Degree Year 3

N4275 Governmental and Nongovernmental Organizations
SHE Level 4 Semester & Mode of Study 2 F/T

Credit Rating 10
SCQF Level 10

Aims

To provide the learner with awareness of health projects conducted nationally and internationally and their impact on the health of the consumers and the community

Learning Outcomes

On successful completion of the module the student will be able to:

L1 Analyze the role and responsibilities of various national, international and nongovernmental organizations as partners in health promotion and prevention
L2 Define the guiding principles of governmental and nongovernmental organizations
L3 Explain the role of networking and lobbying
L4 Explain how the context of social policy and social developments influence the work of NGOs, human rights and globalization
L5 Participate in an element of the work of a governmental organization/ international organization or NGO and report about lessons learnt

Learning Experiences

The module will engage the student in the following types of learning experiences:
Lecture discussion 20 hrs
Case presentation and group work 20 hrs
Library search and readings 20 hrs

Participatory observation in selected projects 40 hours

Assessment Pattern

Formative
Two written analysis of various cases or issues arising from the work of various organizations
1. Management, policy and administration of an organization
2. Social policy, Planning and Participation
Participatory observation in selected projects and writing a portfolios
Summative
Class activities, report of field trips 30%
Write a concept paper on one of the issues discussed in the module 2000 words 70%

Content

The work of NGOs and relationships with stakeholders (beneficiaries, communities, government, donors.
Internal organizational challenges, accountability, legitimacy, and planning. Theories of civil society and non governmental public action, uses and analysis in relation to changing roles of NGOs. Ethical dimensions of NGO work, links between human rights and development. Concept of civil society, globalisation, humanitarianism, development, social movements, capital and entrepreneurship.
UN millennium goals and dimensions. International and national organizations

Main Texts

http://www.un.org/millenniumgoals/
http://millenniumindicators.un.org/unsd/mi/mi_goals.asp
http://www.un.org/millenniumgoals/MDGs-FACTSHEET1.pdf
http://ods-dds-ny.un.org/doc/UNDOC/GEN/N01/526/07/PDF/N0152607.pdf?OpenElement
James A. Paul, Global Policy Forum, June 1996
WORKING WITH INTERNATIONAL ORGANIZATIONS: A practical guide to working with international organizations www.mandint.org/english/guoie.htm
Other sources and documents will be identified by the students from library search

N4259     Humanities 4

SHE Level 4 Semester & Mode of Study 1 FT

Credit Rating 10
SCQF Level 10

Aims

To help the learner examine tendencies for ethnocentrism, culture and gender biases, cultural blindness, and imposition practices that set barriers towards providing culturally congruent and competent nursing care across the lifespan and how they affect health promotion and care provision.

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

L Examine critically cultural care beliefs, values, and practices of specific cultures and subcultures that might influence health, affect health promotion activities and behavioural change
L2 Develop an awareness of nurses' own culture in order to examine issues such as prejudice, discrimination, values, beliefs, attitudes, and social mores.
L3 Explore and compare ideas about health and illness, and consumers expectations of health professionals
L4 Compare western and other cultures to be aware of culture clash and culture shock and recognize five levels of internal awareness that influence change of behavior

Learning Experiences

Direct contact 30 hrs
Activities and student work 70 hrs
The module will engage the student in the following types of learning experiences:
Direct observation, participation and interaction accounts, reflective analysis and discussion of daily cultural life events, use of client-student encounters or situations, use of cultural and trans cultural films, open discussion on cultural heritage and life experiences, storytelling and narratives related to a particular culture, panel presentations on specific cultures or subcultures, use of biographies across cultures, and use of ethno nursing field journal data.

Assessment Pattern

Formative
Discussion
Selected readings
Summative
Paper on the relationship between anthropology and health issues 2000 words 100%

Contents

Definition of cultural competency, linguistic competence
History and cultural competency in Nursing, Madeleine Leininger
five levels of internal awareness - Any form or teaching about race and culture issues - ways to identify prejudice, discrimination and racism in order to start the process of change
give presentations to nursing students in the classroom, panel discussions, and mentoring,
Cultural anthropology is the study of the peoples of the world with special emphasis on non tribal and traditional societies. It includes family and social organization, language, ecology and economics, political structure, life cycle, personality, art and symbolic and religious systems. Examples will be drawn from native societies in Africa, South and North America, Australia, Asia and the pacific. The latter part of the programme will focus on culture change and modernization.

Main Texts

Other relevant details
Developing an awareness of his or her own culture will enable the nurse to examine issues such a prejudice, discrimination, values, beliefs, attitudes, and social mores. Ideas about health and illness and the expectations clients may have of professionals can also be explored and compared. The culture of Western professional health care needs to be examined and compared with that of other cultures so nurses can be made aware of the potential for culture clash and culture shock.
Wood, C.S., (1979), Human Sickness and Health, Palo Alto, Calif.: Mayfield,
Burnet, Sir MacFarlane and David O. White, (1972) Natural History of Infectious Disease, 4th Edition, Cambridge: Cambridge Univ. Press,
Kottak, CP (2005) Mirror for Humanity: A concise Introduction to Cultural Anthropology, 5th ed.
McElroy, Ann and Patricia Townsend, (2003) Medical Anthropology, 4th edition. West view Press
Dettwyler, Katherine, (1995) Dancing Skeletons. Waveland Press

 

N4271 Community Based Nursing

SHE Level 4 Semester & Mode of Study 1 or  2 FT

Credit Rating 20
SCQF Level 10

Aims
To recognize inequalities in the health status of individual, families and/or aggregates within a community
To develop the knowledge and skills to undertake holistic community assessments for families, groups, communities
To demonstrate evidence of a developing knowledge base which underpins safe community nursing practice

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

L1 Use enquiry based perspectives to assess the consumers' needs in a community set up applying principles of primary health care to create and maintain a healthy environment
L2 Critically evaluate new trends in primary health care and community health based nursing
L3 Provide effective care for individuals, families and aggregates in community settings in collaboration with other members of the health team following the nursing process
L4 Explain specific nursing interventions and demonstrate awareness of their appropriate application within the community context

Learning Experiences

The module will engage the student in the following types of learning experiences:
Interactive lectures 40hours
Tutorial
Student's activities 10 hours
Collaborative seminars, Community profile and data analysis, Planning
The module will use an enquiry based learning approach. Students will work in small groups and will share learning with their peers. Groups will explore and validate their conception and perceptions using a reality based clinical scenario with the support of staff
WBL 5*30hrs= 150 hours

Assessment Pattern

Formative
Assignment seminars and evidence based data collection
Community profile
Planning, implementation and intervention
Summative
Community profile 100%
Successful completion of the learning outcomes in the Practice Record for Year 4.
WBL undertaken by students (community and environmental assessment, home visiting, occupational settings, schools and participation in health projects and campaigns conducted by Ministry of health and Population) P/F
Can this Module be Anonymously marked? Yes/No If No please provide an explanation.

Content

Foundation of community health, Community assessment and diagnosis
Concepts of health and illness and inequalities in health care settings, Empowering community
Nursing in primary health care and community health, Health and social care profile of a community
Review of communication strategies, Sources of information: strategies for accessing information and collecting valid evidence , Working in groups: setting ground rules, team dynamics and collaboration strategies
Overview of professional behaviour, legal responsibilities, confidentiality and informed consent
Introduction to mental health nursing, theoretical perspectives, legal – ethical issues, cultural issues
Mental disorders : e.g.: anxiety, depression, schizophrenia, post traumatic stress disorders
Psychotropic medication, crisis intervention
Special population: children with ADHD, dementia
Community based practice mental health

Main Texts

James F. McKenzie, Robert R. Pinger Jerome E. Kotecki (2005) An Introduction to Community Health, Fifth Edition, 2005. Jones and Bartlett Publishers
Marcia Stanhope and Jeanette Lancaster, (2006) Foundations of Nursing in the Community, 2nd Edition -
Carole Lium Edelman and Carol Lynn Mandle, (2006) Health Promotion Throughout the Life Span, 6th Edition
Marcia Stanhope and Jeanette Lancaster, (2004) Community and Public Health Nursing, 6th Edition
Patty J. Hale, (2005) Real World Community Health Nursing, 2nd Edition - An Interactive CD-ROM,
Karen E. Monks (2003), Home Health Nursing, 4th Edition - Assessment and Care Planning,
Robyn Rice, (2006) Home Care Nursing Practice, 4th Edition - Concepts and Application
Eby L. and Brown, N.J. (2005): Mental Health Nursing, New Jersey, Pearson Prentice Hall
Baker, P. (2003): Psychiatric and Mental Health Nursing. The Craft of Caring, Arnold Publisher, GB
Mohr, W.K. (2003): Psychiatric Mental health Nursing, 5th edition, Philadelphia. Lippincott Williams and Wilkins

N4272 Mental Health Nursing

SHE Level 4 Semester & Mode of Study 1 or 2 F/T

Credit Rating 20
SCQF Level 10

Aims

To provide an overview of multidimensional factors, perspective and approaches associated with mental disorders. Medical, legal, and social issues related to mental health and the treatment of people with mental disorders are addressed

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

L1 Use therapeutic communication with clients and families experiencing mental health problems.
L2 Utilize critical thinking and the nursing process as a framework for providing holistic care to clients experiencing mental health problems
L3 Explain the etiology, patho-physiology and psycho-pathology, signs and symptoms, complications , medications and treatment modalities for psychiatric/mental health stressors
L4 Apply the legal and ethical concepts related to the practice of nursing in the mental health setting
L5 Discuss the mental health care delivery team and the continuum of care

Learning Experiences

The module will engage the student in the following types of learning experiences:
Interactive lectures 40hrs
Tutorial
Student's activities 10 hrs
Collaborative seminars
The module will use an enquiry based learning approach. Students will work individually, will explore and validate he/her conception and perceptions using a reality based clinical scenario with the support of staff
WBL 30*5 = 150 hours

Assessment Pattern

Formative
Assignment seminars and evidence based data collection
Planning, implementation and intervention
Summative
Case based assessment 100%
Successful completion of the learning outcomes in the Practice Record for Year 4.
WBL 30*5 = 150 hours

Content

Introduction to mental health nursing, theoretical perspectives, legal – ethical issues, cultural issues
Mental disorders : e.g.: anxiety, depression, schizophrenia, post traumatic stress disorders
Psychotropic medication, crisis intervention
Special population: children with ADHD, dementia
Community based practice mental health

Main Texts

Eby L. and Brown, N.J. (2005): Mental Health Nursing, New Jersey, Pearson Prentice Hall
Baker, P. (2003): Psychiatric and Mental Health Nursing. The Craft of Caring, Arnold Publisher, GB
Mohr, W.K. (2003): Psychiatric Mental health Nursing, 5th edition, Philadelphia. Lippincott Williams and Wilkins

N4273 Leadership and Change

SHE Level 4 Semester & Mode of Study 1 F/T

Credit Rating 10
SCQF Level 10

Aims

To provide students with the essential principles and theoretical approaches to Professionalism
To apply the principles of management within different health settings
Critically examine the influences on the delivery of patient care and in promoting quality of Nursing care
To facilitate the development of leadership and professional judgment in nursing

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

L1 Analyze and apply competencies necessary to succeed in a nursing leadership role in complex organizations
L2 Work effectively with others as a member or leader of a health care team or other professional group
L3 Critically evaluate the role of the nurse in leading and implementing change
L4 Appraise theories of change management and illustrate how they can be used to develop practice
L5 Utilize the concept of change through an understanding of change theories

Learning Experiences

The module will engage the student in the following types of learning experiences:
100 hour module
18 hours contact , 22 hours tutorial, 60 hours student activities,
Enquiry & problem based learning approaches will be used to examine specific case scenarios and paper work. Group work will be facilitated by lectures.

Assessment Pattern

Formative:
- Class participation and group activities
Summative
Written assignment 2000 words 100%

Content

Nursing leadership and management within contemporary health care services. Health systems organizations. Management skills related to the professional nursing role in the health care system. issues common to first and middle level managers including motivation, communication, delegation, conflict management, supervision, team building, change. Problem-solving models, and decision making tools. Quality control, performance appraisal, discipline. Accountability for legal and ethical management practice. Role development. Models of nursing care delivery. Models of quality management. Professional responsibility and ethical practice. Unions and employment laws. Organizational Management. Management of Change, Strategic development

Main Texts

- Russell C. Swansburg; Richard J. Swansburg (2002): Introduction to Management & Leadership for Nurse Managers (3rded). Jones & Bartlett Publishers, Boston.
- Joan Gratta (2004): Management Principles for Health professionals ( 4th ed). Jones & Bartlett Publishers, Boston.
-Patricia Kelly-Heidenthal (2004): Essentials of Nursing Leadership & Management. Thomson Delmar Learning, Australia
- Girvin J (1998): Leadership and Nursing, Basingstoke Mac Millan
- McMahon R, Barton E and Piot M (1992) On being in charge: a guide to management in Primary Health Care, London, WHO
- Swansburg R and Swansburg RJ (1999) Introductory Management and Leadership for Nurses, Sudbury Jones and Bartlett
Rohar- Murray G DiCroce (2003) Leadership and management in Nursing London Prentice Hall
Swansburg R C Swansburg RJ (2002) Introductory Management and Leadership for nurses London Jones and Bartlett
Buchanan D Badham R (1999) Power politics and organizational change London Sage
Tappen R Weiss S Whitehead D (2004) Essentials of Nursing Leadership and Management 3rd Ed Philadelphia FA Davis
Martin V, Henderson E. (2001) Managing in Health and social Care, London: Routledge
Walton M (1997) Management and Managing: Leadership in the NHS 2nd edition, Cheltenham: Stanley Thornes Ltd
http://www.executive.modern.nhs.uk/links
http://www.nursingleadership.co.uk/resources

 

N4261    Health Legislation and Health Economics

SHE Level 4 Semester & Mode of Study 2 F/T

Credit Rating 10
SCQF Level 10

Aims

To examine the health Industry and Health insurance, government programs, supply and demand for health professionals, legal issues and international comparisons, and burden of disease.

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

L1 Assess needs and demands in the health care services
L2 Assess demand, supply, law of demand, law of supply
L3 Differentiate between changes in "demand" and changes in "quantity demanded" and identify factors which may facilitate changes in either
L4 Determine the relationship between cost-effectiveness and recommendations for health policy and practice

Learning Experiences

The module will engage the student in the following types of learning experiences:
Lecture discussion 20 hrs
Case presentation and group work 10 hrs
Seminars 16 hrs
Evidence based and reports 54 hrs

Assessment Pattern

Discussion in seminars preparation of papers on analysis of health care settings, and exercise on economics of health care.
Summative
A written analysis of the impact of health legislation on health care (2000 words) 100%

Content

The Health care system, patients need for quality care. Types of services offered. Role of the Ombudsman. Comparison between various care: expanded home facilities, and palliative services. Interactive websites providing advice and information for health consumers.
Provision of highest quality care at the lowest reasonable cost for as many people as possible. Accessibility and availability of services. Health care consumer indices. Indicators of successful health care coverage and provision. Collaborative primary care mode. On going training and support of health personnel as a mean for improving care provision. Locum of support, workload, quality of life of health professionals. Organizational Behavior.
Differences between the medical care market and the other markets (uncertainty, prominence of insurance, non profit providers, equity and need, subsidies and public provision)
Cost effectiveness.
Health care reform: concept, principles and obstacles.
Health care services, health care settings, and the economics of health care payment and cost containment to include private insurance, managed care, federal government insurance plans, and challenges within the health care system.

Main Texts

Downie R. Calman K (1994) Healthy Respect: Ethics in Health Care, end edition, Oxford University
Press
Tschudin V (1992) Ethics in Nursing – the Caring Relationship. 2nd edition, Butterworth Heinemann Ltd
Weston A. (1992). A Rulebook for Arguments. Hackett Publishing Co.
Drummond M, Stoddart G, Torrance G (1994) Methods for the economic evaluation of health care programmes. Oxford: Oxford Publications.
Jefferson T, Demicheli V, Mugford M (1996) Elementary economic evaluation in health care. London: BMJ Publishing Group.
Huczynski A, Buchanan D (1991) Organisational behaviour. (2nd ed) London: Prentice Hall.
Lawton A, Rose A (1993) Organisation and management in the public sector (2nd ed). London: Pitman
Wilson G (ed.) (1995) Community care: asking the users. London: Chapman & Hall.
http://www.colorado.edu/ibs/hb/barham/programmes/hlthecon/

 

N4262    Health Projects and Role of Governmental and NGOs

SHE Level 4 Semester & Mode of Study 2 F/T

Credit Rating 10
SCQF Level 10

Aims
To provide the learner with awareness of health projects conducted nationally and internationally and their impact on the health of the consumers and the community

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

L1 Analyze the role and responsibilities of various national, international and nongovernmental organizations as partners in health promotion and prevention
L2 Define the guiding principles of governmental and nongovernmental organizations
L3 Explain the role of networking and lobbying
L4 Explain how the context of social policy and social developments influence the work of NGOs, human rights and globalization
L5 Participate in an element of the work of a governmental organization/ international organization or NGO and report about lessons learnt

Learning Experiences

The module will engage the student in the following types of learning experiences:
Lecture discussion
20 hrs
Case presentation and group work 20 hrs
Library search and readings 20 hrs

Participatory observation in selected projects 40 hours

Assessment Pattern

Formative
Two written analysis of various cases or issues arising from the work of various organizations
1. Management, policy and administration of an organization
2. Social policy, Planning and Participation
Participatory observation in selected projects and writing a portfolios
Summative
Class activities, report of field trips 30%
Write a concept paper on one of the issues discussed in the module 2000 words 70%

Content

The work of NGOs and relationships with stakeholders (beneficiaries, communities, government, donors.
Internal organizational challenges, accountability, legitimacy, and planning. Theories of civil society and non governmental public action, uses and analysis in relation to changing roles of NGOs. Ethical dimensions of NGO work, links between human rights and development. Concept of civil society, globalisation, humanitarianism, development, social movements, capital and entrepreneurship.
UN millennium goals and dimensions. International and national organizations

Main Texts
http://www.un.org/millenniumgoals/
http://millenniumindicators.un.org/unsd/mi/mi_goals.asp
http://www.un.org/millenniumgoals/MDGs-FACTSHEET1.pdf
http://ods-dds-ny.un.org/doc/UNDOC/GEN/N01/526/07/PDF/N0152607.pdf?OpenElement
James A. Paul, Global Policy Forum, June 1996
WORKING WITH INTERNATIONAL ORGANIZATIONS: A practical guide to working with international organizations www.mandint.org/english/guoie.htm

Other sources and documents will be identified by the students from library search

N4263    Dissertation Proposal

SHE Level 4 Semester & Mode of Study 2 F/T

Credit Rating 20
SCQF Level 10

Aims

An in-depth proposal to identify areas of inquiry in nursing practice
Review systematically and critically relevant evidence and prepare a strong, theoretically defensible detailed proposal

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

L1 Identify a nursing issue through the critical appraisal of the literature that is of interest to self and to the profession
L2 Critically debate the potential contribution of the selected research to the profession, and its part in enhancing personal practices
L3 Appraise the ethical implications of the study, focusing on an examination of the role and responsibilities of a beginning researcher
L4 Compose a proposal which is structured, logically derived and theoretically sound
L5 Present orally a summary of the report to peers and members of the other health professions

Learning Experiences

The module will engage the student in the following types of learning experiences:
Meeting with other professional groups in the various health care set ups and contact made to develop group cooperation. Plenary sessions with lecturers to plan for the approaches, feed back and further development of the process
Key note lecturers 12 hrs
Facilitated sessions 18 hrs
Directed group work 70 hrs
Individual study 100 hrs

Assessment Pattern

Formative
Project involving multidisciplinary participants on an area of interest and presentation at a mock workshop.
Personal critique of the group process as formative assessment (identification of the skills gained and knowledge gained, evaluation of the process, obstacles and successes, lessons learned and improvement needed).
Summative
A theoretically strong and logically derived research proposal with a maximum of 4,000 words 100%

Content

Plenary sessions to introduce the module and emphasise the importance of understanding group processes form theoretical and experiential perspectives, Role blurring and overlap, Differences between professions
Working together
Group sessions to determine knowledge base, professional skills and personal attributes of individual members.
Debating scope for productivity within the context of the chosen area of interest and limitations imposed by time.
Final plenary sessions based on presentations from each of the areas of interest

Main Texts

Nieswiadomy, R. M. (2012) Foundations of Nursing Research, 6th ed. Pearson.
Steubert, H. And Carpenter D., (2011), Qualitative Research in Nursing, 5th ed. Lippincott, Williamson,
Gerrish,K. And Lacey, A., (2006) The Research Process in Nursing, 5th ed. Blackwell
Grbich C (1999) Qualitative research in health; an Introduction. Sage Publications London
Grbich, Carol.(2007) Qualitative data analysis : an introduction .Sage publications
LoBiondo-Wood, Geri ,Haber J (2010) Nursing research : methods and critical appraisal for evidence-based practice 7th ed St. Louis, Mo. : Mosby Elsevier,
Parahoo K (2006) Nursing Research Principles, Process and Issues. 2nd Ed Macmillan
Polit DF., & Beck CT., (2004) Nursing Research, principles and methods. 7th Ed, Lippincott, Williams and Wilkins. London

N4264    Elective Theoretical Fonudation

SHE Level 4 Semester & Mode of Study 2 F/T

Credit Rating 20
SCQF Level 10

Aims:

To consolidate the student's abilities of personal organization, negotiation and self directed learning and enhance reflection in action and reflection on action, using one area of nursing practice and develop advanced skills in a contemporary field of practice in the multidisciplinary team environment
To facilitate the integration of theory and practice through the achievement of selective placement outcomes
To provide for in depth skill development in a nursing specialty of interest to the student
.
Learning Outcomes
On successful completion of the module the student will be able to:

L1 Critically examine wider aspects of nursing in contemporary care
L2 Critically evaluate the processes involved in the organisation planning, and implementation of an Elective experience
L3 Explore different therapeutic responses available to nurses in enabling patients to adapt to health challenges
L4 Critically evaluate own learning and reflection on the Elective experience
L5 Apply skills of enquiry, evidence based, advanced care practice and leadership within a selected context of care
L6 Perform with competency a range of clinical skills required to care for selected individuals in the selected clinical area

learning Experiences

The module will engage the student in the following types of learning experiences:
The module covers 200 hours.
contact 20 Hrs
self directed and 20 hrs
WBL 160hrs

Assessment Pattern:

Summative
A student presentation on one of 3 themes: organizational aspects, experience of learning, reflection of personal development ; related to the Elective experience
Class participation and discussion 30%
A 2,000 word assignment 70%
Assessment of clinical Practicum P/F

Content

Mainly student negotiated
Lecturer support in writing learning outcomes and organising placement as Elective Supervisor(s)
Lecturer input on presenting the 3 themes.

Main Texts:

Adomat R (1997) Overseas clinical elective: a survival guide for health care workers London Blackwell Science
Moon J (2002) The module and programme development handbook: a practical guide to linking levels, learning outcomes and assessment London Kogan Page
Wilson FM (1998) An exploration into the potential advantages and disadvantages of undertaking an elective fieldwork placement abroad Edinburgh Churchill Livingstone
Melnyk BM., Fineout-Overholt E., (2005) Evidence-Based practice in Nursing and Health Care. A guide to best practice. London Lippincott Williams and Wilkins
Johnson BM., Webber PB., (2005) Edition 2: An introduction to theory and reasoning in nursing. London Lippincott Williams and Wilkins
Fish D., Coles C., (1998): Developing Professional Judgement in Health Care. Learning through the critical appreciation of practice. Oxford. Butterworth and Heinemann
Aggleton P Chalmers H (2000) Nursing Models and Nursing Practice Churchill Livingston Edinburgh
Nicoll LH (1997) Perspectives on Nursing Theory. Lippincott Philadelphia
Alexander M, Fawcett J, Runciman P (2000) Nursing Practice- Hospital and Home. Churchill Livingstone Edinburgh

 

 

 

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Phone

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