At the end of this course, students should be able to:

• Explain the concepts and theories of entrepreneurship, intrapreneurship, opportunity seeking, new value creation, and risk-taking;
• State the characteristics of an entrepreneur;
• Analyze the importance of micro and small businesses in wealth creation, employment, and financial independence;
• Engage in entrepreneurial thinking;
• Identify key elements in innovation;
• Describe stages in enterprise formation, partnership and networking including business planning;
• Describe contemporary entrepreneurial issues in Nigeria, Africa and the rest of the world; and
• State the basic principles of e-commerce.

At the end of this course, students should be able to:

• Define fundamental anatomical terminology and discuss the anatomical position;
• Describe the anatomy of the musculoskeletal system, including the axial skeleton; appendicular skeleton, appendicular and axial muscles, and arthrology;
• Describe the general features of the bones of the upper and lower limbs;
• Identify the major muscles of the upper and lower limbs;
• Explain the types and structure of the joints of the upper and lower limbs;
• Correlate between the attachment of the muscles and their functions on the different joints;
• Identify the major nerves of the upper and lower limbs;
• Describe the functional components of each of the major nerves and its distribution;
• Identify and describe the course of the major superficial veins of the upper lower limbs; and
• Name the major arteries of the upper and lower limbs.

At the end of this course, students should be able to:

• Explain how the embryo is formed from the zygote;
• Discuss the role of cleavage and gastrulation in animal development;
• Demonstrate an understanding of embryology and the significance of prenatal diagnostic methods;
• Describe structural features of primordia in tissue and organs at different developmental stages;
• Define risk periods in history-and organogenesis; and
• Analyze the most often observed developmental anomalies.

At the end of this course, students should be able to:

• Describe the composition of a cell membrane;
• Explain how a potential difference across a membrane will influence the distribution of a cation and an anion;
• Describe how transport rates of certain molecules and ions are accelerated by specific membrane transport proteins;
• Distinguish between active (primary and secondary) transport, facilitated diffusion, and passive diffusion based on energy source and carrier protein involvement;
• Identify the mechanisms and role of selective transporters for amino acids, neurotransmitters, nutrients, etc.;
• Explain the general concepts of homeostasis and the principles of positive and negative feedback in physiological systems;
• Identify the site of erythropoietin production, the stimulus for its release, and the target tissue for erythropoietin action;
• Discuss the normal balance of red blood cell synthesis and destruction, including how imbalances in each lead to anaemia or polycythaemia;
• List and differentiate the various types of leukocytes;
• Describe the role of thrombocytes in haemostasis; and
• List clotting factors and discuss the mechanism of anticoagulants.

At the end of this course, students should be able to:

• Explain the structure of different macromolecules in the biological system;
• Identify types of chemical reactions involving these macromolecules;
• Explain the various methods of isolation of these macromolecules;
• Estimate the effects of acids and alkalis on the macromolecules;
• Describe purification of macromolecules; and
• Discuss quantification of the various macromolecules.

At the end of this course, students should be able to:

• Explain the nature of nursing and the trend toward the emergence of professional practice;
• Discuss the professional context of nursing practice with relevance to education, ethics and professional behaviours, and scientific basis of nursing practice;
• Discuss the concepts of health, healthcare delivery systems and contributions of government, non-governmental, and international organizations to health care delivery;
• Discuss the components and use of nursing process and nursing care plan; and
• Demonstrate moderate competence in basic nursing skills covered as part of the core knowledge areas.

At the end of this course, students should be able to:

• Describe the developmental stages of man and influence on individual behaviour;
• Explain the quantitative adjustments that are related to growth and development in individuals;
• Associate the developmental stages of individuals with their social expectations; and
• Identify the methods to deal with health challenges of different ages and implications for nursing and society.

At the end of this course, students should be able to:

Describe the various laboratory procedures used in the study of various biochemical processes described in BCH 201 and 202.

At the end of this course, students should be able to:

• Explain the history and philosophy of public health and its core values;
• Explain the concept of public health and its function in Nigeria and across the globe;
• Demonstrate competence in explaining various concepts of public health;
• Identify different branches of public health and their application in National Health Policy; and
• Explain the various layers of healthcare and the agencies responsible at each level.

At the end of this course, students should be able to:

• Develop knowledge of quantitative and qualitative techniques of epidemiology;
• Plan and conduct valid epidemiological activities;
• Apply field method of primary and secondary data collection;
• Describe routine methods of data analysis;
• Compare the strengths and weaknesses of various experimental designs;
• Implement and interpret results of a study to address health issues;
• Develop critical skills for the evaluation of epidemiological findings in reports and studies;
• Define objectives of outbreak investigation in a population;
• Describe the basic principle of screening and outbreak investigation;
• Explain immunization and its problems;
• Demonstrate knowledge of experimental design, data collection, analysis and interpretation of data of an outbreak; and
• Appreciate and identify risk factors of an outbreak and communicate the same to health authorities.

At the end of this course, students should be able to:

• Explain the basic components of computers and other computing devices;
• Describe the various applications of computers;
• Explain information processing and its roles in the society;
• Describe the Internet, its various applications and its impact;
• Explain the different areas of the computing discipline and its specializations; and
• Demonstrate practical skills in using computers and the internet.

At the end of this course, students should be able to:

• Know the basic features of philosophy as an academic discipline;
• Identify the main branches of philosophy & the centrality of logic in philosophical discourse;
• Know the elementary rules of reasoning;
• Distinguish between valid and invalid arguments;
• Think critically and assess arguments in texts, conversations, and day-to-day discussions;
• Critically assess the rationality or otherwise of human conduct under different existential conditions;
• Develop the capacity to extrapolate and deploy expertise in logic to other areas of knowledge; and
• Guide his or her actions, using the knowledge and expertise acquired in philosophy and logic.

At the end of this course, students should be able to:

• Sketch a cross-section of a kidney; identify the renal cortex, renal medulla, renal calyces, medullary pyramids, renal pelvic space, renal artery, renal vein, and ureter;
• Describe renal blood flow, renal plasma flow, glomerular filtration rate, and filtration fraction and list typical values;
• Explain the concept of renal clearance. Use the clearance equation and an appropriate compound to estimate the glomerular filtration rate, renal plasma flow, and renal blood flow;
• Describe the effects of reductions in GFR on plasma creatinine concentrations and plot the relationship;
• Discuss the role of the ascending limb of the loop of Henle in producing a high renal interstitial fluid osmolality. From the loop of Henle, contrast the tubular fluid and interstitial fluid osmolality changes that allow either a dilute or a concentrated urine to be produced and excreted;
• Describe processes that lead to acid-base disturbances and list the common causes;
• Identify major routes and normal ranges for water intake and loss, and predict how changes in intake and loss affect the distribution of total body water;
• List the various body fluid compartments and their ionic compositions;
• Describe the methods used in measuring the body fluid compartments; and
• Discuss the role of the kidney in maintaining homeostasis of body fluids.

At the end of this course, students should be able to:

• Identify the bones and bony markings of the thorax, abdomen, pelvis and perineum;
• List the nine regions and four quadrants and the principal organs and structures that lie deep to them and which can be palpated in those regions;
• Describe the muscular components of the anterior abdominal wall, blood supply and innervation of the anterior abdominal wall;
• Identify the arteries, veins, and lymphatics of the thorax, abdomen, pelvis and perineum; be able to list the main branches of the aorta and their territories; and describe the disposition of the main veins in the abdomen;
• Describe the parts, position, vertebral levels, and surface markings of the stomach and duodenum as well as the position, vertebral levels, and surface markings of the pancreas, spleen, liver and gallbladder;
• Describe the greater and lesser omenta and the lesser sac;
• Describe the disposition of the jejunum and ileum; describe the surface anatomy of the caecum, ascending colon, transverse colon, descending colon, and sigmoid colon;
• Describe the anatomy of the pelvic diaphragm, its midline raphe, perineal body, attachment points, and the structures passing through it in males and females;
• Describe the anatomy of the ischio-anal fossa;
• Describe the anatomy and relations of the ovary, uterine tubes, uterus, cervix and vagina, including their peritoneal coverings;
• Describe the anatomy and neurovascular supply of the clitoris, vulva, and vagina; the anatomy of the urogenital diaphragm and perineal ‘pouches’;
• Describe the origin, course, and distribution of the pudendal nerves and the sites of pudendal nerve block; and
• Describe the lymphatic drainage of the foregut, pelvic, and perineal organs.

At the end of this course, students should be able to:

• Explain the structure of the cell including its components;
• Discuss the interrelationship between different organelles of the cell;
• Recognize the differences between plant and animal cells;
• Isolate the various organelles of both plant and animal cells; and
• Describe the influence of hydrogen ion concentration on cellular function.

At the end of this course, students should be able to:

• Explain the communication process and relevance of effective communication in patient care;
• Discuss the theoretical basis for needs of patients;
• Explain the role of the nurse in helping clients meet basic needs for health;
• Describe measures appropriate for modification of patients’ environment of care;
• Apply safety and comfort measures to meet needs of patients;
• Demonstrate proficiency in observation, reporting and recording; and
• Educate patients on the basic tenets of healthy living.

At the end of this course, students should be able to:

• Describe the basic cellular events that lead to disease;
• Explain the processes such as inflammation, infection, necrosis and many others;
• Recognize the presenting cellular and physiological signs of diseases such in cancers and certain genetic disorders; and
• Discuss the progression and effects of cellular pathologies.

At the end of this course, students should be able to:

• Define First Aid, bandaging, and emergencies;
• Explain the principles of first aid;
• Identify potential accident situations and appropriate safety measures;
• Identify the types of first aid required in different situations;
• Describe the type of bandages;
• Explain the principles of bandaging; and
• Apply bandage to various parts of the body as necessary.

At the end of this course, students should be able to:

• Demonstrate knowledge of interval estimation and hypothesis testing;
• Apply the correct statistical method to analyse one or more variables;
• Interpret statistical results effectively and correctly;
• Appreciate the importance of data and demonstrate reasonable statistical skills; and
• Explain the concept of sampling from a study population in a health study.

At the end of this course, students should be able to:

• Demonstrate a clear understanding of basics of demography;
• Discuss the importance of demography in health issues;
• Describe social demographic variables and how they affect population composition and growth;
• Explain knowledge attitudes and practice as demographic tools in public health research;
• Discuss population mobility and its consequences on public health; and
• Identify and interpret population and demographic health data.

At the end of this course, students should be able to:

• Analyze the historical foundation of the Nigerian culture and arts in pre-colonial times;
• List and identify the major linguistic groups in Nigeria;
• Explain the gradual evolution of Nigeria as a political unit;
• Analyze the concepts of Trade, Economic, and Self-reliance status of the Nigerian peoples towards national development;
• Enumerate the challenges of the Nigerian State towards nation-building;
• Analyze the role of the Judiciary in upholding people’s fundamental rights;
• Identify acceptable norms and values of the major ethnic groups in Nigeria; and
• List and suggest possible solutions to identifiable Nigerian environmental, moral, and value problems.

At the end of this course, students should be able to:

• Discuss sources, classifications of drugs, chemical, generic and trade names;
• Identify the basic principles of pharmacology, drug uses including side effects and contraindications as they apply to the human body systems;
• Explain the ethical and legal aspects concerning drug administration;
• Identify resources for up-to-date information on drugs and medications used within clinical practice (different drug formularies)/DRF;
• Utilise knowledge acquired in drug dosage calculations and administration;
• Explain the indications, actions, dosage, route of administration, and side effects of drugs considered in this course; and
• Explain the role of the nurse in pharmacovigilance and adverse event reporting.

At the end of this course, students should be able to:

• Define key concepts and principles in epidemiology (such as determinants, prevalence, incidence, surveillance, type of epidemiologic studies and many others);
• Discuss epidemiological triad, models and applications;
• Describe the epidemiology of communicable and non-communicable diseases including sexually transmitted infections and HIV; and
• Explain the roles of the nurse in Integrated Disease Surveillance and Response.

At the end of this course, students should be able to:

• Discuss the trend of the emergence of the practice of community/public health;
• Discuss the context of the family as the unit of care in community/public health nursing;
• Discuss the relevant concepts, tools, and theories used in family health assessment and care;
• Explain the concept and process of community actions in practice;
• Describe the levels of prevention and application development of programmes and services in community/public health nursing practice; and
• Demonstrate effective use of the nursing process in programme and service delivery at the community level.

At the end of this course, students should be able to:

• Discuss food classes, sources and their functions;
• Explain terminologies associated with nutrition in health and illness;
• Discuss the criteria for food selection, preservation, preparation and budgeting; and
• Discuss the relationship between nutrition and disease control and management.

At the end of this course, students should be able to:

• Explain the concept of ethics, law, morals, and many others;
• Discuss relevant issues in the nursing code of ethics (national, international) and the regulation of nursing practice;
• Explain the rights and responsibilities in patient care and the legal roles of the nurse;
• Discuss area of legal liabilities in nursing and legal protection for the nurse;
• Explain ethical dilemmas/problems and different models of ethical decision-making in nursing;
• Recognise the boundaries of nursing care within the general healthcare process; and
• Utilise ethical decision-making models for the resolution of ethical dilemmas in practice.

At the end of this course, students should be able to:

• Explain basic concepts and terminologies in medical-surgical nursing;
• Conduct appropriate assessment of medical and surgical patients utilising relevant tools;
• Demonstrate competence in the preparation of patients for diagnostic measures in medical and surgical conditions;
• Identify needs/problems of patients with medical and surgical conditions; and
• Utilise knowledge, skills, and appropriate attitudes in the management of patients with medical and surgical conditions using the nursing process.

At the end of this course, students should be able to:

• Differentiate between major groups of microorganisms;
• Identify and evaluate infections of public health significance caused by bacteria, virus, fungi;
• Identify and evaluate infections of public health significance caused by parasites;
• Describe and explain the pathogenesis of microbial and parasitic infections;
• Be able to explain the process of transmission of microbial and parasitic infections;
• Identify major reservoirs of parasites and microorganism and their roles in transmission;
• Identify the roles of vectors in transmission of microbial and parasitic diseases;
• Describe the life cycle of major insect vectors of parasitic disease and their effective mode of control; and
• Demonstrate knowledge for the control and intervention strategies of microbial and parasitic diseases.

At the end of this course, students should be able to:

• Use information technology to support clinical and managerial decision-making in healthcare.
• Explore information technology applications through a variety of written and practical assignments.
• Focus on information technology that supports the prompt delivery of services,
• Apply information management tools to promote patient safety and quality of care.
• Show examples of information literacy and discuss why it is important to the practice of nursing.
• Identify basic hardware and software components, as well as explore fundamental software applications, including spreadsheets and healthcare databases.

At the end of this course, students should be able to:

• Discuss the concept of oncology of Nursing
• Define the scope and significance of oncology nursing in healthcare system
• Understand the biology of cancer, common types, and their epidemiology
• Identify the physical emotional, and psychosocial challenges faced by cancer patients and their families
• Apply evidence-based nursing intervention to manage symptoms and side effects of cancer treatments
• Demonstrate effective communication skills when interacting with cancer patients and their support networks
• Collaborate as part of a multi-disciplinary team to provide comprehensive care for cancer patients
• Explain the principles of critical care nursing for cancer patients
• Understand the roles of nurses in the care of patients with cancer
• Discuss the concept and principles of palliative care for end-stage cancer patients.
• Comprehend the ethical and legal considerations in oncology nursing practice.
• Demonstrate cultural competence and sensitivity when caring for a diverse cancer patient population.

At the end of this course, students should be able to:

• Understand the meaning and objectives of family health nursing.
• Understand the dynamics of family health and the socio-cultural and environmental factors.
• Understand how to organise health services to meet the health needs of the family.
• Understand how to handle client-family health care.
• Understand how to provide advanced practice nursing education with a focus on health promotion of individuals, families, and groups from diverse populations.
• Understand leadership in the nursing profession.
• Discuss how to utilise research for evidence-based practice.

At the end of this course, students should be able to:

• Analyze the concepts of peace, conflict, and security;
• List major forms, types, and root causes of conflict and violence;
• Differentiate between conflict and terrorism;
• Enumerate security and peace building strategies; and
• Describe the roles of international organizations, media, and traditional institutions in peace building.

At the end of this course, students should be able to:

• Describe the key steps in venture creation;
• Spot opportunities in problems and high potential sectors regardless of geographical location;
• State how original products, ideas, and concepts are developed;
• Develop business concepts for further incubation or pitching for funding;
• Identify key sources of entrepreneurial finance;
• Implement the requirements for establishing and managing micro and small enterprises;
• Conduct entrepreneurial marketing and e-commerce;
• Apply a wide variety of emerging technological solutions to entrepreneurship; and
• Appreciate why ventures fail due to a lack of planning and poor implementation.

At the end of this course, students should be able to:

• Discuss socio-cultural, economic, political, and environmental factors influencing individual, family, community, and global health;
• Discuss models of community health practice;
• Discuss the principles and theories of health promotion;
• Demonstrate skills in health counselling;
• Discuss the concept, historical antecedents, elements, principles and components of Primary Health care;
• Discuss the Immunisation Schedules; and
• Discuss the historical antecedents and contents of special programmes for Child Health Promotion.

At the end of this course, students should be able to:

• Demonstrate an understanding of conditions affecting the systems identified with associated review of their respective normal functions and pathophysiologies;
• Describe signs and symptoms of disorders of the systems involved and the associated nursing and medical management;
• Explain diagnostic measures for medical and surgical conditions of the organs and systems covered in this course;
• Discuss neoplasms, benign and malignant growths, and pain in the systems; and
• Utilise the nursing process in care of patients with different medical and surgical conditions.

At the end of this course, students should be able to:

• Discuss the disease conditions affecting the organs and systems covered in this course with associated review of the normal functions and pathophysiology;
• Explain diagnostic measures for medical and surgical conditions of the organs and systems covered in this course;
• Discuss immune disorders and their management;
• Explain the role of the nurse in the pre, intra and operative care of the surgical patient;
• Discuss the care and nursing management of patients in shock, unconscious patient, burns and other conditions;
• Utilise nursing process in care of patients with varying medical and surgical conditions;
• Discuss the special role of the nurse in the care of patients with disorders of the male and female reproductive system;
• Demonstrate skills in triaging in emergency and disaster situations; and
• Explain the special roles of the nurse in palliative and end of life care.

At the end of this course, students should be able to:

• Assist/carry out procedures such as wound dressing, client feeding, catheterisation, bed baths, and many others, as assigned to them by the supervising nurse(s);
• Develop nursing care plans for clients/patients, and implement them;
• Write relevant reports on the care of clients/patients and outcomes; and
• Present reports on completion of the posting as necessary.

At the end of this course, students should be able to:

• Identify common causes of mental illness and predisposing factors;
• Differentiate between the features of groups of mental disorders;
• Discuss different management methods for mental disorders, including somatic therapies;
• Utilise the nursing process and DSM IV-TR multiaxial diagnosis in managing patients with mental health/psychiatric disorders in a variety of settings;
• Discuss Mental Health Act and laws, including ethico-legal aspects of mental health; and
• Collaborate with the multidisciplinary team and multi-sectoral agencies in provision of mental health services to individuals, families and communities, that includes the promotion of mental health.

At the end of this course, students should be able to:

• Understand the link between information management and patient care technology.
• Understand how nursing informatics supports nursing practice in education, administration, research, patient safety, quality outcomes, core standards, and nurse-sensitive outcomes.
• Understand the relevant use of information technology in the delivery of nursing services, including the collection, storage, retrieval, and communication of data; information system safeguards; ethical and legal issues.
• Understand how information management promotes patient safety and quality of care.

At the end of this course, students should be able to:

• Identify drugs used for the treatment and management of the listed systemic disorders (gastrointestinal, renal, special senses, nervous musculoskeletal, reproductive, skin, endocrine and cancers, and many others);
• Discuss the indications, dosages, actions, side effects, and contraindications of drugs;
• Apply knowledge and skills in administration of drugs, including calculations where needed;
• Discuss nursing responsibilities and the need for safety monitoring of drugs, vaccines and other products for the treatment of patients; and
• Discuss pharmacovigilance and the role of the nurse.

At the end of the clinical posting, students should be able to:

• Prepare patients for special laboratory investigations and procedures;
• Set up trays and trolleys for care and management of patients;
• Care for both medical and surgical patients under supervision;
• Perform nursing procedures as assigned;
• Maintain fluid intake and output charts;
• Manage infusions, parenteral, and other medications under supervision; and
• Undertake counselling of patients as necessary.

At the end of this course, students should be able to:

• Discuss the anatomical and physiological changes that are associated with pregnancy and childbirth;
• Apply knowledge of preconception in the care of women and their families;
• Describe normal pregnancy, labour, and puerperium;
• Describe abnormal pregnancy, labour, and puerperium;
• Discuss family planning methods including factors that affect acceptance and choice of methods;
• Apply the knowledge and skills acquired to conduct physical health assessment, plan, and implement care for the family with other health care providers; and
• Discuss the role of the nurse and midwife in the clinical area and the community including during immunizations.

At the end of this course, students should be able to:

• Identify socio-cultural issues relating to mental health (such as peer/societal pressure and many others);
• Discuss the concept of community mental health, preventive mental health/psychiatric services in schools, workplaces, and communities;
• Explain social and psychological issues affecting mental health/illness;
• Discuss the role of traditional healers in mental health/psychiatric nursing;
• Utilise the nursing process in the care and management of mental health patients in all settings; and
• Organise and implement preventive mental health activities in the community.

At the end of this course, students should be able to:

• Discuss the concept of research and its benefits to nursing;
• Describe the types of research;
• Discuss the steps in the research process;
• Initiate, conduct, and present a research project;
• Recognise the importance of ethics in research;
• Explain the application of research findings to nursing situations; and
• Generate research proposals and conduct a simple research study in an area of interest.

At the end of this course, students should be able to:

• Explain the concepts of management, communication, and supervision;
• Discuss the tools of management;
• Describe the elements of management;
• Discuss delegation, allocation, and supervision of personnel; and
• Utilise fundamentals of monitoring and evaluation in the provision of care.

At the end of this course, students should be able to:

• Define basic statistical terminologies;
• Explain various types of statistics and their uses;
• Differentiate between descriptive, qualitative, and quantitative data;
• Utilise statistical methods to analyse, present and interpret data; and
• Communicate data analysis results based on informed decisions.

At the end of this course, students should be able to:

• Explain the concepts of health, illness, and wellness;
• Describe the difference between illness and disease;
• Understand how knowledge about the determinants of health and the aetiology of illness can assist in the prevention and treatment of disease and illness;
• Understand how non-physical factors impact on health and illness as well as how this knowledge can increase a nurse’s ability to provide appropriate care to a person who is ill;
• Discuss various models of health and illness;
• Describe the link between health, illness, and individual attitudes toward health and health behaviours;
• Understand risk factors that predispose an individual to illness;
• Understand the different ways individuals cope with illness;
• Explain the role of the nurse in enabling health; and
• Explain the role of the nurse in enhancing coping abilities in a person who is ill.

At the end of this course, students should be able to:

• Discuss the overview of epidemiology, disease control, and surveillance.
• Explain the uses of epidemiology, epidemiology protocols, and survey methods.
• Understand the epidemiology of communicable and non-communicable diseases.
• Describe vital statistical and national health information systems, human ecology and disease processes, and public health laboratory practices and methods.
• Understand the intervention strategies in disease control and surveillance.
• Participate actively in disease control, and surveillance as well as in the monitoring and evaluation processes of selected endemic diseases at the National, State, and LGA levels.

At the end of this course, students should be able to:

• Demonstrate knowledge of the history and initiatives of global health;
• Identify major players and explain their role in promoting international health;
• Discuss models of assistance in global health;
• Identify sources of international health funding and assistance;
• Demonstrate a clear understanding of the workings of Agencies such as WHO, UNICEF, UNDP; and
• Recognise the role of international donor agencies and philanthropic organisations and their role in global health.

At the end of this course, students should be able to:

• Discuss community cultural practices that affect maternal and child health;
• Describe counselling and communication strategies of relevance in maternal, and child health services;
• Demonstrate knowledge of pre-, intra, and postnatal care focusing on the mother and the baby;
• Demonstrate the knowledge of care of the newborn;
• Discuss strategies and measures to reduce maternal and child mortality in the community;
• Participate in domiciliary practice and family care as necessary;
• Participate in maternal and child health service programmes immunisation, growth monitoring, oral rehydration therapy as necessary; and
• Explain the process and use of data collection and management information systems in family planning services.

At the end of this clinical posting, students should be able to:

• Explain the concept of care of the newborn including immunisation;
• Demonstrate skills for the conduct of maternal and child health services including ante-natal booking and service;
• Conduct health education on immunisation and proper nutrition;
• Participate in patient mobilisation and community participation activities; and
• Recognise the role of the family in maternal and child care services.

At the end of this course, students should be able to:

• Recognise the principles of education and adapt them to health education;
• Identify the roles of the nurse as a teacher and health educator;
• Identify teaching and learning methodologies and how to adapt them to health education;
• Discuss modern methods (such as the use of information and communication technologies) to enhance teaching and learning; and
• Develop teaching plans and identify learning frameworks.

At the end of this course, students should be able to:

• Discuss the methods and process of conducting community needs assessment;
• Discuss strategies used in working with small groups at the community level and with agencies;
• Explain the programme and service development process for meeting health care needs of population groups;
• Discuss the process for programme and service implementation and evaluation with emphasis on critical public/community health issues and population groups such as: (a) Home care populations; (b) Family and community violence; (c) School health population, and (d) Other special population groups in the community such as the elderly, people with disabilities, children in correctional homes and others; and
• Apply the model of public/community health planning – community diagnosis, care plans, implementation of care, and evaluation in care of health needs of the community.

At the end of this course, students should be able to:

• Explain five concepts and principles associated with emergency and disaster care.
• Identify and sort emergency and life-threatening conditions.
• Demonstrate the ability to use relevant basic lifesaving and support aids.
• Manage emergencies and life-threatening conditions.

At the end of this course, students should be able to:

• Understand the incidence, prevalence, and benefits of acute and chronic illnesses.
• Explain the categories of disease and their causes as well as coping mechanisms.
• Understand various infectious diseases and health breakdowns.
• Apply case studies with exercises from nursing theory to nursing practice.

At the end of this course, students should be able to:

• Define critical care nursing and its role within the healthcare system
• Describe the history of Critical care Nursing
• Describe the pathophysiology and clinical manifestation of common critical illnesses.
• Apply evidence-based interventions for monitoring and managing sick patients.
• Understand how to prevent/detect complications.
• Utilise advanced assessment skills to identify changes in patient status.
• Utilise nursing skills in the management of disease conditions.
• Demonstrate cardiopulmonary resuscitation.
• Manage patients on pacemakers and mechanical ventilation.
• Demonstrate proficiency in the use of medical equipment used in critical care.
• Utilise advanced assessment skills to identify changes in patient status.
• Implement therapeutic communication techniques with patients and families in crisis.

At the end of this course, students should be able to:

• Demonstrate understanding of the Nigerian Health care system;
• Analyse the impact of policies, budgets, and programmes on health;
• State the roles of the three tiers of Government in health care provision in Nigeria;
• Describe the importance of human resource and financial management in health care delivery;
• Identify components of the organisation, financing, and delivery of health care in Nigeria;
• Demonstrate effective leadership and communication skills within the context of health care;
• Explain the administrative and management system for effective health care delivery; and
• Demonstrate the ability to apply management and administrative concepts in health.

At the end of this clinical posting, students should be able to:

• Apply the model of community health planning – community diagnosis, care plans, implementation of care, and evaluation in care of health needs of the community;
• Demonstrate skills in consultation and counselling of patients;
• Demonstrate skills in the management of childhood illnesses and common endemic diseases at the primary health care facilities;
• Participate in school health programmes and health promotion activities; and
• Conduct home visits for follow-up and community participation purposes as appropriate.

At the end of this posting, students should be able to:

• Participate in the community care of mothers at the maternal and child health facilities;
• Provide preventive and assistive care to mothers and their children aged 5 years and under;
• Engage in community mobilisation activities through health visits and health education for the prevention of sexually transmitted infections and other diseases; and
• Provide counselling services to adolescents and couples in need of family planning services.

At the end of this course, students should be able to:

• Discuss the signs of obstetric emergencies;
• Explain the roles of nurses and midwives in the provision of care in obstetrics emergencies;
• Discuss abnormal labour and related midwifery care of clients in such conditions;
• Explain rationale, components, and characteristics of youth-friendly facilities; and
• Discuss risks and problems associated with adolescent health.

At the end of this course, students should be able to:

• Discuss the importance of computers in healthcare practice.
• Discuss the use of electronic health records.
• Explain the ethical boundaries in sharing patient information electronically.
• Apply health and nursing informatics in care of patients.

At the end of this course, students should be able to:

• Develop seminar topics on contemporary/ contextual issues in nursing and nursing care; and
• Make presentations of the seminar before the departmental academic board.

At the end of this course, students should be able to:

• Demonstrate an understanding of the concept of health economics and healthcare financing;
• Explain how demand and supply are applied in healthcare;
• Discuss healthcare financing in Nigeria, the National Health Insurance Scheme (NHIS), cost containment, healthcare cost, budgeting, and many others; and
• Discuss the role of the nurse in healthcare financing and NHIS.

At the end of this course, students should be able to:

• Theoretically synthesise their knowledge from previous clinical courses and experiences relating to issues and trends in the healthcare needs of individuals, families, and communities plus the diagnosis and management of reproductive healthcare.
• Understand advanced nursing practice in the acute/chronic care environment of the gynecologic and/or obstetric patient.
• Understand how to care for patients based on sexual preferences and gender identification.

At the end of this course, students should be able to:

• Understand the organisational and administrative theories applicable in health and nursing with a focus on manpower and human resource development, and utilisation.
• Discuss the conceptual framework in the management of health and nursing services that utilises the input, process, and outcome of care; the dimensions of quality and quality improvement.
• Understand effective human resource practice, planning, and development.
• Discuss the nexus between management, organisation, and the environment.

At the end of this course, students should be able to:

• Explore the technical landscape of modern nursing practice.
• Explain the factors impacting the push to integrate informatics competencies as foundational practice concepts.
• Understand how to best function in the domain where technology education and traditional nursing education form partnerships for instruction.
• Explain the emerging technologies and care models that may impact their general approach to education, as well as the role of technology.
• Possess the proficiencies and professional dispositions required to educate—and meet the global demand for—technology-savvy nurses from the start of nursing school through their evolution to an expert-level clinician.

At the end of this clinical posting, students should be able to:

• Demonstrate skills in assessing pregnant mothers for routine antenatal care;
• Conduct health education of mothers and clients on family planning methods and use;
• Conduct relevant number of antenatal palpitations, vaginal examinations and normal deliveries as relevant to their level; and
• Participate in the care and management of mothers during the puerperal period.

At the end of this course, students should be able to:

• Identify health needs as well as properly assess them.
• Understand the robust community health planning strategies.
• Explain epidemiology from various viewpoints.
• Identify vulnerable groups that need care.
• Manage public/community health nursing.
• Manage violence and disaster in public health nursing.
• Understand how to care for the adult and elderly.
• Discuss nursing intervention and end-of-life care.

At the end of this course, students should be able to:

• Visit rural health facilities of their choice to enable them to implement health interventions using the knowledge and skills acquired theoretically.
• Submit a well-written report of their field experience.

At the end of this course, students should be able to:

• Discuss the concept of entrepreneurship and entrepreneurship in nursing;
• Discuss opportunities and possibilities of self-employment/financing enterprise in nursing;
• Discuss challenges of entrepreneurship practice in nursing (using case studies);
• Explain legal aspects of entrepreneurship and implications to nursing practice; and
• Discuss positive attitudes to engagement in the entrepreneurial process and nursing entrepreneurship.

At the end of this course, students should be able to:

• Demonstrate the extent of the application of knowledge and skills acquired in other courses, especially research methodology in the execution of an individual research project.
• Write and present final research project report in an oral defence both internally before the faculty and final defence before the external examiners.

At the end of this course, students should be able to:

• Explain the concept of geriatric nursing.
• Describe the demographic trends and challenges of the aging population in Nigeria and globally.
• Describe changes and problems associated with aging.
• Demonstrate skills to care for the aged.
• Explain the rationale for special care for the aged in institutions/special homes for the aged.
• Identify resources for nursing such patients at home and institutions.
• Understand the cultural nuances and values that influence geriatric care in the Nigerian context.
• Apply evidence-based geriatric nursing principles to promote the health and well-being of older adults.
• Demonstrate effective communication skills with elderly patients, families, and healthcare professionals.
• Identify common health issues and geriatric syndromes and develop appropriate interventions.

At the end of this course, students should be able to:

• Understand the concept, principles, origin, and development of guidance and counselling.
• Discuss the components and resources of guidance and counselling, personal characteristics of effective counsellors.
• Describe the ethical issues in counselling practice, theories and techniques of counselling, counselling in health, and elements of individual and group counselling.

At the end of this course, students should be able to:

• Synthesise their knowledge from previous clinical courses and experiences related to the issues and trends in the healthcare needs of individuals, families, and communities including the diagnosis and management of reproductive healthcare.
• Demonstrate advanced nursing practice in the acute/chronic care environment of the gynecologic and/or obstetric patient.
• Demonstrate how to care for patients based on sexual preferences and gender identification.

At the end of this course, students should be able to:

• Understand the basic theories in community health nursing.
• Describe the nature of community health nursing, community health nursing practice, community resources, community health diagnosis, family and community as clients of care.
• Understand school health practice and contemporary issues in community health.
• Understand how to care for segments of the population including ‘special groups’.
• Understand how to develop models for effective nursing care of the elderly.
• Understand how to care for the elderly given cultural diversities in Nigeria, as well as behaviour change towards harmful cultural beliefs and practices.

At the end of this course, students should be able to:

• Effectively deal with human responses to life-threatening problems.
• Explain how to monitor and intensify interventions through the use of high technology equipment.
• Understand how the use of technology impacts on the quality of care.

At the end of this course, students should be able to:

• Understand how to manage patients whose diseases are not responsive to treatment.
• Understand how to improve the quality of life as well as symptom management and support for clients and their families.
• Understand how to deliver culture-sensitive care till the end of life.
• Describe principles of rehabilitation nursing, referral systems, and community resources for rehabilitation.

At the end of this course, students should be able to:

• Understand the general aims, philosophy, and types of education.
• Describe the nature, scope, and models of nursing education and practice.
• Explain the historical trends and advances in nursing education, factors affecting nursing education and reforms in nursing education.
• Describe the elements, development process, implementation, and evaluation of curriculum.
• Understand the nursing educational programme, and how schools are administered.
• Explain the concepts and theories in educational administration as applied to nursing institutions in Nigeria.
• Acquire knowledge and skills to manage nursing educational programmes.
• Comparatively, analyse the factors affecting nursing administration.
• Discuss the laws and regulations governing nursing education, School planning, finance, and management.