4th Year Course Grid

12. Langan, J. (2002). English skills with readings (5th ed.).
Boston:
McGraw-Hill.
13. Mosback, G., & Mosback, V. (2003). Practical faster reading: A
course in reading and vocabulary for upper-intermediate and more
advanced students. Cambridge: Cambridge University Press.
14. Murphy, R. (2004). Murphy’s English Grammar (3rd ed.). New Delhi:
Cambridge University Press.
15. Rosen, L. J. (1998). Decisions: A writer’s handbook. Toronto: Allyn &
Bacon.
16. Ruetten, M. K. (2004). Focus on writing: Developing composition
skills through instruction and practice 1. Singapore: Learners
Publishing.
17. Smalley, R. L., Ruetten, M. K., & Kozyrev, J. R. ( 2001). Refining &
composition skills: Rhetoric and grammar (5th ed.). Boston: Heinle &
Heinle.
18. Smaley, R. L., Ruetten, M. K., & Kozyrer, J. R. (2004). Focus on
Writing: Refining composition skills through instruction and practice
2. Singapore: Learners Publishing
19. Young, A. R., & Stranch, A. O. (1998). Nitty gritty grammar:
Sentence essentials for writers. Cambridge: Cambridge University
Press.
20. Wallace, M. J. (2004). Study skills in English: A course in reading
skills for academic purposes (2nd ed.). Cambridge: Cambridge
University Press
YEAR-IV
Year 4 Semester-VII
Serial Course Title Theory Clinical Skills/Lab Total
# Credit
1 Critical Care Nursing 2.50 4.00 0.50 7.00
2 Nursing Theories 2.00 2.00
3 Leadership and 2.00 1.00 3.00
Management in
Nursing
4 Nursing Research 3.00 3.00
5 English-VII 2.00 2.00
(Professional writing)
Total 17.00
1. Critical Care Nursing 7 CH
Course Description:
The course builds on previous nursing courses (Health Assessment, Adult
Health Nursing I & II). It focuses on concepts of Critical Care and analyzing
client’s problems so appropriate care could be planned with more advanced
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concepts Learners are expected to apply critical care concepts, nursing
process and implement evidence based care while integrating pathophy
siological, pharmacological, psychosocial, spiritual, and cultural concepts
and theories within critical and emergency setting.
Course Objectives:
On completion of this course the learner will:
1. Analyze critically, the assessment data of the patient incorporating
physical, psychological, social, emotional and spiritual aspects of care.
2. Relate normal and altered physiological concepts to patient care in
critical care and emergency setting.
3. Apply a variety of concepts and theories to the care of individuals and
families, using the nursing process and Gordon's functional Health
pattern as the framework.
4. Demonstrate an awareness of legal and ethical standards in caring for
patients with various disorders in a variety of acute and intermediate
care settings.
5. Discuss the concept & principles of Disaster Management
Teaching/Learning Strategies:
Clinical supervision, participation in problem based tutorials, post
conferences, critical incident analysis/evidence based inquiries, peer
coaching and clinical achievement portfolio.
Evaluation Criteria
Portfolio 10%
Scenario based tutorial 20%
Evidence based presentation 15%
Critical Incident Analysis 15%
Midterm 20%
Final 20%
Total 100%
Clinical Pass /fail
Date Topics Faculty
UNIT I: Conceptual foundations in critical care

nursing
 Psychosocial implications in the care of critically
ill patient and family
 Stress and coping
 Individual and family response to the critical care
experience
 Death and Dying theories
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 sleep and sensory balances in critically ill patient
 Infection control in critical care
 Nutrition in critical care
 contemporary issues in critical care area
 Complementary therapies
UNIT II: Tools of critical care
 Methods of hemodynamic monitoring
 Intraortic balloon pump monitoring
 Code management
 Ventilatory care
UNITIII: Emergency nursing
 Concepts of disaster, triage and trauma
management in pre-hospital and hospital setting
 Nursing management of medical and surgical
emergencies (pre-hospital and/or hospital
settings)
o Trauma and Hemorrhage
o Life threatening emergencies
 Airway emergencies
 Cardiopulmonary emergencies
 Shock
o Poisoning and drug overdose
Contemporary issues in emergency nursing
UNIT OBJECTIVES:
UNIT 1: Conceptual Foundations In Critical Care Nursing

This unit will assist learners in understanding fundamentals concepts
related to critical care nursing. Physiological concepts which affects overall
nursing and medical management are highlighted in this unit. Special
emphasis is on the psychosocial aspects of care which affect overall
individuals, patient and their families’ responses towards the critical care
experiences.
1. Psychosocial implications in the care of critically ill patient and family
2. Individual and family response to the critical care experience
3. sleep and sensory balances (overload and deprivation) in critically ill
patient
4. Stress and coping
5. contemporary issues in critical care area (ethical and legal issues in
critical care)
6. Bereavement and Death and Dying
7. Spirituality
8. Hope and quality of life
9. Infection control in critical care
10. Nutrition in critical care
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11. Complementary therapies
UNIT II: Tools of Critical Care Nursing

In this unit learners will develop an understanding of different tool that are
used in critical care setting for patients care monitoring
1. Methods of hemodynamic management
1. Discuss various methods available to monitor different variables of
hemodynamics
2. Intraarterial pressure monitoring
3. CVP care
4. Left arterial pressure monitoring
5. Pulmonary arterial pressure monitoring
6. Cardiac output monitoring
2. Intraaortic balloon pump monitoring (IABP).

1. Discuss Hemodynamics of IABP
2. Describe the hemodynamic benefits of properly timed balloon
pumping
3. List indications, contraindications and complications of IABP
4. Discuss Nursing responsibilities associated with IABP
3. Ventilator Care
This unit will assist learners in planning and anticipating appropriate
nursing care for the patients on invasive and noninvasive ventilation and its
complications.
At the end of this unit, learners will be able to:
1. Define Ventilator.
2. Discuss indications of ventilator.
3. Describe negative and positive pressured ventilation.
4. Define different parameters of ventilators i.e.
o Tidal volume (TV)
o Minute volume (MV)
o Fraction of Inspired Oxygen (FiO2)
o I:E ratio
o Positive End Expiratory Pressures (PEEP)
o Sensitivity
o Humidity and Temperature
5. Discuss different types and modes of Ventilators.
6. Discuss trouble shootings in the mechanical ventilation.
7. Discuss in brief complications of mechanical ventilation on various
systems of the body.
8. Identify nursing care of patients on mechanical ventilation.
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9. Explain methods and care of patients who are weaned off from the
ventilator.
UNIT III: Emergency/Critical Care

Disasters and Triage Management:
This unit highlights the emergency care and anticipatory management in

case of natural or man made disasters. Learners will also be able to
appreciate the need for multidisciplinary interventions required in planning
for and managing a disaster.
At the completion of this unit, learners will be able to:
1. Discuss the concept of triage and priority setting in emergency setting

and during disaster management.
2. Describe and anticipate various types of disasters i.e. Natural and
Manmade.
3. Identify the chain of communication and need for multidisciplinary
interventions during a disaster.
4. Describe the role of an in-charge nurse, triage nurse and other
Emergency Room nurses in ensuring a non-panic, well-coordinated
management during a disaster (pre-hospital and hospital setting).
5. Discuss the post disaster effect of patient in their quality of life
6. Discuss the role of rehabilitation.
Trauma/Heamorrhage.
This unit will assist learners in planning and anticipating appropriate
nursing care for the patients with hemorrhage and its complications with
regard to the estimated blood loss.
At the end of this unit, learners will be able to:

1. Classify the patients with hemorrhage according to the estimated
blood loss.
2. Appreciate the signs/symptoms associated with each class of
hemorrhage.
3. Describe the nursing interventions appropriate for each class of
hemorrhage.
4. Demonstrate understanding of the patho-physiology of hemorrhagic
shock.
5. Appreciate the diversity in nursing care of patient in acute shock state.
Life threatening Emergencies:
This unit will assist learners in understanding various conditions that may
lead to life threatening emergencies, including cardiopulmonary,
emergencies and shock. The unit also highlights the differences in
approaching a potentially fatal emergency victim in the Emergency Room
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(ER) and in-patient care settings versus arrest situation out side the health
care settings.
At the completion of this unit, learners will be able to:
1. Describe various conditions classified as cardiac arrest.

2. Predict the risk factors that may result in cardiac arrest.
3. Identify the tools for Basic Cardiac Life Support (BCLS) in an ER & in-
Patient care setting versus arrest situation outside health care
facilities.
4. Explain the etiological and patho-physiological alterations (Hypoxia,
Hypo/Hyperkalemia, failure in Ca + transport system, Acidosis, MI
etc.) that might lead to a cardiac arrest.
5. Demonstrate a basic understanding of the management of cardiac
arrest in an in-patient care setting.
6. Demonstrate an understanding of the commonly used drugs in the
management of cardiac arrest.
7. Describe the complications of Cardio Pulmonary Resuscitation CPR.
SHOCK
 Define shock
 Discuss types of shock
 Discuss the medical and nursing management of all types of shock
Overall Clinical Objectives Critical Care Nursing
 Apply nursing process and critical thinking in delivering Holistic nursing
care to clients in critical care and emergency setting.
 Incorporate cognitive, interpersonal and technical skills from the
humanities, natural and behavioral sciences while providing nursing
care to clients.
 Demonstrate awareness of legal and ethical standards when providing
nursing care.
 Demonstrate the knowledge of pharmacology used to treat all medical
surgical disorders in critical care and emergency setting.
 Demonstrate leadership abilities necessary to foster change in the
delivery of care for the patients.
 Provide culturally sensitive and realistic teaching to clients and families
in collaboration with other health team members.
 Collaborate with members of the health care team provide nursing
care to critically ill patients.
 Document all assessments, nursing care and discharge teaching
provided to the clients in appropriate sheet
References:
1. Smeltzer, S. C., & Bare, B. G. (2000). Textbook of medical-surgical
nursing (9th ed.). Philadelphia: Lippincott.
208
2. Brune, B. (July 2001). Deep vein thrombosis prophylaxis: The
effectiveness and implications of using below knee or thigh length
graduated compression stocking. (Vol. 30). Heart and lung 277-284.
3. Hunt, J. O., Hendrata, M. V., and Myles, P. S. (November/December,
2001). Quality of life 12 months after coronary artery bypass graft
surgery. (Vol. 29) Heart and lung. 401-411.
4. Ignatavicius, D., & Workman, M. (2002). Medical surgical nursing (4th
ed.)Critical thinking for collaborative carePhiladelphia: Saunder.
5. Marino, P. L. (1998). The icu book (2nd. Ed). London: Williams&
Wilkins.
6. Sole, M. L., Lamborn, M. L., & Hartshorn, J. C. (2001). Introduction to
critical care nursing (3rd ed). New York: Saunders.
7. Then, A. a. K., I. A. (September/October, 2001). Acute myocardial
infarction with angiographically normal coronary arteries. (Vol. 29)
Heart and lung, 348-350.
8. Thompson, J. M., McFarland, G. K., Hirsch, J. E., & Tucker, S. M.
(2002a). Clinical nursing (5th ed). London: Mosby.
(2002b). Burns (5th ed.) Clinical nursing. London: Mosby.
(2002c). Myasthenia gravis. (5th ed.) Clinical nursing London: London.
11. Tortora, G. J. G., S. R. (2000). Principles of anatomy and physiology
(9th. ed). New York: John Wiley & sons Inc.
12. Tradewell, G. M., & Trolti, J. C. (1998). Adult health nursing.
Philadelphia: Mosby.
13. Woods, S. L., Froelicher, E. S., Halpenny, C. J., & Motzer, S. U.
(1995). Cardiac nursing (3rd ed). Philadelphia: Lippincott.
14. Wraa, C. (1998). Emergency nursing: Principles and practice London:
Mosby.
2. Leadership and Management in Nursing 3 CH

Course Description:
This course provides the learners basic concepts and principles of
leadership and management in a progressive health care system that
fosters positive, creative and caring environment. This course gives an
understanding of leadership and management rules within the social, legal
and economical context of health care system in general and national
health care system in particular.
Course Objectives:
On completion of this course, learners will be able to:
1. Discuss the structures and functions of organizations.
2. Assess various management systems within, and related to, the
health care system by utilizing various organizational theories.
3. Integrate various theories in relation to leadership, management,
problem solving and decision making, motivation, managing change
and, conflict management.
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4. Describe implementation of an effective human resource
management in nursing e.g. performance / annual appraisal, work
load management, and other related issues.
5. Identify different mechanisms for managing resources and
monitoring effective utilization of resources among health care
professionals.
6. Demonstrate effective communication and interpersonal relationship
7. Discuss the application of the assertive behaviour.
8. Describe the Quality Management System and its application to
create an environment conducive to the provision of cost effective
quality nursing care.
9. Describe the contribution of Information Technology to efficiency and
effectiveness of nursing.
Teaching/Learning strategies:
Lectures, discussions, small group work, self assessment activities and
various experiential exercises, videos and group presentations, case
studies/situation analysis.
Evaluation Criteria:
Assignment on leadership role 30%
Group Presentation 30%
Reflective diary 10 %
Final Examination 30%
Clinical Pass/fail
Total 100%
Clinical Pass/Fail
Course Schedule
Date / Day Topic Faculty
Unit I
Organizational theories, structure, culture
UNIT II
Management functions
Unit III
Leadership theories and styles
Unit IV
Power & Politics in Nursing
Unit V
Change Management
Unit VI
Problem solving, decision making and critical
thinking
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Unit VII
Communication in Management
Unit VIII
Conflict management.
Unit IX
Resource Management
 Financial Management
 Human Resource Management
Unit X
Nursing Work Load Management
Nursing Care Models
Staffing &Scheduling
Unit XI
Motivational Theories Performance Appraisal and
Managing Difficult Employees
Unit XII
Quality Management System
Risk Management
Unit XIII
Accreditation for institutions ISO-9000-2000, JCIA
Unit IVX
Hospital Information System
Nursing Informatics
UNIT OBJECTIVES:
Unit I: Management /Organizational Theories, Structure and

Culture
In this unit the learners will explore the history of management theories
and its implication in Health Care Organizations, different organizational
structures and it implication.
At the end of this unit the learners will be able to:
1. Discuss various theories of management.

2. Discuss different terminologies related to management
3. Identify different types of health care organizations.
4. Identify various types of organizational structures
5. Differentiate between formal and informal structure within the
organization.
6. Define staff and line relationship
7. Describe the importance of organizational structure
8. Describe different levels of management.
9. Describe redesigning and restructuring in the organization
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Unit II: Management Functions and Their Application to
Nursing Strategic Planning.
In this unit learners will have opportunities to discuss the managerial
functions associated with administration and how these are applied to
management of nursing in various settings.
1. Discuss various strategies managers use to coordinate material and

human resources and for the accomplishment of organizational goals.
2. Analyze the functions of a nurse manager in relation to:
o planning
o controlling
o organizing
o directing
o evaluating
3. Discuss the attributes of an effective manager.
4. Discuss some selected management processes commonly used by
nurses in their managerial role.
5. Discuss how a nurse manager monitors the functioning of his/her area
of administration.
6. Understand the concepts of strategic planning.
Unit III Leadership Theories and Styles

Learners will be able to understand different Leadership theories and
styles which managers use in different situations.
1. Understand different Leadership theories.

2. Discuss the styles of Leadership.
3. Describe the different types of power used by a leader.
4. Differentiate between the roles of manager & leader.
5. Discuss ways to become a effective leader
Unit IV: POWER AND POLITICS NURSING
In this unit learners will get an opportunity to understand that how power
and political actions influence the environment in which we live.
1. Define politics, power, and policy.

2. Discuss the different sources of power.
3. Describe reasons why nurses should know the political strategies.
4. Describe ways how power can be used constructively for professional
purposes.
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Unit V: Change Management
In this unit, learners will be able to learn about the concepts of change,
resistance to change and strategies to deal with resistance and its
application to management situation.

1. Define change.
2. Discuss categories and types of change.
3. Understand different change theories.
4. Integrate any of the change theories in given situation Lewin’s theory
and steps of change in a ward situation.
5. Learn about the techniques for dealing with resistance.
6. Learn about the skills that a change agent should possess.
Unit VI: Problem Solving and Decision Making
In this unit, learners will study the process of decision making and its
importance. They will be introduced to the different types of decision
making, models of decision making including the ethical decision making
model.
1. Define the terms decision making and problem solving.
2. Discuss the importance of critical thinking in decision making
3. State the importance of decision making and problem solving
4. Identify the types of decision making
5. Describe the models used for decision making
6. Describe the application of the models to a given situation
7. Describe the problem solving process and its application to clinical
and administrative situations.
Unit VII: Communication in Management

In this unit, the process and principles of effective communication will be
reviewed. The concept of organizational communication will be introduced
including the formal and informal channels of communication. Learners
will appreciate the importance of assertiveness and apply it when
negotiating and collaborating with different population at different levels to
accomplish professional goals. They will also learn the process of conflict
resolution.
1. Review the basic principles of communication.
2. Describe the importance of formal and informal channels of
communication in organizations.
3. Discuss concepts of organizational and interpersonal communication.
213
4. Describe the different direction of communication
5. Describe the mode of communication.
6. Describe the factors influencing communication.
7. Discuss the role of communication in leadership.
Unit VIII: Negotiation and Collaboration:

Learners will be able to learn about how to apply communication skills
while talking to different population and to negotiate with them at different
levels for the accomplishment of professional organizational goals.
1. Discuss negotiation skills.
2. Apply negotiation and collaborations skills while dealing with different
population.
3. Describe collective bargaining.
Conflict Resolution & Management
1. Define conflict.
2. Discuss the positive and negative aspects of conflict.
3. Explain causes of conflict.
4. Explain different types of conflict.
5. Describe different techniques of conflict resolution.
UNIT IX: Resource Management Financial Management

In this unit the learners will be provided with an understanding of budgeting
concepts, terminology, utilization and monitoring of human and other
resources determining the efficiency and the effectiveness of a nursing
department in operation.
1. Describe the purpose of budgets.
2. Differentiate and manage different types of budget.
3. Discuss the importance of budget for nurses.
4. Apply specific terminology of budget.
5. Discuss goals setting to establish budget.
6. Discuss the elements of preparing, controlling and monitoring budget.
7. Determine the efficiency of selected budget.
8. Describe the applications of budgeting in their specific institution
UNIT X: Human Resource Management

a. Staffing and scheduling
b. Staff development
In this unit the learners will be introduced to the basic concept of Human
Resource Management which will include recruitment, hiring process,
214
staffing and scheduling and different strategies to manage staff and their
retention and development.
1. Define Human Resource management,

2. Discuss the different strategies for staff management.
3. Describe the recruitment process.
4. Discuss staffing and scheduling
5. Discuss the importance of staff retention and staff development.
6. Discuss the importance of delegation.
Unit XI: Work Load Management

a. Models for Nursing Care Delivery System
“Success or failure in business depends on whether people work together
effectively in teams.”
In this unit learners will be able to gain knowledge regarding efficiency,

productivity and effectiveness in nursing care and will be able to discuss
different nursing care models and will be able to compare these models
with the patient care areas of the Hospital.
1. Define Work load management.

2. Discuss different patient care processes, input, though put and output.
3. Define efficiency. , productivity and effectiveness.
4. Discuss the different types of Nursing Care Models.
5. Differentiate the advantages and disadvantages of each model.
6. Discuss application of these models in patient care areas of the
hospital.
Unit XII: A. MOTIVATIONAL THEORIES

B. PERFORMANCE APPRAISAL,
C. MANAGING HALLENGING PERSONNEL
In this unit Learners will develop an understanding of motivational theories
and will be able to describe the evaluation process as it is relate to self and
others. They will also gain knowledge regarding the process of counseling,
while dealing with different challenging / difficult personnel.
1. Discuss different motivational theories.
2. Define the term Performance Appraisal.
3. Discuss the different evaluation philosophies.
4. State the purpose of performance appraisal.
5. Describe the process of performance appraisal.
6. Describe the components, methods and types of evaluation.
215
7. Discuss the potential problems and strategies to reduce them.
8. Discuss counseling and the types.
9. Describe the process of counseling and its importance to performance
appraisal and managing with challenging / difficult personnel.
Unit -XIII: Quality Management System

In this unit, learners will be introduced to the concept of Quality
Management System (QMS), Accreditation of institutions and Risk
Management. Learners will also discuss its implementation in hospital
setting. The role of the nurse manager will be explored in respect to QMS.

1. Discuss the historical elements fostering implementation of quality
management system.
2. Discuss the relationship between Total Quality Improvement (TQI),
Total Quality Management (TQM), and Quality Management System
(QMS).
3. Describe the characteristics and process of quality management
system.
4. Define performance improvement standards.
5. Identify the role of the nurse manager in the quality management
process.
6. Discuss Nursing role in risk management.
7. Delineate the type of risk involve in health care setting.
8. Discuss key behaviors for handling customers’ complaints.
9. Analyze the Plan Do Check & Action (PDCA) cycle
Unit-XIV: Accreditation for Institutions

Learners will be given an introduction to accreditation its types and
process with the specific focus on the ISO 9000 –2000 and Joint
Commission International Accreditation (JCIA).
1. Describe the historical back ground of the accreditation of institution.

2. Define Accreditation.
3. Discuss the importance of accreditation in growth of the institutions.
4. Differentiate between ISO 9000 and JCIA.
5. Discuss its implementation of these standards hospitals/organization.
Unit XV: Hospital Management System (HMS)

In this unit, learners will be introduced to the concept of Hospital
Management System (HMS), and be familiar with the different systems of
Information Technology that are used with in the health care environment.
216
1. Define Management Information System (MIS)

2. Discuss different Information system used in hospital setting.
3. Describe different obstacles with Nursing Information System (NIS).
4. Describe the role of a nurse manager in application of this
technology.
5. Discuss ethical consideration in NIS.
6. Discuss Nursing Informatics and its implication in nursing profession.
7. Describe the contribution of Information technology to efficiency and
effectiveness of nursing.
Assignment (based on leadership role) 30%
Guidelines
1. Describe one situation/incident that you have observed during your

management rotation how it was resolved.
2. Identify and describe what management process can be applied
there. E.g. problem solving, conflict management, communication,
Decision making. Give your rationale(s).
3. Undertake a literature search related to the chosen management
process or principle and discuss in the light of cause & effects
Perspective.
4. Explain if you were in that situation how you would have handled the
situation. (Use problem solving steps).
GROUP PRESENTATION 30%

Guidelines
Each group will prepare a 30 minutes presentation on selected topic from

the list given below.
The presentation will be evaluated based on the following guidelines and
attached checklist
 Organization of Presentation
 Content (Introduction, body, conclusion)
 Teaching learning strategies
 Presentation Style
Topic for presentation
1. Attrition & retention
2. Mentor-ship
3. Employee orientation
4. Counseling
5 Staffing & scheduling
6 Staff development
217
7 Incident reporting
8 Customer’s Satisfaction
9 Job satisfaction
10 Safety & Risk management
11 Transformational &Transactional leadership
12 Empowerment in Nursing
13. Quality assurance
14. Clinical Pathway.
15. Job Stress and Job performance
16. Collected Bargaining
17. Commission of new unit.
Specific Clinical Objectives for Leadership and Management

A: Utilize effective communication skills to interact with nurses,
preceptors, members of the health care team and instructors.
a) Give unit report to the head nurse.

b) Hand over report to the on-coming shift.
c) Interact with the patients, family and visitors.
d) Take and deliver telephone messages.
e) Go on rounds with the doctors and give information on patients’
condition.
B: Utilize problem solving skills for effective decision making in
management.
a) Spend a day at the nursing counter and try to deal with issues
related to diet, Pharmacy, medical treatment, nursing care and
visitors’ issues and concerns.
b) Transcribe Doctor’s orders.
C: Under supervision, assign patient care.
a) Work at staffing assignment for the on-coming shift.
b) Organize meal breaks for staff.
c) Observe the head nurse requesting extra staff as necessary from
the manager/supervisor.
D: Under supervision evaluate and supervise patient care.
a) Do patient rounds with the Head nurse or In-charge nurse, and
conduct one unit round independently.
b) Observe the care being given to the patients.
c) Give care to assigned patients.
d) Evaluate the care being given to the patients.
e) Intervene as necessary to maintain quality patient care, e.g.,
modify assignment accordingly and observe staff counseling
session if possible.
f) Discuss the concept of quality assurance with the preceptor.
g) Observe/assist in performance appraisal if possible.
218
E: Other Functions:
a) Demonstrating an understanding of the importance of medication
related policies.
b) Take over of crash cart and narcotic cupboard.
c) Observe and discuss risk management as it is applied in the units
especially for fire, electric shocks, accidents, falls, infection etc.
d) Learn about different ward records that are maintained in the
units.
e) Observe the role of the In-charge nurse in relation to ward
management and learners teaching.
f) Observe and discuss about the qualities/characteristics of a
leader with faculty or in post Conferences.
g) Fill out requisition forms for ward equipment and supplies for the
unit and understand the System of procuring equipment (CSSD)
and supplies for the unit.
h) Discuss incident reporting and try to fill one incident form.
i) Discuss with your preceptor budgeting and the measures to
control expenses
References:
1. Adomat, R. (2004). Assessing patient category/dependence systems
for determining the nurse/patient ratio in ICU and HDU: A review of
approaches. Journal of Nursing Management, 12 (5), 299-308.
2. Aiken, L. H., Clarket, S. P., & Sloane, D. M. (2000). Hospital
restructuring: Does adversely affect care and outcomes? The Journal
of Nursing Administration, 30(10), 457-465.
3. Aiken, L. H., Haven, D. S.,& Sloane, D. M. (2000). The management
nursing services recognition program: A comparison of two groups of
management hospitals. American Journal of Nursing, 100 (3), 26-36.
4. Benson, G. S., & Dundis, P. S. (2003). Understanding and motivating
health care employees: Integrating Maslow’s hierarchy of needs,
training and technology. Journal of Nursing Management, 11(5), 315-
320.
5. Carney, M. (2004). Middle manager involvement in strategy
development in not for profit organizations: The director of nursing
perspective - how organizational structure impacts on the role. Journal
of Nursing Management, 12 (1), 13-21.
6. Dlittet Phil, K. J. (2003). Leadership: A perspective. Journal of Nursing
Management, 12 (3), 217 - 223.
7. Furaker, C., Helstrom, U., & Walldal, E. (2004). Quality of care in
relation to a critical pathway from the staff perspective. Journal of
Nursing Management., 12 (5), 309-316.
8. Henson, A., & Stanton, A. (2002). From conflict to collaboration:
Contrast and conversion in the development of nursing and
management theory. Journal of Nursing Management, 10 (6), 349-
355.
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9. Johns, C. (2004). Becoming a transformational leader through
reflection: Reflection on nursing leadership. Journal of Nursing
Management., 11 (6), 364-370.
10. Marquis, L. B., & Huston, C. D. (2006). Leadership roles and
management functions in nursing “Theory & Application” (5th ed).
Philadelphia : Lippincott.
12. Macphee, M. (2000). Hospital networking: Comparing the work of
nurses with flexible and traditional schedules. The Journal of Nursing
Administration, 30 (4), 190-198.
13. McMurray, A. J., & Williams, L. (2004). Factors impacting on nurse
managers’ ability to be innovative in a decentralized management
structure. Journal of Nursing Management, 12 (5), 348-353.
14. Olofsson, B., Bengtsson, C., & Brink, E. (2003). Absence of response:
A study of nurse’s experience of stress in the workplace. Journal of
Nursing Management, 11 (5), 351-358.
15. Powell, S. L. (2000). Nursing case management: A practical guide to
success in management. Arizona: Philadelphia
16. Snow, L. S. (2001). Looking beyond nursing for clues to effective
leadership. Journal of Nursing Administration, 9 (31), 440-443.
17. Sullivan, E. J., & Decker, P. J. (2005). Effective leadership and
management in nursing (6th ed.). New Jersey: Prentice Hall.
18. Whittock, M., & Leonard, L. (2003). Stepping outside the stereotype. A
pilot study of the motivations and experiences of males in the nursing
profession. Journal of Nursing Management, 11 (4), 242-249.
Websites:
1. www.NursingCentre.com;
2. www.Nursingworld.org
3. www.apastyle.org;
4. www.mosby.com/MERLIN/Marriner/guide
5. www.ingentaselect.com
3. Nursing Research 3 CH
Course Description:
This course focuses on developing understanding of scientific approach
and methods of the research process and critical appraisal of existing
nursing and related health literature. The contents will enable nurses to
utilize research findings to promote relationship of research to practice,
education and administration.
Course Objectives:
On completion of Course, learners will be able to:
1. Recognize the research process as a systematic approach to thought

and the generation of nursing knowledge.
220
2. Understand the process of Evidence based health care.
3. Identify the role of nursing research in the development of a body of
nursing knowledge that promotes nursing as a profession.
4. Explain the ethical consideration used in nursing research for the
safety of human subject and the conduct of research.
5. Analyze/ critique research studies in nursing and other health
sciences to evaluate the use of research process, methodologies,
validity, reliability, application & research findings to the practice, and
its significant to development of nursing.
6. Prepare a condensed research proposal (either quantitative or
qualitative)
Preparatory reading assignments, lecture, discussion, guest speakers,
panel discussion and small group assignments & critique.
Assessment Criteria:
Class room Quizzes = 40%
Quantitative Critique = 20%
Qualitative critique = 20%
Final Exam = 20%
COURSE SCHEDULE
Day/Date Topic Faculty
Unit 1
Introduction: Overview, Definition, ways of knowing:
 Source of human knowledge
 Purpose of scientific research
 Limitation of scientific method
 Research Terminology
Unit 2
Ethics in Research
Ethical issues in nursing research
Unit 3
Selecting and identifying the research problem/
purposes
Formulating Hypothesis
Literature Review
The conceptual frame work in research studies.
Unit 4
Quantitative Research Design
 Experimental and quasi experimental research
 Non experimental research
221
 Epidemiological Design.
 Action research/Multi-disciplinary research
Unit 5
Methodology:
Populations and Samples.
Measurement & Data Collection.
 Interview and Questionnaire
 Observational Method
 Biophysical Data and other Collection Method
 Criteria for assessing and selecting measuring
tool.
 Reliability and validity of the tools and studies
Quantitative Analysis
Unit 6
Qualitative Designs: Introduction to:
 Phenomenological.
 Case study
 Grounded Theory/Ethnographic
Historical Research/Qualitative Research,
Methodologies & Triangulation
Unit 7
Critiquing Quantitative Research
Critiquing Qualitative Research
Unit 8
Utilizing Nursing Research/Evidence Based
Practice.
Unit 9
Proposal writing
STUDY DESIGN:
1. The study design is appropriate to the problem
STUDY PARTICIPANTS
1. The target population is clearly described.
2. The sample size and major characteristics are appropriate (the sample
is representative).
3. The method for choosing the sample is stated clearly
INSTRUMENTS
1. Each instrument is described as to purpose, content, strengths, and
weaknesses.
2. Rationale for choosing instruments are discussed.
3. Instrument validity is discussed.
4. Instrument reliability is discussed.
PROCEDURES
1. The data collection procedure is appropriate for the study.
2. Steps in the data collection procedure are described clearly and
concisely.
222
3. Protection of human rights is assured.
4. The study is replicable from the information provided.
5. Appropriate limitations of the study and significant assumptions are
stated.
DATA ANALYSIS
1. The choice of statistical procedures is appropriate.
2. Statistical procedures are correctly applied to the data.
3. Tables, charts, and graphs are clear & relevant to the findings
DISCUSSION AND RECOMMENDATIONS
1. Generalize ability is warranted
2. Interpretations are based on the data.
3. Conclusions are based on the data.
4. Conclusions are clearly stated.
5. Recommendations are feasible and relevant.
NURSING RESEARCH
Guidelines for Critiquing a Research Report: Qualitative 20%
Statement of Phenomenon of Interest

 Is the phenomenon of interest clearly identified?
 Has the researcher identified why the phenomenon requires a
qualitative format?
 Are the philosophical underpinnings of the research described?
Review of the literature
1. The review is to the study.
2. Documentation of sources is current, clear and complete.
3. The relationship of the problem to previous research is clear.
4. There is a range of opinions and varying points of view about the
problem.
5. The review concludes with a brief summary of the literature and
its implications for the problem.
Purpose
 Is the purpose of conducting the research made explicit?
 Does the researcher describe the projected significance of the work
to nursing?
Study Design
 Is the design appropriate and compatible with the purpose of the

research?
223
Sampling report
 Does the researcher describe the selection of participants? Is

purposive sampling used?
 Are the informants who were chosen appropriate to inform the
research?
Data Collection
 Is data collection focused on human experience?

 Does the researcher describe data collection strategies? [ i.e.
interview, observation, field notes]
 Is protection of human subjects addressed?
 Is saturation of the data described?
 Are the procedures for collecting data made explicit?
Data Analysis
 Does the researcher describe the strategies used to analyze the

data?
 Does the reader understand the procedures used to analyze the
data?
 Does the researcher address the credibility, audibility, and
fittingness of the data
 Credibility
 Do the participants recognize the experience as their own?
 Audibility
 Can the reader follow the thinking of the researcher?
 Does the researcher document the researcher process?
 Fittingness:
 Can the findings be applicable outside the study situation?
 Are the results meaningful to individual not involved in the research?
Data Analysis (Cont….)

 Is the strategy used for analysis compatible with the purpose of the
study?
 Findings
 Are the findings presented within a context
 Is the reader able to understand the essence of the experience as
reported in the findings?
 Are the researcher’s interpretations true to the data?
 Does the researcher place the report in the context of what is
already known about the phenomenon?
 Conclusion, implications, and recommendations
 Do the conclusions, implications, and recommendations give the
reader a context in which to use the findings?
 Do the conclusions reflect the findings of the study?
 Are recommendations for future study offered?
 Is the significance of the study to nursing made explicit?
224
Note: Use Standard Writing Style for critiquing a research report.
References:
1. Burns, N., & Grove, S. S. (2006). Understanding nursing research.
Philadelphia: W. B. Saunders.
6. English VII 2 CH
Annexure -A
Unit Objectives:
Unit I Memo Writing
Unit Description:
This unit is to help students write official memos. It focuses on the practice
of writing different type of memos using appropriate language, tone and
style
Unit Objectives
By the end of this unit, students will be able to:
1. Use appropriate layout
2. Write clear and concise memos.
Unit II: Formal Meetings & Minutes
Unit Description:
This unit aims to prepare students to develop an appropriate agenda and
record the proceedings of formal meetings using the provided guidelines. It
also focuses on the learners’ being able to understand and analyze the
roles performed by the chair and the members present in the meeting.
Unit Objectives:
1. Plan an agenda
2. Conduct meetings
3. Take minutes using language appropriate / formal language
4. Observe / comment on the proceedings of a formal meeting.
225
Unit III: CV and Job Application
Unit Description:
This unit aims to provide guidelines to develop comprehensive curriculum
vitae and job applications keeping in view the contemporary norms and
requirements
Unit Objectives:
By the end of the unit students will be able to:
1. Develop curriculum vitae in accordance to employer’s needs

2. Write job applications.
Unit IV Interviewing Skills
Unit Description:
This unit is to provide guidelines on how to give and take interviews
focusing on professional etiquettes, styles for taking and conducting
interviews. In addition the unit also provides information on roles of
interviewers and interviewees.
Unit Objectives:
By the end of this unit students will be able to
1. Understand and discuss the roles of interviewers and interviewees

2. Study and practice interviewing skill
3. Learn how to cope with difficult interview questions
References:
1. American Psychological Association. (2001). Publication manual for
the American Psychological Association (5th ed.). Washington DC:
Author.
2. Baugh, L. S., Fryar, M., & Thomas, D. A. (2000). How to write first-
class business correspondence: The handbook for business writing.
New Delhi: NTC Publishing Group.
3. Baugh, L. S. (1998). How to write first class memos. Illinois: NTC
Publishing Group.
4. Davidson, W. (2001). Business writing: What works, what won’t. New
York: St. Martin’s Griffin.
5. Emmerson, P. (2004). Email English. Oxford: Macmillan.
6. Ismail, I. (2003). Model business letters: Time saving, ready-to-use
business letters for all occasions. Karachi: Usmania Publishers.
7. Lamb, S. E. (1998). How to write it: A complete guide to every thing
you’ll ever write. Berkeley CA: Ten Speech Press.
8. Miller, J. (2002). Business writing that counts. New Delhi: Sterling
Publishers.
226
9. Murphy, H. A., Hildebrandt, H. W., & Thomas, J. P. (1997). Effective
business communications (7th ed.). Boston: McGraw-Hill International.
10. Pike, B., & Busse, C. (2002). 101 games for trainers: A collection of
the best activities from creative techniques newsletter. New Delhi: Ane
Books.
11. Rosen, L. J. (1998). Decisions: A writer’s handbook. London: Allyn &
Bacon.
12. Sharma, R. C., & Mohan, K. (2003). Business correspondence and
report writing: A practical approach to business and technical
communication (3rd ed.). New Delhi: Tata McGraw-Hill Publishing
Company.
13. Taylor, S. (2004). Model business letters, e-mails & other business
documents (6th ed.). New Delhi: Pearson Education.
14. Theibert, P. R. ((2003). Business writing for busy people. New Delhi:
Penguin.
YEAR-4
Year 4 Semester VIII

Serial # Course Title Theory Clinical Tutorial Total
Credit
1 Community Health 2.00 3.00 5.00
Nursing-III
2 Nursing Seminar 2.00 2.00
3 Senior Electives; 4.00 1.00 5.00
Nursing Clinical in
specialty areas
Total 12.00
1. COMMUNITY HEALTH NURSING-III 5 CH
Course Description:
This course enhances the knowledge and skills required for advanced
nursing practice in community settings. It will help the learner to develop
his/her ability to work with communities by utilizing nursing process and
epidemiological concepts.
Course Objectives:
By the end of this course the learners will be able to:
1. Demonstrate the role of the community health nurse as a practitioner,

researcher, educator and manager while participating in the health care
of the community.
227
2. Participate in planning, implementing, and evaluating the Health /
Developmental project with the community.
3. Utilize the concepts of Primary Health Care, Health Promotion,
Epidemiology and Planning cycle in health/ development project in
community setting.
Interactive lectures, small group discussions, group projects and
presentations, case studies, simulation exercises and role play.
Assessment Criteria:
1. Midterm exam 30%
2. Field project ( Group)
Paper 30%
Presentation 10%
3. Final exam 30%
4. Clinical Performance Pass/Fail
Course Schedule
Topics
Unit 1: Review Health transition and global health

 Demography
 Health statistics
 Burden of disease
 Natural history of disease transmission
Unit 2: Diversity in CHN role
 Health Promotion
 Early Childhood care and development
 Child to child
 School health
 Environmental health
 Occupational health
 Disaster management
 National, International role of CHN
228
Unit 3 Community as partner
 Review, Introduction and Need Assessment
 Community as Partner: Assessment & System Framework
 Community as Partner: MIS & Surveillance
 Community as Partner: Approaches
 Community as Partner: Community participation
 Community as Partner: Priority setting- QALYs, DALYs
 Community as Partner: Planning & Implementation
 Community as Partner: Monitoring & Evaluation
Presentation of project
UNIT 1: REVIEW HEALTH TRANSITION AND GLOBAL HEALTH
In this unit learners will be introduced to the concepts of the demography

and health transition. They will integrate the concepts of the double burden
of diseases and the challenges faced by the Community Health Nurse.
Further the learners will be given the opportunity to look at the factors
affecting health status of Pakistan by integrating the epidemiological
concepts, to be able to prevent and control the diseases or health
phenomena and monitor the factors by using health surveillance.
OBJECTIVES:
By the end of the unit the learners will be able
1. Discuss the International health problems including demographic,
health, and epidemiological transitions.
2. Discuss the difference between developed and developing countries
population pyramid and double burden of diseases.
3. Discuss the important health statistics of Pakistan.
4. Compare the different phases of natural history of disease transmission.
5. Integrate epidemiological designs in to community health nursing
practice.
6. Discuss the measures of diseases frequency and disease occurrence.
UNIT 2: DIVERSITY IN CHN ROLE

In this unit the diverse role of a community health nurse will be discussed
in various health care setting. In addition they will also be given the
opportunity to see the role of CHN in Pakistan and other countries.
OBJECTIVES:
By the end of the unit the learners will be able to
1. Review the concepts of Primary Health Care (PHC).
2. Descried the concept of health promotion and its significance.
229
3. Learn the concepts of Early Childhood Care and Development
(ECCD).
4. Discuss the child to child health care approach for health promotion.
5. Discuss the role of nurse in school health
6. Describe the common global & national environment health issue.
7. Identify the role of nurses to deal with environment health problems.
8. Discuss the occupational health and role of occupational health
towards health promotion.
7. Discuss the management of disaster in community settings.
8. Explore the role of Community Health Nurse at national and
international level.
UNIT 3: COMMUNITY AS A PARTNER:

In this unit learners will be provided with theory and skill, to assess and
diagnose community problems and develop a workable plan on one of the
problem identified. The emphasis will be given to the community as a
partner in their health and developmental needs with the focus on
participation and empowerment. The health needs of community, families,
and individuals will be addressed by using Gordon’s FHP, epidemiological
methods, and nursing process. Global health transition and health
problems of developed and developing countries will also be discussed.
OBJECTIVES:
By the end of the unit the learners will be able to
1. Define the vision, mission, and planning cycle.
2. Describe the concepts of community assessment.
3. Discuss the components of System framework
4. Learn the concepts of Management Information System (MIS).
5. Discuss the different approaches of community as a partner.
 Population approach
 Risk approach
6. Discuss the techniques of promoting community mobilization and
participation
7. Perform the priority setting exercise.
8. Discuss the concepts of QALYS and DALYS
9. Develop a plan to collaborate with individuals, families, groups and
communities to implement course of action.
10. Discuss the implementation process by capturing the concept of
Community participation, and sustainability.
11. Develop the evaluation process and its types.
References:
1. Ansari. I. M., (2003). Community Medicine and Public Health. (6th ed.).
Karachi Urdu Bazaar.
230
2. Anderson, E. T., & McFarlance, J. (2000). Community as partner:
Theory and practice in nursing.
(3rd ed.). Philiadelphia: Lippincott.
3. Allender, J. A., & Spradley, B. W. (2001). Community Health Nursing:
Concept & Practice. (5th ed.). Lippincott.
4. Clark, M. J. (1998). Other Models for community health Nursing. (93rd
ed.). Nursing in the Community: Dimensions of Community Health
Nursing. pp. 97-101.
5. Carey, P. & Sutton, S. (2004). Community development through
participatory arts: Lessons learned from a community arts and
regeneration project in South Liverpool. Community Development
Journal, 39, 123-134.
6. Drevdahl. D. Dorcy, K. S. Grevstad, L. (2001). Integrating Principles of
Community-Centered
7. Practice in a Community Health Nursing Practicum. Nurse Educate.
26, 234-239.
8. Edelman, C. L., & Mandle, C. L. (1998). Health promotion through out
life span. (4th ed.). Mosby: Philadelfhia.
9. Kirk, P., & Shutte, A. M. (2004). Community leadership development.
Community Development Journal, 39, 234 -251.
10. Mc. Michael. A. (2000). Urban environment and health in a world of
increasing globalization: Issues for developing countries. Bulletin of
World Health Organization, 78, 1117-1126
11. Peterman, W. (2004). Advocacy vs collaboration: Comparing
inclusionary community planning models. Community Development
Journal, 39, 266-276.
12. Popple, K., & Redmond, M. (2000). Community development and the
voluntary sector in the new millennium: The implications of the third
way in the UK. Community Development Journal, 35, 391-400.
13. Richardson, J. (2000). Whatever the weather: A tropical dimension to
community development theory. Community Development Journal,
35, 255-263.
14. Stanhope, M., & Knollmueller, R.H. (2001). Handbook of Public and
Community Health Nursing Practice: A Health Promotion Guide.
Philadelphia: Mosby
15. Stanhope, M. & Lancaster, J. (2004). Community and Public Health
Nursing. (6th ed.). New York: Mosby.
16. Salazar, M. K., Kemerec, S., Amann, C. M., Fabrey, J. L. (2002).
Defining roles and functions of occupational and environment health
nurses. American Association Occupational Health Nurses,50, 16-25.
17. Smith. K. R. (2000). Environmental health for rich or for all. Bulletin of
World Health Organization, 78, 1156-1161.
18. WHO Regional Office for Europe, Copenhagen. (2001) The Role of
Occupational Health Nurse in Work Place Health Management. Health
Documentation service United States Energy Information: Pakistan:
Environmental Issues (May 2000) Retrieved from
ttp://www.eia.doe.gov/emeu/cabs/pakenv.html
231
19. Watt, S., Higgins, C., & Kendrick, A. (2000). Community participation
in the development of services: A move towards community
empowerment. Community Development Journal, 35, 120-132.
20. Woodward, V., (2000). Community engagement with the state: A case
study of the Plymouth Hoe Citizen’s Jury. Community Development
Journal, 35, 233-244.
CLINICAL EVALUATION CRITERIA

Learners are expected to:
1. 100% attendance is required
2. Active participation in field work activities and pre / post conferences.
3. Develop effective and respectful working relationships with PHC /BHU
team members CHNs, LHVs, CHWs, CHVs, activists).
4. Be sensitive to the needs of the community including their right to
participate in their own care and to make decisions regarding their
care.
5. Demonstrate inquisitiveness and creativity in their clinical practice.
6. Describe and analyze the role and contributions of the CHN in health
care delivery of Pakistan.
7. Satisfactorily complete all clinical objectives.
CLINICAL OBJECTIVES FOR FIELD EXPERIENCE

By the end of this field experience the learners will have:
1. Analyze and demonstrated the role of a CHN in the Community.

2. Apply the concepts of community participation and empowerment
when addressing the specific health / developmental needs of the
community.
3. Complete community assessment and diagnosis including the
identification of high risk groups, utilizing Gordon’s Functional Health
patterns and the principles of community participation.
4. Collect, interpret, and apply health statistics.
5. Develop and implement action plan relevant to the community’s need.
7. Evaluate interventional strategies and modify the action plan
accordingly.
8. Participate in field team activities at the PHC Centre etc.
9. Identify and utilized available resources and NGO’s working with in
the Community, city, and country.
10. Develop linkages between the PHC Centre and the community,
NGO’s, CBO’s, etc. for the sustainability purpose.
11. Complete a community health/development project based on the
needs identified by the community.
232
FIELD PROJECT
The field project is based on components of Evidenced Based Practice
(EBP). Learners need to assess, diagnose, plan, implement & evaluate
accordingly. It is important for learners to understand the guidelines given
below in order to do the project efficiently.
Things to remember:
Community involvement.
Involve PHC team (if required and available)
Integrate steps of planning cycle, concepts of PHC and epidemiology.
Use the following steps:-

Assess a community
Use of previous records, research data observations, interviews etc.
Create a list of major problems in the community.
Prioritized these problems and choose one particular problem
(a problem which can be resolved).
Identify various strategies to solve the problem
Based on literature review and choose one strategy (a strategy that is
doable)
Formulate a complete plan of action.
Remember to plan for sustainability of the project from the beginning.
When planning and implementing the project, learners must be aware that
they are accountable to the community and responsible to the health stake
holders. Learners should be prepared to answer the community or the
health stake holders if they are asked to justify what they are doing, for
example, they can expect question like Why do you think this is a
problem? Why is this the problem you would want to resolve? Why is this
best strategy to solve this problem? Is this the problem the community
wants to solve? Who is involved? Is it sustainable?
Modifications
The modifications or changes made in the initial plan and why were they
needed.
Implementations:
Resources used, how, where, when and who of the implementation phase.
Evaluation:
What was the outcome, whether the objectives were achieved and how
were they measured.
233
Conclusion and discussion:
A general analytical conclusion including a discussion of problem faced,
future recommendations, and research needs.
Note: Refer appendix A for evaluation tool to be used for
presentation.
EVALUATION CRITERIA FOR FIELD PROJECT

Paper 30% Presentation 10%
The Situation
Assessment of the community: Introduction, population
pyramid, dynamics. Introduction to the problem: what is the
problem, specific problem statement, magnitude of the problem,
effect of the problem, and what steps did you and the
community take to select this particular problem etc.
Review of The Literature and Analysis of The Situation
A review of literature to support the problem and to outline its
effects in the community. A concise review of literature
discussing various possible strategies to solve the problem.
Recommended Strategy
Justify the selected strategy for its appropriateness and
relevance to the community. Sustainability of the project,
application of principle of the PHC and community participation,
how scientifically sound is the idea.
Plan of Action
Objectives of the plan.
Give a complete plan of action including who, where, how,
when of the plan. How do you plan to evaluate the project
Implementation With Modification
Description of project implementation in the community along
with measures taken to sustain the project. Clear & concise
description of modifications needed along with rationale.
Implementation At Field Level
Planning and implementation at field level will also be
assessed. Involvement of PHC team & community from
identification to evaluation of project and efforts made to sustain
the project will also be assessed.
234
Results
Provide a complete, analytical description, of the outcomes of
your project including expected and unexpected results.
Conclusion
Brief summary of project including limitations and
recommendations.
Style of writing
APA style, references, organization, flow and transition and
Succinctness.
2. Nursing Seminar 2 CH
Course Description:
This course is designed to provide the learners with an overview of critical
professional and ethical issues confronting the nursing profession within
health care. It is also intended to encourage the learners to reflect on
contemporary issues affecting professional practice, nursing care,
education and research. Discuss strategies and opportunities for
enhancement of nursing profession. Prepare the learners for the
challenges that await them in the workplace. This course also provides
avenue for their professional growth which will help them in role transition
from learners to practice life.
Course Objectives:
On completion of the course, the learners will be able to:
1. Discuss the professional dimensions of nursing and the dynamics

involved in development and maintenance of nursing image
2. Apply ethical decision making principles with logics in professional
practice
3. Recognize the contemporary issues and legal framework guiding and
influencing nursing
4. Explore and adapt current trends influencing nursing practice,
education and research in Pakistan and throughout the world.
5. Understand & adjust with the new roles & responsibilities of Nursing
staff
Discussions, guest lecturers, seminars, readings, presentations and

reflection writing.
235
Evaluation Criteria:
Reflective writing 40%
Group presentation 20%
Planning and organizing seminar 40%
Total 100%
Recommended Topics:
1. Nursing status and image:
2. Behaviour and application of ethical decision making principles:
3. Contemporary professional nursing
4. legal aspects in Nursing
5. Trends and issues within the health care system
6. Professional development of nurses
7. Role transition / reality shock
8. Disaster Nursing
Reflective Writing Paper

Guidelines 40 %
Directions:
 The last 30 minutes of the class will be given to complete the reflective
writing, which must handed in before leaving the class
 Guided questions or an incident will be given to encourage critical
thinking
 The learners will be expected to integrate theory covered in the class
and from other courses where relevant
 Past experiences or known incidents can also be incorporated
 All the logs sheets / log book should be kept in a file to be submitted to
the faculty for final grading.
Note: Refer Appendix B for the guideline of reflective log.

Group Presentation 20 %
Guidelines
Process:
The groups will be given a topic selected by the faculty and will be required
to present different views points on the subject matter. The groups will be
informed which view point they are to speak on.
1. A copy of literature being used by learners needs to be shared with the

faculty.
236
2. Each group must maintain on a “Group Meeting Log Sheet” on how
they participated throughout the process. This sheet must be submitted
on the day of presentation.
Objectives:
1. To provide an opportunity to express their thoughts and point of view
in a logical and rational way.
2. To facilitate learners by providing opportunities to develop confidence
while addressing professional issues publicly.
Directions:
1. A minimum of 3 articles/ books need to be integrated in presentation
2. Presenters are expected to develop sound knowledge on a given
topics to face the challenging questions.
3. Each group will be given 10 minutes to present their view points.
4. This will be followed by a 10 minutes question / answer session or
discussion involving the audience.
Note: Refer appendix A for evaluation tool to be used for
presentation.
References:
1. Amos, D. (2001). An evaluation of staff nurse role transition. Nursing
Standard, 16 (3), 36-41.
2. Byerly, R. T., Carpenter, J. E.,& Davis, J. (2001). Managed Care and
the Evolution of Patient
3. Crouch, D. (2001). The same, but different, Nursing Times, 97 (40),
22-23.
4. Chitty, K. K. (2001). Defining Profession. In K. K. Chitty (Ed.),
Professional Nursing: Concepts & Challenges (3rd ed.). Philadelphia:
W. B. Saunders.
5. Camerion, M. E., Schaffer. M., & Park. H. (2001). Nursing Student’s
Experiences of Ethical
6. Dean-Baar, S. L. (2001). Standards and guidelines. In J. M.
Dochterman & H. K.
7. Grace, Current issues in nursing (6th ed.). pp. 234-240. St. Louis:
Mosby.
8. Ellis, J. R., & Hartley, C. L. (2001). The Development of nursing as a
profession. In Nursing in today’s world (7th ed.).163-203.Philadelphia:
Lippincott
9. Ellis, J. R., & Hartley, C. L. (2000). Nursing in Today’s World
Challenges, Issues and Trends (7th ed). 450-452. Philadelphia.
Lippincott.
10. Garnham, P. (2001). Understanding and dealing with anger,
aggression and violence. Nursing Standard, 16(6), 37-42.
11. Heidenthal, P. K. (2003). Nursing Leadership & Management, New
York, Thomus
237
12. Jan, R. (1996). Rufaida Al-Asalmiya: The first Muslim nurse. IMAGE:
The Journal of Nursing Scholarship, 28(3), 267-268.
13. Kenkre, J. (2001). Research career pathways. Nursing Standard, 16
(4), 39-43.
14. Martin, V. (2000). Managing Transition 1. Nursing Times, 96(16), 48.
15. Martin, V. (2000). Managing Transition 1. Nursing Times, 96(17), 42.
management functions in Nursing “Theory & Application.”, 67-87.
Philadelphia: Lippincott.
management functions in nursing: “Theory & Application”, 95-117.
Philadelphia: Lippincott.
18. Rosalinda, A. L. (2004). Critical Thinking and Clinical Judgement (3rd
ed). St. Louis: Saunders.
4. ENGLISH VIII 2 CH
Annexure - A
Unit I: Writing For Research Report
Unit Description:
This unit has been designed to provide guidelines to the learners for
writing publishable articles in national newspapers / magazines / journals.
Unit Objectives:
1. know the rights and responsibilities of a prospective writer
2. identify different genres of writing when writing for publications
3. write an article of publishable quality
Unit II Abstract Writing

Unit Description:
This unit has been designed to make learners review and develop
abstracts of professional, and publishable quality.
Unit Objectives:
1. Know the purpose of writing abstracts
2. Identify and understand different types of abstracts
3. Write good quality abstracts
238
Unit III: Public Speaking
Unit Description:
This unit of the course aims to enhance the public speaking skills focusing
on the selection of appropriate content, the use of appropriate intonation,
verbal and non verbal communication skills, and specific language used in
making presentations.
Unit Objectives:

1. Select content in accordance to the audience
2. Understand and practice the required intonation
3. Focus on the importance of proper posture and body language
4. Deliver the content using effective strategies
Unit IV Poster Présentation
Unit Description:
This unit has been designed to provide difference between presentation
and poster presentation keeping in view the selection of the topic content,
graphics and layout
Unit Objectives:
By the end of this unit students will be able to:
1. Understand the advantages of poster presentation

2. Understand the difference between presentation and poster
presentation
3. Design effective posters
References:
1. American Psychological Association. (2004). Publication manual for
the American Psychological Association (5th ed.). Washington DC:
Author.
2. Baugh, L. S., Fryar, M., & Thomas, D. A. (2000). How to write first-
class business correspondence: The handbook for business writing.
New Delhi: NTC Publishing Group.
3. Coe, N., Rycroft, R., & Ernest, P. (1998). Writing skills: A problem-
solving approach. Cambridge: Cambridge University Press.
4. Cormack, D. (1994). Writing for health care professions. Cambridge,
MA: Blackwell.
5. Davidson, W. (2001). Business writing: What works, what won’t. New
York: St. Martin’s Griffin.
6. Day, A. (1996). How to get research publish in journals. Hampshire:
Gower Publishing.
239
7. Day, R. A. (1998). How to write and publish a scientific paper (5th ed).
Arizona: Oryx Press.
8. Miller, J. (2002). Business writing that counts. New Delhi: Sterling
Publishers.
9. Murphy, H. A., Hildebrandt, H. W. (1991). Effective business
communications (6th ed.). Singapore: McGraw-Hill International.
10. Pike, B., & Busse, C. (2002). 101 games for trainers: A collection of
the best activities from creative techniques newsletter. New Delhi: Ane
Books.
11. Piotrowski, M. V. (1996). Effective business writing: A guide for those
who write on the job (2nd ed.). New York: Harper Collins.
12. Rosen, L. J. (1998). Decisions: A writer’s handbook. London: Allyn &
Bacon.
13. Sharma, R. C., & Mohan, K. (2003). Business correspondence and
report writing: A practical approach to business and technical
communication (3rd ed.). New Delhi: Tata McGraw-Hill Publishing
Company.
References:
American Association of Colleges of Nursing The Essentials of
Baccalaureate Education for Professional Nursing Practice (1998).
College of Nurses of Ontario (1999). Entry to practice competencies for
Ontario Registered Nurses as of January 1, 2005. Toronto: Author.
International Council of Nurses (ICN). (1998). Position statement on scope
of nursing practice. Geneva:
International Council of Nurses (ICN). (2003). An Implementation Model for
the ICN Framework of Competencies for the Generalist Nurse . Geneva:
Author.
CLINICAL PRACTICUM 5 CH
Course Description:
This course will enable learners to review and integrate previously learned
concepts in the various clinical setting. It will prepare learners for the
beginning practice of professional nursing in a variety of clinical settings. It
responds to the needs of society by helping persons, families, and
communities through therapeutic nursing care, which encompasses health
teaching, health maintenance, and health promotion. The learner uses
clinical judgment to assist clients in achieving optimal health and adapting
to altered states of health.
240
Course Objectives:
By the end of this course, learners will be able to
1. Prepare for role transition to bedside nurse.

2. Utilize learned concepts in a clinical setting.
3. Enhance the Clinical practice which provides the opportunity for
students to become skilful through implementing theoretical
knowledge into practical situation.
4. Develop professional growth and advancement through acquired
knowledge and experience.
5. Augment continuous personal growth and development.
Teaching learning strategies

PBL (Problem Based Learning), group discussions, presentation.
Evaluation Criteria
Evidenced based project
Presentation 20%
Paper writing 20%
Portfolio 20%
Problem Based Tutorials 40%
Total 100%
Guideline for scholarly paper

Total marks.
 Select appropriate issue / problem

 Provide abstract of yours issue.
 Explain why you choose this issue
 Explain the major causes of the issue
 Analysis with literature
 Discuss the consequences of the issue
 Provide best solutions/interventions based on epidemiology
research based articles.
 Provide your recommendations to eliminate the issue.
Strict with APA and grammar
241
Annexure “A”
COMPULSORY COURSES IN ENGLISH FOR BS
(4-YEAR) IN BASIC & SOCIAL SCIENCES
English I (Functional English)
Objectives: Enhance language skills and develop critical thinking.
Course Contents:
Basics of Grammar
Parts of speech and use of articles
Sentence structure, active and passive voice
Practice in unified sentence
Analysis of phrase, clause and sentence structure
Transitive and intransitive verbs
Punctuation and spelling
Comprehension:
Answers to questions on a given text
Discussion:
General topics and every-day conversation (topics for discussion to
be at the discretion of the teacher keeping in view the level of
students)
Listening:
To be improved by showing documentaries/films carefully selected
by subject teachers
Translation skills:
Urdu to English
Paragraph writing
Topics to be chosen at the discretion of the teacher
Presentation skills
Introduction
Note: Extensive reading is required for vocabulary building
Recommended Books:
1. Functional English
a) Grammar
1. Practical English Grammar by AJ. Thomson and AV Martinet.
Exercises 1. Third edition. Oxford University Press. 1997.
ISBN 0194313492
2. Practical English Grammar by A J Thomson and A V Martinet.
Exercises 2. Third edition. Oxford University Press. 1997.
ISBN 0194313506
242
b) Writing
1. Writing. Intermediate by Marie-Christine Boutin, Suzanne
Brinand and Francoise Grellet. Oxford Supplementary Skills.
Fourth Impression 1993. ISBN 0 19 435405 7 Pages 20-27
and 35-41.
c) Reading/Comprehension
1. Reading. Upper Intermediate. Brain Tomlinson and Rod Ellis.
Oxford Supplementary Skills. Third Impression 1992. ISBN 0
19 453402 2.
d) Speaking
English II (Communication Skills)

Objectives: Enable the students to meet their real life communication
needs.
Course Contents:
Paragraph writing
Practice in writing a good, unified and coherent paragraph
Essay writing
Introduction
CV and job application
Translation skills
Urdu to English
Study skills
Skimming and scanning, intensive and extensive, and speed
reading, summary and précis writing and comprehension
Academic skills
Letter/memo writing, minutes of meetings, use of library and internet
Presentation skills
Personality development (emphasis on content, style and
pronunciation)
Note: documentaries to be shown for discussion and review
Recommended Books:
Communication Skills
a) Grammar
1. Practical English Grammar by AJ. Thomson and AV. Martinet.
Exercises 2. Third edition. Oxford University Press 1986.
ISBN 0 19 431350 6.
243
b) Writing
1. Writing. Intermediate by Marie-Chrisitine Boutin, Suzanne
Brinand and Francoise Grellet. Oxford Supplementary Skills.
Fourth Impression 1993. ISBN 019 435405 7 Pages 45-53
(note taking).
2. Writing. Upper-Intermediate by Rob Nolasco. Oxford
Supplementary Skills. Fourth Impression 1992. ISBN 0 19
435406 5 (particularly good for writing memos, introduction to
presentations, descriptive and argumentative writing).
c) Reading
1. Reading. Advanced. Brian Tomlinson and Rod Ellis. Oxford
Supplementary Skills. Third Impression 1991. ISBN 0 19
453403 0.
2. Reading and Study Skills by John Langan
3. Study Skills by Riachard York.
English III (Technical Writing and

Presentation Skills)
Objectives: Enhance language skills and develop critical thinking
Course Contents:
Presentation skills
Essay writing
Descriptive, narrative, discursive, argumentative
Academic writing
How to write a proposal for research paper/term paper
How to write a research paper/term paper (emphasis on style,
content, language, form, clarity, consistency)
Technical Report writing
Progress report writing
Note: Extensive reading is required for vocabulary building
Recommended Books:
Technical Writing and Presentation Skills
a) Essay Writing and Academic Writing
1. Writing. Advanced by Ron White. Oxford
Supplementary Skills. Third Impression 1992. ISBN 0
19 435407 3 (particularly suitable for discursive,
descriptive, argumentative and report writing).
244
2. College Writing Skills by John Langan. McGraw-Hill
Higher Education. 2004.
3. Patterns of College Writing (4th edition) by Laurie G.
Kirszner and Stephen R. Mandell. St. Martin’s Press.
b) Presentation Skills
c) Reading
The Mercury Reader. A Custom Publication. Compiled by
norther Illinois University. General Editiors: Janice Neulib;
Kathleen Shine Cain; Stephen Ruffus and Maurice Scharton.
(A reader which will give students exposure to the best of
twentieth century literature, without taxing the taste of
engineering students).
245
Annexure “B”
Pakistan Studies (Compulsory)
Introduction/Objectives:
 Develop vision of historical perspective, government, politics,
contemporary Pakistan, ideological background of Pakistan.
 Study the process of governance, national development, issues
arising in the modern age and posing challenges to Pakistan.
Course Outline:
1. Historical Perspective
a. Ideological rationale with special reference to Sir Syed Ahmed Khan,
Allama Muhammad Iqbal and Quaid-e-Azam Muhammad Ali Jinnah.
b. Factors leading to Muslim separatism
c. People and Land
i. Indus Civilization
ii. Muslim advent
iii. Location and geo-physical features.
2. Government and Politics in Pakistan
Political and constitutional phases:
a. 1947-58
b. 1958-71
c. 1971-77
d. 1977-88
e. 1988-99
f. 1999 onward
3. Contemporary Pakistan
a. Economic institutions and issues
b. Society and social structure
c. Ethnicity
d. Foreign policy of Pakistan and challenges
e. Futuristic outlook of Pakistan
Recommended Books:
1. Burki, Shahid Javed. State & Society in Pakistan, The Macmillan
Press Ltd 1980.
2. Akbar, S. Zaidi. Issue in Pakistan’s Economy. Karachi: Oxford
University Press, 2000.
3. S. M. Burke and Lawrence Ziring. Pakistan’s Foreign policy: An
Historical analysis. Karachi: Oxford University Press, 1993.
4. Mehmood, Safdar. Pakistan Political Roots & Development. Lahore,
1994.
5. Wilcox, Wayne.The Emergence of Banglades., Washington: American
Enterprise, Institute of Public Policy Research, 1972.
6. Mehmood, Safdar. Pakistan Kayyun Toota, Lahore: Idara-e-Saqafat-
e-Islamia, Club Road, nd.
246
7. Amin, Tahir. Ethno - National Movement in Pakistan, Islamabad:
Institute of Policy Studies, Islamabad.
8. Ziring, Lawrence. Enigma of Political Development. Kent England:
WmDawson & sons Ltd, 1980.
9. Zahid, Ansar. History & Culture of Sindh. Karachi: Royal Book
Company, 1980.
10. Afzal, M Rafique. Political Parties in Pakistan, Vol. I, II & III.
Islamabad: National Institute of Historical and cultural Research,
1998.
11. Sayeed, Khalid Bin. The Political System of Pakistan. Boston:
Houghton Mifflin, 1967.
12. Aziz, KK Party, Politics in Pakistan, Islamabad: National Commission
on Historical and Cultural Research, 1976.
13. Muhammad Waseem, Pakistan Under Martial Law, Lahore: Vanguard,
1987.
14. Haq, Noor ul. Making of Pakistan: The Military Perspective.
Islamabad: National Commission on Historical and Cultural Research,
1993.
247
Annexure “C”
ISLAMIC STUDIES
(Compulsory)
Objectives:
This course is aimed at:
1 To provide Basic information about Islamic Studies
2 To enhance understanding of the students regarding Islamic Civilization
3 To improve Students skill to perform prayers and other worships
4 To enhance the skill of the students for understanding of issues related
to faith and religious life.
Detail of Courses:
Introduction to Quranic Studies
1) Basic Concepts of the Quran
2) History of the Quran
3) Uloom-ul-Quran
Study of Selected Text of the Holly Quran
1) Verses of Surah Al-Baqra Related to Faith (Verse No-284-286)
2) Verses of Surah Al-Hujrat Related to Adab Al-Nabi
(Verse No-1-18)
3) Verses of Surah Al-Mumanoon Related to Characteristics of faithful
(Verse No-1-11)
4) Verses of Surah al-Furqan Related to Social Ethics (Verse No.63-
77)
5) Verses of Surah Al-Inam Related to Ihkam(Verse No-152-154)
Study of Sellected Text of Holly Quran

1) Verses of Surah Al-Ihzab Related to Adab al-Nabi (Verse
No.6,21,40,56,57,58.)
2) Verses of Surah Al-Hashar (18,19,20) Related to thinking, Day of
Judgment
3) Verses of Surah Al-Saf Related to Tafakar,Tadabar (Verse No-1,14)
Seerat of Holy Prophet (SAW) I

1) Life of Muhammad Bin Abdullah (Before Prophet Hood)
2) Life of Holy Prophet (S.A.W) in Makkah
3) Important Lessons Derived from the life of Holy Prophet in Makkah
Seerat of Holy Prophet (SAW) II
1) Life of Holy Prophet (S.A.W) in Madina
2) Important Events of Life Holy Prophet in Madina
3) Important Lessons Derived from the life of Holy Prophet in Madina
248
Introduction To Sunnah
1) Basic Concepts of Hadith
2) History of Hadith
3) Kinds of Hadith
4) Uloom –ul-Hadith
5) Sunnah & Hadith
6) Legal Position of Sunnah
Selected Study from Text of Hadith
Introduction To Islamic Law & Jurisprudence
1) Basic Concepts of Islamic Law & Jurisprudence
2) History & Importance of Islamic Law & Jurisprudence
3) Sources of Islamic Law & Jurisprudence
4) Nature of Differences in Islamic Law
5) Islam and Sectarianism
Islamic Culture & Civilization
1) Basic Concepts of Islamic Culture & Civilization
2) Historical Development of Islamic Culture & Civilization
3) Characteristics of Islamic Culture & Civilization
4) Islamic Culture & Civilization and Contemporary Issues
Islam & Science
1) Basic Concepts of Islam & Science
2) Contributions of Muslims in the Development of Science
3) Quran & Science
Islamic Economic System
1) Basic Concepts of Islamic Economic System
2) Means of Distribution of wealth in Islamic Economics
3) Islamic Concept of Riba
4) Islamic Ways of Trade & Commerce
Political System of Islam
1) Basic Concepts of Islamic Political System
2) Islamic Concept of Sovereignty
3) Basic Institutions of Govt. in Islam
Islamic History
1) Period of Khlaft-E-Rashida
2) Period of Ummayyads
3) Period of Abbasids
Social System of Islam

1) Basic Concepts of Social System of Islam
2) Elements of Family
3) Ethical Values of Islam
249
Reference Books:
1) Hameed ullah Muhammad, “Emergence of Islam” , IRI,
Islamabad
2) Hameed ullah Muhammad, “Muslim Conduct of State”
3) Hameed ullah Muhammad, ‘Introduction to Islam
4) Mulana Muhammad Yousaf Islahi,”
5) Hussain Hamid Hassan, “An Introduction to the Study of Islamic Law”
leaf Publication Islamabad, Pakistan.
6) Ahmad Hasan, “Principles of Islamic Jurisprudence” Islamic Research
Institute, International Islamic University, Islamabad (1993)
7) Mir Waliullah, “Muslim Jurisprudence and the Quranic Law of Crimes”
Islamic Book Service (1982)
8) H.S. Bhatia, “Studies in Islamic Law, Religion and Society” Deep &
Deep Publications New Delhi (1989)
9) Dr. Muhammad Zia-ul-Haq, “Introduction to Al Sharia Al Islamia”
Allama Iqbal Open University, Islamabad (2001)
250
Annexure “D”
Note: One course will be selected from the following six courses of
Mathematics.
COMPULSORY MATHEMATICS
COURSES FOR BS (4-YEAR)
(FOR STUDENTS NOT MAJORING IN

MATHEMATICS)
1. MATHEMATICS I (ALGEBRA)
Prerequisite (s): Mathematics at secondary level
Credit Hours: 3+0
Specific Objectives of the Course: To prepare the students, not majoring
in mathematics, with the essential tools of algebra to apply the concepts
and the techniques in their respective disciplines.
Course Outline:
Preliminaries: Real-number system, complex numbers, introduction to
sets, set operations, functions, types of functions.
Matrices: Introduction to matrices, types, matrix inverse, determinants,
system of linear equations, Cramer’s rule.
Quadratic Equations: Solution of quadratic equations, qualitative analysis
of roots of a quadratic equations, equations reducible to quadratic
equations, cube roots of unity, relation between roots and coefficients of
quadratic equations.
Sequences and Series: Arithmetic progression, geometric progression,
harmonic progression. Binomial.
Theorem: Introduction to mathematical induction, binomial theorem with
rational and irrational indices.
Trigonometry: Fundamentals of trigonometry, trigonometric identities.
Recommended Books:
Dolciani MP, Wooton W, Beckenback EF, Sharron S, Algebra 2 and
Trigonometry, 1978, Houghton & Mifflin, Boston (suggested text)
Kaufmann JE, College Algebra and Trigonometry, 1987, PWS-Kent
Company, Boston
Swokowski EW, Fundamentals of Algebra and Trigonometry (6th edition),
1986, PWS-Kent Company, Boston
251
2. MATHEMATICS II (CALCULUS)
Prerequisite (s): Mathematics I (Algebra)
Credit Hours: 3+0
in mathematics, with the essential tools of calculus to apply the concepts
Course Outline:
Preliminaries: Real-number line, functions and their graphs, solution of
equations involving absolute values, inequalities.
Limits and Continuity: Limit of a function, left-hand and right-hand limits,
continuity, continuous functions.
Derivatives and their Applications: Differentiable functions, differentiation of

polynomial, rational and transcendental functions, derivatives.
Integration and Definite Integrals: Techniques of evaluating indefinite
integrals, integration by substitution, integration by parts, change of
variables in indefinite integrals.
Recommended Books:
Anton H, Bevens I, Davis S, Calculus: A New Horizon (8th edition), 2005,
John Wiley, New York
Stewart J, Calculus (3rd edition), 1995, Brooks/Cole (suggested text)
Swokowski EW, Calculus and Analytic Geometry, 1983, PWS-Kent
Company, Boston
Thomas GB, Finney AR, Calculus (11th edition), 2005, Addison-Wesley,
Reading, Ma, USA
3. MATHEMATICS III (GEOMETRY)

Prerequisite (s): Mathematics II (Calculus)
Credit Hours: 3+0
in mathematics, with the essential tools of geometry to apply the concepts
Course Outline:
Geometry in Two Dimensions: Cartesian-coördinate mesh, slope of a line,
equation of a line, parallel and perpendicular lines, various forms of
equation of a line, intersection of two lines, angle between two lines,
distance between two points, distance between a point and a line.
Circle: Equation of a circle, circles determined by various conditions,
intersection of lines and circles, locus of a point in various conditions.
252
Conic Sections: Parabola, ellipse, hyperbola, the general-second-degree
equation
Recommended Books:
Abraham S, Analytic Geometry, Scott, Freshman and Company, 1969
Kaufmann J E, College Algebra and Trigonometry, 1987, PWS-Kent
Company, Boston
Swokowski E W, Fundamentals of Algebra and Trigonometry (6th edition),
1986, PWS-Kent Company, Boston
253
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12. Langan, J. (2002). English skills with readings (5th ed.).

1. Critical Care Nursing 7 CH

Clinical Pass /fail

Date Topics Faculty

UNIT I: Conceptual foundations in critical care

UNIT 1: Conceptual Foundations In Critical Care Nursing

UNIT II: Tools of Critical Care Nursing

2. Intraaortic balloon pump monitoring (IABP).

UNIT III: Emergency/Critical Care

This unit highlights the emergency care and anticipatory management in

1. Discuss the concept of triage and priority setting in emergency setting

At the end of this unit, learners will be able to:

1. Describe various conditions classified as cardiac arrest.

2. Leadership and Management in Nursing 3 CH

Unit I: Management /Organizational Theories, Structure and

1. Discuss various theories of management.

1. Discuss various strategies managers use to coordinate material and

Unit III Leadership Theories and Styles

1. Understand different Leadership theories.

Unit IV: POWER AND POLITICS NURSING

1. Define politics, power, and policy.

At the end of this unit the learners will be able to:

Unit VI: Problem Solving and Decision Making

Unit VII: Communication in Management

Unit VIII: Negotiation and Collaboration:

UNIT IX: Resource Management Financial Management

UNIT X: Human Resource Management

1. Define Human Resource management,

Unit XI: Work Load Management

In this unit learners will be able to gain knowledge regarding efficiency,

1. Define Work load management.

Unit XII: A. MOTIVATIONAL THEORIES

Unit -XIII: Quality Management System

At the end of this unit the learners will be able to:

Unit-XIV: Accreditation for Institutions

1. Describe the historical back ground of the accreditation of institution.

Unit XV: Hospital Management System (HMS)

1. Define Management Information System (MIS)

Assignment (based on leadership role) 30%

1. Describe one situation/incident that you have observed during your

GROUP PRESENTATION 30%

Each group will prepare a 30 minutes presentation on selected topic from

Specific Clinical Objectives for Leadership and Management

a) Give unit report to the head nurse.

1. Recognize the research process as a systematic approach to thought

Statement of Phenomenon of Interest

 Is the design appropriate and compatible with the purpose of the

 Does the researcher describe the selection of participants? Is

 Is data collection focused on human experience?

 Does the researcher describe the strategies used to analyze the

Data Analysis (Cont….)

Unit I Memo Writing

By the end of this unit, students will be able to:

1. Use appropriate layout

2. Write clear and concise memos.

Unit II: Formal Meetings & Minutes

1. Develop curriculum vitae in accordance to employer’s needs

1. Understand and discuss the roles of interviewers and interviewees

Year 4 Semester VIII

1. COMMUNITY HEALTH NURSING-III 5 CH