THE REPUBLIC OF UGANDA

MINISTRY OF EDUCATION AND SPORTS

Business, Technical, Vocational Education

and Training (BTVET)

CURRICULUM FOR
CERTIFICATE IN NURSING

80
 THE REPUBLIC OF UGANDA

MINISTRY OF EDUCATION AND SPORTS

Business, Technical, Vocational Education and Training (BTVET)

CURRICULUM
FOR
CERTIFICATE IN NURSING

2018

i
 Table of content
Foreword..........................................................................................................................................................................................iv
Acknowledgement........................................................................................................................................................................v
Abbreviations and Acronyms...................................................................................................................................................vi
Executive Summary.....................................................................................................................................................................vii

PART 1: GENERAL CURRICULUM GUIDELINES.......................................................................................1

Part 2: Job Profile for a Certificate in Nursing Graduate (Competencies).............................................................10
Part 3: Training Modules for Certificate in Nursing........................................................................................................13
Summary of Training Modules for Certificate in Nursing............................................................................................13
Qualification Level: Certificate................................................................................................................................................14
Occupation description:............................................................................................................................................................14

YEAR ONE, SEMESTER I...........................................................................................................................15

Module CN-1111: Fundamentals in Nursing (I)..............................................................................................................15
Module Unit. CN-1101: Foundations of Nursing (I).....................................................................................................16
Module Unit. CN-1102: Anatomy and Physiology (I)...................................................................................................19
Module Unit. CN-1103: First Aid and Emergencies.....................................................................................................21
Module Unit. CN-1104: Microbiology................................................................................................................................22
Module CN-1131: Providing Community Health Nursing (I).....................................................................................24
Module Unit. CN-1105: Personal and Communal Health..........................................................................................24

YEAR ONE, SEMESTER II.........................................................................................................................26

Module. CN-1212: Fundamentals of Nursing (II)............................................................................................................26
Module Unit. CN-1201: Foundations of Nursing (II).....................................................................................................27
Module Unit. CN-1202: Anatomy and Physiology (II)..................................................................................................30
Module Unit. CN-1203: Sociology and Psychology.......................................................................................................31
Module Unit. CN-1204: Introduction to Essential Computer Concepts in Nursing...........................................33
Module. CN-1232: Providing Community Health Nursing (II)...................................................................................34
Module Unit. CN-1205: Primary Health Care (PHC)......................................................................................................34

YEAR TWO, SEMESTER I..........................................................................................................................36

Module. CN-2113: Fundamentals of Nursing (III)...........................................................................................................36
Module Unit. CN-2101: Pharmacology (I)........................................................................................................................37
Module. CN-2121: Providing Nursing Care (I)..................................................................................................................38
Module Unit. CN - 2102: Medical Nursing (I)..................................................................................................................39
Module Unit. CN - 2103: Surgical Nursing (I)..................................................................................................................41
Module. CN-2141: Maternal and Child Health (I)...........................................................................................................44
Module Unit. CN-2104: Peadiatric Nursing (I).................................................................................................................45
Module Unit. CN-2105: Gynaecological Nursing.........................................................................................................47

YEAR TWO, SEMESTER II.........................................................................................................................48

Module. CN-2214: Fundamentals of Nursing (IV)..........................................................................................................48
Module Unit. CN-2201: Pharmacology (II).......................................................................................................................49
Module. CN-2222: Providing Nursing Care (II)................................................................................................................50
Module Unit. CN-2202: Medical Nursing (II)...................................................................................................................51
Module Unit. CN-2203: Surgical Nursing (II)...................................................................................................................53
Module Unit. CN-2204: Mental Health Nursing.............................................................................................................55
Module. CN-2234: Providing Community Health Nursing (III)..................................................................................56
Module Unit. CN-2205: Occupational Health and Safety...........................................................................................56
Module. CN-2242: Maternal and Child Health (II)..........................................................................................................58
Module Unit. CN-2206: Paediatric Nursing (II)................................................................................................................58

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YEAR THREE, SEMESTER I.......................................................................................................................60
Module. CN-3123: Providing Nursing Care (III)...............................................................................................................60
Module Unit. CN-3101: Tropical Medicine.......................................................................................................................61
Module Unit CN-3102: Guidance and counseling...........................................................................................................62
Module. CN-3103: Maternal and Child Health (III)........................................................................................................63
Module Unit. CN-3104: Reproductive Health.................................................................................................................64
Module. CN-3151: Managing Health Unit (lower levels).............................................................................................67
Module Unit. CN-3105: Managing Health Unit (Lower Levels)................................................................................68
Module Unit. CN-3106: Entrepreneurship........................................................................................................................70

Part 4: Instruments for Assessment of Learning:.................................................................................71

Appendix 1: List of Panelists (Occupational Profiling)...................................................................................................75
Appendix 2: List of Panelists (Training Module Development)..................................................................................76
Appendix 3: List of Panelists (Test Item Development).................................................................................................77
Appendix 4: List of panelists (Validation workshop)......................................................................................................78
Appendix 5: Key reference documents used during the development process.................................................79

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 Foreword

The Ministry of Education and Sports (MoES) in co-operation with the private sector and other
stakeholders have embarked on reforming Business, Technical and Vocational Education and Training
(BTVET) in Uganda. The reforms are about producing BTVET graduates with right and acceptable skills
for employability and economic independence. In order to achieve the right and acceptable skills
Competence-Based Education and Training (CBET) principles have formed the model for designing this
curriculum.

The foreseen advantages of CBET include improved learning through training and teaching based
on acquisition of skills in a practical and systematic manner. This approach structures the skills to be
learnt step by step in recognition of the teaching and learning resources required to learn the skill. The
approach also recognises prior learning and on-the-job- training. It’s anticipated that through CBET
training there is reduction in unit costs and improved access, equity and relevance of BTVET among
others as this approach of training is majorly carried out in the world of work (skills laboratories and
clinical sites).

As the Ministry executes its mandate of ensuring quality in training standards, the Public-Private
Partnership (PPP) is being strengthened to improve occupational competence of the country’s workforce
with consideration on gender.

The Ministry of Education and Sports (MoES), in partnership with IntraHealth through the USAID-funded
Strengthening Human Resources for Health Activity reviewed the Certificate in nursing curriculum
tailored towards competence based training in a bid to improving the knowledge and skills outcome.
By doing this, IntraHealth is strengthening the capacities of the nurses developed for our nation.

I thank all individuals, organisations and development partners who have contributed and/or participated
in the development of this competence-based curriculum.

Mr. Alex Kakooza

Permanent Secretary
Ministry of Education and Sports

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 Acknowledgement
The Ministry of Education and Sports acknowledges the valuable contributions to the development
of this document. Your valuable time and resources provided for this work is highly appreciated. The
following made tremendous contribution during the review of this curriculum:

• Ministry of Health (MOH)

• Ministry of Education and Sports Technical staff

• Uganda Nurses and Midwives Council (UNMC)

• Uganda Nurses and Midwives Examinations Board (UNMEB)

• National Curriculum Development Centre (NCDC)

• National Council for Higher Education (NCHE)

• Directorate of Education Standards (DES)

• Hospitals, Medical Bureaus and other Health Institutions/Organizations

• Nursing Training Institutions including: Kagando School of Nursing and Midwifery, Ntungamo
Health Training Institute, Nsambya School of Nursing and Midwifery, Islamic University in
Uganda School of Nursing and Midwifery, Kalungi School of Nursing and Midwifery,
Soroti School of Comprehensive Nursing, Nyenga Nursing and Midwifery Training School,
Kibuli Muslim School of Nursing and Midwifery, Butabika School of Psychiatric Nursing,
Hoima School of Nursing and Midwifery, Arua School of Comprehensive Nursing and
Midwifery; and Lira School of Comprehensive Nursing.
• Teaching Hospitals including: Mulago National Referral Hospital, Masaka Regional Referral
Hospital, Mengo Hospital, and St. Kizito Hospital, Matany

• The individual practitioners (Enrolled Nurses, Preceptors and Mentors)

• USAID -Strengthening Human Resources for Health Activity, implemented by Intra-Health

International (SHRH)

• Skills Initiative Uganda Ltd (SIU) for the technical support

Hajat Safinah Kisu Museene (Mrs)

Commissioner
Business, Technical, Vocational Education and Training (BTVET)

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 Abbreviations and Acronyms
BTVET Business Technical and Vocational Education and Training
CBA Competence Based Assessment
CBC Competence Based Curriculum
CBET Competence Based Education and Training
DACUM Develop a Curriculum
DES Directorate of Education Standards
LWA Learning-Working Assignment
MoES Ministry of Education and Sports
MoH Ministry of Health
NCDC National Curriculum Development Centre
NCHE National Council for Higher Education
OSCE Objective, Structured, Clinical Examination
OSPE Objective, Structured, Practical Examination
PEX Practical Exercise
PPP Public Private Partnership
SHRH Strengthening Human Resources for Health
TMD Training Modules Development
UNMC Uganda Nurses and Midwives Council
UNMEB Uganda Nurses and Midwives Examinations Board
USAID United States Agency for International Development

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 Executive Summary
A major challenge to the delivery of services in the health sector is the changing nature of skills demands
to the various health cadres. The shifting demands of the expected performance and competencies in
tasks at different levels arise from the emerging concerns that call for different approaches in health care
interventions. The Government of Uganda is committed to enhancing and nurturing the development of
the desired skills for the effective delivery of health services.

The Ministries of Education and Sports and Health in partnership with the USAID-funded Strengthening
Human Resources for Health Activity reviewed the Certificate in Nursing training curriculum with major
focus on a competence-based approach as being fundamental in improving the knowledge and skill
outcomes of the graduates.

This curriculum review involved a number of stakeholders from Public and Private training institutions,
Ministry of Education and Sports, BTVET, DES, UNMEB, NCDC, Ministry of Health through it’s Human
Resources Directorate and Professional bodies (UNMC).

This Competence-Based Curriculum is divided into four major parts:

PART 1: The General Curriculum Guidelines. This section highlights the context in which the curriculum
was developed and how it is to be used.

PART 2: The Job Profile of a Certificate in General Nursing graduate. This Job Profile was developed
by stakeholders participating in the world of work. It mirrors the duties and tasks, performed by
the Certificate Nurse.

PART 3: Training Modules are a guideline for training the General Nursing cadre at Certificate level in
Nursing Training Institutions. The Training Modules herein have been developed basing on the
Job Profile and hence are directly relevant for employment.

PART 4: Sample Assessment Instruments are in form of performance (practical) and written (theory)
test items that can be used to assess whether a person has acquired competencies for the world
of work upon successful completion of the programme.

While the Job Profile contained in PART 2 of this curriculum provides the information on WHAT a
Certificate Nurse is expected to do competently in work life, the training modules spell out WHAT the
trainee should be taught to enable him/her perform the expected tasks. The test items (assessment
instruments) -including performance criteria- of PART 4 qualify the HOW and/or HOW WELL the trainee
must perform the task.

This curriculum (or parts of it) will be revised every five (5) years to match the dynamic trends in the
occupation and issuance in different versions should be anticipated.

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viii
Part 1: General Curriculum Guidelines

1.0 INTRODUCTION
The Ministry of Education and Sports seeks to ensure that the relevant training approaches are used in
continuous improvement in delivery of all training programmes. The BTVET Department together with
different key stakeholders developed the Competence Based Education and Training (CBET) approach
with the aim of improving the competencies of trainees to fit in the demands of the labour market.
Availability of competent and efficient human resources in the health sector is essential in the provision
of the health services expected of the Government of Uganda. A system that enhances the delivery
of right quality and caliber of human resources through training is critical. This is particularly true of
Certificate Nurses that are constantly in direct contact with the patient/community. This curriculum
highlights the prescribed areas of training and skills acquisition at Certificate level in Nursing.

2.0 JUSTIFICATION FOR CERTIFICATE IN NURSING TRAINING

The current review of the Training Curriculum follows two decades since the previous review of 1997.
Moreover, the health sector has continuously evolved and in the process presented the health worker
and in particular the certificate nurse with new challenges. The new challenges call for review of the
approach to training to make this Nursing cadre relevant in meeting health care needs.

3.0 JUSTIFICATION OF A COMPETENCE-BASED CURRICULUM FOR CERTIFICATE IN NURSING

In spite of on-going reviews in the health sector, the necessity to make the curriculum competence-
based is crucial in ensuring that the Certificate Nurses at all levels are able to meet the needs of the
population in the different contexts they may find themselves in. For example it is increasingly common
in the rural and hard-to-reach areas of the country to find cadres at health facilities multi-tasking on
roles that they would not normally fill. Therefore, training using a competence-based approach to work
alongside other health professionals would narrow the gap in health service delivery.

4.0 OBJECTIVE OF THE CERTIFICATE IN NURSING TRAINING PROGRAM

4.1 The aim of the Certificate in Nursing Training Program

The program is to equip learners with competencies necessary to prepare them to work in health facilities
within communities with minimum supervision.
4.2 Specific objectives
To develop graduates who are able to;

a. Perform nursing care

b. Promote maternal and child health
c. Manage lower level health facilities (including Health Centre II, Departments in Health
Centre III and institutional sickbays)
d. Carry out Community health nursing

5.0 CERTIFICATE PROGRAM

5.1 Program description:
The aim of the academic program is to raise a health worker whose main responsibility is to perform
nursing care as well as manage a health unit at the level of Health Centre II, department at Health Centre
III and institutional sickbays.
This academic program will be run in nursing schools in accordance with the BTVET Act.

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5.2 Regulations for the program
The regulations below shall guide the training leading to the award of a Certificate in Nursing.
5.2.1 Name of the award
The award will be a Certificate in Nursing.

5.2.2 Minimum entry requirements

For a student to be admitted to the Certificate in Nursing training program,
she/he must have;

i. Passed Uganda Certificate of Education or its equivalent

ii. Obtained minimum passes in English, Biology, Chemistry, Physics, and Mathematics.
iii. Passed oral interview
iv. Applied for the Certificate in Nursing Programme as a choice

5.2.3 Duration of the Certificate Program

The Certificate program duration shall be two and half (2½) years, full time.

5.24 Academic years

Academic Year shall consist of two semesters. A semester shall be seventeen (17) weeks i.e.
Fifteen (15) weeks of learning (both theory and practical) and two weeks of examinations.
There will be two recess terms during which students will be attached to approved relevant
training sites for placement.

5.2.5 Registration of students

Both fresh and continuing students should ensure that they register at academic registrar’s
office within the first two weeks of each semester.

6.0. TRAINING MODULES

A module is a unit of learning and on completion, it carries credit(s) unit towards fulfillment of the
requirements of the certificate award.
6.1 Size of a Module Unit
The smallest module shall be two (2) credit units
The Practical Hours (PH) or Clinical Hours (CLH) will include time for demonstrations and practical
sessions conducted in the laboratory and industrial/hospital practice.

6.2 Contact hours

A Contact Hour shall be equivalent to one (1) Teaching hour or two hours of Practical/ Clinical/fieldwork.

6.3 Credit units

A Credit Unit shall be equivalent to fifteen (15) Contact Hours.

6.4 Academic program loads

This Academic Program shall be a maximum set of modules a candidate registers for and completes, for
the award of Certificate in Nursing.

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6.5 Normal Semester Load
A maximum semester load will be twenty-five (25) Credit Units. In general, the normal semester load
shall range from 12 to 25 Credit Units. This is to cater for students who have re-take courses or would
not be able to complete the requirements for the award of the certificate within the stipulated duration.

7.0 ASSESSMENT
A candidate shall be considered to have acquired a competence when he/she performs tasks required
of one in the labour market. One must have attended at least 85% of the course and undergone both
continuous assessment and end of semester academic examinations. Continuous assessments shall
be administered by the training institutions, honoured and verified by Uganda Nurses and Midwives
Examination Board (UNMEB).

7.1 Coursework and Examinations

i. Continuous (Formative) Assessment: Training institutions shall administer formative
assessment to all students on soft skills, knowledge and hands-on through: group works,
presentations, assignments, tests, practical tests, clinical placements, case studies, clinical
record books and co-curricular activities participation. All continuous assessments
marks shall be recorded by the respective tutors, compiled and submitted to UNMEB.
Continuous assessment from training institutions, shall consist of:
• Skills Laboratory work /practical tests/projects 10%
• Assignments consisting of;
- Class exercises and home taken assignment 05%
- Individual class tests 05%
- Clinical assessment 10%
• Clinical record books assessment 10%
Total 40%

For continuous assessment to be authentic, a learner shall undertake; a minimum of four (4) assignments,
two (2) tests and four (4) practical exercises per module unit. It is recommended that continuous
assessment results are displayed at the institute and submitted to UNMEB prior to summative examinations.
ii. End of Semester Examinations (Summative Examinations)
The end of semester examinations shall be administered by UNMEB and shall be computed to constitute
60%. The summative assessment shall consist of written and practical paper examinations.
7.1 Examinations Paper Format
Examination papers per semester will be composed of written (theory) and performance (practical)
questions. The theory paper will comprise of multiple choice questions, short answer questions, fill
in the blank questions, matching questions, long essay and work sequence questions in a ratio and
marks determined by the Examinations body depending on the competences required in particular
module units. The mode of practical examinations as well as the duration shall be determined by the
Examinations body based on the competencies being assessed.
7.2 End of semester examinations grading:
Overall marks obtained in each module or part of module offered shall be graded out of a maximum of
100 marks and assigned a letter grade and grade points as follows:-

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 Marks ranging from 80-100 75-79 70-74 65-69 60-64 55-59 50-54 ≤49
Conventional grade D1 D2 C3 C4 P5 P6 P7 F
Alpha Grade A B+ B C+ C D+ D F
Grade Points 5.0 4.5 4.0 3.5 3.0 2.5 2.0 00

Grading of the Award shall be as follows;

Grade CGPA
Distinction 4.5 – 5.0
Credit 2.80 -4.49
Pass 2.00-2.79

The letter (Alpha) grading concept shall be applied in this curriculum.

7.3 Absence from examination

Absence from an examination will automatically earn a student an F score. However, if a student was
absent from an examination due to a justifiable reason, a letter grade ABS (ABSENT) shall be assigned.
A student may sit for the missed examinations when they are next offered at their cost.

7.4 Re-taking a Module Unit

A student may re-take any module unit when it is next offered in order to;

i. Pass it if the student had failed it before;

ii. Improve the grade if the first pass grade was low and if such a student
wishes to improve their grade. However, if such a student gets similar score
or lower, the previous grade shall be considered.

iii. Re-taking a module unit means doing coursework assignments, progressive

assessments, and sitting the final examination of the module unit in
question.

Re-taking a module unit shall only be allowed within 18 months after the first sitting.

7.5 Field placement

As a requirement, every student shall participate in field placement. The field placement shall be a total
duration of 4 weeks. Two weeks shall focus on Community Health placement while two weeks shall be
for Mental Health. The field placement shall be at the end of Semester I and Semester II of Year II of
study.

A report shall be presented at the end of the field placement (practicum) at start of the semester following
this activity. The practicum will contribute 10% of the course work assessment.

The letter (Alpha) grading concept shall be applied in this curriculum.

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8.0 PROGRESSION
Progression through the program shall be assessed in three ways;

(i) Normal progression: A student who passes all module units with a minimum of 50% progress
normally.

(ii) Probationary progression: A student who scores below 2 grade points or below 50% is put
on probationary progress. At this stage a student will be warned of the module unit(s) that
requires attention.

(iii) Non-progress: A student shall not be allowed to progress to a subsequent semester if he/she
fails half of the semester load or has accumulated three (3) or more retakes.

(iv) Eligibility for the Semester 5 Examinations: A student must have first completed and
passed all Semester 1 –Semester 4 exams before they are allowed to sit for the Semester 5
examinations. Therefore, any students with retakes shall clear them by Semester 4.

8.1 Discontinuation
A student shall be discontinued on any one of the following grounds;

i. Failure to pass at least 70% of the module units in the First Semester

ii. Failing to complete the module within five years

iii. When found guilty of any commission or omission in regard to this curriculum

8.2 Withdrawal from the program

A student shall apply for a temporary withdrawal (dead year) from studies with permission granted by
the Academic Board for the program.

A student shall be allowed only a maximum of two withdrawals and a maximum of one academic year
of each withdrawal

The Academic Board shall in writing inform the respective Ministry and Examination Board of the
student’s withdrawal

8.3 Calculation of the cumulative grade point average

The cumulative grade point average at a given time shall be obtained following reference to the table
in Section 7.2 above.

8.5 Approval of examination results and appeals

Uganda Nurses and Midwives Examinations Board (UNMEB) will approve results. A candidate aggrieved
by decisions of UNMEB may appeal.

In the event of examination results dissatisfaction by a candidate, s/he can appeal in writing to UNMEB
for consideration within 20 working days after the release of results.

The candidate shall provide the Principal of the Training Institution with a copy of this communication.
Upon receipt of the appeal, UNMEB shall respond to the candidate within 21 working days clearly
outlining to the candidate the costs associated with the appeal where applicable.

8.6 Publications of results

UNMEB shall publish the results.

8.7 Awarding Board

UNMEB upon satisfaction that the candidate has attained the standard requirements under relevant
regulations, may award a Certificate in Nursing.

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9.0 CURRICLUM ALIGNMENT MATRIX

(Relating duties to key learning competencies/training modules)

Duties performed by a Certificate Nurse Key competences (Training modules)

Admit Patient Nursing Care
Take vital observations Nursing Care
Medical Nursing, Surgical Nursing, Mental Health
Carry out General Nursing Care Nursing, Paediatric Nursing
Gynaecological Nursing
Medical Nursing, Surgical Nursing, Mental Health
Nursing
Provide Specific Nursing Care
Paediatric Nursing
Gynaecological Nursing
Administer Medicine Nursing Care
Prepare for Ward Rounds Manage Health Unit
Prevent and Control Infection Occupational Health, Nursing Care
Medical Nursing, Surgical Nursing, Mental Health
Nursing
Prepare Patients for Procedures
Paediatric Nursing
Gynaecological Nursing
Discharge Patients Nursing Care
Participate in Community Outreaches Community Health Nursing
Perform Administrative tasks Manage Health Unit

10.0 MINIMUM RESOURCES REQUIREMENTS

10.1 Minimum qualification requirement for a Tutor

As a minimum, a tutor teaching a certificate program in nursing shall be expected to
have a qualification of a diploma in general nursing and either a degree or diploma in
medical education. A minimum of 2 years of clinical work experience will be considered.
10.2 Minimum infrastructure requirements
The minimum infrastructure requirement to run a certificate in general nursing shall be
as per the standards set by Ministry of Education and Sports.

10.3 Minimum tools, equipment, materials requirements for practical instruction

In line with 10.2 above, each unit of practical instruction shall entail availability of relevant
tools, equipment and materials for students to practice key skills.

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11.0 ACADEMIC PROGRESS OF NURSING
11.1 Below is the existing academic progress of nursing cadres.

PHD in Nursing
Graduate

Master in Nursing
Graduate

Bachelors in Nursing
Graduate

Diploma in Nursing
Graduate

Certificate in
Certificate inNursing
Nursing
Graduate

The Graduate of Certificate in Nursing may opt to further their skills and education by joining any
health related Diploma/Degree program as guided by appropriate regulations.

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12.0 CERTIFICATE PROGRAM STRUCTURE

12.1 Description of content

In this program, students will be equipped with knowledge, skills and attitudes to offer
general nursing care. The following modules will be split across the entire training duration
as follows:

Module Unit Structure

Key
Hours/Credit units Coding nomenclature:

CN = Program code - Certificate in Nursing

TH = Teaching Hours
1st digit = Year of study
PH = Practical Hours
2nd digit = Semester
CLH = Clinical Hours
3rd digit and 4th digit = Module unit number/ paper
CH = Contact Hours
number
CU = Credit Units
e.g. CN-1202 = Program of Certificate in Nursing,
1 CH = 1 TH = 2 PH = 2 CLH
Year One, Semester Two, Module Unit
1 CU = 15 CH
number two/Paper number two

Semester 1 YEAR ONE

Module Unit code Module Unit TH PH CLH CH CU
CN -1101 Foundations of Nursing (I) 30 60 30 75 5
CN -1102 Anatomy and Physiology (I) 45 30 -- 60 4
CN -1103 First Aid and Emergencies 15 30 30 45 3
CN -1104 Microbiology 15 30 -- 30 2
CN -1105 Personal and Communal Health (PCH) 15 30 30 45 3
Total 255 17

Semester 2 YEAR ONE

Module Unit code Module Unit TH PH CLH CH CU
CN -1201 Foundation of Nursing (II) 30 30 60 75 5
CN -1202 Anatomy and Physiology (II) 45 30 0 60 4
CN -1203 Sociology and Psychology 60 0 0 60 4
CN -1204 Introduction to Computer 15 60 0 45 3
CN -1205 Primary Health Care (PHC) 30 30 30 60 4
Total 300 20

Semester 1 YEAR TWO

Module Unit code Module Unit TH PH CLH CH CU
CN -2101 Pharmacology (I) 30 15 15 45 3
CN -2102 Medical Nursing (I) 45 30 30 75 5
CN -2103 Surgical Nursing (I) 45 30 30 75 5
CN -2104 Paediatric Nursing (I) 30 15 15 45 3

CN -2105 Gynecological Nursing 15 15 15 30 2

Total 270 18

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 Field Placement
CN -21 Field Placement (Hospital/Community) -- 60 30 2

Semester 2 YEAR TWO

Module Unit code Module Unit TH PH CLH CH CU
CN -2201 Pharmacology (II) 30 15 15 45 3
CN -2202 Medical Nursing (2) 45 30 30 75 5
CN -2203 Surgical Nursing (2) 45 30 30 75 5
CN -2204 Mental Health Nursing 30 15 15 45 3
CN -2205 Occupational Health 15 15 15 30 2
CN -2206 Paediatric Nursing (II) 30 15 15 45 3
Total 315 21
Field Placement
Field Placement (Hospital/
CN -22 -- 60 30 2
Community)

Semester 1 YEAR THREE

Module Unit code Module Unit TH PH CLH CH CU
CN -3101 Tropical Medicine 45 15 15 60 4
CN -3102 Guidance and Counseling 15 15 15 30 2
CN -3103 Surgical Nursing (III) 45 15 15 60 4
CN -3104 Reproductive Health 30 30 30 60 4
CN -3105 Health Service Management 30 0 0 30 2
CN -3106 Entrepreneurship 30 0 0 30 2
Total 270 18

13.0 CORRELATION OF THE COMPETENCE-BASED CURRICULUM WITH EXISTING

CURRICULA

The developed competence-based curriculum 2017 was matched with the existing curricula
(Curriculum for Certificate in Enrolled Nursing, 1997). Below is the correlation;

Module Revised Competence-

Based Curriculum, of Correlation with Curriculum content of 1997
Code 2017

Principles and Practice of Nursing, Microbiology,

CN 1.0 Fundamentals of Nursing Pharmacology, First Aid and hospital emergencies,
Anatomy and Physiology, Sociology and Psychology
Principles of Medical Nursing, Principles of Surgical
CN 2.0 Providing Nursing Care Nursing, Psychiatric Nursing, Counselling, Tropical and
Communicable diseases, conditions of the eye
Providing Community Primary Health Care, Personal and Communal Health,
CN 3.0 Health Nursing Physiotherapy, Occupational Health and Safety

Maternal and Child Maternal and Child Health, Principles of Paediatric

CN 4.0 Health Nursing, Gynaecology, Obstetrics
Managing Health Unit Administration, Clinical Teaching, Research and Heath
CN 5.0 (Lower levels) Information System

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Part 2: Job Profile for a Certificate in Nursing Graduate
(Competencies)

The following are the Duties and Tasks a competent Certificate graduate of Nursing is expected to
perform in the world of work (on the job) in Uganda.

Since it reflects the skill requirements of work life, the duties and tasks become the reference for the
subsequent development of assessment instruments (test items) and training modules, which are
directly relevant to employment in Ugandan health facilities.

The DACUM approach involves the brainstorming of a panel of 8 to 12 competent job practitioners
guided by a trained and experienced facilitator. During a three-day workshop, the duties and tasks
performed in employment were defined as well as the prerequisite skills, knowledge, attitudes, tools
and equipment, the trends and concerns in the occupation/job.

DUTIES Tasks
• Welcome Patients/Attendants
• Build rapport
• Record patient particulars/history
• Reassure patient
Admit Patient
• Carry out physical examination
• Perform anthropometry
• Orient patient
• Secure patient’s property
• Prepare observation tray
• Prepare patient for procedure
• Clean body site for observation (rectal, axilla, groin)
Take vital observations
• Interpret observation findings
• Offer feedback to patient
• Record observation findings
• Provide first aid
• Position patients
• Lift Patients
• Bathe patient
• Provide oral care
• Carryout bladder and bowl care
• Feed patient
• Record fluids in balance charts
Carry out General Nursing Care • Provide psychological care (ie. Spiritual)
• Assist patient to do exercise
• Regulate patient’s environment (e.g. lighting, noise)
• Make Bed
• Care for patients with Plaster of Paris
• Care for patients with traction
• Care for patients with head injury
• Care for patients with spinal cord injury
• Perform eye care

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 • Remove foreign body from ear/nose
• Resuscitate patient
• Carryout tepid sponging
• Carryout suction
• Apply bed appliances (e.g. bed cradle)
• Participate in testing and counselling (i.e. HIV,
Hepatitis-B)
• Dress wounds
• Prepare blood for transfusion
• Pass nasogastric tube
Provide Specific Nursing Care • Carryout ear syringing
• Treat pressure areas
• Perform catheterization
• Perform gastric lavage
• Provide colostomy care
• Perform tracheotomy care
• Carryout colonial irrigation
• Care for drainage tubes
• Provide palliative care
• Carry out basic life support
• Perform last office
• Identify patient for medication
• Obtain patient’s informed consent before medication
• Crosscheck prescriptions with patients
• Order medicines and supplies
• Receive medicines and supplies
• Confirm validity of medicines
• Reconstitute medicines
Administer Medicine • Position patient (ie. Lateral, prone, supine)
• Administer oxygen
• Nebulise patient
• Prepare ORS
• Dispense ARV
• Confirm patient has taken medicine
• Observe patient for medication reaction
• Enforce adherence to medicine compliance
• Prepare patient for round
• Prepare beds on the ward
• Prepare patient’s files (ie. investigation results)
Prepare for Ward Rounds • Test functionality of equipment
• Prepare try/trolley (ie. drug, emergency)
• Provide privacy to patient
• Store equipment and supplies
• Wash hands
• Wear protective gear
• Provide ventilation to the ward
• Dump and dry dust the ward
• Decontaminate instruments
• Clean equipment
Prevent and Control Infection on ward • Sterilize instruments of linen
• Segregate waste
• Sluice linen
• Isolate patients
• Space beds on ward
• Prevent cross infection
• Regulate entry into patient’s room

11
 • Prepare equipment for procedures
• Counsel patient
• Obtain informed consent before procedures
Prepare Patients for Procedures • Dress patient for procedures
• Take off specimen for investigations
• Participate in minor procedures
• Provide care for patients after procedure
• Identify patient to be discharged
• Dispense prescribed medicines
• Give relevant health education to patient/ care giver
Discharge Patients
• Instruct patient on medicine use
• Obtain patient’s discharge form
• Complete patient’s register
• Participate in planning outreaches
• Participate in assessing community needs
• Participate in resource mobilization for outreach
activities
• Participate in identifying resource persons
Participate in Community Outreaches
• Participate in sensitizing communities
• Observe cold chain
• Participate in immunization
• Enforce contact treatment
• Follow-up patients
• Participate in health meetings
• Disseminate information
• Observe hospital economy
• Mentor subordinates on clinical practice
• Attend CPD (CNE)
• Participate in conflict resolution
Perform Administrative tasks • Handover/takeover shifts
• Prepare technical reports (ie. handover report)
• Participate in preparing management documents (i.e.,
work plan, budgets)
• Participate in patient referral
• Store patient records
• Participate in inventory activities

12
Part 3: Training Modules for Certificate in Nursing

A curriculum is a guide for organization and implementation of teaching and learning. It describes what
should be taught and learned, how teaching and learning should be conducted, and resources required
for training.

Teaching and learning can be broken down into module units of learning. Each module unit represents
a coherent and meaningful outcome of learning, which enhances employability.

Competence-Based Education and Training (CBET) philosophy provides for learners to acquire job
specific competencies that are required in the world of work by each module unit.

The modular approach is flexible, shorter, cost effective and can be implemented both on-the-job and
in training institutions.

Each module unit is composed of module title, module purpose, training duration, prerequisite module,
learning-working assignments, practical exercises, relevant knowledge, required training materials, tools
and equipment and other important information.

Competence-based curriculum puts more emphasis on acquisition of hand-on competencies. It is

for this reason that Learning-Working Assignments (LWAs) that are similar or equivalent to real work
environment constitute part of this curriculum. The training delivery of the training module units is
based on implementation of LWAs, which result in a service or the production of a product as is done in
the real world of work hence enhancing the competence and relevance of the learners. LWAs result in
strong learner activation, motivation, experimental learning and discovery learning.

LWAs are divided into Practical Exercises (PEXs), which are performance-dominated and allow more time
for practical repetitions and practice for the key skills to be acquired.

Summary of Training Modules for Certificate in Nursing

AVERAGE TRAINING
MODULE DURATION
TRAINING MODULES
CODE HOURS CREDIT
(TOTAL) UNITS

CN 1.0 FUNDAMENTALS OF NURSING 540 36

CN 2.0 PROVIDING NURSING CARE 495 33

CN 3.0 PROVIDING COMMUNITY HEALTH NURSING 135 9

CN 4.0 MATERNAL AND CHILD HEALTH 180 12

CN 5.0 MANAGING HEALTH UNIT 60 4

SUMMATION 5 TRAINING MODULES (COVERED IN 2½ YEARS) 1410 94

Note: It is understood that Contact Time is learning time under Tutor/Instructor/Trainer’s guidance.

5 days (each day an average of 6 contact hours) make 1 week of training and 15 weeks make 1
semester of training

13
Module coding structure;
e.g. Module. CN-2234 = Program of Certificate in Nursing, Year Two, Semester Two, Module
Three, fourth part of the module

Qualification Level: Certificate

Occupation description:

A Certificate Nurse is an individual that is equipped with the Basic Nursing Skills in Medical Nursing,
Surgical Nursing, Mental Health, Community Health and Maternal and Child Health as well as
Management of lower Health Unit.

14
YEAR ONE, SEMESTER I
Module CN-1111: Fundamentals in Nursing (I)
Credit units: 17
Module Unit code Module Unit Contact Hours
CN-1101 Foundations of Nursing (I) 75
CN-1102 Anatomy and Physiology (I) 60
CN-1103 First Aid and Emergencies 45
CN-1104 Microbiology 30
CN-1105 Personal and Communal Health 45
Total 255
Module Description:
The module of Fundamentals of Nursing comprises introductory aspects of the profession. In this
module, students shall learn the foundations and principles of nursing such as taking vital observations
of the human body, basic nursing care as well as infection prevention. Anatomy and Physiology of the
human body, providing a functional understanding of the different physiological systems of the body will
also be covered in this module. Microbiology and parasitology will focus on the generic microbiological
organisms as well as principles and application of sterilisation and disinfection.

Suggestions on organization of learning:

The acquisition of competencies (skills, knowledge, and attitudes) described in this module shall take
place at an accredited Nursing Training School. Delivery modes may include theory instruction (lectures),
hands-on practice (Clinical) and tutorials (discussions).
Occupational health, safety and environmental concerns to be observed:
Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/
equipment/material, administer first aid, clean tools/equipment/environment, egonomics (Appropriate
working posture)
Work behaviour/attitudes to be acquired and observed during training:

Responsible, willingness to learn, committed, having team spirit, hardworking, accurate, social,
industrious, time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented,
honest, courteous, humility.

Resources:
The tutor is advised to make reference to relevant and applicable reading materials that could be in
form of textbooks, publications, video clips/demonstrations, authenticated internet sites among other
resources.

15
Module Unit. CN-1101: Foundations of Nursing (I)

Module Unit Description

This module unit shall enable the student to get equipped with knowledge and understanding of
ethical standards of nursing, prevention and control of infections. It will also guide the student in skills
acquisition in a number of areas including basic nursing care, bed making, taking vital observations as
well as patient hygiene practices.
Learning Outcomes:
By the end of this module unit, the student shall be able to;
• Apply ethical standards in nursing
• Take vital observations from patients
• Carry out basic nursing care, prevent and control infections
• Differentiate normal from abnormal anatomy
• Carry out effective disinfection and sterilisation

Learning-Working Assignments (LWAs) and related Practical Exercises (PEXs)

1.1. Topic: Introduction to Ethical Standards
Sub-topic 1.1.1: History of Nursing
Sub-topic 1.1.2: Code of conduct for Nurses
Sub-topic 1.1.3: Principles of professional ethics and etiquette
Sub-topic 1.1.4: Patient’s rights
Sub-topic 1.1.5: Nurses’ rights
Sub-topic 1.1.6: Nursing and the law
Sub-topic 1.1.7: Nursing standards and qualities of a nurse
Sub-topic 1.1.8: General principles and rules of all nursing procedures
PEX 1.1.9: Introduction to the practice room
Sub-topic 1.1.10: Hospital economy

1.2. Learning-Working Assignments: Carry out infection Prevention and control

PEX 1.2.1: Perform hand washing
PEX 1.2.2: Demonstrate appropriate use of protective equipment
PEX 1.2.3: Perform routine and weekly cleaning of the ward
PEX 1.2.4: Carry out appropriate waste management and disposal
PEX 1.2.5: Carry out isolation of infectious patients

Underpinning knowledge/ theory:

For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Causes of infection
• Infection prevention and control principles
• Types of medical waste
• Waste disposal and management
• Cleaning methods
• Chemical applications in infection prevention and control

1.3 Learning-Working Assignments: Perform general nursing care

PEX: 1.3.1: Carry out adequate feeding of patients
PEX: 1.3.2: Perform range-of-motion exercises to the patients
PEX: 1.3.3: Perform bladder and bowel care
PEX: 1.3.4: Passing a flatus tube
PEX: 1.3.5: Administration of enemata
PEX: 1.3.6: Carry out relevant investigations
PEX: 1.3.7: Demonstrate giving and receiving of ward reports/records
PEX: 1.3.8: Demonstrate appropriate methods of lifting/positioning a patient
PEX: 1.3.9: Perform tepid sponging

16
Underpinning knowledge/ theory:
For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• General principles in patient care
• Nursing procedures and applications
• Ethics in nursing care
• Infection prevention and control principles
• Body mechanics

1.4 Learning-Working Assignments; Demonstrate bed making

PEX 1.4.1: Prepare and make an unoccupied bed
PEX 1.4.2: Demonstrate stripping and changing of patient linen
PEX 1.4.3: Prepare and make an occupied bed
PEX 1.4.4: Prepare and make an admission bed
PEX 1.4.5: Prepare and make a cardiac bed
PEX 1.4.6: Prepare and make bed for burns
PEX 1.4.7: Prepare and make post-operative bed
PEX 1.4.8: Prepare and make a divided bed
PEX 1.4.9: Prepare and make a fracture bed

Underpinning knowledge/ theory:

For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Different types of beds and their applications
• Functions and uses of different hospital furniture
• Techniques applicable in the setting up of different hospital beds
• Rationale for making beds

1.5 Learning-Working Assignments: Take vital observations

PEX 1.5.1: Take patient’s temperature
PEX 1.5.2: Take patient’s blood pressure
PEX 1.5.3: Take patient’s pulse rate
PEX 1.5.4: Take patient’s respiratory rate

Underpinning knowledge/ theory:

For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Definitions of vital observations (e.g. TPR/BP)
• Measurements and scales used in taking vital observations
• Different tools and instruments used in taking vital observations
• Interpretation of results of vital measurements
• Normal ranges of vital observation measurements for different categories of individuals
• Factors affecting TPR, BP

1.6. Learning-Working Assignments: Carry out proper patient’s hygiene

PEX 1.6.1: Carry out bed bath
PEX 1.6.2: Carry out oral care/mouth care
PEX 1.6.3: Demonstrate care and treatment of pressure areas (e.g hands and feet)
PEX 1.6.4: Demonstrate washing of patient’s hair
PEX 1.6.5: Carry out treatment of infested hair
PEX 1.6.6: Care of the patient’s eyes and ears

17
Core references
1. Uganda Catholic Medical Bureau (2015) Nursing and Midwifery procedure manual 2nd Edition
Print Innovations and Publishers Ltd. Uganda
2. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer,
Philadelphia, Newyork
3. Gupta,L.C., Sahu,U.C. and Gupta P.(2007):Practical Nursing Procedures. 3rd edition. JAYPEE
brothers, New Delhi.

Other references:
1. Craven .R. Hirnle, C and Henshaw, M.C. (2017) Fundamentals of Nursing Human health and
function 8th Edition Wolters Kluwer.
2. Rosdah I, BC and Kowalkski, TM (2017) Text book for Basic Nursing 11th Edition Wolters Kluwer.
3. Samson .R. (2009) Leadership and Management in Nursing Practice and Education 1st Edition
Jaypee Brothers Medical Publishers India.
4. Taylor.C.R (2015) Fundamentals of Nursing, The Art and Science of person – centred nursing care,
8th Edition Wolters Kluwer, Health/Lippincott Williams and Wilkins.
5. Timby, K.B (2017) Fundamentals of Nursing Skills and concept 11th Edition Wolters Kluwers,
Lippincotts Williams and Wilkins.
6. Lynn, P. (2015) Tyler’s Clinical nursing skills, A Nursing Process Approach 4th Edition Wolters
Kluwers, China
7. Gupta, D.S. (2005) Nursing Interventions for the critically ill 1st Edition Jaypee Brothers Medical
Publishers Ltd. India.
8. Uganda Catholic Medical Buraeu (2010) Nursing and Midwifery Procedure Manual. 1st Ed. Print
Innovations and Publishers Ltd., Uganda.
9. Carter, J. P. (2012) Lippincott’s Textbook for nursing Assistant. 3rd Edition. Walters Kluwers.
Lippingcotts Williams and Wilkins
10. Jensen, S. (2015) Nursing Health Assessment; A host Practice Approach. 2nd Edition. Wlaters
Kluwers,
11. Gupta, D.S. (2005) Nursing Interventions for the Critically Ill. 1st Edition. Jaypee Brothers Medical
Publishers Ltd. India

18
Module Unit. CN-1102: Anatomy and Physiology (I)

Module Unit Description

The module unit will introduce the student to the Anatomy and Physiology of the human body. In this
module unit, the student shall be able to identify and understand the functioning of the different human
body parts. This module unit shall include an introduction to anatomy and physiology in general and in
particular, cover the anatomy and physiology of the skeletal, muscular, circulatory and digestive systems.
Learning Outcomes:
By the end of this module unit, the student shall be able to;
• Identify various parts of the human body and their functions
• Differentiate the normal structure and functioning of various systems from that of abnormal
conditions of the skeletal, muscular, cardiovascular and digestive systems

Learning Working Assignments (LWAs) and related Practical Exercises (PEXs)

1.7. Topic: Introduction to Anatomy and Physiology

Sub-topic 1.7.1: Definition of terms used in Anatomy and Physiology
Sub-topic 1.7.2: Human body organisation
Sub-topic 1.7.3: Atoms, molecules and compounds
Sub-topic 1.7.4: Cell structure and function
Sub-topic 1.7.5: Tissue structure and function
Sub-topic 1.7.6: Blood and its composition

1.8. Learning Working Assignment: Structures and functions of various body systems
PEX 1.8.1: Cardiovascular system
PEX 1.8.2: Lymphatic system
PEX 1.8.3: Digestive system
PEX 1.8.4: Skeletal system
PEX 1.8.5: Muscular system

Underpinning knowledge/ theory:

For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Detailed diagrammatic description of cells and tissues
• Detailed diagrammatic description of the human skeleton
• Detailed diagrammatic description of the Muscular system
• Detailed diagrammatic description of the digestive system
• Detailed diagrammatic description of the circulatory and lymphatic system

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent

specific to this module:
Reference materials (text books, DVDs, CDs, etc), patients, stationery, audio/DVD equipment, Nurses and
Midwives Act.

19
Core Reference:
1. Cohen, JB and Hull, L.K (2016) Memmlers – The Human body in Health and diseases 13th
Edition, Wolters, Kluwer.

Other references
1. Cohen, J.B and Hull, L.K (2016) Memmler’s Structure and Function of the Human Body. 11th
Edition. Wolters Kluwer, China
2. Kumar, M and Anand, M (2010) Human Anatomy and Physiology for Nursing and Allied
Sciences. 2nd Edition. Jaypee Brothers Medical Publishers Ltd.
3. Scott, N.W. (2011) Anatomy and Physiology made incredibly easy. 1st Edition. Wolters
Kluwers, Lippincotts Williams and Wilkins.
4. Moore, L. K, Agur, M.R.A and Dailey, F.A. (2015) Essential Clinical Anatomy.15th Edition.
Wolters Kluwer.
5. Snell, S. R. (2012) Clinical Anatomy by Regions. 9th Edition. Wolters Kluwer, Lippincott
Williams and Wilkins, China
6. Wingerd, B, (2014) The Human Body-Concepts of Anatomy and Physiology. 3rd
EditionLippincott Williams and Wilkins and Wolters Kluwer.
7. Rohen, Y.H-Orecoll. (2015) Anatomy.A Photographic Atlas 8th Edition. Lippincott Williams
& Wilkins

20
Module Unit. CN-1103: First Aid and Emergencies

Module Unit Description

This module unit shall introduce the student to the concepts, principles and first aid in practice. The
student shall be guided to understand the principles, aims as well as rules and guidelines in performing
first aid in life-threatening situations such as shock, cardiac arrest, wounds, epilepsy, asphyxia, drowning,
chocking, and haemorrhage.
Learning Outcomes:
By the end of this module unit, the student shall be able to;
• Provide first aid and handle emergencies
• Perform appropriate first aid procedures in life-threatening conditions.
• Make referrals of casualties attended to.

Learning-Working Assignments (LWAs) and related Practical Exercises (PEXs)

1.9. Topic: Introduction to first aid

Subtopic: 1.9.1: Principles of First Aid
Subtopic: 1.9.2 Components of a First Aid Kit
Subtopic: 1.9.3: Life threatening conditions
Subtopic: 1.9.4 Personal protection during first aid
Subtopic: 1.9.5: First aid in medical emergencies
Subtopic: 1.9.6: Injuries and Trauma

1.10. Learning-Working Assignment: Provide first aid and emergency treatment

PEX 1.10.1. Carry out emergency assessment of patient

PEX 1.10.2. Demonstrate appropriate handling of a casualty during an emergency

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent

specific to this module:
Reference materials (text books, DVDs, CDs, etc), patients, stationery, audio/DVD equipment, Nurses and
Midwives Act.

Core References:
1. Prasad, K. (2018). First Aid for Nurses. 2nd Edition. Jaypee Brothers Publishers Ltd., India
2. St. Andrews & St. John’s Ambulance (2002). First Aid Manual. DK Publishers
3. Clement, I. (2012). Textbook on First Aid Emergency Nursing. 1st Edtion. Jaypee Brothers
Publishers

21
Module Unit. CN-1104: Microbiology

Module Unit Description

This module unit shall introduce students to the concept of Microbiology and its importance to medical
science. Students shall be introduced to classification of microorganisms, their characteristics as well
as their role in the spread of infection and disease. Students shall also familiarise with simple microbial
laboratory tests. Concepts of immunity and immunization against common diseases shall also be
covered.
Learning Outcomes:
By the end of this module unit, the student shall be able to;
• Explain the importance of microbiology to medical science in general and to a Certificate
Nurse in particular.
• Identify different micro-organisms and parasites
• Describe the common diseases causing microorganism
• Carry out immunization among various categories of people
• Handle and manage vaccine cold chain process.

Learning Working Assignments (LWAs) and related Practical Exercises (PEXs)

1.11`. Topic: Introduction to Microbiology
Sub-topic 1.11.1. Concepts of Microbiology
Sub-topic 1.11.2. Classification and types of microorganisms
Sub-topic 1.11.3. Pathogenic microorganisms
Sub-topic 1.11.4. Normal flora
Sub-topic 1.11.5. Characteristics and mode of spread of disease causing microorganisms
Sub-topic 1.11.6. Pathological effects of microorganisms
PEX 1.11.7. Simple laboratory tests
Sub-topic 1.11.8. Infection prevention and control

1.12. Learning Working Assignments: Immunology

Subtopic 1.12.1: Introduction to Immunity
Subtopic: 1.12.2: Antibodies
Subtopic: 1.12.3: Principles of immunization

Underpinning knowledge/ theory:

For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Description of the common immunizable diseases
• Existing immunization approaches
• Principles of immunization
• Types of vaccines

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent

specific to this module:
Reference materials (text books, DVDs, CDs, etc), patients, stationery, audio/DVD equipment, Nurses and
Midwives Act.

22
Core References

1. C. Engelkirk, P.G.,Englkirk, J.D. (2015). Burton’s Microbiology for the Health Sciences. 10th
Edition. Wolters Kluwer

Other References:
2. C.Muyinda, N. (2010). Precise Medical Microbiology for Nurses and Allied Health Professionals.
EDCO International Ltd. Kampala. Uganda.
3. C. Muyinda, N. & Mwebaza, J. (2015). Precise Microbiology for Nurses and Allied Health Professinals.
2nd Edition. EDCO International Ltd. Kampala, Uganda.
4. Harvey, R. Cynthia Mau Cornelissen, Fisher, B, D. (2013) Microbiology. 3rd Edition. Lippinocott,
Williams and Wilkins,
5. Winn, J.W, Allen, S, Jonda, W@., Koneman, W., Procoip, G. Schreckenberger, P and Woods, G.
(2017) Koneman’s Color Atals and Textbook of Diagnostic Microbiology. 7th Edition. Lippincott and
Wiliams and Wilkins
6. MOH, 2017. Immunization in Practice; Uganda National Expanded Programme on Immunization.
A reference Manual for Pre and In-service Health Workers

23
Module CN-1131: Providing Community Health Nursing (I)

Credit units: 3
Module Unit code Module Unit Contact Hours

CN-1105 Personal and Communal Health (PCH) 45

Module Unit. CN-1105: Personal and Communal Health

Module Unit Description

This module unit shall cover elements of personal health as well as principles of maintaining a healthy
environment. Hygiene practices for health promotion will be discussed as well as behaviour changes
necessary for successful implementation of proper sanitation.
Learning Outcomes:
By the end of this module unit, the student shall be able to;
• Describe the importance of personal hygiene practice in nursing
• Identify and break up the disease transmission cycle
• Conduct and promote essential environment hygiene and sanitation principles and practices.

Learning-Working Assignments (LWAs) orTopics and related Practical Exercises (PEXs)/Subtopics

Topic 1.13: Introduction to personal and communal health

Subtopic 1.13.1: Concepts of personal and communal health
Subtopic 1.13.2: Determinants of Health
Subtopic 1.13.3: Dimensions of Health

Topic1.14. Personal Hygiene

Subtopic 1.14.1: Introduction to personal hygiene
Subtopic 1.14.2: Cleanliness of skin and its appendages
Subtopic 1.14.3: Cleanliness of the inside of the body
Subtopic 1.14.4: Special groups in personal hygiene
Subtopic 1.14.5: Choice and cleanliness of clothing and foot wear.

Topic 1.15: Concepts in communicable diseases

Subtopic 1.15.1: Disease causation and prevention
Subtopic 1.15.2: Disease transmission cycle
Subtopic 1.15.3: Levels of disease prevention

Topic1.16. Environmental hygiene/sanitation

Subtopic 1.16.1: Introduction to environmental hygiene/sanitation
Subtopic 1.16.2: Housing
Subtopic 1.16.3: Ventilation heating and lighting
Subtopic 1.15.4: Safe water supply
Subtopic 1.16.5: Food hygiene
Subtopic 1.16.6: Sanitation

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent

specific to this module:
Reference materials (DVDs, CDs with materials), patients, stationery, audio/DVD equipment, Nurses and
Midwives Act, projector, computer, teaching models/dummies, Public address system, projector screen,
protective wear/gear, writing boards.

24
Core references
1. Rahim,A. (2017). Principles and practices of community medicine. 2nd Edition. JAYPEE Brothers
Medical Publishers Ltd. New Delhi
2. Cherie Rector, (2017) ,Community & Public Health Nursing: Promoting The Public’s Health 9e
Lippincott Williams and Wilkins

Other Reference materials

1. Gail A. Harkness , Rosanna Demarco (2016) Community and Public Health Nursing 2nd edition,
Lippincott Williams and Wilkins
2. Basavanthapp, B.T and Vasundhra, M.K (2008), Community Health Nursing, 2nd edition. JAYPEE
Brothers Medical Publishers Ltd. New Delhi
3. Kamalam, S. (2017), Essentails in Community Health Nursing Practice 3rd edition. JAYPEE Brothers
Publishers Ltd. New Delhi
4. James F. McKenzie, PhD, MPH, MCHES, MEd,and Robert R. Pinger, PhD, (2018) An Introduction to
Community & Public Health , 9th edition, Jones and Bartlett Publishers. Sandburg, Massachusetts.
5. Maurer, F.A, Smith, C.M (2005), Community /Public health Nursing Practice, 3rd edition ELSEVIER
SAUNDERS , USA
6. MOH, (2013) Occupational Safety and Health Training Manual, 1st Edition
7. MOH, (2008), Policy for Mainstreaming Occupational Health & Safety In The Health Service Sector.
8. Wooding, N. Teddy, N. Florence, N. (2012) Primary Health Care in East Africa. 1st Edition. Fountain
Publishers. Kampala. Uganda.

25
YEAR ONE, SEMESTER II

Module. CN-1212: Fundamentals of Nursing (II)

Credit units: 16
Module Unit code Module Unit Contact Hours
CN-1201 Foundations of Nursing (II) 75
CN-1202 Anatomy and Physiology (II) 60
CN-1203 Sociology and Psychology 60
CN-1204 Introduction to Computer 45
Total 240

Module Description:
This module follows up on what was covered in Fundamentals of Nursing (I). Specifically, more topics
in foundations of nursing including specialised nursing care and administration of medicine shall be
covered. More content shall be covered in anatomy and physiology. Sociology and Psychology from
the nursing perspective will be introduced in this module including nursing informatics where computer
and related technology applications will be covered.

Suggestions on organization of learning:

The acquisition of competencies (skills, knowledge, and attitudes) described in this module shall take
place at an accredited Nursing Training School. Delivery modes may include theory instruction (lectures),
hands-on practice (Clinical) and tutorials (discussions).

Occupational health, safety and environmental concerns to be observed:

Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/
equipment/material, administer first aid, clean tools/equipment/environment, ergonomics (appropriate
working posture)

Work behaviour/attitudes to be acquired and observed during training:

Responsible, willingness to learn, committed, have team spirit, hardworking, accurate, social, industrious,
time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous,
and humility.

Resources:
The Tutor is advised to make reference to relevant and applicable reading materials that could be in form
of textbooks, publications, video clips/demonstrations, authenticated internet sites and any other.

26
Module Unit. CN-1201: Foundations of Nursing (II)

In this module unit, the students continue the learning and understanding of the foundational studies
in Nursing Sciences. Content to be covered includes; Nursing care, Bandaging of injured body parts,
Nursing processes, Administration of prescribed medicines, Admission, transfer and discharge of
patients.

Learning outcomes
By the end of this module unit, the student shall be able to;
• Perform specialised nursing care
• Apply nursing process to the management of patients
• Administer prescribed medicine effectively

Learning Working Assignments (LWAs) or Topics and related Practical Exercises (PEXs)/
Subtopics

2.1. Topic: Perform specialized nursing care

PEX: 2.1.1: Carry out wound dressing
PEX: 2.1.2: Perform removal of Sutures and Clips
PEX: 2.1.3: Perform Shortening and removal of drains
PEX: 2.1.4: Perform Colostomy Care
PEX 2.1.5: Prepare for Abdominis Parecentesis (Abdominal Tapping)
PEX: 2.1.6: Perform Vulval Toilet (Swabbing)
PEX: 2.1.7: Carry out Oxygen Administration
PEX: 2.1.8: Prepare for Lumbar Puncture
PEX: 2.1.9: Perform Last Office
Subtopic 2.1.10: Pass Nasogastric tube to feed patients
PEX: 2.1.11: Perform Gastrostomy Feeding
PEX: 2.1.12: Carry out Gastric Lavage
PEX: 2.1.13: Prepare and perform Catheterization
PEX: 2.1.14: Perform Tracheostomy Care

2.2 Learning Working Assignment: Bandaging injured parts of the body

PEX: 2.2.1: Carry out bandaging using spiral pattern
PEX: 2.2.2: Carry out bandaging using figure 8
PEX: 2.2.3:Carry out bandaging using a divergent spica patterns
PEX: 2.2.4:Carry out bandaging of the head using a Capelline
PEX: 2.2.5: Care of patients on traction
PEX: 2.2.6: prepare for application of orthopedic splints

Underpinning knowledge/ theory:

For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Different types of bandage materials
• Bandaging patterns and their applications

2.3. Learning-Working Assignment: Apply the Nursing process in the management of patients

Subtopic: 2.3.1: Nursing Process

PEX: 2.3.2: Take history of the patient
PEX: 2.3.3: Perform physical examination of the patient
PEX: 2.3.4: Making a Nursing care plan

27
Underpinning knowledge/ theory:
For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Standard nursing process
• Physical examination techniques

2.4. Learning Working Assignment: Administer medicine to patients

PEX: 2.4.1: Administer Oral Medicine

PEX: 2.4.2: Administer Parenteral Medicines
PEX: 2.4.3: Prepare and monitor patient on blood transfusion
PEX: 2.4.4: Administer topical medicine

2.5 Learning Working Assignment: Carryout admission transfer and discharge of patients

PEX:2.5.1: Admit patients

PEX: 2.5.2: Transfer patients
PEX: 2.5.3: Discharge of patients

2.6 Learning Working Assignment: Carry out sterilization and disinfection

PEX: 2.6.1: Carry out decontamination
PEX: 2.6.2: Carry out sterilization

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent

specific to this module:
Medicine, patients, stationery, Nurses and Midwives Act.

Core references
1. Craveni, R. Hirnle, C. and Henshaw, M.C. (2017). Fundamentals of Nursing Human Health and
Function. 8th Edition. Wolters Kluwer
2. Hill, R., Hall, H and Glew, P. (2017). Fundamentals of Nursing and Midwifery, A person-Centered
Approach to care. Wolters Kluwer
3. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer, Philadelphia,
New York

28
Other References
1. UCMB. (2015) Nursing and Midwifery Procedure Manual. 2nd Edition. Print Innovation and
Publishers Ltd. Kampala. Uganda.
2. Karesh, P. (2012) First Aid for Nurses. 1st Edition. Jaypee Brothers Medical Publishers Ltd.
India.
3. Gupta,L.C.,Sahu,U.C.,and Gupta,P.(2007):Practical Nursing Procedures.3rd edition.JAYPEE
brothers,New Delhi.
4. Rosdah, B. C and Kowalski, T.M. (2017) Textbook of Basic Nursing. 11th Edition. Wolters and
Kluwer,
5. Lynn, P. (2015) Taylor’s Clinical Nursing Skills; A Nursing Process approach. 4th Edition. Wolterrs
Kluwer
6. Molley, S. (2007) Nursing Process; A Clinical Guide. 2nd Edition. Jaypee Brothers Medical
Publishers Ltd. India.
7. Carter, J.P. (2016) Lippincott’s Textbook for Nursing Assistants. 4th Edition. Wolters Kluwer,
Lippincotts Williams and Wilkins.
8. Jensen, S. (2015) Nursing Health Assessment; A best Practice Approach. 2nd Edition. Wolters
and Kluwer
9. Timby, K.B. (2017) Fundamental Nursing Skills and Concepts. 11th Edition. Wolters Kluwer,
Lippincotts Williams and Wilkins
10. Gupta, D.S. (2005) Nursing Interventions for the critically ill 1st Edition Jaypee Brothers
Medical Publishers Ltd. India
11. Samson .R. (2009) Leadership and Management in Nursing Practice and Education 1st Edition
Jaypee Brothers Medical Publishers India.
12. Taylor.C.R (2015) Fundamentals of Nursing, The Art and Science of person – centred nursing
care. 8th Edition Wolters Kluwer,Health/Lippincott Williams and Wilkins.
13. Gupta, D.S. (2005). Nursing Interventions for the critically ill 1st Edition Jaypee Brothers
Medical Publishers Ltd. India.

29
Module Unit. CN-1202: Anatomy and Physiology (II)

Module Unit Description

In this module unit, the content covered shall comprise of the Anatomy and Physiology of the Respiratory,
Urinary, Reproductive, Nervous, and Endocrine systems. Also to be included in this module unit will be
the Anatomy and Physiology of the organs of special senses.
Learning Outcomes:
By the end of this module unit, the student shall be able to;
• Explain deviations from the normal structure and functioning of respiratory, urinary,
reproductive, nervous, and endocrine systems
• Explain deviations from the normal structure and functioning of organs of special senses

Learning Working Assignments (LWAs) and related Practical Exercises (PEXs)

2.7. Learning Working Assignment: Structures and functions of various body systems
Subtopic: 2.7.1: The Respiratory system
Subtopic: 2.7.2: The Urinary System
Subtopic: 2.7.3: The Endocrine system
Subtopic: 2.7.4: The Nervous system
Subtopic: 2.7.5: Organs of Special Senses
Subtopic: 2.7.6: The Reproductive system

Underpinning knowledge/ theory:

For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Detailed diagrammatic description of the respiratory system
• Detailed diagrammatic description of the urinary system
• Detailed diagrammatic description of the reproductive system
• Detailed diagrammatic description of the nervous system
• Detailed diagrammatic description of the endocrine system
• Detailed diagrammatic description of the lymphatic system

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent

specific to this module:
Reference materials (text books, DVDs, CDs, etc), patients, stationery, Nurses and Midwives Act.

Core Reference:
1. Cohen, JB and Hull, L.K (2016) Memmlers – The Human body in Health and diseases 13th
Edition, Wolters, Kluwer.
Other references
1. Scott, N.W. (2011) Anatomy and Physiology made incredibly easy. 1st Edition. Wolters Kluwers,
Lippincotts Williams and Wilkins.
2. Moore, L. K, Agur, M.R.A and Dailey, F.A. (2015) Essential Clinical Anatomy.15th Edition. Wolters
Kluwer.
3. Cohen, J.B and Hull, L.K (2016) Memmler’s Structure and Function of the Human Body. 11th
Edition. Wolters Kluwer, China
4. Snell, S. R. (2012) Clinical Anatomy by Regions. 9th Edition. Wolters Kluwer, Lippincott Williams
and Wilkins, China
5. Wingerd, B, (2014) The Human Body-Concepts of Anatomy and Physiology. 3rd Edition
Lippincott Williams and Wilkins and Wolters Kluwer.
6. Rohen, Y.H-Orecoll. (2015) Anatomy.A Photographic Atlas 8th Edition. Lippincott Williams &
Wilkins.

30
Module Unit. CN-1203: Sociology and Psychology

Module unit Description

This module unit introduces students to Sociology and Psychology basing on the concepts of Sociology
and Psychology. An introduction shall be made on the human behaviour and how it is influenced by
culture, beliefs, attitude and how all these factors relate to human health and access to health services.
Learning Outcomes:
By the end of this module unit, the student shall be able to;
• Identify and explain socio-cultural and psychological factors influencing individual behaviour in
relation to illness
• Apply the functional understanding of sociology and psychology to influence and reinforce
positive health seeking practices
• Apply socio-psychological techniques to help patients adhere to treatment regimes

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/Subtopics

2.8. Topic: Introduction to Sociology

Sub-topic 2.8.1: Definitions of terms used in Sociology
Sub-topic 2.8.2: Human groups and their effects on man
Sub-topic 2.8.3: Culture, beliefs and practices in relation to health

2.9. Topic: Identify socio-cultural factors influencing the behaviour of an individual

Sub-topic 2.9.1: Socialization
Sub-topic 2.9.2: Social aspects of diseases
Sub-topic 2.9.3: Social aspects of hospitalization
Sub-topic 2.9.4: Urbanization and delivery of health services
Sub-topic 2.9.5: Nurse-patient relationship

2.10. Topic: Introduction to Psychology in Nursing

Sub-topic 2.10.1: Concept of Psychology
Sub-topic 2.10.2: Psychological Development
Sub-topic 2.10.3: Personality
Sub-topic 2.10.4: Psychological aspects in nursing care of patients

2.11. Topic: Psychological factors underlying patient’s illness

Sub-topic 2.11.1: Mental Defense Mechanisms
Sub-topic 2.11.2: Stress and Stressors
Sub-topic 2.11.3: Emotions

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent

specific to this module:
Reference materials (text books, DVDs, CDs, etc), patients, stationery, audio/DVD equipment, Nurses and
Midwives Act.

31
Core References
1. Sreevani, R. (2013) Psychology for Nurses. 2nd Edition. Jaypee Brothers Medical Publishers (P) Ltd.
India.

2. Mark, Walsh and David Trait (2014) Introduction to sociology for health careers .2nd edition
Cengage Learning EMEA; 2 edition (24 May 2014)

Other References
1. Stanhope, M & Lancaster, J. (2004). Community Health Nursing. 2nd Edition. Mosby Publisher
2. Judith, M., Schultz, Videbeck, S.L. (2013) Lippincott’s Manual of Psychiatric Nursing Care Plan.
9th Edition. Wolters Kluwer, Lippincott William & Wilkins
3. Basavanthapp, B.T and Vasundhra, M.K (2008), Community Health Nursing, 2nd edition. JAYPEE
Brothers Medical Publishers Ltd. New Delhi
4. Sreenivasa, R. & Neeraja, K.P. (2006). Textbook of Sociology for Nursing Students. 1st Edition.
Jaypee Brothers Publisher
5. Anthikad, J. (2004) Psychology for Graduate Nurses. 3rd Edition. Jaypee Brothers Medical Publishers
(P) Ltd. India.
6. Neeraja, K.P. (2005) Textbook of Sociology for Nursing Students. 1st Edition. Jaypee Brothers
Medical Publishers (P) Ltd., India

32
Module Unit. CN-1204: Introduction to Essential Computer Concepts in
Nursing
Module Unit Description
This module unit will provide an opportunity for students to interface with computers and the
applications in the work environment of nursing care. Students shall be given the chance to learn and
practice applicable computer software packages relevant to nursing.
Learning Outcomes:
By the end of this module unit, the student shall be able to;
• Identify the different components of a computer
• Produce work using common computer packages such as Microsoft office,
• Carry out correspondences using electronic mail
• Use the internet as a research resource in conducting various nursing processes

Learning Working Assignments (LWAs) and related Practical Exercises (PEXs)

2.12. Learning Working Assignment:

Introduction to computers
PEX 2.12.1: Identify parts of the computer system
PEX 2.12.2: Start and shut down computer

2.13. Learning Working Assignment:

Introduction to computer office suite
PEX 2.13.1: Create a word document, format, edit and save
PEX 2.13.2: Operate MS power point presentation
PEX 2.13.3: Create an MS Excel spreadsheet
PEX 2.13.4: Scan, copy and print documents
PEX 2.13.5: Internet and email

Underpinning knowledge/ theory:

For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Computer operating systems
• Introduction to Cloud computing
• Introduction to computer software programs
• Managing digital files
• The internet/worldwide web
Minimum required tools/ equipment/ implements/materials/ consumables or equivalent
specific to this module:
Reference materials (text books, DVDs, CDs, etc), patients, stationery, computer, printer, storage devices
Core References
1. Beskeen,D.W and Cram,C.M (2016) Illustrated Micro Soft office 365 and office 2016:Introductory.
Course Technology. CENGAGE Learning.
2. Selvasekarn.J. (2008) Essentials of Computer for Nurses 1st Edition Jaypee Brothers Medical
Publishers Ltd. India

Other References.
1. Tukamushaba E.K. and Ikanga G.A (2008) Introduction to Computer Software Applications. 1st
Edition Makerere University Printery, Kampala Uganda
2. Sewel.J. (2016) Informatics & Nursing, Challenges & Opportunities 5th Edition Wolters Kluwer,US
3. Connie Morrison, Dolores J. Wells (2013) Computer Literacy BASICS, 4th Edition South-Western
College Publishing

33
Module. CN-1232: Providing Community Health Nursing (II)

Credit units: 4

Module Unit code Module Unit Contact Hours

CN-1205 Primary Health Care (PHC) 60

Module Unit. CN-1205: Primary Health Care (PHC)

Module Unit Description

This module unit shall cover the aspects of Primary Health Care that are important in the delivery of
health services. Emphasis shall be on the roles of a Certificate Nurse in the promotion of community
health as well as early child development activities in the community. The student shall be exposed to
the pillars of Primary Health Care implementation.
Learning outcomes
By the end of this module unit, the student shall be able to;
• Promote health care practices in the community
• Carry out community sensitizations of health promoting practices
• Participate in community immunization activities
• Participate in community family planning campaigns
• Achieve community involvement and participation
• Monitor, follow-up and encourage the community to take full responsibility to support the
activities.

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/subtopics

2.14. Topic: Introduction to Primary Health Care

Sub Topic 2.14.1: Concepts of Primary Health Care
Sub Topic 2.14.2: Principles, Pillars and components/elements of Primary Health Care

2.15. Learning Working Assignment: Community-Based Health care

Sub Topic 2.15.1: Introduction to Community based Health care
Sub Topic 2.15.2: Community participation
Sub Topic 2.15.3: Community organization
Sub Topic 2.15.4: Community Mobilization
Sub Topic 2.15.5: Community empowerment

2.16. Learning Working Assignment: Conduct community assessment and diagnosis

PEX 2.16.1. Participate in community entry
PEX 2.16.2. Carry out community survey and assessment
PEX 2.16.3. Carry out home visiting
PEX 2.16.3. Conduct community feedback meetings

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent

specific to this module:
Reference materials (DVDs, CDs with materials), patients, stationery, audio/DVD equipment, Nurses and
Midwives Act, projector, computer, teaching models/dummies, Public address system, projector screen,
protective wear/gear, writing boards.

34
Core References
1. Wooding, N. Teddy, N. Florence, N. (2012) Primary Health Care in East Africa. 1st Edition. Fountain
Publishers. Kampala. Uganda.
2. Basavanthapp, B.T and Vasundhra, M.K (2008), Community Health Nursing, 2nd edition. JAYPEE
Brothers Medical Publishers Ltd. New Delhi
3. Kamalam, S. (2017), Essentails in Community Health Nursing Practice 3rd edition. JAYPEE Brothers
Publishers Ltd. New Delhi

Other References
1. James F. McKenzie, PhD, MPH, MCHES, MEd,and Robert R. Pinger, PhD, (2018) An Introduction
to Community & Public Health , 9th edition, Jones and Bartlett Publishers. Sandburg,
Massachusetts.
2. MOH, (2013) Occupational Safety and Health Training Manual, 1st Edition
3. MOH, (2008), Policy For Mainstreaming Occupational Health & Safety In The Health Service
Sector.

35
YEAR TWO, SEMESTER I

Module. CN-2113: Fundamentals of Nursing (III)

Credit units: 3
Module Unit code Module Unit Contact Hours
CN-2101 Pharmacology (I) 45

Module Description:
The Fundamentals of Nursing (III) module unit shall focus on introductory aspects of Pharmacology.
The aim is for nursing students to understand terms and concepts used in administration of medicine.
Students shall also learn concepts in the different medicine classifications, control and use in human
medicine in general.

Suggestions on organization of learning:

The acquisition of competencies (skills, knowledge, and attitudes) described in this module shall take
place at an accredited Nursing Training School. Delivery modes may include theory instruction (lectures),
hands-on practice (Clinical) and tutorials (discussions).

Occupational health, safety and environmental concerns to be observed:

Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/
equipment/material, administer first aid, clean tools/equipment/environment, and egonomics
(Appropriate working posture)

Work behaviour/attitudes to be acquired and observed during training:

Responsible, willingness to learn, committed, having team spirit, hardworking, accurate, social, industrious,
time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous,
humility.

Resources:
The tutor is advised to make reference to relevant and applicable reading materials that could be in form
of textbooks, publications, video clips/demonstrations, authenticated internet sites and any other.

36
Module Unit. CN-2101: Pharmacology (I)

Learning outcomes
By the end of this module unit, the student shall be able to;
• State the medicines comprising the Essential Drugs List
• Read and interpret as well as explain to patients written medicine prescriptions
• Carry out proper storage of medicines
• Administer different drugs to patients (the types of drugs permitted)
• Explain the legal aspects and national policy guidelines as prescribed in the Uganda Pharmacy
and Drug Legislation
• Control and regulate usage of drugs according to existing guidelines and regulations

Learning Working Assignments (LWAs) and related Practical Exercises (PEXs)

3.1. Topic: Introduction to Pharmacology

Subtopic:3.1.1 Terms used in Pharmacology
Subtopic:3.1.2 Sources and preparation of Medicines
Subtopic:3.1.3 Concepts of Essential Drugs and Rational Medicine use.
Subtopic:3.1.4 Classification of Medicines & Schedule of controlled substances
Subtopic:3.1.5 Pharmacokinetics & Pharmacodynamics

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent

specific to this module:
Weighing scale, beakers, conical flasks, measuring cylinders, pipettes, stirring rods, porcelain mortar
& pestle, glass mortar & pestle, distiller, hot plate, water bath, Bunsen burner, gas cylinder, sintered
glass filter, filter paper, containers for packaging, glass slab, spatulas, spoons, funnels, homogenizer,
evaporating dish, thermometers, powder sieves, tabulating machine, trays, mould, gelatine empty
capsules, autoclave, ampoule cutter, capping machine, hot air oven

Core references
1. Karch,A, M. ( 2017 )Focus on Nursing Pharmacology. 7th Edition, Wolters Kluwer / Lippincott
Williams & Wilkens New York – London.
2. Woodrow,R., Bruce J. Colbert, D, M, and Smith ( 2017),Essentials of Pharmacology for Health
Professionals 8th Edition CENGAGE USA.

Other References
1. Lynn, P (2015), Lippincott’s Photo Atlas of Medication Administration.5th Edition Wolters Kluwer/
Lippincott Williams & Wilkins New York- London.
2. Ford, S, Roach, S.S. (2014), Roach’s Introductory Clinical Pharmacology. 10th Edition Wolters
Kuwer/Lippincott Williams & Wilkins. New York- London.
3. Wolter’s Kluwer.( 2018 ), 1st Nursing DRUG guide Hand Book Wolter’s Kluwer, China.
4. Karch,A, M. ( 2010), Focus on Nursing Pharmacology. 1st UK Edition Wolters Kluwer/ Lippincott
William & Wilkins New York- London

37
Module. CN-2121: Providing Nursing Care (I)

Credit units: 10
Module Unit code Module Unit Contact Hours
CN-2102 Medical Nursing (I) 75
CN-2103 Surgical Nursing (I) 75

Module description
This module introduces the clinical aspects of general nursing. It comprises module
units such as Medical Nursing, Surgical Nursing as well as Mental Health Nursing.
The Learner shall appreciate and have an understanding of various health conditions and their
management under the different module units. This module unit shall be the basis for practice of other
aspects of nursing.

Suggestions on organization of learning:

The acquisition of competencies (skills, knowledge, and attitudes) described in this module shall take
place at an accredited Nursing Training School. Delivery modes may include theory instruction (lectures),
hands-on practice (Clinical) and tutorials (discussions).

Occupational health, safety and environmental concerns to be observed:

Put on personal protective equipment, manage waste disposal, maintain personal hygiene, use
recommended tools/equipment/material, and administer first aid, clean tools/equipment/environment,
egonomics (appropriate work posture)

Work behaviour/attitudes to be acquired and observed during training:

Responsible, willingness to learn, committed, having team spirit, hardworking, accurate, social, industrious,
time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous,
and humility.

Resources:
The Tutor is advised to make reference to relevant and applicable reading materials that could be in form
of textbooks, publications, video clips/demonstrations, authenticated internet sites and any other.

38
Module Unit. CN-2102: Medical Nursing (I)

Module Unit description

This module unit is intended for students to acquire competencies in providing high quality evidence-
based nursing care in traditional as well as innovative healthcare settings. This will mainly cover
introduction to medical nursing, study of conditions of circulating, respiratory systems and conditions
of hematology.

Learning Outcomes:
By the end of this module unit, students shall be able to;
• Identify the common medical conditions affecting circulatory, blood and respiratory systems
• Identify patients with circulatory, haematologic and respiratory conditions for referral
• Identify cases in the above category of medical conditions for referral.

Underpinning knowledge/ theory:

For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Definition of medical terms related to the circulatory, blood and respiratory systems of the
human body
• Causes of diseases of the circulatory, blood and respiratory systems
• Management of diseases of the circulatory, blood and respiratory systems

Learning Working Assignments (LWAs) and related Practical Exercises (PEXs)

3.2. Topic: Introduction to Medical Nursing
Subtopic 3.2.1: Definition of terms used in Medical Nursing
Subtopic 3.2.2: General causes of disease in the human body
Subtopic 3.2.3: Levels of disease prevention
Subtopic 3.2.4: General principles of managing disease

3.3. Topic: Conditions of the circulatory system

Sub Topic 3.3.1: Review of Anatomy and Physiology of the Circulatory system
Sub Topic 3.3.2: General signs and symptoms of Cardiovascular disorders
Sub Topic 3.3.3: Inflammatory disorders of the Heart and Blood Vessels
Sub Topic 3.3.4: Congestive Cardiac Failure
Sub Topic 3.3.4: Rheumatic Heart Disease
Sub Topic 3.3.5: Arteriosclerosis
Sub Topic 3.3.6: Embolism
Sub Topic 3.3.7: Hypertension

3.4. Topic: Medical conditions of hematologic disorders

Sub-topic 3.4.1: Review of anatomy and physiology of blood
Sub-topic 3.4.2: Anaemia
Sub-topic 3.4.3: Leukemia
Sub-topic 3.4.4: Coagulation disorders

39
3.5. Topic: Conditions of the respiratory system
Sub Topic 3.5.1. Review of the Anatomy and Physiology of Respiratory System
Sub Topic 3.5.2.Common cold
Sub Topic 3.5.3. Sinusitis
Sub Topic 3.5.4. Tonsillitis
Sub Topic 3.5.5. Influenza
Sub Topic 3.5.6. Pharyngitis
Sub Topic 3.5.7. Laryngitis
Sub Topic 3.5.8. Otitis Media
Sub Topic 3.5.9. Pneumonia
Sub Topic 3.5.10.Bronchitis
Sub Topic 3.5.11.Tuberculosis
Sub Topic 3.5.12.Asthma
Sub Topic 3.5.13.Emphysema

Minimum required tools/ equipment/ implements/materials/ consumables or equivalent

specific to this module:
Dispensing log, prescriptions, formulary manuals, BP machines, thermometers, patient/ clients,
examination equipment, models, anatomical charts, simulator, pictures, diagrams, stethoscope,
observation chart, LCD/computer, assorted drugs, relevant medical forms, white/chalk board, markers,

Core References
1. Bloom, K. S. (2001) Toohey’s Medicine; A text book for students in health care professionals. 15th
Edition. Churchill .UK
2. Barbara, K. T. And Nancy, E. E. (2014) Introductory Medical-Surgical Nursing.11th Ed. Lippincott
and William, London.
Other References
1. Mark, H.B. (2004) Merck Manual of Medical Information; Second Home Edition. Pocket Books, USA.
2. Hodgson, B. and Kizior, R. (2017) Sanders Nursing Drug handbook. Saunders USA.
3. Wood, C. (2008). Community Health. African Medical and Research Foundation.
4. Chugh, S.N. (2009) Medicine for Nurses. 1st Ed. Jaypee Brothers. New Delhi, India.
5. Janice, L. H. and Cheever, K.H. (2017) Brunner and Saddath’s Textbook of Medical Surgical Nursing.
14th Ed. Wolters Kluwer.
6. Carpenito, L.J. (2014) Nursing Care Plans; Transitional patient and family centred care. 6th Edition.
Wolters Kluwer/Lippincott Williams, USA.
7. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer,
Philadelphia, Newyork
8. Carpnito, L. T. (2017) Nursing Diagnosis application to clinical practice. 15th Edition. Wolters Kluwer

40
Module Unit. CN - 2103: Surgical Nursing (I)

Module Unit description

This module unit is intended to provide students with the opportunity to learn techniques and
approaches of providing nursing care for conditions related to surgical attention. The content in
this unit includes, introduction to surgical nursing, common surgical conditions, pre- and post-
operative management, natural body defense mechanisms and specific surgical conditions.

Learning Outcomes:
By the end of this module unit, the student shall be able to;
• Identify the common surgical conditions
• Manage common surgical infections among pre-and post-operative patients
• Identify surgical cases for referral
• Apply infection prevention and control measures in the management of surgical conditions

Underpinning knowledge/ theory:

For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the
outline below. In any case, underpinning knowledge/ theory may be obtained from various recognized
reference materials as appropriate. The listed underpinning theory is presented and will be instructed
as topics;
• Definitions and terms used in surgical nursing
• General principles and concepts in surgical nursing
• Signs and symptoms as well as causes of specific surgical infections
• Management of common and specific surgical conditions
• Classification of body immunity
• Stages of inflammation

Learning Working Assignments (LWAs) and related Practical Exercises (PEXs)

3.6. Topic: Introduction to surgical Nursing

Sub topic 3.6.1: History of surgery
Sub topic 3.6.2: Terms used in surgical nursing
Sub topic 3.6.3: Aseptic technique
Sub topic 3.6.4: Special investigations in surgical nursing

3.7. Learning Working Assignment: Pre-operative concepts and nursing management

Subtopic. 3.7.1: Pre-operative Nursing Management

PEX 3.7.2: Carry out pre-operative observations
PEX 3.7.3: Perform bed bath
PEX 3.7.4: Carry out Catheterization
PEX 3.7.5: Pass an Intravenous line
PEX 3.7.6: Pass Nasogastric tube

3.8. Learning-Working Assignment: Intra operative nursing management

PEX 3.8.1. Preparation of equipment for surgical procedures
PEX 3.8.2. Perform surgical scrubbing
PEX 3.8.3. Carryout gowning
PEX 3.8.4: Perform surgical gloving

41
Underpinning knowledge/ theory:
For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the
outline below. In any case, underpinning knowledge/ theory may be obtained from various recognized
reference materials as appropriate. The listed underpinning theory is presented and will be instructed
as topics;
• Definition of intra-operative care
• Care during operation

3.9. Learning Working Assignment: Post-Operative Nursing care

PEX 3.9.1. Perform Post operative Observations.
PEX 3.9.2. Administer Post operative Medications
PEX 3.9.3. Carry out wound dressing.
PEX 3.9.4: Monitor Fluid input and output.
PEX 3.9.5. Removal of Naso-gastric tube in a post operative patient
PEX 3.9.6: Mobilize patient
Underpinning knowledge/ theory:
For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the
outline below. In any case, underpinning knowledge/ theory may be obtained from various recognized
reference materials as appropriate. The listed underpinning theory is presented and will be instructed
as topics;
• Common post-operative complications
• Definition of post-operative care
• Receiving a patient after operation
• Monitoring a patient after operation
• Psychological care
• Feeding
• Elimination
• Exercises
• Position patient
• Oral care
• Wound care/wound healing

3.10. Topic: Natural body defense mechanisms

Subtopic 3.10.1: Immunity
Subtopic 3.10.2: Inflammation

3.11. Topic: Specific surgical infections

Subtopic 3.11.1: Anthrax
Subtopic 3.11.2: Tetanus
Subtopic 3.11.3. Gangrene

42
3.12. Learning Working Assignment: Common surgical conditions
Subtopic 3.12.1: Surgical Shock
Sub topic 3.12.2: Burns
Sub topic 3.12.2: Haemorrhage
Subtopic 3.12.3: Blood Transfusion
Subtopic 3.12.4: Fluids and Electrolyte Imbalance
Subtopic 3.12.5: Tumors
Subtopic 3.12.6: Fractures
Subtopic 3.12.7: Wounds
PEX 3.12.8: Dressing of a clean wound.
PEX 3.12.9: Dressing of a dirty wound.
PEX 3.12.10: Removal of stitches.
PEX 3.12.14: Immobilize affected part (Bandaging, Applying splints).
PEX 3.12.15: Make a bed for Burns.
PEX 3.12.16: Perform passive Exercises.
PEX 3.12.17: Arrest Haemorrhage

Underpinning knowledge/ theory:

For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the
outline below. In any case, underpinning knowledge/ theory may be obtained from various recognized
reference materials as appropriate. The listed underpinning theory is presented and will be instructed
as topics;
• Surgical shock
• Burns
• Haemorrhage
• Blood transfusion
• Fluids and electrolyte imbalance
• Tumours
• Fractures
• Infections
• Wounds

Minimum required teaching/learning resource

Consent forms, appropriate medical forms, observation trays, suction machine, oxygen apparatus,
charts, models, catheters, nasogastric tubes, visual equipment, computers, trolleys, trays, white/
black boards, stationery, basins, patients/clients

Core References:
1. Janice, L. H. and Cheever, K.H. (2017) Brunner and Saddath’s Textbook of Medical Surgical
Nursing. 14th Ed. Wolters Kluwer.
2. Barbara, K. T. And Nancy, E. E. (2014) Introductory Medical-Surgical Nursing.11th Edition.
Lippincott and William, London.

Other References
1. Colmer, M.R. (2008) Moroney’s Surgery for Nurses, 17th Ed. Church Hill, U.K.
2. Carpenito, L.J. (2014) Nursing Care Plans; Transitional patient and family centred care. 6th
Edition. Wolters Kluwer/Lippioncott Williams, USA.
3. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer,
Philadelphia, Newyork
4. Carpnito, L. T. (2017) Nursing Diagnosis application to clinical practice. 15th Edition. Wolters
Kluwer

43
Module. CN-2141: Maternal and Child Health (I)

Credit units: 5
Module Unit code Module Unit Contact Hours
CN-2104 Paediatric Nursing (I) 45
CN-2105 Gynecological Nursing 30
Total 75

Module Description:
This module focuses on the principles of paediatrics and gynaecological nursing. It covers the integrated
management of childhood diseases. Other topics to be covered include nutrition and the assessment
among children and management of common paediatric conditions is also covered. The module also
includes gynaecological nursing which mainly focuses on conditions of the female reproductive system.
Suggestions on organization of learning:
The acquisition of competencies (skills, knowledge, and attitude) described in this module shall take
place at an accredited Nursing Training School. Delivery modes may include theory instruction (lectures),
hands-on practice (Clinical) and tutorials (discussions).

Occupational health, safety and environmental concerns to be observed:

Put on personal protective equipment, manage waste disposal, maintain personal hygiene, use
recommended tools/equipment/material, administer first aid, clean tools /equipment/ environment,
ergonomics (Appropriate working posture)

Work behaviour/attitudes to be acquired and observed during training:

Responsible, willingness to learn, committed, having team spirit, hardworking, accurate, social, industrious,
time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous,
humility.

Resources:
The tutor is advised to make reference to relevant and applicable reading materials that could be in form
of textbooks, publications, video clips/demonstrations, authenticated internet sites and any other.

44
Module Unit. CN-2104: Peadiatric Nursing (I)

Module unit Description

The module unit covers the key aspects of a sick child nursing to help the student fit within the different
task descriptions of health care provision. The student shall be instructed to acquire knowledge and
skills on how to put all the care aspects of children from early childhood.
Learning Outcomes:
By the end of this module unit, the learner shall be able to;
• Explain principles of paediatrics
• Explain the process of normal child growth and development
• Identify congenital abnormalities, birth injuries of a new born and manage or refer.
• Explain the nutritional needs of children
• Describe the management of a sick new born.

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/Subtopics

3.13 Topic: Concepts of Paediatrics Nursing

Subtopic 3.13.1: Introduction to paediatric nursing
Subtopic 3.13.2: Trends in paediatric nursing
Sub topic: 3.13.3: Growth and development

Underpinning Knowledge /theory

For Occupational theory suggested for instruction/ demonstration, the Tutor is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Different types of weighing scales
• Normal weight of different age groups

3.14. Topic: Nutrition

Subtopic 3.14.1: Breast feeding in infants.
Subtopic 3.14.2: Nutritional education
Subtopic 3.14.3: Food safety and security
Subtopic 3.14.4: Nutritional assessment
Subtopic 3.14.5: Malnutrition

3.15. Learning-Working Assignments: Manage a child with malnutrition

PEX 3.15.1: Assess nutritional status of children
PEX 3.15.2: Educate mothers on child feeding
PEX 3.15.3: Demonstrate feeding techniques
PEX 3.15.4: Educate mothers on food preparation
PEX 3.15.5: Prepare artificial feeds for severely malnourished

Underpinning Knowledge /theory

For Occupational theory suggested for instruction/ demonstration, the Tutor is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Breast feeding and effects on child growth and development
• Food and food values
• Techniques of assessment of nutritional status
• Classification of malnutrition
• Causes and predisposing factors of malnutrition
• Management of malnutrition

45
3.16. Topic: New born baby
Subtopic 3.16.1: Normal new born baby.
Subtopic 3.16.2: Congenital abnormalities
PEX 3.16.3: Examination of the new born baby

Underpinning Knowledge /theory

For Occupational theory suggested for instruction/ demonstration, the Tutor is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;

• Characteristics of a new born baby

• APGAR Score

3.17 Topic: Sick new born

Subtopic 3.17.1: Introduction to management of a sick baby/child.
Subtopic 3.17.2: Asphyxia neonatorum
Subtopic 3.17.3: Neonatal infections
Subtopic 3.17.4: Birth injuries
Subtopic 3.17.5: Low birth weight and prematurity
Subtopic 3.17.7: Haemorrhagic diseases of the new-born
PEX 3.17.8: Resuscitation of a new-born

Underpinning Knowledge /theory

For Occupational theory suggested for instruction/ demonstration, the Tutor is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Characteristics of a normal new born baby
• APGAR Score

Minimum required teaching /learning resources

Weighing scale, child health card, MUAC tapes, tape measure, models
IEC- Information, Education, Communication materials such as DVDs and CDs

Core References

Bowden, V, R, & Greenberg, C. S (2016) Paediatrics Nursing Procedures.4TH Edition, WoltersKluwer,

New York

DIZME, M, F. M Cooper M.A (2003) Myles Text book for midwives 4th Edition.

Hockenbery (2005) Wongs Essentials of Pediatric nursing.7thEdition.Elsevier Mosby, USA.

Kyle, T and Carma. S. (2003) Essentials of Paediatric Nursing. 2ndEdition.Walters Kkulwer, Florida

46
Module Unit. CN-2105: Gynaecological Nursing

Module Unit Description

This module unit covers the key aspects of different gynecological conditions in women in order to
enable a student to care for females with health conditions while in clinical and community settings. A
student will acquire knowledge and skills to promote the health of women.

Learning Outcomes
By the end of this module unit, the student shall be able to;
• Explain the structure and functions of the female reproductive organs
• List the common gynaecological conditions
• Describe the management of common gynaecological conditions
• Explain the preventive measures of common gynaecological conditions
• Explain the physiology of menstruation
• State the disorders of menstruation

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/Sub-topics

3.18. Topic: Manage women with gynaecological conditions

Subtopic 3.18.1: Menstruation disorders
Subtopic 3.18.2: Abortion
Subtopic 3.18.3: Ectopic Pregnancy
Subtopic 3.18.4: Cervical erosion, trauma and polyps
Subtopic 3.18.6: Pelvic Inflammatory Diseases
Subtopic 3.18.7: Infertility
Subtopic 3.18.8: Vesico-Vaginal Fistula(VVF) and Recto-Vaginal fistula (RVF)
Subtopic 3.18.9: Cancers of Reproductive Health Organs
( Cervix, Breast, Uterus, Fallopian tubes and Ovaries)

Core references
1. Charles R. B. Beckmann and Roger P. Smith, (2013) Obstetrics and Gynecology 7th Edition
Lippincott Williams and Wilkins
2. Ash Monga and Edward Arlnord(2006) Gyanaecoloy by ten teachers, Edward, Arnald publishers
Limted
3. Ronald S. Gibbs, Beth Y. Karlan, Arthur F. Haney and Ingrid E. Nygaard (Editors), (2008), Danforth’s
Obstetrics and Gynecology, 10th edition . Lippincott Williams and Wilkins

Other References
1. John A Rock, Horward W Jones III (2016), The Linde’s operative Gyanaecology 11th Edition,
Wolter Kluwer/Lippincot Williams and Wilkin-US
2. Parrisaai M: Archana Shailendra, Ruma Dutta (2008), Crash course, Obstetric and Gyanaecology-
2nd Edition Elsevier Ltd
3. Burton, B. (2011) Gynaecology illustrated. 6th Edition Churchhill, livingstone (Elsevier)
4. Shirish.s.sheth(2011) Essentials of Gynaecology 2nd Edition, Jayeep Brothers Medical Publishers

47
YEAR TWO, SEMESTER II

Module. CN-2214: Fundamentals of Nursing (IV)

Credit units: 3

Module Unit code Module Unit Contact Hours

CN-2201 Pharmacology (II) 45

Module Description:
This module unit focuses on the description of specific antimicrobial agent and medicines for specific
medical conditions. Also covered are hormonal agents, anti-neoplastic agents, anaesthetic and alcoholic
agents and poisons.

Suggestions on organization of learning:

The acquisition of competencies (skills, knowledge, and attitudes) described in this module shall take
place at an accredited Nursing Training School. Delivery modes may include theory instruction (lectures),
hands-on practice (Clinical) and tutorials (discussions).

Occupational health, safety and environmental concerns to be observed:

Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/
equipment/material, administer first aid, clean tools/equipment/environment, egonomics (Appropriate
working posture)

Work behaviour/attitudes to be acquired and observed during training:

Responsible, willingness to learn, committed, team spirit, hardworking, accurate, social, industrious,
time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous
and humility.

Resources:
The tutor is advised to make reference to relevant and applicable reading materials that could be in form
of textbooks, publications, video clips/demonstrations, authenticated internet sites and any other.

48
Module Unit. CN-2201: Pharmacology (II)

Learning outcomes
By the end of this module unit, the student shall be able to;
• Identify the class and indications of commonly used medicines
• Describe contra-indications of common medicines
• Explain side effects of the common medicines
• Requisition and dispense medicines according to prescription

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/Subtopic

4.1. Topic: Specific antimicrobial agents

Subtopic 4.1.1. Antibiotics
Subtopic 4.1.2. Quinolones
Subtopic 4.1.3. Anti-Tuberculous agents
Subtopic 4.1.4. Ant Helminths
Subtopic 4.1.5. ARVs
Subtopic 4.1.6. Antifungal

4.2. Topic: Medicine acting on specific body system

Subtopic 4.2.1: Cardiovascular
Subtopic 4.2.2: Gastro intestinal
Subtopic 4.2.3: Respiratory system
Subtopic 4.2.4: Urinary system
Subtopic 4.2.5: Medicine acting on specific organs, eye, ears, nose, throat
Subtopic 4.2.6: Dermatological medicines
Subtopic 4.2.7: Haematological medicines
Subtopic 4.2.8: Endocrine system medicines
Subtopic 4.2.9: Central Nervous System medicines

4.3. Topic: Therapeutic agents

Subtopic 4.3.1: Anti-neoplastic agents
Subtopic 4.3.2: Analgesics

Core references
1. Karch,A, M. ( 2017 )Focus on Nursing Pharmacology. 7th Edition, Wolters Kluwer/ Lippincott
Williams & Wilkens New York – London.
2. Woodrow,R., Bruce J. Colbert, D, M, and Smith ( 2017),Essentials of Pharmacology for Health
Professionals 8th Edition CENGAGE USA
3. Lynn, P (2015),Lippincott’s Photo Atlas of Medication Administration.5th Edition Wolters Kluwer/
Lippincott Williams & Wilkins New York- London.

Other References
1. Muyinda, N. (2011). Precise Pharmacology. 2nd Edition. EDCO International Ltd, Kampala. Uganda.
2. Ford, S, Roach, S.S. (2014), Roach’s Introductory Clinical Pharmacology. 10th Edition Wolters
Kuwer/Lippincott Williams & Wilkins.New York- London.
3. Wolter’s Kluwer. (2018), 1st Nursing DRUG guide Hand Book Wolter’s Kluwer, China.
4. Scott, W.N. & McGrath, D. (2008). Nursing Pharmacology Made Incredibly Easy. 1st Edition.
Lippincott Williams and Wilkins, UK.
5. Frandsen, G & Penington, S.S. (2014). Abram’s Clinical Drug Therapy.10th Edition. Lippincot
Williams and Wilkins, UK.
6. Gould, D. & Greensteins, B. (2009). Trounce’s Clinical Pharmacology for Nurses. 18th Edtiion,
Churchill Livingstone, London.

49
Module. CN-2222: Providing Nursing Care (II)

Credit units: 13

Module Unit code Module Unit Contact Hours

CN-2202 Medical Nursing (II) 75
CN-2203 Surgical Nursing (II) 75
CN-2204 Mental Health Nursing 45
Total 195

Module Description:
This module mainly focuses on the aspects of guiding students through the medical and surgical nursing
procedures as well as a general introduction to mental health. In this module, students shall learn
nursing care for different conditions of the digestive and urinary systems. Also to be covered are the
endocrine, nervous, and the musculoskeletal systems as well as an introduction to psychiatry and mental
health.
Suggestions on organization of learning:
The acquisition of competencies (skills, knowledge, and attitudes) described in this module shall take
place at an accredited Nursing Training School. Delivery modes may include theory instruction (lectures),
hands-on practice (Clinical) and tutorials (discussions).

Occupational health, safety and environmental concerns to be observed:

Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/
equipment/material, administer first aid, clean tools/equipment/environment, egonomics (Appropriate
working posture)

Work behaviour/attitudes to be acquired and observed during training:

Responsible, willingness to learn, committed, have team spirit, hardworking, accurate, social, industrious,
time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous,
humility.

Resources:
The tutor is advised to make reference to relevant and applicable reading materials that could be in form
of textbooks, publications, video clips/demonstrations, authenticated internet sites and any other.

50
Module Unit. CN-2202: Medical Nursing (II)

Module unit Description

This module unit shall cover conditions of the digestive, urinary and central nervous systems. Skills in
providing nursing care to patients diagnosed with those conditions shall be learned and applied.

Learning outcomes
By the end of this module unit, students should be able to:

• Identify the common conditions affecting digestive, urinary and nervous systems

• Provide nursing care to patients with various conditions of digestive, urinary, nervous,
endocrine and musculo-skeletal systems

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/Subtopic

4.4. Topic: Conditions of the digestive system

Sub Topic 4.4.1: Review of Anatomy and physiology of digestive system
Sub Topic 4.4.2: Stomatitis
Sub Topic 4.4.3: Gastritis
Sub Topic 4.4.4: Peptic Ulcer Disease
Sub Topic 4.4.5: Jaundice
Sub Topic 4.4.6: Hepatitis
Sub Topic 4.4.7: Liver Cirrhosis
Sub Topic 4.4.8: Cholecystitis

4.5. Topic: Medical conditions of the urinary system

Sub topic 4.5.1: Review of anatomy and physiology of urinary system
Sub topic 4.5.2: Urethritis
Sub topic 4.5.3: Cystitis
Sub topic 4.5.4: Pyelonephitis
Sub topic 4.5.5: Glomerulnephritis
Sub topic 4.5.6: Nephrotic syndrome
Sub topic 4.5.7: Renal failure

4.6. Topic: Medical conditions of the Central Nervous system

Sub-topic 4.6.1: Review of anatomy and physiology of the Central Nervous System
Sub-topic 4.6.2: General signs and symptoms of the nervous system disorders
Sub-topic 4.6.3: Meningitis
Sub-topic 3.6.4: Encephalitis
Sub-topic 4.6.5: Cerebral vascular accidents (Stroke)
Sub-topic 4.6.6: Unconsciousness (Coma)
Sub-topic 4.6.7: Poliomyelitis

4.7. Topic: Medical conditions of the Endocrine system

Sub-topic 4.7.1: Review of anatomy and physiology of endocrine system
Sub-topic 4.7.2: Diabetes Mellitus
Sub-topic 4.7.3: Thyrotoxicosis

51
Minimum required tools/ equipment/ implements/materials/ consumables or equivalent
specific to this module:
Dispensing log, prescriptions, formulary manuals, BP machines, thermometers, patient/ clients,
examination equipment, models, anatomical charts, simulator, pictures, diagrams, stethoscope,
observation chart, LCD/computer, assorted drugs, relevant medical forms, white/chalk board, and
markers

Core Reference:
1. Bloom, K. S. (2001) Toohey’s Medicine; A text book for students in health care professionals. 15th
Edition. Churchill .UK
2. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer,
Philadelphia, Newyork
3. Carpnito, L. T. (2017) Nursing Diagnosis application to clinical practice. 15th Edition. Wolters Kluwer

Other Reference:
1. Carpenito, L.J. (2014) Nursing Care Plans; Transitional patient and family centred care. 6th Edition.
Wolters Kluwer/Lippioncott Williams, USA.
2. Mark, H.B. (2004) Merck Manual of Medical Information; Second Home Edition. Pocket Books, USA.
3. Hodgson, B. and Kizior, R. (2017) Sanders Nursing Drug handbook. Saunders USA.
4. Wood, C. (2008). Community Health. African Medical and Research Foundation.
5. Chugh, S.N. (2009) Medicine for Nurses. 1st Ed. Jaypee Brothers. New Dehli, India.
6. Janice, L. H. and Cheever, K.H. (2017) Brunner and Saddath’s Textbook of Medical Surgical Nursing.
14th Ed. Wolters Kluwer.
7. Barbara, K. T. And Nancy, E. E. (2014) Introductory Medical-Surgical Nursing.11th Edition. Lippincott
and William, London

52
Module Unit. CN-2203: Surgical Nursing (II)

Module Unit Description

This module unit is intended to provide students with knowledge and skills in identifying and managing
surgical conditions of the head, neck, chest the abdominal cavity, ano-rectal as well as the genital urinary
systems.
Learning Outcomes:
By the end of this module unit, the student shall be able to;
• Identify and manage surgical conditions of the head and neck, chest, abdominal cavity, ano-
rectum and genital urinary system.
• Identify and refer complicated cases
• Apply infection prevention and control mechanisms in surgical cases related to the head and
neck, chest, abdominal cavity and ano-rectal and genital urinary system.

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/ sub-topic

4.8. LWA 1: Surgical conditions of the head

Subtopic 4.8.1: Head Injury
PEX 4.8.2: Apply Scalp Bandage
PEX 4.8.3: Preparation of a Neurological Examination.

Underpinning knowledge/ theory:

For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Definition of head injury
• Types of head injury
• Causes of head injury
• Signs and symptoms of head injury
• Management of a patient with head injury

4.9. Topic: Surgical conditions of the neck

Subtopic 4.9.1: Goitre
Subtopic 4.9.2: Thyrotoxicosis/thyroidectomy
Subtopic 4.9.3: Tonsillitis-Tonsillectomy
PEX 4.9.4: Performa oral care

4.10. Topic: Surgical conditions of the chest

Subtopic 4.10.1: Trauma of the chest
Subtopic 4.10.2: Lung abscess
Subtopic 4.10.3: Pleural effusion
Subtopic 4.10.4: Infection of the breast
Subtopic 4.10.5: Breast cancer
PEX: 4.10.6: Breast examination
PEX: 4.10.7: Bandaging a breast stamp
PEX: 4.10.8: Care of patient before and after mastectomy

4.11. Topic: Surgical conditions of the abdomen

Subtopic: 4.11.1: Acute Abdomen
Subtopic 4.11.2: Ruptured Spleen
PEX :4.11.3: Perform wound dressing
PEX: 4.11.4: Pass Nasogastric Tube
PEX: 4.11.5 Perform catheterization
PEX: 4.11.6: Carry out vital observations

53
4.12. Topic: Ano-rectal surgical conditions
Subtopic: 4.12.1: Perineal absess
Subtopic: 4.12.2: Anal Fistula and Anal Fissure
Subtopic: 4.12.3: Rectal prolapse
PEX: 4.12.4: Prepare patient for rectal examination
PEX: 4.12.5: Carry out aspiration of gastric contents

4.13. Topic: Surgical conditions of the genital urinary system

Subtopic: 4.13.1: Enlargement of prostate gland
Subtopic: 4.13.2: Urethral strictures
Subtopic: 4.13.3: Genital urinary trauma
PEX: 4.13.4: Perform bladder irrigation

Minimum required teaching/learning resources

Airway tubes, model of skull, charts showing the bones of head and neck, charts- observation charts/
Neurological charts, trolleys, oxygen cylinder in working condition, trays, suction machines and tubing,
drip stands and bottle hanger, examination tray, intravenous, catheters, bed bath, wound dressing, bed
elevators, sterile gauges/swabs, suction apparatus, tubings, urinary bags, drainage tubings, colostomy
bags,

Core References
1. Janice, L. H. and Cheever, K.H. (2017) Brunner and Saddath’s Textbook of Medical Surgical Nursing.
14th Ed. Wolters Kluwer.
2. Barbara, K. T. And Nancy, E. E. (2014) Introductory Medical-Surgical Nursing.11th Edition. Lippincott
and William, London.

Other Reference
1. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer,
Philadelphia, Newyork
2. Colmer, M.R. (2008) Moroney’s Surgery for Nurses, 17th Ed. Church Hill, U.K.
3. Carpnito, L. T. (2017) Nursing Diagnosis application to clinical practice. 15th Edition. Wolters Kluwer
4. Carpenito, L.J. (2014) Nursing Care Plans; Transitional patient and family centred care. 6th Edition.
Wolters Kluwer/Lippioncott Williams, USA

54
Module Unit. CN-2204: Mental Health Nursing
Module Unit Description
In this module unit, the student shall be introduced to the concept of Mental Health. This will cover
introduction to common mental health conditions. The student shall also be introduced to psychiatric
nursing interventions to the common conditions as well as emergencies

Learning outcomes
By the end of this module unit, the student shall be able to;
• State the causes of various mental illness
• Explain the characteristics of various mental illness
• Describe the ways of managing common mental illness
• Assess mental patients/clients
• Support patients/clients in carrying out activities of daily living
• Counsel patients and their families
• Administer treatment for common mental illness
• Utilize life skills in handling patients with mental illness

Learning Working Assignments (LWAs) and related Practical Exercises (PEXs)

4.14. Topic: Introduction to Mental health
Subtopic 4.14.1: Concepts of mental health and mental illness
Subtopic 4.14.2: Etiological factors of mental illness
Subtopic 4.14.3: General signs and symptoms of mental illnesses
Subtopic 4.14.4: Classification of Mental illnesses
Subtopic 4.14.5: Pyschiatric Assessment
Subtopic 4.14.6: Prevention of mental illness and promotion of mental health
Subtopic 4.14.7: Referral system

4.15. Topic: Basic psychiatric nursing aspects

Subtopic 4.15.1: Nurse-patient relationship
Subtopic 4.15.2: Therapeutic environment

4.16. Topic: Common Psychiatric disorders

Subtopic 4.16.1: Functional psychiatric disorders
Subtopic 4.16.2: Organic mental disorders
Subtopic 4.16.3: Anxiety disorder
Subtopic 4.16.4: Substance/alcohol abuse
Core References
1. Boyd, M,A. (2015), Psychiatric Nursing Contemporary Practice, 5th Edition, Wolters Kluwer/
Lippincot Williams and Wilkins
2. Sheila, L. V. (2017) Psychiatric Mental Health Nursing. 7th Edition. Wolters Kluwer
Other References:
1. Wanda, K. M. (2013) Psychiatric Mental Health Nursing; Evidenced-based concepts, skills and
practices. Wolters Kluwer,
2. Screeni, R. (2009) A Guide to Mental Health and Psychiatric Nursing, Jaypee Brothers, Medical
Publishers (P) Ltd.
3. Townsend, M.C. (2014) Psychiatric Mental Health Nursing F.A. Davis Company Philidalphia
4. Benjamin, J.S. Virginia, A. S. & Pedro, R. (2015) Kaplan and Sadock’s Synopsis of psychiatry
Behavioral Sciences/Clinical Psychiatry. 11th Edition. Wolters Kluwer,
5. Judith, M.S. & Sheilla, L.V. (2013) Lippincott’s Manual of Psychiatric Nursing Care Plans. 9th Edition.
Wolters Kluwer/Lippincott Williams and Wilkins, New York
6. Videbeck, S and Acott, K. (2017), Mental Health nursing 7th edition, Wolter Kluwer, Lippincott,
Williams and Wilkins
7. Kaplan and Sadock (2015), Synopsis of Psychiatric, 11th Edition, Lippincott Williams and Wlikins.
8. Basavanthapp, B.T and Vasundhra, M.K (2008), Community Health Nursing, 2nd edition. JAYPEE
Brothers Medical Publishers Ltd. New Delhi

55
Module. CN-2234: Providing Community Health Nursing (III)

Credit units: 2

Module Unit code Module Unit Contact Hours

CN-2205 Occupational Health and Safety 30

Module Unit. CN-2205: Occupational Health and Safety

Module Description:
This module unit deals with safe work environment and prevention of occupational hazards at work
place. The student shall be equipped with the knowledge and skills to be able to transfer the acquired
competencies to workers in various areas so that the workers can protect themselves from hazards.

Learning Outcomes
By the end of this module unit, the student shall be able to;
• Protect self and others from occupational hazards
• Educate others on safe work environment
• Treat and refer the injured or acquired hazards at workplace

Suggestions on organization of learning:

The acquisition of competencies (skills, knowledge, and attitudes) described in this module shall take
place at an accredited Nursing Training School. Delivery modes may include theory instruction (lectures),
hands-on practice (Clinical) and tutorials (discussions).

Occupational health, safety and environmental concerns to be observed:

Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/
equipment/material, administer first aid, clean tools/equipment/environment, and ergonomics
(Appropriate working posture)

Work behaviour/attitudes to be acquired and observed during training:

Responsible, willingness to learn, committed, having team spirit, hardworking, accurate, social, industrious,
time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous,
humility.

Resources:
The tutor is advised to make reference to relevant and applicable reading materials that could be in form
of textbooks, publications, video clips/demonstrations, authenticated internet sites among others.

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/ Subtopics

4.17. Topic: Introduction to occupational health hazards

Subtopic 4.17.1: Identification of occupational health hazard in different work places
Subtopic 4.17.2: Types of occupational health hazards
Subtopic 4.17.3: Prevention and control of occupational health hazards
Subtopic 4.17.4: Role of a nurse in prevention of occupational health hazard in work places
Subtopic 4.17.5: Workers compensation Act.

56
4.18. Learning Working Assignment: Health and Safety at work

PEX 4.18.1: Personal protective equipment

PEX 4.18.2: Healthcare waste management
PEX 4.18.3: Apply injection safety methods
PEX 4.18.4: Participate in documentation of waste management information

Underpinning knowledge/ theory:

For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Hazards
• Regulations about workers compensation
• Planning hazard control measures
• Waste management
• Use of protective equipment
• Documentation injuries

Minimum required teaching/learning resources

Flip charts, LCD projectors, computers, chalk boards, white boards, butcher, papers, markers, chalk, text
books, models, posters, clinical sites, gum boots, uniform, public address system, aprons, screen

Core References
Uganda Government, (2000). Workers’ Compensation Act CAP 225. LDC Publishers. Kampala. Uganda.
MOH-Uganda. (2013) Occupational Safety and Health Training Manual. IntraHealth International, Uganda.
MOH-Uganda. (2013) Guidelines for Mainstreaming Gender Equality and Other Equal Opportunities into
Human Resources for Health Management. IntraHealth International, Uganda.
MOH-Uganda. (2013) Occupational Safety and Health Procedures. IntraHealth International, Uganda

Other References
1. Mckena, J.F, Pinger, R.R & Kotecki, J.E. (2005). Community Health, 5th Edition, Jones and Bartlett
Publishers. Sandburg, Massachusetts.
2. Basavanthapp, B.T and Vasundhra, M.K (2008), Community Health Nursing, 2nd edition. JAYPEE
Brothers Medical Publishers Ltd. New Delhi
3. Kamalam, S. (2017), Essentails in Community Health Nursing Practice 3rd edition. JAYPEE Brothers
Publishers Ltd. New Delhi
4. MOH, (2013) Occupational Safety and Health Training Manual, 1st edition
5. MOH, (2008), Policy for Mainstreaming Occupational Health and Safety in the Health Service
Sector.
6. MOH Uganda. (2008) Policy for Mainstreaming Occupational Health and Safety in the Health
Services Sector. The Capacity Project, IntraHealth International, Inc. Chapel Hill, USA

57
Module. CN-2242: Maternal and Child Health (II)

Credit units: 3

Module Unit code Module Unit Contact Hours

CN-2206 Paediatric Nursing (II) 45

Module Unit. CN-2206: Paediatric Nursing (II)

Module Description:
This module unit covers the key aspects of a sick child within the context of the family, across range of
clinical and community settings. It consists of a range of childhood conditions/illness which will enable
the students to identify the conditions and be able to apply the knowledge, skills and attitudes within
medical settings and the community.

Learning Outcomes

By the end of this module unit, the student shall be able to;
• Manage paediatric conditions
• Apply the Integrated Management of Childhood Illnesses (IMCI) approach in management of
the sick child
• Manage children living with HIV/AIDS
• Describe management of children involved in domestic accidents

Suggestions on organization of learning:

The acquisition of competencies (skills, knowledge, and attitudes) described in this module shall take
place at an accredited Nursing Training School. Delivery modes may include theory instruction (lectures),
hands-on practice (Clinical) and tutorials (discussions).

Occupational health, safety and environmental concerns to be observed:

Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/
equipment/material, administer first aid, clean tools/equipment/environment, and ergonomics (sitting
posture)

Work behaviour/attitudes to be acquired and observed during training:

Responsible, willingness to learn, committed, have team spirit, hardworking, accurate, social, industrious,
time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous,
and humility.

Resources:
The tutor is advised to make reference to relevant and applicable reading materials that could be in form
of textbooks, publications, video clips/demonstrations, authenticated internet sites among others.

58
Learning Working Assignments (LWAs) and related Practical Exercises (PEXs)

4.19 Topic: Paediatric condition of the respiratory system

Subtopic 4.19.1: Respiratory distress syndrome
Subtopic 4.19.2: Broncho pulmonary dysplasia/ chronic lung disease
Subtopic 4.19.3: Meconium aspiration
Subtopic 4.19.4: Pulmonary haemorrhage
Subtopic 4.19.5: Apnoea
Subtopic 4.19.6: Pneumonia
Sub topic 4.19.7: Asthma

4.20 Topic: Paediatric conditions of the cardio vascular system

Subtopic 4.20.1: Sickle cell disease
Subtopic 4.20.2: Pericarditis
Subtopic 4.20.3: Rheumatic heart disease.

4.21 Topic: Neurological disorders

Subtopic 4.21.1: Congenital toxoplasmosis.
Sub topic 4.21. 2: Intra-cranial haemorrhage
Subtopic 4.21.2: Hypoxic ischemia encephalopathy

4.22 Topic Genital urinary conditions in children

Subtopic 4.22.1: Acute Glomerulo-nephritis
Subtopic 4.22.2: Nephrotic syndrome.

4.23 Topic: Bone conditions

Subtopic 4.23.1: Fractures.
Subtopic 4.23.2: Osteopenia of prematurity (metabolic bone diseases)
Subtopic 4.23.3: Osteomyelitis
Subtopic 4.23.4: Osteo-genesis imperfecta

4.24 Topic: Manage children living with HIV /AIDS

Subtopic 4.24.1: Introduction to HIV/AIDS in children.
Subtopic 4.24.2: Clinical manifestation of HIV/AIDS in children
Subtopic 4.24.3: Opportunistic infections in children
Subtopic 4.24.4: Treatment of HIV/AIDS in children (ARV therapy)
Subtopic 4.24.5: Prevention and control of HIV/AIDS

Core References
1. Boyd, M,A. (2015), Psychiatric Nursing Contemporary Practice, 5th Edition, Wolters Kluwer/
Lippincot Williams and Wilkins

2. Sheila, L. V. (2017) Psychiatric Mental Health Nursing.7th Edition. Wolters Kluwer,

Other Reference
1. Wanda, K. M. (2013) Psychiatric Mental Health Nursing; Evidenced-based concepts, skills and
practices. Wolters Kluwer,
2. Screeni, R. (2009) A Guide to Mental Health and Psychiatric Nursing, Jaypee Brothers, Medical
Publishers (P) Ltd.
3. Townsend, M.C. (2014) Psychiatric Mental Health Nursing F.A. Davis Company Philidalphia
4. Benjamin, J.S. Virginia, A. S. & Pedro, R. (2015) Kaplan and Sadock’s Synopsis of psychiatry
Behavioural Sciences/Clinical Psychiatry. 11th Edition. Wolters Kluwer,

59
YEAR THREE, SEMESTER I

Module. CN-3123: Providing Nursing Care (III)

Credit units: 10
Module Unit code Module Unit Contact Hours
CN-3101 Tropical Medicine 60
CN-3102 Guidance and Counselling 30
CN-3103 Surgical Nursing (III) 60
Total 150

Module Description:
This module shall cover aspects of tropical medicine/communicable diseases in addition to the
management of conditions of ENT, dental, oral and eye. Also to be covered under this module is Guidance
and Counselling of patients suffering from various ailments. Palliative care to terminally ill patients shall
furthermore be covered in this module.

Suggestions on organization of learning:

The acquisition of competencies (skills, knowledge, and attitudes) described in this module shall take
place at an accredited Nursing Training School. Delivery modes may include theory instruction (lectures),
hands-on practice (Clinical) and tutorials (discussions).

Occupational health, safety and environmental concerns to be observed:

Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/
equipment/material, administer first aid, clean tools/equipment/environment, e.g. ergonomics (sitting
posture).

Work behaviour/attitudes to be acquired and observed during training:

Responsible, willingness to learn, committed, having team spirit, hardworking, accurate, social, industrious,
time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous,
humility.

Resources:
The tutor is advised to make reference to relevant and applicable reading materials that could be in form
of textbooks, publications, video clips/demonstrations, authenticated internet sites among others.

60
Module Unit. CN-3101: Tropical Medicine

Module unit description

This module unit shall cover aspects of tropical medicine/communicable diseases. Major focus shall be
providing nursing care to patients affected by tropical disease as well as the preventive measures.

Learning outcomes
By the end of this module unit, the student shall be able to;
• Describe the pre-disposing factors, causes, signs and symptoms of common tropical diseases
• Provide nursing care to patients affected by communicable diseases
• Conduct preventive measures to communicable diseases.

Learning Working Assignments (LWAs) and related Practical Exercises (PEXs)

5.1. Topic: Tropical diseases/communicable diseases

Sub Topic 5.1.1: Introduction to communicable diseases
Sub Topic 5.1.2: Measles
Sub Topic 5.1.3: Malaria
Sub Topic 5.1.4: Trypanosomiasis (sleeping sickness)
Sub Topic 5.1.5: Helminthic diseases (Intestinal worms)
Sub Topic 5.1.6: Onchocerciasis (River blindness)
Sub Topic 5.1.7: Schistosomiasis
Sub Topic 5.1.8: Elephantiasis (Bancroftian Filariasis)
Sub Topic 5.1.9: Dracunculosis (Guinea worm)
Sub Topic 5.1.10: Typhoid Fever
Sub Topic 5.1.11: Dysentery
Sub Topic 5.1.12: Cholera
Sub Topic 5.1.13: Brucellosis
Sub Topic 5.1.14: Ebola
Sub Topic 5.1.15: Yellow Fever
Sub Topic 5.1.16: Mumps (Parotiditis)
Sub Topic 5.1.17: Chicken Pox
Sub Topic 5.1.18: Rabies

Minimum required teaching/learning resources

Overhead projector and transparences, laptop and projectors (LCD), patients/clients, medical forms and
other relevant documents, checklist, patients/clients, white board

Core References:
Bloom, K. S. (2001) Toohey’s Medicine; A text book for students in health care professionals. 15th Edition.
Churchill .UK
Hodgson, B. and Kizior, R. (2017) Sanders Nursing Drug handbook. Saunders USA.
Wood, C. (2008). Community Health. African Medical and Research Foundation.
Nordberg, E. (1999) Communicable diseases. 3rd Edition. African Medical and Research Foundation.
AMREF (1999). Communicable Diseases. A manual for health workers in sub-saharan Africa, 3rd edition
(1999) Nairobi Kenya.
Chugh, S.N. (2009) Medicine for Nurses. 1st Ed. Jaypee Brothers. New Delhi, India.

61
Module Unit. CN-3102: Guidance and Counseling

Module Unit Description

This module unit covers aspects of guidance and counseling to various groups of people. The students
shall acquire knowledge and skills to provide guidance and counseling to people of various life situations.
To enhance their competences in real life situations, role play skills shall be conducted.

Learning outcomes

By the end of this module unit, the student shall be able to;
• Describe the situations where guidance and counseling can be applied
• Discuss the difference between guidance and counseling techniques
• Describe the qualities of a counselor
• Explain the methods of communication used in counseling

Learning Working Assignments (LWAs) and related Practical Exercises (PEXs)

5.2. Learning Working Assignment: Provide guidance and counseling to various groups of people.

Sub-topic 5.2.1: Introduction to Guidance and Counselling

Sub-topic 5.2.2: Counselling procedure and Techniques
Sub-topic 5.2.3: Communication in guidance and counseling
Sub-topic 5.2.4: Group counseling
Sub-topic 5.2.5: Ethical codes in counselling
PEX 5.2.6: Carry out individual counseling
PEX 5.2.7: Carry out group counseling

Minimum required teaching/learning resources

Charts, posters, textbooks, CDs/DVDs, Internet

Core References:
1. Amri.M. Ngatia.P & Mwakilisa .O, (1993) A guide for training teachers of health workers.: AMREF,
Nairobi
2. Rajinikanth, A.M. (2010) Counseling Skills for Health Care Professionals. Jaypee Brothers Medical
Publishers, New Delhi
3. Hough .M. (2010) Counseling Skills and Theory. 3rd Edition, Hodder Education. UK.

62
Module Unit. CN-3103: Surgical Nursing (III)

Module Unit Description

This module unit provides students with an opportunity to acquire knowledge and skills in the
management of conditions of the ear, nose and throat (ENT), dental, oral, and eye and also provide
palliative care to patients with various terminal conditions.

Learning Outcomes
By the end of this module unit, the student shall be able to;
• Manage patients with various conditions of ear, nose and throat (ENT), dental, oral, and eye at
the recommended competence level.
• Provide palliative care to terminally ill patients at the recommended competence level.

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/ Sub-topics
5.3. Topic: Ear, nose and throat (ENT) conditions
Subtopic 5.3.1: Common tumours of ear, nose and throat (ENT)
Subtopic 5.3.2: Foreign bodies in ear, nose and throat (ENT)
Subtopic 5.3.3: Epistaxis

5.4. Topic: Eye conditions

Subtopic 5.4.1: Conjuctivitis
Subtopic 5.4.2: Trachoma
Subtopic 5.4.3: Stye
Subtopic 5.4.4. Foreign body
Subtopic 5.4.5. Eye Trauma
Subtopic 5.4.3: Glaucoma
Subtopic 5.4.4. Corneal ulcer
Subtopic 5.4.5. Cataract

5.5. Topic: Palliative Care

Subtopic 5.5.1: Palliative Care Principles
Subtopic 5.5.2: Pain management principles in Palliative care to patients
Subtopic 5.5.3: Management of common symptoms in Palliative care
Subtopic 5.5.4: Psychosocial support to terminally ill patients

Minimum required teaching/learning resources

Airway tubes, model of skull, charts showing the bones of head and neck, charts- observation charts/
neurological charts, trolleys, oxygen cylinder in working condition, trays, suction machines and tubing,
drip stands and bottle hanger, examination tray, intravenous, catheters, bed bath, wound dressing, bed
elevators, sterile gauges/swabs, suction apparatus, tubing, urinary bags, drainage tubings, colostomy
bags, tuning folk, autoscope, auroscope, buggies, models of ear, nose, eye

Core References
1. Janice, L. H. and Cheever, K.H. (2017) Brunner and Saddath’s Textbook of Medical Surgical Nursing.
14th Ed. Wolters Kluwer.
2. Barbara, K. T. And Nancy, E. E. (2014) Introductory Medical-Surgical Nursing.11th Edition. Lippincott
and William, London.
Other References:
1. Colmer, M.R. (2008) Moroney’s Surgery for Nurses, 17th Ed. Church Hill, U.K.
2. Carpenito, L.J. (2014) Nursing Care Plans; Transitional patient and family centred care. 6th Edition.
Wolters Kluwer/Lippioncott Williams, USA.
3. Nettina .S,M (2014) Lippincott Manual of Nursing Practice 10th Edition, Wolters Kluwer,
Philadelphia, Newyork
4. Carpnito, L. T. (2017) Nursing Diagnosis application to clinical practice. 15th Edition. Wolters Kluwer,

63
Module. CN-3143: Maternal and Child Health (III)

Credit units: 4

Module Unit code Module Unit Contact Hours

CN-3104 Reproductive Health 60

Module Unit. CN-3104: Reproductive Health

Module Unit Description:

This module covers key aspects in the management of integrated health services which include family
planning, Sexually Transmitted Infections (STIs), and adolescent reproductive health services as well as
emergency management of 2nd and 3rd stages of labour and timely referrals. The student shall acquire
knowledge and skills in the various health services within clinical and community settings.

Learning Outcomes:
By the end of this module unit, the student shall be able to;
• State the pillars of safe motherhood
• Assess clients for different family planning methods
• Explain family planning services
• Manage sexually transmitted infections using syndromic approach
• Manage HIV/AIDS
• Provide adolescent reproductive health services
• Provide post abortal care
• Manage a mother in 2nd and 3rd stages of labour

Suggestions on organization of learning:

The acquisition of competencies (skills, knowledge, and attitudes) described in this module shall take
place at an accredited Nursing Training School. Delivery modes may include theory instruction (lectures),
hands-on practice (Clinical) and tutorials (discussions).

Occupational health, safety and environmental concerns to be observed:

Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/
equipment/material, administer first aid, clean tools/equipment/environment, egonomics (working
posture)

Work behaviour/attitudes to be acquired and observed during training:

Responsible, willingness to learn, committed, having team spirit, hard working, accurate, social,
industrious, time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented,
honest, courteous, humility.

Resources:
The tutor is advised to make reference to relevant and applicable reading materials that could be in
form of textbooks, publications, video clips/demonstrations, authenticated internet sites among other
resources.

64
Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/ Sub-topics

5.6. Learning Working Assignment: Management of Integrated reproductive health services

Sub topic 5.6.1: Review anatomy and physiology of reproductive system

Sub topic 5.6.2: Pillars of safe motherhood
Sub topic 5.6.3: Methods of family planning
Sub topic 5.6.4: Management of STI’s and HIV/AIDS
Sub topic 5.6.5: Adolescent and reproductive health
Sub topic 5.6.6: Adolescent friendly health services
Sub topic 5.6.7: Adolescent health and development
Sub topic 5.6.8: Post abortal care

5.7. Learning Working Assignment: Emergency management of a mother in 2nd stage of labour

PEX 5.7.1 : Prepare to conduct 2nd stage of labour

PEX 5.7.2 : Confirm 2nd stage of labour
PEX 5.7.3 : Conduct 2nd stage of labour

Underpinning knowledge/ theory:

For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Signs and symptoms of pregnancy
• Signs and symptoms of labour
• Management of 2rd stage of labour
• Management of 3rd stage of labour
• Examination of placenta
• Care of a baby’s cord
• Health education of mothers
• Referral system for mothers

5.8. Learning Working Assignment: Emergency management of a mother in 3nd stage of labour

PEX 5.8.1: Prepare to conduct 3rd stage of labour

PEX 5.8.2: Conduct 3rd stage of labour

Underpinning knowledge/ theory:

For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Signs and symptoms of 3rd stage of labour
• Management of 3rd stage of labour
• Examination of placenta
• Care of a baby’s cord
• Health education of mothers
• Referral system

Minimum teaching /learning materials

Medical equipment and materials, charts, posters, textbooks, video tapes/CDs, audio visual materials,
and models.

65
Core References
1. Campell, A., Thomas, W., Yazbeck, M,A (2006) Reproductive Health, The Missing Millennium
Gaol. International Bank for reconstruction and Development – USA
2. Lynna Y. Littleton, Gibbs, Joan C., Engebretson (2013); Maternity Nursing Care 2nd Edition,
Cengage Learning; USA

Other References
1. Yazbeck, A. S, Campbell-white, A. and Merrick, T.W. (2006). The Missing Millennium Development
Goal Poverty, Health, and Development in a Changing World. 1st Edition. World Bank Publications
2. Integrated reproductive health curriculum
3. National integrated reproductive health curriculum
4. Adolescent reproductive health curriculum
5. Dizme, M,F. MCopper, M, A.(2014) Myles Textbook for Midwives. 16th Edition. Churchill Livingstone,
London.
6. UCMB (2015) nursing and midwifery procedure manual 2nd Edition Print innovations and
publishers Ltd
7. Sweet, B.R. (2011) Mayes’s Midwifery: A textbook for Midwives. 14th Edition, Bailliere Tindall

66
Module. CN-3151: Managing Health Unit (lower levels)

Credit units: 4
Module Unit code Module Unit Contact Hours

CN-3105 Health Service Management 30

CN-3106 Entrepreneurship 30
Total 60

Module Description:
The module covers the student’s aspect of health services management. This will help the student to
gain skill, knowledge and attitude in management of the ward and lower health sub units, managing the
human resource (staff), patients, attendants, and other stakeholders.

Suggestions on organization of learning:

The acquisition of competencies (skills, knowledge, and attitudes) described in this module shall take
place at an accredited Nursing Training School. Delivery modes may include theory instruction (lectures),
hands-on practice (Clinical) and tutorials (discussions).

Occupational health, safety and environmental concerns to be observed:

Put on protective gear, manage waste disposal, maintain personal hygiene, use recommended tools/
equipment/material, administer first aid, clean tools/equipment/environment, ergonomics (appropriate
work posture)

Work behaviour/attitudes to be acquired and observed during training:

Responsible, willingness to learn, committed, having team spirit, hardworking, accurate, social, industrious,
time conscious, cooperative, ethical, smart, accountable, trust worthy, result oriented, honest, courteous,
and humility.

Resources:
The tutor is advised to make reference to relevant and applicable reading materials that could be in form
of textbooks, publications, video clips/demonstrations, authenticated internet sites among others.

67
Module Unit. CN-3105: Managing Health Unit (Lower Levels)

Module Unit Description

The module unit covers the student’s aspect of health services management. This will help the student to
gain skill, knowledge and attitude in the national health care, management of ward and customer care.

Learning Outcomes
By the end of this module unit, the student shall be able to;
• Participate in the day-to-day management of wards and lower level health units
• Be able to prepare business documentation

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/ Sub-topics

5.9. Topic: the Uganda National Health Care System

Subtopic 5.9.1: Uganda Health Sector
Subtopic 5.9.2: Commonly used concepts used in Health Service Management
Subtopic 5.9.3: Leadership in Healthcare delivery
Subtopic 5.9.4: Sustainable Development Goals (SDGs)

5.10. Topic: Human Resource Management

Subtopic 5.10.1: Management roles in a health facility
Subtopic 5.10.2: Motivation
Subtopic 5.10.3: Delegation
Subtopic 5.10.4: Conflict resolution
Subtopic 5.10.5: Team Building
Subtopic 5.10.6: Decision-making and critical thinking

5.11. Learning Working Assignment: Ward Management

PEX 5.11.1: Chair ward meetings
PEX 5.11.2: Carry out inventory
PEX 5.11.3: Prepare and give Ward report

5.12. Topic: Communication, customer care and public relations in health service delivery
Subtopic 5.12.1: Communication
Subtopic 5.12.2: Customer care
Subtopic 5.12.3: Public relations in health service delivery
Subtopic 5.12.4: Management of health facility resources

Underpinning knowledge/ theory:

For Occupational theory suggested for instruction/ demonstration, the Trainer is not limited to the outline
below. In any case, underpinning knowledge/ theory may be obtained from various recognized reference
materials as appropriate. The listed underpinning theory is presented and will be instructed as topics;
• Management skills

68
Minimum teaching /learning materials
Stationery, projector, computer, writing board, CD/DVD with learning materials.

Core References
1. Amri M. Ngatia, Mwakilasa A.O (1993) A guide for Training Teachers of health workers 1st edition
AMREF Nairobi
2. Rees W.David & Porter Christine (2008) Skills of Management. 6th Edition, Palgrave Macmillan
3. Julie Beardwell Tim Claydon (2007). Human resource management, a contemporary approach .5th
Edition. FT Publishing International; UK
4. Robert .A. Paton and James Maccalman (2008) Managing change A guide to effective
implementation. 3rd Edition
5. WHO (2002) On being in charge – A guide management in primary health care Geneva
6. MOH (2012) Management of medicines and health supplies 1st Edition

69
Module Unit. CN-3106: Entrepreneurship

Module unit Description

The module unit covers important aspects of entrepreneurship. The students will be exposed to concepts
of entrepreneurship, will gain understanding of characteristics of an entrepreneur, will learn financial
management and appreciate the importance of preparing work plan and budget to enable them to run
the units sustainably.

Learning outcomes
By the end of this module unit, the student shall be able to;
• Explain the objectives and functions of financial management
• Understand the steps in preparing a work plan and budget
• Resources from various organizations
• To explain the characteristic of an entrepreneur
• Explain the importance of financial management.

Learning Working Assignments (LWAs)/Topics and related Practical Exercises (PEXs)/ Sub-topics

5.13. Topic: Entrepreneurship

Subtopic 5.13.1: Introduction to Entrepreneurship
Subtopic 5.13.1: Entrepreneurship skills
Subtopic 5.13.2: Business ideas
Subtopic 5.13.3: Business opportunities
Subtopic 5.13.4: Types of business enterprises
Subtopic 5.13.4: Business competition
Subtopic 5.13.4: Marketing Health Services

Core References
1. Stokes,D and Wilson, N. (2016). Small Business Management and Entrepreneurship,
7th Edition Cengage
2. Kigenyi, F. D, (2008). Entrepreneurship Education for UACE & Colleges, 2nd Edition
Other References
Kirzner, M. (2015) Competition and Entrepreneurship. University of Chicago press.
Komunda .M. (2008), Principles of Marketing, 1st Edition, Mukono Bookshop Printing and
Publishing Co. Ltd, Colline House, Plot 4 , Pilkington road .
Rowley .F. (1997). Focusing on Customer’s school of management Schlence Vol. 46. Nov. 2 PP
81-89
Fullerton, R.A. (1988) How Modern is Marketing? Marketing ‘s evolution and the myth of the
production era”, Journal of Marketing, Vol. 52401 PP. 108 -25.

70
Part 4: Instruments for Assessment of Learning:

Competence-Based Assessment (CBA) is a measure of one’s ability to carry out a defined task. In the
process, it supports occupational learning.

The development of assessment instruments (test items) is critical to the success of assessment process.
Competence-Based Assessment demands objectivity in the development process of the instruments
and in implementation of the assessment.

Assessment instruments developed should be of good quality if they are to serve the desired purpose.
The criteria of quality assessment instruments include the following; validity, objectivity, reliability,
efficiency, transparency, differentiation, comprehensiveness.

To increase scope of assessment coverage, different types of written assessment instruments are
generated /considered following the CBA development criteria. The written assessment instruments
developed (samples) that are part of this curriculum include; multiple choice type, short answer type,
matching type and work sequence type.

According to Bloom’s Taxonomy cognitive domains include remembering (knowledge), functional

understanding (comprehension and application) and problem solving (analysis, synthesis, evaluation).
CBET puts more emphasis on complexity levels of functional understanding and problem solving
cognitive domains in determining competence of individuals considering the competence/qualification
level.

Composition of a written examination will be a mix of assessment instruments from the modules (part of
the modules) covered in a particular learning period and from different cognitive domains.

Practical assessment instruments under competence-based assessment emphasize HOW-WELL

activities are performed. Attention will go beyond considering performed steps/activities to assessing
the observable criteria (scoring guide for both the process and product) to determine the competence
of an individual.

Following are sample assessment instruments (written and practical) for Certificate Nurse. Additional
assessment instruments consisting of written and practical items can be viewed from Test Item Banks
managed by the recognized assessment body.

MULTIPLE CHOICE TYPE QUESTION

Question Which of the following is the first line of treatment for complicated malaria?

Related Module: Tropical Medicine

A) I.V Quinine C) I.V Artesunate

B) Oral Duocortexin D) I.M Artemether

KEY: C
SHORT ANSWER TYPE QUESTION

State three main clinical features for a patient with Hyperglycemia

Question 1
[Related module: Medical Nursing]

1 …………………………………………………………….............................................................................……………………
………………………………………………………………………….............................................................................………
2

3 ………………………………………………………………………………...........................................................................…..

71
 MATCHING TYPE QUESTION

Match the types of immunity to the processes of how they are

Question 1 acquired.
[Related Module: Personal and Communal Health]

Drugs Description

Artificially acquired passive Administration of anti –toxin

A. immunity 1.

Artificially acquired active Having resistance to infection

B. immunity 2.

Naturally acquired passive Pre formed anti bodies given to

C. immunity 3. host

Naturally acquired active Actual infection

D. immunity 4.

5. Mother to child transmission

6. Vaccination

Key KEY

A 2

B 6

C 5

D 4

1.

72
PRACTICAL TYPE QUESTION

Uganda Performance Question

Occupational title Certificate Nurse

Qualification Certificate

Question: Administer oral Paracetamol 1gm.

Related Module Fundamentals of Nursing

Required tools, Tray, spoon, medicine cup, medicine (paracetamol 1gm), Drinking
water, glass, bowl, prescription/patient’s file,
Materials and

Equipment

Time allocation 5 -10 minutes

Preferred venue` Skills lab, clinical area

Remarks for Observe safety and health precautions

Candidates

Remarks for

Institution

73
 # Assessment Max. Score
Comments
Criteria Scoring guide Process Result
Score Score
Greets patient/creating rapport (name,
Identify the sickness, last medication)
1.
right patient
Explain procedure (mention the medicine,
why it is given, any side effects)

Confirms the prescription (looks at

Identify prescription form)
2. the correct
medicine Checks label, dosage, expiry date, (and
confirms with a Senior/qualified staff).

3.

First positioned patient (sit up position)

Wash and dry hands after positioning

patients

Administer Scoops 2 tablets of paracetamol 500mg

4. (use spoon)
medicine

Places tablets in medicine cup, and hands it

to patient

Gets a cup/glass of water (no spillages)

Observes client as she/he swallows

Confirm
5. medicine is Asks client to open mouth and lift tongue
swallowed
Thanks patient

(first observed patient for reaction response

Document
to the medicine before taking records)
6. in patient’s
Records the name of medicine, dose, route,
file
time of administration, signs against it.

Thanks patient for accepting to take

medicine

Helped patient to preferred comfortable

7. Clear away position, straightened bed linen

Take the tray of remaining medicine (no

spillages water, items used), folded screens

Total

74
Appendices

Appendix 1: List of Panelists (Occupational Profiling)

Title of present
Name Organization
occupation

1. Apio Rebecca Enrolled Nurse St. Kizito Hospital Matany

Abio Aniceta Arua School of Comprehensive Nursing

2. Principal
Dramadri and Midwifery
Nyenga Nursing and Midwifery Training
3. Omach Mono Harriet Deputy Principal
School
4. Namirembe Mary Enrolled Nurse Masaka Regional Referral Hospital

Sr. Amongi Genevive

5. Senior Health Tutor Lira School of Comprehensive Nursing
Jacinta Aber
Enrolled Nurse/Focal
6. Amaku Festo Lodonga Mission Health Centre Yumbe
Person ART Units/TB

7. Akoth Alice Vivian Enrolled Nurse Namatala H/C IV Mbale

8. Amuge Agnes Enrolled Nurse Uganda Prisons

Odong Emmanuel
9. Enrolled Nurse Mengo Hospital
Peter
Islamic University in Uganda, School of
10. Namutebi Sarah Principal
Nursing and Midwifery Mbale

11. Nabwami Eva Enrolled Nurse Mulago N.R.H

Mbusa Joel
12. Enrolled Nurse Kalibo Health Centre III Kasese
Muhanuka
Kiggundu Christine Senior Nursing
13. Mengo Hospital
Namubiru Nsubuga Officer/ Ward Mentor
Nurse Tutor/ Kagando School of Nursing and
14. Masereka Emilio
Academic Registrar Midwifery
Senior Nursing
15. Namisango. T. Rose Masaka Regional Referral Hospital
officer- Mentor
16. Sr. Winnie Mueni Nurse Officer Kyatiri M.S.M.M.C Health Centre III
Principal Nursing
17. Hellen Atekit St. Kizito Hospital Matany PNFP
Officer
Mugume Nursing officer/
18. Mulago National Referral Hospital
Ahimbisibwe Enid Mentor
Nakku Mwanjuma
19. Enrolled Nurse Kibuli Muslim Hospital
Twaibu

75
Appendix 2: List of Panelists (Training Module Development

Title of present
Name Organization
occupation
Nurse Tutor/ Kagando School of Nursing and
1. Masereka Emilio
Academic Registrar Midwifery

2. Amuge Agnes Enrolled Nurse Mbale Main Prisons Health Centre III

3. Sr. Winnie Mueni Nursing Officer Kyatiri M.S.M.M.C Health Centre III

4. Kyefamu Alex Nurse Tutor Ntungamo Health Training Institute

Senior Nurse
Kiggundu Christine
5. Officer/ Ward Mengo Hospital
Namubiru Nsubuga
Mentor
Nsambya School of Nursing and
6. Namukasa Jane Frances Deputy Principal
Midwifery

7. Apio Rebecca Enrolled Nurse St. Kizito Hospital Matany

Kalungi School of Nursing and

8. Kirabira Annet Olivia Principal
Midwifery

9. Mugume .A. Enid Nursing Officer Mulago National Referral Hospital

Soroti School of Comprehensive

10. Owiny Charles Ayen Nurse Tutor
Nursing
Nyenga Nursing and Midwifery Training
11. Omach Mono Harriet Deputy Principal
School
Principal Nursing
12. Hellen Atekit St. Kizito Hospital Matany
Officer
Kibuli Muslim School of Nursing and
13. Mbabazi Maureen Nurse Tutor
Midwifery
Islamic University in Uganda, School of
14. Namutebi Sarah Nurse Tutor
Nursing and Midwifery, Mbale
Lodonga Mission Health Centre III
15. Amaku Festo Enrolled Nurse
Yumbe

16. Anne .A. Avinyia Nursing Officer Bugema University, Arua Branch

17. Adriko Nicholas Health Tutor Butabika School of Psychiatric Nursing

18. Angujeru Pacutho Betty Principal Hoima School of Nursing and Midwifery

Arua School of Comprehensive Nursing

19. Abio Aniceta Dramadri Principal
and Midwifery

76
Appendix 3: List of Panelists (Test Item Development)

Title of present
Name Organization
occupation

Nurse Tutor/ Academic Kagando School of Nursing and

1. Masereka Emilio
Registrar Midwifery

2. Sr. Winnie Mueni Nursing Officer Kyatiri M.S.M.M.C Health Centre III

3. Kyefamu Alex Nurse Tutor Ntungamo Health Training Institute

4. Apio Rebecca Enrolled Nurse Matany Hospital

5. Kirabira Annet Olivia Principal Kalungi School of Nursing and Midwifery

Nyenga Nursing and Midwifery Training

6. Omach Mono Harriet Deputy Principal
School
Principal Nursing
7. Hellen Atekit St. Kizito Hospital Matany
Officer
Kibuli Muslim Health Hospital Training
Nurse Tutor/ Academic
8. Mbabazi Maureen School- School of Nursing and
Registrar
Midwifery
Islamic University in Uganda, School of
9. Namutebi Sarah Nurse Tutor
Nursing and Midwifery, Mbale
Lodonga Mission Health Centre III
10. Amaku Festo Enrolled Nurse
Yumbe
Abio Aniceta Arua School of Comprehensive Nursing
11. Principal
Dramadri and Midwifery

12. Sr. Genevive Aber J. Senior Health Tutor Lira School of comprehensive Nursing

13. Betty Masengere Examinations Officer UNMEB

14. Irene Y Kiprop Examinations Officer UNMEB

Ssebugenyi Annet
15. Examinations Officer UNMEB
Natalia

77
Appendix 4: List of panelists (Validation workshop)

Title of present
Name Organization
occupation
Nurse Tutor/ Academic
1. Masereka Emilio Kagando School of Nursing & Midwifery
Registrar
3. Sr. Winnie Mueni Nursing Officer Kyatiri M.S.M.M.C Health Centre III

4. Kyefamu Alex Nurse Tutor Ntungamo Health Training Institute

Kiggundu Christine
5. Nurse/Midwife Mengo Hospital
Namubiru Nsubuga
6. Mugume .A. Enid Nursing Officer Mulago National Referral Hospital
Nyenga Nursing & Midwifery Training
7. Omach Mono Harriet Deputy Principal
School
8. Hellen Atekit Principal Nursing Officer St. Kizito Hospital Matany
9. Susan Oketcho PIVES Directorate of Education Standards
Curriculum Development
10. Benard Akol .O. National Curriculum Development Centre
Specialist
11. Mubeezi .P. Mary ETR Manager Uganda Nurses and Midwives Council
Chairperson Examination
12. Ogarubo Tiko Mary UNMEB
Committee

78
Appendix 5: Key reference documents used during the development
process

1) The Curriculum for Enrolled Nurse, 1997

2) The Nurses and Midwives Act, 1996

3) BTVET Act, 2008.

4) The Universities and other tertiary institutions (grading and classification of undergraduate
degrees and diplomas) regulations, 2015

5) DACUM Handbook

SUPPORT TO THE DEVELOPMENT PROCESS FUNDING

USAID- Strengthening Human Resources for Health Activity/IntraHealth

CORDINATION TEAM AT INTRAHEALTH

1 Dr. Vincent Oketcho Chief of Party

2 Mr. Stephen Ssebaggala Senior Advisor Training

3 Christine Alura Program Officer (Nursing & Midwifery)

CONSULTANTS/ PROCESS FACILITATORS

Joshua Kunya - Skills Initiative Uganda

Richard Basalirwa - Skills Initiative Uganda

79
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