ATHIRA.docx

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SHRI MARUTHI COLLEGE OF NURSING
SILVEPURA, BANGALORE
NURSING EDUCATION FILE
SUBMITTED TO:
MRS.RASHMI R
SHRI MARUTHI COLLEGE of nursing
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

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DEPARTMENT OF NURSING
EDUCATION
CERTIFICATE
This is to certify that Ms. ATHIRA G First year M.Sc. Nursing student of
2020-2021 batch at Shri Maruthi College of Nursing Bengaluru Karnataka,
has submitted Nursing Education file as a partial fulfilment of the
requirements for the degree of Master of Science in Nursing from Rajiv
Gandhi University of Health Sciences, Bengaluru.
Signature of Student Signature of HOD

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NURSING EDUCATION
INDEX
Sl.No. Content Page No.
1. Curriculum Construction: 1-104
Framing of Philosophy, Aims, Objectives 3-8
Syllabus/Course Plan 9-28
Master Rotation Plan 29-38
Unit Plan 39-80
Lesson Plan 81-100
Clinical Rotation Plan 101-104
2. Micro Teaching: 105-128
3. Teaching Method in Class Room: 129-192
Lecture 130-135
Demonstration 137-140
Laboratory 141-148
Simulation 149-154
Seminars 155-160
Symposium 161-164
Panel Discussion 165-172
Problem Based Learning 173-176
Role Play 177-184
Computer Assisted Learning 185-192
4. Clinical Teaching Method: 193-212

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Nursing Clinic 195-198
Nursing Rounds 199-200
Case Analysis 200-202
Process Recording 202-209
Group Health Teaching 210-212
5. Preparation of AV Aids: 213-260
Slides 215-226
OHP 227-232
Transparencies 233-236
Flash Card 237-240
Power Point 241-248
ASSIGNMENT ON COMPUTER APPLICATIONS IN NURSING249-260
6. Annotated Bibliography: 261-266
1 Annotated Bibliography (Research) 267-268
2 Annotated Bibliography (Journals) 269-272
3 Annotated Bibliography (Articles) 273-276
7. Evaluation Tools: 277-324
1. Preparation of question paper
a. Blue Print table of specification construct administer &
evaluate question paper:
278-282
Objective type question paper 283-286
Essay type question paper 287-292
2. Construct, Administer & evaluate clinical evaluation 293-294
a. Rating scale 295-298
b. Check list 299-302
c. Attitude test 303-306

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d. OSCE 307-310
e. Differential scale 311-316
f. Summated scales 317-320
g. Anecdotal records 321-324
3. Observe & Practice 325-372
a. Non Standardized test 325-326
b. Intelligence test 327-330
c. Aptitude test 331-334
d. Personality test 335-350
e. Physical and mental disability 351-368
f. Sociometry 369-372
8. Item Analysis 373-378
9. Conduct continuing education workshop 379-390
10. Critical evaluation of an institutional nursing education
programme
391-397

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Curriculum
Construction
SUBJECT: NURSING EDUCATION
SUBMITTED TO:
MRS.RASHMI R
bANGALORE

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Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
AIMS AND
OBJECTIVES
Post Certificate B.Sc
Nursing (PC B.Sc)
SUBJECT : NURSING EDUCATION

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SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
bANGALORE
AIMS AND OBJECTIVES Post Certificate B.Sc Nursing (PC B.Sc)
Aims:
Post Basic B.Sc degree in Nursing is a broad based education aimed to build upon the
skills and competencies acquired at the diploma in nursing level. It is specifically directed to
the upgrading of critical thinking skills, competencies and standards required for practice of
professional nursing and midwifery as envisaged in National Health Policy. The course is
intended to enable the graduates. Assume responsibilities as professional competent nurses
and midwives at basic level in providing promotive, preventive, curative and rehabilitative
services.
Make independent decisions in nursing situations, protect the rights of and facilitate

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individuals and groups in pursuit of health, function in the hospital, community-nursing
services, and conduct research studies in the areas of nursing practice. They are also expected
to assume the role of teacher, supervisor, and manager in clinical/public health settings.
Objectives
On completion of Post Basic B.Sc Nursing degree course the graduates will be able to:
1. Assess the health status, identify nursing needs, plans, implement and evaluate nursing
care for patients/clients that contribute to health of individuals, families and communities.
2. Demonstrate competency in techniques of nursing based on concepts and principles from
selected areas of nursing, physical, biological and behavioural sciences.
3. Participate as members of health team in the promotion, preventive, curative and
restorative health care delivery system of the country.
4. Demonstrate skills in communication and interpersonal relationship.
5. Demonstrate leadership qualities and decision-making abilities in various situations.
6. Demonstrate skills in teaching to individuals and groups in community health setting.
7. Demonstrate managerial skills in community health settings.
8. Practice ethical values in their personal and professional life.
9. Participate in research activities and utilize research findings in improving nursing
practice.
10. Recognize the need for continued learning for their personal and professional
development.
REGULATIONS:
1. Title of the Course
The course of study shall be called Post Basic B.Sc in Nursing or B.Sc Nursing (Post Basic)
2 Eligibility:
A candidate seeking admission must:
1. Hold a diploma in General Nursing & Midwifery (GNM)
2. Be a registered nurse.
3. Have a minimum of two years experience in a hospital or community health nursing.
4. Have passed pre-university examination in the Arts, Science / Commerce conducted by
department of Pre university Education, Karnataka State or its equivalent recognized by Rajiv
Gandhi University of Health Sciences.
5. Have working knowledge of English.
6. Be medically fit.
7. Have a good personal and professional record.
3. Age
No candidate who is above 48 years of age on 31st December of the year of admission
shall be eligible.

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4. Duration of study
The course of study shall be for two academic years from the date of commencement of
Mterm notified by the university.
5. Medium of Instruction
English shall be the medium for the course as well as for the examination.
6. Course of study
Candidates shall undergo course of instruction in the subjects mentioned in Table – I.
Table – I Subjects and Teaching hours.
Subject Theory Hours Practical Hours
1st Year
1 Nursing Foundation 45
2 Nutrition & Dietetics 30 15
3
Biochemistry &
Biophysics
60
4 Psychology 60 15
5 Microbiology 60 30
6 Maternal Nursing 60 240
7 Child Health Nursing 60 240
8 Medical & Surgical
Nursing
90 270
9 English (Qualifying) 60
Total 525 810
Note: For teaching of Kannada & Constitution separate syllabi given vide university letter
No.UA/Miscellaneous59/2001-2002 dated 16.7.2002, 10.12.2002 and UA/Misc-63/2002-
2003 dtd 28.10.2002 respectively.
Subject Theory Hours Practical Hours
2nd Year
10 Sociology 60
11 Community Health Nursing 60 240
12 Mental Health Nursing 60 240
13 Introduction to Nursing Education 60 75
14 Introduction to Nursing Administration 60 180
15 Introduction to Nursing Research &
Statistics
45 120
Total 345 855

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Note:
1. Teaching of Anatomy, Physiology, Pharmacology and Pathology will be integrated with
clinical subjects.
2. English is a qualifying subject
3. Introduction to Nursing Research and Statistics is a subsidiary subject
7. Attendance
A minimum of not less than 80% attendance in theory and practical/clinical separately in
each subject in each academic year is essential for appearing in the examination. A candidate
pursuing in the course shall study in the college for the entire period as a full time student. No
candidate is permitted to work in the hospital/nursing home/laboratory/college while studying
this course. No candidate should join any other course of study or appear for any other
examination conducted by this university or any other university in India or abroad during the
period of registration. Each academic year shall be taken as a unit for calculating the
attendance.
8. Internal assessment
Regular periodic assessment shall be conducted throughout the course. Although the question
of number of tests is left to the institution, at least three tests in theory and practical each year
is held. The test preceding the university examination may be similar to the pattern of
university examination. Average of the marks of the three tests for theory and practical
separately, shall be sent to the university. Two assignments are given in the first year. Marks
obtained in the assignments shall be added to theory marks for internal assignment. A
candidate shall secure at least 35% of marks in Internal Assessment to be eligible to appear in
the university examination.
9. Scheme of examination
The University shall conduct two examinations annually at an interval of not less than 4 to 6
months as notified by the university from time to time. A candidate who satisfies the
requirement of attendance, progress and conduct as stipulated by the university shall be
eligible to appear for the university examination. Certificate to that effect shall be produced
from the head of the institution along with the application for examination and the prescribed
fee.
Schedule of Examination
For the Post Basic B.Sc Nursing course, there shall be two university examinations, one at the
end of 1 year of the course and the other at the end of II year of the course.
Criteria for Pass
A candidate shall secure at least 50% of total marks in each subject in theory paper and
practical separately except in English. The marks obtained in the internal assessment shall be
added to the marks obtained in the university examination for each subject for computing to
50% minimum marks required for passing. In case of English, a candidate shall secure at

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least 33% of maximum marks for passing (inclusive of internal assessment and university
examination).
Carry Over Benefit
A candidate is permitted to carry over a maximum of three main subjects provided he/she has
passed in five other main subjects in I year. The candidate has to pass the carried over
subjects before appearing in the II year university examination.
Table – II Distribution of subjects, duration and marks,
1st Year Duration
Hrs.
Internal
Assessment
University
Examination
Total
Marks
Theory Paper / Subjects
1 Nursing Foundation 2 15 35 50
2 Nutrition & Dietetics 2 15 35 50
3 Biochemistry & Biophysics 3 25 75 100
4 Psychology 3 25 75 100
5 Microbiology 3 25 75 100
6 Maternal Nursing 3 25 75 100
7 Child Health Nursing 3 25 75 100
8 Medical & Surgical Nursing 3 25 75 100
9 English (Qualifying) * 3 25 75 100
Practical
1 Medical & Surgical Nursing 50 50 100
2 Maternal Nursing 50 50 100
3 Child Health Nursing 50 50 100
2st Year Duration
Hrs.
Internal
Assessment
University
Examination
Total
Marks
Theory Paper / Subjects
1 Sociology 3 25 75 100
2 Community Health Nursing 3 25 75 100
3 Mental Health Nursing 3 25 75 100
4
Introduction to Nursing
Education
3 25 75 100
5
Administration
3 25 75 100
6
Research & Statistics
2 50 50
Practicals
1 Community Health Nursing 50 50 100

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2 Mental Health Nursing 50 50 100
3 Research Project ** 50 50
* English is qualifying subject
** Respective colleges will conduct the examination for this subject. It will not be
University examination.
COURSE PLANNINGOF
1st YEAR MSc.NURSING
SUBJECT : NURSING EDUCATION
SUBMITTED TO:

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MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
COURSE PLANNING
INTRODUCTION
Curriculum planning in nursing is a complex process involving many groups of
people like faculty, community leaders, subject experts, consumers. Students
employees of the prospective graduates educationalist and psychologist.
Many factors affects curriculum development such as needs and interest of
learners social and cultural factors.

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The curriculum is the overall plan for providing learning experiences for
students for achieving certain goals. The curriculum based on needs and interest of
student concerned, physiology of the college and faculty and is a systematic way to
achieve certain specific goals.
OBJECTIVES:
After completion of the practical the student should be able to
• Spell out the sequence in planning a curriculum.
• Enumerate the concerns of the course plan for a subject.
• Prepare a course plan for a subject.
• To teach basic nursing students.
SEQUENCES OF PLANNING
In order to understand when does a course fit in with in the curriculum. We
should explain the sequence in planning curriculum. A curriculum is planned in
various stages including;
1) Planning a curriculum as a whole.
2) Planning a various course.
3) Units.
4) Lessons for each courses.
SEQUENCE IN PLANNING A CURRICULUM
1) Planning
• Curriculum - over all goals.
• Objectives.
• Learning experiences.
• Evaluation.
2) Planning various courses.
• Goals
• Objectives
• Learning experiences.
• Evaluation
3) Unit planning
• Objectives
• Learning experience
• Evaluation
DEFINITION OF COURSE
It is a serious of studies leading to graduation of degree as in the case of basic
B.Sc Nursing course regarding completion of several short courses.
LEVELS OF COURSE PLANNING
• University level.
• Institutional level.
• Instructional level.

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PURPOSE
The teacher plans the unit of work and the lesson for each course, linking it
previous learning of the students without planning there will be little unity and
cohesion in what is being learned.
Students participation in planning the course is to be encouraged by the teacher
and entire teaching and learning is based on sound education and psychological
principles.
STRUCTURED OF THE COURSE PLAN
• In planning course 2 distinct areas of planning are involved.
• Identifying the course of elements around which specific learning are to be
organized.
• Selection of specific organizing centres on which the learner interest and needs are
focused.
OUTLINE FOR A COURSE PLAN
A course plan should contain
• Objectives
• Specification for the level of learner
• Placement in the curriculum.
• Resources of material needed for the course
• Unit plan
• Evaluation measure
• Bibliography
1. OBJECTIVES
These may be general for the entire course. There may be central objective of
all units in the course which leads to the attainment of general objective for the course.
2. SPECIFICATION FOR THE LEVEL OF LEARNER
The stated objectives should be according to the level of the learners. This will
include the information regarding the level of the students. (1st
year, 2nd
year, so on).
The requisites for the course and experience the students should have had prior to the
starting of the course .It should also specify at what stage student should begin course
learning eg; first year , 2nd
year .
3. RESOURCE MATERIALS NEEDED FO THE COURSE
The teacher who prepares the lesson plan, the course outline will be guide by
the content in selecting resource material, books journals, A.V aids which can used in
teaching the course, must be suggested in resource.

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4. UNIT PLAN
The course plan can be divided in to appropriate unit. Each unit specify its
objectives and teaching learning activities.
5. EVALUATION MEASURES
Course plan should include the evaluation method should be used such as
written test, practical examination, class examination and quiz.
BIBLIOGRAPHY
Course plan must provide a list of books for objectives by teachers and
students. The students can do reading on from the list of books provided for reference.
MEDICAL SURGICAL NURSING
COURSE PLAN
M.Sc NURSING – I YEAR
Time allotted: Required hrs. Planned Hrs.
Theory : 150 160

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Practical : 650 650
Total hrs. : 800 810
COURSE DESCRIPTION:
This course is common for the students undergoing clinical speciality – II in neuro science
nursing/cardiovascular & thoracic nursing / critical care nursing / oncology nursing /
orthopaedic and rehabilitation nursing / nephro & urology nursing, gastroenterology
nursing/ geriatric nursing. It is designed to assist students in developing expertise and in
depth knowledge in the field of medical surgical nursing. It will help students to appreciate
the patient as a holistic individual and develop skill to function as a specialized Medical
surgical nurse. It will further enable the student to function as educator, manager and
researcher in the field of Medical surgical nursing.
OBJECTIVES:
At the end of the course the students will be able to:
1. Appreciate the trends & issues in the field of Medical – Surgical Nursing as a
speciality.
2. Apply concepts & theories related to health promotion.
3. Appreciate the client as a holistic individual.
4. Perform physical, psychosocial assessment of Medical – Surgical patients.
5. Apply Nursing process in providing care to patients.
6. Integrate the concept of family centered nursing care with associated disorder such
as genetic, congenital and long – term illness.
7. Recognize and manage emergencies with Medical Surgical patients.
8. Describe various recent technologies & treatment modalities in the management of
critically ill patients.
9. Appreciate the legal & ethical issues relevant to Medical Surgical Nursing.
10. Prepare a design for layout and management of Medical Surgical units.
11. Appreciate the role of alternative systems of Medicine in care of patients.
12. Incorporate evidence based Nursing practice and identify the areas of research in the
field of Medical Surgical Nursing
13. Recognize the role of Nurse Practitioner as a member of the Medial Surgical health
team.
14. Teach Medical Surgical nursing to undergraduate nursing students & in-service
nurses.

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I Introduction 5hrs. Discussion, self study, review
classes
Nil
II Health assessment of patients 20hrs. Demonstration, discussion,
clinical teaching
Medical ward
III Care in hospital setting 5hrs. Discussion, self study, review
classes
Nil
IV Management of patients which disorders
of GI tract
12hrs. Seminar, discussion lecture,
review classes
Surgical ward
V Management of patients with disorders
of nervous system
16hrs. Seminar, discussion lecture,
review classes
Neuro Medicine & neuro
surgery ward
VI Management of patients with disorders
of respiratory system
16hrs. Seminar, discussion, self study Medicine ward
VII Management of patients with disorders
of cardiovascular system
21hrs. Seminar, discussion clinical
presentation synopsis
Cardiac medicine, cardiac
surgery CCU,CTVS, ICU,
Cardiac OPD
VIII Management of patients with disorders
of blood
5hrs. Seminar, self study discussion Medicine ward
IX Management of patients with disorders
of genitor urinary system
10hrs. Seminar discussion clinical
presentation
Oncology ward (surgical)

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X Management of patients with disorders
of endocrine system
18hrs. Seminar, discussion, lecture,
self study
Medical ward
XI Management of patients with disorders
of musculo skeletal system
8hrs. Seminar discussion lecture Ortho ward
XII Management of patients with disorders
of integumentary system
5hrs. Lecture, seminar, discussion Medical ward, skin, OPD,
emergency ward visit to
burns ward
XIII Management of patients with disorders
of eye and ENT
5hrs. Seminar, discussion, self
study, teaching practice
Eye, ENT ward
XIV Management of patients with disorders
of reproductive system
3hrs. Teaching practice, self study Gynecology ward
XV Geriatric nursing 3hrs. Seminar, discussion Visit to old age home
XVI Care of patients with communicable and
sexually transmitted diseases
3hrs. Seminar, self study
XVII Emergency, trauma and multi – system
organ failure
5hrs. Seminar, discussion Emergency ward, OPD

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NURSING RESEARCH – RESEARCH METHODOLOGIES
COURSE PLAN
Placement: 1st year
Hours of Instruction
Total : 250hrs.
Theory : 150hrs
Practical : 100 hrs.
COURSE DESCRIPTION:
The course is designed to assist the students to acquire an understanding of the
research methodology and statistical methods as a basis for identifying research
problem, planning & implementing a research plan. It will further enable the
students evaluate research studies and utilize research findings to improve
quality of nursing practice, education and management.
GENERALOBJECTIVES:
At the end of the course the student acquires in depth understanding of
research methodology appreciate its importance and develop skill in
conducting research.

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Unit Content Hours T P Method of teaching Faculty responsible
I Introduction 10hrs. Discussion, self study,
review classes
Mrs G G Redamma
II Review of literature 5hrs. 5hrs Discussion,
presentations, review
classes, synopsis
preparation
Mrs G G Redamma
III Research approaches and designs 12hrs. Discussion, review
classes, synopsis
Mrs Mamatha
IV Research problem 10hrs. 5hrs discussion lecture,
review classes, problem
presentation
Dr. Saraswathi
V Developing theoretical/ conceptual
framework
20hrs. Seminar, discussion
lecture, review classes
Dr. Pushpaveni
VI Sampling 6hrs. Seminar, discussion, self
study
Mrs G G Redamma
VII Tools and methods of data
collection
20hrs. 10hrs Seminar, discussion
,synopsis
Dr. Saraswathi
VIII Implementing research plan 5hrs. Seminar, self study
,discussion
Mr .O .Prassanna
Kumar
IX Analysis and interpretation of data 10hrs 10hrs. Seminar ,discussion,
analysis presentation
Mr.O.Prassanna
Kumar
X Reporting and utilizing research 10hrs. Seminar, discussion, Mr.O.Prassanna

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findings lecture, self study Kumar
XI Critical analysis of research reports
and articles
3hrs 8hrs Seminar, discussion
,lecture
Dr. Saraswathi
XII Developing and presenting
research proposal
4hrs 7hrs Lecture, seminar,
discussion
Dr. Saraswathi

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BIOSTATISTICSCOURSE PLAN
Placement: 1st year
Hours of Instruction
Theory 50 Hours
Practical 50 Hours
Total 100 Hours
COURSE DESCRIPTION:
At the end of the course, the students will be able to develop an understanding
of the statistical methods and apply them in conducting research studies in
nursing.
GENERAL OBJECTIVES:
At the end of the course the students will be able to: 1. Discuss the basic
concepts and scope of statistics related to health and Nursing. 2. Organize
tabulate and present data meaningfully. 3. Use descriptive statistics to analyze
the data. 4. Describe the probable methods to predict and interpret results. 5.
Use various inferential statistical methods to predict and interpret results 6.
Draw conclusions of the study and predict statistical significance of the results.
7. Establish reliability and scoring methods of the tool developed. 8. Describe
vital health statistics and their use in health related research. 9. Explain the basic
concepts related to statistics. 10. Use statistical packages by use of computers
for data analysis.

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Unit Content Hours T P Method of teaching Faculty responsible
I Introduction 7hrs. 4hrs Lecture cum discussion Mr. Vishwanath
II Measures of central tendency 4hrs. 4hrs Lecture cum discussion Mr .Vishwanath
III Measures of variability 4hrs. 5hrs Lecture cum discussion Mr. Vishwanath
IV Normal Distribution 3hrs. 2hrs Lecture cum discussion Mr. Vishwanath
V Measures of relationship 6hrs. 8hrs Lecture cum discussion Mr .Vishwanath
VI Designs and meaning 5hrs. 2hrs Lecture cum discussion Mr .Vishwanath
VII Significance of statistic and significance of difference between
two statistics (Testing of hypothesis).
8hrs. 10hrs Lecture cum discussion Mr. Vishwanath
VIII Use of statistical methods in psychology and education 5hrs. 5hrs Lecture cum discussion Mr. Vishwanath
IX Application of statistics in health 4hrs 2hrs. Lecture cum discussion Mr. Vishwanath
X Use of computers for data analysis 4hrs. 8hrs Lecture cum discussion Mr Vishwanath

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NURSING EDUCATION
Time Allotted:
Theory: 150 hours
Practical: 150 hours
Total: 300hrs
Course Description:
This course is designed to assist students to develop a broad understanding of
fundamental principles, concepts, trends and issues related to education and
nursing education. Further, it would provide opportunity to students to
understand appreciate and acquire skills in teaching and evaluation, curriculum
development, implementation, maintenance of standards and accreditation of
various nursing educational programs.
General objectives:
On completion of each unit students will be able to understand the fundamental
concept related to nursing education and its application.

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Unit Content Hours T P Method of teaching Faculty
responsible
I Introduction 10hrs. Discussion, self study, review
classes
Dr.Pushpaveni
II Teaching – learning process 30hrs. 40hrs Discussion, class
presentations, seminars,
review classes, teaching
practice
Dr. Mohini .H
III Measurement and evaluation 10hrs. Discussion, lecture, review
classes,
Mrs .Mamatha
IV Standardized and non – standardized tests 12hrs. 10hrs Discussion, lecture, review
classes, presentations.
Dr .Mohini .H
V Administration, scoring and reporting 8hrs. 5hrs Seminar, discussion lecture,
review classes, item analysis
and presentation
Dr.Mohini .H
VI Standardized tools 12hrs. 6hrs Seminar, discussion, self study Dr Pushpaveni
VII Nursing educational programs 5hrs. 6hrs Seminar, Lecture cum
discussion
Dr Pushpaveni
VIII Continuing education in nursing 12hrs. 25 Seminar, self study ,discussion Dr .Mohini .H
IX Curriculum development 10hrs 10hrs. Seminar ,discussion,
presentation
Mrs.Shanthamma
X Teacher preparation 8hrs. 4hrs Seminar, discussion, lecture,
self study
Mrs.Shanthamma

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XI Guidance and counseling 10hrs 5hrs Seminar, lecture cum
Discussion,
Mrs.Shanthamma
XII Administration of nursing curriculum 15hrs 10hrs Lecture cum discussion
seminar,
Dr Pushpaveni
XIII Management of nursing educational
institutions
10hrs Lecture cum discussion,
seminar,
Dr Pushpaveni
XIV Standards and accreditation 5hrs 5hrs Assignment and discussion Dr Pushpaveni

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ADVANCE NURSING PRACTICE
Time Allotted:
Theory: 150 hours
Total: 350hrs
Course Description:
This course is designed to develop an understanding of concepts and constructs
of theoretical basis of advance nursing practice and critically analyze different
theories of nursing and other disciplines.
General objectives:
On completion of each unit students will be able to understand the fundamental
concept related to advance nursing practice and its application.

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Unit Content Hours Method of teaching Faculty
responsible
I Nursing as a profession 10hrs. Lecture cum Discussion, self study, review classes Dr Jayalakshmi
II Health care delivery 5hrs. Discussion, class presentations, seminars, review classes, Dr Pushpaveni
III Genetics 10hrs. Lecture cum Discussion, lecture, review classes, Mr.O Prassanna
kumar
IV Epidemiology 10hrs. Lecture cum Discussion, lecture, review classes,
presentations.
Mr.O Prassanna
kumar
V Bio- psycho social pathology 20hrs. Seminar, Lecture cum discussion review classes, and
assignment
Dr Mohini H
VI Philosophy and theories of nursing 20hrs. Theory presentation and discussion Dr Mohini.H
VII Nursing process approach 10hrs. Seminar, presentation and discussion
VIII Psychological aspects and human
relations
30hrs. Seminar, self study ,discussion and assignment Dr
Nagarathnamma
IX Nursing practice 10hrs Seminar ,discussion, presentation Dr Mohini .H
X Computer applications for patient care
delivery system and nursing practice
25hrs. Seminar, discussion, lecture, self study Dr Mohini .H

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MASTER ROTATION
PLAN
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

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Master Rotation Plan
'Overall plan of rotation of all students in a particular educational programme,
showing the placement of the students belonging to total program (4 years in B.Sc.
(N) and 3 and half years in GNM courses) includes both theory and practice denoting
the study block, clinical blocks, team nursing, examinations, vacation, co-curricular
activities etc.*
It is prepared well in advance for the whole year so that it gives a complete and
clear picture about students placement either in theory or clinical field during an
academic session. For each year, it can be prepared separately and for total program
one can be prepared so that every faculty will be aware of students' postings. Teachers
should follow the respective University or Board syllabus as a guideline for preparing
either master rotation plan or clinical rotation plan.
Purposes
• Availability of an advance plan before implementation of curricular activities
during an academic year for the entire program
• All concerned are aware of the placement of students in clinical fields
• Coordination becomes more effective when theory, practice correlates and
integrity exists
• Helps the students and teachers to prepare themselves for working in the areas
• Any modifications are required based on situations concerned, collaboration
between the faculty and service staff can be made for smooth running of
organizational activities and meeting the objectives of educational program
• Assessment of curricular program is more effective
• The faculty members and nursing service staff are in a position to make
tentative advance plans for their leave or vacation without jeopardizing the
teaching-learning activities.
Principles to be Followed While Preparing Master Rotation Plan
Plan in accordance with the concerned curriculum plan/syllabus for the entire
course/program Plan in advance for all students in all years of program. Plan the
activities by following maxims of teaching

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Post the students based on university syllabus and availability of concerned
required specialities Select areas that can provide expected learning experience Plan to
build on previous experiences
Acquaint the clinical staff/clinical supervisor with clinical objectives and
rotation plan Provide each clinical experience of same duration to all the students
Rotate each student through each learning experience or block Plan for all students to
enter and leave at the same time schedule.
Staff Involvement in Curriculum Planning
Curriculum committee consisting of members who actively participate in the
development or construction of a curriculum for their school. The members may be
drawn from various disciplines i.e., teaching Faculty in Nursing Educational
Institution. Curriculum committee main responsibility is to organize all learning
experiences planned by individual tutors into an integrated whole. A learning
experience is something in which the student actively participates and brings change
in his/her behaviour. The individual teachers analyze their own subjects in order to
help and contribute to the correlation of teaching with other subjects. The school
administrator has to explain/orient all the staff about the philosophy, objectives of the
organization; responsibilities of each staff. When there is an appreciation and common
understanding among the staff members of the school, there is bound to be a greater
appreciation by their service, staff has to plan scheduling of classes and field work
clinical experience of the students. Teachers will maintain harmonious curriculum in
order to meet the national health.
The school should keep a close connection with the clinical fields (hospital and
community) wherever possible continuity of service should be maintained by the
schooling these fields, which will bring in cooperation, understanding and a sense of
appreciation of the program offered. A better organization and planning of learning
experience will be the resultant effect.
Faculties are accountable for implementing the program that enables the
students to learn. Its goal is always concerned with fostering of ability of their
students in carrying out of the necessary service to the society in the future.
The important aspects of curriculum planning are: the selection and
organization of learning experience for the students who are undergoing a program.
The careful selection of the experiences and their organization is built on the student's
past knowledge and previous experience and according to the levels of the students.
Progress in complexity to higher levels of learning and comprehension in the practice
of nursing, is the aim. It should exhibit an inner relatedness among the various
subjects and also their relationship to the clinical instruction and practice of nursing.
PLANNING AND ORGANIZATION OF CLINICAL EXPERIENCE
Introduction

34
Planning of clinical experience is a component of learning experience at basic
level. The syllabi formulated by University/Board will acts as a guideline for fulfilling
the minimum requirements.
To bring change in human behaviour, the learning experience must be
organized as to have cumulative effect. Clinical experience is an integral part of
learning where the student will be actively participate to obtain skills in clinical
practice by applying the principle of 'learning by doing'. The time, the student spends
and learns in the clinical fields is an important and integral part of the total school
program. The teacher's responsibility is to provide conducive environment for the
expected desired behaviour.
The faculty has to plan the clinical experience, keeping the objectives in view
so that it will provide the needed learning at a particular stage in the course so that the
student will be posted in right clinical area at the right time. The teacher has to orient
the students why they are posted in the particular clinical area; so the teacher has to
complete the theoretical component early, before posting the students in the clinical
area. Teacher has to inform to the students about the postings early, what are the
requirements they have to fulfil in postings, what type of desired learned behaviour
they have to develop, everything she/he has to explain judicious decision making and
greater efforts are need to plan the clinical experience as well as plan for supervision
and better learning. The clinical experience and rotation plan should be well-organized
and interrelated to achieve the effectiveness in the overall objectives of nursing
program. One of the objectives of school of nursing is, 'understanding of the
psychosomatic and social factors that affect the client and ability and inclination to aid
the patient in adjustment to and possibly in improvement of the health status'.
Factors to be considered while providing Clinical Facilities
• Philosophy and objectives of an organization (School Philosophy) and an
educational program
• Health care delivery system
• Nursing Philosophy—Nursing Theories and Models—Clinical Nurse
practitioner—Functions of the nurse
• Levels of prevention, Health promotion, curative and Rehabilitation activities
• Methods of delivering Nursing care
• Legislation establishing independent nursing regimens and independent
practice
• Standards for practice—structural process outcome and evaluation tools
• Availability of infrastructure i.e., community—sub centers, primary health
centers, CHC, hospitals with speciality facilities/institutions-general hospitals,
specialties, number of patients in a clinical setting and student strength
• Health agencies like Rehabilitation centers, Hospitals, Nursing homes, Clinics,
sub center and primary health center

35
• Equipments and supplies
• Clinical Instructors availability
• Budget
• Field visits.
Principles in selection of learning experiences in Clinical area
• Learning experience should provide an opportunity for students to practice the
type of behavior implied in the objective
• Students must have time and opportunity to analyse the problems of specific
patients, recognizing the emotional and social problems, which affect the
physical status and interrelationships of various aspects of health
• Provide learning situations to assist in making and carrying out plans for the
present and continued regimen of care
• The activities sought must be within the range of possibility for the students
concerned
• Students should acquire mastery of essential information and basic concepts for
effective health teaching.
Organization of Clinical Learning Experiences
Objectives can be attained only by learning experience through reinforcement
and repetition. An effectively organized educational program provides opportunity for
fulfilment of 4 important criteria.
1. Continuity: The relationship existing between the different levels of the same
subject and skills required. It refers to the vertical relation of major curriculum
events.
2. Sequence: It emphasizes the importance of having each successive experience
build upon the preceding one, but go more broadly and deeply into the matters
involved.
3. Integration: The horizontal relationship of curriculum experience.
4. Correlation: The theory has to be correlated to practice, e.g. to develop skill in
mechanical ventilation, the students need to have knowledge of physiology of
respiration, anatomy of the respiratory tract and in practical experience, the
learner should have the opportunity u operate a ventilator, observation of a
client who is on ventilator, documentation and reporting of the progress, etc.
For example: A student is taught Basic nursing/Nursing Foundation in the first
year, but the same subject is continued in the 2nd and 3rd years in greater depth
like Medical-Surgical Nursing and other specialities sequence is the placement
of the content in a gradual progress from simple to complex and
comprehensive. Sequence goes beyond continuity.
Teacher has to provide the opportunity for the students to teach the clients in
each successive clinical experience, student has to assume an increasingly broader

36
responsibility for recognizing the local health problem and making contacts with other
individuals or agencies for putting efforts in the solution of the problem.
Some questions has to be answered before planning clinical experiences of
educational value:
• What is the background of the student, when he comes to the professional
education?
• What experiences he should receive to meet the objectives?
• How long students can be posted (duration of clinical experience as per
norms—INC and University or Board?
• What experience does the ward can offer to the student?
• What is the student expected to gain from clinical experience?
Learning experience should be consistent with the philosophy of the school and
lead to the achievement of terminal goal of the program. The teacher should clearly
understand the philosophy of institution, program and concerned hospitals where
students will be posted. The teachers has to state behavioral objectives to get desirable
knowledge, skills and attitude and select those experiences, which are appropriate in
achieving the stated objectives. Learning experience should provide opportunity for
the development of independent thinking, good judgment, self-discipline and integrity
of purpose.
Planning Clinical Assignments
The students' future competence as a Nurse Practitioner depends to a large
extent upon the quality of instruction provided during clinical practice periods.
Responsibility for planning the clinical assignments rests squarely with the clinical
supervisors, e.g. assigning clinical responsibility, planning for ward-teaching, health-
talk, case presentation, bedside clinic/ward clinic, ward conferences, etc. recognize
what else must be dealt within the situation, besides the particular experience being
planned.
Orientation of Students to the Clinical Area
The clinical supervisor has to orient the students to the clinical area, staff and
objectives, expectations from the student, assignments to be completed, duration of
posting, activities to be performed and adhering to the clinical rotation plan etc.
Matching the Right Student with the Right Client
The teacher has to identify the ability of students when planning their clinical
assignments. The less able student should be helped to move toward the level of
performance expected of all students in the group i.e., posting the students in clinical
area based upon their clinical requirement, e.g. Posting III year B.Sc. (N) student in
ENT ward to render nursing care for the clients with ENT disorders.
Planning for Continuity of Care
The first day of learning experience, the student has to assess the client,
observe the client clinical findings and collect the history, documents the history,

37
reviews the chart of the client, formulate/identify the Nursing diagnosis and plan the
care by utilizing the principles and steps of Nursing Process. On the second day, he
can provide complete care and meet holistic needs. By the 3rd day, he may help the
client and his relatives to gain knowledge about client's condition and needed
assistance by family (the activities. which family has to carry out in rendering care to
the client to attain optimum health), which includes implementation of Nursing care
activities as per long-term goals, short-term goals.
Providing adequate Clinical Supervision
The teacher has to supervise the student's tasks in the clinical area as Nursing is
practice discipline , strict clinical supervisory practice is essential, while posting the
students in clinical areas, INC norms related to teacher student ratio has to be
followed strictly to teach effectively.
Coordinating Classroom Teaching and Clinical learning
It is facilitated by formulating units of study, which are sufficiently broad
reasonably they can find suitable clients for students' assignments.
Recording Results to Help with the Planning of Future Clinical Assignments
The teacher should maintain the records and document students' performance
in clinical area. Cumulative records has to be maintained, which has to be submitted at
the time of pre finals and final examinations, The documentation should meet the
purposes of the course and reflect the strengths and weaknesses of each student.

38
MONTHS October November December January February March April
WEEKS 1 2 3 4 5 6 7 8 9
1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
2
1
2
2
2
3
2
4
2
5
2
6
DAYS
12—17
19—24
26—31
02--07
09--14
16—21
23--28
30--5
07--12
14--19
21--26
28--02
04--09
11--16
18—23
25-30
01--06
08--13
15—20
22—27
01--06
08--13
15--20
22--27
29--03
05--10
Hrs/month 68hrs 136hrs 68hrs 136hrs 182hrs 130hrs 144hrs
Hrs/week
3
4
3
4
2
2
3
4
2
4
3
4
3
4
3
4
3
4
2
8
3
4
2
8
4
8
4
8
4
8
4
8
4
8
4
8
3
4
1
Orientation
Teaching Block
I
Sessional
exam
vacation
Teaching
Block
Medical
Surgical
Nursing
Clinical
II
Sessional
exam
partial
block
vacation
2
3
4
5
6
nutrition
practical
7
8
9
10
Theory 34 x 8 = 272hrs. 34x4=136hrs
1
8
Practical 48X 6= 288hrs
1
6

39
Sl.No Subject
Theory Practical
Prescribed Allotted Prescribed Allotted
1 Nursing Foundation 45hrs 52hrs
2 Nutrition And Dietetics 30hrs 36hrs 15hrs 16hrs
3 Biochemistry 30hrs 35hrs
4 Biophysics 30hrs 35hrs
5 Psychology 60hrs 68hrs 15hrs
6 Microbiology 60hrs 68hrs 30hrs
7 Maternity Nursing 60hrs 66hrs 240hrs 240hrs
8 Child Health Nursing 60hrs 66hrs 240hrs 240hrs
9 Medical Surgical Nursing 90hrs 98hrs 270hrs 288hrs
10 English 60hrs 66hrs
Revision 54hrs
TOTAL 525 hrs 644hrs 810hrs 838hrs

40
UNIT PLAN1ST YEAR M.SC. (N)
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing

41
bANGALORE
ADVANCE NURSING PRACTICE
UNIT PLAN
Unit – I
NURSING AS A PROFESSION
GENERAL OBJECTIVES:
The students will be able to understand the history of development of nursing profession and the ethical, legal, political & economic aspects of health care delivery
and nursing practice.
Specific objectives Content Time Teaching
Learning
activity
Evaluation Teacher
responsible
Reference
The student will be able
to:
 Illustrate historical
development of
Nursing profession
 Describe the
 History of development of
- Nursing as a profession
- Characteristics
- Criteria of the profession
- Is nursing a profession
10 Hrs Review cum
discussion
Assignment
Debate
Tests Dr Mohini H R1, P 1026-1040
R2, P7
R3, P106
R4, P1-33

42
characteristics and
criteria of profession
 Explain the
perspective of Nursing
profession
 Describe the code of
ethics
 Explain the code of
professional conduct
 Discuss autonomy and
accountability
assertiveness in
nursing practice
 Explain legal
considerations and
issues in nursing
 Identify the role of
regulatory bodies
 Recognize the
professional
organization and
unions
 Discuss the
educational
preparations
 Perspective of nursing
profession
 Code of ethics
 Code of professional
conduct
 Autonomy and
accountability
 Assertiveness
 Visibility of nurse
 Legal considerations and
issues in nursing
 Role of regulatory bodies
 Profession 1 organizations
& unions self defence
- Individual and collective
bargaining
 Educational preparations
- Continuing educations
- Career opportunities
- Professional advancement
- Role and scope of nursing
Panel discussion
Debate
Symposium
Presentation
Assignment
Assignment
R12, P-64
R5, P1-35
R6,P10
R7, P48-55, 94-101

43
 Explain the role of
research, leadership
and management in
nursing profession
 Describe the quality
assurance in nursing
 Discuss the future of
nursing
education
- Role of research,
leadership and
management
 Quality assurance in
nursing
 Futuristic nursing
- Innovations in nursing
- Scope and trends
Presentation
Covered under
nursing
education
Presentation
Symposium
Unit – II

44
HEALTH CARE DELIVERY
GENERAL OBJECTIVES:
The students will be able to understand the health care delivery system and appreciate and apply the knowledge of health care delivery system in the care of
individual and community.
Learning
activity
Evaluation Teacher
responsible
Reference
The student are able to:
 Define health care
delivery system
 To differentiate
primary, Secondary
and tertiary health care
services
 Identify the constraints
of health care delivery
system
 Describe the planning
process of health care
delivery
 Explain about national,
District, State and local
level of health care
delivery system
 Identify the major
 Health care delivery
system :
 Definition
 Health care delivery
 Health care environment
 Constraints
 Planning process
 Policies
 Political process visa versa
nursing profession
 Health care delivery
system:
- National
6 Hrs Seminars Test Dr Pushpaveni R1, P10-15
R2, P153
R7, P301,319,325
R4, P323-343, 360-
387, 267-289

45
stoke holders in the
health care system
 Recognize the health
care delivery concerns,
national health and
family welfare
programme,
intersectorial co-
ordination and role of
non-governmental
agencies
 Explain information
education and
communication in
HCDS
 Discuss about
telemedicine
 Explain information
education and
communication in
HCDS
 Discuss about
telemedicine
- State
- District
- Local
 Patterns of nursing care
delivery in India
 Major stoke holders in the
health care system
- Government
- Non government
industry and other
professional
 Health care delivery :
- Concerns
- National health & family
welfare programme
- Intersectorial co-
ordination
- Role of non-
governmental agencies
 Information education and
communication
 Telemedicine
Seminars
Independent
study
Assignment
Unit – III
GENETICS

46
GENERAL OBJECTIVES:
The students will be able to understand the concept of genetics, appreciate and apply this knowledge in the care individual an family
Learning
activity
Evaluation Teacher
responsible
Reference
The student will be able
to:
 Define terminology
related to genetics
 Describe mutation
and law of inheritance
 Identify approaches to
common genetic
disorder
 Recognize the
methods used for
genetic testing
 Discuss the ethical
Legal and psychosocial
issues in genetic
testing
 Describe the role of
nurse in genetic
Review of cellular division
- Mutation and law of
inheritance
- Human
Genome project
- The genomic era
 Basic concept of:
- Genes
Chromosomes & DNA
- Approaches to common
genetic disorders
 Genetic testing :
- Basis of genetic diagnosis
- Presymptomatic and
predisposition testing
- Prenatal diagnosis and
screening
 Ethical, legal and
12 Hrs Lecturer cum
discussion
Presentation
Unit tests Dr O Prassanna
Kumar
R1, P639-659
R8, P566
R9, P675

47
counselling and
practical application
of genetic counselling
psychosocial issues in
genetic testing
 Practical application of
genetic counselling & role
of nurse
Unit – IV
EPIDEMIOLOGY
GENERAL OBJECTIVE:
The students will be able to understand and gains knowledge regarding epidemiology and apply epidemiological approaches in clinical practice.
Learning
activity
Evaluation Teacher
responsible
Reference
 Identify the scope and
various approaches in
epidemiology
 Assess the application
of epidemiology in
health care delivery
 Discuss the role of
nurse
Epidemiology:
 Scope
- Epidemiological approach
and their screening
 Application of
epidemiology
- In health care delivery
- Health surveillance
- Health information
 *Role of nurse
10 Hrs Lecturer cum
discussion
Unit tests Mr O Prassanna
Kumar
R9, P44-54,56-
124,302,115,347

48
Unit – V
BIO-PSYCO SOCIAL PATHOLOGY
GENERAL OBJECTIVE:
The students are able to understand and gains in depth knowledge in patho-physiological aspects of illness and applied in the ca… of individual and families.
Learning
activity
Evaluation Teacher
responsible
Reference
 Describe the
pathophysiology and
psychodynamics of
disease causation
 Explain the etiology,
pathophysiology and
management of
common problems
 Pathophysiology and
psychodynamics of disease
condition
 Life process
 Haemostatic Mechanism,
biological and psycho
social dynamics in
causation of disease
 Life style
 Common problems:
 Oxygen insufficiency
 Fluid and electrolyte
imbalance
 Nutritional problems
 Haemorrhages and shock
 Altered body temperature
 Unconsciousness
 Pain
 Sleep pattern and its
disturbances
24 Hrs Presentation
Presentations
cum discussion
Presentation
Unit tests Dr Mohini H R10,-P42- 479,
2154,37,228, 817-
863,1367,387-403,
155,166,1069-
1084,337-412,1087-
1129,811,863-864,
696, 197-223, 31-
322
R2, P169-181, 265-
286, 833-834
R9, P659, 645

49
 Treatment aspects:
- Pharmacological
- Pre and post operative
care aspects
- CPR
- End of life care
 Infection
- Prevention
- Standard safety
measures
- Bio –medical waste
management
 Role of nurse
- Evidence based nursing
practice
 Innovations in nursing
Presentation
cum discussion
Independent
study
Assignment
Presentations
Assignment
Covered under
unit – 1
Assignments
Unit – VI
PHILOSOPHY AND THEORIES OF NURSING

50
GENERAL OBJECTIVE:
The students are able to understand and gains in depth knowledge regarding concepts and theories, principles models, approaches relevant to nursing and utilize
in the practice of nursing.
Specific objectives Content Time Teaching Learning
activity
Evaluation Teacher
responsible
Reference
 Understand the
philosophy of
nursing and acquire
an acceptable one
by comparing views
given by various
nursing authors
 Describe values,
conceptual models
and approaches
relevant to nursing
 Discuss the nursing
theories by various
theorists and select
the appropriate one
to the practice of
nursing
 Explain various
health models
nursing
Philosophy and theories of
nursing :
Nursing philosophy by,
 Virginia Henderson
 Imogene king
 Betty Newman
 Sr Callista Roy
 Values and conceptual models
- Approaches
 Nursing theories
- Nightingales
- Henderson’s Peplau’s,
Abdellas, Orem’s
- Johnson’s
- Kings
- Newman’s, Roy & others
 Models
- Health belief models
- Health promotion models
- Communication and
management
24
Hrs
Seminar cum
discussion
Seminar
Lecture cum
discussion
Tests
Assignments
Essay
questions
Dr Mohini H R12,P97,182
R4, P55-75
R2, P410-471
R7,P98
R10,P4-6,31-32
R13,P95
R14,P30-47
R15,P25-42

51
Unit – VII
NURSING PROCESS APPROCH
GENERAL OBJECTIVE:
The students are able to understand nursing process and appreciate its importance and identify the health needs of the client using nursing process, provide
holistic and competent nursing care following nursing process approach.
Learning
activity
Evaluation Teacher
responsible
Reference
 Define nursing process
 Enlist the components
of nursing process
 Discuss the methods of
collection , analysis and
utilization of data
relevant to nursing
process
 Identify the
approaches to nursing
assessment
 Enlist the assessment
tools and techniques
 Mention the purpose,
types and sources of
data
 Nursing process:
- Definition
- Components of nursing
process
 Health assessment
- Illness status of the
patients (individual, family
& community)
- Identification of health
problems
Nursing assessment:
- Assessment of health
problems
- Assessment of tools and
techniques
- History taking
12 Hrs Seminar cum
discussion
Seminar cum
discussion
Tests
assignments
Dr Mohini H R2,P243,249,209,
599,314,270,287,
331,227
R10,P12,14,100-106
R15,P11,25-92

52
 Discuss the methods of
data collection
 Define nursing
diagnosis
 Illustrate the
evolution of nursing
diagnosis
 Identify the types of
nursing diagnosis
 Formulate nursing
diagnosis
 Identify common
errors in writing
nursing diagnosis
 Differentiate nursing
diagnosis from
medical diagnosis
 Define planning
identify setting
priorities
 Identify nursing goals
or expected
outcomes
 Formulate objectives
- Validation of assessment
- Purpose and types of data
- Sources of data
- Methods of data collection
- Structuring data
- Data analysis
Nursing diagnosis:
- Definition
- Evolution
- Types of Nursing diagnosis
- Formulating and writing
nursing diagnosis
 NANDALIST
 Common errors in writing
nursing diagnosis
 Differentiating from
medical diagnosis
 Planning
- Setting priorities
- Nursing goals
- Types of goals
Seminar cum
discussion
Test

53
 Discuss steps in
planning
 Write nursing care
plans
 Write nursing care
plans
 Describe the type of
nursing intervention
 Validate and
document nursing
care plan
 Modify nursing care
plan
 Define evaluation
 Discuss the principles
of evaluation
 Explain the steps in
evaluation process
 Describe the
guidelines and goals
of evaluation
 Identify common
problems
 Modify and rewrite
the nursing care plan
- Development of objectives
- Steps in planning
- Writing nursing care plans
 Implementation
- Types of nursing
intervention
- Methods of
implementation
- Validating nursing care
plan
- Documenting the nursing
care plan
- Review of care plan
- Ongoing data collection
 Evaluation
- Definition
- Principles
- Steps in evaluation
process
- Collect data about the
clients response, compare
in with the goal
- Guidelines and goals of
Seminar cum
discussion

54
evaluation
- Common problems related
to evaluating nursing care
- Modify the care plan Seminar cum
discussion
Seminar cum
discussion
Unit – VIII
Psychological aspects and human relations
GENERAL OBJECTIVE:
The students are able to understand the psychological aspects and human relations and appreciate and apply this knowledge in the care of individual and family.
Learning
activity
Evaluation Teacher
responsible
Reference
 Define human
behaviour
 Explain growth and
development including
personality
development
 Define communication
 Discuss the importance
of communication in
nursing practice
 Identify basic human
 Human behaviour
- Life process and growth &
development
- Personality development
- Defence mechanism
 Communication
- Interpersonal relationships
- Individual and group
- Group dynamics
- Organizational behaviour
 Basic human needs
34 Hrs Seminar
Lecture cum
discussion
Tests
Assignment
Dr
Nagrathnamma
R4,P394,267-89
R1,P128-59, 30-
47,638-818
R12, VOL-I, 393,
447, 983,527
R10,P558-76,595-
608

55
needs based on the
developmental age
 Identify the psycho
physiological aspects of
stress and adaptation
 Discuss the occurrence
of crisis & crisis
intervention
 Describe problems of
loss of death
 Recognize principles
and techniques of
counselling
- Growth and development
 Sexuality and sexual
 Stress and adaptation
- Crisis and its intervention
- Coping with loss, death
and grief
- Principles and techniques
of counselling
Seminar
Seminar
Unit –IX
Nursing Practice
GENERAL OBJECTIVE: The students are able to understand the trends in nursing practice appreciate its importance and apply this knowledge in the care of
individual and family
Learning
activity
Evaluation Teacher
responsible
Reference
 Explain recent trends
and scope of nursing
Nursing practice:
- Frame work
10 Hrs Covered under
unit one (Panel
Test
assignments
R10,P634,22-23,8-
12,25 R12,P117

56
 Describe the
alternative modalities
of care
 Discuss the alternative
systems of health and
complimentary
therapies
 Perform extended and
expanded role of
nursing
 Provide promotive,
preventive, curative
and restorative health
care to individual and
family
 Explain about health
promotion and primary
health care
 Enumerate practice
and collaboration
issues
 Discuss the models of
prevention
 Describe family, home
nursing and trans
cultural nursing
 Identify gender
sensitive issues and
women empowerment
 Explain disaster nursing
- Scope and trends
- Alternative modalities of
care
- Alternative systems of
health and complimentary
therapies
 Extended and expanded
role of nurse
- Promotive, preventive,
curative and restorative
healthcare delivery system
in community and in
situations
- Health promotion and
primary health care
- Independent practice issues
Independent nurse
midwifery fractioned
 Collaboration issues
- Models within & outside
nursing
 Models of prevention
 Family nursing
 Home nursing
 Tran’s cultural nursing
 Gender sensitive issues &
women empowerment
discussion)
Symposium
Seminar
Covered under
unit one
Dr Mohini H R9,P751
R1,P976-1026

57
 Discuss geriatric
consideration in
nursing
 Disaster nursing
 Geriatric considerations in
nursing
Seminar cum
discussion
Unit – X
COMPUTER APPLICATION FOR PATIENT CARE DELIVERY SYSTEMAND NURSING PRACTICE
GENERAL OBJECTIVE:
The students are able to use computer in patient care delivery system & nursing practice
Specific objectives Content Time Teaching Learning
activity
Evaluation Teacher responsible Reference
 Use computers in
teaching, nursing
practice
 Describe windows, Ms
Office, Excel and
Power point
 Discuss the practical
use of internet and
Computer application
 Use of computer in
- Teaching
- Learning
- Research
- Nursing
 Software
 Windows
25 Hrs Lecturer cum
discussion
Unit test Dr Mohini H R1,P103
R4, P343-61

58
literature search
 Identify the statistical
package
 Explain hospital
management
information system
 MS Office
 Excel
 Power point
 Internet, Literature search
 Statistical package
 Hospital management
information systems

59
M.SC NURSNG 1ST
YEAR
NURSING EDUCATION – UNIT PLAN
Time Allotted:
Theory: 160 hours
Course Description:
This course is designed to assist students to develop a broad understanding of fundamental principles, concepts, trends and issues related to education and
nursing education. Further, it would provide opportunity to students to understand appreciate and acquire skills in teaching and evaluation, curriculum
development, implementation, maintenance of standards and accreditation of various nursing educational programs.
General objectives:
On completion of each unit students will be specific objectives able to understand the fundamental concept related to nursing education and its application.
Specific objectives:
At the end of the course, students will be able to:
1. Explain the aims of education, philosophies, trends in education & health. Its impact on nursing education.
2. Describe the teaching learning process.
3. Prepare and utilize various instructional media and methods in teaching learning process.
4. Demonstrate competency in teaching, using various instructional strategies.
5. Critically analyze the existing, nursing educational programs, their problems, issues & future trends.
6. Describe the process of curriculum development, and the need and methodology of curriculum change, innovation and integration.
7. Plan and conduct continuing nursing education programs

60
8. Critically analyze the existing teacher preparation programs in nursing
9. Demonstrate skill in guidance and counselling
10. Describe the problems and issues related to administration of nursing curriculum including selection and organization of clinical experience.
11. Explain the development of standards and accreditation process in nursing education programs
12. Identify research priorities in nursing education
13. Discuss various models of collaboration in nursing education and services
14. Explain the concept, principles, steps, tools and techniques of evaluation.
15. Construct, administer and evaluate various tools for assessment of knowledge, skill and attitude.
Specific objectives Content Hours T P Teaching /
Learning
activities
Teacher
responsible
Referenc
e
Evaluation
Unit I :
General Objective: The students will be able to understand and gain knowledge is nursing education acquire skills in nursing various methods & strategies
apply this knowledge in teaching nursing schedules.
- Define education
- State aims & concepts of
education
- Explain philosophy & their
education implications
- List the impact of social,
economical, political &
technological changes on education
- Identify the current trends &
Education
Definition, aims, concepts
philosophies & their education
implication impact of social
economical, political &
technological changes in
education
- Professional education
- Current trends & issues in
education
3 hrs
4 hrs
1 hr
1hr
-Lecture /
discussion
- Prepare a
philosophy and
objectives for
different courses
- assignments
- lecture cum
Dr
Jayalakshmi
Ref. No.1
Ref .no.8
Ref. No.2
Ref. No.3
Unit test – 20
Group
assignments -
20

61
issues in education
- Enumerate the policies & various
educational commissions, reports
- Elaborate the trends in
development of nursing education
in India
- Explain freedom & authority in
education
- State agencies of education
- Education reforms and
national educational policy,
various educational commission
reports
- Trends in development of
nursing education in India
- Traditional & liberal
movement in education
- Freedom & authority in
education agencies of
education
1 hr
1 hr
1 hr
1 hr
1 hr
discussion
-assignments
Ref. No.4
Ref. No.5
Ref. No.6
Ref. No.7
Unit II :
General Objective : The students will be able to understand and gain knowledge in concepts of teaching & learning
- Define teaching learning process
- Explain the theories of teaching &
learning
- Appreciate the relationship
between teaching & learning
- State the aims & objectives of
education
- Explain the domain of education
- List the types of education & its
elements
Teaching learning process :
- Define, theories, & relationship
between teaching & learning
- Educational aims, & objectives
types, domains, levels, elements
and writing of educational
objectives
- Competency based education
and outcome based education
OBE
- Instructional design planning
and designing the lesson, writing
4 hrs
3 hrs
2 hrs
1hr
2hrs
1hrs
-Lecture cum
discussion
-Preparing
objectives based
on domains
Preparing lesson
plan
Peer group
Dr Mohini
.H
Ref. No.2
Ref. No.7
Ref. No.3
Unit test – 25
Preparation of
learning
resource
material – 25

62
- Elaborate CBE and OBE
- Discuss instructions design and
strategies
lesson plan, meaning its needs
and importance formats
- Instructional strategies
- lecture
- Discussion
- Demonstrations
- Simulation
- Laboratory
- Seminar
- Panel
- Symposium
- Problem solving
- Problem based learning
- Workshop
- Project
- Role play
- Clinical teaching methods
- Programmed instructions
2 hrs
1hrs
1hrs
1hrs
1hrs
1hrs
1hrs
1hrs
1hrs
1hrs
7hrs
1hrs
2hrs
4hrs
1hrs
1hrs
1hrs
1hrs
1hrs
Peer group
Junior group
Health education
Clinical
Peer group
Peer group
Peer group
Clinical
Conduct
workshop
Peer group
Community
Clinical
Peer group
Peer group
Peer group
Peer group
Peer group
Junior group
Ref. No.6
Ref. No.8
Ref. No.2
Ref. No.1
Ref. No.9
Practice
teaching – 25
Presentation

63
- Discuss the instructional media &
methods
- Self directed learning
- Micro teaching
- Computed assisted instruction
- Computer assisted learning
Instructional media & methods :
Key concepts in the selection
and use of media in education
- Developing learning resource
material using different media
- Instructional aids types, uses,
selections, preparation
- Teaching role in processing &
managing
- Instructional aids projected &
non projected aids, multimedia,
video tile conferences
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
Peer group
& junior group
Peer group
Preparation of
instructional aids
- Bulletin board
- Flannel board
- Models
- Magnetic chalk
board
- Charts
- Cartoons
- Comic
- Leaf let
- Graph type
- Hand out film
strip
- Flash cards
- OHP
- Pamphlets
- Map
Ref. No.2
Ref. No.4
Ref. No.6
Ref. No.1
Ref. No.4
Ref. No.3
Ref. No.6
Preparation of
instruction
aids - 25

64
- Globe
Unit III
General objectives : The students will be able to understand and gain knowledge in measurement and evaluation acquires necessary skills in assessing the
student, apply this knowledge while teaching nursing subjects.
- Define measurement and
evaluation
- Explain process of measurement
- List the purpose of measurement
- Identify the problem in evaluation
and measurement
- State formative and summative
evaluation assessment
- Explain internal and external
examination
- Differentiate the advantages and
disadvantage of formative and
summative assessment state.
Measurement and evaluation :
- Concept and nature of
measurement and evaluation,
meaning process, purpose,
problems in evaluation and
measurement
- Measurement of cognitive,
affective & psychomotor domain
- Principles of assessment
formative & summative
assessment internal assessment
external examination,
advantages and disadvantages
- Criterion and norm referenced
evaluation
2 hrs
2 hrs
1 hr
5 hrs
1 hr
Lecture cum
discussion
Dr.Pushpave
ni
Ref. No.4
Ref. No.2
Ref. No.1
Ref. No.9
Ref. No.4
Unit test – 20

65
Unit IV
General Objectives: The students will be able to understand and gain knowledge in standardized tests acquires skills in using this test apply their
knowledge in assessing students while teaching nursing.
- Define standardized & non
standardized test
- Explain the meaning &
characteristics
- State objectivity, validity,
reliability, usability, norms
- Explain construction of
tests
- Describe eassy, short
answer question, MCQS,
Rating scale, checklist,
OSCE/OSPE
- Discuss differential scales
& summated scales, critical
incident technique, question
bank preparation, validation
moderation by panel
utilization
Standardized & non standardized
meaning & characteristics objectivity,
validity, reliability, usability, norms
Construction of tests
- Essay
- Short answer question &
- MCQS
- Rating scale
- Check list
- OSCE / OSPE
- Differential scales & summated scales
- Sociometry
- Attitude scales
- Critical incident technique
- Question bank preparation, validation
moderation by panel utilization.
3 hrs
2 hrs
2 hrs
3 hrs
2 hrs
1 hr
1hr
1hr
1hr
1hr
1hr
1hr
3hrs
1hr
1hr
2hr
Lecture cum
discussion
Construction of
test preparation
-essay question
-short answer
-MCQS
– check list
-rating scale
-conducting
OSPE for junior
group
Preparing -
attitude scales
-question bank
Dr.Pushpave
ni
Ref. No.4
Ref.
No.10
Ref. No.4
Ref.
No.10
Ref. No.8
Ref. No.4
Ref. No.5
Ref.
No.10
Ref. No.8
Unit test – 20
Construction
of test
Preparation –
20
Preparation -
20

66
-Developing a system for maintaining
confidentiality
preparation Ref. No.5
Unit V
General Objectives: The students will be able to understand & gain knowledge in administering scoring & supporting, acquire skill in using these
evaluation process in and apply this knowledge in practicing nursing education.
- Describe the method of
administrating test
- Highlight on scoring, grading
- Define objective test
- Explain the methods of scoring
essay test
- Describe item analysis
Administration, scoring,
reporting
- Administrating a test, scoring,
grading versus marks
- Objective tests, scoring essay
tests methods of scoring item
analysis
4 hrs
4 hrs
3hrs
4hrs
Lecture cum
discussion
Practice scoring
test
Dr.Pushpave
ni
Ref. No.4
Ref. No.2
Unit test – 20
Written
assignment-20
Unit VI
General Objectives: The students will be able to understand and gain knowledge in standardized tools acquire skill in using these tools for evaluation and
apply this knowledge to practicing nursing education.
- Define intelligence test ,
attitude test, personality test
Standardized tools
- Tests of intelligence aptitude,
interest, personality
2 hrs 3hrs Lecture cum Dr.Pushpave Ref. No.4
Unit test – 25

67
- Explain tests of interests
achievement
- Describe test for special mental
and physical abilities and disabilities
achievement, socio economics
status scale, tests for special
mental & physical abilities &
disabilities
5 hrs
5hrs
2hrs
3hrs
discussion
Preparation of
scales and
administering in
clinical,
classroom &
community
settings.
ni Presentation –
25
Unit VII
General Objectives: The students will be able to understand & gain knowledge in various nursing education programmes and apply this knowledge in
practicing nursing education.
- Explain the perspectives of nursing
education
- Discuss the patterns of nursing
education and training programme
- Perspectives of nursing
education global & national
- Patterns of nursing education
and training program in India-
Non university & university
programme ANM, GNM, B.Sc
Nsg, PCBSc, M.Sc Nsg, M.Phil &
PhD post basic diploma program
nursing practitioner programme
1hrs
4 hrs 6hrs
-Lecture cum
discussion
- Preparation of
different non-
university &
university
nursing programs
curriculum.
Dr.Pushpave
ni
Ref. No.2
Ref. No.3
Unit test -20
Written
assignment-20
Unit VIII
General Objectives: The students will be able to understand and gain knowledge in continuing nursing education, acquire skills in assessment of learning

68
need and apply this knowledge in practicing nursing education.
- Define continuing education
- List the importance of continuing
education
- Identify the scope of continuing
education
- Explain the principles of adult
learning
- Discuss the implementation of
continuing education programme
- Elaborate distance education in
nursing
Continuing education in nursing
- Concepts, definition,
importance, need, scope,
principles of adult teaching,
assessment of learning needs,
priority resources.
- Programme planning,
implementation & evaluation of
continuing education
programmes
- Research in continuing
education
- Distance education in nursing
5 hrs
3 hrs
2 hrs
2 hrs
20
hrs
3 hrs
2 hrs
Lecture cum
discussion
Conducting
continuing
nursing
education in
clinical for staff
nurses
Mrs
Shanthamm
a
Ref. No.3
Ref.
No.15
Unit test -25
Collecting
information &
preparing
different
distance
education in
nursing
Unit IX
General objectives: The student will be able to understand and gain knowledge in curriculum development and acquire skills in formulating curriculum
frame work and apply this knowledge while teaching nursing education.
- Define curriculum development
- List down the curriculum
determinates
- Identify the process of curriculum
Curriculum development
- Definition, curriculum
determinates, process and steps
of curriculum development,
3 hrs 2hrs
Development of
curriculum of
nursing course
Dr Mohini H
Ref. No.3
Ref.
No.10
Unit test-20

69
development
- Explain the steps of curriculum
development
- Discuss the types of curriculum
- State formulation of philosophy
- States objectives
- Prepare master plan, unit plan
- Describe the evaluation strategies
- Discuss the equivalency of course
transcript & credit system
curriculum models, types &
frame work
- Formulation of philosophy,
objectives, selection &
organization of learning
experiences, master plan, unit
plan.
- Evaluation strategies process of
curriculum change, role of
students, faculty, administration
statutory bodies & other state
holders
Equivalency of courses
transcripts, credit system.
3 hrs
1 hr
2 hrs
1 hr
1hrs
2hrs
1hr
3hrs
2hrs
Preparation of
unit plan,
lesson plan,
master rotation
plan &
course plan
Ref. No.8
Ref. No.2
Ref.
No.11
Ref. No.3
Ref.
No.10
Ref. No.8
Ref. No.2
Assignments-
20
Unit X
General Objectives: The students will be able to understand and gain knowledge in preparation of professional teachers acquires skills in organizing
professional aspects of a teacher and apply this knowledge in daily practices.
- Discuss the teachers roles &
responsibilities
- Identify the characteristics of
teacher role
- List the qualities of teachers
- Explain the preparation of
Teacher preparation
- Teaches roles &
responsibilities, functions,
characteristics, competencies,
qualities
- Preparation of professional
3 hrs
2 hrs
Lecture cum
discussion
Dr.Pushpave
ni
Ref. No.2
Ref. No.1
Unit test-20
Written

70
professional teacher
- Discuss the critical analysis of
various programs of teacher
education in India
teacher
- Organizing professional aspects
of teacher
- Preparation programs
- Evaluation – self & peer
- Critical analysis of various
programs of teacher education
in India
1 hr
2hrs
2hrs
Ref. No.3
Ref.
No.13
assignment-2
Unit XI
General objectives: The student will be able to understand and gain knowledge in guidance and counselling and acquire skills in counselling and apply this
knowledge while preparing for counselling.
- Explain concepts of guidance &
counselling
- List the principles of guidance
counselling
- Differentiate between guidance
counselling
- Identify the diagnostic & remedial
measure
- Discuss the techniques of
counselling
- Enlist the characteristics of
Guidance and counselling
- Concept, principles, need,
difference between guidance &
counselling tends and issues
- Guidance counselling services,
diagnostic and remedial
- Co ordination and organization
of services
- Techniques of counselling,
interview, case work,
characteristics of counselling
3hrs
1hrs
2hrs
1hr
1hr
2hrs
Seminar
Conduct
guidance &
counselling
Mrs
Shantamma
Ref. No.3
Ref. No.8
Ref. No.2
Ref. No.8
Ref. No.3
Seminar -20

71
counselling problems in counselling
- Professional preparation and
training for counselling.
2hrs
3hrs services at
community &
hospital settings
Ref. No.8
Unit XII :
General Objectives : The students will be able to understand and gain knowledge in nursing curriculum administration and acquire skills in implementing
curriculum role and apply this knowledge while preparing curriculum.
- Explain the role of curriculum co-
ordinator in planning, implementing
& evaluation
- Identify the evaluation of
education programme in nursing
course
- List the factors influencing faculty
staff relationship
- Discuss the concept of faculty
supervision
- Explain curriculum research in
nursing
Administration of nursing
curriculum :
- Role of curriculum co-ordinator
planning implementation and
evaluation
- Evaluation of education
program in nursing course &
program
- Factors influencing faculty staff
relationship and techniques of
working together
- Concept of faculty supervision
position
- Curriculum research in nursing
- Different models of
collaboration between
education and service
4 hrs
3 hrs
2 hrs
2hrs
3hrs
2hrs
Lecturer cum
discussion
Concept mapping
Dr
Pushpaveni
Ref. No.3
Ref. No.8
Ref. No.2
Ref. No.8
Ref. No.3
Unit test -20

72
- Identify different models of
education & service
3hrs Ref. No.8
Unit XIII:
General Objectives : The students will be able to understand and gain knowledge in managing nursing educational institutions acquire skills in planning
and organizing nursing institutions and apply this knowledge in teaching nursing education.
- Explain management of nursing
education & its importance
Management of nursing
educational institution :
- Planning
- Organizing
- Staffing
- Budgeting
- Recruitment
- Discipline
- Public relation
- Performance appraisal
- Welfare services
- Library services
- Hostel
1hr
1 hr
1 hr
1 hr
1 hr
1 hr
1 hr
1 hr
1 hr
1 hr
1 hr
Lecture cum
discussion
Dr
.Pushpaveni
Ref. No.2
Ref.
No.14
Ref.
No.12
Unit test – 20
Presentation –
20
Unit XIV :
General objectives : The students will be able to understand and gain knowledge in standards and accreditation process acquire skills in developing and

73
maintaining standards in nursing education programme and apply this knowledge in teaching nursing students
- Discuss development &
maintaining standards of
accreditation in nursing
- Identify role of INC, council boards
& university
- Explain the role of professional
associations & union’s
Standard & accreditation
- Development and maintenance
of standards and accreditation in
nursing education programs
- Role of INC, State registration
nursing council board &
university
- Role of professional
associations and union’s
2 hrs
2 hrs
1hr
2hrs
3hrs
Lecture cum
discussion
Developing
standards of
different courses
of nursing & role
of INC, KNC
Dr
Pushpaveni
Ref. No.2
Unit test – 20
Presentation-
20
Reference :
1. HEIDGERKEN. E. LORETTA. Teaching and learning in schools of Nursing. 3rd
edition, 2009. Konark Publishers Delhi.
2. BASAVANTAPPA B.T. Nursing education. 2nd
edition 2009. Jaypee Brothers Medical Publishers Delhi.
3. NEERAJA K.P Text book of Nursing education. 1st
edition 2005. Jaypee Brothers Medical Publishers Delhi.
4. GRONLUND .E. NORMAN. Measurement and evaluation in teaching. 2nd
edition. Macmillion company. New York.
5. VEERABHADRAPPA G.M. Communication and education technology for nurses. 1st
edition 2011, Vora Medical Publisher, Mumbai.
6. R. PRAMILLA. Nursing communication and educational technology. 1st
edition 2010. Jaypee Brothers Medical Publishers, New Delhi.
7. NAG4ESHWARA RAO SINGAMANENI, SREEDHAR PREETHA, BHASKAR RAO DIGUMARTI. 1st
edition 2004. Sonali publishers 2004. Sonali publishers New
Delhi.
8. B.SHAKARANARAYANA. B. SINDHU Learning and teaching nursing. 2nd
edition 2008. Print media publisher, Calicut.
9. THAKKAR G. VIMAL. Nursing and nursing education. 2nd
edition 2002. Vora Medical Publisher, Mumbai.
10. KURIAN GEORGE. Dr. ALEYAMMA Principal of curriculum development and evaluation. 1st
edition 2002.
11. CARROLL IWASIW, DOLBY GOLDENBERG. MARY ANNE. Curriculum development in nursing education. 1st
edition 2005. Jones and Bartlett publishers
Sudbury.
12. S.K.KOCHHAR. Secondary school administration. 1st
edition 1970. Sterling publishers, New Delhi.

74
1ST YEAR M.Sc NURSING
UNIT PLAN
NURSING RESEARCH – RESEARCH METHODOLOGIES
Total : 250hrs.
Theory : 150hrs
Practical : 100hrs.
COURSE DESCRIPTION:
The course is designed to assist the students to acquire an understanding of the research methodology and statistical methods as a basis for identifying
research problem, planning & implementing a research plan. It will further enable the students evaluate research studies and utilize research findings to
improve quality of nursing practice, education and management.
GENERALOBJECTIVES:
At the end of the course the student acquire in depth understand of research methodology appreciate the and develop, will is conducting research.
SPECIFIC OBJECTIVES:
At the end of the course, the students will be able to:
1. Define basic research terms and concepts
2. Review literature utilizing various sources
3. Describe research methodology
4. Develop a research proposal
5. Conduct a research study
6. Communicate research findings
7. Utilize research findings
8. Critically evaluate nursing research studies
9. Write scientific paper for publication.
Unit I: Introduction:
General Objective: At the end of this unit, the students will be able to understand the concept of research and appropriate this knowledge and apply in
the research process.

75
Sl.No. Specific objectives Content Hours Teaching learning
activity
Reference
Th Pr
1. The students define related
terminologies
Basic research terms 1 Quiz 1(711-735),2(727-
755)
2. Identify the methods of acquiring
knowledge
Methods of acquiring
knowledge
2 Presentation 2(9-12)
3. Differentiate between problem solving,
scientific method and nursing process
Problem solving & scientific
method
1 Presentation &
Discussion
2(21-22)
4. Describe characteristics purpose, scope
and type of research
Scope of nursing research,
areas, problems
Research definition purposes
kinds of research
2 NIL Presentation &
Discussion
1(730,18)
3(20,23,107),
2(2-3,71,23-29)
5. Describe the historical development of
nursing research
Historical evolution of nursing
research
1 Presentation 2(16),3(85), 1(256)
6. Differentiate health and social research Health social research Lecture cum
discussion
7. Identify the concept of evidence based
practice
Evidence based practice 1 Lecture cum
discussion
2(640), 1(4-10,673-
690)
8. Identify the ethical principles in nursing
research
Ethics 1 Lecture cum
discussion
9. Describe the steps in research process Overview of research 1 Lecture cum
discussion
3(43),1(18,51,57)
2(176-210)
Unit: II – REVIEW OF LITERATURE:
General Objectives: The students will be able to understand the concept of review the literature process, appreciate this knowledge and apply this process.
Sl.No. Specific objectives Content Hours Teaching
learning activity
Reference
Th Pr
1. Describe the importance of review of Review of literature 2 Lecture cum 1(88-111), 2(93-

76
literature Importance, Purpose, sources discussion 117)
2. Differentiate between primary &
secondary sources
Primary & Secondary sources 1 5
3. Identify the steps in writing review of
literature
Steps in writing review of
literature
2
Unit: III – RESEARCH APPROACHES AND DESIGNS
General Objectives: The students will be able to understand the concept of research design, appreciate and apply this knowledge is research process.
learning activity
Reference
Th Pr
1. Differentiate the various types of
research design
Types: Qualitative &
Quantitative
4 Lecture cum
discussion
1(168), 2(26-28)
2. Describe the various quantitative
designs
Quantitative
Experimental
Non Experimental
4 Nil Lecture cum
discussion
1(245)
2(24)
3. Describe the various qualitative designs Qualitative designs-
Phenomenology, Grounded
theory, ethnography
4 Lecture cum
discussion
1(580), 2(55-57)
1(249-254)
Unit: IV – RESEARCH PROBLEM
General Objectives: The students will be able to understand the concept of research process, appreciate this knowledge and apply this is research.
Sl.No. Specific objectives Content Hours Teaching Reference

77
Th Pr learning activity
1. Describe research problem in relation to
characteristics sources & importance.
Identification of research
problem
1 Lecture cum
discussion
Selection of a
research
problem
2(79), 3(32-38)
2. Develop skill in formulating problem
statement, objective
Formulation of problem
statement & objective
4 5 Lecture cum
discussion
exercise
formulating
objectives
2(157), 1(69)
3. Differentiate between operational &
conceptual definition
Definition of terms 4 Lecture
exercise
developing op-
definition
1(731), 3(32)
2(121)
4. Develop skill in identifying variables Definition of variables Lecture
exercise,
discussion
1(29-32), 2
(156,168)
5. Demonstrate skill in developing
hypothesis
Hypothesis – definition , types
and formulation
5 Lecture cum
discussion
2(128,259,161)
Unit: V – DEVELOPING THEORETICAL / CONCEPTUAL FRAME WORK
General Objectives: The students will be able to understand the concepts of theory and conceptual frame work.
learning activity
Reference
Th Pr

78
1. Describe various nursing theories. Theories – nature,
characteristics, purpose, use
10 Nil Discussion
review
1(20,114-120)
2. Demonstrate skill in developing
conceptual theoretical frame work
Testing and developing
conceptual frame work models,
theories
10 Lecture cum
discussion
develop a TF for
the study
1(132,119,115)
2(128-130,141-145)
Unit:VI – SAMPLING
General Objectives: The students will be able to understand the concept of sampling and apply this is research process.
learning activity
Reference
Th Pr
1. Define population and sample Population and sample 1 Nil Lecture cum
discussion
3(13-20)2(447)
2. Identify the factors influencing sampling Factors influencing sampling 1 Presentation 3(19)
3. Describe various sampling techniques
mints, dements explain problems of
sampling
Sampling techniques sample
size Probability & sampling
error
3 Lecture cum
discussion
Review of
statistics class
2(358)
4. Demonstrate skill in developing a good
sampling design for the selected
problem
Characteristics of a good
sampling design
1 Developing
sampling design
for the selected
problem
2(354) 1(300),
2(344,346), 1(50,295),
1(299,477),3(110,13-
19)
Unit: VII – TOOLS AND METHODS OF DATA COLLECTION

79
General Objectives: The students will be able to understand the methods and tools of data collection appreciate this knowledge and apply this is research.
learning activity
Reference
Th Pr
1. Describe various methods of data
collection
Data collection – sources,
methods, techniques
2 Presentation 2(539), 1(319)
2. Compare various tools of data collection Tools of data collection
 Self report
 Observation
 Bio-Physiological
measures
 Projective techniques
9 Presentation
discussion
1(349-368)
2(385)
3. Demonstrate skill in developing scale Scale construction 5 10 Preparation of a
tool for the
selected problem
2(394-410) 1(400)
4. Explain item analysis Item analysis 2 Lecture cum
discussion
2(412)
5. Describe the methods of establishing
validity & reliability
Validity & reliability of tools 1 Lecture 2(402-405)
1(356)
6. Explain pilot study Pilot study 1 Discussion 1(51,196) 2(42)
Unit:VIII – IMPLEMENTING RESEARCH PLAN
General Objectives: The students will be able to understand the concept and apply this is research process.
learning activity
Reference
Th Pr
1. Explain the administration and data Planning for data collection 5 Nil Lecture cum 2(421-425)

80
collection procedure. administration of tool collection
of data
discussion
Unit: IX – ANALYSIS & INTERPRETATION OF DATA
General Objectives: The students will be able to understand the concept of analysis of data, appreciate this knowledge and apply this is research process.
learning activity
Reference
Th Pr
1. Describe the quantitative and qualitative
analysis
Plan for data analysis
quantitative analysis qualitative
analysis
3 Nil Lecture
discussion
2(42)
1(501-542)
(570-591) 2(539-
546)
2. Describe various analysis package Statistical analysis
Interpretation of data,
conclusion, generalization
2 Review of
statistics class
2(441)
3. Demonstrate skill is drawing,
interrupting data preparing
Summary and discussion 2 2(441)
4. Master sheet Preparation of master sheet 3 Exercise,
preparation of
master sheet
2(574) 1(325)
2(425)
Unit: X – REPORTING & UTILIZING RESEARCH FINDINGS
General Objectives: The students will be able to understand the concept of research report and apply this knowledge in preparing research report.
learning activity
Reference
Th Pr
1. Describe the types of research report Communication of research
report
2 Nil Lecture 1(96-103)

81
- Oral
- Written
2. Identify various styles of writing report Writing research report
Vancouver, APA, Campbell
3 Exercise 1(12,617)
3(62)
3. Demonstrate skill in writing scientific
papers
Writing scientific articles for
publication
3 Exercising
independent
study
1(667)
4. Explain utilization of research finding Utilization of research 2 Discussion
Unit: XI – CRITICAL ANALYSIS
General Objectives: The students will be able to understand the concept of research report and apply this knowledge in preparing research report.
learning activity
Reference
Th Pr
1. Explain research critiquing – is terms of
types, skills needed
- Critiquing – definitions
skills needed,
dimensions involved
1 Lecture cum
discussion
1(655-669)
2. Demonstrate skill in critiquing research
report
Critique selected
research studies
2 8 Critique selected
research report
1(665)
Unit: XII – RESEARCH PROPOSAL
General Objectives: The students will be able to understand the concept of research proposal, appreciate this knowledge and apply this in develop proposal.
learning activity
Reference
Th Pr
1. Demonstrate skill in preparing research
proposal
- Research proposal –
definition, steps
involved
4 7 Properties and
present action of
research
proposal
2(662)
1(51,631-645)

82
REFERENCES:Polit Denise, Hunger, Bernadelli, Nursing Research, Principles and Methods, 6th
Edition Philadelphia, LippincotBurns naney, glove susan. The practice
of nursing research 5th
edition California

83
LESSON PLANNING
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

84
Lesson Planning
A teaching unit generally contains a number of lessons. Careful planning of lessons is
essential for experienced as well as beginner teachers. Experienced teachers use loosely
structured lesson plans, whereas beginners use highly structured lesson plans. Lesson planning,
in fact is fundamental to effective teaching.
Meaning and definition:
Lesson plan is a plan prepared by a teacher to teach a lesson in an organized manner.
According to Lester, “a lesson plan is actually a plan of action, It, therefore, includes
the working philosophy of the teacher, her knowledge of philosophy, her information about
and understanding of her pupils, her comprehension of the objectives of education, her
knowledge of the material to be taught and her ability to utilise effective method. Thus, lesson
plan is the tide given to a statement of the achievements to be realised and the specific means
by which these are to be attained as a result of the activities engaged during the period of 45
minutes or one hour. It points out what has already been done, in what direction the pupils
should be guided further and helped and what work is to be taken up immediately. Lesson plan
is the teacher's mental and emotional visualization of the classroom experience as she plan it to
implement. It is in many ways, the heart of effective teaching. Purposes of Lesson Planning
Careful lesson planning is the foundation of good_ teaching. It performs the following
functions.
1. It demands adequate consideration of goals and objectives, the selection of subject
matter, the selection of teaching-learning methods, the planning of activities and the
planning of evaluation devices.
2. It keeps the teacher on the track, ensures steady progress and a definite outcome of
teaching and learning procedures.
3. It helps the teacher in effective teaching. The teacher looks ahead and plans a series of
activities with an intention to modify students' attitudes, habits and abilities in the
desirable directions.
4. It prevents waste. It helps the teacher to carry out the teaching activity in a systematic
and orderly Fashion. It encourages proper organization of subject matter. It prevents
haphazard teaching through eliminating disorder and other ills of thoughtless teaching.
5. It provides confidence and self-reliance to the teacher. It can ensure that the teacher
does not 'dry up' or forget a vital point. A teacher can enter the class and carry out the
teaching activity without anxiety.
6. It serves as a check on unplanned curriculum. It provides a framework to carry out the
teaching at a suitable rate” The Hierarchy of lessons becomes well-knit and

85
interconnected. Continuity is assured in the educative process. Needless repetition is
avoided.
Principles of Lesson Planning
The following principles will help in the preparation of a good lesson plan, (a) The
teacher should prepare a careful but flexible plan. The lesson plan is to be used as a guide
rather than as a rule of thumb to be obeyed blindly. The teacher should have the courage to
depart from it according to the needs of the students, (b) The teacher must have mastery of and
adequate training in the topic from which the subject matter has been selected for a certain
lesson, (c) The teacher must be fully conversant with new methods and techniques of teaching
nursing, (d) The teacher must know his students thoroughly and organise the materials in a
psychological rather than merely a logical fashion, (e) The teacher must ensure active student
participation. (£) Since monotony is a defect, different teaching-learning methods have to be
employed while teaching instead of adhering to a single method.
Steps in Lesson Planning
For teaching nursing effectively, the teacher has to proceed in a systematic manner. For
this purpose, some steps have to be followed while preparing the lesson plan. There are no
universally accepted steps in planning a lesson. The following steps may help in preparing a
lesson plan.
1. Planning: This step is concerned with the formulation of objectives, selection of the
content, organisation of the content, selection of teaching-learning methods, selection of audio-
visual aids, etc.
2. Preparation or introduction: This brief stage is concerned with introducing the lesson to
the students in an interesting manner and thereby preparing them to receive new knowledge.
Different methods and techniques can be used to prepare the students. Awareness regarding the
previous knowledge of the students is essential for the successful implementation of this stage
of lesson planning.
3. Presentation: During the presentation stage teacher and students actively engage in the
teaching-learning process. The objectives of the lesson are largely attained during this stage.
The teacher employs appropriate teaching-learning methods with the help of various teaching
aids. A teacher has to employ multitude of teaching skills to make this stage a successful one
(see teaching skills). During this stage nurse educator has to give importance for generalization
and application. Through generalization students develop an ability to generalize the learned
information. For example, while teaching the importance of maintaining intake output chart,
teacher has to motivate the students to recognize conditions which required intake output
monitoring from their clinical experiences. Teacher has to teach the theory with a practical
orientation so that students can easily apply the learned lessons in various health care settings.

86
4. Recapitulation or closing stage : This is the last step of the lesson and concerned with
planned repetition, giving assignments, evaluating pupils progress and diagnosing pupil
learning difficulties and taking remedial measures.
Proforma for a Lesson Plan
Just like the steps of lesson plan, there is no universally accepted proforma for lesson
plan. Experienced teachers use a loosely structured lesson plan (Fig 4.3), while beginner
teachers use a highly structured plan as shown in fig 4.2.
Lesson plan:
Name of teacher Class
Subject No of students
Unit Date and time
Topic of lesson duration
Previous knowledge of students venue
Method of teaching
Resources
Central objectives
Specific objectives
Time Specific
objective
Content Teaching
method
Student
activity
AV aids Evaluation
Assignment:
Reference:
Remarks
Fig: 4.2: Highly structured lesson plan
Lesson plan
Name of teacher class
Subject No of students
Unit Date and time
Topic of lesson duration
Previous knowledge of students venue
Method of teaching
Resources
Central objectives
Specific objectives
Time Specific Objective Content Teacher-learner activity

87
Assignment
References
Remarks
Fig 4.3 loosely structured lesson plan

88
LESSON PLAN
Name of the student and teacher : Mrs.Reena
Subject : Nursing Education
Unit : II
Topic : Lesson Planning
Group of student : B.Sc(N) II year Students
Number of student : 15
Method of teaching : Lecturing
Teaching aids : Black Board, OHP, PPT, Charts, and Leaflets
Date, time and duration of teaching :
Place : Class room
Previous knowledge of the group : The previous knowledge about teaching practice has reviewed
Central objective:
At the end of the class students will be able to gain in depth knowledge on lesson planning and develop desirable attitude & skill.
Specific objective:
At the end of the class students will be able to
 define lesson planning
 enumerate the purposes of lesson planning
 describe the steps in lesson planning
 describe the quality of a teacher
 explain the essentials of a lesson plan

89
 explain the teacher requirement in lesson planning
 explain the element of good lesson planning
Time Specific objective Content Teacher’s activity Learning
activity
A-V
aids
Evaluation
3min Introduce the topic Announces the topic,
planning is essential
not only in teaching
but in all activities.
To be effective every
one plan out his work.
Lesson planning is an
important part of
work in daily
Listens

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