1

TABLE OF CONTENTS
Page
Benson Idahosa University Vision and Mission Statement……………………………..…….3
List of Principal Officers……………………………………………………………...….........3
Staff of the Department of Nursing Science………………………………………………......3
B.N.Sc Nursing Science………………………………………………………………….…....4
Overview…………………………………………………………………………………...….6
Philosophy……………………………………………………………………………………..6
Objectives……………………………………………………………………………………...6
Unique Features of the Programme…………………………………………………………...7
Employability Skills………………………………………………………………………......7
21st Century Skills…………………………………………………………………………....7
Admission and Graduation Requirements………………………………………………….... 8
Global Course Structure…………………………………………………………………........8
Course Contents and Learning Outcomes…………………………………………………...11
100 Level…………………………………………………………………………………….11
200 Level…………………………………………………………………………………….27
300 Level…………………………………………………………………………………….38
400 Level…………………………………………………………………………………….51
500 Level…………………………………………………………………………………….68
Appendix………………………………………………………………………………….…79
List of Reviewers (NUC-CCMAS)…………………………………………………………78
List of National Universities Commission Representatives…………………………………80
List of 30% Departmental Reviewers’ Committee………………………………………….80
List of 30% Faculty Reviewers’ Committee………………………………………………...80

List of Senate Committee of 30% Institutional Additional …………………………………81

2
 BENSON IDAHOSA UNIVERSITY

Mandate
The vision of Benson Idahosa University flows from its divine mandate which was God’s
spoken words to its founder, Archbishop B.A. Idahosa: to raise for Him Africa’s first
Charismatic Christian University. It was to be a centre of excellence where leaders would be
raised to take God’s name to places of prominence in Nigeria, Africa, and the world. His vision
was to raise up an army of professional and academics who would go in Christ name to the
ends of the world with the fire of the Holy Ghost to impart truth by precept and example.

Vision Statement
Benson Idahosa University aspires to be model for Academics, Professionals and
Entrepreneurs, who will be effective disciples for Christ by excelling in their professional
fields. It will be distinguished by high performance in interdisciplinary research, addressing
national and international problems, eliminating wrong behavioural patterns among students
and becoming a storehouse of knowledge to be used for benefit of mankind on Christian ethical
principles designed to change the nation and the continent by changing one student’s life at a
time.

Mission Statement
Benson Idahosa University is a private Christian University providing state-of-the-art
undergraduate, postgraduate and professional education. We are committed to the mission
of raising leaders for the nation, who are complete in spirit, mind and body, thus
contributing to the production of high-level leadership and quality manpower for the nation
and the world. We perform these functions by judiciously utilising current information and
communication technology, networking with similar institutions worldwide, putting people
first in operations and emphasising Christian ethical values. The beneficiaries of the
University’s service are students, employers of labour, present and future generations, Nigeria
and the global community.

Our Core Purpose

Change Nigeria
Our Core Values (TOP-TIAA)
Teamwork
Ownership Mentality
People Matter
Transparency & Integrity
Innovation
Accountability
Academic excellence with Godliness

3
List of Principal Officers
S/N Title Name Qualifications Position
1 Professor Sam Guobadia B.Sc.(Economics) Vice Chancellor
M.Sc.(Economics)
Ph.D. (Economics)
2 Professor Johnson Oyedeji B.Sc. Agric. M.Sc. Animal Deputy Vice-
Science Ph.D. Animal production Chancellor
& Management
3 Mr. Vinton Itoya Dip. Lib. Library Science. B. Lis. Registrar
Lib & Info. Science. M.Td.
Educational Management.
4 Dr. Gladday B.Sc. Botany, MBA Accounting Bursar
Igweagbara MPhil/Ph.D. Accounting
5 Dr. Mrs. Rosemary Odiachi B.Sc. Library Science M.Sc. Librarian
Library Science Ph.D. Library
Science

Staff of the Department

S/N Name Particulars/Degrees Area of Designation
Specialisation
1 AGBEDIA, Clara Registered Nurse Nursing Professor
Oniovokoyubu Registered Midwife Education
Registered Neonatal Nurse
BSc Nursing
MSc Nursing
Ph.D. Nursing

2 ELUSOJI, Christiana Irolo Registered Nurse Maternal and Senior

Registered Midwife Child Health Lecturer
Registered Perioperative
Nurse
B.N.Sc. Nursing
MSc Nursing
PGD Education
Ph.D. Nursing

3 ENUNWAONYE, Registered Nurse Public Health Lecturer I

Hossanna Chimdi Registered Midwife
B.N.Sc. Nursing
MSc Nursing
PGD Public Health
PGD Education

4 OSIAN, Eunice Amaechi Registered Nurse Reproductive Lecturer II

Registered Midwife and Family
B.N.Sc. Nursing Health
MSc Nursing
MSc Public Health
PGD Education

4
5 AIKABELI, Priscilla Registered Nurse Medical/Surgical Lecturer II
Ononwini Registered Midwife Nursing
Registered Perioperative
Nurse
Dip.AO Orthopaedic Nurse
Dip. AO Spine
Instrumentation
Dip. Nursing Administration
and Management
BSc. Nursing
MSc Healthcare Management
PGD Education

6 MUNGE, Mary Registered Nurse Registered Assistant

Midwife Registered Lecturer
Public Health Nurse
BNSc. Nursing
MSc Nursing (In view)

7 EMINA, Anwuli Registered Nurse Registered Assistant

Midwife Registered Lecturer
Public Health Nurse
BNSc. Nursing PGD
Education MSc
Nursing (In view)

8 OHIKHUME, Esther Registered Nurse Medical/Surgical Principal

Imuetinyan Registered Midwife Nursing Clinical
BNSc Nursing MSc Instructor
Nursing /Preceptor

9 IGWEH, Felicia Registered Nurse Medical/Surgical Preceptor

Ogochukwu Ngozi Registered Midwife BNSc. Nursing
Nursing,
BSc Education

10 AIROHI, Tessy A. Registered Nurse Clinical

Registered Midwife Instructor
Registered Perioperative /Preceptor
Nurse
Dip. Nursing Administration
and Management
BNSc. Nursing
PGD Education
MSc Nursing (In view)

11 EHIGIATOR, Lilian OND Secretarial Administration Secretary

Administration
HND Secretarial
Administration

5
B. N. Sc. Nursing Science
Overview
The Bachelor of Nursing Science (B.N.Sc.) degree programme is a generic nursing programme
designed to provide sound educational and nursing knowledge essential to the preparation of
nurses who will function independently and as members of the interdisciplinary health team.
The health trends globally have shown disease patterns characterised by emerging and re-
emerging diseases with high impact in Africa and Nigeria. There is therefore the need for a
curriculum that will provide enhanced competencies, enabling nurses to provide
comprehensive care and manage various disease conditions in health facilities and community
settings while ensuring safety for clients and self as well as engage in referrals to appropriate
services at higher levels accordingly. The Bachelor of Nursing Science (B.N.Sc.) programme
runs for five years for those admitted through the Unified Tertiary Matriculation Examination
(UTME) and four years for those coming through Direct Entry (DE). Students enrolled for the
programme cover compulsory courses from the Life Sciences and Social Sciences and broad
areas in Nursing focusing on four major clinical practice areas of community-public health,
medical-surgical, maternal-child health and midwifery and mental health nursing. They are
expected to also undergo clinical postings/placements in various health care facilities and
community centres for requisite exposure and experiences
Philosophy
The Philosophy of the Nursing degree programme is hinged on the belief that human beings
are bio-psycho-social beings whose needs are the focus of all nursing activities directed at
achieving high level wellness.
Nursing utilises a blend of its own science with knowledge from the life sciences, social
sciences, science of human behaviour and other applied sciences in understanding the changes
in the client systems. It utilises the scientific method of inquiry and engages in evidence based
practice in providing health care while providing nursing intervention to individuals, families,
groups and communities at the primary, secondary and tertiary levels of care.
Objectives
The Bachelor of Nursing Science Degree Programme is specifically designed to:
1. prepare graduate nurses who can think and communicate thoughts effectively
discriminate among values, and utilise evidence to inform actions in healthcare;
2. produce polyvalent nurses capable of delivering care in a variety of settings
therapeutically;
3. assisting individuals, families and communities with diverse back grounds and health
problems to;
4. attain optimal health and performing nursing skills at proficient levels that assured
safety of the clients;
5. produce graduates who can relate their roles in health care service delivery to the
broader social system and who will be engaged in life-long and self-directed learning;
6. prepare graduates who will communicate effectively with clients, members of the
health care team and other stakeholders, using current technologies in education and
delivery of health care services prepare graduates who can initiate innovative changes
in nursing education, practice and administration through research; and

6
 7. prepare graduates who can initiate innovative changes in nursing education, (clinical)
practice and administration through research.
Unique Features of the Programme
Students who are admitted through UTME are expected to sit for the professional nursing
certificate exams at 400 levels and sit for the post basic midwifery or any other post basic
professional exams together with those who are admitted through DE at 500 level. Other
specific features include:
1. preparing individuals for continuous professional development and lifelong learning;
2. equipping them with management skills;
3. professional, personal and quality development opportunities; and
4. life skills that facilitate adaptation to work and living.
Employability
Skills Graduates of the BNSc. programme can focus on practice in any clinical area of practice
of Nursing such as medical surgical, maternal, child health and midwifery, community/public
health, mental health nursing and the choices help in shaping their careers. The graduates of
the programme can also choose if they wish to work in the clinical practice, academics, in
schools or with development or donor agencies in the private or public sector. Specific skills
that enhance employability include but are not limited to:
1. communication skills;
2. relationship and Inter-professional skills;
3. professional practice in accordance with relevant legislation and regulation;
4. skills for provision of comprehensive, safe, evidence-based care consistent with
professional and organisational standards;
5. leadership and management skills;
6. research skills to facilitate development of nursing and quality improvement and quality
assurance procedures; and
7. creative thinking and problem solving skills.
21st Century Skills
Graduates of BNSc programme are trained in diverse areas of nursing science and possess 21st
century digital innovations in health care and education in nursing informatics and nursing
entrepreneurship. Emphases are on:
1. partnership and collaboration;
2. effective communication;
3. ethical decision making;
4. creativity;
5. advocacy;
6. digital literacy
7. multi-disciplinary collaborations;
8. leadership skills and team work; and
9. critical thinking and problem solving skills.

7
Admission and Graduation Requirements
Five-Year Degree Programme:
In addition to appropriate Unified Tertiary Matriculation Examination scores, candidate must
obtain five Senior Secondary Certificate (SSC) (or its equivalent) credit passes including
Mathematics, Physics, Chemistry, Biology and English Language at not more than two sittings.
Direct Entry (Four-Year Degree Programme):
Candidates possessing Registered Nurse Certificate (RN)/Registered Midwife Certificate (RM)
and the required five subjects at SSC with two Advance Level subjects may be admitted by
Direct Entry.
The pass mark for core courses is 50%. The degree is an unclassified degree.
Duration of Programme
The duration of the B.N.Sc. Degree Course is five years (10 consecutive semester) for Joint
Matriculation Examination (UTME) Entry candidates and four years (eight consecutive
semesters) for Direct Entry Candidates. As a professional degree, the B.N.Sc shall not be
classified. However, it shall be awarded as follows:
2.40 – 5.00 Pass

Global Course Structure

The programme builds solid foundation in the basic and social sciences from the 100 level with
other students. These are followed by courses in the life and basic medical sciences from the
second year. The nursing courses are introduced from the second year and continue
systematically with the core nursing courses in four major areas of clinical practice.
Professional courses are accompanied by laboratory and clinical skills acquisition in clinical
practice to enable learners acquire some levels of competence. Many of the professional
courses have clinical skills acquisition components that require direct contact with patients and
their families either in the home, community, hospitals or other approved practice settings.
Preamble
Courses shall be provided leading to the degree of Bachelor of Nursing Sciences.

Course Structure Guide

One (1) Lecture Hour (LH) X 15 Weeks = One (1) Unit
Three (3) Laboratory Practical Hour (PH) X 15 Weeks = One (1) Unit
Forty-Five (45) Clinical Practicum Hours = One (1) Unit
*** Students who do not possess the Basic Registered Nurse (RN) certificate are expected
to sit for the professional examination at the beginning of 400 levels whereas other
professional examinations are taken in 500 levels.

8
100 Level
Course Code Course Title Unit(s) Status LH PH
GST 111 Communication in English I 2 C 15 45
GST 112 Nigerian Peoples and Culture 2 C 30 -
BIO 101 General Biology I 2 C 30 -
BIO 102 General Biology II 2 C 30 -
BIO 107 General Biology Practical I 1 C - 45
BIO 108 General Biology Practical II 1 C - 45
CHM 101 General Chemistry I 2 C 30 -
CHM 102 General Chemistry II 2 C 30 -
CHM 107 General Chemistry Practical I 1 C - 45
CHM 108 General Chemistry Practical II 1 C - 45
MTH 101 Elementary Mathematics 2 C 30 -
COS 101 Introduction to Computing Science 3 C 30 45
PHY 101 General Physics I 2 C 30 -
PHY 102 General Physics II 2 C 30 -
PHY 107 General Physics Practical I 1 C - 45
PHY 108 PHY 107 General Physics Practical II 1 C - 45
BIU-NSC 111 Rudiments of Christian Faith 1 C 15 -
BIU-NSC 121 Life and Times of Archbishop Benson 1 C 15 -
Idahosa
BIU-NSC 101 Elementary Mathematics II (Calculus) 1 C 15 -
Total 30

200 Level
Course Code Course Title Unit(s) Status LH PH
GST 212 Philosophy, Logic and Human 2 C 30 -
ENT 211 Entrepreneurship and Innovation 2 C 30 -
ANA 203 General and Systemic embryology 2 C 30 -
ANA 201 Anatomy of upper and Lower Limb 3 C 30 45
PIO 201 Introductory Physiology and Blood 2 C 30 -
BCH 201 Biochemistry – General and Medical I 2 C 30 -
NSC 201 Foundation of Professional Nursing 2 C 15 45*
NSC 203 Developmental Psychology 1 C 15 -
PIO 212 Renal and Body Fluids Physiology 2 C 30 -
ANA 204 Anatomy of Thorax, Abdomen, Pelvis and 3 C 30 45
Perineum
BCH 206 Biochemistry – General and Medical 2 C 30 -
BCH 203 General Biochemistry Practical 1 C - 45
NSC 202 Foundation of Nursing II 2 C 15 45*
NSC 206 General and Cellular Pathology 2 C 30 -
BIU-NSC 204 Infection Control and Prevention 2 C 15 45
Total 30
* Clinical Practicum

9
300 Level
Course Code Course Title Unit(s) Status LH PH
GST 312 Peace and Conflict Resolution 2 C 30 -
GST 312 Venture Creation 2 C 15 45
PHA 301 Pharmacodynamics and Chemotherapy I 2 C 30 -
NSC 301 Epidemiology 2 C 30 -
NSC 303 Community/Public Health Nursing I 2 C 30 -
NSC 307 Human Nutrition 2 C 30 -
NSC 309 Nursing Ethics and Jurisprudence 2 C 30 -
NSC 313 Medical -Surgical Nursing I 2 C 30 -
NSC 302 Community/Public Health Nursing II 3 C 30 45
NSC 306 Medical -Surgical Nursing II 2 C 15 45
NSC 308 Medical -Surgical Nursing III 2 C 30 -
NSC 312 Medical -Surgical Nursing Practicum II 2 C - 90**
(SIWES)
NSC 314 Mental Health Nursing I 2 C 15 45
PHA 302 Pharmacodynamics and Chemotherapy II 2 C 15 45
BIU-NSC 324 Health Education 1 C 15 0
BIU-NSC 326 Human behaviour In Health And Illness 2 C 30 0
Total 30
** Clinical Practicum

400 Level
Course Code Course Title Unit(s Status LH PH
)
NSC 401 Medical-Surgical Nursing Practicum III 3 C - 135
**
NSC 403 Maternal and Child Health 1 2 C 30 -
NSC 405 Mental Health Nursing II 2 15 45 -
NSC 411 Biostatistics 1 C 15 -
NSC 407 Research Methodology 2 C 30 -
NSC 409 Management of Nursing Services 2 C 30 -
NSC 402 Maternal and Child Health Nursing 2 C 15 45
NSC 404 Maternal and Child Health Nursing 2 C - 90*
Practicum I *
NSC 406 Curriculum Development and Teaching 2 C 30 -
Methodology
NSC 410 Community/Public Health Nursing III 2 C 30 -
BIU-NSC 423 Palliative Nursing Care 2 C 30 0
BIU-NSC 424 Reproductive and Adolescent Health 2 C 30 0
BIU-NSC 425 Work Environment 2 C 30 0
BIU-NSC 426 Therapeutic Nursing 2 C 30 0
BIU-NSC 427 Evidence Based Practice Nursing 2 C 30 0
Total 30
** Clinical Practicum/Field Work/Practicum for Data Collection

10
500 Level
Course Code Course Title Unit(s) Status LH PH
NSC 501 Community/Public Health Nursing II 2 C - 90*
Practicum
NSC 503 Maternal and Child Health Practicum II 2 C - 90*
NSC 505 Maternal and Child health Nursing III 2 C 15 45
NSC 509 Health and Nursing Informatics 2 C 30 -
NSC 511 Nursing Seminars 2 C 30 -
NSC 513 Health Economics 2 C 30 -
NSC 502 Maternal and Child Health Nursing 3 C 15 90**
Practicum IV
NSC 504 Community/Public Health Nursing IV 2 C 30 -
NSC 506 Community/Public Health Nursing 2 C - 90**
Practicum III
NSC 508 Entrepreneurship in Nursing 2 C 30 -
NSC 510 Research Project 4 C - 180*
BIU-NSC 522 Issues and Trends in Nursing 2 C 30 0
BIU-NSC 524 Academic-Practice Collaboration in Heath 1 C 15 0
Care
BIU-NSC 525 Innovation in Nursing 2 C 30 0
Total 30
** Clinical Practicum

Course Contents and Learning Outcomes

100 Level
GST 111: Communication in English (2 Units C: LH 15; PH 45)
Learning Outcomes
At the end of the course, the student should be able to:
1. identify possible sound patterns in English Language;
2. list notable Language skills;
3. classify word formation processes;
4. construct simple and fairly complex sentences in English;
5. apply logical and critical reasoning skills for meaningful presentations;
6. demonstrate an appreciable level of the art of public speaking and listening; and
7. write simple and technical reports.

Course Contents
Sound patterns in English Language (vowels and consonants, phonetics and phonology).
English word classes (lexical and grammatical words, definitions, forms, functions, usages,
collocations). Sentence in English (types: structural and functional, simple and complex).
Grammar and usage (tense, mood, modality and concord, aspects of language use in everyday
life). Logical and critical thinking and reasoning methods (logic and syllogism, inductive and

11
deductive argument and reasoning methods, analogy, generalisation and explanations). Ethical
considerations, copyright rules and infringements. Writing activities: (pre-writing, writing,
post writing, editing and proofreading; brainstorming, outlining, paragraphing, types of
writing, summary, essays, letter, curriculum vitae, report writing, note making and many
others. Mechanics of writing). Comprehension strategies: (reading and types of reading,
comprehension skills, 3rsq). Information and communication technology in modern language
learning. Language skills for effective communication. Major word formation processes.
Writing and reading comprehension strategies. Logical and critical reasoning for meaningful
presentations. Art of public speaking and listening.

GST 112: Nigerian People and Culture (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the student should be able to:
1. analyse the historical foundation of the Nigerian culture and arts in pre-colonial times;
2. list and identify the major linguistic groups in Nigeria;
3. explain the gradual evolution of Nigeria as a political unit;
4. analyse the concepts of Trade, Economic and Self-reliance status of the Nigerian
peoples towards national development;
5. enumerate the challenges of the Nigerian State towards Nation building;
6. analyse the role of the Judiciary in upholding people’s fundamental rights;
7. identify acceptable norms and values of the major ethnic groups in Nigeria, and
8. list and suggest possible solutions to identifiable Nigerian environmental, moral and
value problems.
Course Contents
Nigerian history, culture and art up to 1800 (Yoruba, Hausa and Igbo peoples and culture;
peoples and culture of the ethnic minority groups). Nigeria under colonial rule (advent of
colonial rule in Nigeria. Colonial administration of Nigeria). Evolution of Nigeria as a political
unit (amalgamation of Nigeria in 1914; formation of political parties in Nigeria; Nationalist
movement and struggle for independence). Nigeria and challenges of nation building (military
intervention in Nigerian politics; Nigerian Civil War). Concept of trade and economics of self-
reliance (indigenous trade and market system; indigenous apprenticeship system among
Nigerian people; trade, skill acquisition and self-reliance). Social justices and national
development (law definition and classification. Judiciary and fundamental rights. Individual,
norms and values (basic Nigeria norms and values, patterns of citizenship acquisition;
citizenship and civic responsibilities; indigenous languages, usage and development; negative
attitudes and conducts. Cultism, kidnapping and other related social vices). Re-orientation,
moral and national values (The 3R’s – Reconstruction, Rehabilitation and Re-orientation). Re-
orientation Strategies. Operation Feed the Nation (OFN). Green Revolution. Austerity
Measures. War Against Indiscipline (WAI). War Against Indiscipline and Corruption (WAIC).
Mass Mobilisation for Self-Reliance. Social Justice and Economic Recovery (MAMSER).
National Orientation Agency (NOA). Current socio-political and cultural developments in
Nigeria.

12
BIO 101: General Biology I (2 Units C: LH 30)
Learning Outcomes
At the end of lectures, students should be able to:
1. explain cell’s structure and organisations;
2. summarise functions of cellular organelle;
3. characterise living organisms and state their general reproduction;
4. describe the interrelationship that exists between organisms;
5. discuss the concept of heredity and evolution; and
6. enumerate habitat types and their characteristics.
Course Contents
Cell structure and organisation. Functions of cellular organelles. Characteristics and
classification of living things. Chromosomes, genes their relationships and importance.
General reproduction. Interrelationships of organisms (competitions, parasitism, predation,
symbiosis, commensalisms, mutualism, saprophytism). Heredity and evolution (introduction
to Darwinism and Lamarckism, Mendelian laws, explanation of key genetic terms). Elements
of ecology and types of habitat.

BIO 102: General Biology II (2 Units C: LH 30)

Learning Outcomes
At the end of the lectures, students should be able to:
1. List the characteristics, methods of identification and classification of Viruses, bacteria
and fungi;
2. state the unique characteristics of plant and animal kingdoms;
3. describe ecological adaptations in the plant and animal kingdoms;
4. explain nutrition, respiration, excretion and reproduction in plants and animals; and
5. describe growth and development in plants and animals.

Course Contents
Basic characteristics, identification and classification of viruses, bacteria and fungi. A
generalised survey of the plant and animal kingdoms based mainly on the study of similarities
and differences in the external features. Ecological adaptations. Briefs on physiology to include
nutrition, respiration, circulatory systems, excretion, reproduction, growth and development.

13
BIO 107: General Biology Practical I (1 Unit C: PH 45)
Learning Outcomes
At the end of the course, students should be able to:
1. outline common laboratory hazards;
2. provide precautions on laboratory hazards;
3. state the functions of the different parts of microscope;
4. use the microscope and describe its maintenance;
5. draw biological diagrams and illustrations; and
6. apply scaling and proportion to biological diagrams.
Course Contents
Common laboratory hazards: prevention and first aid. Measurements in biology. Uses and care
of microscope. Compound and dissecting microscope. Biological drawings and illustration,
scaling, accuracy and proportion; use of common laboratory apparatus and laboratory
experiments designed to illustrate the topics covered in BIO 101.

BIO 108: General Biology Practical II (1 Unit C: PH 45)

Learning Outcomes
At the end of the course, students should be able to:
1. describe the anatomy of flowering plants;
2. differentiate types of fruit and seeds;
3. state ways of handling and caring for biological wares;
4. describe the basic histology of animal tissues; and
5. identify various groups in the animal kingdom.
Course Contents
Anatomy of flowering plants, primary vegetative body: stem, leaf and root to show the mature
tissues namely parenchyma, collenchyma, sclerenchyma, xylem and phloem. Types of fruits
and seeds. Care and use of dissecting kits and other biological wares. Dissection and general
histology of animal tissues based on vertebrate forms. Morphology and functions of epithelial,
muscular, nervous and connective tissues. Examination of various groups of lower
invertebrates under microscopes, identification of various groups of organisms in Animal
Kingdom. And any experiment designed to emphasise the practical aspects of topics in BIO
102.

14
CHM 101: General Chemistry I (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the students should be able to:
1. define atom, molecules and chemical reactions;
2. discuss the Modern electronic theory of atoms;
3. write electronic configurations of elements on the periodic table;
4. rationalise the trends of atomic radii, ionization energies, electronegativity of the
elements based on their position in the periodic table;
5. identify and balance oxidation – reduction equation and solve redox titration problems.
6. draw shapes of simple molecules and hybridized orbitals;
7. identify the characteristics of acids, bases and salts, and solve problems based on their
quantitative relationship;
8. apply the principles of equilibrium to aqueous systems using Le Chatelier’s principle
to predict the effect of concentration, pressure and temperature changes on equilibrium
mixtures;
9. analyse and perform calculations with the thermodynamic functions, enthalpy, entropy
and free energy; and
10. determine rates of reactions and its dependence on concentration, time and temperature.
Course Contents
Atoms, molecules and chemical reactions. Modern electronic theory of atoms. Electronic
configuration, periodicity and building up of the periodic table. Hybridization and shapes of
simple molecules. Valence Forces. Structure of solids. Chemical equations and stoichiometry.
Chemical bonding and intermolecular forces. Kinetic theory of matter. Elementary
thermochemistry. Rates of reaction. Equilibrium and thermodynamics. Acids, bases and salts.
Properties of gases. Redox reactions and introduction to electrochemistry. Radioactivity.
CHM 102: General Chemistry II (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the students should be able to:
1. state the importance and development of organic chemistry;
2. define fullerenes and its applications;
3. discuss electronic theory;
4. determine the qualitative and quantitative of structures in organic chemistry;
5. describe rules guiding nomenclature and functional group classes of organic chemistry;
6. determine rate of reaction to predict mechanisms of reactions;
7. identify classes of organic functional group with brief description of their chemistry;
8. discuss comparative chemistry of group 1A, IIA and IVA elements; and
9. describe basic properties of Transition metals.

15
Course Contents
Historical survey of the development and importance of Organic Chemistry. Fullerenes as
fourth allotrope of carbon, uses as nanotubules, nanostructures, nanochemistry. Electronic
theory in organic chemistry. Isolation and purification of organic compounds. Determination
of structures of organic compounds including qualitative and quantitative analysis in organic
chemistry. Nomenclature and functional group classes of organic compounds. Introductory
reaction mechanism and kinetics. Stereochemistry. The chemistry of alkanes, alkenes, alkynes,
alcohols, ethers, amines, alkyl halides, nitriles, aldehydes, ketones, carboxylic acids and
derivatives. The Chemistry of selected metals and non-metals. Comparative chemistry of group
IA, IIA and IVA elements. Introduction to transition metal chemistry.

CHM 107: General Chemistry Practical I (1 Unit C: PH 45)

Learning Outcomes
At the end of the course the students should be able to:
1. state the general laboratory rules and safety procedures;
2. collect scientific data and correctly carrying out Chemical experiments;
3. identify the basic glassware and equipment in the laboratory;
4. state the differences between primary and secondary standards;
5. perform redox titration;
6. recording observations and measurements in the laboratory notebooks; and
7. analyse the data to arrive at scientific conclusions.
8.
Course Contents
Laboratory experiments designed to reflect topics presented in courses CHM 101 and CHM
102. These include acid-base titrations, qualitative analysis, redox reactions, gravimetric
analysis, data analysis and presentation.

CHM 108: General Chemistry Practical II (1 Unit C: PH 45)

Learning Outcomes
At the end of this course, the students should be able to:
1. identify the general laboratory rules and safety procedures;
2. collect scientific data and correctly carrying out Chemical experiments;
3. identify the basic glassware and equipment in the laboratory;
4. identify and carry out preliminary tests which includes ignition, boiling point, melting
point, test on known and unknown organic compounds;
5. perform solubility tests on known and unknown organic compounds;
6. conduct elemental tests on known and unknown compounds; and

16
 7. conduct functional group/confirmatory test on known and unknown compounds which
could be acidic / basic / neutral organic compounds.
Course Contents
Continuation of CHM 107. Additional laboratory experiments to include functional group
analysis, quantitative analysis using volumetric methods.

MTH 101: Elementary Mathematics I (Algebra and Trigonometry) (2 Units C: LH 30)

Learning Outcomes
At the end of this course students should be able to:
1. explain basic definition of Set, Subset, Union, Intersection, Complements and use of
Venn diagrams;
2. solve quadratic equations;
3. Solve trigonometric functions;
4. identify various types of numbers; and
5. solve some problems using Binomial theorem.
Course Contents
Elementary set theory, subsets, union, intersection, complements and venn diagrams. Real
numbers, integers, rational and irrational numbers. Mathematical induction, real sequences and
series. Theory of quadratic equations. Binomial theorem. Complex numbers. Algebra of
complex numbers. The Argand diagram. De-Moivre’s theorem, nth roots of unity. Circular
measure, trigonometric functions of angles of any magnitude, addition and factor formulae.

COS 101: Introduction to Computing Sciences (3 Units C: LH 30; PH 45)

Learning Outcomes
At the end of the course, students should be able to:
1. explain basic components of computers and other computing devices;
2. describe the various applications of computers;
3. explain information processing and its roles in the society;
4. describe the Internet, its various applications and its impact;
5. explain the different areas of the computing discipline and its specialisations; and
6. demonstrate practical skills on using computers and the internet.
Course Contents
Brief history of computing. Description of the basic components of a computer/computing
device. Input/output devices and peripherals. Hardware, software and human ware. Diverse
and growing computer/digital applications. Information processing and its roles in society. The
Internet, its applications and its impact on the world today. The different areas/programs of the
computing discipline. The job specialisations for computing professionals. The future of
computing.

17
Lab Work: Practical demonstration of the basic parts of a computer. Illustration of different
operating systems of different computing devices including desktops, laptops, tablets, smart
boards and smart phones. Demonstration of commonly used applications such as word
processors, spreadsheets, presentation software and graphics. Illustration of input and output
devices including printers, scanners, projectors and smartboards. Practical demonstration of the
Internet and its various applications. Illustration of browsers and search engines. How to access
online resources.

PHY 101: General Physics I (Mechanics) (2 Units C: LH 30)

Learning Outcomes
At the end of the course, student should be able to;
1. identify and deduce the physical quantities and their units;
2. differentiate between vectors and scalars;
3. describe and evaluate motion of systems on the basis of the fundamental laws of
mechanics;
4. apply Newton’s laws to describe and solve simple problems of motion;
5. evaluate work, energy, velocity, momentum, acceleration, and torque of moving or
rotating objects;
6. explain and apply the principles of conservation of energy, linear and angular
momentum;
7. describe the laws governing motion under gravity; and
8. explain motion under gravity and quantitatively determine behaviour of objects moving
under gravity.
Course Contents
Space and time. Units and dimension, Vectors and Scalars. Differentiation of vectors:
displacement, velocity and acceleration. Kinematics. Newton laws of motion (Inertial frames,
Impulse, force and action at a distance, momentum conservation). Relative motion. Application
of Newtonian mechanics. Equations of motion. Conservation principles in physics.
Conservative forces. Conservation of linear momentum. Kinetic energy and work. Potential
energy. System of particles. Centre of mass. Rotational motion: Torque, vector product,
moment, rotation of coordinate axes and angular momentum. Polar coordinates. Conservation
of angular momentum. Circular motion. Moments of inertia. gyroscopes and precession.
Gravitation: Newton’s Law of Gravitation. Kepler’s Laws of Planetary Motion. Gravitational
Potential Energy. Escape velocity. Satellites motion and orbits.

PHY 102: General Physics II (Electricity & Magnetism) (2 Units C: LH 30)

Learning Outcomes
At the end of this course, the student should be able to:

18
 1. describe the electric field and potential, and related concepts, for stationary charges;
2. calculate electrostatic properties of simple charge distributions using Coulomb’s law,
Gauss’s law and electric potential;
3. describe and determine the magnetic field for steady and moving charges;
4. determine the magnetic properties of simple current distributions using Biot-Savart and
Ampere’s law;
5. describe electromagnetic induction and related concepts, and make calculations using
Faraday and Lenz’s laws;
6. explain the basic physical of Maxwell’s equations in integral form;
7. evaluate DC circuits to determine the electrical parameters; and
8. determine the characteristics of ac voltages and currents in resistors, capacitors, and
Inductors.

Course Contents
Forces in nature. Electrostatics; electric charge and its properties, methods of charging.
Coulomb’s law and superposition. Electric field and potential. Gauss’s law. Capacitance.
Electric dipoles. Energy in electric fields. Conductors and insulators, current, voltage and
resistance. Ohm’s law and analysis of DC circuits. Magnetic fields. Lorentz force. Biot-Savart
and Ampère’s laws. Magnetic dipoles. Dielectrics. Energy in magnetic fields. Electromotive
force. Electromagnetic induction. Self and mutual inductances. Faraday and Lenz’s laws. Step
up and step-down transformers: Maxwell's equations. Electromagnetic oscillations and waves.
AC voltages and currents applied to inductors, capacitors, resistance, and combinations.

PHY 107: General Practical Physics I (1 Unit C: PH 45)

Learning Outcomes
At the end of the course, the student should be able to;
1. conduct measurements of some physical quantities;
2. make observations of events, collect and tabulate data;
3. identify and evaluate some common experimental errors;
4. plot and analyse graphs; and
5. draw conclusions from numerical and graphical analysis of data.

Course Contents
This introductory course emphasises quantitative measurements. The treatment of
measurement errors, and graphical analysis. A variety of experimental techniques should be
employed. The experiments include studies of meters, the oscilloscope, mechanical systems,
electrical and mechanical resonant systems. Light. Heat. Viscosity and many others, covered
in PHY 101 and PHY 102. However, emphasis should be placed on the basic physical
techniques for observation, measurements, data collection, analysis and deduction.

19
PHY 108: General Practical Physics II (1 Unit C: PH 45)
Learning Outcomes
At the end of this course, the student should be able to:
1. conduct measurements of some physical quantities;
2. make observations of events, collect and tabulate data;
3. identify and evaluate some common experimental errors;
4. plot and analyse graphs;
5. draw conclusions from numerical and graphical analysis of data; and
6. prepare and present practical reports.
Course Contents
This practical course is a continuation of PHY 107 and is intended to be taught during the
second semester of the 100 level to cover the practical aspect of the theoretical courses that
have been covered with emphasis on quantitative measurements. The treatment of
measurement errors, and graphical analysis. However, emphasis should be placed on the basic
physical techniques for observation, measurements, data collection, analysis and deduction.

BIU – NSC 111: Rudiments of Christian Faith (1 Unit; C; LH= 15)

Senate-approved relevance

Benson Idahosa University is a Christian University whose core value is not just to raise
academics but professionals and entrepreneurs who will be effective disciples for Christ by
excelling in their chosen professional fields. Therefore, this course is aimed at providing every
student admitted into the university with the fundamental knowledge of the Christian faith. The
relevance of the course is seen in the area of enhancing the Christian knowledge, ethical and
spiritual values of the students so they can become responsible and productive members of the
Nigerian society.

Course Overview

From the biblical point of view, life outside God is mere existence. For anyone to experience
purposeful and meaningful life he/she must be equipped with the basic knowledge of
Christianity. The rudiments of Christian faith afford students the opportunity to understand the
doctrine of salvation, Christian personal life, Christian marriage, its uniqueness and the Bible
as God’s eternal word. Furthermore, various views on the state of man at creation will be
evaluated. The three aspects and the Divine means of salvation will be explained. In addition,
the Christian personal life, his personal walk and required responsibilities will be unveiled.

20
This course also emphasizes the nitty-gritty of Christian marriage and historical development
of the Bible.

The importance of the course lies in meeting the United Nations Sustainable Development
Goals 3 (Good Health) and 4 (Quality education) in that not only is the students’ knowledge
of bible increased, they have a unique opportunity to ask pertinent question on the doctrine of
salvation in a classroom setting. Furthermore, students will also acquire the necessary
knowledge and skills on Christian marriage. This course builds the capacity of the students in
learning to become responsible and productive members of the Nigerian society.

The objectives of the course, learning outcomes and content are provided to address this need.

Objectives

The basic objectives of the course in specific forms are to:

1. Identify the various definitions or meanings of salvation and other salvific concepts
2. State other aspects and divine means of salvation
3. Compare divergent views about the original state of man at creation
4. Examine the Christian personal life and required responsibilities
5. Outline the uniqueness of Christian marriage compared to African marriages
6. Explain the concept of Christian youth and marriage
7. Expatiate God’s order for categories in the family
8. Recall the Bible and its historical development.

Learning Outcomes

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

1. Discuss the doctrine of salvation and mention two definitions of salvation

2. List at least three variant views of the original state of man at creation
3. Identify four responsibilities of a Christian personal life
4. Enumerate two unique areas of Christian marriage compared to African marriages
5. Describe the concept of Christian youth and marriage
6. Define the concept of Christian marriage and state two major reasons for divorce and
re-marriage
7. State God’s order for four categories in the family
8. Outline the origin of the Bible, three specific years of its historical development,
biblical inspiration and canonicity.

21
Course Content

The doctrine of salvation; the state of man. Three distinct views of the state of man: the
protestant view, the catholic view, the rationalist view. The way of salvation (THE ORDO
SALUTIS): repentance and faith. The three aspects of salvation: Justification, Regeneration
and Sanctification. The Divine means for salvation: the blood of Jesus Christ, the Holy Spirit,
the Word of God. The Christian Personal Life: a personal walk, obedience to his word, serving
with talents, preaching the gospel, worshipping with his money, responding with his time,
showing hospitality and walking in the Holy Spirit. Christian marriage and family: what is
Christian marriage? The Christian youth and marriage, God’s order for various members of
Christian family. Divorce and Re-marriage. The content of the Bible, Old and New Testament.
Biblical translations from antiquity: the Septuagint, the Targum. The division of Hebrew
scripture into both Old and New Testament. The Hebrew division of the Old Testament which
includes the law, the prophets and the writings. The English division of the Old Testament
include: the Law, the Historical Books, the Wisdom Books subdivided into the Major and
Minor Prophets. The History, style of writing and type of material used for writing the New
Testament such as the ostraka, the papyrus, the uncials, the miniscules and the lectionaries. The
writings of the Church Fathers. The Division of the New Testament: The Gospels, the Pauline
Epistles, the General Epistles and the Apocalypse.

Minimum Academic Standards

In accordance with the NUC- MAS requirement facilities.

BIU – NSC 121: Life and Times of Archbishop Benson Idahosa (1 Unit; C;LH= 15)

Senate-approved relevance

Archbishop Benson Idahosa was a spiritual colossus known in several parts of the world for
his exceptional missionary exploits and outstanding evangelistic ministry. Therefore, the need
to study his visionary, goal oriented and purpose driven life cannot be over emphasized. This
course is very relevant because it will afford every student the opportunity of having first-hand
knowledge of the life and times of Archbishop Benson Idahosa. It will also enable the students
imbibe his salient qualities, spiritual values and dogged faith in God.

22
Course Overview

In Christian history, few men have traversed the world with the message of the gospel like the
Archbishop Benson Idahosa. An examination of the life of the Archbishop reveals a man
saddled with the singular goal of saving and reaching humanity with the message of the gospel.
The Archbishop Benson Idahosa’s ministry was also characterized by outstanding miracles
including the raising of dead back to life. Apart from his evangelistic outreaches he was also a
voice to reckon with within the Nigerian political space. Furthermore, his business acumen led
him to establish hospitals, primary, secondary and tertiary institutions of higher learning such
as Benson Idahosa University.

An encounter with the historical details of his phenomenal life will help the students to be
visionaries, goal oriented and trigger in them the will to win in every sphere of their endeavours
in life. This philosophy of saving and reaching humanity with the message of the gospel is
linked to the United Nations Sustainable Development Goal 3(Good Health and Well-being)
and 9 (Industry, Innovation and infrastructure). These goals 3 and 9 will impact the youth in
our generation to value hard work, embrace holy living and have faith in God. The premise is
God is a specialist in doing the impossible and He is able to protect and keep whatever has
been committed in to His hand.

The objectives of the course, learning outcomes and content are provided to address this need.

Objectives

The fundamental objectives of the course in specific forms are to:

1. Examine the phenomenal life and times of the Archbishop Benson Idahosa
2. Identify some of his worldwide missionary efforts and ministry
3. Recall his early years, challenges and dogged faith in God
4. Describe his unique spiritual values and purpose driven life
5. State some of his contributions to societal peace and development in Nigeria
6. Enumerate his contributions to the spiritual growth of some famous ministers and
ministry within Nigeria and across the globe
7. Expatiate on the relevance of theological (biblical) concepts such as: evangelism,
missions and discipleship
8. Explain the meaning of vision, goal setting and time management.

23
Learning Outcomes

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

1. Discuss five (5) specific areas on the life and times of Archbishop Benson Idahosa, his
exceptional life history and worldwide evangelistic ministry
2. List two (2) of the major challenges in his days of ‘little beginnings’ and his eventual
victory and progress in the midst of turmoil
3. Enumerate three (3) of his peculiar characteristics such as: unprecedented faith, his
visionary life and unwaning missionary exploits
4. Name two (2) major ways he positively impacted the society through his business
prowess and his influence in Nigerian governance (politics)
5. Identify four (4) of his outstanding legacies and imbibe some of his salient qualities
(spiritual values)and appropriate his exemplary faith and Christian life
6. State at least three methods of evangelism and two variant definitions and meaning of
Evangelism, Missions and Discipleship
7. Relate three (3) ways to sustain one’s vision and mobilize people to buy into it
8. Describe two (2) major ways to be goal oriented
9. Outline two (2) secrets to life and time management.

Course Content

The definition of evangelism. The aim of evangelism. The 4C’s of evangelism. New Testament
concept of evangelism. Motivations for evangelism. Methods of evangelism. Literature
evangelism. The meaning of ‘Disciple’. Jesus concept of Discipleship. The demands of
discipleship. Definition of missions and origin of modern missionary movement and
characteristics. Missionary work in the 20th century. Studying the Life and Times of
Archbishop Benson Idahosa through the work book FIRE IN HIS BONES. How to sustain
your vision and mobilize people to buy into it. How to set and reach your goals. Taking your
community by storm. Time and life management and how to invest your life.

Minimum Academic Standards

In accordance with the NUC- MAS requirement facilities.

24
BIU-NSC 101: Elementary Mathematics II (Calculus), (1 Unit; C; L= 15)

Senate-approved relevance

Calculus as a branch of mathematics, evolved from algebra, arithmetic and geometry. It is the
basis of the part of mathematics called analysis. Calculus can be employed in many problems
involving the notion of extreme amount such as the fastest, the most, the slowest, or the least.
Although nurses may not use calculus formulas in their everyday routine, calculus helps in
understanding many concepts in physics, chemistry, population biology and other upper level
sciences. The knowledge of this course will aid nursing students’ understanding of the rate at
which drugs are metabolised in the body, or how heart rate can be monitored using repetitive
waves, how to calculate medicine dosages, convert centigrade to farenheight and intravenous
calculation of drips. Furthermore, blood pressure measurement, temperature, pulse and weight
use elements of calculus.

Course Overview

Calculus is commonly used in physical, biological and social sciences. In the physical sciences,
it applies to the study of the speed of a falling body, or the rate of decay of a radioactive
material. In the biological sciences, calculus aids the understanding of the rate of growth of a
tumour cell or the rate of growth of a colony of bacteria while in the social sciences, it applies
to study of statistics and probability. Apart from the use of mathematics in drug administration,
the knowledge of calculus is useful in calculating medication doses, intravenous fluid rates,
drug titration and patients’ caloric inputs and outputs. Without a solid mathematics
background, a lot of concepts in Biostatistics and Research Methods in Nursing may be
misunderstood.

Taking mathematics classes like calculus enhances nursing students’ critical thinking and
problem-solving skills. Furthermore, knowledge of calculus is required for mathematics
courses at higher level, to understand research. Most foreign schools require a pass mark of
60% or higher in calculus to qualify for a nursing programme abroad. The importance of the
course lies in meeting the United Nations Sustainable Development Goals 9 (Industry and
Innovation and infrastructure) and 4 (Quality education) The knowledge of calculus will help
to build resilient infrastructure in the health care delivery system through innovative strategies.
Quality nursing education is assured as the nursing students are able to understand the scientific
rationale for all nursing actions.

The objectives of the course, learning outcomes and content are provided to address this need.

25
Objectives

The objectives of the course are to:

1. Identify the types of rules in differentiation and integration

2. Explain the meaning of function of a real variable, graphs, limits and continuity
3. Solve some applications of definite integrals in areas and volumes
4. Explain the usefulness of calculus in calculating medication doses, intravenous fluid
rates, drug titration and patients’ caloric inputs and outputs
5. Describe the importance of calculus in inferential statistics.

Learning Outcomes

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

1. List three (3) types of rules in differentiation and integration

2. Identify the main function of a variable in plotting a graph
3. List two (2) usefulness of definite integrals in calculating areas and volumes
4. Enumerate five (5)uses of calculus in calculating medication doses and drug
titration
5. Classify three (3)ways in which calculus is used in inferential statistics.

Course Content

Function of a real variable. Graphs. Limits and idea of continuity. The derivative as limit of
rate of change. Tangent and normal to curve. Techniques of differentiation. Differentiation as
a limit of change of elementary function, product quotient, function of rules. Extreme curve
sketching. Integration as an inverse of differentiation. Logarithmic and parametric
differentiation. Methods of integration. Definite integrals. Application to areas and volumes.
Stationary values of simple functions. Maxima, minima and point of inflexion. Area of surface
revolution. Application of calculus in nursing.

Minimum Academic Standard

Clinical skilled laboratories with NUC-MAS.

26
200 LEVEL
GST 212: Philosophy, Logic and Human Existence (2 Units C: LH 30)
Learning Outcomes
A student who has successfully gone through this course should be able to:
1. discuss the basic features of philosophy as an academic discipline;
2. identify the main branches of philosophy & the centrality of logic in philosophical
discourse; 3. state the elementary rules of reasoning;
3. distinguish between valid and invalid arguments;
4. think critically and assess arguments in texts, conversations and day-to-day discussions;
5. critically asses the rationality or otherwise of human conduct under different existential
conditions;
6. develop the capacity to extrapolate and deploy expertise in logic to other areas of
knowledge; and
7. guide his or her actions, using the knowledge and expertise acquired in philosophy and
logic.
Course Contents
Scope of philosophy; notions, meanings, branches and problems of philosophy. Logic as an
indispensable tool of philosophy. Elements of syllogism, symbolic logic- the first nine rules of
inference. Informal fallacies, laws of thought, nature of arguments. Valid and invalid
arguments, logic of form and logic of content - deduction, induction and inferences. Creative
and critical thinking. Impact of philosophy on human existence. Philosophy and politics,
philosophy and human conduct, philosophy and religion, philosophy and human values,
philosophy, character moulding and many others.

ENT 211: Entrepreneurship and Innovation (2 Units C: LH 15)

Learning Outcomes
At the end of this course, the student should be able to:
1. explain the concepts and theories of entrepreneurship, intrapreneurship, opportunity
seeking, new value creation, and risk taking;
2. state the characteristics of an entrepreneur;
3. analyse the importance of micro and small businesses in wealth creation, employment,
and financial independence;
4. engage in entrepreneurial thinking;
5. identify key elements in innovation;
6. describe stages in enterprise formation, partnership and networking including business
planning;
7. describe contemporary entrepreneurial issues in Nigeria, Africa and the rest of the
world; and
8. state the basic principles of e-commerce.

27
Course Contents
Concept of Entrepreneurship (Entrepreneurship, Intrapreneurship /Corporate
Entrepreneurship). Theories. Rationale and relevance of Entrepreneurship (Schumpeterian and
other perspectives, risk-taking, necessity and opportunity-based entrepreneurship and creative
destruction). Characteristics of Entrepreneurs (opportunity seeker, risk taker, natural and
nurtured, problem solver and change agent, innovator and creative thinker). Entrepreneurial
thinking (Critical thinking, reflective thinking, and creative thinking). Innovation (concept of
innovation, dimensions of innovation, change and innovation, knowledge and innovation).
Enterprise formation, partnership and networking (basics of business plan, forms of business
ownership, business registration and forming alliances and joint ventures). Contemporary
Entrepreneurship Issues (knowledge, skills and technology, intellectual property, virtual office,
networking). Entrepreneurship in Nigeria (Biography of inspirational Entrepreneurs, youth and
women entrepreneurship. Entrepreneurship support institutions. Youth enterprise networks and
environmental and cultural barriers to entrepreneurship). Basic principles of e-commerce.

ANA 203: General and Systemic Embryology (2 Units C: LH 30)

Learning Outcomes
At the end of this course, the student should be able to:
1. explain how the embryo is form from the zygote;
2. discuss the role of cleavage and gastrulation in animal development;
3. demonstrate; understanding of embryology and significance of prenatal diagnostic methods;
4. describe structural features of primordia in tissue and organs at different developmental
stages;
5. define risk periods in histo and organogenesis; and
6. analyse the most often observed developmental anomalies.
Course Contents
Spermatogenesis, oogenesis; ovarian follicles; ovulation; corpus luteum; menstruation; uterine
cycle; hormonal control of uterine cycle; fertilization; cleavage; implantation; reproductive
technologies-IVF/surrogacy/embryo transfer; embryo manipulation & potency/twinning;
molecular embryology and transgenesis; gastrulation; notochord, neurulation; derivatives of
the germ layers; folding of the embryo; foetal membranes; placenta; development of limbs and
teratology. Growth and perinatology; congenital malformations – general introduction. The
cardiovascular system, skin, structure of the nails and hair. Macrophagic system; cellular
immunology; lymphoid organs; glands – endocrine and exocrine. Respiratory system.
Digestive system. Urinary and genital systems. Electron micrograph studies of each organ.

28
ANA 201: Anatomy of Upper and Lower Limb (3 Units C: LH 30; PH 45)
Learning Outcomes
At the end of this course, the student will be able to:
1. define fundamental anatomical terminology and discuss the anatomical position;
2. describe the anatomy of the musculoskeletal system, including the axial skeleton;
appendicular skeleton, appendicular and axial muscles, and arthrology;
3. describe the general features of the bones of the upper and lower limbs;
4. identify the major muscles of the upper and lower limbs;
5. explain the types and structure of the joints of the upper and lower limbs;
6. correlate between the attachment of the muscles and their functions on the different joints;
7. identify the major nerves of the upper and lower limbs;
8. describe the functional components of each of the major nerves and its distribution;
9. identify and describe the course of the major superficial veins of the upper and lower limbs;
and
10. name the major arteries of the upper and lower limbs.

Course Contents
Descriptive terms, plans and terms of relationship of the human body, terms of comparison,
attachment of muscles, types of muscles, movements of joints. Osteology, principles of
kinesiology, general organisation of body system. Cutaneous innervation of the upper limb;
pectoral region; breast; axilla; shoulder region; arm and cubital fossa; flexor compartment of
forearm; extensor compartment of forearm; hand; venous and lymphatic drainage of the upper
limb. Applied anatomy of nerves; blood supply of the upper limb. Cutaneous innervation of
the lower limb; femoral triangle; adductor canal and medial side of the thigh; gluteal region;
back of the thigh, popliteal fossa; extensor compartment of the leg and dorsum of the foot;
peroneal and flexor compartment of the leg; sole of the foot, arches of the foot; mechanism of
walking; venous and lymphatic drainage of the lower limb; applied anatomy of the nerves and
blood supply to the lower limb.

POI 201: Introductory to Physiology and Blood (2 Units C: LH 30)

Learning Outcomes
At the end of this course, the student should be able to:
1. describe the composition of a cell membrane;
2. explain how a potential difference across a membrane will influence the distribution of a
cation and an anion;

29
3. describe how transport rates of certain molecules and ions are accelerated by specific
membrane transport proteins;
4. distinguish between active (primary and secondary) transport, facilitated diffusion, and
passive diffusion based on energy source and carrier protein involvement;
5. identify the mechanisms and role of selective transporters for amino acids, neurotransmitters,
nutrients, etc;
6. explain the general concepts of homeostasis and the principles of positive and negative
feedback in physiological systems;
7. identify the site of erythropoietin production, the stimulus for its release, and the target tissue
for erythropoietin action;
8. discuss the normal balance of red blood cell synthesis and destruction, including how
imbalances in each lead to anaemia or polycythaemia;
9. list and differentiate the various types of leukocytes;
10. describe the role of thrombocytes in haemostasis; and
11. list clotting factors and discuss the mechanism of anti-coagulants.
Course Contents
Introduction and history of physiology. Structure and functions of cell membranes. Transport
process. Special transport mechanism in amphibian bladder, kidney, gall bladder, intestine,
astrocytes and exocrine glands. Biophysical principles. Homeostasis and control systems
including temperature regulation. Biological rhythms. Composition and functions of blood.
Haemopoiesis. WBC and differential count. Plasma proteins Coagulation, fibrinolysis and
platelet functions. Blood groups –ABO system – Rh system. Blood transfusion – indication for
collection and storage of blood, hazards of blood transfusions. Reticulo-endothelial system.
Immunity and immune deficiency disease and HIV.

BCH 201: Biochemistry – General and Medical I (2 Units C: LH 30)

Learning Outcomes
At the end of this course, the student will be able to:
1. explain the structure of different macromolecules in biological system;
2. identify types of chemical reactions involving these macromolecules;
3. explain the various methods of isolation of these macromolecules;
4. estimate the effects of acids and alkalis on the macromolecules;
5. describe purification of macromolecules; and
6. discuss quantification of the various macromolecules.

30
Course Contents
Introductory chemistry of amino acids, their properties, reactions and biological functions.
Classification of amino acids: neutral, basic and acidic; polar and non-polar; essential and
nonessential amino acids. Peptides. Introductory chemistry and classification of proteins.
Biological functions of proteins. Methods of their isolation, purification and identification.
Primary, secondary, tertiary and quaternary structures of proteins. Basic principles of tests for
proteins and amino acids. Introductory chemistry of carbohydrates, lipids and nucleic acids.
Nomenclature of nucleosides and nucleotides, effects of acid and alkali on hydrolysis of nucleic
acids.

NSC 201: Foundations of Professional Nursing Practice I (2 Units C: LH 15; PH 45)

Learning Outcomes
At the end of this course, the student should be able to:
1. explain the nature of nursing and the trend towards the emergence of professional practice;
2. discuss the professional context of nursing practice with relevance to education, ethics and
professional behaviours, and scientific basis of nursing practice;
3. discuss the concepts of health, healthcare delivery systems and contributions of government,
non-governmental and international organisations to health care delivery;
4. discuss the components and use of nursing process and nursing care plan; and
5. demonstrate moderate competence in basic nursing skills covered as part of the core
knowledge areas.

Course Contents
Fundamental concepts in nursing as a practice profession. Concept of health, illness and
healthcare at the three levels of service delivery. The concept and nature of nursing with
attention to the history and emergence of nursing as a profession. Nursing Associations and
their roles. The attributes of Nursing. The Nursing Process. Outline, components, including
North American Nursing Diagnosis Association (NANDA) list and the NANDA Nursing
Interventions’ Classification (NIC), and the Nursing Outcomes Classification (NOC). Use of
nursing process in care of patients. Nursing theories and models. Values and nursing ethics and
etiquettes. The role of nurses within organisational and professional ethical prescriptions.
Understanding scientific basis of nursing care. Health and diseases in a socio-cultural context.
The central placement of the nurse as a practitioner and a member of the health care team in
the context of health care delivery system. Comfort, safety and hygiene in nursing care. Basic
procedures in nursing such as bed making, bathroom and bed bath, food service, and vital signs.
Skills acquisition and laboratory demonstrations of basic nursing skills prior to exposure to
clinical practice.

31
NSC 203: Developmental Psychology (1 Unit C: LH 15)
Learning Outcomes
At the end of this course, the student should be able to:
1. describe the developmental stages of man and influence on individual behaviour;
2. explain the quantitative adjustments that are related to growth and development in
individuals;
3. associate the developmental stages of individuals with their social expectations; and
4. identify the methods to deal with health challenges of different ages and implications for
nursing and society.
Course Contents
Human growth and development from conception through childhood and adolescence to old
age. Erikson’s developmental tasks for different stages of life. Theories of Learning.
Psychology of Learning and the nurse. The nature and structure of intelligence. Individual
differences. Environment and behaviour. Determinants of human health behaviour. Attitudes.
Psychological influence on health and illness. Care and coping strategies in illness situations
especially for children, adolescents and the elderly.
PIO 212: Renal and Body Fluids Physiology (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the student should be able to:
1. sketch a cross section of a kidney; identify the renal cortex, renal medulla, renal calyces,
medullary pyramids, renal pelvic space, renal artery, renal vein, and ureter;
2. describe renal blood flow, renal plasma flow, glomerular filtration rate, and filtration fraction
and list typical values;
3. explain the concept of renal clearance. Use the clearance equation and an appropriate
compound to estimate the glomerular filtration rate, renal plasma flow, and renal blood flow;
4. describe the effects of reductions in GFR on plasma creatinine concentrations and plot the
relationship;
5. discuss the role of the ascending limb of the loop of Henle in producing a high renal
interstitial fluid osmolality. From the loop of Henle, contrast the tubular fluid and interstitial
fluid osmolality changes that allow either a dilute or a concentrated urine to be produced and
excreted;
6. describe processes that lead to acid-base disturbances and list the common causes;
7. identify major routes and normal ranges for water intake and loss, and predict how changes
in intake and loss affect the distribution of total body water.
8. list the various body fluid compartments and their ionic compositions
9. describe the methods used in measuring the body fluid compartments and
10. discuss the role of the kidney in maintaining homeostasis of body fluids.

32
Course Contents
Macroscopic, microscopic and ultra-structure of the kidney. Elements of renal functions.
Glomerular filtration. Concept of clearance. Tubular reabsorption and secretion. Renal blood
flow. Body fluid and electrolyte balance. Buffer mechanism and pH regulation. Counter-
current system. Micturition. Abnormalities of renal functions. Composition and estimation of
body fluid compartments. Concept of water and electrolyte balance. Role of the kidney in body
fluid homeostasis.

ANA 204: Anatomy of Thorax, Abdomen, Pelvis & Perineum (3 Units C: LH 30; PH 45)
Learning Outcomes
At the end of the course, students should be able to:
1. identify the bones and bony markings of the thorax, abdomen, pelvis and perineum;
2. list the nine regions and four quadrants and the principal organs and structures that lie deep
to them and which can be palpated in those regions;
3. describe the muscular components of the anterior abdominal wall, blood supply and
innervation of the anterior abdominal wall;
4. identify the arteries, veins and lymphatics of the thorax, abdomen, pelvis and perineum; be
able to list the main branches of the aorta and their territories; and describe the disposition of
the main veins in the abdomen;
5. describe the parts, position, vertebral levels and surface markings of the stomach and
duodenum as well as the position, vertebral levels and surface markings of the pancreas, spleen,
liver and gall bladder;
6. describe the greater and lesser omenta and the lesser sac;
7. describe the disposition of the jejunum and ileum; describe the surface anatomy of the
caecum, ascending colon, transverse colon, descending colon and sigmoid colon;
8. describe the anatomy of the pelvic diaphragm, its midline raphe, perineal body, attachment
points and the structures passing through it in males and females;
9. describe the anatomy of the ischio-anal fossa;
10. describe the anatomy and relations of the ovary, uterine tubes, uterus, cervix and vagina,
including their peritoneal coverings;
11. describe the anatomy and neurovascular supply of the clitoris, vulva and vagina; the
anatomy of the urogenital diaphragm and perineal ‘pouches’;
12. describe the origin, course and distribution of the pudendal nerves and the sites of pudendal
nerve block;
13. describe the lymphatic drainage of the foregut, pelvic and perineal organs;

33
Course Contents
Introduction to the trunk; thoracic cage; intercostal space; thoracic cavity; pleural cavities;
lungs; mediastinum general; anterior and superior mediastinum; middle; mediastinum – heart
and pericardium; heart – applied anatomy; posterior mediastinum. General anatomy of
abdomen and abdominal regions; anterior abdominal wall muscles; inguinal canal – inguinal
and femoral hernias; peritoneal cavity and spaces; abdominal oesophagus, stomach, duodenum,
spleen, small intestine, large intestine, appendix; portal venous system; portocaval
anastomoses; liver and gallbladder. Pancreas and biliary apparatus; kidneys, suprarenal glands,
and ureters; diaphragm; posterior abdominal wall; aorta and inferior vena cava; posterior
abdominal wall muscles; lumbosacral plexus; bony and ligamentous pelvis; pelvic diaphragm
(floor); male reproductive organs; female reproductive organs; male and female external
genitalia; perineum; rectum and anal canal; pelvic blood vessels; abdomino-pelvic nervous
system.

BCH 202: Biochemistry – General and Medical II (2 Units C: LH 30)

Learning Outcomes
At the end of this course, the student should be able to:
1. explain the structure of the cell including its components;
2. discuss the interrelationship between different organelles of the cell;
3. recognise the differences between plant and animal cells;
4. isolate the various organelles of both plant and animal cells; and
5. describe the influence of hydrogen ion concentration on cellular function.

Course Contents
The cell theory. Structures and functions of major cell components. Cell types, constancy and
diversity. Cell organelles of prokaryotes and eukaryotes. Chemical composition of cells.
Centrifugation and methods of cell fractionation. Structure, function and fractionation of
extracellular organelles. Water, total body water and its distribution. Regulation of water and
electrolyte balance. Disorder of water and electrolyte balance. Acidity and alkalinity, pH and
pK values and their effects on cellular activities.

BCH 203: General Biochemistry Practical (1 Unit: C PH 45)

Learning Outcomes
At the end of the course, students will be able to describe the various laboratory procedures
used in the study of various biochemical processes described in BCH 201 and 202.

34
Course Contents
Laboratory experiments designed to reflect the topics covered in BCH 201 and BCH 202.
Introduction to laboratory methods and procedures employed in studying biochemical
processes.
NSC 202: Foundations of Nursing II (2 Units C: LH 15; PH 45)
Learning Outcomes
At the end of this course, the student should be able to:
1. explain the communication process and relevance of effective communication in patient
care;
2. discuss the theoretical basis for needs of patients;
3. explain the role of the nurse in helping clients meet basic needs for health;
4. describe measures appropriate for modification of patients’ environment of care;
5. apply safety and comfort measures to meet needs of patients;
6. demonstrate proficiency in observation, reporting and recording; and
7. educate patients on the basic tenets of healthy living.
Course Contents
Client teaching and learning environment. Communication in health care. Assessment of vital
signs. Asepsis. Skin integrity and wound care. Theories in nursing. Needs of patients and
actions to meet such needs including promotion of physical health, physical activity, exercise
and sleep. Nutrition for improved health. Administration of drugs (oral, injection and other
routes). Intravenous infusions. Blood transfusion. Body physiological processes including
elimination, oxygenation and circulation. The basic nursing procedures. Administration of
oxygen. Care of tracheostomy. Nasogastric tube feeding. Cardiopulmonary resuscitation
(CPR). Laboratory practical and demonstration for clinical skills of basic nursing procedures.
Pre and postoperative care.

NSC 206: General and Cellular Pathology (2 Units C: LH 30)

Learning Outcomes
At the end of this course, the student should be able to:
1. describe the basic cellular events that lead to disease;
2. explain the processes such as inflammation, infection, necrosis and many others;
3. recognise the presenting cellular and physiological signs of diseases such in cancers and
certain genetic disorders; and
4. discuss the progression and effects of cellular pathologies.

35
Course Contents
General mechanisms. The pathogenesis of disease and the dynamic nature of disease as it
evolve from its incipient stage to its full expression. The effect of disease on organs and distant
parts of the body. Pathology and the nature of disease. Chemistry of cell damage and the dying
cell. Inflammation and infection. Inflammatory response and chemical mediators. Immunity
and cellular immune response. Principles of repair and re-organisation of cell structure.
Cancers and genetic diseases, progression and implications to nursing.

BIU-NSC 204: Infection Prevention and Control, (2 Units; C; LH= 30)

Senate-approved relevance

Infection is one of the leading causes of preventable death in the hospital. Many patients that
come into hospital are often exposed to hospital associated infection; hence the need for
adequate knowledge of infection control measures by nurses. In addition there is a global
increase in the spread of infection and an ever increasing resistance to antibiotics.

This course will build the capacity of nursing students in the knowledge needed for infection
prevention and control that will guide their clinical practice and enable them monitor standard,
challenge and put in place preventive strategies in their area of practice.

Course overview

Hospital associated infection is recognised as a major burden for patients, society and health
care management. Therefore, in this course, nurses trained in BIU will be exposed to the best
practices in infection prevention and control. Emphasis is laid on the classifications and
nomenclature of microorganisms, microbial pathogenesis, specimen collection and transport,
predisposing factors associated with Hospital associated infections, standard and transmission
based precautions. The course lays the foundation knowledge for BIU trained nurses on
infection control practices in clinics/ hospital wards and also builds the capacity of nursing
students’ skills in standard precaution measures such as wearing of barrier gowns, laboratory
coats, gloves and face masks.

The importance of the course lies in meeting the United Nations Sustainable Development
Goals 3 (Ensure Healthy Lives and Promote Wellbeing for All Ages) and 4 (Quality
Education). The knowledge of infection prevention and control will help to substantially reduce
the number of deaths from hospital based infections. Quality nursing education is assured as
the nursing students are exposed to the best practices in infection prevention and control.

The objectives of the course, learning outcomes and content are provided to address this need.

36
Objectives

The objectives of the course are to:

1. Describe the concept of infection prevention and control

2. Explain the concept of health care associated infections
3. Outline infection control practices in clinics/hospital wards
4. Identify predisposing factors of Hospital associated infections
5. Describe the steps in wearing of barrier gowns, gloves and face masks as standard
precaution measures.

Learning outcomes

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

1. Explain the concept of infection prevention and control

2. Name four (4) hospital associated infections
3. Enumerate five (5) infection control practices in clinics/wards
4. Enumerate seven (7) predisposing factors to hospital associated infections
5. Demonstrate how to wear barrier gowns, gloves and face masks as standard precaution
measures.

Course content

Introduction to microbiology and the concept of infection control. Historical approach to

infection and its control. How microbes cause infection microbial pathogenesis. Classifications
and nomenclature of microorganisms. Introduction to bacteriology, mycology, virology and
Parasitology (the protozoan). Disinfection and sterilization. Natural and acquired resistance to
infections. Determination of innate immunity. Deep tissue and superficial tissue infections.
Fungal infections. Deep and systemic mycosis. Perichondrial infections. Hospital association
infections. Factors associated with Hospital association infections. Specimen collection and
transport. Standard and transmission based precautions. Best practices in infection control.

Minimum Academic Standard

Clinical skilled laboratories with NUC-MAS.

37
300 LEVEL
GST 312: Peace and Conflict Resolution (2 Units C: LH 30)
Learning Outcomes
At the end of the course, students should be able to:
1. analyse the concepts of peace, conflict and security;
2. list major forms, types and root causes of conflict and violence;
3. differentiate between conflict and terrorism;
4. enumerate security and peace building strategies; and
5. describe roles of international organisations, media and traditional institutions in peace
building.
Course Contents
Concepts of Peace, Conflict and Security in a multi-ethnic nation. Types and Theories of
Conflicts: Ethnic, Religious, Economic, Geo-political Conflicts; Structural Conflict Theory,
Realist Theory of Conflict, Frustration-Aggression Conflict Theory. Root causes of Conflict
and Violence in Africa: Indigene and settlers Phenomenon; Boundaries/boarder disputes;
Political disputes; Ethnic disputes and rivalries; Economic Inequalities; Social disputes;
Nationalist Movements and Agitations; Selected Conflict Case Studies – Tiv-Junkun;
ZangoKartaf, Chieftaincy and Land disputes and many others. Peace Building, Management
of Conflicts and Security: Peace & Human Development. Approaches to Peace & Conflict
Management --- (Religious, Government, Community Leaders and many others.). Elements of
Peace Studies and Conflict Resolution: Conflict dynamics assessment Scales: Constructive &
Destructive. Justice and Legal framework: Concepts of Social Justice; The Nigeria Legal
System. Insurgency and Terrorism. Peace Mediation and Peace Keeping. Peace & Security
Council (International, National and Local levels) Agents of Conflict resolution – Conventions,
Treaties Community Policing: Evolution and Imperatives. Alternative Dispute Resolution,
ADR. Dialogue). Arbitration, c). Negotiation d). Collaboration and many others. Roles of
International Organisations in Conflict Resolution. (a). The United Nations, UN and its
Conflict Resolution Organs. (b). The African Union & Peace Security Council (c). ECOWAS
in Peace Keeping. Media and Traditional Institutions in Peace Building. Managing Post-
Conflict Situations/Crisis: Refugees. Internally Displaced Persons, IDPs. The role of NGOs in
Post-Conflict Situations/Crisis

38
ENT 312: Venture Creation (2 Units C: LH 15; PH 45)
Learning Outcomes
At the end of this course, students, through case study and practical approaches, should be able
to:
1. describe the key steps in venture creation;
2. spot opportunities in problems and in high potential sectors regardless of geographical
location;
3. state how original products, ideas, and concepts are developed;
4. develop business concept for further incubation or pitching for funding;
5. identify key sources of entrepreneurial finance;
6. implement the requirements for establishing and managing micro and small enterprises;
7. conduct entrepreneurial marketing and e-commerce;
8. apply a wide variety of emerging technological solutions to entrepreneurship; and
9. appreciate why ventures fail due to lack of planning and poor implementation.

Course Contents
Opportunity Identification (Sources of business opportunities in Nigeria, Environmental
scanning, Demand and supply gap/unmet needs/market gaps/Market Research, Unutilised
resources. Social and climate conditions and Technology adoption gap). New business
development (business planning, market research). Entrepreneurial Finance (Venture capital,
Equity finance, Micro finance, Personal savings, Small business investment organisations and
Business plan competition). Entrepreneurial marketing and e-commerce (Principles of
marketing, Customer Acquisition & Retention,B2B, C2C and B2C models of e-commerce,
First Mover Advantage, E-commerce business models and Successful E-Commerce
Companies,). Small Business Management/Family Business: Leadership & Management,
Basic book keeping, Nature of family business and Family Business Growth Model.
Negotiation and Business communication (Strategy and tactics of negotiation/bargaining,
Traditional and modern business communication methods). Opportunity Discovery
Demonstrations (Business idea generation presentations, Business idea Contest, Brainstorming
sessions, Idea pitching). Technological Solutions (The Concept of Market/Customer Solution,
Customer Solution and Emerging Technologies, Business Applications of New Technologies
- Artificial Intelligence (AI), Virtual/Mixed Reality (VR), Internet of Things (IoTs),
Blockchain, Cloud Computing, Renewable Energy and many others. Digital Business and E-
Commerce Strategies).

39
PHA 301: Pharmacodynamics and Chemotherapy I (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the student should be able to:
1. discuss sources, classifications of drugs, chemical, generic and trade names;
2. identify the basic principles of pharmacology, drug uses including side effects and contra
indications as they apply to the human body systems;
3. explain the ethical and legal aspects concerning drug administration;
4. identify resources for up-to-date information on drugs and medication used within clinical
practice (different drug formularies)/DRF;
5. utilise knowledge acquired in drug dosage calculations and administration;
6. explain the indications, actions, dosage, route of administration and side effects of drugs
considered in this course; and
7. explain the role of the nurse in pharmacovigilance and adverse event reporting.
Course Contents
Drug dérivations, sources, classifications. Pharmacology –basic principles, uses of drugs.
Pharmacodynamics and pharmacokinetics. Drug actions and functions of drugs in the body
systems. Routes of drugs administration (oral, parenteral, intrathecal, and other routes). Drugs
for prophylaxis and control of bacterial, parasitic and viral infections. Chemotherapy for
parasitic infections. Therapeutic drugs and their action on cells. Different lotions and their uses;
toxicology and drug abuse. Nurses role in drug therapy. Patient safety issues through
pharmacovigilance and reporting of adverse events. The National Drug Policy and Drug
Revolving Fund (DRF). Problems of drug therapy and the contributions of traditional
chemotherapeutic measures to health maintenance. Administration of controlled drugs and
substances (DDA).

NSC 301: Epidemiology (1 Unit C: LH 15)

Learning Outcomes
At the end of this course, the student should be able to:
1. define key concepts and principles in epidemiology (such as determinants, prevalence,
incidence, surveillance, type of epidemiologic studies and many others);
2. discuss epidemiological triad, models and applications;
3. describe the epidemiology of communicable and non-communicable diseases including
sexually transmitted infections and HIV; and
4. explain the role of the nurse in Integrated Disease Surveillance and Response (IDSR).

40
Course Contents
Concepts and definition of terms in epidemiology. Purpose of epidemiology. Relationship in
epidemiological triad. Epidemiological models and application. Epidemiological study designs
and types. Application of epidemiology to communicable and non-communicable diseases.
Measuring and interpreting patterns of disease occurrence. Routine sources of data.
Communicable diseases (such as diseases of contact and droplets, water and food related,
diseases spread by insects and other animals and many others) and their management. Non
communicable diseases. HIV and sexually transmitted infections/diseases. Use of Integrated
Disease Surveillance and Response (IDSR) Framework.

NSC 303: Community/Public Health Nursing I (2 Units C: LH 30)

Learning Outcomes
At the end of this course, the student should be able to;
1. discuss the trend of the emergence of the practice of community/public health;
2. discuss the context of the family as the unit of care in community/public health nursing;
3. discuss the relevant concepts, tools and theories used in family health assessment and care;
4. explain the concept and process of community actions in practice;
5. describe the levels of prevention and application development of programmes and services
in community/public health nursing practice; and
6. demonstrate effective use of nursing process in programme and service delivery at the
community level.
Course Contents
Historical antecedents of community/public health nursing practice. Role of community/public
health nurses in the diverse community settings. The context of family as the unit of care in the
community. Concept of the family. Types and characteristics of families. Family
developmental tasks. Family nursing theories. Tools in family health assessment and family
care. Demography and population dynamics. Community assessment. Community
mobilization, participation and involvement. Levels of prevention. Nursing process as applied
to community practice. Skills used in community practice. Levels of health prevention. Socio-
demographic variables and population dynamics as predictors of patterns of life in the
community. Patterns of diseases in the community. Application of development programmes
and services at community levels.

NSC 307: Human Nutrition (2 Units C: LH 30)

Learning Outcomes
At the end of this course, the student should be able to:
1. discuss food classes, sources and their functions;

41
2. explain terminologies associated with nutrition in health and illness;
3. discuss the criteria for food selection, preservation, preparation and budgeting; and
4. discuss the relationship between nutrition and disease control and management.

Course Contents
Historical perspectives of nutrition as a science. Food classes (organic and inorganic) and their
functions. Food nutrients. Relationship of digestion and absorption of food to health. Nutrient
quality of local foods and diets. Factors affecting choice of food such as culture, religion,
socioeconomic status, food availability, health status, natural disasters and political instability.
Food selection/choice, purchasing, preservation, preparation and budgeting. Diet therapy for
control and treatment of disease conditions. Planning and provision of special therapeutic diets
to clients and patients. Nutrition education. Use of nutritional supplements. Factors that affect
nutrition. Diet, food habits and choice. Selection and formulation of balanced and weaning
diets. Use of food composition tables. Nutrient requirements and recommended daily calorie
requirements (RDA)/micronutrient requirements. Food in relation to the life cycle. The role of
the nurse in promotion of good nutrition in hospital (in and out patient), schools and
community.

NSC 309: Nursing Ethics and Jurisprudence (2 Units C: LH 30)

Learning Outcomes
At the end of this course, the student should be able to:
1. explain concept of ethics, law, morals and many others;
2. discuss relevant issues in the nursing code of ethics (national, international) and the
regulation of nursing practice;
3. explain the rights and responsibilities in patient care and the legal roles of the nurse;
4. discuss area of legal liabilities in nursing and legal protection for the nurse;
5. explain ethical dilemmas/problems and different models of ethical decision making in
nursing;
6. recognise the boundaries of nursing care within the general healthcare process; and
7. utilise ethical decision-making models for resolution of ethical dilemma in practice.

Course Contents
Nursing ethics and ethical issues in the practice of nursing; personal philosophy of nursing.
The national code of ethics for Nigeria. The International Council of Nurses (ICN) Code.
Principles of ethics. Relationship with the patients and other members of the health team.
Introduction to the laws and statutes as they affect the nursing profession and practice. Patients’
Bill of Rights. Professional negligence and malpractice. Acts. Legal rights, duties and

42
liabilities. Informed consent. Litigations. Ethical dilemmas in practice. Sex change. Abortion.
Euthanasia. Dying and death. The nurse as advocate and nurse as witness.

NSC 313: Medical & Surgical Nursing I(2 Units C: LH 15; PH 45)
Learning Outcomes
At the end of this course, the student should be able to:
1. explain basic concepts and terminologies in medical surgical nursing;
2. conduct appropriate assessment of medical and surgical patients utilising relevant tools;
3. demonstrate competence in preparation of patients for diagnostic measures in medical and
surgical conditions;
4. identify needs/problems of patients with medical and surgical conditions; and
5. utilise knowledge, skills and appropriate attitudes in the management of patients with
medical and surgical conditions using the nursing process.
Course Contents
Review of anatomy and physiology of organs concerned. Basic concept and terminologies of
medical and surgical conditions. Health care delivery systems and models of health care.
Concept of adaptation and conditions that threaten adaptation/ disrupted homeostasis and
psycho physiologic response to illnesses. Disrupted homeostasis and psycho physiologic
response to illnesses and nursing interventions. Diagnostic measures in medical and surgical
conditions. Evidence-based nursing. Concept and principles of rehabilitation. Critical thinking.
Ethical decision making, Use of nursing process as framework for practice. Skin care and
wound management. Nursing care of selected medical and surgical conditions.

NSC 302: Community/Public Health Nursing II (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the student should be able to:
1. discuss socio-cultural, economic, political and environmental factors influencing individual,
family, community and global health;
2. discuss models of community health practice;
3. discuss the principles and theories of health promotion;
4. demonstrate skills in health counselling;
5. discuss the concept, historical antecedents, elements, principles and components of Primary
Health care;
6. discuss the Immunisation Schedules; and
7. discuss the historical antecedents and contents of special programmes for Child Health
promotion.
43
Course Contents
Working in and with the community. Skills and attitudinal disposition to analyse the socio-
cultural, political, economic, ethical and environmental factors that influence individual,
family, community and global health. Models for community health practice, principles and
theories of health promotion. Health counselling. Primary Health Care (PHC) – concept,
elements, principles, components and service delivery. Child welfare services. Immunisation
Schedules/Vaccination of under-five children and adults. The Cold Chain Systems. Special
Programmes in Child Health Growth monitoring, oral rehydration, breast-feeding and
immunization - Female education, Family spacing and food supplementation (GOBI-FFF).
Integrated Management of Neonatal and Childhood diseases (IMNCI). School health services.
Disaster nursing. Primary oral health care principles.

NSC 306: Medical & Surgical Nursing II (2 Units C: LH 15; PH 45)

Learning Outcomes
At the end of this course, the student should be able to:
1. demonstrate an understanding of conditions affecting the systems identified with associated
review of their respective normal functions and pathophysiologies;
2. describe signs and symptoms of disorders of the systems involved and the associated nursing
and medical management;
3. explain diagnostic measures for medical and surgical conditions of the organs and systems
covered in this course;
4. discuss neoplasms, benign and malignant growths, and pain in the systems; and
5. utilise the nursing process in care of patients with different medical and surgical conditions.
Course Contents
Review of anatomy, physiology and pathophysiology as they affect the systems of the body.
Concept of oxygenation and disturbances of oxygen carrying mechanism. Blood pumping
mechanism and blood vessel distribution. Anatomic physiologic overview of the respiratory
system. Disorders of the respiratory system. Nursing care and management of patients with
disorders of the respiratory system. Anatomic and physiologic overview of the cardiovascular
system. Disorders of the cardiovascular system. Nursing care and management of patients with
disorders of the cardiovascular system. Vascular disorders and inflammatory responses.
Gastrointestinal system disorders. Metabolic disorders of ingestion, digestion and elimination.
Genitourinary system disorders and management. Hepatic functions and disorders. Glucose
metabolism and hormonal disorders. Nutritional disorders. Pathophysiology of cell
proliferation and maturation, and neoplastic disorders. Care of patients with cancer and pain
management. Medical care and nursing management of client/patients with specific acute and
chronic medical and surgical conditions.

44
NSC 308: Medical Surgical Nursing III (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the student should be able to:
1. discuss the disease conditions affecting the organs and systems covered in this course with
associated review of the normal functions and pathophysiology;
2. explain diagnostic measures for medical and surgical conditions of the organs and systems
covered in this course;
3. discuss immune disorders and their management;
4. explain the role of the nurse in the pre, intra and operative care of the surgical patient;
5. discuss the care and nursing management of patients in shock, unconscious patient, burns
and other conditions;
6. utilise nursing process in care of patients with varying medical and surgical conditions;
7. discuss the special role of the nurse in the care of patients with disorders of the male and
female reproductive system;
8. demonstrate skills in triaging in emergency and disaster situations; and
9. explain the special roles of the nurse in palliative and end of life care.
Course Contents
Anatomic and physiologic overview of the immune system. Disorders of the immune system,
nursing care and management of patients with immune diseases. Musculo-skeletal system
disorders (Orthopaedics) and the skin. Burns. Disorders of the special senses (eye, ear, nose,
and throat). Disorders of the male and female reproductive system. Sexually transmitted
infections. Nervous system disorders. Shock. Endocrine system and associated disorders. Role
of the nurse in acute and chronic states of diseases of the mentioned systems. The course also
deals with perioperative concepts and care. Emergency and disaster care. Unconscious patient.
Patients undergoing surgical and special procedures. Care of the elderly, palliative and end of
life care. Nurse’s role in the special units - operating theatre, intensive care unit, eye ward, and
other wards. Perioperative concepts and nursing management. Care and management of
patients with special medical and surgical needs (Patients having surgery. Patients experiencing
trauma. Unconscious patient. Patient with burns and many others). Care of the elderly.
Palliative and end of life care.

NSC 312: (SIWES 2) - Medical Surgical Nursing Practicum II (2 Units C: PH 90)

Learning Outcomes
At the end of this clinical posting, students should be able to:
1. assist/carryout procedures such as wound dressing, client feeding, catheterisation, bed baths,
and many others, as assigned to them by the supervising nurse(s);
2. develop nursing care plans for clients/patients, implement them;

45
3. write relevant reports on care of clients/patients and outcomes; and
4. present reports on completion of the posting as necessary.

Course Contents
Students should be posted to medical and surgical units where they are required to care for
patients with diseases covered in previous medical and surgical courses. Students are expected
to develop nursing care plans and implement such under the supervision of faculty, instructors,
preceptors, and trained nurses on the ward. Use of case studies and presentations. The second
round of four out of twelve weeks will be spent in hospitals setting. Continuous assessment of
students will be undertaken by the team from the University, Clinical Site and the ITF officials.
Students will also be required on returning to the institution to present a seminar on major
duties performed and skills acquired during the training. Grading for the course should give
attention to ITF directives.

NSC 314: Mental Health and Psychiatric Nursing I(2 Units C: LH 30)
Learning Outcomes
At the end of the course, the student should be able to:
1. identify common causes of mental illness and predisposing factors;
2. differentiate between the features of groups of mental disorders;
3. discuss different management methods for mental disorders, including somatic therapies;
4. utilise the nursing process and DSM IV-TR multi-axial diagnosis in managing patients with
mental health/psychiatric disorders in a variety of settings;
5. discuss mental health act and laws, including ethico- legal aspects of mental health; and
6. collaborate with the multidisciplinary team and multi-sectoral agencies in provision of
mental health services to individuals, family and community, that includes promotion of mental
health.
Course Contents
Concepts in mental health nursing and the variety of commonly occurring psychiatric
conditions throughout the lifespan. The role of the nurse in the care of the mentally ill, including
mental health promotion and rehabilitation in the community. Patient assessment for mental
health/psychiatric disorder using the nursing process and relevant management methods. Use
of the DSM – IV TR (Multiaxial System for Psychiatric Diagnosis) to evaluate and describe
multiple conditions of clients. Interpersonal skills and attitudes necessary for the nurse to act
as a therapeutic agent. History of the mental health movement - national and international.
Classification of mental health disorders. Discussion of specific behaviours. Symptoms, signs.
Intervention methods by health care providers - individual and group approach. Therapeutic
care. Behaviour management. Management of different mental health disorders. Substance
related disorders and management. Legal coverage (Mental Health Acts, ethical codes and

46
patients’ Bill of rights). The legal aspects of mental health/psychiatric nursing and the nurses’
role. Mental health counselling, referrals and follow ups.

PHA 302: Pharmacodynamics and Chemotherapy II (2 Units C: LH 15; PH 45)

Learning Outcomes
At the end of this course, the student should be able to:
1. identify drugs used for the treatment and management of the listed systemic disorders -
(gastrointestinal, renal, special senses, nervous musculo skeletal, reproductive, skin, endocrine
and cancers and many others);
2. discuss the indications, dosages, actions, side effects, contraindications of drugs;
3. apply knowledge and skills in administration of drugs, including calculations where needed;
4. discuss nursing responsibilities and the need for safety monitoring of drugs, vaccines and
other products for treatment of patients; and
5. discuss pharmacovigilance and the role of the nurse.
Course Contents
Indications, actions, dosage, routes of administration, side effects, contraindications and
nursing responsibilities for use of drugs of the listed body systems (gastrointestinal, renal,
special senses, musculo skeletal, reproductive, skin, nervous, endocrine, cancers and many
others). Antacids. Anthelmintics. Anticholinergics. Antibiotics. Analgesics. Anaesthetics.
Antidepressants. Antidiabetics. Antithyroids. Antifungal. Anti-infectives. Anticoagulants.
Antihypertensives. Drugs acting on the various systems – Renal (diuretics and many others).
Vasodilators. Mydriatics. Myotics. Drugs used in obstetrics and many others (List not
exhaustive).

BIU-NSC 324: Health Education and Promotion,(1 Unit; C; LH= 15)

Senate-approved relevance

Health Education as a course is geared towards increasing the capacity of every member of the
society to learn and acquire new skills which are designed to improve the health of individual
members of the household and community. The course is aimed at introducing BIU nursing
students to strategies and factors that can influence health protection and promotion. The
relevance of the course is that students will develop an understanding of strategies that can be
used to prevent disease outbreak, maintain positive health and instil in people the confidence
to take control of their own health. Nursing students will also have the opportunities to learn
how to improve their own personal health and that of their immediate families. They will also
be exposed to current trends in national health problems that affect the health of the community.

47
Course Overview

Health education is part of Public health in Nigeria. The overall objective of the course is to
help the nursing students understand the concept of health education and promotion, their
interrelationship and how they contribute to the maintenance of positive health of the populace.
The course also highlights health education theories and how they can be used for positive
behavioural changes. This is to ensure that every individual in the society is as healthy as possible
based on World Health Organization, Health for All strategy which implies the removal of the
obstacles to health.The influence of good personal and environmental hygiene, safe water,
adequate waste disposal, air and water pollution on health is highlighted. The course will also
expose nursing students to health problems in the school environment, workplace and the
community.

The course is geared towards building the capacity of the students to understand how health
education and health promotion activities can be used to prevent disease outbreak in the
community. The importance of the course lies in meeting the United Nations Sustainable
Development Goals 3 (Good health and wellbeing), 4 (Quality education) and 8 (Decent Work
and Economic Growth) as they get fulfilling jobs upon graduation.

The objectives of the course, learning outcomes and content are provided to address this need.

Objectives

The objectives of the course are to:

1. Explain the relationship between health education, promotion and protection

2. Identify individuals that can benefit from health education
3. Describe method of health education in disease prevention in a community
4. Outline ways by which the classroom teacher health education to promote personal
hygiene of school children
5. Describe ways in which health education and proper waste disposal can prevent
outbreak of disease at the community level
6. Identify health education strategies for reducing drug and substance abuse among
teenagers in the community.

48
Learning outcomes

On completion of the course students should be able to:

1. Outline the relationship between health education, promotion and protection

2. List four (4)individuals that can benefit from health education in a community
3. List four (4) methods of health education in disease prevention in a community
4. Enumerate six (6) ways by which the classroom teacher can use health education
promote personal hygiene of school children
5. Explain five (5) ways in which inadequate waste disposal can cause outbreak of a
communicable disease at the community level
6. Outline four (4) health education strategies for reducing drug and substance abuse
among teenagers in the community.

Course content
Concept of health education, health promotion and health protection and their interrelatedness.
Historical perspectives of health education. Health education theories that influence
behavioural changes. Food safety and health of school children. Balance diet and Food
distribution in the family. Personal and Environmental hygiene. Safe water. Waste and waste
disposal. Air pollution and climate change. Mental health and drug control and substance
abuse. Communicable and non-communicable diseases. Traditional harmful practices that
affect health. Strategies for promoting health at the community level. Health promotion at the
work place. Current national health issues in health education. Nurses as agents of health
protection and promotion. The role of government agencies in protection and promotion.

Minimum Academic Standard

Clinical skilled laboratories with NUC-MAS.

BIU- NSC 326: Human Behaviour in Health and Illness, (2 Units; C; LH= 30)

Senate-approved relevance

The course is a study of how normal people respond to the emotional stresses of growing up,
growing older, being sick and most importantly, how health evolves into illness. The
knowledge of this course will aid nursing students’ understanding of the relationship between
human health issues, the structure and process in health care institutions. The major focus is
the social and cultural reason for diseases and illnesses and the influence of race, gender,
sexuality, social class and religion. The knowledge and understanding of human behaviour
gives the nurse insight into the mind and heart of the patients. Thus, is able to make appropriate
nursing diagnoses that improve the quality of life of patients.

49
Course Overview

Nursing students are required to take this course as it enhances their understanding of human
behaviour as they interact daily with patients in their clinical practice. The knowledge and
understanding of human behaviour gives the nurse insight into the mind and heart of the
patients, thus, is able to provide and make appropriate diagnoses. Health–illness continuum,
social and cultural factors that affect health and illness behaviour, Suchman (1965) stages of
illness experiences/behaviour, theories of health and illness behaviour, health seeking
behaviours, complementary and alternate medicine and their healing options are also
highlighted.

The course enables nurses to understand their social responsibility as agents of change. The
importance of the course lies in meeting the United Nations Sustainable Development Goal 3
(Good health and wellbeing). The premise is that understanding of human behaviour enables
the nurse to make appropriate nursing diagnoses. Thus, the nurse is not only treating the illness,
the nurse is also improving the quality of life of the patient. Thus, sustainable development
goal 3 (Good health and wellbeing) is achieved.

The objectives of the course, learning outcomes and content are provided to address this need.

Objectives

The objectives of the course are to:

1. Explain World Health Organization’s perspective of health

2. Outline the distinction between illness and disease

3. Describe Suchman (1965) stages of illness experiences/behaviour
4. Explain Models/Theories of health and illness behaviour
5. Identify social and cultural reasons for diseases and illnesses in Nigeria
6. State specific behaviour that can influence the health of the youth in Nigeria.

Learning outcomes

On completion of the course students should be able to:

1. State World Health Organization's perspective of health

2. Enumerate three (3) differences between illness and disease
3. List the six (6) Suchman (1965) stages of illness experiences/behaviour
4. Explain four (4) variables in the Health Belief Model that affect illness behaviour

50
 5. Enumerate five (5) social and cultural reasons for diseases and illnesses in Nigeria.
6. State six (6) specific behaviours that influence health of the youth in Nigeria.

Course Content

Concept of health, illness and disease. Concept of human illness behaviour. World Health
Organization's (WHO) perspective of health. Health–illness continuum. Social aspects of
health, illness and curing in different communities in Nigeria. Suchman (1965) stages of
illness experiences/behaviour. Theories of health and illness behaviour. The sick role
concept. Health seeking behaviours. Social and cultural factors that affect health and illness
behaviour. Acute and chronic illness; causes and types. Preventive health behaviour.
Specific health behaviour problems. Mental health; causes, distribution and prevention.
Health habits that influence health of the vulnerable in the society. Complementary and
Alternate Medicine (CAM) and their healing options. Complementary and alternate
medicine and their impact on modern health care delivery system. Problems of health care
delivery in contemporary Nigeria.

Minimum Academic Standard

Clinical skilled laboratories with NUC-MAS.

400 LEVEL
NSC 403: Medical Surgical Nursing Practicum III (3 Units C: PH 135)
Learning Outcomes
At the end of the clinical posting, the student should be able to:
1. prepare patients for special laboratory investigations and procedures;
2. set up trays and trolleys for care and management of patients;
3. care for both medical and surgical patients under supervision;
4. perform nursing procedures as assigned;
5. maintain fluid intake and output charts;
6. manage infusions, parenteral and other medications under supervision; and
7. undertake counselling of patients as necessary.

51
Course Contents
This clinical course is designed to provide students with the opportunity to develop more
competence in medical and surgical care of patients. The students are posted to special units of
the hospital such as renal/urinary, operating theatres, ear, nose and throat, eye, and
gynaecological units for proper integration of theory into practice and for enhancing their
patient care skills.
NSC 405: Maternal and Child Health Nursing I(2 Units C: LH 30)
Learning Outcomes
At the end of the course, the student should be able to:
1. discuss the anatomical and physiological changes that are associated with pregnancy and
child birth;
2. apply knowledge of preconception in the care of women and their families;
3. describe normal pregnancy, labour and puerperium;
4. describe abnormal pregnancy, labour and puerperium;
5. discuss family planning methods including factors that affect acceptance and choice of
methods;
6. apply the knowledge and skills acquired to conduct physical health assessment, plan and
implement care for the family with other health care providers; and
7. discuss the role of the nurse and midwife in the clinical area and the community including
during immunisations.

Course Contents
Maternal and child health from conception to delivery and post-delivery. The nursing care of
mothers, the new born and the family. Drugs used in midwifery practice. Pain management in
midwifery practice. Anatomy and physiology of the male and female reproductive organs.
Foetal development. Review of history of midwifery in Nigeria and worldwide. Ethics and
legal issues in midwifery practice. Theories applied to midwifery practice. Basic concepts of
midwifery practice. Standard nursing language and nursing process. Ethico-Legal aspect of
HIV/AIDs. Quality of care in midwifery practice.
NSC 406: Curriculum Development and Teaching Methodology (2 Units C: LH 30)
Learning Outcomes
At the end of the course, the student should be able to:
1. recognise the principles of education and adapt it health education;
2. identify the roles of the nurse as a teacher and health educator;
3. identify teaching and learning methodologies and how to adapt them to health education;

52
4. discuss modern methods (such as use of information and communication technologies) to
enhance teaching and learning; and
5. develop teaching plans and identify learning frameworks.

Course Contents
Principles of education and educational methodology. The role of the nurse as a teacher and
health educator. Principles of education. Principles of teaching/learning. Philosophy and
objectives of education in Nigeria. Relationship of the National Policy on Education and
philosophy to the education of nurses. Qualities of a teacher. Teacher/learner interaction. The
learning environment. The learner. Deductive and inductive reasoning. Concepts of motivation
development of instructional objectives. Development of course content. Methods of
evaluation. Traditional and modern/innovative teaching methods as they apply to health
professional education. Educational technology and communication media. Development of
curriculum and microteaching. Implementation of teaching plans in clinical settings (clinical/
patient teaching).
PHE 403: Biostatistics (1 Unit C: LH 15)
Learning Outcomes
At the end of this course, the students should be able to:
1. define basic statistical terminologies;
2. explain various types of statistics and their uses;
3. differentiate between descriptive, qualitative and quantitative data);
4. utilise statistical methods to analyse, present and interpret data; and
5. communicate data analysis result based on informed decision.

Course Contents
Review of basic statistical terminologies. Discrete/categorical and continuous data.
Descriptive/quantitative and qualitative data. Parameters and statistics. Parametric and non-
parametric statistics. Review of descriptive statistics. Inferential statistics. Errors – type 1 and
type 11. Hypothesis testing. Level of significance. Degree of freedom. Inferences and
conclusion from statistical analysis. Statistical packages (such as SPSS latest Ed and many
others). Data organisation and interpretation - frequency distribution tables, graphs, charts,
cumulative frequencies and curves. Data communication and data-informed decision making.
The nurse’s role in data collection and data quality.
NSC 409: Research Methodology (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the student should be able to:
1. discuss the concept of research and benefits to nursing;
2. describe the types of research;

53
3. discuss the steps in the research process;
4. initiate, conduct and present a research project;
5. recognise the importance of ethics in research;
6. explain the application of research findings to nursing situations; and
7. generate research proposals and conduct a simple research study in area of interest.

Course Contents
Definition of concepts. Types of research. Benefits to nursing. The steps of the research process
from problem identification, through literature review to report writing. Basic skills and
knowledge required of a researcher. Conduct of simple studies in clinical area of practice.
Ethical issues in research. Research design. Sampling. Methods of data collection. Validity and
reliability of data collection instruments. Data analysis (descriptive and inferential
statistics/statistical packages for data analysis). Presentation and interpretation of findings.
Discussion of findings and referencing. Plagiarism and implications. Utilisation of research
results in practice. The application and use of the research process in identifying and solving
nursing problems in education and practice. Writing of research proposals and conduct a simple
research study in area of interest.

NSC 411: Management of Nursing Services (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the student should be able to:
1. explain the concepts of management, communication, supervision;
2. discuss the tools of management;
3. describe the elements of management;
4. discuss delegation, allocation and supervision of personnel; and
5. utilise fundamentals of monitoring and evaluation in the provision of care.

Course Contents
Definition of concepts. Evolution of management. The scope and nature of management. The
various schools of management. Essential tools for effective management of resources (human,
material, financial). Management theories. Decision making. Organisational structure and
organogram. Communication. Interpersonal relationship and leadership styles. Motivation.
Group dynamics. Delegation, supervision, accountability, budgeting and forecasting. Conflict
and conflict resolution. Philosophy. Theory, principles and techniques of management
generally and as related to management of nursing services. Documentation. Record keeping
and performance evaluation. The nursing process as a tool for scientific approach to solving
management problems and management by objectives (MBO).

54
NSC 402: Maternal and Child Health Nursing II (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the student should be able to:
1. discuss community cultural practices that affect maternal and child health;
2. describe counselling and communication strategies of relevance in maternal and child health
services;
3. demonstrate the knowledge of pre, intra and postnatal care focusing on the mother and the
baby;
4. demonstrate the knowledge of care of the newborn;
5. discuss strategies and measures to reduce maternal and child mortality in the community;
6. participate in domiciliary practice and family care as necessary;
7. participate in maternal and child health service programmes immunisation, growth
monitoring, oral rehydration therapy as necessary; and
8. explain the process and use of data collection and management information system in family
planning services.

Course Contents
Concept of community cultural practices. Maternal and child health nursing practice in
community settings. Review of the reproductive system in relation to the practice of normal
midwifery. The health of the family and the normal needs of the mother, father, foetus and
other siblings in the family context. Management of normal pregnancy, labour, puerperium and
the care of the baby. Prenatal care/ focused antenatal care. Normal labour. Stages of labour.
Normal puerperium. The care of the newborn and newborn environment. Infant nutrition.
Discharge, and follow-up. Family care studies as necessary. Domiciliary Midwifery Practice.
Role of the nurse. Immunisations - Expanded Programme on Immunisation (EPI)/ National
Programme on Immunisation (NPI). Oral Rehydration Therapy (ORT). Physical assessment.
Nursing diagnosis. The use of Standing Orderand implementation of nursing interventions.
Family planning and post-natal exercises. Growth and development of the child. Health
education. Growth monitoring. Family planning and infertility. Data collection and
management information system in family planning. Record keeping in community practice.

NSC 404: Maternal and Child Health Nursing Practicum 1 (2 Units C: PH 90)
Learning Outcomes
At the end of this clinical posting, the student should be able to:
1. explain the concept of care of the new born including immunisation;

55
2. demonstrate skills for conduct of maternal and child health services including antenatal
booking and service;
3. conduct health education on immunization and proper nutrition;
4. participate in patient mobilisation and community participation activities; and
5. recognise the role of the family in maternal and child care services.
Course Contents
Students are posted to clinical and community sites where maternal and child health services
are provided. Students’ activities include, provision of normal midwifery services. Antenatal
booking and mothers’ comprehensive assessment. Palpation. Weighing. Urine testing.
Mothers’ education. Home visits in domiciliary midwifery (Field work – 6 weeks/ Health care
institutions’ practice and community midwifery services.

NSC 406: Mental Health Nursing II (2 Units C: LH 15; PH 45)

Learning Outcomes
At the end of this course, the student should be able to:
1. identify socio cultural issues relating to mental health (such as peer/societal pressure and
many others);
2. discuss concept of community mental health, preventive mental health/psychiatric services
in schools, work places and communities;
3. explain social and psychological issues affecting mental health/illness;
4. discuss the role of traditional healers in mental health/psychiatric nursing;
5. utilise the nursing process in the care and management of mental health patients in all
settings; and
6. organise and implement preventive mental health activities in the community.

Course Contents
Review of psychosocial development from childhood to adulthood. Human behaviour in
illness. Social and cultural issues relating to mental health. The role of traditional healers in
mental/psychiatric disease interpretation and management in the society (urban and rural).
Application of the nursing process in the development of nursing care plans for clients with
psychiatric/mental health issues. Rehabilitation. Parole, half way homes and many others for
mental health disorders. Stigmatisation and discrimination in mental illness. Community
psychiatry/community mental health. Use of systemic framework approach in the application
of therapeutic interventions (considering the pragmatics and dynamics of human behaviours).

56
NSC 410: Community/Public Health Nursing III (2 Units C: LH 30)
Learning Outcomes
At the end of this course, the student should be able to:
1. discuss the methods and process of conducting community needs assessment;
2. discuss strategies used in working with small groups at the community level and with
agencies;
3. explain the programme and service development process for meeting health care needs of
population groups;
4. discuss the process for programme and service implementation and evaluation with emphasis
on critical public/community health issues and population groups such as
a. Home care populations
b. Family and community violence
c. School health population
d. Other special population groups at the community such as the elderly, people with
disabilities, children in correctional homes and others; and
5. apply the model of public/community health planning – community diagnosis, care plans,
implementation of care and evaluation in care of health needs of the community.

Course Contents
Definition of concepts. Methods and processes of community needs assessment. Development,
implementation and evaluation of public/community health nursing, including primary health
care programmes. Planning, organisation, and administration of programmes to meet
community health needs, building on knowledge, attitudes and skills. Working with small
groups and specific groups in the community
- school health population,
- the elderly,
- people with disabilities
- children/adolescents in correctional homes/ facilities and others
- strategies for control of family and community violence Programme planning,
implementation and evaluation in the community. Promoting health of home care populations.
School health nursing and application of nursing process in the community.

BIU-NSC 423: Palliative Care Nursing, (2 Units; C; LH= 30)

57
Senate-approved relevance
Globally, the need for providing appropriate quality health care services at the end of life is
evolving largely due to advanced medical science and technology. With the increase in the
number of patients with cancer related conditions, there is a need to sustain quality oncology
nursing workforce. The context of palliative care nursing is similar, yet completely different
from other nursing sub-specialties. The uniqueness is attributed to the dynamic and complex
world of cancer preventive and control measures and personal growth that is gained from the
intense therapeutic relationship established with cancer patients and their families. Nurses
trained in BIU need to understand the contextual features and the forces that can be modified
to improve the quality of care rendered to patients requiring end of life care.

Course Overview
The World Health Organization (WHO) has recognized end of life care as a global public health
issue and this has led to planning and delivering of hospice care for patients in their final stages
of life. Dying patients confront complex and unique challenges that threaten their physical,
emotional and spiritual integrity. These experiences can be profound, yet most health workers
are too frequently ill-equipped to address the suffering. In response, the Robert Wood Johnson
Foundation has devoted millions of dollars to public education on this issue as a high national
priority.

The course is designed to expose nursing students to end of life issues and care. In this course,
the goal is symptom management and supportive care. This includes adequate pain control,
avoiding prolongation of the dying process, achieving a sense of self-control, finding meaning
in life and relieving the care burdens of family and loved ones while strengthening and
completing those same relationships. In addition to physical symptoms, the psychological
factors important to patients at the end of life are mental awareness, peace with God, not being
a burden to family and feeling their life was complete. Hence, the nurse must be educated on
promoting comfort so as to provide the best possible quality of life. The importance of the
course lies in meeting the United Nations Sustainable Development Goals 4 (Quality
education) and 9 (Industry and Innovation and infrastructure) as these goals seek to build
resilient infrastructure in the health care delivery system that will foster innovative strategies
for end of life care. Nursing students will also acquire the necessary knowledge and skills
needed to support individuals with terminal illness.

The objectives of the course, learning outcomes and content are provided to address this need.

58
Objectives
The objectives of the course are to:

1. Describe the concept of palliative care

2. Identify individuals that are eligible for palliative care
3. Explain the relationship between quality of life and palliative care
4. Identify the psycho-socio-cultural coping mechanism for patients with cancer
5. Identify the role of the family and social support for end of life care
6. Utilise the nursing process in planning care for a patient with end-stage renal disease

Learning outcomes
On completion of the course students should be able to:

1. Define the concept of palliative care

2. List three (3) types of patients that can benefit from palliative care
3. Explain three (3) ways to maintain quality of life for persons living with cancer or
HIV/AIDS
4. List three (3) psycho-socio coping mechanism used by patients with cancer
5. Enumerate four (4) family and psychological social support for end of life care
6. Apply the nursing process in the care for a patient with end- stage renal disease .

Course content
Incidence and trend of neoplasm. Classification, aetiology and diagnosis of neoplastic
disorders. Pathophysiology of cell proliferation. Kubler-Ross stages of grief. Treatment options
for neoplastic disorders (Surgery, Chemotherapy, and Radiotherapy). Socio-cultural and
psychological issues in coping with cancer. Prevention and early screening/detection of cancer
and Nurses’ role in cancer prevention. Nursing care of patients with cancer. Screening for
breast and testicular cancer. Ethical theories in oncology nursing. Principles guiding end of life
care. Tools for the care of the dying. Physiological care and psychological support for end of
life. Clinical manifestation and care of imminent death. Family and social support for end of
life care. The quality of life for persons living with cancers and HIV. Cancer of Special Organ.

Minimum Academic Standard

Clinical skilled laboratories with NUC-MAS.

59
BIU-NSC 424: Reproductive and Adolescent Health (2 Units; C; LH= 30)

Senate-approved relevance

Reproductive health refers to the study of the diseases, disorders and conditions that affect the
functioning of the male and female reproductive systems during all stages of life. This implies
that people are able to have a satisfying and safe sex life, and have the capacity to reproduce
and have the freedom to decide when and how often to do so. Thus, Reproductive and
adolescent Health Nursing is designed to equip nursing students with the knowledge and skills
to care for clients/patients with reproductive issues, such as infertility, teenage pregnancy and
the use of family planning. The course will also address the need for male involvement in
reproductive health and gender-based violence. The knowledge and skills will make nurses
trained in BIU function effectively in meeting the reproductive health needs of clients in homes,
health institutions and the community.

Course Overview

The course is designed to expose nursing students to issues in reproductive health of both
genders. The reproductive and adolescent health as a course is designed to expose nursing
students to the rudiments of reproductive health, the review of male and female reproductive
organs, conditions affecting reproductive tract, HIV and AIDS and human sexuality. Factors
that influence reproductive health such as cultural, socio-economic, educational and political
are also highlighted. In this course, nursing students will also learn the management of youth
friendly services and demonstrate appropriate clinical decisions when dealing with harmful
traditional practices of maternal and child health importance, infertility and Integrated
Management of Neonatal and Childhood Illnesses (IMNCI). Knowledge of reproductive and
adolescent health will also include identification of common sexual deviations predominant in
Nigerian societies.

This course will build the capacity of nursing students in using evidence-based practice to
achieve quality health care outcomes, making them professionally competent and versatile.
Reproductive health nursing as a course is linked to the United Nations Sustainable
Development Goals 3(Good Health and Well-being) and 5 (Gender Equality). The provision
of adolescent health services and quality care to the clients and patients across all ages ensures
healthy lives and promote wellbeing of the citizenry, thus SDG 3 is achieved. Gender Equality
is achieved when there is empowerment of all women and girls through youth-friendly services
and reproductive health promoting programmes.

60
The objectives of the course, learning outcomes and content are provided to address this need.

Objectives

The objectives of the course are to:

1. Define the concept of reproductive health

2. Describe the concept of Youth Friendly Reproductive Health Services and its benefits
3. Identify the barriers to the effective use of Youth Friendly Reproductive Health
Services in a primary health care facility by the youth
4. Identify the causes of teenage pregnancy
5. Outline health problems that are predominant among adolescent and youth in a rural
community in Nigeria

Learning outcomes

On completion of the course students should be able to:

1. Explain the concept of reproductive health

2. List four (4 )benefits of Youth Friendly Reproductive Health Services
3. Identify five (5) barriers to the effective use of Youth Friendly Reproductive Health
Services in a primary health care facility by the youth
4. Enumerate four (4) causes of teenage pregnancy
5. State six (6) health problems that are predominant among adolescent and youth in a
rural community in Nigeria

Course Content
Definitions of reproductive health and reproductive rights.Harmful traditional practices.
Common types and strategies for the elimination of harmful practices. Infertility, causes,
prevention and management.Breast and testicular self-examinations. Abortion and post
abortion care services. Concept of Integrated Maternal and Neonatal Childhood illnesses
(IMNCI). Common childhood diseases.Prevention of unintended pregnancies and unsafe
abortion. Adolescent and youth developmental needs and tasks. Reproductive health risks and
consequences for adolescents. Injuries (intentional and unintentional). Child or adolescent
pregnancy. Substance abuse. ICY related addictions. STIs/HIV and AIDS. Adolescent and
youth friendly health services.

Minimum Academic Standard

Clinical skilled laboratories with NUC-MAS.

61
BIU-NSC 425: The Work Environment (2 Units; C; LH= 30)

Senate-approved relevance

Within the context of nursing, the work environment comprises of the human, technical and
organizational infrastructure. These affect the quality and effectiveness of nursing care. An
effective working environment for nurses ought to result in decreased burnout and error rate
and increased job satisfaction. On the other hand, an unhealthy work environment leads to
absenteeism, ineffectiveness in healthcare delivery, stress and discord among healthcare
colleagues, creating negative and unsafe conditions. Nurses in BIU will be exposed to the
dynamics ofa healthy work environment and possible barriers and distractions in the healthcare
environment that make it highly difficult for nurses to perform their duties.

Course Overview

The work environment is diverse and constantly changing. Therefore, employers of labour
must create a work environment that attracts, retains and motivates their workforce. For more
than a decade, evidence of unhealthy work environment such as abusive behaviour and
disrespectful interactions between colleagues have been the norm in the hospital. This
disrespect and non-collaborative behaviours make for an unhealthy work environment and
create negative and unsafe conditions.It is therefore important to create a clinical working
environment that provides nurses a career pathway that will give them greater autonomy and
opportunities for development.

The course is designed to expose nursing students to the dynamics of leadership and effective
communication as essential for the nursing workforce. In this course emphasis will be laid on
rewards system that will be appropriate, meaningful and relative to the amount of effort leading
to the reward.The course is also geared towards building the capacity of the students in the
importance of the concept of teamwork as an essential aspect of a healthy environment,
highlighting the opportunity to acquire a diverse range of skills and the ability to leverage on
each other’s strengths to offset individual weaknesses.The importance of the course lies in
meeting the United Nations Sustainable Development Goals 8 (gender equality) and 16
(promotion of peaceful and inclusive societies for sustainable development). A healthy work
environment significantly reduces all forms of violence in the workplace, thereby promoting

62
the rule of law at national and international levels. More importantly, high level of economic
productivity will be achieved.

The objectives of the course, learning outcomes and content are provided to address this need.

Objectives

The objectives of the course are to:

1. Identify the main components of an unhealthy environment

2. Describe factors in the clinical area that can promote a healthy work environment
3. Explain the need for team work in the clinical area
4. Describe the importance of effective communication in work environment
5. State the importance of performance appraisal in the work environment

Learning outcomes

On completion of the course students should be able to:

1. Define three (3) key components of an unhealthy Environment

2. List five (5) factors in the clinical area that promote a healthy work environment
3. Identify four (4) benefits of team approach to work on the ward
4. Enumerate six (6)importance of effective communication in a work environment
5. State five (5) uses of performance appraisal in the clinical environment

Course Overview

The Technical Environment. Human and Organizational Environment. Unhealthy work

environment. Leadership. Effective communication in work environment. Motivation and
Trust. Team work. The concept of staff development. Supervision and Management. Quality
Assurance. Occupational Health and Safety legislation. Patient Safety. Performance
Appraisals. Staff Health. Job description. Recruitment and Retirement Plans. Factors affecting
the work environment and work life of nursing staff.

Minimum Academic Standard

Clinical skilled laboratories with NUC-MAS

BIU-NSC 426: Therapeutic Nursing, (2 Units; C; LH= 30)

63
Senate-approved relevance

Within the context of healthcare, one of the most important factors is the establishment of an
effective therapeutic relationship between the nurse and the patient. Understanding the
fundamental components of this relationship and how to achieve it in clinical practice remains
a vital aspect of nursing training and continuing professional development. Nurses trained in
BIU will be oriented to see how this relationship will be used in nursing practice as a major
force in achieving health for the patient. Hence the need to equip them with the tools and skills
they need to be competent therapeutic nurses. Most importantly, there is a renewed focus on
the importance of how nurses interact with patients in practice in order to prevent litigation.
Course Overview

Therapeutic relationship is a two-way reciprocal relationship involving nursing staff, the

patients and their families. Caring is at the heart of this relationship. In this relationship,
patients are not only listened to within the clinical decision-making context, but are actively
encouraged to participate in their own health care, with clear boundaries of both personal and
professional interactions. Therapeutic Nursing is reflected in the four areas of nursing practice
which are: promoting health and wellness, preventing illness, restoring health and caring for
the dying. This is in alignment with Virginia Henderson definition of nursing of assisting the
individual, sick or well, in the performance of those activities contributing to health or its
recovery (or to a peaceful death) that he would perform unaided if he had the necessary
strength, will or knowledge.
The course will also build the capacity of the students to acquire the necessary knowledge and
skills needed for therapeutic use of self, elements of therapeutic touch and the place of trust
and respect in a therapeutic relationship. These activities fully display nursing as a therapy.
The importance of the course lies in meeting the United Nations Sustainable Development
Goals4 (Quality education) for the nurse and 9 (Industry and Innovation and infrastructure) for
the consumer of nursing services. This is an attempt to build a resilient infrastructure in the
Health Care Delivery System that will foster innovative strategies for quality care.

The objectives of the course, learning outcomes and content are provided to address this need.

64
Objectives

The objectives of the course are to:

1. Define the Concept of therapeutic nursing

2. Describe Hildegarde Peplau theory of therapeutic nursing relationship
3. Explain Hildegarde Peplau phases of therapeutic nursing relationship
4. Describe common therapeutic nursing interventions used on the ward
5. State factors that may limit the use of therapeutic nursing
Learning outcomes

On completion of the course students should be able to:

1. Explain the Concept of therapeutic nursing

2. Describe Hildegarde Peplau theory of therapeutic nursing relationship
3. Identify the four (4) phases of Hildegarde Peplau therapeutic nursing relationship
4. List five (5 ) therapeutic nursing interventions commonly used in nursing
5. Enumerate three (3) factors that may limit the use of therapeutic nursing intervention
in the clinical setting
Course Content

The concept of therapeutic nursing. Concept of therapeutic nursing relationship. Hildegarde

Peplau theory of therapeutic nursing relationship. Hildegarde Peplau phases of therapeutic
nursing relationship. Therapeutic nursing interventions. Must-have skills for therapeutic
nursing. Components of the therapeutic nurse-client relationship. Therapeutic communication.
Therapeutic communication techniques. Therapeutic use of self. Therapeutic touch. Empathy.
Trust and respect in a therapeutic relationship. Cultural sensitivity. Factors limiting therapeutic
nursing. Strategies that will promote therapeutic nursing. The role of the nurse in a therapeutic
relationship.

Minimum Academic Standard

Clinical skilled laboratories with NUC-MAS.

BIU-NSC 427: Evidence Based Practice Nursing (2 Units; C; LH= 30)

65
Senate-approved relevance

Right from the beginning, health care has been founded on the tradition of assumption, personal
preferences, institutions and rituals but the recent move towards accountability, quality
assurance system and audit has necessitated a re-evaluation of the way in which health care is
delivered. Within the context of nursing, evidence-based practice can be described as the
process by which a nurse makes clinical decision using the best available research evidence,
clinical expertise and patient preferences. It is well recognized that the best outcome for
patients and their families are obtained through care that is based on sound clinical expertise
and the best scientific evidence. Therefore, Nurses trained in BIU must possess adequate
knowledge for evidence-based practice. Having the knowledge, the nurse will form favourable
attitude towards the concept thus, deciding to adopt it in their clinical practice

Course Overview

Evidenced-based practice is an interdisciplinary approach to clinical practice and its basic

principles of making practical decisions based on research studies, selecting and interpreting
these research studies according to specific norms characteristic of evidence-based practice.
The goal of evidence-based practice is to use the knowledge created by scientific research in
clinical practice to improve the standard of care. Nursing practice is based on protocols,
procedures, policies and practice guidelines. This accounts for the resistance to change and low
uptake of evidence-based practice by the older generation that are used to routine and protocols.

The course will expose nursing students to the principles of EBP, its components and factors
that affect its use in nursing education and clinical practice. Challenges in the use of EBP in
Nigeria will be explored. In this course the nursing students will also be exposed to some
examples of Evidenced-Based Practices in Nursing. This includes the use of honey in the
treatment of infected wounds as honey has anti-inflammatory properties. The course is geared
towards building the capacity of nursing students in the use of Evidenced-Based Practices in
their areas of clinical practice. The importance of the course lies in meeting the United Nations
Sustainable Development Goals4 (Quality education) and 10 (Reducing inequality within and
among countries). These sustainable development goals provide a framework to guide local
and international communities to reduce inequality in care given within and among countries.
In this regard provision of care that is sensitive to the culture and education of the individual
patient regardless of sex, age, religion and economic status will be achieved.

The objectives of the course, learning outcomes and content are provided to address this need.

66
Objectives

The objectives of the course are to:

1. Define the concept of Evidence-Based Practice (EBP)

2. Identify the components of EBP
3. Relate how EBP can be used to improve teaching and learning process in the classroom
4. Explain the benefits of EBP to the nurse in her clinical practice
5. Describe factors that may hinder the utilization of EBP in the clinical area

Learning outcomes

On completion of the course students should be able to:

1. Explain the concept of Evidence-Based Practice (EBP)

2. List three (3) components of EBP
3. State four (4) ways in which EBP can be used to improve classroom teaching
4. Identify five (5) pre-requisites for the nurse to do to benefit from EBP in her clinical
practice
5. Describe five (5) factors that may hinder the utilization of EBP in the clinical area

Course Content

Concept of Evidence-Based Practice (EBP). Relationship between evidence-based practice and

Evidence-based nursing. Goals of EBP. Components of EBP. Steps of EBP. Skills needed for
EBP. Environment that supports EBP. Utilization of EBP in the classroom. Utilization of EBP
in the medical wards. Utilization of EBP in the surgical wards. Utilization of EBP in the
Paediatric ward. Evidence-based practice and research. Theories of diffusion of innovation.
Resistance and attitude to EBP by nurses. Implication of EBP in nursing education and practice.
Challenges in the use of EBP in nursing in Nigeria. Evidence-based practice and scholarship
in nursing.

Minimum Academic Standard

Clinical skilled laboratories with NUC-MAS.

67
500 LEVEL
NSC 501: Community/Public Health Nursing Practicum III (2 Units C: PH 90)
Learning Outcomes
At the end of this clinical posting, the student should be able to:
1. apply the model of community health planning – community diagnosis, care plans,
implementation of care and evaluation in care of health needs of the community;
2. demonstrate skills in consultation and counselling of patients;
3. demonstrate skills in the management of childhood illnesses and common endemic diseases
at the primary health care facilities;
4. participate in school health programmes and health promotion activities; and
5. conduct home visits for follow up and community participation purposes as appropriate.
Course Contents
The students engage in service delivery at the primary health care level as emerging health
professionals to acquire skills in consultation and management of common childhood diseases
and common endemic diseases affecting the family. Other activities include planning with
community groups and undertake appropriate follow up include home visits. Public Health
Nurses supervise students for diagnoses and management of common childhood illnesses.
Common endemic diseases in family context. Prescription of drugs and use of standing orders
in the management of such illnesses. Students participate in school health programmes,
surveillance and control of communicable diseases.

NSC 503: Maternal and Child Health Nursing Practicum II (2 Units C: PH 90)
Learning Outcomes
At the end of this posting, the student should be able to:
1. participate in the community care of mothers at the maternal and child health facilities;
2. provide preventive and assistive care to mothers and their children aged 5 years and under;
3. engage in community mobilisation activities through health visits and health education for
prevention of sexually transmitted infections and other diseases; and
4. provide counselling services to adolescent and couples in need of family planning services.
Course Contents
The students are posted to the community health facilities to work under supervision of trained
staff for the conduct and provision of community midwifery services. Activities include
participation in all the clinic services. Provision of antenatal care. Routine care. Monitoring of
mothers in labour. Health education. Counselling. Home visits and follow ups. Child welfare
clinics. Immunisations and practice proper recording and reporting.

68
NSC 505: Maternal and Child Health Nursing III (2 Units C: LH 15; PH 45)
Learning Outcomes
At the end of this course, the student should be able to:
1. discuss the signs of obstetric emergencies;
2. explain the roles of nurses and midwife in the provision of care in obstetrics emergencies;
3. discuss abnormal labour and related midwifery care of clients in such conditions;
4. explain rationale, components and characteristics of youth friendly facilities; and
5. discuss risks and problems associated with adolescent health.

Course Contents
Complications associated with pregnancy, labour, postpartum and the neonatal life. Roles and
responsibilities of nurses and midwives in prevention and management of obstetrics
emergencies (antepartum haemorrhage, obstructed labour, postpartum haemorrhage, eclampsia
and many others). Socio-cultural events that contribute significantly to causes of pregnancy
complications and obstetrical emergencies. Risk factors/ conditions that complicate pregnancy
and labour. Management of risk factors/ conditions. Management of medical conditions and
infections that complicate pregnancy. Malposition and malpresentations and their
management. Abnormal pregnancy.Abnormal labour. Obstetrics emergencies. Abnormal
conditions of the new born. Youth friendly services. Teenage pregnancy and complications.

NSC 509: Health and Nursing Informatics II (2 Units C: LH 30)

Learning Outcomes
At the end of this course, the student should be able to:
1. discuss the importance of computers in healthcare practice;
2. discuss the use of electronic health records;
3. explain the ethical boundaries in the sharing patient information electronically; and
4. apply health and nursing informatics in care of patients.

Course Contents
The concepts of health and nursing informatics. Use of informatics in nursing practice.
Competencies in efficient use of information technology in health care. Electronic health
records and clinical informatics. Protection of patient/provider privacy. Confidentiality and
security of information in health care environments. Telehealth, telenursing and telemedicine.
Nursing informatics practice applications. Social networking tools in communicating health-
related information. Informatics and evidence based practice. Nursing informatics
administrative applications and quality assurance.

69
NSC 511: Nursing Seminars (2 Units C:LH 30)
Learning Outcomes
At the end of this course, the student should be able to:
1.develop seminar topics on contemporary/ contextual issues in nursing and nursing care; and
2. make presentations of the seminar before the faculty.
Course Contents
The course is designed to enable the student identify issues and trends in nursing and health
care. In-depth knowledge is derived through literature review and interaction with members of
the health team. Seminar report will be presented by the student.
NSC 513: Health Economics (2 Units C: LH 30)
Learning Outcomes
At the end of the course the student should be able to:
1. demonstrate an understanding of the concept of health economics and healthcare financing;
2. explain how demand and supply is applied in healthcare;
3. discuss healthcare financing in Nigeria, the National Health Insurance Scheme (NHIS), cost
containment, healthcare cost, budgeting and many others; and
4. discuss the role of the nurse in healthcare financing and NHIS.

Course Contents
Macro and micro economic factors that influence health, illness and health care delivery
system. Concept of health economics. Factors that affect demand and supply of health care
services. Macroeconomic indices that influence the economy and health. The costing of health
and nursing services. Availability and distribution. Cost recovery of services. Healthcare
financing and the National Health Insurance Scheme (NHIS). Role of nurses in the National
Health Insurance Scheme.
NSC 502: Maternal and Child Health Nursing Practicum III (2 Units C: PH 90)
Learning Outcomes
At the end of this clinical posting, the student should be able to:
1. demonstrate skills in assessing pregnant mothers for routine antenatal care;
2. conduct health education of mothers and clients on family planning methods and use;
3. conduct relevant number of antenatal palpations, vaginal examinations and normal deliveries
as relevant to their level; and
4. participate in the care and management of mothers during the puerperal period.

70
Course Contents
Student activities in the clinical experience - discovering, developing and refining necessary
competencies and skills related to maternal and child health care. Completion of 8hrs per week
and a period of 6 weeks in the clinical settings where maternal and child health services are
being rendered. Conduct of normal midwifery. Rotation through family planning clinic,
antenatal clinic, labour ward, and postnatal wards in primary and tertiary institutions. Each
student to conduct 20 - 30 antenatal palpations, 10 vaginal examinations, 10 - 25 normal
Midwifery deliveries, care for 5 - 30 women during normal puerperium, and perform minimum
of five Episiotomies. In the family planning Unit, each student must insert 5 -10 IUCD and
give oral contraceptives to at least 10 women. The course lecturer and the clinical instructors
conduct on the site supervision of the students.
NSC 508: Entrepreneurship in Nursing (1 Unit C: LH 15)
Learning Outcomes
At the end of this course, the student should be able to:
1. discuss the concept of entrepreneurship and entrepreneurship in nursing;
2. discuss opportunities and possibilities of self-employment/financing enterprise in nursing;
3. discuss challenges of entrepreneurship practice in nursing (using case studies);
4. explain legal aspects of entrepreneurship and implications to nursing practice; and
5. discuss positive attitudes to engagement in the entrepreneurial process and nursing
entrepreneurship.
Course Contents
Concepts, principles and practice of nursing entrepreneurship. Entrepreneurial process.
Exploring business opportunities. Developing a business plan. Exploring market strategies.
Evolving organisational plan and developing financial plans. Issues in funding, launching out
and working for business growth. Generation of business ideas in nursing and self-
employment. Challenges of entrepreneurship practice in nursing. Management of human,
material and financial resources. Legal issues in business/private practice.
NSC 512: Research Project (4 Units C: PH 180)
Course contents
The student will demonstrate the extent of application of knowledge and skills acquired in other
courses especially research methodology in the execution of an individual research project.
Individual student research report writing and presentation of the final research project report
in an oral defence both internally before the faculty and final defence before the external
examiners.

BIU-NSC 522: Issues and Trends in Nursing, (1 Unit; C; LH= 15)

71
Senate-approved relevance

Nursing has become more complex in ways that could not have been imagined a generation
ago. Now there is an imperative not just to be a great care giver, but an astute and caring nurse.
This necessitates the acquisition of new skills by new entrants to the ever evolving work
environment and the evaluation of nursing care in terms of quality, cost and effectiveness. The
relevance of the course is to expose nursing students in BIU to analytic thought processes on
the issues and trends in nursing education and practice to be able to challenge the status quo in
a bid to maintaining excellence in clinical practice without resorting to stereotype. The premise
is that employers of labour need flexible employees who can respond quickly to changes,
identify problems, perceive alternative approaches and select the best approach.
Course Overview
The course focuses on the analysis and synthesis of selected problems, issues and current trends
in nursing education and practice. Such include consumer satisfaction, quality assurance,
distant learning, nursing outcomes, effect of geography on health, etc. The course will enable
the nurse to possess increasingly new knowledge, greater independence and autonomy in
clinical judgement. The benefit to nursing education in BIU is that nurses will not only be
trained to recognize the multi-dimensional factors that influence health care, they will also be
able to speak up when facing uncomfortable situations and will be encouraged to report
disruptive behaviour or any act of violence.
The importance of the course lies in meeting the United Nations Sustainable Development Goal
8 (Decent Work and Economic Growth) as nursing students will be prepared with the ability
to challenge the status quo. It will also promote the development of oriented policies that
support productive activities. Above all it will encourage the growth and development of new
entrants to nursing profession.
The objectives of the course, learning outcomes and content are provided to address this need.

Objectives

The objectives of the course are to:

1. Analyse selected problems in nursing

2. Describe the importance of standard setting in nursing education and practice
3. Explain the impact of higher education on clinical practice
4. Explain the influence of staff shortage on quality nursing care
5. Describe the accountability of the nurse
6. Explain research utilization in nursing.

72
Learning outcomes
On completion of the course students should be able to:

1. Outline six (6) problems that nurses face in their clinical practice
2. State four (4) benefits of standard setting in nursing education and practice
3. List five (5) benefits of higher education on clinical practice
4. Enumerate five (5) causes of staff shortage in nursing
5. Identify to whom and for what the nurse is accountable in her clinical practice
6. Enumerate four (4) factors that hinder research utilization in nursing practice.

Course content
Standards and innovation in patient care delivery. Determination of innovation in health care.
Scope of nursing care/Code of Ethics. Staff shortages and skill mix in Nursing. Measuring
Nursing outcomes. National Health polices and Health laws. Safe injection practices and
patient safety. Accountability in Nursing. Clinical Competence. Public image of the Nurse.
Geography in health. Distant learning in Nursing. Use of critical thinking in Nursing.
Continuous Education in Nursing. Education of the Girl child. Impact of higher education on
clinical practice. Theory-Practice gap and research utilization in nursing.

Minimum Academic Standard

Clinical skilled laboratories with NUC-MAS.

BIU-NSC 524: Academic-Practice Collaboration in Health Care, (1 Unit; C; LH= 15)

Senate-approved relevance

Academic Practice Collaboration in Health Care refers to intra-professional and inter-

professional relationship that occurs in the work place. The hospital environment is expected
to be stress free and cordial but in reality the opposite is the case. People with different
temperament come to work together and this can be a source of conflict which can lead to low
job satisfaction and burn out with negative effect on the consumer of health service. The
relevance of this course is that nursing students in BIU will be taught to focus on the similarities
of the health professions and their common goals rather than the differences, in such a way that
mutual understanding and respect can be achieved. Thus, understanding of differences will
promote harmony among nursing students as they relate with other students from other health

73
professions and health workers. This is a panacea for the incessant inter-professional conflict
in the health care industry.

Course Overview
Though inter-professional collaboration and education is essential for the health team of the
21st century, nursing and other health professions continue to train their students in silo with
little exposure or opportunity for the development of team spirit. These students upon
graduation are expected to work as a team. This is a mirage in the present dispensation. The
thrust of this course is the socialisation of nursing students to a culture where each health
profession collaborates to promote cost effective quality care. The course will also expose
nursing students to a learning culture in a multi-disciplinary setting, thereby growing to
acknowledge the importance of each health team knowledge base and contribution to the care
of the patient.

The importance of the course lies in meeting the United Nations Sustainable Development
Goals 4 (Quality education), 5 (Gender Equality) 8 (Decent Work and Economic Growth) and
17 (Partnership). Goal 5 ensures gender equality, eliminating the disparity that nursing is a
female dominated profession. These goals will no doubt influence the visibility of nursing
presence, knowledge, ideas and theories within the landscape of health care. Thus, better
economic prospect and better global integration as stated in SG 8 will be achieved.

The objectives of the course, learning outcomes and content are provided to address this need.

Objectives

The objectives of the course are to:

1. Define the concept of academic-practice collaboration in health care

2. Distinguish between Intra-professional collaboration and Inter-professional
collaboration
3. Describe ways by which nurses in the clinical areas can improve the clinical
experiences/competence of nursing students on clinical posting
4. Explain the benefits of inter-professional education to nursing students
5. Describe collaborative care and approaches in health care
6. Identify factors that can cause inter professional conflicts in the hospital

Learning outcomes
On completion of the course students should be able to:

74
 1. Explain the concept of academic-practice collaboration in health care
2. List four (4) differences between Intra-professional collaboration and Inter-professional
collaboration
3. Enumerate five (5) ways by which nurses in the clinical areas can improve the clinical
experiences/competence of nursing students on clinical posting
4. List three (3) benefits of inter-professional education to nursing students
5. Outline five (5) forms of collaborative relationship (between the physicians and nurses)
within the hospital setting that will influence quality patient care
6. Identify six (6) factors that can cause inter professional conflicts in the hospital.

Course Content
Concept of academic-practice collaboration in health care. Capacity building in health care.
Scope of practice of nursing, medicine and other related health professions. Inter-disciplinary
care. Collaborative care. Collaborative care approach. Communication skills. Inter professional
collaboration. Inter-professional collaboration that support research and surveillance. Inter-
professional education. Patient centered care. Collegiate relationship. Shared decision-making.
Work environment that support academic-practice collaboration. Challenges of academic-
practice collaboration. Factors that influence professional ambivalence. Population health and
wellness.

Minimum Academic Standard

Clinical skilled laboratories with NUC-MAS.

BIU-NSC 525: Innovation in nursing, (2 Units; C; LH= 30)

Senate-approved relevance

Innovation is the application of better solutions that meet new requirements, unarticulated
needs or existing market needs. For instance, the introduction of computer assistance has
brought about quality documentation, maintenance of health records and reduced work errors.
Similarly, with the high fidelity patient simulation method, nursing students practice decision
making and problem solving skills. Innovation in nursing will not only increase the capacity of
nursing students to apply scientific knowledge and skills in their area of clinical practice, it will
also stimulate their interest in creativity. A creative nurse is an asset to nursing. Innovation in
nursing as a course becomes relevant in nursing as nurses from BIU will be able to utilise
knowledge development in medical and science advancement to engage in innovative nursing

75
practices that will improve patient experiences, health outcomes and nursing practice. Nursing
students also stand to benefit from these innovations that will make learning much easier for
them.

Course Overview

With knowledge development in medical and science advancement, nursing roles have become
expanded and specified. The premise is, with the introduction of a new concept and idea,
service delivery is aimed at improving treatment, diagnosis, quality, safety, outcomes and
efficient nursing care services, all at minimal costs to the patients. The course is designed to
expose nursing students to innovative practices in nursing education, practice and research,
distance learning programmes and online learning, E-learning, web based programmes and
virtual learning, nursing informatics, high fidelity patient simulation, Tele teaching, micro
teaching, computer assistance and the use of robot in health care. Barriers to the utilisation of
innovation in nursing and strategies to improve the utilisation of innovation in nursing
education, practice and research are explored.

The course also builds the capacity of the students in using innovative practices to achieve
health care outcomes based on quality, access and cost effectiveness. Thus, nurses at all levels
will be able to appreciate the three most important characteristics of innovation: (a) the novelty
(b) application component and (c) intended benefit. The importance of the course lies in
meeting the United Nations Sustainable Development Goals 4 (Quality education) and 8
(Decent Work and Economic Growth). Nursing students will acquire the necessary knowledge
and skills needed to support and manage innovation in nursing. The students will also develop
creative attitude as they carry out nursing care to all patients regardless of sex, age and creed.
Thus, goal 4 will be achieved. This creativity will no doubt lead to decent and fulfilling jobs
for them upon graduation as they seek employment in a competitive global market. Thus, better
economic prospect and global integration as stated in SG 8 will be achieved.

The objectives of the course, learning outcomes and content are provided to address this need.

76
Objectives

The objectives of the course are to:

1. Explain the concept of innovation in nursing

2. Describe some technological innovations that are patient care-centred for use in the care
of patient on the ward
3. Identify some innovations that will improve the teaching and learning process in the
classroom setting
4. Identify barriers to innovation in nursing
5. Discuss strategies to improve innovation in nursing
6. Describe the roles of major stake holders in nursing (Government agencies, Nursing
and Midwifery Council of Nigeria and Private sectors) in advancing innovation in
nursing.

Learning outcomes

On completion of the course students should be able to:

1. Define the term innovation in nursing

2. Enumerate five (5) technological innovations that are used in the care of patients on the
ward
3. List four (4) types of innovation that will improve the teaching and learning process in
the classroom setting
4. Identify ten (10) barriers to innovation in nursing
5. Outline four (4) ways by which nurses can be encouraged to be innovative in their
clinical practice
6. Outline the roles of Nursing and Midwifery Council of Nigeria in advancing innovation
in nursing
7. Outline the roles of Government agencies in advancing innovation in nursing.

Course Content

Definitions and types of innovation. Traditional education programmes in nursing. Distance

learning programmes and online learning. E-learning, web based programmes and virtual
learning. Nursing informatics. High fidelity patient simulation. Tele teaching, Micro teaching
and Nursing certification. Computer assistance and the use of robot in health care. Wireless
technology. Evidence based practice and patient classification by activity and acuity of illness.

77
Infection control. Management and leadership. Quality assurance and Triage. Variations in
traditional roles of the nurse. Barriers to the utilisation of innovation in nursing education,
practice and research. Strategies to improve utilisation of innovation in nursing education,
practice and research. The roles of major stake holders in nursing (Government agencies,
Nursing and Midwifery Council of Nigeria and Private sectors) in advancing innovation in
nursing education, practice and research.

Minimum Academic Standard

Clinical skilled laboratories with NUC-MAS.

78
 Appendix
List of Reviewers (NUC-CCMAS)

Title Surname First name Institution Programme

Professor USEH Monday Francis University of Calabar, Co-Chairman
Calabar
Professor KUMURYA Abdulhadi Sale Bayero University, Kano Medical Laboratory Science
Professor AKANDE Tunji Bingham University, Karu Medical Laboratory Science
Professor HAFIZ Abubakar Bayero University, Kano Chairman/Human Nutrition
and Dietetics
Professor UGOCHUKWU Chika Grace Ebonyi State University, Nursing Science
Abakaliki
Dr LADAN Muhammad Awwal Bayero University, Kano Nursing Science
Professor IRINOYE Omolola Oladunni Obafemi Awolowo Nursing Science
University, Ile-Ife
Professor ORIOWO Matthew University of Ilorin, Ilorin Optometry
Olanrewaju
Professor OYEYEMI Adetoyeje University of Maiduguri, Physiotherapy
Maiduguri
Professor HAMZAT Tal-hatu Kolapo University of Ibadan, Physiotherapy
Ibadan
Professor AKINBO Sunday Akinwumi University of Lagos, Physiotherapy
Lagos
Professor ADAMU Shehu Usman National Open University Public Health
of Nigeria, Abuja
Professor AGWU Kenneth Kalu University of Nigeria, Radiography
Nsukka
Professor ADEGOKE Babatunde Olusola University of Ibadan, Occupational Therapy
Adeleke Ibadan
Professor ADEMOKOYA Julius Abiola University of Medical Speech-Language Therapy
Sciences, Ondo City
Professor OWOLAWI Wahab Oyedele University of Medical Audiology
Sciences, Ondo City
Professor AGBASI Ugochukwu Patrick Federal University of Prosthetics and Orthotics
Technology, Owerri
Professor OSUNGBADE Kayode Omoniyi University of Ibadan, Health Care Administration
Ibadan and Hospital Management
Professor IDOWU Peter Adebayo Obafemi Awolowo Information Technology and
University, Ile-Ife Health Informatics
Professor OKPAKO Johnson Egodotaire University of Port Information Technology and
Harcourt, Port Harcourt Health Informatics
Professor ESAN Temitope Ayodeji Obafemi Awolowo Dental Technology
University, Ile-Ife
Professor UTI Omolara University of Lagos, Dental Therapy
Gbonjubola Lagos
Professor SALAWU Oluwakanyinsola Gombe State University, Pharmacology
Gombe
Professor ANA Godson Rowland University of Ibadan, Environmental Health
Ibadan Sciences
Professor AMADI Agwu Nkwa Federal University of Environmental Health
Technology, Owerri Sciences

79
Professor IBRAHIM Mohammed Sule Ahmadu Bello University, Complementary and
Zaria Alternative Medicine
Professor ADEPOJU Kayode Olayiwola University of Medical Health Information
Isiaq Sciences, Ondo City Management

List of National Universities Commission Representatives

Title Surname First name Programme

Miss BABAYODE Alimot Funmilola Discipline Representative, Nursing Science,
Complementary and Alternative Medicine
Mrs. USMAN Aisha Medical Laboratory Science
Miss EKECHUKWU Chinyere Nutrition and Dietetics
Miss DAHIRU Jamila Optometry, Public Health
Mrs ADEKOYA Yetunde Physiotherapy, Radiography
Mr ODAMA Gabriel Occupational Therapy, Audiology
Mr EWAH Patrick Speech-Language Therapy, Information
Technology and Health Informatics
Mr UMAR Mansur Bunzar Prosthetics and Orthotics, Health Care
Administration and Hospital Management
Mr UKAH Patrick Egbe Dental Technology
Miss KYONE Ladi S. Dental Therapy
Mrs AKOR-AMALI Ene Franca Pharmacology
Mrs UCHENDU Queen Environmental Health Science
Mr EHIOGHAE Efe Health Information Management

List of 30% Departmental Reviewers’ Committee

Title Surname First name Position
Professor AGBEDIA Clara Oniovokoyubu Head of Department
Mrs. OSIAN Eunice Amaechi Lecturer II
Mrs. AIKABELI Priscilla Ononwini Lecturer II
Ms. IGWEH Felicia Ogochukwu Ngozi Preceptor

List of 30% Faculty Reviewers’ Committee

Title Surname First name Position
Associate Professor ERHUNMWUNSE Raphael O. Ag. Dean
Professor AGBEDIA Clara Oniovokoyubu Head of Department
Mrs. OSIAN Eunice Amaechi Lecturer II
Mrs. AIKABELI Priscilla Ononwini Lecturer II
Ms. IGWEH Felicia Ogochukwu Ngozi Preceptor

80
LIST OF SENATE COMMITTEE ON 30% INSTITUTIONAL ADDITION
Title Surname First name Position
Professor Oyedeji Johnson Chairman
Professor Obasi Rosemary DAP, Member
Dr (Mrs.) Odiachi Rosemary Member
Professor Oboh Fred O. J. Member
Professor Ikhu-Omoregbe Daniel Member
Professor Esimaje Alexandra Member
Professor Obahiagbon K.O. Member
Professor Ajayi Helen I. Member
Professor Oboh Godwin Member
Dr Erhunmwunse R. U Member
Dr Ekwe J. N Member
Professor Enabulele S.A. Member
Dr Okpoko J.S. Member
Dr Imouokhome J.I. Member
Professor Akpoghome Theresa Member
Professor Asekome Mike Member
Professor Enagbonma Osato Member
Mr Ogbonna Wilson Member
Dr Ajanwachukwu W. Member
Mrs Adekoya Preye Member
Mrs. Eseiwi-Edokpolor E.G Member
Mr Aruevbose, Enoma Secretary

81