Department Of Nursing Science
30% Additional Course Units to CCMAS Curriculum for Bachelor of Nursing Science
Summary
| 300 LEVEL COURSES | ||||||
| Course Code | Course Title | Faculty/ Degree | Units | Status | L | P |
| UIL-NSC 304 | Applied Medical Sociology Nursing | Clinical Sciences/ B.N.Sc. | 3 | C | 45 | – |
| UIL-NSC 310 | Nursing Politics and Governance | Clinical Sciences/ B.N.Sc. | 2 | C | 30 | – |
| UIL-NSC 317 | Pain Management and Palliative Care | Clinical Sciences/ B.N.Sc. | 2 | C | 30 | – |
| UIL-NSC 319 | Global Health and Climate Change | Clinical Sciences/ B.N.Sc. | 2 | C | 30 | – |
| UIL-NSC 320 | Human Behavior in Health and Diseases | Clinical Sciences/ B.N.Sc. | 3 | C | 45 | – |
| UIL-NSC 321 | Community Based Experience and Service Posting( COBES) | Clinical Sciences/ B.N.Sc. | 4 | C | – | 180 |
| Total: 16 | ||||||
| 400 LEVEL COURSE | ||||||
| Course Code | Course Title | Faculty/ Degree | Units | Status | L | P |
| UIL-NSC 412 | Expectant Family Care Project | Clinical Sciences/ B.N.Sc. | 3 | C | 15 | 90 |
| UIL-NSC 413 | Reproductive Health | Clinical Sciences/ B.N.Sc. | 4 | C | 30 | 90 |
| UIL-NSC415 | Forensic Nursing | Clinical Sciences/ B.N.Sc. | 2 | C | 30 | – |
| UIL-NSC 416 | Spirituality and Spiritual Care In Nursing | Clinical Sciences/ B.N.Sc. | 2 | C | 30 | – |
| Total: 11 | ||||||
| 500 LEVEL COURSES | ||||||
| Course Code | Course Title | Faculty/ Degree | Units | Status | L | P |
| UIL-NSC 516 | Radiology and Radiotherapy Nursing | Clinical Sciences/ B.N.Sc. | 2 | E | 15 | 45 |
| UIL-NSC 517 | Otorhinolaryngology (ORL) | Clinical Sciences/ B.N.Sc. | 2 | E | 15 | 45 |
| UIL-NSC 518 | Geriatric and Homecare Nursing | Clinical Sciences/ B.N.Sc. | 2 | E | 30 | – |
| UIL-NSC 520 | Dermatology Nursing | Clinical Sciences/ B.N.Sc. | 2 | E | 30 | – |
| UIL-NSC 521 | Intensive Care Nursing | Clinical Sciences/ B.N.Sc. | 2 | E | 15 | 45 |
| UIL-NSC 522 | Anaesthetic Nursing | Clinical Sciences/ B.N.Sc. | 2 | E | 15 | 45 |
| UIL-NSC 523. | Perioperative Nursing | Clinical Sciences/ B.N.Sc. | 2 | E | 15 | 45 |
| UIL-NSC 524 | Dental Nursing | Clinical Sciences/ B.N.Sc. | 2 | E | 15 | 45 |
| UIL-NSC 525 | Renal (Nephrology) Nursing | Clinical Sciences/ B.N.Sc. | 2 | E | 15 | 45 |
| Total: 18 | ||||||
| Grand Total: 45 | ||||||
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course offers liberal or general and professional education for student nurses who will be able to utilize psycho-social and physical factors in health promotion, health maintenance and of health restoration. The course will also prepare nurse-practitioners who are capable of relating the role of health services to the broader social system and who will be engaged in life-long and self- directed learning.
The aim of the course is to facilitate greater understanding of the principles of human behavior generally and the application of these to nursing practice.
This course introduces students to different organizations in the society, showing human and social behaviour in relation to health and illness. Social institutions are discussed under this course with interactions of societal culture, values, taboos and norms to health and disease. Types and roles of family system on health and illness of the populace are studied.
Senate-approved relevance
This course provides students with basic understanding of politics and governance. It covers the politics of health care delivery and nursing practice on the local, national and international level.
The course is to prepare students to function maximally in students’ unionism both at the departmental and university levels and this exposure will enable them to function in the larger society’s politics. Students will participate in field trips and professional activities including attending professional meetings. The goal is to promote the development of the professional nurse leader.
The objectives of the course are to:
At the end of the course, the learners should be able to:
Introduction to basics of politics and governance. Politics of health care delivery. Politics in nursing practice on the local, national and international levels. Types of government. Political interaction. Importance of politics to nursing. Organisation and community service. Networking. Persuasion power. Commitment to collective strength. Collective bargaining and unionism. Political activities. Political socialization. Political leadership and qualities of a good leader. Political expression. Assertive behaviour. Political advocacy. Political participation. Policy development and intervention. Policy, politicking and lobby. Students’ field trips and professional activities including attending professional meetings. Leadership in nursing. Delegation in nursing. Development of professional nurse leader.
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course is designed to provide an opportunity for students to prepare for and engage in holistic pain management using both pharmacological and non- pharmacological measures.
Derived from Greek word “POENA” meaning penalty or punishment, pain is usually part of a protective mechanism that warns about injury or something in the body that requires attention. Pain is felt when a message to the brain is sent from the body and can involve many neurotransmitters in multiple pathways. But sometimes these messages can get confused, and continue to be sent even though there may not be an obvious cause. Pain is subjective, it can be difficult to define and is often hard to characterize and understand. Pain is responsible for most clinical visit or hospitalization.
Palliative care nursing is new to the nursing education and practice especially in Nigeria; however, it is often associated with an aging population, which in turn is associated with chronic and sometimes debilitating diseases. The association with pain management is thus obvious. Nurses are always involved at all levels of the care of these illnesses, hence it is considered as a twin-course (pain and palliative acre). Pains associated with chronic diseases and dying form the core of this course. Globally, and currently, nurses are specializing in Palliative Care Nursing. This is a very reason to introduce this course at the BNSc degree level to sensitise students for the present use in caring for the patients, and for considerations as a specialty, in future.
The objectives of the course are to:
Learning outcomes
At the end of the course, the learners should be able to:
Course contents
Definition of pain. Types of pain. Theories of pain. Overview of chronic diseases. Overview of the elderly. Ageing population. Assessment of pain including pain assessment scales/inventories. Pharmacological Management of pain. Non-pharmacological management of pain. WHO pain ladder. Leadership in palliative care nursing. Collaborative practice in palliative care nursing. Therapeutic relationships in palliative care nursing. Principles of symptom assessment. Management in palliative care nursing. End of life care in palliative care nursing. Euthanasia. Ethico-legal issues in palliative care.
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course is designed to provide an introduction to Global Health (GH). It provides students with the knowledge, attitudes and skills required to promote and maintain the health of individuals and families at all seasons. It assists the students to use the acquired attitudes and skills to promote and maintain the health of individuals and families as well as interpret their own behaviors and environment which can foster wellness and self-care in addition to holistic patient care.
This course introduces the student to Global Health (GH) with emphasis on determinants of health and illnesses as relate to global burden of diseases base variations by countries. Conditions that enhance health, factors contributing to health and illnesses patterns within epidemiological framework.
The course will explore attributes of evidence-based policy implementation, gender equity, and access to healthcare, health literacy, health disparities, healthcare disparities, and community health collaboration. Actions at local, national and international levels for health promotion, disease prevention, and interventions targeted at reducing burden of disease. The role of the nurse in global health and actions in the areas of policy, programs, services in managing burden of diseases. Nurses’ actions in addressing challenges such as poor sanitation, malnutrition, poverty and other risk factors at various levels will be emphasized.
The objectives of the course are to:
At the end of the course, the learners should be able to:
Introduction to Global Health. Principles of Global Health. Goals of Global Health. Determinants of health. Measurements and trends in Health Education. Poverty and economy. Global Initiatives for Global Health. Ethical issue related to climatic changes. Gender and human rights concerns in Global Health. Introduction to health systems. Factors that impact health practice and outcomes. Culture and health. Environment Health. Nutrition. Unintentional Injuries. Intentional Injuries-violence. Local, National, International Initiatives. Programmes and Services. Communicable Diseases.
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course exposes the students showing that man is a bio-psycho-social being and his needs are the focus of all nursing activities. It prepares the students to work in the three levels of health care system so as to meet the needs of individuals, families, groups and communities in illness and health promptly.
This course introduces the students to how people react to health and illness, at the level of individual, family and community. It discusses the germ theory and its influence on the disease causation.
The course also discusses the theories of human behaviour; the roles of demography and population on the prevention, causation and management of disease and illnesses.
The objectives of the course are to:
At the end of the course, the learners should be able to:
Basic concepts of human behaviour, disease and health. Introduction to the course and expectation from students. Concepts of human behaviour. Health behaviour. Health seeking behaviour. Illness behaviour. Stages of illness behaviour. Factors affecting illness behaviour. Seek role behaviour. Influence of health and disease on the family. Determinants of diseases and health-illness behaviour. Review of lectures on family/health. Family dynamics. Impact of family dynamics on health and disease. Impact of disease on the family. Germ theory of disease. Major concepts of germ theory. Contributor to germ theory. Demography, Population and Disease Definition of demography and population. Components of demography change (birth, death and migration. Census in health care. Use of demographic record in planning the health care. Influence of disease on the demography and the population growth. Pattern of Community and Disease. Introduction to community. Health problems in rural area. Rural versus urban access to health services. Health behaviour in rural –urban area.
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course is designed to introduce students to the community at the very earliest phase of their training with a view to sensitizing them to the community health needs. It provides students with the knowledge, attitudes and skills required to promote and maintain the health of individuals and families at all levels of health care. It affords the students to use the acquired attitudes and skills to promote and maintain the health of individuals and families as well as interpret their own behaviours and environment capable of fostering community collaboration, wellness and self-care in addition to holistic patient care.
The Community-Based Experience and Service (COBES) community posting was designed to introduce students to the Community at the very earliest phase of their training with a view to sensitizing them to the Community health needs. It provides an opportunity to observe and get involved in maintaining the health status of individuals, family and community.
In addition, it provides opportunity to assess and participate in the service delivery at the Primary Health Care facilities at rural areas of posting. Students will realise their roles through observation of community member’s lifestyle, environment and initiating appropriate Nursing interventions to address them. It exposes students to concept of teamwork in the community by interacting with the primary healthcare workers to improve service delivery and engage in a project to improve the community.
The objectives of the course are to:
At the end of the course, the learners should be able to:
Field work. Community entry. Community Census. Mapping and Demography. Community Diagnosis. Relationship between the community and health. Community Health facility utilization. Relevance Community Health services. Common health problems and associated factors. Community Health Education. Health needs of community. Inhibitors of easy access to satisfactory health services. Health services providers. Accessing satisfactory health care in the community. Government and private sectors involvement. Mobilizing community resources. Community project. Report writing. Community posting. Advocacy for Community Development.
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course is designed to provide students in-depth knowledge and skill on the progress of the mother and family through pregnancy, labour and puerperium. This course helps students during their clinical year to establish a sound and methodical approach to midwifery practice so as to assist them in acquiring skills needed to manage a woman throughout pregnancy, labour and puerperium.
This course aims to build upon the theoretical and practical components covered in the midwifery program. This prepares the student midwives to present a case study project that will be holistic and family-centred.
The course also provides opportunity for the student midwives to assume the role and responsibilities associated with professional midwifery practice and proper care documentation from the antenatal to the postnatal period.
The objectives of the course are to:
At the end of the course, the learners should be able to:
Expectant family and care study. Diagnosis of labour. Labour progression. Maternal vital signs monitoring. Foetal heart rate monitoring. Recognising danger signs in labour. The latent and active phases on partograph. Bishop’s score. Complicated labour. Decision making in labour management. Management of post-term pregnancy. Assessment of the newborn. Newborn assessment. Apgar Scoring. Newborn care. Immediate postnatal care. Puerperium Episiotomy and perineal tear. Child welfare services. Standardized nursing care plan for maternal and newborn care. Special baby care unit. The nursing and midwifery log book.
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course is designed to help nursing students to acquired knowledge and skills that will help them in addressing reproductive health issues. This course will instil in the students’ knowledge, skills and attitudes necessary to guide their conduct and decision making as practicing nurse-midwives.
Reproductive Health is designed to expose students to reproductive health issues and factors influencing the reproductive health of women; as well as other obstetrical and gynecological conditions affecting their health.
The course seek to provide the students with the knowledge and requisite skills in provision of reproductive health services to clients in homes, health institutions and the community.
The objectives of the course are to:
At the end of the course, the learners should be able to:
Reproductive health (RH) and related concepts. Overview of sexual and reproductive health rights. Reproductive Health situation in Nigeria. Components of reproductive health. Reproductive health indicators. Concept of quality care in RH service delivery. Prevention and treatment of reproductive tract infections. Sexual transmitted infections (STDs). Adolescent reproductive and sexual health. Abortions and Post Abortion Care. Elimination of harmful practices (female genital mutilation, child and early marriage, violence against women, widowhood rites, etc). Screening for reproductive health cancers (testicular, prostate, breast, cervix). Management of reproductive conditions. Andropause and menopause. Gender equity and Social Inclusion. Meeting reproductive right issues. Male involvement Spousal responsibilities and participation.
Minimum Academic Standards
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course is designed to expose students to knowledge necessary to prepare them for the changing needs of the society and to provide forensic nursing care in clinical and community settings. It equips students with forensic science and technology capable of adapting themselves to the expanding roles of nurses in the society.
This course is designed to expose the students to the understanding of the concept of forensic nursing and apply the knowledge acquired to avoid or reduce the various litigations in nursing practice.
The course also introduces the student to forensic evidence collection and documentation, being mindful of preserving evidence while managing victims of intentional harm, criminal neglect, and accidents arising from illegal activities; as well as making referrals to or requesting the assistance of forensic specialists.
The objectives of the course are to:
At the end of the course, the learners should be able to:
Introduction to forensic nursing. History and development of forensic nursing. Ethics and morality. Fundamental Human Rights. Physical examination and interview of the forensic patient. Models of nursing care for women. Risk assessment and management. Mental health legislations. Mental status of the offenders. Characteristics, skills, knowledge and inquiry in forensic nursing, working with adolescent patients. Working with sex offenders. Working with the offender patient with psychosis. Working with the learning disabled offenders. Working with the personality disordered offenders. Working with suspicious minds and balancing Acts. Working with one another: service users/Professional. Developing community services. Relatives and informal caregivers. Psychosocial interventions in forensic nursing. Addressing issues of sociality in forensic nursing. Forensic systems and organisational dynamics. Losses.
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course is designed to expose the students to acquire requisite knowledge of the concept, components of spiritual care, as well as assessment of spiritual needs and mode of meeting those needs effectively and efficiently.
This course is designed to facilitate the learners’ understanding and application of the concepts of spirituality and spiritual care in nursing. Nursing is a holistic way of rendering qualitative and evidence-based care to the patients.
Spiritual care is one of the major components of quality nursing care but generally, it is often a neglected part of the components. The relevance of these concepts and their influences on man and care are explored in this course.
The objectives of the course are to:
At the end of the course, the learners should be able to:
Introduction to spirituality and spiritual care in nursing. Spiritual development across the lifespan. Development of spiritual care. Influences of religion and culture on nursing. Spiritual care and the nursing process. Spirituality as a component of holistic nursing care. The role of the nurse in the spiritual care. Assessment and diagnosis in spiritual care. Planning, implementing and evaluating spiritual care. Collaboration in spiritual care. Ethical issues in spiritual care. Nursing research about spirituality and health. The nurse’s spiritual health. Nursing assessment of spiritual needs. Theories and models of spiritual well-being in illness. The nurse-patient relationship in spiritual care. Spiritual needs of the patient with an acute illness. Spiritual needs of the chronically ill person. Spiritual needs of children and families. Spiritual needs of older adults. Spiritual well-being and quality of life at the End of Life. Spiritual needs in death and bereavement. Spiritual needs in Mass casualty disasters. The spirituality of servant leadership in nursing. Spirituality versus Humanism patient. Spirituality in mental health care. Spirituality in rehabilitation. Spirituality in social work. Spirituality and the arts. Spiritual well-being scale. Policies on spiritual care. Curriculum development in spirituality and health in the health professions. Competences in spiritual care education and training. Interdisciplinary teamwork in spiritual care. Contemporary spirituality, the future of religion. The future of spirituality and healthcare.
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course is designed to prepare student nurses for international best practices in diagnostic nursing. It provides an opportunity for students to prepare for and engage in emerging specialty areas in nursing profession.
Radiology nursing is an emerging sub-specialty in nursing. Radiology nursing is a dynamic environment that allows nurses to work in different modalities. Radiology nurses influence care in a variety of settings, including academic medical centres, community hospitals, outpatient imaging centres, and freestanding radiology clinics. They are trained to have a broad skill set and care for patients across the lifespan at various acuity levels. In one encounter, they may administer a glucagon injection for an MRI patient, in the next respond to an emergency contrast media reaction, and later take part in a high-risk interventional procedure by transfusing blood in a patient with significant bleeding.
Nurses who thrive in this environment are flexible and comfortable with a changing routine, and need to be highly knowledgeable and skillful. This course UIL-NSC 516, has become necessary to introduce students to new and fast-growing sub-specialty in nursing. In this course, students learn the health problems associated with radio-activity and the role of the nurse in the circumstances. The course will also explore Nurses roles in interventional procedures, image interpretations etc.
The objectives of the course are to:
Learning outcomes
At the end of the course, the learners should be able to:
Course contents
Introduction to radiology nursing. The structure and components of a Radiology Unit. Contrast media in Radiology. Becoming a radiology nurse. General roles and specific roles of a radiology nurse. Attributes of a radiology nurse. Interventional radiology. Diagnostic radiology. Common techniques in radiology. Specific Nursing procedures in radiology nursing. Sedation in radiology. Pre and post nursing care of radiology patients. Allergic reactions in radiology. Hypersensitivity care. Radio-activity safety. Ethico-legal issues in Radiology. Interpretation of radiological results.
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course is designed to equip to prepare students to become roundly-competent nurses to enable them to meet the needs of diverse patient population in the care environments. It provides opportunity for students to prepare for and engage in the care of the ear, throat and nose, which are common presentations in general outpatient settings.
Disorders of the ear, nose and throat are becoming common health challenges. Laryngo-tracheal infections, deafness (sudden sensorineural hearing loss) and other related disorders have reportedly caused morbidity (including disability), and mortality. Infections from the nose, ear and throat often spread to other organs of the body including vital organs like the brain and kidneys to cause serious health conditions.
This course introduces nursing students to the anatomy and physiology of the ear, nose, and throat, and different disorders of the system (these organs). The recognition and the general nursing care of these disorders are discussed under this course, using a collaborative care models.
The objectives of the course are to:
Learning outcomes
At the end of the course, the learners should be able to:
Course contents
Review of the anatomy and physiology of the nose. Review of the anatomy and physiology of the ear. Review of the anatomy and physiology of the throat. Identification of diminished hearing. Management of diminished hearing. Ability and inability to hear in noisy environment. Assessing and rehabilitating tinnitus (ringing) in the ears. Vestibular disorders. Assessing and managing noise-induced, ototoxic induced, and age-induced hearing impairments. Otologic tests in detecting hearing disorders. Disorders of the external ear, e.g. otitis externa. Disorders of the middle ear, e.g. otitis media. Types of tympanic membrane perforation. Otomycosis. Mastoiditis. Meniere’s disease. Labyrinthitis. Cerebellopontine angle tumour. Tinnitus. Vertigo. Hyperacusis diagnosis. Clinical characteristics and management of ENT related diseases. Nursing Care of Patients for Surgical interventions such as grommet insertion for glue ears. Impacted cerumen, its hearing effect and nursing and general management. Oro-nasal-pharyngeal pathologies and auditory effect.
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course is designed to provide students with the knowledge, attitudes and skills required to promote and maintain the health of individuals and families. It assists the students to use the acquired attitudes and skills to care, promote and maintain the health of the aged, individuals requiring home care and families as well as interpret their own behaviors and environment which can foster wellness and self-care in addition to holistic patient care.
This is an elective course which focuses on geriatric and home care nursing. Clients outside the hospital setting are expected to receiving care within the home or home-like environment. It will minimize hospital admissions or facility placements while clients recover from illness, injury, or disability.
This course introduces nursing students to the health needs and care of the aged. It prepares student nurses for clinical expertise in the care provided to aging adults. This expertise includes assessing and identifying problems; planning, intervening in, and evaluating care; and participating in the interdisciplinary plan of care.
The objectives of the course are to:
At the end of the course, the learners should be able to:
Definition of aging. Process of aging. Health challenges of the aged. Nursing aged in the geriatric home. Old people health promotion. Illness and disease prevention. Roles of the nurses in the care of the aged. The support system to the aged. Prevention of fall and other injuries. Mental health of the aged. Theoretical knowledge of Nursing Homes. Clinical skills needed to work in Nursing homes. Assisted living. Adult day care. Home care and related concepts. Prevention and control of infectious diseases in home-care practice. Paediatric homes and health care. Cancer care in home-health care. Palliative and hospice (end of life). Death and dying. Last offices. Religion-related issues.
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course is designed to prepare students for educate individuals, families, and communities on the prevention, management and, complications of skin/integumentary disorders.
The skin is the largest organ of the body, covering the body’s surface. Disorders of the skin are very common in both adults and children. Nursing care of these disorders requires special consideration in view of both psycho-social and physical health implications of the skin.
The course introduces students to the natural property of integuments (skin and its related structures such as the hair and nails); abnormal states of skin and the related structures, dangers of abnormalities and the role of the nurse in the prevention, treatment of such abnormalities.
Objectives
The objectives of the course are to:
Learning outcomes
At the end of the course, the learners should be able to:
Course contents
Anatomy and physiology of the skin and the integuments. Disorders of the skin and related disorders (eczemas, allergies, skin infections & hair infestations, etc).Nursing assessment of patients with diseases. Diagnostic tests in skin disorders. Selected other skin disorders. Burns and its management. Grafts and sites. Reconstructive and Plastic surgery. Skin cancers. Specific nursing care of medical conditions of the skin. Surgical care of conditions of the skin/integuments).Psycho-social and economic implications of skin problems. The role of the nurse. Application of nursing models to skin care. Primary health care implications of skin diseases. Auto-rejection. Management of wounds. Keloid formation. Contracture deformity.
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course is designed to introduce and prepare students for intensive care nursing services. Thus, the students are well equipped to function as team-player in intensive care units of health facilities in Nigeria, and diaspora.
Critical care nursing programme prepares nurses to work with the critically ill patients in settings such as medical, surgical, neonatal and paediatric intensive care units. The course covers the whole spectrum of skill, knowledge and attitudes utilized by practitioners in any setting. Critical care units have evolved over the last four decades in response to medical advances. Florence nightingale recognized the need to consider the severity of illness in bed allocation of patients and placed the seriously ill patients near the nurses’ station.
An intensive care unit (ICU) is an area of a hospital that provides aggressive therapy, using state-of-the-art technology and both invasive and non-invasive monitoring for critically ill and high-risk patients. In these units the patient’s physiological variables are reported to the practitioner on a continuous basis, so that titrated care can be provided. The course, UIL-NSC 521 is designed to expose the students to knowledge and skills necessary in the care of clients who are critically ill and to enable them to further develop critical thinking skills and application of nursing process to patients in an ICU environment.
Objectives
The objectives of the course are to:
Learning outcomes
At the end of the course, the learners should be able to:
Course contents
Meaning of intensive care unit (ICU). Historical perspective of the intensive care nursing. Infection Control in ICU.PPE and donning/duffing principles. Global situations of ICU. Nigeria situations of ICU. Nursing assessment in ICU. Special Nursing Care Plan formats for ICUs. Common ICU equipment/machines/monitors. Common cases in ICU. Illnesses and injuries commonly seen in patients on critical care units. Predisposition to critical Illness. Principles of cardio-pulmonary resuscitation (CPR).Recovery Room care. Basic and Advanced life supports. Airway maintenance. Cardiac monitoring. Special diagnostic procedures. Monitoring the critically ill clients. Prognostic indices of ICU patients.
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course is designed to expose students to basic knowledge and skill in anaesthesia and for consideration for possible specialization in future. It prepares the students with necessary knowledge and skills to care for clients/patients under diverse types of anaesthesia; before, during, and after administration of any type of anaesthetic agents.
Anaesthetic Nursing is another perioperative team-based specialty; a highly specialized area of nursing. Anaesthesia requires competencies beyond basic critically thinking but involves rapid and accurate clinical reasoning and decision making to save lives, especially in theatres and intensive care units (ICUs).
This course is designed to expose students to principles and uses of anaesthesia. Students will build on the knowledge and skills to assist clients who require anaesthesia.
The objectives of the course are to:
At the end of the course, the learners should be able to:
Anaesthetic nursing as a specialty. Types of anaesthesia. The nurse anaesthetist; attributes, roles, and certification. Pre-anaesthetic assessment. The anaesthetic machines. Anaesthetic agents. Allergic reactions in anaesthesia. Endotracheal tubes and various sizes. Intubation; patient preparation, requirements, procedure, and during- and after-care. Uses of anaesthesia. Administering various types of anaesthetic agents. Types, sites, duration and complications in clients who require anaesthesia. Positioning used in nurse anaesthesia. Post-anaesthetic care (recovery Room care).Precaution in anaesthesia. Emergency situations associated anaesthsia. Basic life support. Advanced life support. Post anaesthetic care.
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course is designed to expose students to perioperative nursing procedures and practice. It helps students to make informed decision on possible specialization in perioperative nursing specialty in future.
The surgical team is a special, cohesive and collaborative healthcare system involved in managing patients with surgical needs. The surgical team functions in variety of setting of setting, including primary care settings. In all these setting, the perioperative nurse forms an indispensable member of the team with specific and general roles in the team. Perioperative nursing is highly specialized area of nursing, to which nursing students must be introduced.
This course is designed to expose the nursing students to the basics of the perioperative nursing. It is expected that the theoretical and practical exposure in this course should prepare students for future desire for this specialty. The course focuses on the needs of clients who require surgical care for the treatment of their ailments. Students will be expected to develop and acquire knowledge and skill in pre- and post-operative periods of client care.
Objectives
The objectives of the course are to:
Learning outcomes
At the end of the course, the learners should be able to:
Course contents
Review of the theatre and its components. Types of theatre. The surgical patients and their basic needs. The composition of a theatre team. Infection control in the theatre. Perioperative nursing. The theatre environment. Aseptic and sterile procedures. Asepsis and disinfection. Donning and doffing of theatre gowns. Donning and doffing of sterile gloves. Hand washing technique. The CSSD and sterilising principles. The attributes of a perioperative nurse. Basic roles of perioperative nurse. Nursing procedures within the perioperative team. Basic skills in caring for the surgical patients and their needs. Specimens and handling. Surgical procedures and Nurses’ Roles. Infection control. The special preparation of the surgical patients. Pre-operative, intra-operative and post-operative care.
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course is designed to offer student nurses opportunity to appreciate and consider Dental Nursing as a possible area of specialization future. The students are prepared to identify and manage common dental conditions as a general nurse.
Disorders of the teeth are becoming common health challenges. Dentition has significant psychosocial and economic implications and a structured course in this new area in nursing is paramount. Teeth disorders can be very discomforting, and cause different levels of disability and human labour losses. Infections from the teeth affect food intake and thus general heath; such infections can also spread to other parts of the head and the rest of the body, causing serious health conditions.
This course introduces nursing students to the anatomy and physiology of the teeth, and different disorders of the teeth. The recognition and the general nursing care of these disorders are discussed under this course, using a collaborative care models.
The objectives of the course are to:
Learning outcomes
At the end of the course, the learners should be able to:
Course contents
Review of the anatomy and physiology of the teeth and related structures. Functions of the teeth and associated structures. Formation of teeth. Types of teeth. Categories of teeth disorders. Identification of the disorders of the teeth. Treatment of the disorders of the teeth and related structures. Congenital abnormalities of the teeth. Psychosocial implications of dentition and dental conditions. Dentures. Maxillofacial surgery. Traumatic dental conditions. Economic implications of dentition and dental conditions. Role(s) of the nurse in the prevention of dental health problems. Treatment and care of the various dental health problems. Nursing Care of Patients for Surgical interventions in dental conditions. Primary healthcare of implications of dental nursing. Complications of dental disorders. Cosmetic dental surgery. Prevention of dental carries. Drugs used in dental surgeries. Tooth extraction and replacement.
As stated in the developed 70% CCMAS curriculum
Senate-approved relevance
In line with the vision and mission of the University of Ilorin to be an international centre of excellence in learning, research and services to humanity, this course is designed to prepare students for opportunity to use nursing skills to diagnose, care for clients/patients with acute and chronic kidney disorders. It helps the students to gain knowledge and health information to counsel clients/patients on the causes, prevention, and care of kidney conditions.
Renal nursing is a relatively new sub-specialty in nursing. It is a dynamic course where nurses’ roles are diverse and expanding. Renal nurses care for a variety of patients in different settings including hospitals, medical centres, community hospitals, outpatient clinic, and specialized renal centres. Renal nurses are broadly trained to care for patients across the lifespan.
This course has become necessary to introduce students to new and fast-growing sub-specialty in nursing. In this course, students learn the health problems associated with the kidneys and the role of the nurse in renal care. The course will introduce the roles of the renal nurse at different levels.
© 2024 University of Ilorin
Department of Nursing Science, Faculty of Clinical Sciences, University of Ilorin, Ilorin, Nigeria
08036422771
hodnursing@unilorin.edu.ng