The document discusses the history and development of nursing education at B.P. Koirala Institute of Health Sciences (BPKIHS) in Nepal. It notes that BPKIHS was established in 1993 and was the first institution in Nepal to offer B.Sc. Nursing, providing this program for many years before other universities also started offering it. Currently around 40 institutions in Nepal provide B.Sc. Nursing. The document also discusses the roles and responsibilities of being a nursing faculty member at BPKIHS and the challenges and opportunities it presents.
कुखरा पालन (ब्रोइलर) पूर्ण रोजगारीका साथ मनग्य आम्दानी गर्न सकिने भरपर्दो पेशा हो । यो रोजगारी भएका तर समय बचत गर्न सक्ने व्यक्तिका लागि पनि उपयुक्त हुन्छ । न्यून आय भएका अर्धबेरोजगार व्यक्तिका लागि थप आयआर्जन गर्न यो पेशा सहायक सिद्ध हुन सक्छ । यो पेशा थोरै जग्गा तथा कम लगानीमै सञ्चालन गर्न सकिन्छ । यसको उत्पादन ५–६ हप्तामै भित्र्याउन सकिन्छ र वर्षमा ६–७ पटकसम्म कुखुरा बेच्न सकिन्छ । यो व्यवसाय गर्न धेरै ठूलो तालिमको आवश्यकता समेत पर्दैन ।
नेपालमा यो व्यवसाय सञ्चालनका लागि आवश्यक सामग्री सहज उपलब्ध छन् । साथै, सहज बजार पहुँचले उत्पादनपछिको विक्रीवितरणमा समेत समस्या छैन । यो व्यवसाय सञ्चालन गर्दा प्रारम्भमा सानो आकार अर्थात् १ सयदेखि २ सयबाट शुरू गर्नु उपयुक्त हुन्छ । र, बिस्तारै कुखुरा पालनको अनुभव बटुली व्यावसायिक रूपमा यो पेशा सञ्चालन गर्न सजिलो हुन्छ ।
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 43rd issue, published on January 15, 2013.
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 112th issue, published on October, 2018.
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 40th issue, published on November, 2012.
कुखरा पालन (ब्रोइलर) पूर्ण रोजगारीका साथ मनग्य आम्दानी गर्न सकिने भरपर्दो पेशा हो । यो रोजगारी भएका तर समय बचत गर्न सक्ने व्यक्तिका लागि पनि उपयुक्त हुन्छ । न्यून आय भएका अर्धबेरोजगार व्यक्तिका लागि थप आयआर्जन गर्न यो पेशा सहायक सिद्ध हुन सक्छ । यो पेशा थोरै जग्गा तथा कम लगानीमै सञ्चालन गर्न सकिन्छ । यसको उत्पादन ५–६ हप्तामै भित्र्याउन सकिन्छ र वर्षमा ६–७ पटकसम्म कुखुरा बेच्न सकिन्छ । यो व्यवसाय गर्न धेरै ठूलो तालिमको आवश्यकता समेत पर्दैन ।
नेपालमा यो व्यवसाय सञ्चालनका लागि आवश्यक सामग्री सहज उपलब्ध छन् । साथै, सहज बजार पहुँचले उत्पादनपछिको विक्रीवितरणमा समेत समस्या छैन । यो व्यवसाय सञ्चालन गर्दा प्रारम्भमा सानो आकार अर्थात् १ सयदेखि २ सयबाट शुरू गर्नु उपयुक्त हुन्छ । र, बिस्तारै कुखुरा पालनको अनुभव बटुली व्यावसायिक रूपमा यो पेशा सञ्चालन गर्न सजिलो हुन्छ ।
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 43rd issue, published on January 15, 2013.
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 112th issue, published on October, 2018.
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 40th issue, published on November, 2012.
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 99th issue, published on September, 2017.
To share the overall activities of the project, along with its results, in a way such that it can be easily referred to and understood from, the JICA-ERAKV Project (The Project for Assessment of Earthquake Disaster Risk for the Kathmandu Valley in Nepal), published its project brochure and shared with the counterparts and the general public during the Final Seminar (14th February, 2018).
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 121st issue, published on July, 2019.
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 66th issue, published on December, 2014.
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 118th issue, published on April, 2019.
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 68th issue, published on February, 2015.
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 117th issue, published on March, 2019.
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 99th issue, published on September, 2017.
To share the overall activities of the project, along with its results, in a way such that it can be easily referred to and understood from, the JICA-ERAKV Project (The Project for Assessment of Earthquake Disaster Risk for the Kathmandu Valley in Nepal), published its project brochure and shared with the counterparts and the general public during the Final Seminar (14th February, 2018).
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 121st issue, published on July, 2019.
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 66th issue, published on December, 2014.
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 118th issue, published on April, 2019.
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 68th issue, published on February, 2015.
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 117th issue, published on March, 2019.
Mero Jindagi Mero Bishwas (This I Believe Nepali Series) Madhu Acharya
Mero Jindagi Mero Biswas is the Nepali version of American radio show This I Believe, which has been translated into many languages throughout Europe and Latin America. Antenna Foundation in 2008-2009 produced MJBM series on TV, Radio, printed these stories on Kantipur daily and this book is a result of compilation of those essays . Download, Share and enjoy ! Keep motivated and motivate others too!
पवित्र कुरआनको तीसौं खण्ड अम्मा पारःको नेपाली अनुवादIslamhouse.com
पवित्र कुरआनको तीसौं खण्ड अम्मा पारःको नेपाली अनुवाद कुरआनका श्लोकहरूको साथ, ताकि नयाँ मुसलमानहरू र अरबीबाट अनभिज्ञ मान्छेहरू पनि यसबाट लाभ प्राप्त गरून्, र यसको अर्थ उस्तै बुझुन जसरी हाम्रा सदाचारी पथप्रदर्शित पूर्वजहरूले बुझेका थिए ।
https://islamhouse.com/ne/books/827521
विद्यालयमा बालअधिकार र हाम्रो भूमिका
यो पुस्तिका विद्यालयमा अध्ययनरत बालबालिकाका लागि लक्षित गरी तयार परिएको पुस्तिका हो । गुणस्तरीय शिक्षाका लागि बालमैत्री विद्यालय राष्ट्रिय प्रारुपमा उल्लेखित सूचक प्राप्त गर्न विद्यालय प्रशासन, विद्यालय व्यवस्थापन समिति, शिक्षक एवम् विभिन्न सरोकारवालाहरुको उत्तरदायित्व रहन्छ । त्यस दस्तावेजमा स्पष्ट रुपमा विद्यालय, शिक्षकहरुले निर्वाह गर्नुपर्ने भूमिका उल्लेख गरिएको छ । तर, विद्यालयलाई बालमैत्री बनाउने पक्षमा विद्यालय र शिक्षकहरु सँगसँगै बालबालिकाको पनि महत्वपूर्ण भूमिका रहन्छ । यस पुस्तिकामा विद्यालयलाई बालमैत्री बनाउन बालबालिकाले निर्वाह गर्नुपर्ने
भूमिकाका बारेमा उल्लेख गरिएको छ ।
विद्यालयमा बालमैत्री वातावरण भएमा बालबालिकाहरुले चाँडो सिक्न सक्ने, लेख्दा पढ्दा मानसिक तनाव कम हुने, विद्यालयमा मायालु वातावरण प्राप्त गर्ने जस्ता राम्रा कुरा हुने हुनाले विद्यालयलाई बालमैत्री बनाउनु आवश्यक हुन्छ । त्यसै गरी, बालबालिकाकै महत्वपूर्ण भूमिकामा विद्यालयलाई बालबालिकाले चाहेको जस्तो विद्यालयको रुपमा परिणत गर्न सकिन्छ ।
यस पुस्तिका तयार पार्नुअघि काठमाडौँका विभिन्न विद्यालयका बालबालिका र झापा जिल्लाका दुई ओटा विद्यालयका बालबालिकासँग प्रत्यक्ष छलफल गर्दा प्राप्त बुँदाहरुलाई यसमा समेटिएको छ । छलफलका क्रममा सहभागी बालबालिकाले विद्यालयलाई बाल सुलभ वा बालमैत्री बनाउन स्वयम् बालबालिकाले के–कस्तो भूमिका निर्वाह गर्नुपर्छ भन्ने बारेमा बताएका थिए ।
यस पुस्तिकाको उद्देश्य के हो ?
बालमैत्री विद्यालयले बालबालिकाको सिकाइ प्रक्रियालाई प्रभावकारी बनाउन मद्दत गर्दछ । यस्ता विद्यालयमा विद्यार्थीहरुले अध्ययन गर्ने क्रममा धेरै तनाव भोग
प्रभावकारी शिक्षण सिकाइका लागि बालमैत्री विद्यालय एउटा महत्वपूर्ण सर्त हो । विद्यालयलाई बालमैत्री विद्यालयको रूपमा विकास गर्नका लागि आवश्यक स्रोत साधनको अतिरिक्त शिक्षक, अभिभावकहरूको भूमिकाकासाथै स्वयं बालबालिकाको पनि उल्लेख्य भूमिका हुने गर्दछ । यस सन्र्दभमा बालबालिकाको के कस्ता भूमिका हुन्छन् । त्यसलाई बालबालिकालाई कसरी भूमिका निभाएका खण्डमा विद्यालयलाई बालमैत्री विद्यालयको रूपमा विकास गर्न सकिन्छ ? यदि विद्यालयको शिक्षण सिकाइ प्रक्रियालाई प्रभावकारी बनाउनका लागि बालबालिकाले सकारात्मक भूमिका खेले मात्र विद्यालयलाई बालमैत्री बनाउने योजना पूरा हुन सक्छ । विद्यालयलाई बालमैत्री बनाउनका लागि सरकारबाट गुणस्तरीय शिक्षाका लागि बालमैत्री विद्यालय राष्ट्रिय प्रारूप पनि तयार गरिसकेको छ । यसको व्यवहारिक कार्यान्वयनका लागि यसबारेमा बालबालिकाहरूलाई पनि सहजीकरण गर्नु पर्ने उत्तिकै आवश्यकता छ । यही आवश्यकतालाई पूरा गर्ने उद्देश्यले सिविसले यो निर्देशिका तयार गरेको हो ।
यस निर्देशिका भित्र नेपाल सरकारद्वारा तयार भएको गुणस्तरीय शिक्षाका लागि बालमैत्री विद्यालय राष्ट्रिय प्रारूपमा उल्लेखित सूचकहरूलाई विषयवस्तुको रूपमा प्रस्तुत गरिएको छ । यस निर्देशिकामा ती विषयवस्तुहरूलाई क्रियाकलापमुखी बनाएको छ । क्रियाकलापमुखी भएका कारण यसले विषयवस्तुहरूको ज्ञान, धारणा र सीप विकास गर्न सहभागीहरूलाई सक्रिय बनाउने छ । यसमा उल्लेखित विषयवस्तुहरू र त्यसका क्रियाकलापहरूलाई स्पष्ट बुझाइ र सीप विकास गर्न लक्षित समूहका सहजकर्ताहरूलाई अभ्यस्त गर्ने अवसर र वातावरण आवश्यक हुन्छ । प्रशस्त अभ्यास र वातावरणले मात्र अपेक्षित सन्देश तथा व्यवहारहरू लक्षित समूहमा प्रतिविम्बित हुन सक्छन् ।
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 105th issue, published on March, 2018.
Aksharica (अक्षरिका) is a Nepali Language Newsletter. Aksharica is made with a combination of two words “Akshar” and “America”. Akshar means “letter” in Nepali, thus goal of the Aksharica is to educate, inform, inspire, and empower the Nepali speaking community (Bhutanese and Nepalese) residing in America. Rajesh Koirala is working as an editor since it started on August 2010. This is 114th issue, published on December, 2018.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
The Gram stain is a fundamental technique in microbiology used to classify bacteria based on their cell wall structure. It provides a quick and simple method to distinguish between Gram-positive and Gram-negative bacteria, which have different susceptibilities to antibiotics
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Best Ayurvedic medicine for Gas and IndigestionSwastikAyurveda
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Adv. biopharm. APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMSAkankshaAshtankar
MIP 201T & MPH 202T
ADVANCED BIOPHARMACEUTICS & PHARMACOKINETICS : UNIT 5
APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMS By - AKANKSHA ASHTANKAR
1. -1-
College of Nursing
B.P. Koirala Institute of Health Sciences
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B. Sc. Nursing in BPKIHS: The Wonderful
Four Years
Sunita Rai
B.Sc. Nursing 4th
year
The time after 10+2 completion is quietly hard time in
anyone’s life to take decision for choosing the right future.
I still remember those past time when I and my colleagues
used to be busy in counselling regarding various courses in
different institutes in the free time. Side by side we were
also appearing in different entrance exams timely by
crossing fingers with one and only wish of getting name
fittedwithin the rectangular sheet of entrance result. During
such hectic period of life, suddenly the doorway opens in
BPKIHS which is obviously the matter of pride and joy.
The entry in the premises of BPKIHS was quite astonishing
in all the way as we are entering in the renowned medical
12th
May 2016
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EDITORIAL BOARD
Chief Editor: Prof. Dr. Ram Sharan Mehta
Editors: Mr. Ramanand Chaudhary, Ms. Dev Kumari Shrestha, Mr. Gayanand Mandal, Mr. Shyam Lamsal,
Ms. Nirmala Pradhan, Ms. Sharmila Sharestha
Managing Editor: Mr. Basant Kumar Karn, Child Health Nursing Department
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2. -2-
Posting to Psychiatric ward: Nostalgia of the event of psychiatric ward
Shweta Neupane
3rd
Year CN-2013 Batch
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wGojfb .
The day when we stepped inside the BPKIHS for the first
time and now it's almost the end of our session. Within blink
of eyes, Those days passed on and we are moving on, Within
these days, there were many ups and down, clinical posting,
community posting, get together with friends, gossips late
night and so on were the most memorable and mesmerizing
days.
Recently, posting to the psychiatry ward was the most
memorable posting out of all posting. There were much more
event that happened doing that short posting of 4 weeks.
Firstly, psychiatry posting was almost new posting to us. The
love and care that we received from incharge mam and staff
sister was truly appreciable and we couldn't forget that for
our lifetime. On the first day, that's totally unknown ePsf]
Condition, patients x? b]Vbf 8/ nfUg] feeling was just the feeling
that we get in psychiatry ward. Similarly, the respect that we
got from the professor of the ward was also the thing that we
cannot forget Patients x? ;+u MSE ubf{sf] Experience was
truly memorizing. Patient x? s'bg nfu]sf] a]nf efUg nfu]sf]
Condition, friend nfO{ a'xf/L eg]/ ;tfPsf] lbgx? and all that was
just those days that probably never would return. The
guidance that we got from our respected teachers was really
that we all would like to thank for. Along with the df]hdl:t in
the Psychiatry ward, we also got opportunity to learn so many
things klxnf Theory portion k9bf Deja-vu, Jamai-vu,
Depresonalizaion, derealizaion catatonia etc. on, my God
what is this, s'g PlnPg gfd xf] eg]sf] h:tf] nfUYof] . But, after
posting to psychiatry ward, we get used to this terminologies.
Lastly, to overall conclude this posting, we got chance to
collect all those memorable events and also got chance to
learn so many things.
3. -3-
sn]h ckm =====
SN Name of Faculties Designation Department
1 Prof. Dr. Ram Sharan Mehta Chief, CON & Head M
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2 Prof. Pushpa Parajuli Professors M
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3 Prof. Sami Lama Professors and Head Psychiatry Nursing
4 Prof. Mangala Shrestha Professor Maternal Health Nursing
5 Prof. Angur Badhu Professor Community Health Nursing
6 Prof. Dr. Tara Shah Professor & Head Community Health Nursing
7 Ms Nirmala Pokharel Additional Professor & Head Maternal Health Nursing
8 Mr Ramanand Chaudhary Additional Professor & Matron Child Health Nursing
9 Mr Gayanand Mandal Additional Professor M
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10 Ms Dev Kumari Shrestha Additional Professor Maternal Health Nursing
11 Ms Basant Kumar Karn Additional Professor & Head Child Health Nursing
12 Mr Shyam Lamsal Associate Professor Community Health Nursing
13 Mr Upendra Yadav Associate Professor Child Health Nursing
14 Ms Gayatri Rai Associate Professor Maternal Health Nursing
15 Ms Sunita Shah Associate Professor Child Health Nursing
16 Ms. Nirmala Pradhan Assistant Professor Psychiatry Nursing
17 Ms. Kriti Thapa Assistant Professor Psychiatry Nursing
18 Ms. Sharmila Shrestha Assistant Professor Community Health Nursing
19 Ms. Rambha Sigdel Senior Instructor Community Health Nursing
20 Ms. Dewa Adhikari Senior Instructor Community Health Nursing
21 Ms. Kriti Chaudhary Senior Instructor Maternal Health Nursing
22 Ms. Erina Shrestha Senior Instructor Medical Surgical Nursing
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Year
M. Sc. Nursing B. Sc. Nursing
Bachelor
Nursing(BN)
Certificate
Nursing(CN)
Intake Passing Out Intake Passing Out Intake
Passing
Out
Intake
Passing
Out
1996 20
1997 10
1998 9
1999 8 40
2000 8 19 40
2001 10 11 40
2002 10 9 40 38
2003 15 7 40 40
2004 20 8 40 38
2005 20 10 40 33
2006 20 10 40 46
2007 20 14 40 39
2008 2 20 20 40 41
2009 4 19 20 40 39
2010 3 20 19 40 38
2011 7 2 25 19 40 42
2012 15 4 30 20 25 40 39
2013 18 3 30 17 31 25 40 39
2014 14 7 30 21 29 40 41
2015 19 15 30 30 40
Total 82 31 374 254 56 54 640 553
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7. -7-
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The Wonderful Four.......
university of the Nepal with the great hope of the parents who
are walking beside by holding the luggage, and the beautiful
scenery with lots of greenery makes us to feel as if we are in the
paradise for a while. In the meantime, the vacant dusty rooms
were waiting for its respective owner and vice-versa which we
got with the lottery method, here comes the first lottery inside
BPKIHS which nobody knew that time that it will be continued
throughout the stay of 4 year for each and every minor to major
tasks. Some of we lucky persons even got the room partner by
the same method which was one of the curious period for a while.
I still remember the initial days here. Despite of having stress for
being new to the circumstances, unknown to the curriculum and
unaware about the rules and regulation of both hostel and college
life, there was also next terror in the mind of getting encountered
with the seniors which was obviously had to happen one time
and so do we, and those were the most terrifying, horrifying and
wonderful part of the hostel life, that no worries of SIS and books.
Those orientation classes in the auditorium and College of Nursing
as well as the library visit made us feel motivated towards our
goal to be achieved for a while. But still we were new-babies,
new in the BPKIHS so unaware about the almost everything.
Whatever the situation but the journey of four years begins as...,
The Fresher in the First Year: The entire first year was passed by
being called as fresher. And it was justifiable also as we were fresh
face in the BPKIHS with a lots of energies. Almost quarter of the
year was gone to get orient about the courses and the settings.
The whole first year was full of excitement whether that may be
for own curriculum or CDP (community posting) or making Batch
T-shirt and organizing an event "SPANDAN" or enrolling in different
clubs. It has both happy and hectic part, the happy part:
everybody was helpful and guides us in every steps & the hectic:
SIS of continuous 8 hours, those big and haphazard basic science
courses, and the labex in the next buildings away from College of
Nursing. Though it was quite rush hours and full of stress but it
was also fruitful period as we construct our foundation in the
field of nursing at the same time.
The Racer in the Second Year: I would prefer to say racer in case
of the second year as we had just finished the construction of
our base or foundation which increases the speeds of our learning
that means we have studied about the basic terms in the first
year which helps us in understanding the diseases in the second
year effectively. Those repeated posting in medical and surgical
ward increases our competency. Beside that we had new
experiences in the Emergency, ICU/CCU, OT and Dialysis. The
posting in the Psychiatric ward was totally different from other
general ward where we came across by adding different new ideas.
The school health posting in the community was next achievement
during the second year. Besides that our extracurricular activities
was ongoing side by side that our batches handed over the first
prize in dancing in intra-college competition to the College of
Nursing which was obviously the matter of pride.
The Carer in the Third Year: We all know that, the literal meaning
of the term "Nurse" is "tocare". It means thatnurse alwaysprovide
care which is her fundamental role but also I would like to term
the third year as the Carer because it is the time when each and
every students somehow knows about the term "care" more
vastly. The posting in the Paediatric ward, Nursery and NICU as
well as Antenatal, Labour and Postnatal ward helps to broaden
up the concept about care and bonding. It encourages us to get
involved in providing care with an emotional attachment. The
community posting in the Birthing Centre, PHC and family
planning makes our academic year more worthy. To make our
third year memorable we had an intercollege fest "Synapse" with
a huge participation of other medical college and the live musical
concerts.
The All-rounder in the Fourth Year: The fourth year or say the
final year is the most toughest and fast going session with busy
schedule throughout the year among all the four years. Though
still half year is remained to pass but evaluating these past six
months, I came to conclude that it is the period of being all-
rounder where we have a complex roles from basic care provider
to researcher and manager. This is the time to show our acquired
qualities during the learning of four year as we are exposed in
different setting from indoor to outdoor. The management posting
to Inaruwa District Hospital and oncology posting to B. P. Koirala
Memorial Cancer Hospital, Chitwan was very worthy by gathering
a lot of new experiences. It is also the most important part of
every student life where we got an opportunity to visit different
health related institutes and administrations that may be very
useful in the future. Being a student teacher and researcher is
next important part of the fourth year which is entirely new
experiences and helpful in the professional development. Apart
from that the rushes for the cultural program in B.P. Jyanti
(Spandan) due to the political crisis and making program success
as an event organiser was other exciting part.
We don’t realize how fast the four year passed in a while and
become sweet memories to be mesmerised in the rest of life. We
feel like as if we have become the part of College of Nursing and
BPKIHS yesterday but the time has almost come to say goodbye
to it. Wherever we go and whatever we do, the time we spent in
both learning and enjoying in BPKIHS will be always be
remembered as the wonderful time. Lastly, we all the students of
BSc. Nursing 4th
year students (Batch: - 2012) want to express our
gratitude to all the faculties of College of Nursing and other
respective college, staffs of hospital, seniors and juniors for making
our stay wonderful. Long live BPKIHS!!!
Proud to be part of BPKIHS!!!
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