PHILOSOPHY OF EDUCATION

AIMS:

The aim of education is to nurture the holistic development of individuals by

fostering intellectual, emotional, social, and ethical growth. In nursing, the core
aim is to prepare students to become compassionate, knowledgeable, and
skillful healthcare providers who are capable of making evidence-based
decisions and promoting the well-being of individuals and communities.

OBJECTIVES:

1. To promote critical thinking, problem-solving, and decision-making abilities

in learners.
2. To integrate theoretical knowledge with practical skills for real-life
application in healthcare settings.
3. To encourage ethical and professional values among students.
4. To foster lifelong learning and a commitment to continuous professional
development.
5. To develop effective communication and interpersonal skills.
6. To create a student-centered, inclusive, and engaging learning environment.
7. To encourage self-reflection and emotional intelligence in clinical practice.
8. To empower learners to become autonomous, confident, and responsible
professionals.

PHILOSOPHY:

Education is a transformative process that shapes individuals into competent

and responsible members of society. In nursing, education holds a critical
role—not only in delivering knowledge and skill, but also in nurturing empathy,
integrity, and professionalism. According to the Indian Nursing Council (INC),
the primary objective of nursing education is to prepare nurses who are able to
function effectively in various healthcare settings, both independently and as
members of the healthcare team.

I believe that education should be learner-centered and responsive to the

changing needs of society and healthcare. The Medical Council of India (MCI)
emphasizes the importance of competency-based education, which focuses on
the integration of knowledge, attitude, communication, and skill. Similarly, the
World Health Organization (WHO) advocates for transformative and evidence-
based education models in nursing and midwifery to meet global health
demands.

Education must be dynamic, promoting inquiry, critical thinking, and

application of knowledge to real-world situations. It should create a safe and
inclusive environment where students feel encouraged to question, reflect, and
learn from both success and failure. Emotional intelligence, ethics, and cultural
sensitivity must be deeply embedded in the curriculum to prepare future nurses
for compassionate and holistic care.

I also believe that the role of the educator is not merely to instruct but to
inspire—to serve as a mentor who guides learners toward intellectual growth
and personal development. Nursing education must bridge the gap between
classroom learning and clinical realities by incorporating simulations, case
studies, role-plays, and evidence-based practices.

Ultimately, education must shape nurses not only as competent professionals

but also as lifelong learners, advocates for patients’ rights, and contributors to
health policy and reform. It is this holistic and socially responsible approach
that forms the foundation of my philosophy of education
ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

LESSON PLAN
ON
NEWBORN CARE

SUBMITTED TO SUBMITTED BY

MRS. DIPANJALI SAHOO LAXMIPRIYA SAHOO

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

Topic: Newborn Care
Subject: Obstetrics and Gynecological Nursing
Group: Students and Teachers
Name of the Evaluator: Dipanjali Sahoo
Name of the Student Teacher: Laxmipriya Sahoo
Teaching Method: Lecture, Explanation, Discussion
Place: Netaji College of Nursing
Time Duration: 60 Minutes
Number of Students: 50
Previous Knowledge: The group having a little knowledge regarding
the disease.
General Objectives: The student will gain a comprehensive
understanding of newborn care, including essential needs, assessment,
thermal regulation, breastfeeding, and the nurse’s role in ensuring
survival and growth of neonates.
Specific Objectives: After the lesson plan the students and teacher
will be able to:

 Define the term "newborn" and "newborn care."

 List the essential components of newborn care.
 Describe initial assessment and Apgar scoring.
 Explain thermal protection and prevention of hypothermia.
 Discuss early and exclusive breastfeeding.
 Describe infection prevention strategies.
 Sl. Time Specific Content Teaching Teaching Aids Evaluation
No. Objective Learning Method
Activities
1 5 min Introduction • Welcome & brief Interactive talk Chalkboard Oral
to topic overview questioning
• Importance of
newborn care in
reducing neonatal
mortality
2 5 min Define • Newborn: Infant <28 Lecture PPT slide Ask
newborn & days old definitions
newborn care • Definition & goals of
newborn care
3 5 min List • Warmth, Group Chart Student list
components breastfeeding, hygiene, discussion activity
of care immunization, danger
sign recognition
4 10 min Initial • Apgar score (0-10) Demo on model Newborn doll, Case
assessment & • Respiratory effort, HR, chart scenario
Apgar muscle tone, reflexes,
color
5 5 min Thermal • Skin-to-skin, warm Lecture with KMC chart, Group
protection room, proper wrapping Q&A videos response
• Prevention of
hypothermia

6 5 min Breastfeeding • Early initiation (within Demonstration Breastfeeding Return demo

1 hour) video questions
• Exclusive for 6 months
• Positioning techniques

7 5 min Infection • Hand hygiene, clean Scenario-based Flashcards, Q&A

prevention instruments, no learning posters session
application on cord
• Eye care (prophylaxis)

8 5 min KMC • Definition, process, Short lecture KMC visual Oral

benefits for LBW babies aid questioning

9 5 min Danger signs • Poor feeding, lethargy, Brainstorming Danger signs Ask students
fast breathing, poster to recall
fever/hypothermia,
seizures
10 5 min Role of nurse • Monitoring, education, Summary + Flashcards Short verbal
& summary documentation, referral discussion quiz
• Recap of main points
 BIBLIOGRAPHY
1. Ghai OP, Paul VK, Bagga A. Essential Pediatrics. 9th ed. New
Delhi: CBS Publishers; 2019.

2. WHO. Essential Newborn Care Course. Geneva: World Health

Organization; 2010.

3. Cloherty JP, Eichenwald EC, Stark AR. Manual of Neonatal Care.

8th ed. Philadelphia: Lippincott Williams & Wilkins;
2016.

4. Black RE, Cousens S, Johnson HL, et al. Global, regional, and

national causes of child mortality. Lancet.
2010;375(9730):1969–87.

5. Perry SE, Hockenberry MJ, Lowdermilk DL, Wilson D. Maternal

Child Nursing Care. 6th ed. St. Louis: Mosby Elsevier;
2017.

6. Resnick R. Helping Babies Breathe: Learner’s Workbook. 2nd ed.

American Academy of Pediatrics; 2016.

7. Sondhi V. Neonatology: Clinical Practice Guidelines. 1st ed. New

Delhi: Jaypee Brothers Medical Publishers; 2014.

8. Park K. Preventive and Social Medicine. 27th ed. Jabalpur: Bhanot

Publishers; 2023.

9. American Academy of Pediatrics. Guidelines for Perinatal Care.

8th ed. Elk Grove Village: AAP; 2017.

10. Kumar P, Clark M. Clinical Medicine. 10th ed. Elsevier; 2

ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

LESSON PLAN
ON
IMMUNIZATION

SUBMITTED TO SUBMITTED BY

MRS. DIPANJALI SAHOO LAXMIPRIYA SAHOO

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

Topic: Immunization
Subject: Obstetrics and Gynecological Nursing
Group: Students and Teachers
Name of the Evaluator: Dipanjali Sahoo
Name of the Student Teacher: Laxmipriya Sahoo
Teaching Method: Lecture, Explanation, Discussion
Place: Netaji College of Nursing
Time Duration: 60 Minutes
Number of Students: 50
Previous Knowledge: The group having a little knowledge regarding
the disease.
General Objectives: The student will gain an in-depth understanding
of immunization, its importance in public health, types of vaccines,
national immunization schedule, and the nurse’s role in administration
and education.
Specific Objectives: After the lesson plan the students and teacher
will be able to:

 Define immunization and vaccination.

 State the importance of immunization in disease prevention.
 Classify different types of vaccines.
 Describe the National Immunization Schedule (NIS).
 Explain proper storage and handling (cold chain).
 Teaching
Sl. Time Specific Content Learning Teaching Evaluation
No. Objective Activities Aids Method

• Importance of
immunization in public Oral
1 5 min Introduction health Interactive talk Chalkboard questioning
• Global and Indian
scenario
• Immunization vs.
2 5 min Define terms Vaccination Lecture PPT slides Ask
• Active & Passive definitions
immunity
• Live, killed, toxoid, Flashcards,
3 5 min Types of subunit, conjugate Group vaccine Oral Q&A
vaccines vaccines discussion models
• Examples of each
National • Universal Immunization
4 10 min Immunizatio Programme (UIP) Explanation & NIS chart Spot quiz
n Schedule • Age-wise and dose-wise demo
vaccine table
5 5 min Cold chain & • Temperature control, Short video & Cold chain Observation
storage cold boxes, VVM discussion poster
 • Importance of
maintaining potency
6 5 min Contraindicat • Common side effects: Lecture PPT chart Scenario-
ions & side fever, swelling based
effects • When not to vaccinate questioning

7 5 min Nurse’s role • Record keeping, AEFI Interactive Nurse duty Ask to
reporting, parental lecture chart explain roles
education
• Safe injection practices

8 5 min Communicati • Addressing hesitancy Role-play Posters, Peer

on skills • Importance of IEC pamphlets evaluation
materials

9 5 min Strategies to • Outreach programs, Group Chart Group

improve awareness campaigns discussion reflection
coverage • Collaboration with
ASHAs & ANMs
10 5 min Recap & • Summary of key points Recap talk Chalkboard Quiz or
conclusion • Final discussion verbal Q&A
 BIBLIOGRAPHY
1. Park K. Preventive and Social Medicine. 27th ed. Jabalpur: Bhanot
Publishers; 2023.

2. Ministry of Health and Family Welfare. Immunization Handbook

for Medical Officers. New Delhi: Government of
India; 2017.

3. World Health Organization. Immunization in Practice: A Practical

Guide for Health Staff. 2015 update.

4. Ghai OP, Paul VK, Bagga A. Essential Pediatrics. 9th ed. New
Delhi: CBS Publishers; 2019.

5. American Academy of Pediatrics. Red Book: Report of the

Committee on Infectious Diseases. 32nd ed. Elk
Grove Village: AAP; 2021.

6. Centers for Disease Control and Prevention. Epidemiology and

Prevention of Vaccine-Preventable Diseases. 14th
ed. Washington, DC: Public Health Foundation;
2021.

7. K Park. Textbook of Preventive and Social Medicine. 26th ed.

Jabalpur: Bhanot; 2021.

8. Basavanthappa BT. Community Health Nursing. 2nd ed. New

Delhi: Jaypee Brothers; 2015.

9. WHO. Global Vaccine Action Plan 2011–2020. Geneva: World

Health Organization; 2013.

10. Ministry of Health and Family Welfare. Universal Immunization

Programme (UIP) Operational Guidelines. New
Delhi: Govt. of India; 2020.
ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

MICROTEACHING
ON
NEWBORN CARE

SUBMITTED TO SUBMITTED BY

MRS. DIPANJALI SAHOO LAXMIPRIYA SAHOO

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

Topic: Newborn Care
Subject: Obstetrics and Gynecological Nursing
Group: Students and Teachers
Name of the Evaluator: Dipanjali Sahoo
Name of the Student: Laxmipriya Sahoo
Teaching Method: Lecture, Explanation, Discussion
AV Aids: Blackboard, LCD
Place: Netaji College of Nursing
Time Duration: 15 Minutes
Number of Students: 50
General Objectives: Students will be able to –

 Define the term "newborn" and understand the classification of

newborns (term, preterm, post-term, LBW).
 Identify the immediate and essential needs of a newborn after birth.
 Describe the steps in initial newborn assessment, including Apgar
scoring and physical examination.
 Explain the methods for maintaining thermal regulation and
preventing hypothermia.
 Demonstrate knowledge of breastfeeding techniques and the
benefits of early initiation.
 List the steps of infection prevention, including hand hygiene and
sterile cord care.
 Understand the components of Kangaroo Mother Care and its role
in care of low birth weight infants.
 Recognize common danger signs in a newborn and describe the
necessary interventions.
 Describe the immunization schedule applicable at birth.
Sl. Time Specific Content Teaching/Learning AV Aids Evaluation
No. Objective Activity
Name, course, topic Did the
Self-introduction to teacher
1 1 min Self class None introduce
Introduction herself
clearly?
• Neonatal period is the first 28
days of life. Short explanation PPT slide Oral
• This is a critical period due to with definition with Freud's questioning
adaptation from intrauterine to photo
2 1 min To introduce extrauterine life.
the topic • High risk of morbidity and
mortality if care is not optimal.
• Importance of safe delivery and
trained personnel for neonatal
care.
• A newborn is a baby from birth Chart Name 2
to 28 days of life. Brief discussion showing Id, indications
3 1.5 min Define • Classified as: with examples Ego, of
newborn - Term (37–42 weeks) Superego behavioral
- Preterm (<37 weeks) therapy.
- Post-term (>42 weeks)
• May also be classified based on
weight (normal, LBW, VLBW).
 • Ensure airway patency
(suctioning of mouth/nose).
• Dry and warm the baby
immediately. Real-life analogies Board or Fill in the
4 2 min Immediate • Initiate skin-to-skin contact picture blanks
care (Kangaroo Mother Care).
• Perform eye care and cord care.
• Promote breastfeeding within the
first hour.
• Evaluates newborn’s transition
to life at 1 and 5 minutes. Description of each Developmen Oral
• 5 parameters: Heart rate, in 1–2 lines tal chart questioning
Respiratory effort, Muscle tone,
5 2 min Apgar scoring Reflex irritability, Color.
• Score of 7–10: good condition.
• Score ≤6: need for resuscitation
and monitoring.
• Maintain cleanliness and
6 2 min Nurse’s role hygiene of baby and surroundings. Group activity Charts, role Group quiz
• Monitor vital signs and danger play demo
signs (lethargy, convulsions,
breathing difficulty).
• Educate mother on
breastfeeding, hygiene, and
thermal protection.
• Ensure birth dose immunizations
are given.
 BIBLIOGRAPHY

1. Ghai OP, Paul VK, Bagga A. Essential Pediatrics. 9th ed. New
Delhi: CBS Publishers; 2019.

2. WHO. Essential Newborn Care Course. Geneva: World Health

Organization; 2010.

3. Cloherty JP, Eichenwald EC. Manual of Neonatal Care. 8th ed.

Philadelphia: Lippincott Williams & Wilkins; 2016.

4. Park K. Preventive and Social Medicine. 27th ed. Jabalpur: Bhanot

Publishers; 2023.

5. Resnick R. Helping Babies Breathe: Learner’s Workbook. 2nd ed.

American Academy of Pediatrics; 2016.

6. Sondhi V. Neonatology: Clinical Practice Guidelines. 1st ed. New

Delhi: Jaypee Brothers Medical Publishers; 2014.

7. American Academy of Pediatrics. Textbook of Neonatal

Resuscitation (NRP). 8th ed. Elk Grove Village: AAP;
2021.

8. UNICEF. Every Newborn: An Action Plan to End Preventable

Deaths. New York: UNICEF and WHO; 2014.

9. Behrman RE, Kliegman RM, Jenson HB. Nelson Textbook of

Pediatrics. 21st ed. Philadelphia: Elsevier; 2020.

10. WHO. Managing Complications in Pregnancy and Childbirth:

A Guide for Midwives and Doctors. Geneva: WHO; 2017.
 CHECKLIST AND LIKERT SCALE

(NURSING EDUCATION)

SUBMITTED TO SUBMITTED BY

MRS. DIPANJALI SAHOO LAXMIPRIYA SAHOO

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

 CHECKLIST
INTRODUCTION
A checklist is a list of things that an observer is going to look at when
observing a class. This list may have been prepared by the teacher or
the observer or both.Observation checklists also serve as a contract of
understanding with the teacher, who may as a result be more
comfortable and will get specific feedback on aspects of the class.A
checklist is the most commonly used instrument for performance
evaluation. An observation checklist enables the observer to note only
whether a trait is present or not. It consists of listing of behaviors the
observer records when an incident occurs.Observational checklist is
simply a list of the performers' behaviors associated with particular
nursing interventions within a space for the assessors to check or tick
off whether or not that particular behavior occurs.

DEFINITION
A checklist is a simple instrument consisting of a prepared list of
expected items of performance or attributes, which are checked by an
evaluator for their presence or absence.
Checklist is constructed by breaking a performance or quality of a
product, which specifies the presence or absence of an attribute or
trait which is then checked by the rater or observer.

CHARACTERISTICS

 Observe one respondent at one time.

 Specify the characteristics of the behavior.
 Use only carefully prepared checklist.
 The observer should be trained how to observe, what to observe
and how to record.

CONSTRUCTION OF CHECKLIST

1. Keep them short, simple, clear and complete.

2. Use task checks for dumb but critical stuff.
3. Use communication checks for complex stuff.
4. Pick the right type of list.
 5. Test and adapt.
6. Avoid negative statements whenever possible.
7. Ensure each item has a clear response; yes or no…
8. List of items are formulated on the basis of the judgment of
experts.
9. Intensive survey of the literature.

ADVANTAGES OF CHECKLIST

 It allows inter individual comparisons.

 It provides a simple method to record observations.
 They are adaptable to subject matter areas.
 It is useful in evaluating learning activities expected to be
performed.
 They are helpful in evaluating procedure work.
 Decrease chances of errors in observation.

DISADVANTAGES OF CHECKLIST

 Checklist does not indicate quality of performance.

 Only a limited component of overall clinical performance can be
evaluated.
 Only behavior or performance parameter can be assessed.
 The degree of accuracy of performance can be assessed.
 It has limited use in qualitative observation.
 It is not easy to prepare.
CHECKLIST OF BASIC PLAY BEHAVIORS
 LIKERT SCALE
The Likert scale is an ordered, one-dimensional scale from which
respondents choose one option that best aligns with their view. It is a
bipolar scaling method, measuring either positive or negative
response to a statement

Objectives of Likert Scale

1. To measure attitudes and opinions

The primary objective is to quantify how strongly individuals

agree or disagree with specific statements related to a topic.

2. To assess perceptions and beliefs

It helps in evaluating how people perceive various issues,

products, services, teaching methods, or behaviors.

3. To enable easy comparison of responses

The Likert scale standardizes responses, making it easier to

compare attitudes across different individuals or groups.

4. To gather data for statistical analysis

It provides ordinal data that can be analyzed quantitatively

for trends, averages, or group comparisons.

5. To evaluate the effectiveness of programs or interventions

Used in pre- and post-tests to determine changes in attitudes

or satisfaction levels over time.
To what extent do you agree with the I strongly I agree I disagree I strongly
following statements? agree. somewhat. somewhat. disagree.

1. Learning university-level ⭘ ⭘ ⭘ ⭘
course content is effectively
done through lectures.
2. Learning university-level ⭘ ⭘ ⭘ ⭘
course content is effectively
done through reading.
3. Learning university-level ⭘ ⭘ ⭘ ⭘
course content is effectively
done through discussions with
the instructor.
4. Learning university-level ⭘ ⭘ ⭘ ⭘
course content is effectively
done through discussions with
other students.
5. Online courses do not ⭘ ⭘ ⭘ ⭘
require students to do things
off-line.
6. Online courses require less ⭘ ⭘ ⭘ ⭘
time than face-to-face (in-class)
courses.
7. Online courses require ⭘ ⭘ ⭘ ⭘
students to do all course-related
activities (such as reading,
writing papers, etc.) online.

8. Doing class projects in ⭘ ⭘ ⭘ ⭘

groups with other students is an
effective way to learn.
9. Doing class projects in ⭘ ⭘ ⭘ ⭘
groups with other students
means less work for individual
students.
ATTITUDE
SCALE
OBSERVATIONAL
CHECKLIST
 OBSERVATIONAL CHECKLIST

Checklist is basically a method of recording whether a characteristic

is present or absent or whether an action had or had not taken place.
Thus, it provides a simple yes-no judgment. In Nursing, checklists
are useful in evaluating performance skills that can be divided into a
series of specific actions. In addition to its use in procedure
evaluation, the checklist can also be used to evaluate products.

SL BEHAVIOURS YES NO REMARKS

NO

1 Explains procedure

2 Collects necessary equipment

3 Arranges equipment for convenient

use

4 Prepares patient

5 Washes hands

6 Follows aseptic technique

7 Removes previous dressing

8 Inspects condition of wound

9 Cleans wound

10 Applies dressing

11 Removes equipment

12 Makes patient comfortable

13 Completes charting

14 After care of equipment

INTELLIGENT
TEST
PERSONALITY
TEST
APTITUDE
TEST
ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

MICROTEACHING
ON
IMMUNIZATION

SUBMITTED TO SUBMITTED BY

MRS. DIPANJALI SAHOO LAXMIPRIYA SAHOO

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

Topic: Immunization
Subject: Obstetrics and Gynecological Nursing
Group: Students and Teachers
Name of the Evaluator: Dipanjali Sahoo
Name of the Student: Laxmipriya Sahoo
Teaching Method: Lecture, Explanation, Discussion
AV Aids: Blackboard, LCD
Place: Netaji College of Nursing
Time Duration: 15 Minutes
Number of Students: 50
General Objectives: Students will be able to –

 Define key concepts: immunization, vaccination, immunity, and

herd immunity.
 Distinguish between active and passive immunization.
 Identify and classify various types of vaccines (live attenuated,
inactivated, subunit, conjugate, toxoid, etc.).
 List the common vaccines under the National Immunization
Schedule (NIS) in India.
 Describe the age-wise and dose-wise administration schedule of
vaccines.
 Explain the correct storage and handling of vaccines including cold
chain maintenance.
 Recognize the contraindications and common side effects of
vaccines.
 Demonstrate knowledge of Adverse Events Following
Immunization (AEFI) management.
 Discuss the nurse’s role in administering vaccines, record keeping,
and educating parents
 Specific Teaching Teaching Evaluation
Sl. No. Time Objective Content Learning Aids Method
Activities
• Immunization is a
vital public health
intervention.
• Reduces child
morbidity and
mortality. Oral
1 3 min Introduction • Prevents outbreaks Discussion Chalkboard questioning
of vaccine-
preventable diseases
(VPDs).
• India’s UIP is one
of the largest in the
world.
• Immunization:
Process by which a
person is made
immune to an Ask for
2 3 min Define terms infectious disease. Lecture PPT slides definitions
• Vaccination:
Administration of a
vaccine to stimulate
 immunity.
• Active vs Passive
immunity: self-
generated vs
externally received
antibodies.
• Live attenuated
(e.g., MMR, BCG)
• Inactivated (e.g.,
IPV) Flashcards Vaccine Identification
Types of • Toxoid (e.g., and chart, activity
3 4 min vaccines Tetanus) explanation sample vials
• Subunit/conjugate
(e.g., Hib, Hep B)
• mRNA vaccines
(newer tech used in
COVID vaccines).
• Lists vaccines, age,
dose & route.
• Covers diseases like
National TB, Polio, DPT, Hep Interactive
4 3 min Immunization B, Hib, Measles, JE, discussion NIS chart Spot quiz
Schedule Rotavirus.
• Special vaccines for
 high-risk areas (e.g.,
JE in endemic
districts).
• Vaccines must be
stored at 2–8°C.
• Tools: ILR, deep
freezers, vaccine Case
5 3 min Cold chain carriers, VVM. scenario & Cold chain Question-
management • Exposure to high group talk poster/model answer
temp/light reduces
potency.
• Role of ANM and
cold chain handlers.
• Contraindications:
Severe allergy,
immunocompromised
state (for live
6 3 min Contraindications vaccines), high fever. Lecture Chart of side Case-based
& Side effects • Common side with effects MCQ or
effects: Fever, examples Q&A
swelling, mild rash.
• Report all AEFI
cases properly.
 • Safe administration:
dose, site, route.
• Cold chain ANM duty
monitoring. chart,
7 3 min Nurse’s role • Documentation & Role-play syringe Observation
reporting. model checklist
• Educating
caregivers.
• Managing adverse
events.
• Address vaccine
myths & hesitancy.
• Use of IEC
materials.
• Counseling Small Posters, Verbal
8 3 min Communication caregivers with group leaflets, questions
& Education empathy. activity flipchart
• Empower
ASHA/ANM to
motivate rural
mothers.
Strategies to • Organizing Planning Brainstorming
9 3 min improve outreach sessions. Group chart, NIS notes
coverage • Tracking defaulters. discussion poster
 • Community
mobilization via
panchayats,
Anganwadi.
• Using health days
and campaigns like
Mission
Indradhanush.
• Importance of
immunization.
• Summary of types, Oral
10 2 min Conclusion & schedule, and roles. Recap talk Chalkboard questioning or
recap • Importance of full quiz
coverage and correct
technique.
• Final Q&A.
 BIBLIOGRAPHY
1. Park K. Preventive and Social Medicine.
27th ed. Jabalpur: Bhanot Publishers; 2023.

2. Ministry of Health and Family Welfare. Immunization Handbook

for Medical Officers. New Delhi: Government of India;
2017.

3. WHO. Immunization in Practice: A Practical Guide for Health

Staff. Geneva: World Health Organization; 2015.

4. Ghai OP, Paul VK, Bagga A. Essential Pediatrics. 9th ed. New
Delhi: CBS Publishers; 2019.

5. American Academy of Pediatrics. Red Book: Report of the

Committee on Infectious Diseases. 32nd ed. Elk Grove
Village: AAP; 2021.

6. Centers for Disease Control and Prevention. Epidemiology and

Prevention of Vaccine-Preventable Diseases. 14th ed.
Washington, DC: Public Health Foundation; 2021.

7. Basavanthappa BT. Community Health Nursing. 2nd ed. New

Delhi: Jaypee Brothers; 2015.

8. WHO. Global Vaccine Action Plan 2011–2020. Geneva: World

Health Organization; 2013.

9. Ministry of Health and Family Welfare. Universal Immunization

Programme (UIP) Operational Guidelines. New Delhi:
Govt. of India; 2020.

10. UNICEF. Reaching Every Child: Immunization Handbook for

Health Workers. New Delhi: UNICEF India; 2018.
ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

COURSE PLAN
OF
OBSTETRICS AND
GYNAECOLOGICAL NURSING
(PBBSC NURSING 1ST YEAR)

SUBMITTED TO SUBMITTED BY

MRS. DIPANJALI SAHOO LAXMIPRIYA SAHOO

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

 INDIAN NUSING COUNCIL
SYLLABUS AND REGULATIONS
PBBSC
OBSTETRICS AND GYNAECOLOGICAL NURSING

NAME OF THE COURSE – PBBSC

COURSE TITLE – OBSTETRICS AND GYNAECOLOGICAL NURSING

PLACEMENT - 1st YEAR

INC RECOMMENDED TOTAL HOUR - 60 Hrs

COURSE DESCRIPTION
This course is designed to widen the student’s knowledge of obstetrics during pregnancy, labour and
puerperium. It also helps to acquire knowledge and develop skill in rendering optimum nursing care to a
child bearing mother in a hospital or community and help in the management of common gynecological
problems.

OBJECTIVES
At end of the course, the student will
1. Describe the physiology of pregnancy, labour and puerperium.
2. Manage normal pregnancy, labour and puerperium.
3. Explain the physiology of lactation and advice on management of breast feeding.
4. Be skilled in providing pre and post operative nursing care in obstetric conditions.
5. Identify and manage high risk pregnancy including appropriate referrals.
6. Propagate the concept and motivate acceptance of family planning methods.
7. Teach, guide and supervise auxiliary midwifery personnel
 Time Learning Teaching/Le Teaching Assessmen
Unit (Hrs) Outcomes Content arning Aids t Methods
Activities
Describe the * Introduction and historical Lecture & Blackboar Written
concept of review Discussion d, Test;
maternal nursing * Planned parenthood Assessment Projector Objective
* Maternal morbidity and of for videos and
Explain the mortality rates skills with on Essay
magnitude of * Legislations related to check list substance Type.
I 5 maternal maternity benefits, MTP acts, use
morbidity & incentives for family planning symptoms
mortality rates etc.,

Describe the
legislations
related to
maternity
benefits ,MTP
act & family
planning
 Describe the * Review of the anatomy and Lecture & Blackboar Written
anatomy physiology of female Discussion d, LCD Test;
II 6 &physlogy of reproductive system. Explain slides, Objective
female * Female pelvis(normal and using models Video and
reproductive contracted) Chart sides demonstra Essay Type
system * Review of foetal Specimen tion
Explain foetal development. record book
development
Describe the * Physiology and management Lecture & Projector, Written
physiology & of pregnany, labour and Discussion Education Test;
management of puerperium Demonstratio al video, Objective
pregnancy, * Signs and symptoms and n Blackboar and
III 8 labour&puerperi diagnosis of pregnancy Charts slides d Essay
u * Antenatal care Assessment Type.
Perform * Pregnant women with of
neonatal HIV/AIDS skills with
resuscitation * Management of common check list
Recognse& gynaecological problems.
manage
common
neonatal
problems
 Describe * The New born baby Lecture & LCD, Written
essential * Care of the baby at birth Discussion Video on Test;
newborn care including resuscitation Demonstratio dementia Objective
Describe the * Essential Newborn Care n care, and Essay
IV 6 management of * Feeding Charts slides Blackboar Type.
high risk * Jaundice and infection Assessment d Assessment
newborn * Small and large for date of of skills
babies skills with with check
* Intensive care of the new check list list
born Assessment
* Trauma and haemorrhage. of patient
manageme
nt
Describe * Management of abnormal Lecture & Video- Written
V 5 management of pregnancy, labour and Discussion based Test;
abnormal puerperium Demonstratio scenario Objective
pregnancy * Abortion, ectopic pregnancy n analysis, and
labour&puerperi and vesicular mole. Charts slides Blackboar Essay
u * Pregnancy induced Assessment d Type.
Identify & hypertension, gestational of
manage diabetes, anaemia, heart skills with
high risk disease. check list
pregnancy * Urinary infections,
&puerperium Antepartum hemorrhage
 * Abnormal labour
(malposition and
malpresentation)
* Uterine inertia
* Disorders or puerperium
* Management of engorged
breast, cracked nipples, breast
abscess and mastitis
Explain effect of * Drugs in obstetrics Lecture & LCD Written
drugs during * Effects of drugs during Discussion presentati Test;
VI 10 pregnancy , pregnancy, labour and Drug book on, Govt. Objective
labour&puerperi puerperium on mother and act copies and Essay
um baby as Type.
o mother &baby handouts
Explain the * National Welfare Lecture & Projector, Written
concept f programmes for women Discussion Communi Test;
VII 3 national family * National Family welfare Chart slides ty visit- Objective
welfare programme * Infertile family based and Essay
programs for * Problems associated with visuals, Type.
women & unwated pregnancy Blackboar
national family * Unwed mothers. d
welfare program
 REFERENCE

1. Myles Text Book of Midwives ,Eds; Diane M. Fraser and Margaret A. Cooper 14th Ed , Churchill
Livingstone.
2. D.C. Dutta Text Book of Obstetrics including Perinatology
and Contraception 6th Edition , 2004 New Central Book Agency.
3. Hawkins and Bourne ,Shaws Textbook of Gynaecology, Eds; V.G Padubidri and Shirish N Daftary, 13th
ed, Reed ElseiverIndia.
4. S SRatnam, K BhaskerRao and S Arulkumaran, Obstetrics and Gynaecology for Postgraduates ,Vol 1
and Vol 2, Orient Longman Ltd 1994
5. lower milk, perry, Bobak:”Maternity and women’s Health Care” 6th ed.; 1997. C.V Mosby. 6. C.S.Dawn:
Textbook for obstretics& neonatology 12th edition.
ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

UNIT PLAN
OF
OBSTETRICS AND
GYNAECOLOGICAL NURSING
(PBBSC NURSING 1ST YEAR UNIT I & II)

SUBMITTED TO SUBMITTED BY

MRS. DIPANJALI SAHOO LAXMIPRIYA SAHOO

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

NAME OF THE COURSE: PBBSC
COURSE TITLE: Obstetrics and Gynecological Nursing
UNIT NO. - I,II
UNIT TITLE: Introduction and historical review, Review of the anatomy and physiology of female
reproductive system
PLACEMENT: 1ST YEAR
INC RECOMMENDED HOUR: 11 hrs

General Objective:
By the end of this unit, the students will be able to:
1. Understand the anatomy and physiology of the female reproductive system.
2. Describe the physiological changes during pregnancy, labor, and puerperium.
3. Explain the stages of fetal development and their clinical significance.
4. Demonstrate understanding of maternal adaptations during pregnancy.
5. Understand the importance of antenatal, intranatal, and postnatal care.
6. Identify normal and abnormal physiological responses in the mother and fetus.
7. Recognize the nurse’s role in assessing, monitoring, and supporting pregnant women.
8. Interpret clinical findings during obstetric examinations
Sl. Hours Specific Content Focus Teaching Teaching Assessment
No. Learning Learning Aids Method
Outcomes Activities
1 1 hr Define • Concept and scope Lecture and Chalkboard, Oral
maternity of maternity nursing class PPT questioning,
nursing and its • Goals of maternal discussion quiz
importance and child health

2 1 hr Describe • Uterus, ovaries, Lecture with Charts, Labeling

female fallopian tubes, models pelvic diagrams,
reproductive cervix, vagina, models viva
anatomy external genitalia

3 1 hr Explain the • Phases of menstrual Video lecture Animated Short notes,

menstrual cyclecycle video, Q&A
and hormonal • Role of hormones: chalkboard
influences FSH, LH, estrogen,
progesterone
4 2 hr Discuss normal • Puberty, menarche, Group Flashcards, MCQ,
sexual menopause discussion flipcharts group
development • Male & female and Q&A activity
and sexual physiology feedback
reproductive
physiology
Sl. Hours Specific Content Focus Teaching Teaching Assessment
No. Learning Learning Aids Method
Outcomes Activities
1 1.5 Describe • Conception process Lecture with Models of Viva, charts
hrs fertilization and • Trimester-wise fetal visual aids embryo/fetus
fetal development milestones
development
2 1 hr Identify • Changes in cardiovascular, Brainstorming PowerPoint, Scenario-
physiological endocrine, renal, and case reference based
changes in musculoskeletal systems discussion posters questions
pregnancy
3 1.5 List signs and • Presumptive, probable, Role play and Flashcards, Case study
hrs symptoms of positive signs of pregnancy group charts discussion
pregnancy interaction
4 1 hr Understand • Importance of ANC Demonstration Antenatal Observation
antenatal care • Weight, BP, urine tests, and discussion cards, ANC checklist
and assessments USG tools
5 1 hr Explain • Backache, nausea, Lecture and Posters, Written test,
common minor frequency of micturition, leg group symptom group
ailments and cramps, etc. discussion charts discussion
management
 REFERENCE

1. Myles Text Book of Midwives ,Eds; Diane M. Fraser and Margaret A. Cooper 14th Ed , Churchill
Livingstone.
2. D.C. Dutta Text Book of Obstetrics including Perinatology
and Contraception 6th Edition , 2004 New Central Book Agency.
3. Hawkins and Bourne ,Shaws Textbook of Gynaecology, Eds; V.G Padubidri and Shirish N Daftary, 13th
ed, Reed ElseiverIndia.
4. S SRatnam, K BhaskerRao and S Arulkumaran, Obstetrics and Gynaecology for Postgraduates ,Vol 1
and Vol 2, Orient Longman Ltd 1994
5. lower milk, perry, Bobak:”Maternity and women’s Health Care” 6th ed.; 1997. C.V Mosby. 6. C.S.Dawn:
Textbook for obstretics& neonatology 12th edition.
FLIPCHART
CARTOON
 CARTOON SHOWING DIFFERENT PHASES OF
THERAPEUTIC NURSE PATIENT RELATIONSHIP