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New Nursing Curriculum in Sudan: History, Design and Application. Professor Abdelaziz Elamin Dean College of Nursing Sciences University of Khartoum E-mail: email@example.com. Introduction.
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Professor Abdelaziz Elamin
Dean College of Nursing Sciences
University of Khartoum
Nursing curriculum is the basic nursing educational program which qualify nurses to professional practice.
It contains the essential material that covers the fundamentals of nursing knowledge and practical skills
Historically the first nursing program in Sudan was designed by a WHO expert panel in 1955.
The curriculum of that program was designed to graduate diploma nurses following 3 years of theoretical and practical studies.
A high nursing college for girls was established under the umbrella of the ministry of health in 1956, and the first patch of students admitted were 20.
In 1972, the college was affiliated to the ministry of higher education with self autonomy .
The number of registered students increased gradually.
In 1992 a new nursing curriculum was introduced.
The course of the program increased to 4 years and a BSc degree is awarded instead of the diploma.
The new curriculum was designed to prepare nurses to respond adequately to the health needs of their clients and the community.
In 1994 the nursing college became part of the University of Khartoum under a new name “Faculty of Nursing Sciences”
Based on the reputable academic heritage of the university, the university formulated a committee to modernize the curriculum of the new faculty of nursing sciences to raise the standard of the nursing care to individuals, families and community.
The curriculum committee started the revision and development of the curriculum and worked for may years to produce its document, which was passed by the senate of the university of Khartoum.
The pathway was not covered with flowers and several hurdles were on the way.
They start by answering basic questions.
According to the 2001 Sudan Health declaration, by the year 2015 all nurses in Sudan should be certified nurses with Bachelor degree (BSc) or in line to bridge their nursing diploma to BSc level.
Currently there are 4 different undergraduate nursing programs in Sudan:
All assessments should reflect the depth and breath of content described in course objectives.
Continuous assessment is mandatory as well as end of course comprehensive examination
Both summative and formative assessment methods should be used.
Post test validation is important
and nursing administration & leadership.
In 2006 the revised curriculum was adopted by the university of Khartoum
A 5th year was added to give honor degree
The following slides describe issues related to that curriculum.
College staff were dedicated to take responsibilities and work in team and apply nursing ethics effectively
surgical nursing, pediatric nursing and
Third parts :
in which students learn to
Dr. Rashida Abdelfatah
practical training under supervision
Active self learning
Problem solving approach throughout the stages of training
Community orientation to identify it’s problems and shared solution
Methods for Theoretical part :
Problem solving case studies
Skill training on manikins (skill lab)
Skill training on real patient under tutors supervision
Simulation & role play
Programmed clinical training following the nursing process
Writing clinical nursing reports
National training trips
Residency program for honor students
( 60% for the practical and 40% for the theoretical).
Schools under the umbrella of some faculties of medicine
Nursing Academy which is belonging to the ministry of health
Even the limited facilities are well designed and equipped
Other community institutions
Increased number of academic institutions, compared with the very limited number of qualified teaching staff
The educational institutions are facing financial difficulties that hinder development and maintenance of skill laboratories & libraries
Variation of language used in teaching curriculum material & applications
The absence of specialized nursing council makes it difficult to unify or standardize the undergraduate nursing programs in Sudan.
The clinical educational institutions are not well prepared or equipped to meet the students training needs (reality shock).
Difficulties in evaluation and revision of student-centered policies, procedures, and guidelines.
In preparing this lecture I used some material from the following source:
Dr. Rashida Abdelfatah, Nursing College, University of Khartoum, a lecture on nursing curriculum presented at a workshop in Khartoum (unpublished).