
Nursing Internship course syllabus
Medical ward practice course syllabus
Course Code: MeWP 351 Practice
Program: Nursing - 2 Cr hour
Course Title:Medical ward practice
Course description
This professional practice will offer students the opportunities to learn how to assess a patient,
diagnose, plan, implement, monitor and evaluate the outcomes of nursing interventions as per the
patient’s medical disorder to individuals, and families by using the nursing process as a frame work
and through establishing optimal nurse-client relationships.
Course Objective
 Demonstrate the application of their effective, psychomotor and intellectual capabilities acquired in
 Exercise teamwork with other health professionals in the provision of “individualized” patient care
 Demonstrate autonomy at their level of practice, and accountability and responsibility for the nursing
 Incorporate legal, ethical and moral principles in application of the nursing process.
Evaluation criteria: the following points are strictly considered/ followed
 Personality and professional attitude
 Clinical performance
 Proficiency in nursing process
 Proficiency in nursing art skills
i. Routine nursing procedures for example, vital signs, bed making, patient assessment and
appropriate nursing interventions, medication administration, etc.
ii. Advanced nursing procedures
 Enema
 Catheterization
 Preoperative nursing care
 Postoperative nursing care
 Nasogastric tube insertion/and feeding
 Oxygen administration
 Setting and giving IV infusion
 Blood transfusion
 Partnered during administration
 OR technique and principle etc.
 Care plan (s). Grading is summarized in the checklist indicated below.
Note  Like any professional courses, earning of a grade less than ‘C’ (i.e., D or F) in the clinical
experience will result in one-year delay.
Page 235
A. Ethics
1. Complete Uniform (badge, hygiene, clean and appropriate
uniform, neat and hair, nail
4. Act ethically
2. Capacity to collect valid and reliable subjective and objective data,
cluster cues, identifies and formulates the correct nursing diagnosis in
real patient care.
3. Ability to prioritize patient problems; set measurable, appropriate
and realistic goals and select most appropriate nursing interventions
for the identified problems.
4. Competency and patient advocacy during the implementation of
interventions
6. Ability to involve patient or families throughout the nursing
process
8. Ability document appropriately/communicate orally information of
client care.
9. Demonstrates accountability and responsibility; and understanding
of his/her level practice
10. Demonstrates understanding of his/her accountability and
responsibility for
1. Punctuality
4. Assignment accepting (e.g. cases study) and presenting or
submitting on time
Page 236
VIII. Course Requirements
A) During the study period a student is expected to practice nursing procedures (which are listed on
the student’s experience record (blue) book) in actual settings. A student must perform the following
procedures in order to be graduated. To be graduated, any nursing student irrespective of the grade
obtained in clinical area must meet as a requirement the minimum set number of the procedures as
follows. Any student should:
1. Administer a minimum 3 enemas for clients requiring it
2. Administer oxygen for minimum of 3 patients
3. Give preoperative nursing care for at last 5 patients
5. Give a minimum of 5 bed baths
6. Pack and sterilize instruments, gloves and rums at least in 3 accessions
7. Suture a minimum of 5 clients with a wound
8. Remove stitches of a minimum of 10 clients with wounds.
9. Give tracheotomy care for a minimum 2 patient
10. Perform gastric lavage for a minimum of 3 patients.
11. Give nasal feeding (gavage) by inserting NG tube for at least 3 clients
12 Catheterize a minimum of 5 clients who require it
13. Give medicine by intramuscular injection for at least 20 times
14. Give medicine by subcutaneous injection for at least 10 times
15 Give medicines by intravenous injection for at least 10 times
16. Set and give TV infusion for at least 3 times/clients
17 Set and give blood transfusion for at least 3 times/clients
18. Take blood sample from at least 10 clients.
B). Attendance
Absenteeism for three (03) or more days without justifiable reason (e.g. medical certificate/sick
leave) will end up with one-year delay.
If a student is absent with a medical certificate or other justifiable reason, he or she needs compensate
for the lost days.
If a student is absent for only one or two days without justifiable reason then s/he will automatically
get a grade of maximum of D (only in that specific wards) plus s/he will also compensates double for
each days of absence.
Chronic lateness, refusing patient care and/or failure to meet scheduled obligations may result in
Clinical written work deadlines will be observed. Late assignments will be penalized 2 points per day
including weekends and holidays.
In the event of an unavoidable absence from clinical practice, the student will notify the clinical
instructor prior to the scheduled experience; make-up experiences will be arranged at the discretion of
the instruction.
A student who misbehaves against any health or the patients/clients or their families is treated according to the rules and
regulations of the University.
Course schedule: Students will be assigned to different units of the hospital for one month period.
Page 237
Surgical ward practice course syllabus

Course Code: SuWP351 practice
Program: Nursing 2 Cr. hour
Course Title: Surgical ward practice
Prerequisite: All theoretical and practical courses
Course description :This professional practice will offer students the opportunities to learn how to
assess a patient, diagnose, plan, implement, monitor and evaluate the outcomes of nursing
interventions as per the patient’s Surgical disorder to individuals, and families by using the nursing
process as a frame work and through establishing optimal nurse-client relationships.
Course Objective
 Demonstrate the application of their effective, psychomotor and intellectual capabilities acquired in
 Exercise teamwork with other health professionals in the provision of “individualized” patient care
 Demonstrate autonomy at their level of practice, and accountability and responsibility for the nursing
 Incorporate legal, ethical and moral principles in application of the nursing process.
Evaluation criteria: the following points are strictly considered/ followed
 Personality and professional attitude
 Clinical performance
 Proficiency in nursing process
 Proficiency in nursing art skills
i. Routine nursing procedures
for example, vital signs, bed making, patient assessment and appropriate
nursing interventions, medication administration, etc.
ii. Advanced nursing procedures
 Enema
 Catheterization
 Preoperative nursing care
 Postoperative nursing care
 Nasogastric tube insertion/and feeding
 Oxygen administration
 Setting and giving IV infusion
 Blood transfusion
 Partnered during administration
 OR technique and principle etc.
 Care plan (s). Grading is summarized in the checklist indicated below.
Note  Like any professional courses, earning of a grade less than ‘C’ (i.e., D or F) in the clinical
experience will result in one-year delay.
Page 238

A. Ethics
1. Complete Uniform (badge, hygiene, clean and appropriate
uniform, neat and hair, nail
4. Act ethically
2. Capacity to collect valid and reliable subjective and objective data,
cluster cues, identifies and formulates the correct nursing diagnosis in
real patient care.
3. Ability to prioritize patient problems; set measurable, appropriate
and realistic goals and select most appropriate nursing interventions
for the identified problems.
4. Competency and patient advocacy during the implementation of
interventions
6. Ability to involve patient or families throughout the nursing
process
8. Ability document appropriately/communicate orally information of
client care.
9. Demonstrates accountability and responsibility; and understanding
of his/her level practice
10. Demonstrates understanding of his/her accountability and
responsibility for
1. Punctuality
4. Assignment accepting (e.g. cases study) and presenting or
submitting on time
Total (out or 100%)
VIII. Course Requirements
A) During the study period a student is expected to practice nursing procedures (which are listed on
the student’s experience record (blue) book) in actual settings. A student must perform the following
procedures in order to be graduated. To be graduated, any nursing student irrespective of the grade
obtained in clinical area must meet as a requirement the minimum set number of the procedures as
follows. Any student should:
1. Administer a minimum 3 enemas for clients requiring it
239
2. Administer oxygen for minimum of 3 patients

5. Give a minimum of 5 bed baths
6. Pack and sterilize instruments, gloves and rums at least in 3 accessions
7. Suture a minimum of 5 clients with a wound
8. Remove stitches of a minimum of 10 clients with wounds.
9. Give tracheotomy care for a minimum 2 patient
10. Perform gastric lavage for a minimum of 3 patients.
11. Give nasal feeding (gavage) by inserting NG tube for at least 3 clients
12 Catheterize a minimum of 5 clients who require it
13. Give medicine by intramuscular injection for at least 20 times
14. Give medicine by subcutaneous injection for at least 10 times
15 Give medicines by intravenous injection for at least 10 times
16. Set and give TV infusion for at least 3 times/clients
17 Set and give blood transfusion for at least 3 times/clients
18. Take blood sample from at least 10 clients.
B). Attendance
Absenteeism for three (03) or more days without justifiable reason (e.g. medical certificate/sick
leave) will end up with one-year delay.
If a student is absent with a medical certificate or other justifiable reason, he or she needs compensate
for the lost days.
If a student is absent for only one or two days without justifiable reason then s/he will automatically
get a grade of maximum of D (only in that specific wards) plus s/he will also compensates double for
each days of absence.
Chronic lateness, refusing patient care and/or failure to meet scheduled obligations may result in
Clinical written work deadlines will be observed. Late assignments will be penalized 2 points per day
including weekends and holidays.
In the event of an unavoidable absence from clinical practice, the student will notify the clinical
instructor prior to the scheduled experience; make-up experiences will be arranged at the discretion of
the instruction.
A student who misbehaves against any health or the patients/clients or their families is treated
according to the rules and regulations of the University.
Course schedule: Students will be assigned to different units of the hospital for one month period
240
Obstetrics and gynecology ward practice syllabus

Course Code: OGWP351
Program: Nursing 2 Cr hour
Prerequisite: All theoretical and practical courses
Year: IV
Course Description: This course is designed for Generic BSC nurse students to enable them provide
nursing care in maternity ward that encompasses cognitive, psychomotor and affective domain. This
professional practice is based on the assumption that they have been given the theoretical aspects of
gyn/obs and Nursing art, which will help them in the process of its clinical practice.
General objective: At the end of the attachment period the student will be able to identify the
physiological, psychological and social needs of the client and develop basic skills of obstetric nursing,
nurse patient relationship, sense of responsibility, effective communication skills, and show responsible
behavioral changes towards the care of mothers.
Specific objectives:
Admit a mother in labour after making complete nursing assessment
Distinguish between true and false labour
Perform abdominal examination and interpret each step
Differentiate between the various stages of labour
Demonstrate vaginal examination and interpret findings
Observe the general condition of the mother and fetus and meet the psychological and physiological needs
of the mother
Prepare delivery set and conduct labour
Perform and repair an episiotomy
Provide the immediate care of the newborn
Make the mother comfortable after delivery
Assist the mother in breast feeding
Provide post natal care and health education
Follow the principles of infection prevention and standard precaution while performing any procedure.
Apply PMTCT during pregnancy, labor and postpartum period.
Demonstrate nursing skills and professional attitude in the daily activities of the clinical area
Remark:
Throughout your stay in maternity ward, you are expected to conduct five normal deliveries and
observe ten abnormal deliveries.
The overall evaluation criteria include:
Attitude towards nursing ethical standards –15%
Daily nursing care activities-40%
Nursing care plan (two) –20%
Postnatal health education_15%
Case presentations_ 10%Evaluation is based on the following rating scale:
Course policy
If a student is absent is absent for three or more days without justifiable reasons i.e., without reporting to
the instructor and/ having medical certificate he/ she will end up with one year delay and repeat that
particular practicum course.
If a student is absent with medical certificate or justifiable reasons he/ she compensates it.
If a student is absent for one or two days without justifiable reasons s/he compensates double for each day
of absenteeism and earn “C” grade in that specific ward.
241
PRACTICAL EVALUATION FORMAT FOR MATERNITY WARD

Name of the student______________________________ Date______________________
Score____________________
Instructor_________________________ Sign___________________
S.NO. EVALUATION CRITERIAS RATING SCALES REMARKS

I ATTITUDE TOWARDS PROFESSIONAL 1 2 3 4 5
AND ETHICAL STANDARDS
1.1 Punctuality
1.2 Completeness of the uniform
1.3 Neatness and grooming
1.4 Ability to identify own responsibility
1.5 Ability to work harmoniously with other colleagues
and ward staff
1.6 Ability to take responsibility for own action
1.7 Reports when temporarily leaving the work area
II DAILY NURSING CARE ACTIVITIES
2.1 Admits client in labour
2.2 Takes history of the client in labour
2.3 Performs physical examination for the client in
labour
2.4 Records and interprets all the findings on
partograph
2.5 Makes accurate observations on mother in labour
2.6 Keeps the client’s unit as clean and in order as
possible
2.7 Keeps the mother as clean and dry as possible
throughout the labour process
2.8 Understands the physical and psychological needs
of the mother in labour and addresses it accordingly
2.9 Prepares the delivery sets and other necessary
materials in the delivery room
2.10 Performs and repairs episiotomy
2.11 Conducts normal labour
2.12 Gives the immediate care of the newborn
2.13 Assesses, records and interprets the Apgar score
Of the newborn
2.14 Safeguards the newborn from hazards (cold,
falling)
2.15 Conducts the third stage of labour appropriately
applying one of the methods of expelling the
placenta
2.16 Carries out an appropriate placental and membranes
examination for its completeness
242
2.17 Provides immediate postnatal nursing care for the

mother
2.18 Demonstrates and helps the mother in breast
feeding
2.19 Carries out systematic neonatal physical
examination before discharge
2.20 Carries out systematic physical examinations for
the mother before discharge
2.21 Provides perineal care for unable and critically ill
clients
2.22 Cleans, sterilizes and returns all equipment back
after use
2.23 Cleans and keeps in order the delivery unit in order
at the end of the procedure
2.24 Eager to learn (asks questions, answers when
asked)
2.25 Admits his own error
2.26 Participates actively in group discussion and
seminar presentations
2.27 Shows concern, sympathy and respect when giving
nursing for the clients
2.28 Self initiation for work and capacity to initiate
others
III NURSING CARE PLAN
3.1 Nursing assessment
3.2 Formulation of nursing diagnosis
3.3 Setting of patient’s goal
3.4 Nursing intervention
3.5 Evaluation
IV POSTNATAL HEALTH EDUCATION
4.1 Organization
4.2 Comprehensiveness
4.3 Use of relevant references
4.4 Feedback and summary
V CASE PRESENTATION
5.1 Identification of patient’s problem
5.2 Organization
5.3 Use of references
EVALUATORS:
1) Instructor______________________________
Sign_____________
243
Date____________
2) Head nurse_____________________________
Sign ___________
Date___________
LABOUR AND DELIVERY FORMAT

I. History:
Name of the patient________________________________ Age___________
Address: Region/Zone ______Woreda/Town____Kebele-----House No.--------
Admission date________________ Time________________
Past Medical history: Family, Medical, Surgical)_____
Present obstetrical history: LMP____ EDD---------Gestational age in wks___
ANC follow-ups: Yes_____No________

Any compliant during this pregnancy_____________
Onset of labour: Date______________ Time________________

Membranes: Intact_____ Ruptured_____
If ruptured; Date___________ Time_____________
Amniotic fluid color______
II. Physical examination:

Vital signs: BP________ PR_________TEMP___________RR_________
Abdominal palpation:
Fundal ht in weeks_______
Lie_______________
Presentation_______
Position------------
Descent___________
FHB/mt________
Contraction: Frequency_____Length_____Strength-------------
Vaginal examination: Cervical dilatation___________________
Effacement____________________________
Consistency___________________________
Position of the cervix____________________
Membranes (ruptured, intact)______________
Amniotic fluid (colour)___________________
Position of the fetus______________________
Station of the presenting part______________
Ischial spines--------------
FOLLOW UP OF THE 1st STAGE OF LABOUR
244
DATE TIME FHB Cx. Descent BP PR Temp

CONTRACTION Dilatn.
Frequency Length Strength
Delivery Summary
Mother:
Name of the patient___________________Age_____
Mode of delivery: (SVD, SVD, Vacuum, Forceps, etc)__________________
Time of delivery: Date_______________Time___________________
Time of placental expulsion:_____________
Method of placental removal______________________________________
Ergometrine/oxytocin given: Yes_No_Time of administration ---
Uterus contracted: Yes ____No ________
Fundal Ht below/above the umbilicus____________
Bleeding stopped Yes________ No________
Episiotomy, Yes----No-----Indication---------------
Laceration_________
Average blood loss in ml -------------------
Vital Sign: BP______ PR_______Temp_________RR________________
Breast feeding initiated: Yes _____No _______Time (date, time)____________________
Any other nursing care given_________________
NEWBORN
Apgar score: on the first minute_____ On the fifth minute___
Sex______Weight______Ht_________H.C________
Vit. K_______TTC oint.___________
Bleeding from the cord__________
Any other nursing care given________________
Conducted by ------------------------------Sign-------------- Date--------
245
Assisted by----------------------------------Sign----------------Date-------------
Postnatal mother assessment before discharge
Patient name ____________________________ Age________________

Vital signs: BP__________PR__________TEMP_________RR_______________
HEENT________________________________________________________
CHEST: CVS________________________________________________________
LUNGS____________________________________________________
BREASTS: Engorgement________________________________________________
Nipple conditions____________________________________________
Mastitis____________________________________________________
Lump______________________________________________________
ABDOMEN:
Inspection: (distention, contour, operation wound, and skin, etc)________________________
If any operation scar, (e.g. c/s), (is the wound healing or healed, bleeding, reddened, swollen,
dehisced, or has discharge?) _____________________________________________________
Palpation:( any mass, tenderness, etc)______________________________________________
UTERUS: Fundal Ht (below/above the umbilicus) in cms_____________________________

Consistency (hard, soft)________________________
Tenderness__________________________
GENITALIA: Any tear_______ Episiotomy ____________________
Lochia (type, colour, odour, consistency)______________
Warts________________________________________
RECTUM: Hemorrhoids________________
EXTREMETIES: Symmetry____________________________________________________
Dilated veins___________________________________________________
Thrombosis______________________________________________
Tenderness____________________________________________________
Foot drop_____________________________________________________
Any other abnormalities__________________________________________
Swelling______________________________________________________
Any other nursing care measures given__________________
Name of the student_____________Sign_________Date-----
NEONATAL ASSESSMENT BEFORE DISCHARGE
Vital signs: AHB_____________RR________TEMP_______
HEENT: Head: (any fracture, deformity, swelling hydrocephally,microcephally)___________
Face:facial paralysis/palsy______
Eyes: (any discharge, squint eyes) _________________
Nose;( any discharge, deformity, snuffling)_________________________________
Mouth: (Cleft lip/palate, tongue tie, sucking activity)_________________________
Neck: (any deformity)_________________________________________________
Chest: (movements on respirations, and any abnormality)__________________
Abdomen: (distended, tender, mass, movement on respirations)_________________________
Umbilical stump: Wet/Discharge___________Odour_______
246
Colour_____________________________________________
Bleeding___________________________________________
Hernia_____________________________________________
Clean and/dry_______________________________________
Infected___________________________________________
GENITALIA: Passage of urine__________________________________________________
Sex organ (any abnormality)______________________________
Testicles (un descended, descended)_________________ Hypospadias_________________
Discharge (female)________________________________________________
EXTREMITIES: Extra digit___________________________
Clubfoot______________________________________________________
Paralysis_______
Any deformity_________________________________________________
RECTUM: Anus (patent, impatent)
Passage of meconium_____________
BACK: (Spina Bifida)__________________
Any relevant nursing care measures taken_________
Name of the student_____________
Sign_____________Date____
NURSING CARE PLAN FORMAT
Name of the student________________Year_____Semester_______ Dept.________________
Name of the patient _________________Age______
Marital status_________________________ Occupation_________________________
Address: Region/Zone _________________________Woreda/Town________________
Kebele _____________________House No____________________________
Investigations________________________________________________
Medical diagnosis_____________________________________________
Medical managements___________________________________________
S.NO. NURSING NURSING PLANNING NURSING EVALUATION

ASSESSMENT DIAGNOSIS INTERVENTION
MATERNITY WARD EVALUATION FORMAT

Category of students: ________________________ Duration of stay___________________
S.NO Name of the student

Eth.standard
presentation
plan (20%)
H/E (15%)
Postnatal
Nsg.Care
Clinical
activity
(10%)
(15%)
100%
Case
Name and Sign of the supervisor---------------------

Name and Sign of the head nurse----------------------
Course schedule: Students will be assigned to different units of obstetrics and gynecology wards in
247
the hospital for one month period
Pediatric ward practice course syllabus

Program: Nursing, 2 Cr hour
248
Course code: PeWP351

Module Name: Child Health Nursing
Course Description:
This course is designed to enable to students to develop knowledge and practical skill in child health
nursing in the practical areas. The experiences in the clinical area will offer students the opportunity
to give nursing care to individuals, families and caregivers using nursing process. It will also enhance
students’ acquisition of knowledge and skills in the care of under five children in illness and health
including IMNCI, assessing growth and development of children, , growth monitoring, measuring
anthropometric measurements, identifying children with protein energy malnutrition and participate
in preventive measures like immunization, ORT, family planning and health education; and discuss
various neonatal and child hood disease conditions and nursing management in the clinical areas.
Course Objectives:
After completing this course, the student will be able to assess, assist, demonstrate and monitor the
growth and development of newborns, infants and children, promote normal growth and
development, determine and treat or refer and report deviation from normal growth and development
Supporting Objectives:
The students will be able to
Demonstrate the application of their affective, psychomotor, and intellectual capabilities acquired in
Exercise teamwork with other health professionals in the provision of individualized patient care and
group learning at practical areas.
Be able to identify the need of sick neonate and children, develop appropriate nursing care plan and
apply them using the nursing process approach.
Understand, identify and differentiate the growth and development of children in different age group.
Develop skill in IMNCI: assessing, classifying, identifying treatment and treating the common
neonatal and childhood illnesses and counseling the mother or caregiver.
Identify the various aspects of preventive pediatric nursing and practice them in providing nursing
care to children in the practical areas.
Rotation prerequisites
Students must have completed basic and advanced nursing art course practicum for Bachelor of
Science degree program
Rotation logistics
Pediatrics ward, MCH, OPD, health centers
Teaching methods
Bedside discussion
Case presentation
Case studies
Demonstration
Facilitated practice with feedback in the outpatient departments of the hospital and nearby health
centers
Learning materials
IMNCI charts and booklets
IMNCI photograph booklet
IMNCI recording formats
Video, video player, and television
Rotation assignments
249
Read selected section of the IMNCI handbook and IMNCI chart booklet
Complete case studies, nursing care plan and other written assignments
Course policy
Absenteeism for three (03) or more day without justifiable reason (e.g. without medical certificate)
will end up with one year delay.
If a student is absent with medical certificate or other justifiable reason, he or she needs to
compensate for the attendance lost days.
If a student is absent for only one or two days without justifiable reason, he/she will automatically get
a grade of maximum of “C” only in that specific ward plus he/she will compensate double for each
days of absence.
Repeated lateness, refusing patient care and or failure to meet scheduled obligation may result in
Clinical written work deadlines will be observed. Late arrival will result in penalty of two points per
day.
In the event of unavoidable absence from clinical practice, the student will notify the clinical
instructor and the instructor will arrange make up practice.
A student who misbehaves against the health team, patients/families etc, will be treated according to
the rules and regulation of the university.
Method of assessment
Grade system:
Note: Earning of a grade < C+ in the clinical experience will result on one-year delay.
CLINICAL EVALUATION TOOL
For BSc. Nursing Students (Year III, Sem I) Attached to Pediatrics Ward of JUSH from
_________________________ to ______________________
NOTE: Each item will be marked based on the performance of the trainees: Very unsatisfactory= 0,
Unsatisfactory= 1, Satisfactory= 2, Very satisfactory= 3, Excellent= 4
S. No CRITERIA NAME / I.D. OF THE STUDENTS
A PERSONALITY/ ATTITUDE TOWARDS

NURSING PROFESSION (20%)
1 Complete uniform (badge, appropriate & clean
uniform, hygiene- hair, nail etc.)
2 Punctuality
3 Curiosity to learn from others
4 Willingness to help and to work with others
5 Doing assignments and submitting on time
6 Active participation during presentation and rounds
7 Act ethically
B CLINICAL PERFORMANCE (40%)
1 Effective communication skill with pts. And family
2 Capacity to collect reliable subjective and objective
data and formulating correct nursing diagnosis in
real pt. Care
3 Ability in prioritizing pt’s problems
4 Application of nursing procedures based on the
250
priority problems and involving family in pt. Care

5 Ability in evaluating pt. care and re-plan timely
6 Ability to document and report orally the care
provided
C TEACHING/COUNSELING (10%)
1 Relevance of the topic
2 Objective of the teaching/counseling
3 Completeness and feasibility of the action/points
informed to the audience
4 Communication skills (use of teaching aids,
examples)
D IMNCI SKILL (10%)
SICK CHILD/YOUNG INFANT:
1 Assessment
2 Classification
3 Identification/giving appropriate treatment
E NURSING CARE PLAN ATLEAST TWO
PAPER (10%)
1ST
2ND
F CASE STUDY PRESENTATION (10 %)
Supervisor’s name& sig. _______________________
Nursing Logbook
251
Log Book for Learning Practical Skills and Monitor the Progressive Development of Student’s
Clinical Skills
Name of Student ____________________ID________
From _______ to ________ Name of Advisor/Mentor_______________
August, 2016
Ethiopia
Pediatric
Neonatology
S.N Procedure Observed Assist Performance
Temperature(Axillary) 2 0 5
Pulse (radial) 2 0 5
Pulse (apical) 2 0 5
Respiration Rate 2 0 5
Venous blood draw 2 2 5
Cord care 2 2 5
Care of infant on 1 2 3
Phototherapy
Intra-nasal O 2 2 5
administration
Cup feeding and 2 2 5
preparation of formula
/low milk
Infant feeding 2 2 5
counseling, BF,
ATTACHEMENT AND
POSITIONING,
Preparing care plan 5
Documentation 2 0 5
admission and discharge
recording
Nice to know
Exchange blood transfusion/umbilical catheterization
Under five (poly clinic)
Polio 2 1 5
BCG 2 1 5
Pentavalent 2 1 5
Measele 2 1 5
Vit A 2 1 5
PCV 2 1 5
IMNCI(asses, classify & 2 2 10
manage <5 Child
Cold chain mgt 2 0 0
observation
Pediatrics and child health attachment (Main Ward)
252
S.N o Procedure Observed Assist Performance

Temperature (axillary 2 0 5
Pulse (radical) 2 0 5
Pulse (apical) 2 0 5
Blood pressure 2 0 5
Venous blood draw 2 2 5
Cleansing enema 1 1 1
Bed making 2 2 5
NG tube insertion ) & 2 2 1
feeding
Catheterization (M/F) 1 1 1
Condom catheter (M) 1 1 1
Intake and output 2 2 5
measurement
IV secure 2 2 5
Medication
administration
IM 2 1 5
IV 2 1 5
Rectal 2 1 5
Blood transfusion 2 2 5
Setting up Iv bag and 2 2 5
giving infusion
Dressing 2 2 5
Preparing and 2 2 5
administering resomal or
ORs solution
Growth monitoring 1 1 5
Wt for age 1 1 5
Wt for height 1 1 5
Height for age 1 1 5
MUAC 1 1 5
Formula milk preparation 2 2 5
&administration
Preparing nursing care 1 2 10
plan
Nice to know
Skin test
Intraosious infusion
Intrathecal medication administration
Preparing chemotherapy drugs
OR/Recovery
Pre-operative Phase
S. No Procedure Observe Assist Perform
1 Preoperative counseling and getting 2 2 5
253
patient consent
2 Apply the principles of universal
precautions in their appropriate
place, such as:
Hand washing 2 5
Use of PPE 2 5
Appropriate waste disposal 2 5
3 Physical preparation
Pre-operative patient 2 5
preparation procedures*
Ensure patients’ diagnostic tests 2 5
and laboratory investigations have
been carried out
4 Psychological preparation 5 10
5 Assemble the required supplies and 2 2 5
equipment
6 Make sure that the OR is prepared 2 5
7 Transfer the patient to the operating 2 5
room
8 Document the performed activities 2 5
Intra-operative Phase
1 Apply the principles of
universal precautions in
their appropriate place,
such as:
Hand washing 5 10
Use of PPE 5 10
Appropriate waste 5 10
disposal
2 Adjust the operation bed 2 10
and position the patient
3 Use the necessary 2 2 5
comfort devices available
4 Assemble the necessary 2 1 5
materials according to
the procedure
5 Play the roles of the
scrubbing and circulating
nurses
5.1 Scrubbing role
Hand washing followed 2 5
by scrubbing
Drying hands 2 5
254
Put on gowns 2 5
Put on gloves 2 5
Prepare sterile 2 5
instruments
Assist the surgeon 2 5
5.2 Circulating role
Prepare/organize the OR 2 5
Supply the required 2 5
material/s to the scrub
nurse
Assist the anesthesia 2 5
provider when required
6 Assist during patient 2 5
transfer
7 Report to the recovery 3 5
room nurse
8 Perform instrument
processing
Sorting instruments 3 2 2
Decontaminate 3 2 2
Cleaning, packing and 3 2 2
labeling
Sending to the CSR 3 2 2
9 Document the performed 3 2 3
activities
Post-operative Phase
1 Apply the principles of 5 - 10
universal precautions in
their appropriate places (see
in preop phase)
2 Preparation of anesthetic 2 2 10
bed
3 Receive the patient in the 2 2 5
RR without disturbing the
devices attached to the
patient
4 Observe the patient 2 2 5
according to ABCs (Airway,
Breathing, Circulation)
5 Monitor vital signs every 15 2 2 5
min until the patient is
stabilized
6 Carryout prescribed orders 2 2 5
255
(IV fluids, medications, etc)

7 Monitor input and out put 2 4
8 Prepare the patient for 2 2 5
transferring to respective
units
9 Transfer the patient and 2 2 10
report to the respective units
10 Document the performed 2 2 5
activities
11 Nursing Care Plan - - 5
Medical
1 Temperature
Oral 2 2 5
Axillary 2 2 5
Tympanic 2 2 5
2 Pulse
Radial 2 2 10
Apical 2 2 5
Caritoid 2 2 5
Femoral 2 2 5
Poplitial 2 2 5
Dorsalispedis 2 2 5
3 Respiration 2 2 5
4 Specimen collection
Sterile urine 2 2 5
Urine analysis 2 2 5
Sputum 2 2 5
Venous b/d draw 2 2 5
5 Enema
Cleansing 2 2 5
Retention 1 2 5
6 Total Patient Care
Mouth care 2 2 5
Eye, ear and nose care 2 2 5
Backrub 2 2 5
Foot and nail care 2 2 5
Bed bath 2 2 5
7 Pediculi Rx 1 1 3
8 Bed making
Unoccupied 2 2 5
Occupied 2 2 5
Cardiac 2 2 5
Positioning 2 2 5
256
9 Range of motion exercise 2 2 3

10 Giving & receiving bed 1 - 3
pan
11 Admission 2 2 3
12 Discharge 2 2 3
13 Feeding helpless - 1 3
14 NGT feeding 2 5 10
15 Male catheterization 4 5 10
16 Condom catheterization 2 2 5
17 Female catheterization 3 5 10
18 O2
–therapy/Administration
Nasal cannula 2 3 5
Mask 1 1 3
19 Medication administration
Oral 1 5 10
Eye ointment application 1 5 10
IV Infusion (IV therapy) 3 5 10
Iv Push 3 5 10
IM 3 5 10
SC 2 5 10
S.N o Procedure Observed Assist Performance

20 Chemotherapy preparation 5 5 -
21 Tepid sponging 2 2 3
22 B/d Transfusion 2 3 5
23 Nursing care plan 2 2 5
24 Paracentesis 2 3 -
25 Lumbar puncture 2 3 -
26 Thoracentesis 2 3 -
27 Bone marrow 2 3 -
28 Phelebotomy 2 3 -
29 Spleen aspirate 2 3 -
30 Venus cut down 1 1 -
31 IV cannula insertion 2 2 5
32 Suctioning 2 2 5
33 NGT insertion 2 2 10
34 CPR 2 2 5
35 Patient education 2 2 5
36 Postural drainage 1 1 5
37 Death care 1 2 5
Surgical
S.N o Procedure Observed Assist Performed
257
1 Bladder irrigation 2 3 5
2 Colostomy care &2 3 5
teaching
3 Amputation bed 1 1 5
4 Fracture bed 1 1 5
5 Wound dressing
Clean 4 4 5
Contaminated 2 2 5
6 Wound irrigation 2 2 5
7 Care of patient chest 1 1 5
tube
8 Patient care with 1 1 5
tracheotomy
9 Instrument processing 3 5 10
and supply preparation
10 Preparation of patients 2 3 5
for surgery(elective)
11 Care of patients with 2 2 5
traction
12 Stich removal 2 1 5
13 Nursing management 1 1 5
of a patient with burn
14 Fluid and electrolyte 3 3 10
maintenance,
restoration and
replacement
15 Care of a patient with 3 3 5
cast
16 Cast application 5 5 0
17 Cast Removal 5 5 0
Obstetrics and Gynecology Nursing

S.N Procedure Observed Assist Performed
1 Wear gloves (surgical) 3 0 3
2 FANC and PMTCT 5 10 30
service
3 Intrapartum Care
Parthograph 3 0 5
SVD 5 10 15
Episiotomy and Tear 3 3 5
repair
4 Instrumental Delivery
258
Forceps 3 3 0
Vacuum 3 3 3
Destructive 2 2 0
5 Essential Newborn
Care
Cord Care 3 0 3
TTC eye ointment 3 0 3
administration
Vit K administration 3 0 3
Weighting the newborn 3 0 3
6 Newborn Resuscitation 3 3 3
7 PNC 5 3 5
8 Vaginal Swab 2 3 3
9 Abortion Care
Threatened Abortion 5 0 0
Complete Abortion 5 5 0
Incomplete Abortion
MVA 3 3 0
MA 3 3 0
Missed Abortion 5 3 0
Safe Abortion 3 3 0
10 Retained Placenta 3 3 2
11 Speculum Examination 3 3 3
12 Family Planning
FP Counseling 2 0 5
IUCD Insertion 3 3 2
IUCD Removal 3 3 2
Implant Insertion 3 3 2
Implant Removal 3 3 2
Tubal Ligation 3 3 0
OCP 3 0 3
Injectable 3 0 5
Condom 3 0 5
Post Pill 3 0 3
259

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PRINCIPALS HEALTH AND BUSSINESS

CURRICULUM FOR BACHELOR OF SCIENCE IN

1 To aspire a principal provider of quality education among private higher learning

2 To aspire a principal provider of quality education among private higher learning

2. DEPARTMENT VISION, MISSION AND GOAL

3 To aspire a principal provider of quality education among private higher learning

4 To aspire a principal provider of quality education among private higher learning

5.2: Beliefs about Nursing

5.3: Beliefs about Primary Health Care

6 To aspire a principal provider of quality education among private higher learning

7 To aspire a principal provider of quality education among private higher learning

8 To aspire a principal provider of quality education among private higher learning

9 To aspire a principal provider of quality education among private higher learning

11. Criteria for Promotion

No. Qualification 2011 EC

B. Specializations needed over the next 5 years

5 Public Health MSc 1

Class rooms= 50 students per class room

12.3 Material and facilities

12 To aspire a principal provider of quality education among private higher learning

 Continuous assessment consists of practical write-ups, clinical case studies, assessment of

13 To aspire a principal provider of quality education among private higher learning

14 To aspire a principal provider of quality education among private higher learning

15. Core Courses and Clinical Practices

15 To aspire a principal provider of quality education among private higher learning

15.2 Clinical attachments/practicum

17. Course and their prerequisite

Fundamental of Nursing I Human Anatomy

Introduction to professional ethics

Psychiatry Nursing Human Anatomy

Community based practice Community health Nursing

18 To aspire a principal provider of quality education among private higher learning

18. List of Courses to be offered

36 Reproductive health Repr 432 2 X

19. Course Sequencing

S.NO Course title Course Credit Hr General Supportive Professional

21 To aspire a principal provider of quality education among private higher learning

2nd Year course breakdown

S.NO Course title Course Credit Hr General Supportive Professional

22 To aspire a principal provider of quality education among private higher learning

3rd year course breakdown

1 Communicable disease control Comm 331 4 X

S.NO Course title Course Credit Hr General Supportive Professional

1 Reproductive health Repr 432 2 X

23 To aspire a principal provider of quality education among private higher learning

4th year course breakdown

S.NO Course title Course Credit Hr General Supportive Professional

S.NO Course title Course Credit Hr General Supportive Professional

24 To aspire a principal provider of quality education among private higher learning

4th year summer Course

S.NO Course title Course Credit Hr General Supportive Professional

25 To aspire a principal provider of quality education among private higher learning

20. COURSE OUT LINE FOR THE COURSES

1. Course Title: Communicative English Skills I

 Express themselves in social and academic events in English--Use English intelligibly

 Write in English as academically and socially desirable.

-Teacher facilitates that all students

descriptive words; learn what the -interacting in English

28 To aspire a principal provider of quality education among private higher learning

-Teacher gives brief a lecture on the