Degree Year (1)

Applied Sciences 2 - Pharmacology and Applied Pharmacology Code N2367
Semester & mode of study Full Year Credit rating 10

Aim:
This module is designed to support students with the fundamentals of pharmacology and applied pharmacology that enable them to administrate the different drug groups safely and effectively within the context of nursing care.

Learning Outcomes
On successful completion of the module students will be able to:

L1.Explain the pharmacokinetics in the therapeutics passage of drugs across membranes, absorption, distribution, metabolism, excretion, and time course of drug responses as well as the concept of pharmacodynamics.
L2.Explain the properties of an ideal drug as well as the factors that determine the intensity of the drug response.
L3.Discuss the application of pharmacology in patient care, patient education as well the application of the nursing process in drug therapy through written nursing care plan.
L4.Illustrate the adverse drug reactions and the ways to minimise them as well as the medication errors and the ways to cut them.
L5. Discuss the most commonly used drugs that work on different body systems/pathological conditions.
L6. Enhance search, writing and communication skills among staff and colleagues.

Learning Experiences
Contact hours 30
Tutorial 20
Independent learning 50

Assessment Pattern
Formative:
Formative assessment will include:
2 quizzes
Summative:
Unseen exam problem based exam 50% Semester 1 1hrs
Unseen exam problem based exam 50% Semester 2 1hrs

Content
Unit: 1
The basic terms applied to pharmacology:
•Drug, pharmacology, clinical pharmacology and therapeutics
•Properties of an ideal drug.
•Factors that determine the intensity of the drug response.
Unit: 2
•Application of pharmacology in nursing practice:
•Application of pharmacology in patient care.
•Application of pharmacology in patient education.
•Application of nursing process in drug therapy.
Unit: 3
•Pharmacokinetics and pharmacodynamics:
•Application of pharmacokinetics in therapeutics.
•Passage of drugs across membranes.
•Absorption.
•Distribution.
•Metabolism.
•Excretion.
•Time course of drug responses.
•Dose response relationships.
•Drug restores interactions.
•Drug responses that don't involve receptors.
•Inter-patient variability in drug responses.
•The therapeutic index.
Unit: 4
•Drug interactions, Adverse drug reaction ,medication errors and Individual variation in drug responses :
•Drug –drug interactions.
•Drug- food interactions.
•Drug –supplement interactions.
•The adverse drug reactions and the ways to minimize them.
•The medication errors and the ways to cut them.
•Individual variation in drug responses:
•Body weight and composition.
•Age.
•Pathophysiology.
•Tolerance.
•Placebo effect.
•Variability in absorption.
•Genetics and pharmacogenomics.
•Gender. Race. Drug interactions. Diet.
•Failure to take medicine as prescribed.
Unit: 5
•Drug therapy across the life span(vulnerable groups):
•The basic consideration regarding drug therapy during pregnancy and breast-feeding.
•Drug therapy in paediatrics patients.
•Drug therapy in geriatric patients.
Unit: 6
•The most commonly used drugs that work on different body systems\pathological conditions.

Main Texts:
•ROGERS, K. M. A. (2014). Nurses!: test yourself in pharmacology. Maidenhead, England: Open University Press.
•LEHNE, R. A. (2013). Pharmacology for nursing care. St. Louis, Mo, Elsevier/Saunders.
•LIPPINCOTT WILLIAMS & WILKINS. (2013). Nursing pharmacology made incredibly easy! Philadelphia, Wolters Kluwer/Lippincott Williams & Wilkins Health.
•GALBRAITH, A. (2013). Fundamentals of pharmacology: an applied approach for nursing and health. http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1052332.
•SHRIVASTAVA, M. (2011). Fundamental and applied pharmacology for nurses. New Delhi, Jaypee Brothers Medical Publishers.
•STRINGER, J. L. (2011). Basic concepts in pharmacology what you need to know for each drug class. New York, McGraw-Hill.

Adult Health Nursing 1 Code N2365
Semester & mode of study 1 FT Credit rating 30

Aim:
This module is designed to support students with the knowledge, skills and attitudes needed to provide nursing care for patients with long term conditions to use different nursing care approaches, as it offers them the opportunity to develop core skills in the skills lab and to apply this throughout caring for patients in the hospital.

Learning Outcomes:
On successful completion of the module students will be able to:
L1. Demonstrate an understanding of the basic medical and nursing knowledge needed to care for patients with common chronic illness.
L2. Analyse the consequences of chronic illness on patient and family from the bio-psycho-social perspective.
L3. Apply individualised, evidence based, safe nursing care plans following the nursing process.
L4. Demonstrate a competency in a range of nursing skills that are needed to care for patients with chronic illness.
l5. Synthesise the evidence of the proposed nursing care using different resources.
L6. Demonstrate a commitment to maintain patients’ rights as well as patients’ safety.

Learning Experiences:
Lectures and Seminars, Group Discussion 60
Self-Directed Learning , Peer to Peer Education 40
Skills Lab Training & WBL 200
The module will engage the student in 300 hours in the following types of learning experiences:

Assessment Pattern:
Formative:
Formative assessment will include:
2 quizzes
OSCA

Summative:
Case based exam through case studies from clinical placement to be answered 100% 3hrs
OSCA/WBL 1
WBL practice record (to achieve a WBL pass a satisfactory professional assessment is required and 80% in the attendance log) Pass/fail

Content:
Theoretical Content:
Unit: 1
•Medical background of the common chronic illness that require long-term care and adaptive strategies.
•The basic concepts related to different long-term conditions as stress and coping, rehabilitation, body image and health promotion.
Unit: 2
•The nursing theories that apply in caring for patients with long term conditions.
•The nursing management of patients with long term conditions that affect the different body systems.
Unit: 3
•The effect of long term conditions on patients from the perspective of bio-psycho-social aspects as well as on patients’ relatives.
• Health education and counselling for patient with long term conditions.
Practical Content:
•Using the nursing process to assess, plan, implement and evaluate the outcome of care for patients with long term conditions. Administration of different types of medications, naso- gastric tube insertion, care and removal. Urinary catheter insertion, care and removal, health education and counselling.

Main Texts:
•Blair, KA, & Jansen, MP (eds) 2015, Advanced Practice Nursing : Core Concepts for Professional Role Development (5th Edition), Springer Publishing Company, New York, NY, USA. Available from: ProQuest ebrary. [26 January 2016].
•WEBER, J., & KELLEY, J. (2014). Health assessment in nursing. Fifth edition. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
•PELLICO, L. H. (2013). Focus on adult health: medical-surgical nursing. Philadelphia, Wolters Kluwer Health/Lippincott Williams & Wilkins.
•TIMBY, B. K., & SMITH, N. E. (2013). Workbook for Introductory medical-surgical nursing. Philadelphia, Pennsylvania: Lippincott Williams & Wilkins.
•Kleinpell, RM (ed.) 2013, Outcome Assessment in Advanced Practice Nursing (3rd Edition), Springer Publishing Company, New York, NY, USA. Available from: ProQuest ebrary. [26 January 2016].
•Bahouth, MN (ed.) 2012, Transitioning into Hospital Based Practice : A Guide for Nurse Practitioners and Administrators, Springer Publishing Company, New York, NY, USA. Available from: ProQuest ebrary. [26 January 2016].


Adult Health Nursing 2      Code N2366
Semester & mode of study 2 FT Credit rating 30

Aim: 
This module is designed to support students gain the knowledge, skills and attitudes which are needed to provide nursing care for patients with different acute conditions by using different nursing care approaches, as it offers them opportunity to develop core skills in the skills lab and apply it throughout caring for patients with different acute conditions in hospital.

Learning Outcomes
On successful completion of the module students will be able to:
L1. Discuss the medical, nursing as well as other supportive sciences that contribute to the delivery of a safe evidence based nursing care for patients with common acute illness. √ √ √ √ √
L2. Differentiate between nursing theories that are used to care for patients with acute and chronic illness. √ √ √ √
L3. Explain the effect of acute illness on the patients from the bio-psycho-social perspective. √ √ √ √ √
L4. Provide a safe competent peri-operative nursing care for adult patients following the teamwork approach. √ √ √ √ √
L5. Provide care for patients with acute conditions based on needs assessment following the nursing process with a respect to the human rights, diversity, and equity. √ √ √ √ √
L6. Demonstrate a commitment to maintain patients’ rights as well as patients’ safety. √ √ √ √ √

Learning Experiences:
Lectures and Seminars, Group Discussion 60
Self Directed Learning , Peer to Peer Education 40
Skills Lab Training and WBL 200

Assessment Pattern
Formative:
Formative assessment will include:
2 quizzes
OSCA
Summative:
Case Based Exam through case studies from clinical placement to be answered 100%  3hrs
OSCA/WBL 2
WBL practice record (to achieve a WBL pass a satisfactory professional assessment is required and 80% in the attendance log) Pass/fail

Content:
Theoretical Content:
Unit: 1
• Theories of medical, nursing and other supportive sciences that are integrated in the delivery of care for patients with acute conditions.
Unit: 2
• Nursing care for critically ill patients.
• Nursing care for patients in emergency conditions.
• Nursing care for patients with trauma.
Unit: 3
• Care of acute ill patients in relation to different body systems.
• The peri-operative nursing care (pre, intra, and postoperative care).
• Concepts related to patient under surgical operations e.g. wound healing and inflammation.
Practical Content:
• Different types of suction, wound care, nursing for stomas, peri- operative skills (gowning, gloving, scrubbing)

Main Texts:
• Blair, KA, & Jansen, MP (eds) 2015, Advanced Practice Nursing : Core Concepts for Professional Role Development (5th Edition), Springer Publishing Company, New York, NY, USA. Available from: ProQuest ebrary. [26 January 2016].
• WEBER, J., & KELLEY, J. (2014). Health assessment in nursing. Fifth edition. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
• PELLICO, L. H. (2013). Focus on adult health: medical-surgical nursing. Philadelphia, Wolters Kluwer Health/Lippincott Williams & Wilkins.
• PELLICO, L. H. (2013). Focus on adult health: medical-surgical nursing. Philadelphia, Wolters Kluwer Health/Lippincott Williams & Wilkins.
• TIMBY, B. K., & SMITH, N. E. (2013). Workbook for Introductory medical-surgical nursing. Philadelphia, Pennsylvania: Lippincott Williams & Wilkins.
• Kleinpell, RM (ed.) 2013, Outcome Assessment in Advanced Practice Nursing (3rd Edition), Springer Publishing Company, New York, NY, USA. Available from: ProQuest ebrary. [26 January 2016].
• Bahouth, MN (ed.) 2012, Transitioning into Hospital Based Practice : A Guide for Nurse Practitioners and Administrators, Springer Publishing Company, New York, NY, USA. Available from: ProQuest ebrary. [26 January 2016].

Biophysics and Biomedical Technology Code N2331
Semester & mode of study 2 FT Credit rating 10

Aim:
The module is designed to orient students with the functions of the different biomedical instruments and principles of the management of the common basic failure in the working set up.

Learning Outcomes:
On successful completion of the module students will be able to:

L.1Examine the biomedical technology that is used in patient care.
L2.Discuss the role and the responsibilities of the nurse in relation to biomedical instruments used in patients’ care.
L3. Distinguish and solve simple problems in common biomedical equipment that are used in the work place using the device’s instruction manual.
L4. Report the biomedical instruments’ errors effectively to the responsible department.
L5.Work effectively within a multi-disciplinary team to disseminate the role and the responsibilities of the nurse in relation to biomedical instruments.

Learning Experiences

Interactive lectures and discussions (24 hours)

Tutorial and manufacturers presentations (16 hours)

Assignments, conferences and group work, self learning (60 hours)

Assessment Pattern:
Formative:
Formative assessment will include: 2 quizzes
Summative:
Case based problem exam 100% m2hrs

Content
Unit: 1
•Basic concepts of biomedical instrumentation.
•Bioelectric signals and their recording instruments.
Unit: 2
•Instruments for measuring blood pressure and sounds.
•Instrumentation for ventilation and respiration.
Unit: 3
•Ultrasound in medicine and its biomedical application.
•X- Ray machine and computer tomography system.
•Radioisotopes and radiations used in the medical field.
Unit: 4
•Electrical safety of medical equipment.
•Methods of risk assessment and analysis.
•Other medical equipment: MRI.

Main Texts:
•MANDEEP SINGH, INTRODUCTION TO BIOMEDICAL INSTRUMENTATION, PHI Learning Pvt. Ltd., 2014.
R. S. Khandpur, Handbook of Biomedical Instrumentation: Technology and Applications, Tata McGraw-Hill, 2015.
•Barbara Christe, Introduction to Biomedical Instrumentation: The Technology of Patient Care, Cambridge University Press, 2009.
R. Anandanatarajan, Biomedical Instrumentation and Measurements, PHI Learning Pvt. Ltd., 2011.

Biochemistry, Nutrition and Therapeutic Nutrition Code N2368
Semester & mode of study Full Year Credit rating 10

Aim:
The module is designed to provide students with the fundamentals of nutrition to enable them to assess the nutritional health status and plan to fulfil the specific nutritional requirements for the individuals throughout their life span either in health or in illness.

Learning Outcomes:
On successful completion of the module students will be able to:
L1.Demonstrate an understanding of the fundamentals of nutrition regarding health and illness.
L2.Explain the principles of the nutritional needs assessment considering the factors and events that lead to the change of the nutritional requirements through the individual’s life span events.
L3.Analyse the factors that contribute to the determination of the nutritional needs.
L4.Use a range of assessment tools to identify the nutritional problems or needs to develop a nutritional plan for a selected family based on the theoretical background.
L5.Enhance the sense of respect for cultural diversity.
L6.Enhance search, writing, communication and analytical skills in addition to the use of the different available resources.

Learning Experiences:
Lecture and Discussion 60
Tutorial 20
Activities 20
Activities will include role play, peer to peer nutritional assessment

Assessment Pattern:
Formative:
Formative assessment will include:
2 quizzes each semester
Summative:
Written assignment preparation of proper nutrition plan for a member of selected family 1500 words. 100%
Content
Unit: 1
•The Fundamentals of nutrition
•The relationship between the nutrition and the health.
•Planning a healthy diet.
•Digestion absorption and metabolism.
•Carbohydrate, lipids or fat, proteins, vitamins, minerals and water.
Unit: 2
•Maintenance of heath through nutrition across the life span
•Food related illnesses (Allergies including fauvism).
•Die during pregnancy and lactation.
•Diet during infancy, childhood and adolescence.
•Diet during early, middle and late adulthood.
Unit: 3
•Medical nutrition therapy
•Diet and weight control.
•Diabetes mellitus.
•Cardiovascular disease.
•Renal diseases.
•Gastrointestinal problems.
•Cancer.
•Patients with special needs.
•Nutritional care of patients

Main Texts:
•SHREEMATHY, V., & DANDEKAR, S. P. (2015). Nutrition and Biochemistry for Nurses. Elsevier Health Sciences APAC.
•http://public.eblib.com/choice/PublicFullRecord.aspx?p=4337901.
•ANTHIKAD, J. (2014). Nutrition and biochemistry for nurses. [Place of publication not identified], Jaypee Brothers Medical P.
•DUDEK, SUSAN. (2014). Nutrition Essentials for Nursing Practice + Prepu for Nutrition Essentials for Nursing Practice. Lippincott Williams & Wilkins.
•SARDESAI, V. M. (2012). Introduction to clinical nutrition. Boca Raton, Taylor & Francis / CRC Press.
•TUCKER, S. B., & DAUFFENBACH, V. (2011). Nutrition and diet therapy for nurses. Boston, Pearson.
•SHANTARAM, M. (2011). Biochemistry And Nutrition For Bsc (Nursing). New Delhi, Jaypee Brothers Pvt. Ltd.

Epidemiology, Microbiology and Infection Control Code N2329
Semester & mode of study 2 FT Credit rating 10

Aim:
The module is designed to equip students with the basics of epidemiology that will be integrated with nursing activities to improve the health of the individual, groups and communities in the different settings.

Learning Outcomes:
On successful completion of the module students will be able to:
L1. Discuss the nature and uses of epidemiology and its approaches for defining and measuring the occurrence of health problems among individuals, groups and communities as well as its correlation to nursing practices.
L2.Explain the contribution of epidemiology in the prevention of diseases and in the promotion of health as well evaluating the effectiveness of provided health care.
L3.Analyse the factors that contribute to the health/illness of the individuals, groups and communities.
L4.Design and present a poster about the disease causation emphasising the modifiable behaviours and environmental factors using the available resources.
L5.Enhance research, writing, presentation and communication skills.

Learning Experiences:
hours per week Total hours
Interactive lectures and discussion 30
Tutorial and case studies 20
Independent learning - Clinical and field visits 50
The module will engage the student in 100 hours in the following types of learning experiences:

Assessment Pattern
Formative:
Formative assessment will include:
2 quizzes

Summative:
Poster presentation on selected topic relevant to the module content 100%

Content
Unit: 1
•Nature and uses of epidemiology and its correlation to nursing practices.
Unit: 2
•Epidemiological approaches.
•Epidemiological approach to causation.
•Principle of disease causation.
•Communicable and non-communicable diseases.
Unit: 3
•Strengths and limitations of epidemiological studies.
Unit: 4
•Contribution of epidemiology in the prevention of disease, in the promotion of health and the development of health policy.
•Contribution of epidemiology to good clinical practice and in evaluating the effectiveness and efficiency of health care.

Main Texts:
•AN WESTON, D., & WESTON, D. (2013). Fundamentals of infection prevention and control: theory and practice. Chichester, West Sussex, Wiley Blackwell.
•COLBERT, B. J., & GONZALEZ, L. S. (2016). Microbiology: practical applications and infection prevention. http://r2library.com/Resource/Title/1133693644.
•GUPTE, S. (2011). The short textbook of medical microbiology for nurses. New Delhi, Jaypee Brothers Medical Publishers.
•TAPPEN, R. M. (2011). Advanced nursing research : from theory to practice.
•THIKAD, J., & SUMANASWINI, P. (2013). Medical microbiology for nurses: including parasitology. New Delhi, Jaypee Bros. Medical Publishers.
•TULCHINSKY, T. H., VARAVIKOVA, E., BICKFORD, J. D., & FIELDING, J. E. (2014). The new public health. Amsterdam: Academic Press.

Professional Enquiry Skills - Problem Solving Code N2369
Semester & mode of study 1 FT Credit rating 20

Aim:
This module is designed to help students to develop critical thinking and decision making skills that will enable them to identify and solve problems by implementing scientific approaches systematically.

Learning Outcomes:
On successful completion of the module students will be able to:
L1.Discuss the importance of a holistic approach in analysing the factors that might lead to a problem as well as the importance of acquiring the problem solving skills for self and professional practices.
L2.Distinguish between the cause and effect of the problem as well as the link between problem solving, critical thinking, and the nursing process.
L3.Analyse the causes and effect of a given problem by using principles of problem solving and recommend a justified solution.
L4.Develop a report about a peer conducting problem solving session based on principles of problem solving.
L5.Enhance critical thinking and analytical abilities used for problem solving.

Learning Experiences:
Contact hours 40
Tutorial 30
Activities 130

Assessment Pattern:
Formative:
Formative assessment will include:
2 quizzes

Summative:
Case Based Exam /Problem Solving 100%     2hrs

Content
Unit: 1
•Problem solving principles and strategies.
•The eight dimensions of problem solving.
•The decision making process as an approaches for selecting effective solution to given problem.
Unit: 2
•Problem solving in management and nursing practice.
•Nursing process and its link with the problem solving.

Main Texts:
•MARQUIS, B. L., & HUSTON, C. J. (2015). Leadership roles and management functions in nursing: theory and application. Philadelphia: Wolters Kluwer Health.
• HARDING, M., SNYDER, J. S., PREUSSER, B. A., & WINNINGHAM, M. L. (2013). Winningham's critical thinking cases in nursing: medical-surgical, pediatric, maternity, and psychiatric. St. Louis, Mo, Elsevier/Mosby.
• WILKINSON, J. M. (2011). Nursing process & critical thinking. Boston, Pearson.
• ALFARO-LEFEVRE, R. (2011). Critical Thinking, Clinical Reasoning and Clinical Judgment a Practical Approach. London, Elsevier Health Sciences. http://public.eblib.com/choice/PublicFullRecord.aspx?p=2074514.



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