SECOND YEAR: FIRST SEMESTER

LEVEL: 200
COURSE TITLE: ADVANCED NURSING I
COURSE CODE: NUR 201
CREDITS: 2

Course Description
The course is designed to provide students with the opportunity to develop skills in
some medical and surgical procedures. Students will learn about nursing
responsibilities in medicine administration and intravenous therapy. The nursing
process will serve as the guiding framework to assess, diagnose, plan, implement and
evaluate nursing care for patients’ requiring care.

Course Objectives
By the end of the course, the student will be able to
a. demonstrate skills in administering intravenous therapy, blood transfusion and
parenteral feeding
b. demonstrate skills in administration of oxygen.
c. demonstrate skills in setting trays and trolleys for various diagnostic
procedures
d. describe the nursing responsibilities before, during and after diagnostic and
therapeutic procedures
e. prepare patients for various procedures
f. outline rationale for the procedures

Course Content
1. Preparation and administration of intravenous therapy; blood transfusion and
Total Parenteral Nutrition
2. Monitoring for, recording and reporting adverse reactions
3. Oxygen therapy
a. Administration of oxygen therapy
b. Safety precautions in oxygen administration
c. Maintaining the oxygen apparatus
4. Nebulisation of patients
a. Preparing the patient for nebulisation
b. Care of the nebuliser
c. Documentation of nursing actions concerning nebulisation
5. Nursing management of patients with respiratory problems
a. Positioning of patients with respiratory problems,
b. Postural drainage
c. Use and maintenance of suctioning machines,
d. Setting trolleys and assisting with special procedures: chest aspirations,
bronchoscopy, thoracenthesis, under water seal drainage
6. Nursing management of patients with cardio-vascular conditions

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 a. Setting trays and trolleys for special procedures: cardiac
catheterization, echocardiography, electrocardiography
b. Preparing the patient for the procedures
c. Positioning of patients with cardiac problems
7. Nursing management of patients with gastrointestinal problems
a. Passing nasogastric tube, NG tube feeding, gastrostomy feeding
b. Preparation of patient for barium meal, barium swallow, functional test
meal endoscopy, proctoscopy, liver biopsy and abdominal paracentesis
c. Assisting with the following procedures: ileostomy and colostomy
care, parenthesis abdominis and gastric washout
d. Care of the ostomy site/wound
e. Patient education on care of the permanent ostomies
f. Monitoring patients’ blood glucose levels
8. Nursing management of patients with urinary problems
a. Identification of various catheters
b. Collection of urine specimen for routine examination and culture and
sensitivity
c. 24-hour urine specimen, mid-stream urine collection
d. Urethral catheterization and catheter hygiene
e. Preparation of patients for intravenous pyelography, retrograde
pyelography
f. Preparation of patients for peritoneal and haemodialysis

Student Evaluation
Continuous Assessment - 40%
End of Semester examination - 60%

Recommended Reading List

Alphonsa, J. (2007). Fundamentals of nursing. Vol 2, New Delhi: Vikas Publishing
House PVT.
Berman, Snyder, Kozier & Erb. 2012). Kozier & Erb’s Fundamentals of nursing:
Concepts, Process, and Practice. New Jersey: Prentice Hall.
DeLaune, S., & Ladner, P. (2010). Fundamentals of nursing. Ontario:Nelson
Education.
Doenges, M., & Moorhouse, M. F. (2003) Nursing diagnosis manual: planning,
individualizing, and documenting client care. Philadelphia: F. A. Davis
Company
Frank, E. D., Long, B. W., & Smith, B. J. (2007). Merrill's atlas of radiographic
positioning & procedures. St Louis, MO: Mosby
Hamric, A. B., Spross, J. A., & Hanson, C. M. (2000). Advanced nursing practice: An
integrative approach. Philadelphia: Saunders.
Nettina, S. M., Msn, A.-B., & Nettina, S. M. (2013). Lippincott manual of nursing
practice Philadelphia: Lippincott Williams & Wilkins.
Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2016). Fundamentals of nursing
Ontario: Elsevier Health Sciences.

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 LEVEL: 200
COURSE TITLE: SOCIOLOGY FOR NURSES
COURSE CODE: NUR 203
CREDITS: 2

Course Description
The course is designed to introduce students to the rational and scope of sociology as
related to health care. The course describes the social systems and their effect on
patient. It is aimed at equipping the student with the skill to enable them appreciate
the behaviour of the variety of people and situations they are likely to encounter as
they enter the hospital to perform professional duties. This course is designed to equip
the students with knowledge on the health system in Ghana. It highlights important
topics and concepts that will help understand the nature of human society and how it
functions. The course also focuses on the social, economic, political and cultural
impact on the health status of the individual.

Course Objectives
By the end of the course, the student should be able to
a. discuss the key concepts in sociology
b. discuss the scope of medical sociology
c. state the factors that account for individual differences.
d. understand the meaning of health and illness especially as it relates to social
structure
e. describe the dynamics of healthcare organizations
f. understand the development of the professionalization of nursing
g. appreciate the traditional and modern forms of health delivery systems in
Ghana as well as their respective uses and social effects
h. described the role of politics in health
i. appreciate the hospital as a social system and the mental hospital as a total
institution

Course Content
Unit 1: The concept of sociology:
a. Definition of sociology
b. Differences between sociology; psychology; social psychology and
anthropology
c. Social process: The family; Kinship and lineage systems; Socialization
d. Key Concepts in the study of sociology: Culture; Ethnocentrism;
Values; Norms; Status and roles; Social stratification; Social system;
Social functions.
Unit 2: Types of society
a. Basic features of different social organizations
b. Traditional religious beliefs and their social functions
c. The role of the supernatural in healing.

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Unit 3: The hospital social system
a. The sociology of hospital organization
b. The hospital Organization and its impact on doctor/nurse/patient
relationship
c. Organizations and work in society
d. Characteristics of organizations bureaucracy in healthcare
e. Nursing and professionalization in Ghana
f. Problems of professionalization of nursing in Ghana.
Unit 4: The sick role and the process of medical seeking
Unit 5: Ghana’s health infrastructure
a. Indigenous medicine in contemporary Ghana,
b. National health policies
c. Poverty and health care, national health insurance, Cash and Carry
system, Ghana Health Services
d. Pharmaceuticals in Non- Western cultures, Pharmaceuticals as social
products
Unit 6: Deviant behaviours and their management
a. Effects of deviant behaviour on health and healthcare
b. Delinquency; Drug abuse
Unit 7: The concept of social change
a. Transition from traditionality to modernity
b. The impact of colonialism
c. Demographic changes: population transition theory and population
growth
d. The political institution in transition
e. The new local government structure and parliamentary system
Unit 8: The religious institution in transition
a. The impact of Christianity and Islam
b. The economic in transition: industrialization; professionalism
c. Social stratification of traditional medicine in health care in Ghana
d. The family in transition: Functions of the modern family; new
marriage markets; impact of intestate succession law.
Unit 9: The social, economic, political and cultural impact on the health status of
individuals

Student Evaluation
Continuous Assessment - 40%
End of Semester Examination - 60%

62
Recommended Reading List
Assimeng, J. (1999). Social Structure of Ghana: A Study in Persistence and Change
Accra: Ghana Publishing Corporation.
Clement, I. (2010). Sociology for nurses: Karnataka: Pearson Education India.
Denny, E., & Earle, S. (2005). Sociology for nurses. Oxford: Polity.
Green, B., Earle, S., Denny, E., & Earle, S. (2005). Why Should Nurses Study
Sociology? Sociology for Nurses, 29.
Lohumi, S. (2015). Sociology for Nurses. St Louis:Elsevier Health Sciences.
McPherson, N., Denny, E., Earle, S., Annandale, E., Elston, M. A., & Prior, L.
(2009). Sociology for Nurses: JSTOR.
Twumasi, P. A. (2005). Medical systems in Ghana: A study in medical sociology.
Accra: Ghana Publishing Corporation.
Willis, K., & Elmer, S. (2007). Society, culture and health-an introduction to
sociology for nurses. Oxford: Oxford University Press.

63
 LEVEL: 200
COURSE TITLE: PHARMACOLOGY I
COURSE CODE: NUR 205
CREDITS: 2

Course Description
This course focuses on preparing the student nurse for the use of pharmacological
agents used to promote, maintain and restore health. Pharmacological principles, drug
interaction, side effect and contraindications of certain drugs will be presented as
bases for clinical judgement and management of patients. Content will be presented
on selected drug classifications, prototypes and individual drugs. The role and
function of the professional nurse as related to pharmacological agents will be
reviewed.

Course Objectives
By the end of the course students should be able to
a. discuss the various sources of drugs
b. explain the principles of pharmacology
c. explain key terms in Pharmacovigilance
d. explain general drug metabolism
e. explain indications, dosages, actions, side effects contraindications and
nursing implications of drugs on various body systems
f. identify nursing responsibilities in drugs
g. apply current drug policies in Ghana emphasizing the role of nurse.

Course Content
Unit 1: Sources of drugs
Unit 2: General drug metabolism
Unit 3: Pharmacology of commonly used drugs
a. Action, metabolism, dosages, routes of administration, actions, side
effects, contraindications, drug interactions and nursing implication
Unit 4: Explanation of key terms in pharmacovigilance:
a. Pharmacovigilance
b. Vaccine vigilance and patient safety
c. Pharmacovigilance system in Ghana
d. Importance of pharmacovigilence
e. Spontaneous reporting and Other methods of safety monitoring of
medicine

NB. The drugs listed below will be treated under the following headings: action,
absorption mechanism, dosage and route of administration, distribution, side effects,
elimination, contra-indication, drug interactions, nursing implications.

64
Unit 5: Analgesics
a. Narcotic analgesics: Opiates, morphine, pethidine
b. Salicylates: Aspirin
c. Non Steroidal Anti-Inflammatory agents (NSAID)
d. Miscellaneous: Paracetamol
Unit 6: Hypnotics and sedatives: diazepam barbiturates
Unit 7: Drugs acting on the respiratory system
a. Bronchodilators: salbutamol, aminophylline
b. Analeptics/respiratory stimulants: nikethamide, acetazolamide
c. Expectorant/mucolytics: benylin
d. Cough suppressants: codeine linctus
Unit 8: Drugs used in infections
a. Antibacterial drugs
i. Penicillins: benzylpenicillin, amoxicillin, cloxacillin
ii. Tetracyclines
iii. Cephalosporins; Cefotaxime, cefuroxime, cephalexem
iv. Chloramphenicol
v. Aminoglycosides: streptomycin, gentamycin, neomycin,
kanamycin
vi. Macroclides; erythromycin
vii. Sulphonamides; sulphadimidines, cotrimazole
b. Antituberculous drugs: rifampicin, isoniazid
c. Antileprotic drugs: dapson, clofazine
d. Antiprotozoal drugs: metronidazole
e. Antimalarials: halofantrine hydrochloride, fansider, artesunate
amodiaquine
f. Amoebicides; metronidazole, erythromycin
g. Antifungal drugs: nystatin, miconazole, griseofulvin, clotrimazole
h. Antiretrovirals used in Ghana: 1st and 2nd line drugs, antiretrocirals
used in PMTCT
i. Antihelmintics: mebendezole, albendazole
Unit 9: Miscellaneous drugs
a. Steroids: dexamethasone, hydrocortisone
b. Cytotoxic drugs
i. Alkylating agents: busulphan
ii. Antimetabolites: floutouracil, methotrexate, cytosine
iii. Alkaloids: vincristine
iv. Antibiotics: doxorubicin (Adriamycine)

65
Unit 10: Medications acting on the digestive system
a. Antacids: aluminium hydroxide, magnesium trisilicate
b. Antispasmodics: hyoscine butylbromide
c. Histamine(H2) - receptor antagonists: cimetidine, ranitidine
d. Proton pump inhibitors: omeprazole
e. Cytoprotectives: misoprostol
f. Laxatives: bisacodyl, magnesium sulphate, liquid paraffin
g. Anti-emetics: promethiazine hydrochloride, metoclopramide, hyosine,
avomine

Student Evaluation
Continuous Assessment - 40%
End of Semester examination - 60%

Recommended Reading List

Abrams, A. C., et. al, (2007). Clinical Drug Therapy: Rationales For Nursing
Practice. 8th ed. Philadelphia: Lippincott Williams and Wilkins.
Adams, M. P., Holland, N., & Carol Urban PhD, R. (2013). Pharmacology for nurses:
A pathophysiologic approach. New York: Pearson Higher Ed.
Deglin, J. H., & Vellerand, A., H., (2007). Davis’s Drug Guide For Nurses. 10th ed.
Inco, New Jersey: Pearson Educational.
Golan, D.E. Tashjian, A. H. (2007) Principles of Pharmacology: The
Pathophysiologic Basis of Drug Therapy. 2nd ed. Philadelphia: Lippincott
Kee, J. L., Hayes, E. R., McCuistion, L. E., & Haugen, N. (2014). Study Guide for
Pharmacology: A nursing process approach. St Louis: Elsevier Health
Sciences.
Lehne, R. A., & Rosenthal, L. (2014). Pharmacology for nursing care. St Louis:
Elsevier Health Sciences.
Williams, B. R., & Baer, C. L., (1998) Essentials of clinical pharmacology in nursing.
3rd ed. Pennsylvania:Springhouse.
Wilson, A. B., Shannon, M. T., Shieds, K. M., & Stang, C. L., (2007) Nurses Drug
Guide. New Jersey. Prentice Hall.

66
LEVEL: 200
COURSE TITLE: NURSING PRACTICE III
COURSE CODE: NUR 207
CREDIT: 1

Course Description
The course is a practical component of Advanced Nursing I (NUR 201). The course
ensures hands-on practice of nursing actions in caring for patients’ under-going
treatment or diagnostic procedures associated with the respiratory, cardiovascular, and
the digestive systems. Students will learn to set trays and trolleys for these procedures
and also prepare/support patients before, during and after the procedures. Students
will have demonstrations and return demonstrations in the skills laboratory and
hospital under the supervision of lecturers, clinicians and preceptors. It is designed to
expose students to a minimum of 108 hours of clinical placement.

Course Objectives
By the end of the course, the students will be able to
a. Develop a plan of care using the Nursing Process Approach
b. set trolleys for various diagnostic and therapeutic procedures
c. prepare patients for examinations, diagnostic and investigative procedures
d. prepare patient for surgery
e. practice barrier nursing techniques
f. observe patients during and after procedures, record and report findings
accurately
g. serving appropriate diets specific to patients’ condition
h. educate patients/relatives on care of patients post procedures

Expected Competencies
1. Care of patients/family using the nursing process
a. Assessment and Identification of nursing problems of patients/families
b. Diagnosing of patients Nursing problems using the taxonomies
c. Planning and implementation care activities according to patients
needs
d. Evaluating outcomes of nursing care activities implemented
2. Setting of trays/trolleys for various procedures, investigations and therapies
a. Diagnostic and therapeutic procedures for patients with respiratory
problems
b. Diagnostic and therapeutic procedures for patients with Cardiovascular
problems
3. Preparation of patients for advanced nursing procedures
4. Surgical nursing skills
a. Pre-operative care of clients
b. Setting trays and trolleys for procedures for surgical procedures
c. Wearing gown, gloves, mask, boots and goggles
d. Decontamination/disinfection and sterilisation

67
 e. Assisting with minor surgeries.
f. Post operative care of clients
5. Medical nursing skills
a. Nursing care of patients with communicable diseases.
b. Routine nursing activities.
c. Lifting, moving and positioning patients with special conditions
d. Barrier nursing techniques

Student Evaluation
Continuous Assessment - 40%
End of Semester examination - 60%

Recommended Reading List

Alphonsa, J. (2007) Fundamentals of Nursing. Vol 2, New Delhi: Vikas Publishing
House PVT.
Berman, Snyder, Kozier & Erb. 2012). Kozier & Erb’s Fundamentals of Nursing:
Concepts, Process, and Practice. New Jersey: Prentice Hall.
DeLaune, S., & Ladner, P. (2010). Fundamentals of Nursing. Ontario:Nelson
Education.
Doenges, M., & Moorhouse, M. F. (2003) Nursing Diagnosis Manual: Planning,
Individualizing, and Documenting Client Care. Philadelphia: F. A. Davis
Company
Frank, E. D., Long, B. W., & Smith, B. J. (2007). Merrill's Atlas of Radiographic
Positioning & Procedures. St Louis, MO: Mosby
Hamric, A. B., Spross, J. A., & Hanson, C. M. (2000). Advanced Nursing Practice:
An Integrative Approach. Philadelphia: Saunders.
Nettina, S. M., Msn, A.-B., & Nettina, S. M. (2013). Lippincott Manual of Nursing
Practice. Philadelphia: Lippincott Williams & Wilkins.
Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2016). Fundamentals of Nursing
Ontario: Elsevier Health Sciences.

68
 LEVEL: 200
COURSE TITLE: PATHOLOGY
COURSE CODE: NUR 209
CREDITS: 2

Course Description
Pathology builds on previous knowledge gained from anatomy, physiology, chemistry
and microbiology. Students are taken through cellular basis of disease, inflammatory
processes, healing of wounds, fractures and concepts including immunology and
neoplasm. It stresses the loss of normal function interaction in the physiological
systems. It is designed to endow the student with knowledge that will be helpful in the
management of health deviations of the individual therapeutically

Course Objectives
By the end of the course, the students will be able to
a. explain the concept of pathology, its role and the history of the discipline.
b. describe the cellular basis of disease, cell adaptation, injury and death.
c. describe inflammatory processes.
d. describe healing of wounds, fractures and special tissues.
e. explain the concept of immunology
f. state pathological processes in shock, embolism, Infarction and neoplasm
g. describe pathological processes in cardiac, renal and liver failure.

Course Content
Unit 1: Introduction to pathology
a. Role of pathology
b. Causes and classification of disease
c. Cellular basis of disease
d. Cell injury and adaptation
e. Cell death
Unit 2: Inflammation
a. The inflammatory reaction
b. Causes of inflammation
c. Types of inflammation (acute and chronic)
d. Healing of wounds
e. Fractures and special tissues
Unit 3: Immunology
a. The immune response
b. Immunopathology
c. Immunity and allergy
Unit 4: Circulatory pathology
a. Haemorrhage
b. Shock and hyperaemia
c. Oedema
d. Hypertension
e. Thrombolism and embolism
f. Infarction and ischemia

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Unit 5: Neoplasms
a. The nature of new growth
b. General characteristics of cancers
c. Benign and malignant neoplasms
Unit 6: Pathological effects of organ failure; cardiac, renal and liver failure

Student Evaluation
Continuous Assessment - 40%
End of Semester examination - 60%

Recommended Reading List

Collins, C. (2007). Pathophysiology and classification of stroke. Nursing standard,
21(28), 35-39.
Fletcher, C. D. (2000). Diagnostic histopathology of tumors.
Hammer, G. D., & McPhee, S. J. (2014). Pathophysiology of Disease: An
Introduction to Clinical Medicine 7/E (ENHANCED EBOOK): McGraw Hill
Professional.
Hardy, J. (2008). Multiple system atrophy: pathophysiology, treatment and nursing
care. Nursing standard, 22(22), 50-56.
McCance, K. L., & Huether, S. E. (2015). Pathophysiology: The biologic basis for
disease in adults and children: Elsevier Health Sciences.
Mohan, H. (2005). Textbook of pathology: Jaypee brothers.
Porth, C. (2005). Pathophysiology: Concepts of altered health states (Vol. 1):
Lippincott Williams & Wilkins.
Porth, C. (2011). Essentials of pathophysiology: Concepts of altered health states:
Lippincott Williams & Wilkins.

70
 LEVEL: 200
COURSE TITLE: MEDICAL NURSING I
COURSE CODE: NUR 211
CREDITS: 3

Course Description
The course describes the assessment of patients, fluid and electrolyte balance, causes,
manifestations and management of communicable diseases. This course covers
metabolism, fluid and electrolyte imbalance and nutritional deficiencies. It will also
enable students describe the causes, manifestations and management of
communicable diseases. The conditions listed will be discussed under causes,
pathology, clinical features, diagnosis, management (Nursing and medical) prevention
and health education where applicable.

Course objectives
By the end of the course, the student will be able to
a. discuss fluid and electrolytes imbalance
b. describe the various nutritional disorders
c. manage common communicable diseases
d. describe sexually transmitted infections including HIV/AIDS
e.

Course Content
Unit 1: Fluid and electrolyte imbalance: oedema, dehydration, acidosis, alkalosis
Unit 2: Nutritional deficiencies
a. Undernutrition: severe acute malnutrition kwashiorkor, marasmus,
vitamin and mineral deficiency
b. Overnutrition: Obesity

The conditions listed below will be discussed under the following headings, where
applicable: causes, pathophysiology, clinical features, diagnostic measures, medical
treatment, nursing care, prevention and health education.

Unit 3: Common diseases

a. Diseases caused by contact and droplets: common cold (coryza)
catarrh, influenza, pulmonary tuberculosis, mumps, diphtheria, cerebro
spinal meningitis, chicken pox, leprosy, buruli ulcer, yaws,
streptococcal, sore throat, small pox
Unit 4: Water and food borne diseases: typhoid, paratyphoid, cholera, dysentery and
food poisoning.
Unit 5: Diseases by insects and others animals: malaria, yellow fever, dengue fever,
plague, rabies, trypanosomiasis, typhus, filariasis anthrax
Unit 6: Diseases caused by parasitic worms: schistosomiasis, ascariasis,
drancunculiasis, ankylostomiasis, flagellate infestation, strongyloidosis

71
Unit 7: Diseases caused by fungi: superficial mycosis, actinomycosis, histoplasmosis,
mycetoma, candidiasis, ringworm
Unit 8: Sexually transmitted infections: gonorrhea, syphilis, lymphogranuloma
venereum and inguinale, chancroid, trichomonas vaginalis, scabies, herpes,
candidiasis, chlamydia, genital warts, viral hepatitis (manage using syndromic
management)
Unit 9: HIV/AIDS, HIV testing and Counseling (HTC), Prevention of Mother to Child
transfer (PMTCT), people living with AIDS (PLWAS).

Student Evaluation
Continuous Assessment - 40%
End of Semester examination - 60%

Recommended Reading List

Brunner, L. S., Smeltzer, S. C. C., Bare, B. G., Hinkle, J. L., & Cheever, K. H. (2010).
Brunner & Suddarth's textbook of medical-surgical nursing (Vol. 1)
Philadelphia: Lippincott Williams & Wilkins.
Carnevali, D. L., Thomas, M. D., Godson, L. T., & Waterloo, I. (1993). Diagnostic
reasoning and treatment decision making in nursing: Philadelphia, Pa.
GHS/MOH. (2014). PMTCT Handbook for Healthcare Providers in Ghana Accra:
Ghana Publishing House.
Gordon, M. (1994). Nursing diagnosis: Process and application St Louis: Mosby Inc.
LeMone, P., Burke, K., Dwyer, T., Levett-Jones, T., Moxham, L., & Reid-Searl, K.
(2015). Medical-surgical nursing London: Pearson Higher Education AU.
Pratt, R. J. (1991). AIDS: a stragegy for nursing care. London: Edward Arnold
Publishers Ltd
Smeltzer, S. C., Bare, B. G., Hinkle, J., Cheever, K., Townsend, M. C., & Gould, B.
(2004). Brunner & Suddarth’s Text book of Medical Surgical nursing, 10 th
editions Philadelphia: Lippincott, Williams& Wilkins.
Woods, S. L., Froelicher, E. S. S., Motzer, S. A., & Bridges, E. J. (2005). Cardiac
Nursing: Philadelphia: Lippincott Williams & Wilkins PA.

72
 LEVEL: 200
COURSE TITLE: SURGICAL NURSING I
COURSE CODE: NUR 213
CREDITS: 3

Course Description
This course is designed to give students the fundamental knowledge in theatre
nursing. The course also builds on the students’ knowledge on inflammation and to
equip them with skills to identify and manage patients with inflammation. The course
aims at equipping students with the knowledge and skills to identify problems and
manage patients with neoplasm, wound and inflammatory conditions.

Course Objectives
By the end of the course, the students will be able to
a. trace the history of surgery and surgical nursing
b. explain terminologies used in surgical nursing
c. explain surgical asepsis
d. describe technique for scrubbing, gowning and gloving
e. describe the setting of theatre and surgical units
f. set theatre and trolley for surgical operations
g. list of the members of the theatre team and describe their role
h. prepare patients for surgery
i. scrub and assist with minor and major surgical procedure
j. manage patients recovering from surgery

Course Content
Unit 1: General overview of Surgery
a. Definition and types of surgery:
b. Terminologies used in surgical nursing
c. History of surgery
d. Prefixes and suffixes used in surgery.
e. Members of the health team and their roles
Unit 2: Surgical aseptic techniques
a. Scrubbing,
b. Gowning and gloving
c. Assisting others to gown
Unit 3: Setting of the surgical unit
a. Theatre setting;
b. Multidisciplinary theatre team
c. Theatre techniques
d. Managing theatre equipment and supplies.
Unit 4: Analgesia and anaesthesia: sutures and suturing.
Unit 5: Preparing equipment for surgery
a. Setting theatre trolleys:
b. Sterilization;
c. Care of instruments.

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Unit 6: Preparing patients for surgery:
a. Preoperative care of Patients
b. Psychological
c. Physiological
d. Physical
e. Social
f. Spiritual
Unit 7: Post operative care of clients
a. Immediate post-operative care;
b. Latent post-operative care;
c. Discharge planning and
Unit 8: Management of surgical emergencies

Student Evaluation
Continuous Assessment - 40%
End of Semester examination - 60%

Recommended Reading List

Black, J. M., & Hawks, J. H. (2009). Medical-surgical nursing. London:
Saunders/Elsevier.
Brunner, L. S., Smeltzer, S. C. C., Bare, B. G., Hinkle, J. L., & Cheever, K. H. (2010).
Brunner & Suddarth's textbook of medical-surgical nursing (Vol. 1)
Philadelphia: Lippincott Williams & Wilkins.
Fairchild, S. S. (1996). Perioperative nursing: Principles and practice: London: Little
Brown Book Group .
Groah, L. K. (1983). Operating room nursing: the perioperative role. Florida: Reston
Pub. Co.
Groah, L. K. (1990). Operating room nursing: Perioperative practice. New York:
McGraw-Hill/Appleton & Lange.
LeMone, P., Burke, K., Dwyer, T., Levett-Jones, T., Moxham, L., & Reid-Searl, K.
(2015). Medical-surgical nursing London: Pearson Higher Education AU.
Smeltzer, S. C., Bare, B. G., Hinkle, J., Cheever, K., Townsend, M. C., & Gould, B.
(2004). Brunner & Suddarth’s Text book of Medical Surgical nursing, 10 th
editions Philadelphia: Lippincott, Williams& Wilkins.
Spry, C. (2009). Essentials of perioperative nursing. Massachussets: Jones & Bartlett
Learning.
Stobinski, J. X. (2008). Perioperative nursing competency. AORN journal, 88(3), 417
436.

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LEVEL: 200
COURSE TITLE: INTRODUCTORY SIGN LANGUAGE
COURSE CODE: MCS 201
CREDITS: 2

Course Description
This course focuses on equipping the student nurse with knowledge and skills in sign
language. It is aimed at enhancing the ability of the student to communicate
effectively with clients who have hearing impairment for a successful integration in
the health care delivery system.

Course Objects
By the end of the course, the student will be able to
a. describe the history of sign language
b. demonstrate the alpha-numeric of sign language
c. describe the deaf culture and its importance in to health car delivery
d. assisting the hearing –impaired client at the health care setting and community
using sign language

Course Content
1. Brief history
2. The Deaf Culture
3. Rudiments of sign language: Alphabet and numerals (1-100)
4. The “Yes/No” Affirmative/Negation marker
5. Approaches to learning finger-spelling and number
6. Common complaints and diseases of patients: headaches, stomach-ache,
backache, diarrhoea, HIV/AIDS, high blood pressure etc
7. Common foods: kenkey, fufu, banku etc
8. Fruits and vegetables
9. Drinks and beverages
10. Meal times: breakfast, lunch and supper
11. Family concepts: mother, father, brother, sister etc
12. Education on family planning and exclusive breastfeeding
13. Sign language in the health care setting
a. Clinical terminologies
b. OPD
c. Consulting room
d. Laboratory, X ray, Pharmacy
e. Ward
f. Antenatal
g. Maternity
h. Child Welfare/ Family Planning Clinics
i. Referral
14. Indexing

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 15. Plurals
16. Possessions
17. Directionality
18. Person or “agent” sign
19. Facial Expressions

Student Evaluation
Continuous Assessment - 40%
End of Semester examination - 60%

Recommended Reading List

Flodin, M. (2004) Signing Illustrated: The complete Learning Guide. Revised
Edition. New York: TarcherPerigee.
Heller, L. (2012) Sign Language ABC. New York: Sterling Publishing company
Garcia, J.W. (1983) Medical Sign Language: Easily Understood Definitions of
Commonly Used Medical, Dental & First Aid Terms. 1st Ed.
Grayson, G. (2003) Talking with Your Hands, Listening with Your Eyes: A Complete
Photographic Guide to American Sign Language. New York: Square One
Publishers.
Nyst, V. (2007). Sign Language (Ghana). Simultaneity in signed languages: Form
and function, 281, 127.
Raskin, L. (1991). The Handmade Alphabet. London: Puffin Books.
Schmaling, C. H. (2012). Dictionaries of African sign languages: An overview. Sign
Language Studies, 12(2), 236-278.

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 LEVEL: 200
COURSE TITLE: TEACHING AND LEARNING IN HEALTH CARE
COURSE CODE: MCS 203
CREDIT: 2

Course Description
The course focuses on the principles and practice of Nurse Education. It is designed to
expose the student to adult learning theories, curriculum theory and practice teaching
strategies for patients and their families. The student’s interpersonal communication
skills will be enhanced to improve quality of health care and assist in the development
of future nurses.

Course Objectives
By the end of the course, the student will be able to
a. describe adult learning, Cognitive perspectives on teaching and learning.
b. explain behaviourism and describe curriculum theory and practice
c. describe the process of planning of teaching
d. assess for the occurrence of learning
e. provide educational quality assurance
f. teach patients/Clients and their families
g. provide effective interpersonal communication skills.

Course content
Unit 1: Adult Learning; factors that influence adult learning
Unit 2: Teaching and learning principles
a. Health teaching
b. Theories of learning and motivation
c. Learning styles
Unit 3: Assessment
a. Teaching-Learning process; Assessing
b. Writing Learner-Centred objectives
c. Curriculum development
Unit 4: Developing a learner-centred teaching plan
a. Planning
b. Implementing
Unit 5: Evaluation

Student Evaluation
Continuous Assessment - 40%
End of Semester Examination - 60%

Recommended Reading List

DeYoung, S. (2009). Teaching strategies for nurse educators. New York: Pearson
Education.
Gaberson, K., & Oermann, M. (2010). Clinical teaching strategies in nursing: New
York: Springer publishing company.
Johnson, S. A., & Romanello, M. L. (2005). Generational diversity: Teaching and
learning approaches. Nurse educator, 30(5), 212-216.

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Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods:
Definitions, comparisons, and research bases. Journal of engineering
education, 95(2), 123-138.
Skiba, D., & Barton, A. (2006). Adapting your teaching to accommodate the net
generation of learners. Online Journal of Issues in Nursing, 11(2).

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 LEVEL: 100
COURSE TITLE: THERAPEUTIC COMMUNICATION SKILLS
COURSE CODE: MCS 205
CREDITS: 2

Course Description
This course is designed to help students acquire the appropriate verbal and non-verbal
behaviours necessary for effective professional interpersonal interaction with clients/
family, members of the health team and the community at large. The course will deal
with assertive behavioural skills, empathy and active listening. The course aims at
enhancing the student competency in giving constructive feedback in the health team
and to the client.

Course Objectives
By the end of the course, the students will be able to
i. develop knowledge of skills necessary for effective communication both
verbally and non verbally
j. describe the components of communication
k. assist clients in health decision making and negotiating management plans
l. give constructive feedback to clients, family and other team members
m. to use appropriate verbal and non-verbal techniques to relate with clients,
families and others (e.g. effective participation in group discussion and
learning activities)
n. develop the skills for effective interviewing:

Course Content
Unit 9: Communication skills
a. The components of the communication process; Principles underlying
communication; Various communication styles: passive, aggressive,
passive aggressive and assertive communication
b. The importance of communication skills in health care and nursing
c. Verbal communication skills; Basic concepts and principles of speech
communication; Effective verbal communication; Verbal communication
case study
d. Non-verbal communication; Defining non-verbal communications; Types
of non-verbal communications: (e.g. gestures, silence.); Non-verbal
communication case studies
e. Barriers of effective communication; Physical impairment; Mental
impairment; Medical jargons
Unit 10: Interpersonal relations
a. Examine the components of interpersonal skills
b. Describe multidisciplinary communication within the health care team

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 c. Factors that promote good interpersonal relationships
Unit 11: Introduction to therapeutic relationship skills
a. Assertive behavioral skills
b. Empathy
c. Guidelines for therapeutic communication
d. Conditions necessary for therapeutic relationships; confidentiality and
confrontation, empathy, confirmation and trust.
e. Explain the role of therapeutic communication to professional nursing
f. Ethical concerns
g. Disagreements and conflicts / confrontation management
Unit 12: Cultivating conversation skills
a. Importance of good conversational skills
b. Active listening and feedback
c. Behavioural aspects of listening
d. Being an engaging speaker
e. Open ended and close ended questioning
f. Demonstration of active listening/ conversation
Unit 13: Constructive criticisms
a. The critic-recipient relationship
b. Personal criticism
c. Constructive criticism: offering criticism and self reflection
d. Demonstration of constructive critic
Unit 14: Communication technologies
a. Modern technologies
b. Phone manners
c. Drawbacks of communication technologies
Unit 15: Presentation skills
a. Elements of effective presentation
b. Audience profiling
c. Presentation planning process
Unit 16: Gaining understanding in the nature of counseling
a. Client-centered counseling
b. Basic counseling skills
Student Evaluation
Continuous Assessment - 40%
End of Semester Examination - 60%

Recommended Reading List

Achampong, A.P. (2005). A guide to English grammar and usage. Ghana: Dutan
Publishing Company.
Arnold, E. C., & Boggs, K. U. (2015). Interpersonal relationships: Professional
communication skills for nurses. St Louis: Elsevier Health Sciences.

80
Chant, S., Jenkinson, T., Randle, J., & Russell, G. (2002). Communication skills:
some problems in nursing education and practice. Journal of clinical nursing,
11(1), 12-21.
Grover, S. M. (2005). Shaping effective communication skills and therapeutic
relationships at work. Aaohn journal, 53(4), 177-182.
Opoku-Agyemang, N. J (2001). A handbook for writing skills. Accra: Ghana
Universities Press.
Riley, J. B. (2015). Communication in nursing: Elsevier Health Sciences.
Sherrie L. Nist & Carole Mohr (2000). Improving vocabulary skills: short version.
3rd ed New Jersey: Townsend Press Book Center.
Wachtel, P. L. (1993). Therapeutic communication: Principles and effective practice:
Guilford Press.
Wachtel, P. L. (2011). Therapeutic communication: Knowing what to say when:
Guilford Press.
Wiredu, J.F. (1999). Organised English structure with answers. Ghana: Academic
Publications Ghana Ltd

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