Curriculum

of

B.Sc (Post RN) Degree Program

(Two Years)

At

Post Graduate College of Nursing

Affiliated with

Khyber Medical University

Peshawar

1
 ADAPTATION OF CURRICULUM

The curriculum which has been prepared by Jamshoro College of Nursing, Sindh
and approved by the Pakistan Nursing Council is hereby adopted by the
Postgraduate College of Nursing, Khyber Medical University, Peshawar with some
minor amendments. Khyber Medical University highly appreciates the hard work
and dedication shown by the following faculty of Postgraduate College of Nursing,
Peshawar.

1. Mrs. Farhana Joesphine, Principal, Postgraduate Nursing College, NWFP

Peshawar
2. Miss Shakeela Begum, Controller of Examination, NWFP Peshawar
3. Miss Akhtar Bano, Sister Tutor, Postgraduate College of Nursing, NWFP
Peshawar
4. Miss Mehr-un-Nisa, Sister Tutor, Postgraduate College of Nursing, NWFP
Peshawar
5. Miss Shaheen Ghani , Nursing Instructor, Postgraduate College of Nursing
NWFP Peshawar

Prof. Dr. Shad Mohammad

Director Academics & Admissions
Khyber Medical University
Peshawar

2
 CONTENTS

1. Acknowledgement 4

2. Background 6

3. Course Outline 7

4. Course Description 13

5. Course details

a. Year 1, Semester I 19

b. Year 1, Semester II 45

c. Year 2, Semester III 58

d. Tear 2, Semester IV 72

6. Guidelines for Learning Project 81

3
 ACKNOWLEDGEMENT

For the setting of B.Sc N degree curricula, the Postgraduate College of

Nursing would like to acknowledge the contribution of the Chairperson, members of
Board of studies and members of Academic Council Pakistan Nursing Council for
their valuable time, advice and guidance through out the process.

Ms. Ilmiya Mughal, Chairperson

Principle JCON/Director Nursing

Dr. Yasmine Amarsi,

Member/Specialist
Associate professor,
Director Nursing AKUSON

Mrs. Zarina Akhtar Member

Senior Nursing Instructor
Jamshoro College of Nursing
(JCON)

Ms. Rabia Manzoor Member

Health Education Officer
Provincial Health Development Center
(PHDC) Jamshoro

Mrs. Musarat Fatima Member

Nursing Instructor
Jamshoro College of Nursign
(JCON)

Mrs. Talat Parveen Shah, Member

Senior Nursing Instructor,
SON Civil Hospital, Karachi

Mrs. Afshan Nazli, Member

Senior Nursing Instructor,
CON, JPMC, Karachi

Ms. Rehana Afghani, Member

Senior Nursing Instructor,
SON, JPMC, Karachi

4
The JCON would also likes to acknowledge the following for their valuable
suggestions

Ms. Kishwar Raja, Principal, CON, JPMC, Karachi

Ms. Zeenat Khanogi, Director AKU, SON Diploma program
Dr. Mischeale Upvall, Associate Prof. Director BScN, Program AKU
Ms. Niamat Chandani, Faculty AKU, SON
Ms. Susan Saghir, Faculty AKU, SON
Ms. Mehrunnissa, Faculty AKU, SON

Special thanks of Faculty members of Jamshoro College of Nursing

Ms. Surriya R. Ali, Senior Nursign Instructor, JCON

Ms. Perveen Sher, Faculty JCON
Ms. Zainab Sulman, Faculty JCON
Ms. Anees Shagufta, Faculty JCON
Ms. Almas Ghaffar, Faculty JCON

Special thanks to Mr. Nadeem Baig (Computer Operator)

Jamshoro College of Nursign (Jamshoro) for his artistic computer assistance.

5
 Background
JUSTIFICATION OF THE PROGRAM

This program is expected to prepare a clinical nurse, nurse teacher and nurse administrator
with in shortest period of time and to provide base for higher education in the field of
nursing to those who are already practicing nursing in health care delivery system in the
country.

EXPECTED OUT COME

Resultantly quality of patients care in hospital and in community will be improved,

standard of nursing education will be enhanced and the learner will also be prepared for
effective nursing management and administration.

PHILOSOPHY

People are individuals of innate worth and dignity. They have spiritual, biological, social
and psychological needs, and have the right to pursue the highest level of health and quality
of life achievable for themselves and their communities. People’s commitment to Islam helps
them to develop a code of ethics with directs their attitudes and activities towards others.

GOALS/AIMS:

Our aim is to promote awareness of higher education to qualified nurses and facilitate the
professional development, strengthen the health care devilry system and improve nursing
education by preparing competent nurse educators and nurse managers, who could utilize
evidence based practice.

OBJECTIVES

Provide a theoretical knowledge of principles and methods related to nursing

education.
Strengthen the quality of teaching in nursing education, management in hospitals
and in community setting through teaching of current concepts and skills.
Promote critical thinking and problem solving skills.
Encourage self-directed and life long learning.
Provide safe competent nursing care in a specialized area.

CORE COMPETENCIES

1. Nursing practice and management, teaching management and leadership.

2. Critical thinking.
3. Communication.
4. Evidence based nursing practice.
5. Professional, ethical and legal practice.
6. Professional development and values.
7. Psychomotor skills.

6
 COURSE OUTLINE
SEMESTER – I
ORIENTATION
One week
CORE COURSE
(20 weeks)
 English – I
 Social Sciences
 Health Assessment
 Integrated Sciences – I
 Computer in Nursing
 Professional Development
 Advance Nursing Concepts – I

SEMESTER – II
CORE COURSE
(20 weeks)
 English – II
 Epidemiology
 Integrated Sciences – II
 Community Health Nursing
 Advance Nursing Concepts – II
 Introduction to Management
 Fundamental of Counseling and Guidance

SEMESTER – III
CORE COURSE
(20 weeks)
 English – III
 Nursing Research
 Bio-statistic
 Psychology of Learning
 Advance Nursing Concepts –III
 Principles & Method of Teaching
 Clinical Teaching & Clinical Supervision

7
 SEMESTER – IV (Elective)
CORE COURSE
(20 weeks)

Semester – IV (A) Semester – IV (B) Semester – IV ©

Nursing Education Nursing Management Nursing Health Nursing

(6 weeks) (6 weeks) (6 weeks)

Curriculum Planning & Planning Primary Health Care

Development
Organizing Community Health &
Administration in Development
Nursing Education Staffing
program Community Health
Directing Nursing Management
Principles and Methods
of Evaluation Controlling English - IV

English - IV Financing

English - IV

Practicum Practicum Practicum

(14 weeks) (14 weeks) (14 weeks)

Nursing Education in Nursing Management in Nursing Management in

School of Nursing Hospitals Communities

Research Project Research Project Research Project

8
Year 1, Semester – I
20 WEEKS STUDY HOURS 02 WEEKS EXAMINATION

SN Subject Max: Marks Credits

1 Advance nursing concepts-I theory & Practical 200 6
2 Health assessment theory & Practical 100 3
3 Integrated sciences – I 100 3
 Physiology
 Microbiology
4 Computer in Nursing 50 1
5 Professional development 100 3
6 Social sciences 100 3
 Sociology (culture, health and society)
 Psychology
7 English 100 2
Total 750 21

Year 1, Semester – I I
S.N Subject Max: Marks Credits
1 Advance nursing concepts-II theory, practical 200 6
2 Integrated sciences – II 100 3
 Physics
 Chemistry
3 Community Health Nursing 100 5
4 Epidemiology 100 2
5 Introduction to management 100 2
6 Fundamental of counseling & guidance 100 2
7 English –II 100 2
Total 800 22

Year 2, Semester – III

S. N Subject Max: Marks Credits

1 Advance nursing concepts-III theory & Practical 200 6

2 Nursing research 100 3

3 Bio-statistic 100 3

4 Psychology of learning 100 3

5 Principles and methods of teaching 100 2

6 Clinical teaching and clinical supervision 100 3

7 English –III 100 2

Total 800 22

9
Ear 2, Semester – IV (A)
SENIOR ELECTIVE NURSING EDUCATION

S. N Subject Max: Marks Credits

1 Curriculum planning & Development 100 2

2 Administration in Nursing educational program 100 2

3 Principles and method of evaluation 100 2

4 English – IV 100 2

5 Practicum (in nursing education) 200 12

Total 600 20

Year 2, Semester – IV (B)

SENIOR ELECTIVE NURSING MANAGEMENT
S. N Subject Max: Marks Credits

1 Planning 50 1

2 Organizing 50 1

3 Staffing 50 1

4 Directing 50 1

5 Controlling 50 1

6 Financing 50 1

7 English IV 100 2

8 Practicum (in nursing management) 200 12

Total 600 20

Year 2, Semester – IV ( C )
SENIOR ELECTIVE COMMUNITY HEALHT NURSING
S. N Subject Max: Marks Credits

1 Community Health And Development 100 2

2 Primary health care 100 2

3 Community health nursing management 100 2

4 English 100 2

5 Practicum (in community health nursing) 200 12

Total 600 20

6 weeks for theory

14 weeks for practicum

Formula: The calculations are done according to the following criteria 6 hours/day, 6 days /weeks =
36 hours/week.

10
 Postgraguate Nursing College Peshawar
B.Sc N Degree Program Hours

Year 1, Semester – I (20 Week’s Program)

S. N Subject Original Hours
1 Advance Nursing concepts-I Theory and practical (Theory = 3)
(Clinical = 6) 9 x 20 = 180
2 Health assessment theory and practical 3 x 20 = 60
3 Integrated sciences – I 3 x 20 = 60
 Physiology
 Microbiology
4 Computer in nursing practical 2 x 20 = 40
5 Professional development 3 x 20 = 60
6 Social sciences 3 x 20 = 60
Sociology (Culture, health and society)
Psychology
7 English -I 2 x 20 = 40
Total 500

Year 1, Semester – II (20 Week’s Program)

S. N Subject Original Hours
1 Advance Nursing concepts-II Theory and (Theory = 3)
practical (Clinical = 6) 9 x 20 = 180
2 Integrated sciences – II 3 x 20 = 60
 Physiology
 Chemistry
3 Community health nursing 5 x 20 = 100
4 Epidemiology 2 x 20 = 40
5 Introduction to management 2 x 20 = 40
6 Fundamental of counseling and guidance 2 x 20 = 40
7 English -II 2 x 20 = 40
Total 500

Year 2, Semester – III (20 Week’s Program)

S.N Subject Original Hours
1 Advance nursing concepts –III theory, practical (Theory = 3)
(Clinical = 6) 9 x 20 = 180
2 Nursing research 3 x 20 = 60
3 Bio-statistic 3 x 20 = 60
4 Psychology of learning 2 x 20 = 40
5 Principles and methods of teaching 2 x 20 = 40
6 Clinical teaching & clinical supervision 3 x 20 = 60
7 English - III 2 x 20 = 40
Total 500

11
Year 2, Semester – IV (A) (20 Week’s Program)
Senior Elective Nursing Education
S. N Subject Original Hours
1 Curriculum planning and development 2 x 20 = 40
2 Administration in nursing educational program 2 x 20 = 40
3 Principles and method of evaluation 2 x 20 = 40
4 English – IV 2 x 20 = 40
5 Practicum (in nursing education) 24 x 20 = 480
Total 640

Year 2, Semester – IV (B)

Senior Elective Nursing Management
S. N Subject Original Hours
1 Planning 1 x 20 = 20
2 Organizing 1 x 20 = 20
3 Staffing 1 x 20 = 20
4 Directing 1 x 20 = 20
5 Controlling 1 x 20 = 20
6 Financing and budgeting 1 x 20 = 20
7 English – IV 2 x 20 = 40
8 Practicum (IN nursing Management) 24 x 20 = 480
Total 640

Year 2, Semester – IV (C ) (20 Week’s Program)

Community Health Nursing
S. N Subject Original Hours
1 Community health and development 2 x 20 = 40
2 Primary health care 2 x 20 = 40
3 Community health nursing management 2 x 20 = 40
4 English – IV 2 x 20 = 40
5 Practicum (In community health nursing) 24 x 20 = 480
Total 640

Course weightage credit hours

Each course has certain credit hours attached to it. One credits hour for a particular
course is generally to be considered as fifty minutes (one period) of teaching per
week. The number of credit hours indicates weightage of the course relative to the
other courses and may also reflect number of hours of teaching of that course per
week. Thus a course of 3 credits hours would mean a total of 3 x 20 = 60 hours of
actual teaching of that course. (Practical) 3 hrs duration conducted once a week is
assigned I credit hour.

12
 COURSE DESCRIPTION
Advance Nursing Concepts: 1, 2, & 3.

This course is planned to develop an understanding of comprehensive nursing care

of individuals, focusing on physical, social, emotional and spiritual needs. Emphasis
is on the use of the nursing process in care of medical, surgical and mental health
conditions and rehabilitation of these patients. Supervised clinical practice is offered
to all, students on both medical and surgical services. In addition to providing total
nursing care, students are responsible to utilize opportunities of health education to
the patients and their families.

Health Assessment:

In introduction to the content and skills needed to assess the basic health status of
individuals of different age groups. These skills can be applied to nursing care in
wide variety of clinical settings. The course emphasizes history taking and physical
examination skills and includes weekly laboratory/ clinical sessions.

Integrated/Applied Sciences: 1& 2.

This course is designed to help students to apply the concepts of physiology,

microbiology, physics and chemistry to nursing practice. Relevant content from
these sciences is brought together in order to create an awareness of the necessity of
science in nursing A laboratory component is included to familiarize the students
with appropriate laboratory skills.

Computer Applications in Nursing.

This is an introductory course design to explore various computer applications in

nursing settings.

Professional Development:

This course is designed to provide the students with an overview of the social forces
and issues faced by the nursing profession in Pakistan. It will also introduce students
to various concepts and skills such as communication and interpersonal
relationships, empowerment, assertiveness, group dynamics, critical & reflective
thinking, and trends in nursing.

Social Sciences:

a. Psychology & b. Sociology.

This course is planned to assist the student in developing a broader understanding

and greater appreciation of the psychological and sociological forces underlying
human behaviour. Because the interdependency of these concepts influences
behaviour, it is felt that such a combined course has greater meaning. The subject
matter, for the most part, is oriented to the cultural situation in Pakistan. The content

13
includes origins of man and his cultural development; dynamics of behaviour and
personality; social institutions; community; psychological disorganization; and
psychological and sociological implications for nursing.

Community Health Nursing.

This course introduces the principles of public health and their application to
nursing. It is not intended to prepare specialist nurses in this field but rather to
create an awareness of the important aspects of public health as they affect the health
and welfare of individuals, families and communities.

Field experiences are planned to provide opportunities for all students to participate
in a public health program in a variety of settings. Field trips are made to select
municipal installations and agencies to observe public health facilities operating in
NWFP. Home visits with health visitors and social workers provide an opportunity
to observe health and sanitation problems in homes and the effects upon members of
the family, the community and the patent in the hospital and clinic.

Epidemiology

This Course will provide the students with the knowledge and skill of using
epidemiological concepts in diagnosing, planning and evaluating programs in the
community. In addition the students will be able to make inferences on the impact
population demographics on social and health status in Pakistan.

Introduction to Management.

This course is designed to give the students the necessary preparation to develop
competence in carrying out efficiently the functions of the hospital management.
Consideration is given to the essential elements underlying effective administrative
procedure. Procedures related to the nature of the administrative process, quality of
patient care, responsibility for the physical environment, interpersonal relationships,
personnel management transmission of orders, reports, and records keeping are
included.

Counseling and Guidance

This course will enable learner to detect and assists students who are experiencing
difficulties in the studies related to other academics or personal concerned and will
enable to refer the nursing students to appropriate recourses /facilities. The topic to
be discussed or interviewing in communication skills ,ethical practices and
counseling , group approaches , studies skills for academics success , issues affecting
students in nursing schools, students governs and developments.

Nursing Research:

Research is the forerunner of improvements in nursing practice. Because the need for
systematic and objective investigations of nursing problems in Pakistan is
paramount, this course is designed to introduce students to research methods and
14
procedures to foster competence in critical thinking and problem solving. It is hoped
that further interest will be stimulated in the development of investigations projects
and studies and for additional preparation in this vital area.

The content defines the essentials of research and focuses attention on the use of
scientific method in solving problems. Consideration is given to: steps in the
research process; selection and definition of a problem; collection analysis, and
interpretation of data, presentation of conclusions and implications. Elementary
statistical techniques are studied, and some attention is given to statistical
interpretation of data. Each student is required to conduct a simple investigational
study, centered around a problem situation in nursing, to demonstrate abilities to
use the scientific methods of solving problems.

Biostatistics:

This Course is designed to provide students with the knowledge and skills of basic
concept of biostatistics and present and analyze data and make an
inference/decision about a given population.

Psychology of Learning:

This course is designed to assist students to develop an insight to the different styles
of learning. It will focus on the types and theories of learning principles and
methods of teaching/learning; barriers to learning; motivation; memory and
forgetting; problem salving and transfer of learning. In addition, it will enhance
students learning in understanding the principles of learning and its application to
their own learning. It will also help them to relate these concepts in their future
responsibilities as a teacher.

Principles and methods of teaching /learning

This course will provide students with the knowledge and application of modern
teaching methods used to enhance learning. In addition, students' knowledge and
skills will be developed in writing learning objectives, facilitation of learning and
usage of educational theories to develop lesson plans.

Clinical Teaching and Clinical Supervision.

In this course consideration is given to the problems of teaching in the institutions.

Students are assigned to the specialty according to their interest and choice.

Senior Elective Nursing Management

This course is designed to assist nurses to manage the nursing services efficiently.
Each component of the managerial process will be discussed in detail. The
curriculum is divided in seven modules:

15
Planning,

Conceptual thinking is essential. The manager must forecast what is needed for
future, set goals and objectives for desired results develop strategies according to
priorities to achieve the goals. Budgets arc used as planning tool to allocate resources
and personnel.

Organizing

Having planned the manager must organize so that personnel can implement the
plan efficiently and effectively. The content of organization are as follows:
organizational chart the scope of responsibility, authority and relationship of
personal within the organizational structure, job analysis, job description and job
design.

Staffing

Includes recruiting, selecting, orientation and staff development to accomplish the

goal of the organization. It also determines the type of nursing assignments that can
be selected in caring for the patient e.g. functional, team and primary nursing.

Directing

After planning, organizing and staffing, the manager must direct personnel and
activities to accomplish the goal. Knowledge of one's leadership styles, sources of
power & authority is important. To get work done by others the manager must
resolve conflict/problem, motivate and discipline staff. All these require good
communication skills and assertive behaviour.

Controlling

Involves setting standards, measuring performance taking corrective action and

rewarding performance and reporting the results.

Financing:

This course is designed to provide the B.Sc Nursing (Post RN) student in nursing
management to manage a nursing unit budget. It involves development budget,
operating and monitoring budget.

An essential additional part of the curriculum is clinical, in which participants will

work on an actual management problems faced by the health system, using methods
developed during the modules. The results of this work are to be presented as a
research project which will form part of the final examination

Senior Elective Nursing Education

This course is designed to assist nurses to manage the nursing education efficiently.
The curriculum is divided in three modules:

16
Curriculum Planning

This course is designed to give students an understanding of curriculum

implementation and evaluation in schools of nursing and midwifery". It considers
the philosophy and aims, standard specifications, selection of materials, organization
of the program of studies and administrative aspects. It also provide opportunity for
studies to draft an overall curriculum encompassing the country's needs, the need of
the school and hospital and keeping in mind the curriculum presented by PNC.

Principles and Methods of Evaluation

This course will provide the student with the knowledge and skill of evaluating
students. The major focus of this course will be in respect to: purposes and process of
evaluation, types and methods, construction use and scoring of each instruments
and interpretation and use of results. In addition students will also be introduced to
the concept of feedback.

Administration in Nursing Educational Programs

This course is designed to introduce students to the skills and techniques necessary
for managing a school of nursing. It involves identifying the context in which
schools have to operate and drawing out management implications. It will also
address practical approaches with particular emphasis on the process of reviewing,
planning and implementation of school policies.

An essential additional part of the curriculum is teaching practicum, in which

participants will work as student teacher in different teaching institutions, using
methods developed during the modules. The results of this work are to be presented
as a research project which will form part of the final examination.

Senior elective community health nursing

An essential additional part of the curriculum is clinical, in which participants will

work on an actual problem faced by the health system, using methods developed
during the modules. The results of this work are to be presented as a project which
will form part of the final examination.

Community Health & Development

This Course is designed to familiarize students to community health and

development. Students attending this course will reflect and understand the social
dynamics that are common in society and the various factors that contribute to ill
health. In addition, they will understand the role of the health system in the
prevention and promotion of health in Pakistan.

Primary Health Care

This course is designed to assist the students to understand the concept of Primary
Health Care and apply it in health prevention.

17
In addition, students will be introduced to the role of a CHN in PHC, occupational
health and school health.

Community Health Nursing Management

This Course is designed to assist students to develop skills necessary to manage a

community health field site. Students will be introduced to the managerial
concepts i.e. planning, organization, managerial skills, and evaluation.

English, 1, 2, 3 & 4.

This course aims to improving English language proficiency of students and focuses
on all four language skills (i.e. listening speaking, reading, and writing) which
makes students efficient in studies and prepares them for future leadership roles.
Interactive and learner centered teaching methodologies will be practiced. In
addition it is designed to help students/learners become reasonably proficient users
of English language for their academic and professional needs.

18
 Course Syllabus
Title : Advance Concepts in Nursing -1

Time : 6 Credits (3 theory & 3 Clinical)

Placement : Year I, semester I

Course Description
This course focuses on development of advance knowledge and skills in nursing
assessment and diagnosis, based upon psychosocial, cultural and spiritual concepts
and theories. Also this course is planned to develop an understanding of
comprehensive nursing care of an individual, focusing on physical, social, emotional
and spiritual needs.

Course objectives

By the end of this course the students will be able to;

1. Utilize Gordon's Functional Health Patterns [FHP] as a tool for assessment of

clients and families.
2. Use effective communication skills while interacting with clients, families and
other health team members.
3. Perform physical examination of client as a part of nursing assessment.
4. Determine nursing diagnosis based on analysis of assessed data.
5. Use the nursing process while caring of assigned individuals and families.
6. Apply psychosocial, cultural and spiritual concepts in the process of care of
assigned individuals and families.
7. Demonstrate professional responsibility and accountability in clinical practice.

Teaching / Learning Strategies

Lecture, tutorial, clinical and self study

Course expectations
1. Self study on assigned readings and active participation in class.
2. Presence in weekly clinical practice.
3. Written nursing care plans in clinical area.
4. Completion of assignments and exams on due dates.

Evaluation criteria
Assignment 20%
Mid Term 30%
Final 50%
As prescribed by the Khyber Medical University, Peshawar.

19
Clinical Objectives

One each clinical day the students are expected to;

1. Assess the patient and family using the FHP learnt in the previous classes.
2. Integrate physical examination skills of the previous systems learnt in
health assessment classes.
3. Formulate the nursing diagnosis list of patient, based on the assessment
and discuss the working NCP.
4. Demonstrate therapeutic interviewing skills.
5. Document evidence of meeting clinical objectives.
6. Perform patient teaching as appropriate.
7. Demonstrate safe and caring clinical practice.

References
1. Boyle, J.S; and Andrew. M. M. (1998). Trans-cultural concept in nursing
care. USA; Little Brown.
2. George, J.B. (1995). Nursing theories; the base for professional nursing.
Prentice. Hall
3. George, J.B. (1985). Nursing theories. Englewood chiefs, NJ: Pentice-Hall.
4. Long, B.C. (1995). Adult nursing: a nursing process approach Wolfe
Medical Publishers.
5. Nettina, S.M. (1991). The lippinocott Manual of nursing practice.
Philadelphia: J.B Lippincott.
6. Polaski, A.L. and Tatro, S.E. (1996). Lukmann’s care principles and
practice of medical surgical nursing. Philadelphia: W.B Saunders.
7. Smeltzer, S. C., & Base, B.G. (1996). Brunner and suddarth;s textbook of
medical surgical nursing. NY: Lippincott.

CONTENT
ADVANCE CONCEPTS OF NURSING – I

Unit Content
Unit –I Nursing Process Diagnoses
Nursing process
Component of nursing process
Benefit of nursing process
Discuss the format of nursing care plan
Format of nursing diagnosis
Process

Unit –II Theoretical Frame Works

Definition of:
Theory, concept, model theoretical frame work
Development of nursing theories
Conceptual approach
Concepts used in nursing practices

20
 Hope, hopelessness, anxiety, aging, Losse-Grieving, caring, spirituality,
powerlessness, loneliness, and health

Unit –III Functional Health Patterns

Concepts of FHP’s
Enumerate PHP, according to Gordon

Unit –IV Health perception / management pattern

Definition of health, wellness and illness.
Belief or perceptions of health and illness compare and contrast.
Health belief model (HBM)
Implication of HBM
Health promoting behaviour
Nursing measure for promotion of health lifestyle.
Infection control
No smoking
Obesity control
Chronic illness and elderly care

Unit –V Nutrition metabolic pattern concepts of

Nutrition and metabolism
Dietary habits
Beliefs and values related to diets
Over / under weight
Formula daily calories requirement according to weight

Unit –VI Elimination pattern

Elimination concept
Anatomy and physiology of bladder and bowl elimination.
Terminology related to defecation and urination.
Colostomy care
Catheterization
Enemas
Bladder training
Kegal exercise
Bowel training

Unit –VII Activity exercise

Concepts of oxygenation
Mobility and immobility
Exercise
Assessment data of
Activity exercise pattern

Unit –VIII Coping & Stress tolerance

Concept of stress

21
 Stress theory
Stress and distress
(General adaptation syndrome) GA S
Coping strategies

Unit –IX Sleep rest pattern

Physiology of sleep
Sleep cycle
REM (Rapid eye movement)
NREM (Non Rapid Eye Movement)
Factor affecting sleep
Noise / environment
Diet
Habits / Personality

Unit –X Sexuality Reproductive

Physiology of reproductive system
Sexual identify
Terminology of sexual health
Biologic sex
Gender identify /role
Sexual self concept
Psychodynamic concerns
Biopsychosocial factors
Rape
Homosexuality gays / Lesbian
Heterosexuality

Unit –XI Role Relationship

Concept of family
Definition of term
Role conflict
Role ambiguity
Role over load
Role incompetence
Role Bargaining
Role stress
Care giver role strain
Family

Unit –XII Cognitive perception

Concept of
Pain / pain threshold
Pain management
Acute / chronic pain
Beliefs related to pain

22
 Pain and culture

Unit –XIII Self perception / Concept

Definition of
Body image
Self concept
Self ideal
Self esteem

Unit –XIV Value Belief

Terminology of
Values, beliefs, attitudes,
Personal and profession values
Values conflict / distress
Ethical dilemma
Concept of
Empathy caring, hope, autonomy, mutuality
Spirituality

One clinical per week

Course Syllabus
Title : Health Assessment

Time : 3 Credits
Placement : Year 1, Semester 1

Course Description
An introduction to the content and skills needed to assess the basic health status of
individuals of varying ages. These skills can be applied to nursing care in a wide
variety of clinical settings. The course emphasizes history taking and physical
assessment skills and includes weekly lab sessions.

Course objectives

By the completion of this course, students will be able to:

1. Systematically assess the health status of an individual by obtaining a

complete health history using interviewing skills appropriately.
2. Utilize proper techniques of observation and physical examination in
assessing various body systems
3. differentiate normal from abnormal findings
4. Record findings in an appropriate manner
5. Demonstrate an awareness of the need to incorporate healthy assessment as
part of their general nursing practice skills.

23
 6. Apply knowledge of growth and development, anatomy, physiology, and
psychological skills in assessment and analysis of data collected.

Teaching / Learning Strategies

Lecture, tutorial, group discussions, lab and self study.

Course expectations
1. Complete all pre class reading prior to class.
2. Participate in class discussion, quizzes, examinations & video sessions.
3. Attends and participates in all laboratory sessions (mandatory).
4. Complete all written assignment, unit tests, and performance in exams on the
due date.
5. Practice all skills on each other in a laboratory setting and on patients in
various clinical settings under the supervision of facilitators.

Evaluation criteria
Assignment 20%
Mid Term 30%
Final 50%

References
1. Bates, B. (1999). A guide to physical examination and history taking (5th ed).
Philadelphia: J.B. Lippincott. Chapter 19.
2. Fuller, J. & Schaler – Ayers, J. (1994). Healht assessment: a Nursing approach.
(2nd ed.). Hiladelphia: J. B. Lippincott.
3. Sundeen, Stuart, Rankin, and Cohen, S.A. (1989). Nurse-client interaction:
Implementing the nursing process. St. Lious: Mosby.

CONTENT
HEALTH ASSESSMENT

Unit Content
Unit –I Introduction to course
Introduction to Health assessment and FHP
Need for health assessment in nursing
Concepts of health assessment, data collection and diagnosis
Scope of health assessment
Documentation

Unit –II Health perception – Health Management

Interviewing skills (purpose and process)
Content and format used to obtain health history
Process recording
Identify own strengths and weaknesses via observation of auideotaped
interview

24
 Inspection palpation, percussion and auscultation
Equipment
Procedure and sequence for general assessment
Techniques of Phys. General survey, mental status examination
Documentation

Unit –III Nutrition- Metabolic pattern

Review the structure and function of Nose, Mouth and Throat
Structural land marks
Assessment of the Nose, Mouth, and throat
Documentation

Unit –IV Activity – exercise pattern

Muscle strength, symmetry, size and contour
Range of motion
Lymph nodes
Pulse pressure
Peripheral pulses and BP
Critical observations to assess circulatory status
Landmarks of the chest
Chest contour and symmetry
Respiratory rate and pattern
Tactile fremitus
Chest expansion
Diaphragmatic excursion
Auscultation
Pulse rate, rhythm and pulsation characteristics
PMI
Heart sounds
Documentation

Unit –V Cognitive – Perceptual pattern

Review anatomy and physiology of abdomen, anus and rectum
Assessment of abdomen, anus and rectum
Documentation

Unit –VI Sexuality – Productive pattern

Review the structure and function of the skin, head and neck.
Assessment of the skin, head and neck
Review of A/P sensoriomotor system
Cranial nerve function
Assessment sensory – Neuro system
Deep tendon reflexes
Documentation

25
Unit –VII Sexuality – Productive pattern
Review of A/P Breast
Assessment of Breast, Axially and genitalia
Axially nodes
Component of genital examination on Male / Female
Component of comprehensive reproductive history
Documentation

Unit –VIII Role – Relationship pattern

Assessment of child and infant
Common procedures for pediatric health assessment
Types of pediatric health assessments
Review class

 (Lab) General survey and mental status

 (Lab) Skin, head and neck
 (Lab) Nose, mouth, and pharynx
 (Lab) Sensoyr ncuro
 (Lab) Abdomen, anus and rectum
 (Lab) Breast, axialla and genitalia

Course Syllabus
Title : Integrated sciences - I

Time : 3 Credits
Placement : Year 1, Semester I

Course Description

This course is build on and adds recent developments and discoveries to, the
concepts and knowledge from the biological and physical sciences already studies
by student of diploma in nursing. Knowledge, principles and concepts are brought
togather in an integrated course, selecting related content form various sciences
necessary for a basic understanding of the physiology process in the human body.
This is lab based course.

Course objectives

At the end of this course students will be able to:

1. Describe active and passive transportation across the cell membrane in the
body in order to maintain the fluid – electrolyte balance.
2. Discuss selected scientific principles behind the working of various systems in
the body.
3. Explain the cellular energy and important physiology and path physiology
descriptions, which occur in human body.
26
 4. Demonstrate the degenerative disorders response to external stimuli and
metabolic path way.
Teaching / Learning Strategies

Lecture, tutorial, clinical and self study

Course expectations
1. Active participation
2. Completion of assignment on due dates
3. Completion of lab manual
4. Pre reading

Evaluation criteria
Assignment 20%
Mid Term 30%
Final 50%

References
1. Tortora, G. J. & Anagnostakos, N. P (1992). Principles of anatomy and
physiology New York Harper & Row.

COURSE CONTENT
PHYSIOLOGY

Unit Content
Unit –I Introduction to life sciences
Unit –II Scientific Method
Science and the scientific method
Similarities and differences between the scientific method and nursing
process.
Mock lab on safety rules and procedure

Unit –III Metabolism & Sources of cellular energy

ATP and energy of activation for chemical equilibrium

Unit –IV Fluid – Electrolyte balance

Transport across membrane
Active transport across membrane
Facilitated diffusion and dialysis
Sodium potassium pump together with ions and electrolytes.

Unit –V Acid, base balance

Acid base balance and buffers

Unit –VI Trauma & cellular injury

Trauma and alteration in homeostasis

27
 Fluid and electrolyte imbalance
Presentation of data by graph

Unit –VII Metabolism

Metabolism of carbohydrates
Metabolism of lipids
Metabolism of proteins
Structure and classification
Properties of plasma protein and hormones and enzymes

Unit –VIII External stimuli

Nerve impulses and external stimuli
Visual, sound and electrical sensory organs

Unit –IX Degenerative disorders

Aging and tissue degeneration
Review of cardiac physiology
Cardiac impulses
Nervous tissue degeneration
Heart electrophysiology
Blood brain barrier
Stroke and paralysis
Laws which govern cellular respiration
Transport of respiratory gases

Course Syllabus
Title : Integrated Sciences- I

Time : 1.5 Credits

Placement : Year 1, Semester I

Course Description

This is a laboratory based course designed to give post RN B.Sc N students an

opportunity to review the basic concepts of microbiology required for integrated
sciences. Selected topics essential for competent nursing care will be covered. The
course will improve-their problems solving abilities related to their clinical work in
hospital, school and a community.

Course objectives

At the end of this course students will be able to:

28
 1. Describe various type of microbes, effect of these microbes on human body
and how to control the growth of microbes.
2. Describe various defense mechanisms of the body explain deferent
mechanism of gene transfer, protein synthesis and mutation.
3. Discuss immune disorder and allergic reaction such as asthma.

Teaching / Learning Strategies

Lecture, tutorial, clinical and self study

Course expectations
 Active participation
 Completion of assignment on due dates
 Completion of lab sheet

Evaluation criteria
Assignment 20%
Mid Term 30%
Final 50%

References
1. Buton G. R. W (1995). Microbiology for health sciences London lipinocu.
2. Tortora G. J. Funke. R. B. (1995). Microbiology an introduction New York the
Benjanum.

COURSE CONTENT
MICROBIOLOGY

Unit Content
Unit –I Introduction to course
Importance in nursing
Lab safety rules and procedure

Unit –II Microbes and health

Review of prokaryotic an eukaryotic cells
Human cell
Algae
Fungi
Virus
Bacterial staining i.e. simple and differential
Bacteria
Microbial interaction
Symbiotic relationship
Parasitic relationship
Opportunistic relationship

29
 Factors affecting Microbial growth
Physical and chemical factors i.e. Temperature, oxygen, and carbon
dioxide and pH
Control microbial growth
Physical factors i.e. temperature pH, pressure, radiation, filtration,
osmotic pressure and desiccation.
Chemical factors, i.e. dyes, acids and base, alcohol, halogens and
heavy metals and their salts.

Unit –III Immunity

Defense mechanism
First line of defense
Second line of defense
Third line of defense
Specific and non-specific immune responses
Immune disorders
Allergies

Unit –IV Microbial genetics and mutation

RNA and DNA
The mechanism for gene transfer
Protein synthesis and mutation genetic disorders

Labs:
Use and care of microscope
Isolation of normal flora
Bacterial staining
Control of microbial growth
Heat resistance bacteria
Antigen antibody reaction

Course Syllabus
Title : Computer in Nursing

Time : 2 Credits
Placement : Year 1, Semester I

Course Description
This course is designed to give post RN students an opportunity to assess data,
bibliographic references and powerful analysis procedures. This course focuses the
effective and strong nursing practice in today’s technical period of modern nursing
care. This course also provides a very powerful way for learning and
communication.

Course objectives

By the end of this course students will able to;

30
 1. Explain the basic concept and principles of use of computer.
2. Demonstrate the use of computer.
3. Apply the learnt computerized knowledge in preparing their academic
assignments.

Teaching / Learning Strategies

Lecture, tutorial, clinical and self study

Course expectations
 Active participation in class.
 Presents in all practical

Evaluation criteria
Pass / Fail

References
1. Kozier & Erb. (1988). Concepts and Issues in Nursing Practice. Chapter 7.
P. 116-129. Computer in nursing and health. California; Addison Wesley.

COURSE CONTENT
COMPUTER IN NURSING

Unit Content

Unit –I Introduction
Unit -II WINDOWS
Unit –III Word 98 2003
Unit –IV Excel 98 2003
Unit –V Power Point 2003

Course Syllabus
Title : Professional Development

Time : 3 Credits
Placement : Year 1, Semester I

Course Description

This course is designed to provide the participant with an overview of the selected
issues confronting the development of nursing as a professional. It will provide a
forum for students to reflect upon these issues in relation to the participation’s
professional life.

31
Course objectives

On completion of this course students will able to;

1. Discuss historical influences in impacting the professional of nursing through
the world and in Pakistan.
2. Evaluate the impact of social forces affecting the nursing profession in
Pakistan.
3. Discuss the image of nursing in Pakistan and in the world.
4. Demonstrate the principles associated with group dynamics.
5. Apply selected concepts of interpersonal process to professional
development.
6. Discuss ethical principles related to nursing practice.
7. Apply an ethical framework to situations in nursing practice.
8. Evaluate contemporary political forces impacting the development of nursing
as a profession.
9. Analyze the concept of accountability in relation to the individual and group
environments.
10. Determine the trends influencing the culture of nursing in Pakistan and
throughout the world.

Teaching / Learning Strategies

1. Preparatory reading assignment

2. Stimulus questions
3. Group discussions
4. Small group world / presentation
5. Lecture
6. Use of games and videos
7. Case studies
8. Guest speakers

Course expectations
In order to successfully meet the objectives of the course, the participant will be
expected to:
1. Complete pre-reading and stimulus questions as required for each class.
2. Participation in class discussion and presentations
3. Complete all assignments and presentations on the dates due.

Evaluation criteria
Assignment 20%
Mid Term 30%
Final 50%

References
1. Kozier & Erb. (1988). Concepts and Issues in Nursing Practice. Chapter 24. P.
245-262. Small group dynamic. California: Addison Wesley.

32
 2. Sundeen et al. (1989). Nurse client inter action. (4th ed.). Toronto Mosby. Ch p.
8. P. 245-262.

COURSE CONTENT
PROFESSIONAL DEVELOPMENT

Unit Content
Unit –I Introduction to course

Unit –II Nursing history

Specific historical period in relation to development identify the
variety of historical leaders and their contribution.

Unit –III Image, Status and Role of Nursing

Historical overview
Shaping society ‘s view of profession
Explore factors which impact on the status of nursing in Pakistan.
Implication of nursing image of development
Explore the current and changing role of nurse
Discuss the action which nurses in Pakistan can take to enhance the
image.

Unit –IV Interpersonal communication assertiveness, non assertiveness,

aggression negotiation and collaboration critical thinking and
decision making

Unit –V Group dynamics

Definition
Group process
Group roles and functions
Types of groups
Discuss what makes effective and infective
Phases of group work

Unit –VI Ethics and

Group process
Ethical frameworks and case studies
Unit –VII Power and Politics
Define power
Powerlessness
Authorities
Autonomy
Inpowerment
Types and sources of power
Characteristic of power oriented individual

33
 Skill use in power acquisition political
Political process
Political strategies

Unit –IX Professional accountability

Professional organization for nurses
Social obligation of individual nurses towards the development
Responsibilities of being a professional nurse
Strategies
Standards

Unit –X Trends in Nursing

Current trends in profession of nursing in Pakistan
Major issues
Develop and purpose
Group presentation
Exam week

Course Syllabus
Title : Social science (Sociology and Health)

Time : 1.5 Credits

Placement : Year 1, Semester I

Course Description

This is a core course designed to introduce the students to he field of sociology

cultural anthropology. It focuses on the exploration of the health and illness values,
beliefs and practices in general and among groups of people in Pakistan. The focus is
on analysis of the inter relatedness of culture, society and health care delivery in
Pakistan. The course promotes the exploration of transcultural nursing concepts.

Course objectives

By the end of this course students will able to;

1. Identify major factors influencing human society, social institutions, and

cultures.
2. Demonstrate knowledge of human diversity
3. Discuss the relationship between culture and social institutions with a focus
on the health care system.
4. Discussion concepts of health, diseases, illness and illness in the context of the
three major worldviews.
5. Analyze health related knowledge, beliefs, attitudes and practices of various
socio-cultural groups in Pakistan through a cultural assessment in urban
squatter settlement.

34
 6. Describe the strategies of a cultural competency when providing health care
within a society.
7. Discuss the application of transcultural nursing concepts when providing
nursing care to clients.
8. Compare the health status of women from a global perspective.

Teaching / Learning Strategies

Lecture, tutorial, clinical and self study.

Course expectations
1. Active participation in class and field activities
2. Students are expected to participate in all groups presentations either as a
presenter or as an audience.
3. Completion of all assignments on due dates.

Evaluation criteria
Assignment 20%
Mid Term 30%
Final 50%

References
1. Schacfer, R. T. and Te Lamm R. P. (1995). Social institution. In sociology;
international edition pp. 486-495. New York: McGraw-Hall.
2. Andrews, M. M. and Boyle, J. S. (Eds. (1999). Foundation of transcultural
nursing care and a developmental approach to transcultural nursing. In
transcultural concept in nursing care 3rd Ed. Pp. 3-220. Philadelphia:
Lippincott.

CONTENT
SOCIOLOGY AND HEALTH

Unit Content
Unit –I Overview of course
Social institutions
Concepts of culture
Cultural values
Concepts of health and illness
Sociological and ethical theories
Major health belief paradigms
Indigenous health care system

Unit –II Transcultural care concepts

Competence / trans-culture
Assessment model

35
 Leininger’s sunrise model
Transculutral nursing care of childbearing women and children
Transculutral nursing care of middle aged and older adults
Cultural assessment presentation

Unit –III Special issues in the delivery of transcultural nursing care

Special issues continued pain, alternative therapies nutrition Pot Luck
Book review presentation

Unit –IV Gender sensitization

Women – the oppressed group

Course Syllabus
Title : Social science (Psychology)

Time : 1.5 Credits

Placement : Year 1, Semester I

Course Description

Psychology is a discipline that influences every aspect of human existence. This

course will help the learner understand why people think and act the way they doe
as well provide insights into one’s personal attitude and response to everyday
situation and interactions.

Course objectives

One completion of this, course students will able to;

1. Discuss approaches, methods, and interventions of modern day psychology.

2. Consider the psychological basis of consciousness, memory, perception,
thought, language and emotions.
3. Relate concepts of personality and life span development to abnormal
psychology.
4. Examine the dynamics of social / group behavior.
5. Compare biological and psychological perspectives of human behaviour.

Teaching / Learning Strategies

Lecture, group discussion

Course expectations
1. Attendance and active participation in weekly classes. Classes will start on
time late arrival is disruptive to the group an important concepts will be
missed.
2. Completion of assignment according to criteria and schedules.

36
 3. Pre-reading of specific chapter (s) prior to class and other homework as
assigned.
4. Frequent feedback and suggestions to help meet own and peer’s learning
needs.

Evaluation criteria
Assignment 20%
Mid Term 30%
Final 50%

References
1. Alkinson, R. L., Atkinson, R.C., Smith, E. E., Bem, D. J., and nolen-Hockscma.
2. S. (1996) Hilgard’s introduction to psychology (12th Ed.) Fort Worth, TX:
Harcourt Brace and Company.
3. Feldman, R. S. (1993). Understanding psychology (3rd ed.) New York:
McGraw-Hall.

CONTENT
PSYCHOLOGY

Unit Content
Unit –I Course overview
Introduction to psychology

Unit –II Research Methods

Research strategies and Ethical issues
Five perspectives
Relationship between psychology and biology

Unit –III Neurobiology, and development theories

Review of asymmetries of brain
Genetics influences on behavior
Review of theories Piaget and Erickson.

Unit –IV Consciousness and its altered states

Discuss manning and function of sleep and dreams
Altered state concise in meditation, hypnosis and use of drugs
Major sleep disorder and their treatments.

Unit –V Memory
Stages and types
Remembering and forgetting
Useful techniques to improve memory

Unit –VI Thought and language

Acquiring concepts and properties of thought

37
 Problems solving, decision making, an reasoning
Development of language, its structure and function

Unit –VII Mental ability

Defining intelligence and intelligent quotient (IQ)
Assessment of IQ, aptitude and achievement tests.
Ability and environment effecting on intelligence

Unit –VIII Emotions

Components
Relationship of cognition and emotion
Expression

Unit –IX Personality and testing

Nature of personality and influences of heredity and environment
Issues of consistency in personality
Different approaches to understanding personality
Ways of assessing

Unit –X Abnormal psychology

Definition of normal and abnormal behavior
Classification of mental disorders

Unit –XI Abnormal psychology

Introduction to the major groups of psychiatric disorders; anxiety,
mood, schizophrenia and personality disorders.
Perspectives on different mental disorders.

Unit –XII Psychological therapies

Introduction
Effectiveness of psychological therapies and impact of culture and
gender

Unit –XIII Social psychology

Beliefs, attitudes and stereotyping
How people influence on each other
Conformity, compliance obedience in social settings

38
 Course Syllabus
Title : English

Time : 2 Credits
Placement : Year 1, t Semester I

Course Description

This course will focus on reading, note making, summarizing, editing and writing
skills of the students, giving special emphasis to individualized redemption.

Course objectives

By the end of this course students will able to;

1. Study independently for acquiring better linguistic skills

2. Locate relevant resources
3. Acquire appropriate reading skills
4. accurately record reference information
5. Take / make effective notes
6. Extract themes and write summaries of nursing related articles
7. Write will organized papers in apa style
8. Edit written assignments
9. Use correct form of specified grammatical items.

Teaching / Learning Strategies

Lecture, tutorial, group discussion and self study

Course expectations
1. Pre-reading
2. Active participation in class
3. completion of assignments
4. studying independently
Evaluation criteria
Assignment 20%
Mid Term 30%
Final 50%

References

CONTENT
ENGLISH

Unit Content
Unit –I Course overview
Library orientation

39
Unit –II Skimming
Skimming and scanning
Identifying main ideas and supporting detail
Extracting themes

Unit –III APA Style

Referencing, citations and quotations
Plagiarism

Unit –IV Note making

Different ways of taking / making notes
Signpost / signal words
Abbreviations and symbols for note taking / making

Unit –V Guidelines for summary writing

View points

Unit –VI Essay writing process

Prewriting stage
Writing stage

Unit –VII Rules for editing

Unity, cohesion, coherence, mechanics of writing

Course Syllabus
Title : Advance concepts in nursing -II

Time : 6 Credits (3 theory, 3 clinical)

Placement : Year 1, Semester I

Course Description
T
his course focuses on development of advanced knowledge and skills in relation of
normal body function and physiology changes which usually occur as result of
illness as well as the body remarkable ability to compensate for these changes.

Course objectives

By the end of this course students will able to;

1. Relate normal body functioning to the physiological changes that occur as

result of illness.
2. Distinguish among physiologic and pathologic signs and symptoms of human
body.

40
 3. Determine rationales of drug therapy and particular diagnostic methods in
specific disease process.
4. Analyze pathological process that takes place in normal health process.
5. Demonstrate professional responsibility and accountability in clinical practice.

Teaching / Learning Strategies

Pre-reading, assignments, lectures, small group discussion, role play, individual
presentation and pre-post conferences.

Course expectations
1. Participation in class
2. Weekly clinical practices
3. Written nursing care plans in clinical area.
4. Completion of assignment and exam
5. Active participation in pre-post conferences / tutorials.

Evaluation criteria
Assignment 20%
Mid Term 30%
Final Exam 50%

CONTENT
ADVANCE CONCEPT NURSING - II

Unit Content
Unit –I Nutrition metabolic pattern
Alteration in body fluids
Properties of body water
Alteration in fluid volume and distribution
Electrolyte disorder
Alteration in acid base balance
Gastrointestinal disorders
Peptic ulcer
Cinhosis of lever
Cholesystictics
Cholilithiasis
Diabetes mellitus

Unit –II Elimination Pattern

Renal function
Kidney structure and function ‘
Action of diuritics
Congenital disorder
Obstructive disorder
Urinary tract infection

41
 Acute and chronic renal failure
Neoplasm
Genitourinary function
Alteration in bladder function
Cancer of bladder

Unit –III Activity exercise pattern

Respiratory system
Gas exchange
Disorder of pleura
Obstructive lung disorder
Pulmonary vesicular disorders
Interstitial lung diseases
Respiratory failure
Asthma
Cancer of lung

Musculo – skeleteal system

Rematiod arthritic
Osteopathics
Bone injures
Cardiovascular system
MI
Angina
Valvular heart disease
Heart failure
Congestied cardiac failure

Unit –IV Coping and stress tolerance pattern

Stress theory

Unit –V Sleep rest pattern

Sleep disorder

Unit –VI Sexuality reproductive pattern

Pathophysiology AIDS

Unit –VII Cognitive perceptual pattern

Pain theory
Gait theory

Course Syllabus
Title : Integrated sciences -II

Time : 2 Credits
Placement : Year 1, Semester I
Faculty :

42
Course Description

This course is designed to provide an educational experience in chemistry to the B.Sc

Nursing degree program. Selected topic for competent nursing care will be dealt
with in the laboratory component, which is including providing opportunities for
practical hands on science work.

Course objectives

At the end of this course students will able to;

1. Explain the chemical composition of basic bio-molecules, their function and

their metabolism in the body.
2. Describe the physical factors, which stimulate responses in the human body.
3. Discuss selected scientific principle behind the working of various systems in
the body.
4. Carry out diagnostic procedure and therapeutic nursing care requiring
accurate knowledge of related science principle and facts.

Teaching / Learning Strategies

Pre-reading, lectures, Lab work, group discussion, presentation, quiz and self study.

Course expectations
1. Active participation in class and lab.
2. Completion of assignments and tests on dates due.
3. Completion of lab sheets.
4. Pre-reading.

Evaluation criteria
Assignment 20%
Mid Term 30%
Final Exam 50%

REFERENCES

1. Sackheim, G. I. (1990).Chemistry for the health sciences. New York:

Macmillan.
2. Porth, C. H. (1986). Pathophysiology concepts of altered health status. New
York. J. B. Lippincott.
3. Totora, G. J., & Anagnostakos, N.P. (1987). Principle of anatomy and
physiology. Nw York: Harper & Row.
4. Guyton, A.C. (1991). Text book of medical physiology (8th Ed). New York;
Loppincott.

CONTENT
43
 ADVANCE CONCEPT NURSING - II

Unit Content
Unit –I Organic chemistry
Review of structural formula and Isomers
Bonding ability of carbon and hydrocarbon
Functional groups and alcohol, aldehyde, ketone, amines
Lab: Properties of organic compound

Unit –II Intra-molecular Forces:

Review of bonding
Forces between molecules
Its effect on water and other molecules of biological importance

Unit –III Redox and metabolism

Chemical reactions and redox
Different types of reactions common in the body
Anabolism and catabolism

Unit –IV Liquid mixture

Liquid solution
Their measure in normal, molar, osmolar and mEqs
Redox reaction (Lab)

Unit –V Fluid-Electrolyte balance

Transport across membranes
Active transport
Facilitated diffusion and dialysis
Sodium potassium pump together with ions and electrolytes.
Lab: Liquid Mixture
Lab: transport across membranes

Unit –VI Source of cellular energy

ATP and energy of activation for chemical equilibrium.

Unit –VII Acid – Base balance

Acid –base balance and buffers.
Relation to the respiratory system
Relation of pH and respiration
Lab: Buffers
Unit –VIII Radioactivity
Radioactivity in medicine.
Therapeutic and diagnostic

Unit –IX Metabolism:

A: Metabolism of carbohydrate:
Structure and classification of carbohydrate

44
 Metabolic pathway for carbohydrate degradation.

Lab: Metabolism
B: Metabolism of lipids
Structure and classification of lipids
Lipid metabolism and cholesterol.

Lab: Carbohydrate
Structure and metabolism of protein
Structure of protein
Lab: Lipids

C: Properties of plasma protein

Lab: Protein
D: Hormones and Enzymes

Course Syllabus
Title : Integrated sciences –II
Physics

Time : 1 Credit
Placement : Year 1, Semester II
Faculty :

Course Description
This course is designed to provide an educational experience in physics to the B.Sc
Nursing degree program. Selected topic for competent nursing care will be dealt
with in the laboratory component, which is including providing opportunities for
practical hands on science work and emphasis interdependency of nursing with
pure sciences.

Course objectives
At the end of this course students will able to;

1. Explain those concepts of physics, which are essential for he practice of

nursing.
2. Demonstrate knowledge of scientific process skills, such as; observing,
inferring, classifying, measuring. Communication and predicting.
3. Show an appreciation of role played by science in understanding natural
phenomena and its application in nursing.

Teaching / Learning Strategies

Pre-reading, lectures, Lab work, group discussion, presentation, quiz and self study.

45
Course expectations
1. Active participation in class and lab.
2. Completion of assignments and tests on dates due.
3. Completion of lab sheets.
4. Pre-reading.

Evaluation criteria
Assignment 20%
Mid Term 30%
Final Exam 50%

REFERENCES

1. Filtter, H.H. (1989). Physics in Nursing. St. Louis: Cu Mosby

2. Lankford, T.R. (1984). Integrated sciences for Health students. Verginia:
Reston Co.
3. Keithjohnsen, (1996) Physics for you. Stanley thornis Ltd. England.
4. Bah, A.B.S. (1989). Science for nurses Babalola. C. babaski.

CONTENT
Integrated sciences –II
Physics

Unit Content

Unit –I Response to external stimuli

Nerve impulses and external stimuli i.e.
Visual, sound and electrical.

Lab: Sensory organs

Unit –II
Elimination and obstruction in the body.
Principles of fluid flow.
Poisseuille’s Law to blood flow.
Application of other physical phenomena to the flow of fluids.

Unit –III
The gas laws
1. Gas Laws
a. Boyle’s law
b. Charles’s law
c. Guy-Lussacs law

Application of the gas laws in nursing, gas laws applicable to the

respiratory process.

46
 Effect of changes in atmospheric pressure on the physiology of the
human body.

Lab: Gas Laws

Unit –IV Magnets and Magnetism:

1. Natural and artificial magnets
2. Properties of magnets
3. Theory of magnetism
4. Magnetic field and magnetic lines of force
5. Application in nursing

Lab: Magnets and magnetism

Course Syllabus
Title : Community health nursing

Time : 5 Credits
Placement : Year 1, Semester II
Faculty :

Course Description

This course is designed to familiarize students to community health nursing

students attending this course will reflect and understand the social dynamics that
are common in society and the various factors that contribute to ill health. In
addition, they will understand the role of the health system in the prevention and
promotion of health in Pakistan.

Course objectives

By the end of this course students will able to;

1. Understand the concept of community health.

2. Analyze the need of community health nursing in Pakistan
3. Identify the social, behavioral, and cultural factors that, need to be addressed
to improve the health of an individual or community.
4. The primary health care in Pakistan.
5. Identify various high risk groups.
6. Define the health system in Pakistan.
7. Describe the role of the health system in addressing the problems of high risk
groups.
8. Identify the environmental health hazard
9. Discuss the role of CHN in epidemiological surveillance.

47
Teaching / Learning Strategies
Lecture, group discussion, group assignment

Course expectations
1. Pre-reading preparation for class.
2. Participation in class discussion.

Evaluation criteria
Assignment 20%
Mid Term 30%
Final Test 50%

REFERENCES

Selected reading material

1. Stadnhop, M. Lancaster, J. (1992) Community health nursing: process nad

practice for promoting health. London C.V Mosby.

2. Rattan, V. (1992). Preventive and social Medicine. India: Jaypee Ilyas, M.

(1992). Community Medicine Time Traders Karachi.

CONTENT
COMMUNITY HEALTH NURSING

Unit Content
Unit –I Introduction to community health nursing
Compare community health to public health nursing (CHN)
Historical development of CHN
Implication of ethics in CHN practice
Analyze the need for community health nursing in Pakistan and
similarities and difference between CHN v/s Hospital, nursing.
The roles and responsibilities of a community health nurse.

Unit –II In- Depth of primary health care (PHC) strategy

Discuss the significance of PHC
Analyze the different elements of PHC
Discuss how they are operationalzed in Pakistan
Unit –III Community as a client
Strategies to improve community health.
Community diagnosis by data collection and interpretation.
Data collection methods
Problems analysis

48
 Problems priorities
Implementation for community health.
Evaluating intervention for community health .
Unit –IV Current status of the health care in Pakistan
World health issues of developed and developing countries.
Health agencies in Pakistan at the local, national and international
level.
Health problems of Pakistan
Trends affecting on health
Pakistan health care system
Pakistan nurses manpower development at PHC level.
Unit –V Environmental health safety
Definition and basic concepts of environmental health and its scope.
Current environmental issues in Pakistan and its relation to the
environmental situation of the world.
Unit –VI Epidemiology surveillance
Data collection system
Epidemiology concepts and approach
Sources of vital and health statistics
Health indicators

Course Syllabus
Title : Epidemiology

Time : 2 Credits
Placement : Year 1, Semester II
Faculty :

Course Description

This course will provide the students with the knowledge and skill of using
epidemiological concepts in diagnosing, planning and evaluating programs in the
community. In addition the students will be able to make inferences on the impact
population demographics on social and health status in Pakistan.

Course objectives

By the end of this course students will able to;

1. Define epidemiology
2. Illustrate the general use of epidemiology
3. Differentiate between descriptive and analytic epidemiology
4. Illustrate the use of a model of the natural history of a disease as a base for
community intervention.
5. Describe the common epidemiological methods.
6. Describe the steps of an epidemiological investigation.
49
 7. Calculate incidence and prevalence from a given data.
8. Interpret the relevance of epidemiological research findings to community
health nursing practice; and
9. Discuss the impact of population growth on the socioeconomic and health
status in Pakistan.

Teaching / Learning Strategies

Lecture, discussion, self study

Course expectations
 Pre-reading preparation for class.
 Participation in class discussion.

Evaluation criteria
Assignment 20%
Mid Term 30%
Final 50%

REFERENCES

1. Valanis, B. (1992). Epidemiology in nursing and health care 2nd ed. New
Delhi: Prentice-Hall.
2. Standhope, M. & Lancaster, J. (1992). Community health nursing. London:
C.V. Mosby.
3. Vanghan, J. P. & Morrow, R. H. (1989). Manual of epidemiology for district
health management. Geneva. WHO.
4. Mausner, J.S. & A. K. Bahn (1974). Epidemiology: AN introductory text.
London: W.B. Saunders.
5. Lilienfeld, P K & Stolley P. D. (1994). Foundation Epidemiology 3rd Ed.
London: Oxford University Press.

CONTENT
EPIDEMIOLOGY

Unit Content
Unit –I Introduction of Epidemiology
Definition and use of epidemiology
Natural history of disease
Agent, environment and host
Disease process
Levels of prevention
Epidemiological methods
Descriptive – person, place and time
Analytical (prospective, retrospective and cross sectional studies)
Intervention / experimental

50
 Evaluation
Source of data
Population statistics
Vital statistics
General mortality
Morbidity rates
Maternal and infant rates

Unit –II Epidemiological transitions in disease patterns

Population changes (Population pyramid)
Factors affecting population change (dependency ratio, sex ratio)
Changes in life expectancy
Changes in major causes of death
Changes in age/ sex distribution

Unit –III Screening

Identification of risks
Patterns of morbidity in different age groups
Investigating nature of disease
Surveillance of the health status of the population
Diagnosis, planning and Evaluation of community health
Services

Unit –IV Determinants of disease in individuals and community

Factors influencing disease causation web of causation
Identification of risks groups
Surveillance of the nature of disease in relation to the health status of
the population
Diagnosis, planning and Evaluation of community health
Services

Unit –V Clinical application of epidemiological

Course Syllabus
Title : Introduction to Management

Time : 2 Credits
Placement : Year 1, Semester II
Faculty :

51
Course Description

This course is designed to provide post RN students with opportunities to develop

management and leadership knowledge and skills according to the needs of
Pakistan. Nurses will study their roles and responsibilities in order ot function
effectively as a head nurse or manager in their respective departments. In addition,
mangers will address current trends and issues of nursing management at the
national level. Finally, nurses will be sensitive to women’s roles in management in
Pakistan.

Course objectives

After completing the course, the participants will able to;

1. Introduce the concept of management, and its theories.

2. Discuss the basic function of management.
3. Explore the organizational theories and structure.
4. Describe the role and responsibilities of nurse manager.
5. Explore various issues faced by nurse manager / women managers.

Teaching / Learning Strategies

Lecture, small group discussions, presentations, situational problems, cae studies.

Evaluation criteria
Assignment 20%
Mid Term Paper 30%
Final Paper 50%

REFERENCES

1. Sullivan. J. E. & Decker. J.F. (1999). Effective Management in nursing.

2. Kron. T & Gray. A. (1987) The management of Patient care (6th Ed).
Philadelphia. W.B. Saunders.
3. Alfred. S. (1998) Leadership and Management for nurses (2nd Ed.).
4. Zerwekh. J. & Claborn. C.J. (1994). Nursing Today transition and trends
Philadelphia. W.B. Saunders.

CONTENT
Introduction to Management

Unit Content
Unit –I Introduction of Management

52
 Define th4e concept of management
Explain the management process
List of principal of management
Discuss the managerial skills
Discuss the theories of management

Unit –II Basic function of management

Planning
Introduce planning
Criteria of good plan
Setting objectives
Discuss T. Management
Discuss budgeting
Organizing
Discuss Mission, vision, philosophy
Explain the characteristic of good organization
Discuss the organization chart
Directing
Discuss the leadership
Discuss the problem solving
Discuss the decision making process
Staffing
Define staffing
Discuss the assignment system for staffing
Discuss the case method
Discuss the team method
Discuss the primary method
Controlling
Discuss the performance appraisal
Discuss the purposes
Discuss the methods
Discuss the counseling
Supervision
Explain the supervision
Explain the purposes
Explain the factors
Explain the qualities of good supervision

Unit –III Organizational theories

Introduce organization theories
Explain what is organization?
Explain the function
Discuss the types of organization structure
Discuss the elements
Discuss the health services organization

Unit –IV Role and responsibilities of managers

53
 Discuss the managers roles
Discuss the factors effecting nurse manger
Discuss the responsibilities
Discuss the communication
Discuss the co-ordination
Discuss the consultation

Unit –V Conflict resolution and management

Define the conflict
Discuss the types
Discuss the conflict resolution

Unit –VI Problems and Issues

List the current problem and issues of head nurse in Pakistan.
List the issues in the wards/units faced by H.N
Discuss the strategies for resoling problems

Unit –VII Problems & Issues of women’s mangers

List the women’s issue & problem of managing in Pakistan
Supervision
Explain the supervision
Explain the purposes
Explain the factors
Explain the qualities of good supervision

Unit –VIII Organizational theories

Introduce organization theories
Explain what is organization?
Explain the function
Discuss the types of organization structure
Discuss the elements
Discuss the health services organization

Unit –IX Role and responsibilities of manger

Discuss the managers roles
Discuss the factors effecting nurse manager
Discuss the responsibilities
Discuss the communication
Discuss the co-ordination
Discuss the consultation

Unit –X Conflict resolution and management

Define the conflict
Discuss the types
Discus the conflict resolution

Unit –XI Problems and issues

54
 List the current problem and issues of head nurse in Pakistan.
List the issues in the wards / units faced by H.N
Discuss the strategies for resoling problems

Unit- XII Problems & Issues of women’s mangers

List the women’s issue & problem of managing in Pakistan

Course Syllabus
Title : Fundamental of counseling and guidance

Time : 2 Credits
Placement : Year 1, Semester II
Faculty :

Course Description
This course is designed to develop skills necessary to provide personal support to
student nurses, assist/support them to clarify issues and to guide them accordingly.

Course objectives

By the end of the course the students will able to;

1. Describe different models and techniques of counseling

2. conduct and discuss a self awareness exercise
3. Discuss counseling problems including difficult situations (teaching,
supervision and evaluation.)
4. Discuss issues/ problems that students nurses seek counseling.

Teaching / Learning Strategies

Lecture, tutorial, group discussion, self-study

Course expectation
 Pre-reading and preparation for class.
 Participation in class discussion.

Evaluation criteria
Assignment 20%
Mid Term test 30%
Final Paper test 50%

REFERENCES

1. Wylie, T. (1980). Counseling young people. Lancaster: national youth bureau.

2. King, (1990). Affective education in nursing.
3. ______ (1994). All you want ot knw about counseling. Nursing times.

55
 4. Gorden, R.L. (1980). Interviewing strategy, techniques and tactics. New York:
Dorsey Press.
5. Murgatroyd, S. (1985). Counseling and helping. London: British Psychological
society.

CONTENT
COUNSELING AND GUIDANCE

Unit Content
Unit –I Introduction course
Expectations
Introducing self

Unit –II Self awareness

Johari window

Unit –III Define counseling

The nature of counseling relationship
Counseling task
Principles of counseling
Do’s and don’ts of counseling

Unit –IV Skills necessary for counseling

Affective skills
Expressing empathy
Demonstrating positive regard
Developing trust
Communication
Attending behavior listening skills
Paraphrasing
Reflecting feelings
Summarizing content
Providing assistance

Unit –V Counseling approach

Information oriented interview
Experiential interview
Behavior modification interview

Unit –VI Steps for effective interviews

Unit –VII issues / problems of students nurses

Practice session

56
 Course Syllabus
Title : English -II

Time : 2 Credits
Placement : Year 1, Semester II

Course Description
This course will be develop enhance the learners writing skills appropriate to an
academic environment.

Course objectives

By the end of the course the students will able to;

1. Read and analyze the different text types.

2. Use correct forms of all grammatical items
3. Edit their own and peers work.
4. Write different text types using syntax and structures accurately.

Teaching / Learning Strategies

Lecture, tutorial, group discussion and self-study

Evaluation criteria
Assignment 20%
Mid Term test 30%
Final 50%

REFERENCES

1. Arnaudet, M.L, & Barret, M.E. (1984). Approaches to academic reading and
writing. Englewood eliffs, NJ: Prentice-Hall.
2. Murphy, R. (1989). Grammar in use: Reference and practices for intermediate
students of English. New York: Cambridge University Press.
3. Lagan. J. (1987). College writing skills. New York: McGraw Hill.

CONTENT
ENGLISH

Unit Content
Unit –I Sentence and structure
Sentence structure / patterns
Subject verb agreement
Parallelism

57
 Sentence fragments
Run on sentences
Misplaced modifiers
Dangling modifiers

Unit –II Descriptive writing

Use of descriptive writing
Specific vocabulary
Elements of description

Unit –III Narrative writing

Elements of narration
Reported speech

Unit –IV Compare and Contras

Cohesive devices
Specific vocabulary
Patterns showing compare and contrast

Unit –V Cause and effect

Cohesive devices
Specific vocabulary
Cause and effect relationship

Unit –VI Persuasive writing

Elements of persuasive writing
Planning an argument
Logical fallacies
Pros and cons of persuasion / arguments
Position paper

Course Syllabus
Title : Advanced nursing concepts -III

Time : 6 Credits (3 theory and 3 practical)

Placement : Year 2, Semester III

Course Description
This course introduces a holistic approach to psychiatric mental health nursing by
applying the nursing process to models of promotion, prevention, and care diverse
settings. Personal and cultural psychiatric nurse within the mental health system are
integrated.

Course objectives

On the end of the course the students will able to;

58
 1. Demonstrate an awareness and acceptance of mental health and illness as
legitimate health issues.
2. Describe the nursing process as applied to psychiatric mental health nursing.
3. Explain the major classes of mental illness with therapeutic nursing
interventions.
4. Recommend ways to promote mental health prevent mental illness.

Teaching / Learning Strategies

Lecture, discussion, group assignment

Course expectations

1. Pre-reading of assigned articles

2. Active participation in class, clinical and clinical conferences
3. Meeting of evaluation criteria on dates due
4. Appropriate feedback with suggestions to help meet own others learning
needs.

Evaluation criteria
Assignment 20%
Mid Term 30%
Final 50%

CONTENT
ADVANCE CONCEPT -III

Unit Content
Unit –I Mental health and mental illness
Introduction of the course
Personal and cultural perceptions, values, and beliefs about mental
health and mental illness.

Unit –II Therapeutic communication

Anxiety disorder and anti anxiety medications
Panic disorder
Obsessive compulsive disorder
Mental status examination
Mental disorders and nursing process
PTSD
Self awareness
Self concept / self –esteem
Mood disorders and mood stabilizers
Depression
Family therapy

59
 Manic depressive psychosis

Unit –III Schizophrenia

Altered thought process
Personality disorders
Borderline personality
Passive – aggressive personality
Antipsychotic medications
Unit –IV Therapeutic interventions
Cognitive and behavioral therapies
Suicide
Therapeutic interventions
Occupational therapy
Impaired verbal communication
Anger management
Crisis intervention
Ineffective individual coping
Ethical and legal issues
Community mental health
Mental health promotion
Mental illness prevention

Course syllabus
Title : Nursing Research

Time : 3 Credits
Placement : Year 2, Semester III

COURSE DESCRIPTION
An introduction to nursing research with emphasis on the steps of the research
process and critical appraisal of existing nursing and related health literature. The
course also stresses the application and relationship of research to nursing practice,
education and administration.

COURSE OBJECTIVES

On completion of this course student will be able to :

1. Recognize the research process as a systematic approach to though and the

generation of nursing knowledge.

2. Identify the role of nursing research in the development of a body of nursing

knowledge which promotes nursing as a scientific discipline.

3. Identify ethical issues and regulations used in the protection of human

subjects and the conduct of research .

60
 4. Evaluate current research literature in nursing and related health fields with
regard to its use of research methodologies, reliability, validity , application of
findings, and importance to the advancement to nursing knowledge

5. Promote the application of published nursing research study reports to one of

the fields of nursing practice.

TEACHING / LEARNING STRATEGIES

Lecture, discussion, group work, self study

EVALUATTION CRITEIA

Assignment 20%
Mid Term 30%
Final 50%

References

1. Eisenhauer, L.A. (1998). The reconstruction of professional knowledge.

Journal of Nursing Education 375 1-52.

2. Fitzpatrick, J.I (1997) Unlimited power and other rich fantasis of research and
clinical. Applied nursing research, 10(2), 56-57

CONTENT
NURSING RESEARCH

UNIT I Define research and nursing research

Importance of research
Historical trends
Areas of high priority for nurse researchers

UNIT II Historical context for ethical codes

Ethical principles
Human rights
Consent process
Risk- benefit ratio
Ethical information

UNIT III Research problem

Source Research problem
Significance, research ability feasibility
Hypothesis
Question in research
Conceptual operational & definitions
Process for identifying and locating research sources
Literature review

61
UNIT IV Purposes and characteristic of theory
Theories, conceptual models and framework
Relationship of concepts and valuables
Framework

UNIT V Relationship of the research problem, question / hypothesis and

framework In the study design
Experimental, quasi experimental and non-experimental
Quantitative research design
Types of design validity
Elements
Critique

UNIT VI Compare and contract qualitative with quantitative research

Phenomenology grounded theory, ethnography and historical
research
Components of a qualitative study
Types of triangulation

UNIT VII Purpose and features of a research critique

Role of nurses
Critique

UNIT VIII Concepts related to sampling theory

Probability and non-probability sampling
Types of samples and characteristics
Sampling approach

UNIT IX Measurement theory and its relevant concepts

Types of measurement errors
Reliability and validity
Measurement techniques

UNIT X Levels of measurement

Descriptive and inferential statistics
Principle of a sampling
Type I error and type II error
Purpose
Uses of parametric and non parametric test
Evaluate presentation of statistical information

UNIT XI Continuum along which research utilization can occur

Current status
Scale
Steps of the research utilization process
Strategies to promote the utilization of nursing
62
 Course syllabus
Title : Biostatistics

TIME : 3 Credits
PLACEMENT : Year 2, Semester III

COURSE DESCRIPTION:
This Course is designed to provide students with the knowledge and skills to
present and analyze data in community and make an inference/decision about a
given population. In addition, students will be introduced to basic concepts of
Biostatistics.

COURSE OBJECTIVES:

By the end of the course the students will be able to:

1. Illustrate the use of scientific reasoning

2. Identify different kinds of data;
3. Demonstrate how to organize and present data;
4. Illustrate steps involved in calculating large samples ;
5. Understand methods of statistical inference; and
6. Compute a statistical test to compare the difference of two means.

TEACHING LEARNING

Lecture, tutorial, group discussion. assignment self- study

COURSE EXPECTATIONS:

Pre-reading and preparation for class Participation in class discussion.

EVALUATION CRITERIA:

Assignment 20%
Mid Term Test 30%
Semester Test 50%

REFERENCES:
Saunders, B.D. & Trapp, R.C. (I994). Basic and clinical biostatistics. (2nd. Ed.). New
Delhi: Prentice-Hall.

COURSE CONTENTS
BIOSTATISTICS

UNIT CONTENT

Unit - I INTRODUCTION TO BIOSTATISTICS

Definition of biostatistics
Scope of biostatistics in health care

63
 Logic of scientific reasoning: inductive and deductive.

Unit - II SCALES OF MEASUREMENT

Nominal
Ordinal
Numerical
Ratio
Percentages, proportions, rates

Unit - III PRESENTING DATA

Tables and graphs for nominal and ordinal data frequency
contingency table, bar chart)
Tables and graphs for numerical Data
Stem and Leaf plot
Frequency tables
Histograms, box and whisker plots, and frequency polygons

Unit - IV SUMMARIZING DATA

Central Tendency
Mean medial and mode
Measures of spread (dispersion)
Normal distribution
Range
Standard Deviation
Percentiles when to use different measures of dispersion
Types of measures to use with nominal data

Unit - V MAKING INFERENCE FROM DATA

Z- test
Confidence interval
P value
t- test
Chi-square test

Course syllabus
Title : Psychology of Learning

Time : 3 Credits
Placement : Year 2, Semester III

COURSE DESCRIPTION:
The purpose of this course is to prepare the student teacher to recognize and
respond appropriately to assist students to learn successfully. The factors affecting
learning such as motivation, age, gender, intelligence, learning disability, anxiety,
self-concept and self-esteem will be discussed. The student will also be able, to
recognize the effects of group behavior on achievement and discipline in the

64
classroom setting and student will be provided with strategies for positive climate
setting for learning.

COURSE OBJECTIVES:

At the end of this course, the student will be able to:

1. Describe four types of learning theories.

2. Propose teaching strategies that reflect each type of learning
theory.
3. Describe the conditions that affect learning.
4. Develop a strategy to enhance learning in response to the
condition that is affecting a student's success in learning.
5. Describe methods to use in setting a positive climate for learning.
6. Identify the effects of group behaviour on achievement.
7. Propose strategies to maintain student attention in the learning situation.

TEACHING/ LEARNING STRATEGIS

Lecture, discussion, and audio-visual aids

EVALUATION CRITIREA:

Assignment 20%
Mid Term 30%
Final 50%

References
1. Hamachet, D.E., Psychology in teaching, Learning and Growth", Second
Edition, Allyn Additional Resources:

Additional Resources:

1. N., "Altschul's Psychology for Nurses". Bailliere Tindall. 1991.

2. Bernard, H.B., "Psychology of Learning and Training". Third Edition,
3. MegGraw-Hill Book Company, Toronto 1972. Cronbach. L.J., "Educational
Psychology". Third Edition,
4. Harcourt, Brace, Jovanovich, Inc., New York, 1977. Manzoor H. Arif
"Advanced Educational Psychology". Z.A Printers Lahore, 1992. Sinclair, H.C
Faweett,

UNIT CONTENT
PSYCHOLOGY OF LEARNING

UNIT 1 Learning Theories

Cognitive Theories
Stimulus - Response Theories
65
 Discovery Learning
Reinforcement Methods

UNIT II Conditions Affecting Learning: Motivation

What is motivation?
Effects of Praise and Criticism
Consequences of Success and Failure
Effects of Competition and Co-operation

UNIT Ill Conditions Affecting Learning Self Concept

The Self, Self-concept, Self-esteem
Effect of early School Failure
Self- Concept and Achievement
Interrelationship between Self-concept, Anxiety and
achievement
Strategies to enhance Self-concept and Achievement

UNIT IV Conditions Affecting Learning: Age-Adolescence

Developmental Tasks of Adolescents
Influences on Adolescent Achievement

UNIT V Conditions Affecting Learning: Age - The Adult

Characteristics of Adult Learners
Self-concept, Self-esteem and Achievement in Adults.
Theories of Adult Development
Self-directed Learning

UNIT VI CONDITIONS AFFECTING LEARNING: GENDER

Male and Female Abilities: Myths and Realities
The Psychology of Women’s
Women in Education - Strategies for Empowerment
UNIT VII Conditions Affecting Learning: Intelligence
Intelligence and Creativity
Aptitudes
Testing for Intelligence and Aptitudes
Learning Disabilities: Nature and Types
Methods of Detecting Disabilities
Strategies to Assist Students
UNIT VIII GROUP BEHAVIOUR
The Psychology of Group Behavior
Creating a Positive Classroom Climate
Strategies for Positive Classroom Management

66
 Course syllabus
Title : principles & methods of teaching

TIME : 2 Credits
PLACEMENT : Year 2, Semester III

COURSE DESCRIPTION:
This course emphasizes Leaching as a profession and is designed to enable the
student teacher to become familiar with the teaching techniques. Time will be give to
the actual demonstration and practice of the various leaching methods and actual
hands on use of audio visual aids. The students will be given the opportunity to
create their own audio-visual aids.

COURSE OBJECTIVE:
At the end of this course, the student will be able to:
1. Identify the characteristics of good teaching assess the practice of teaching as
a profession
2. Discuss the advantages and disadvantages of a variety of teaching methods
3. Assess the practice of a variety of teaching methods by observing selected role
models
4. Develop and use selected audio visual aids Practice utilizing teaching
methods of their choice and obtain feedback from their peers.

TEACHING/ LEARNING STRATEGIES

Lecture, discussion and demonstration, role modeling

EVALUATION CRITIREA
Assignment 20%
Mid Term 30%
Final 50%

References
Required Reading: as assigned by Instructor.

1. Abbey. D.S., "Now See Hearl Applying Communication To Teaching",

Profiles of Practical Education No.9, Ontario Institute for Studies in
Education, 1973.
2. Barrows., H.S. Tamblyn, R.M., "Problem Based Learning: An Approach to
Medical Education", Springer Series on Medical Education, Volume I,
Springer Publishing Company, New York, 1980.
3. Curzon, L.B., "Teaching in Further Education: An Outline of Principles and
Practice", Holt, Rinchart and Winston, Toronto, 1985.
4. Foley, R.P Smilansky, J., "Teaching Techniques: A Hand Book for Health
Professionals", McGraw- Hill Book Company, Toronto, 1980.

67
UNIT CONENT
Principles and Methods of Teaching

UNIT 1 THE PRACTICE OF TEACHING

What is teaching?
Characteristics of a good teachers
Preparation for teaching nursing

UNIT II THE LECTURE METHOD

Characteristics of good lecture
Appropriate use of the lecture method
Advantages and disadvantages of the lecture method
Planning for class presentation

UNIT II THE INQUIRY METHOD

Characteristics of the inquiry method
Appropriate use of the inquiry method
Advantages and disadvantages of the inquiry method Questioning
skills

UNIT IV THE DISCUSSION METHOD

Characteristics of the Discussion Method
Appropriate use of the Discussion Method
Advantages and disadvantages planning for seminar discussion

UNIT V THE CASE STUDY METHOD

Characteristics of a good case study
Appropriate use of the case study method
Advantages and disadvantages

UNIT VI THE USE OF AUDIO-VISUAL AIDS

The blackboard and/or while board
The over head projector
The slide projector, the film strip projector
The film projector, the loop projector
The video playback unit
The audio cassette recorder
The poster presentation

UNIT VII THE SELF DIRECTED LEARNING METHOD

Characteristics of a good self-directed study design
Appropriate use of self-directed study programs
Advantages and disadvantages of self directed study program

68
UNIT VIII ROLE MODELS
Demonstration of various styles of teaching

UNIT IX CLASS ROOM PRACTICE SESSION

Course Syllabus
Title : Clinical teaching & Clinical Supervision

Time : 3 Credits
Placement : Year 2, semester III

Course Description
This course is designed to provide the opportunities to the post RN students to
become an effective clinical teacher. It will also help into develop supervisory skills.

Course Objectives

By the end of this course students will be able to,

1. Discuss the concept of clinical supervision

2. Demonstrate act and internet with client, students and other health
professional in work setting!
3. Develop supervisory skills, problem solving & decision-making and bedside
teaching.

TEACHING / LEARNING STRATEGIES

Pre-reading, small group discussion, role-play, lecture, presentations.

COURSE EXPECTATIONS

1. Pre-reading
2. Completion of assignment
3. Presentations

EVALUATION CRITERIA

Assignment 20%
Mid term 30%
Final exam 50%

References

1. Goldhammer. R. Anderson, R.H. Krajewski, R.J. (1993). Clinical supervision:

special method for supervision of teacher. (3rd Ed) Philadelphia: Hurcourt
Brace College Publishers.

69
 2. Supaletchimi katherason, BN MHPED, R.N ( 1998) Nurse educator.V23, N 5
September/ October.
3. Schweer J, Gebbie K: 1976, Creative Teaching in Clinical nursing, ed 2. St.
Louis, C.V, Mosby Co.

UNIT CONTENT
Clinical teaching & clinical supervision
Introduction

UNTI — I Clinical supervision

Definition
Purpose
Importance in practice

Unit – II Supervisory skills

Planning
Directing Evaluating

Unit – III Use of Model in clinical supervision

Nursing process as a model Five stages model of supervision

Unit – IV Clinical Teaching

Effective clinical teacher
Professional skills
Knowledge competence
Role model
Future directions

Unit – V Instructional process skill

Providing organization & clarity
Group instructional skills
Promoting learning through group discussion

Course syllabus
Title : English III

Time : 2 credits
Placement : Year 2, semester III

Course description
This course will focus on speaking and writing tasks relevant to the role of a
professional nurse leader. The major focus is on public speaking, writing for
academic and administrative purposes.

70
Course objectives

By the end of this course, students will able to:

1. Meet, greet, and initiate conversation with people.

2. Write rnemos and minutes.
3. Write scholarly papers.

Speak before an audience, act as master of ceremony, participate in panel

discussions, arrange and speak in seminar / conferences and present papers at
national /international forums.

TEACHING/ LEARNING STRATEGIES

Lecture, tutorial, group discussion and self study

COURSE EXPECTATIONS

1. Pre-reading
2. Active participation in class
3. Completion of assignments
4. Studying independently

EVALUATION CRITERIA

Assignment 20%
Mid Term 30%
Final 50%

References

1. Lamb, S.E. (1998). How to make meeting work. London: Kogan Page.
2. Axelrod, R. B. & Cooper, C.R. (1990). Reading critically, writing well: A
reader & guide. (2nd Ed.)
3. Axelrod, R.B., & Cooper, C.R. (1994) The St. Martin's Guide to Writing. New
York: St. Martin's press.

COURSE CONTENT
ENGLISH

Content Course overview

Unit -I Formal Meeting & Minutes

Agenda writing
Role of chair/participants in a formal meeting

71
 Proceeding of a formal meeting
Minutes writing

Unit - II Public Speaking

Impromptu speaking
Panel discussion
Public speaking
Training for master of ceremony

Unit - III Meeting & Greeting

Initiating conversation with people
Cross-cultural sensitively in communication
Professional grooming

Unit - IV Scholarly Paper

Guidelines for writing a scholarly paper
Write a scholarly paper in APA style

Unit - V Writing for administrative purpose

Memo writing

Course syllabus
Title : Curriculum Planning & Development

TIME : 2 Credits
PLACMENT : Year 2, Semester IV (SENE)

COURSE DESCRIPTION:
This course is designed to give the student teacher an understanding of curriculum
development, implementation and evaluation in schools of nursing and midwifery
programs. The philosophy, aims, standards, specifications, selection of materials,
organization of the program of studies, and administrative aspects of curriculum
development and management will be considered. Opportunity will be provided for
students to develop a unit of study encompassing all areas concerned, and based
upon that prescribed by the Pakistan Nursing Council's revised basic curricula in
nursing and midwifery.

COURSE OBJECTIVE:

At the end of this course, the student will be able to:

1. Develop appropriate learning objectives relevant to each learning domain as
applied to the basic nursing and/or midwifery curricula.
2. Plan for a supportive infrastructure to facilitate the curriculum process.
3. Construct a curriculum, which demonstrates the accepted common
characteristics of a sound curriculum.
4. Develop a lesson plan.

72
 5. Identify the philosophical premises that influence curriculum development
and implementation.
6. Construct a content map, course outline and class schedules;
7. Plan and develop a classroom learning experience.
8. Utilize principles of content organization within a curriculum and within a
course.

TEACHING LEARNING STRATEGIES

Lecture, discussion, and small group projects.

EVALUATION CRITERIA

Assignment 20%
Mid Term 30%
Final 50%

References
1. Pakistan Nursing Council Midwifery Curriculum, 1994 Pakistan Nursing
council Basic Nursing Curriculum, 1992

Additional Resources:

1. Curzon, L.B., Teaching in Further Education". An Outline of Principles and

Practice". Third Edition Holt, Rinchart and Winston, 1985.
2. Torres, G., Stanton, M., "Curriculum Process in Nursing". Prentice-Halt, Inc.,
1982.

UNIT CONTENT
Curriculum Planning & Development

UNIT 1 A. Curriculum Foundations

Curriculum Orientations
Transmission
Translation
Transformation

B.Curriculum Theorists
Tyler
Tabu
Skinner
Rogers
Gagne

73
 Ausubel
Torres
Bevis
Tanner

UNIT II Curriculum Philosophy

Western Traditions
Behaviorism Humanism
Eastern Traditions
Islamic Foundations of Education
British Influences
Self-actualization and Motivation through Education
What it means to be educated to be educated in Pakistan

UNIT III Nursing Curricula in Pakistan

The Early Influences on nursing Education-Florence nightingale
The Basic Nursing Curriculum of Pakistan, 1992.
The Basic Midwifery Curriculum of Pakistan, 1994.
The Role of the Pakistan Nursing Council in relation to nursing
curricula
Traditional Symbols of Nursing in Pakistan
Entry Requirements for Nursing in Pakistan

UNIT IV How to Develop a Program Philosophy

Beliefs about Nursing
Beliefs about Education
Beliefs about Students
Beliefs about teachers
The Influence of family
Beliefs Statements on Curriculum Implementation

UNIT V How to Develop Curriculum Objectives

Graduate characteristics and Terminal Behaviour
Leveling of objectives throughout the curriculum
Course objectives
Classroom objectives

UNIT VI How to Develop Curriculum Content

Selecting content and determining, priorities for curriculum
Content mapping contextual relevance

UNIT VII How to Evaluate the Curriculum

Program evaluation
Course evaluation
Student evaluation

UNIT VIII How to Manage the Curriculum

74
 Advisory groups
Infrastructure to support the curriculum process utilizing
Faculty and students developing and maintaining curriculum
excellence

Course syllabus
Title : Administration of Nursing
Educational Programs

Time : 2 Credits
Palacment : Year 2, Semester IV (SENE)

COURSE DESCRIPTION:
This course is planned to assist student teachers in the application of sound
administrative principles to the operation of educational programs in nursing - basic
nursing, post-basic nursing, continuing education, in-service programs.

Consideration is given to the following as they concern program administration:

administrative organization and control; policy making; student personnel; planning
of learning experiences; instructional staff; physical and educational facilities;
interpersonal relationships; financial implications and community responsibilities.

COURSE OBJECTIVES:

1. Describe the major influences, achievements and concerns of the nursing

profession in relation to nursing education.
2. Define and apply certain principles in administration to the management of a
school of nursing, including documentation procedures.
3. Prepare a budget for an educational program.
4. Develop relevant policies affecting student performance and behaviour.
5. Develop an appropriate faculty management plan that includes orientation,
evaluation and professional development.
6. Develop an appropriate approach to facilities maintenance.

TEACHING LEARNING STRATEGIES

Lecture, discussion, and small group projects.

Evaluation Criteria

Assignment 20%
Mid Term 30%
Final 50%

Reference
Pakistan Nursing Council. Rules and Regulation for School of Nursing

75
As assigned by the Instructor.

UNIT CONTENT

Administration in Nursing Educational Program

UNIT I The History of Nursing Education In Pakistan

Prior to Partition
After Partition
Developments over the decades
Establishment of Hospitals and School of Nursing.
The Development of College of Nursing-federal and provincial
University programs for Nursing
The Rise of Specialization
The Role of the Pakistan Nursing Council
The Role of the Pakistan Nursing Federation
Curriculum Revision for Basic Nursing Programs

UNIT II The Factors Influencing Nursing Education Programs

Legislative Influences:,
The Pakistan Nurses Act 1951
The Pakistan Nurses Act 1978
The Role of the Education Committee of the PNC
The Role of the Education Committee of the PNF
Socio-cultural Factors:
Political Factors

UNIT III Principles of Administration

Motivation and Work
Power and Authority
Organizational Culture and Climate
Ethics Law

UNIT IV Fiscal Management

General Principles of Good Budgeting
The Role of the Principal in Budget planning and Implementation
Budget Preparation
Administering the School Budget
Source of Financial Aid for Students

UNIT V Human Resource Management

Job Descriptions of School Staff
Recruitment Procedures

Staff Development and Career Planning

76
 Faculty Evaluation / Performance Appraisal

UNIT VI Facilities Management

Maintenance of School Property
Maintenance of Hostel/Residence
Maintenance of Educational Supplies and Equipment

UNIT VII Student Management

Admission Policies and Procedures
Maintenance of Student Records
Policies for Promotion and Maintaining Program Standards
Student Services - Health, Guidance and Counseling, Dining Room,
Recreation

UNIT VIII Curriculum Management

Developing a Suitable Organizational Structure to Support the
Curriculum
Building and maintaining Group Cohesiveness
Developing a Supportive Relationship between Nursing
Service and Nursing Education - Clinical Facility Resources
Creating Awareness of Program Goals and Needs within the
Community

Course syllabus
Title : Principles and Methods of Evaluation

TIME : 2 Credits
PLACEMENT : Year 2, Semester IV (SENE)

COURSE DESCRIPTION:
This course will prepare the student teacher to perform the role of evaluator of
student learning in the classroom.. The following areas will be discussed: the
purposes of evaluation, elements of test construction, constructing test items, issues
in grading, use of statistics in evaluation, test scoring and interpretation of grades.

COURSE OBJECTIVES:

At the end of this course, the student will be able to:

1. Describe the purposes and uses of evaluation in improving instruction.
2. Define the four types of tests.
3. Describe the difference between formative and summative evaluation.
4. Construct both objective and subjective tests according to course objectives.
5. Develop appropriate grading schemes for tests.
6. Determine and correct problems with multiple-choice question
using statistical information.
7. Apply the standard rules in constructing multiple-choice questions.
77
 8. Develop a format for peer evaluation.
9. Introduce elementary statistical computation in measuring achievement.
10. Introduce the elements of assessment and measurement of learning outcomes.

TEACHNG LEARNING STRATETGIES

Lecture, discussion, and small group sessions

EVALUATION CRITIRA

Assignment 20%
Mid Term 30%
Final 50%

References

1. Grounlund and Lind, "Evaluation and Measurement in Teaching". McGraw-

Hill, Toronto, 1994.

Additional Resources:
1. Basic concepts learning guide: "How to Write Tests and Exams", Trilobyte
press, 1993.
2. Grounlund, N.E., "Starting Objective For Class room Instruction", Second
Edition, McMillan Publishing Co., Inc., New youk, 1978.
3. Hull, E.J., Isaacs, B.J., "Do-lt-Yourself Revision For Nurse", Bailliere Tindall,
London, 1979.
4. King, E.G. "Classroom Evaluation Strategies", The CV Mosby company,
Toronto 1979.
5. Mehrens, W.A., "Measurement and Evaluation in Education and
psychology", Holt Saunders International Editions, Japan, 1984.
6. Board of Education for the City of Etobicoke Writing Committee, "Making the
Grade: Evaluating student progress", Prentice-Hall Canada., Inc, Scarborough
1987.

CONTENT

Principles and methods of evaluation

UNIT I Role of Evaluation In Teaching

Purposes of Evaluation
Differentiating between testing, measurement and evaluation
Types of Evaluation
Formative
Summative
General principles of evaluation

78
 Evaluation and the instructional process
Simplifying the instructional model
Developing a table of specifications use of course objectives
outline of course content

UNIT II Test Construction

Planning a classroom test
Developing an appropriate test with specifications
Selecting appropriate test items
Selecting an appropriate marking scheme
How to construct test items
The essay question
The project
The classroom presentation
Multiple choice questions
Matching items
True and false items
Listing items
Short answer questions

UNIT III Peer Appraisal and Self-Reports

How to develop a marking scheme for peer assessment Criteria
to develop
How to assess a self-report
How to develop self evaluation skills

UNIT IV Measurement
Elementary statistics
Review of Validity and Reliability
Calculating the Validity, Discrimination index and
Difficulty of multiple-choice items.

UNIT V Interpreting Scores

The Normal Curve Raw Scores Derived Scores Pass /Fail grades
Values and Grades
UNIT VI Professional Issues In Evaluating Student Achievement
The Registration Examinations for Nursing
Ethics and Evaluation Academic Honesty

Course syllabus
Title : English IV (English for academic environment)

Time : 2 credits
Placement : Year 2, Semester IV

Course description

79
This course is designed to provide in-depth knowledge and skills in English reading,
writing and speaking for those students who plan to work in special areas such as
noun, article, vocabulary etc. Students are required to select the area for experience
that is relevant to their professional knowledge. The project experience is designed
to provide students with increase knowledge and skills and change their attitude
that related to their specified area of practice.

Course Objectives

On completion of this course, students will be able to:

1. Identify a preceptor who will facilitate achievement of both the course and
personal objectives
2. Develop a working agreement with a preceptor acceptable to course
facilitator.
3. Prepare a proposal for selected area.
4. Prepare a learning plan that states clearly what is to be accomplished during
the experience.
5. Conduct presentation of yours learning project in which you present your
overall learning experience with particular attention to one special area.
6. Identify the area of interest to be studies in-depth that will facilitate in
meeting the course objectives.

TEACHING /LEARNING STRATEGIES

Participation in selected area, pre-readings, and learning project.

Course Expectation
1. Identify a preceptor who will facilitate achievement of both the course and
personal objectives
2. Develop a working agreement with a preceptor.
3. Prepare a proposal and learning plan that states clearly what is to be
accomplished during the experience.
4. Submit their assignment on due date. Other wise your marks will be
deducted.

Evaluation Criteria for practicum

Proposal 10%
Learning Plan 20%
Written material 30%
Preceptor's Evaluation 20%
Presentation 20%

80
 GUIDELINE FOR LEARNING PROJECT

Student _____________________________ Selective area___________________

Learning objectives
What do I want to learn?
 Knowledge
 Skills
 Attitudes

Course Objectives
 See front page of curriculum

Resources and strategies

 What or who can help me?
 What will I do to meet my objectives?
 What will I do to achievement?

Evidences
 What I have learned?
 How can I prove?

Criteria for evaluation

 Who will evaluate my evidence?
 What deadline?

81