New Nursing Curriculum in Sudan:
History, Design and Application
Professor Abdelaziz Elamin
Dean College of Nursing Sciences
University of Khartoum
E-mail: azizmin@hotmail.com
Introduction
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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
History
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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.
High Nursing College
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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.
High Nursing College/2
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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.
Faculty of Nursing Sciences
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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.
Why do we need a curriculum
revision?
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Keep current with regional trends and reflect
contemporary worldwide nursing practice
Ensure seamless articulation among nursing
institutions across the country
Outcome based and student-centered
curriculum with integration is the desired model,
which was lacking in previous curricula.
Curriculum Development
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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.
Why new curriculum
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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.
Nursing categories
Currently there are 4 different undergraduate
nursing programs in Sudan:
 Three years diploma
 Tow years bridging program to upgrade the
three years program to BSc
 Four years BSc
 Five years honor BSc
Factors Influencing Nursing
Education at Global Level
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Recommendations cited in 2004 report of the
American Nursing Council Task Force on Nursing
Workforce including the need to meet
international accreditation standards
Regulatory laws set by governments &
professional organizations.
Recommendation made by experts like WHO
Funding issues.
Philosophy & vision of higher education in the
country.
Curriculum change requires…
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Courage – the willingness to take risks in order to
achieve a goal
Trust in each other and the process
Strong commitment by faculty leaders
Communication and collaboration with each other
and key stakeholders
Ability to balance the need for change with the
instinct to protect what has been achieved
It all starts with your …
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Philosophy
Identify major concepts that will be threaded
throughout courses
 Examples
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Evidence-based practice
 Health Informatics
 Communication Skills
 Interdisciplinary teams
 Quality in Health
 Infection Control
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The Second Step is…
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Organizing framework
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Examples
Administrative Competencies: Provider of care, manager of
care, member of the discipline
 Core Competencies: Professional behaviors, Communication,
Assessment, Clinical Decision Making, Caring Interventions,
Teaching and Learning, Collaboration, Managing Care
 Specific competencies: Safe & Effective Care Environment,
Health Promotion and Maintenance, Psychosocial Integrity,
Physiological Integrity.
 Functional Health Patterns
 Systems & Evaluation
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Terminal Objectives
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Educational Outcomes or Terminal
Objectives
 This is what you want your graduate to
look like or be able to do when they
graduate
 They will be broad statements that relate
back to the major concepts identified in
the philosophy
Enabling Objectives
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Level objectives or course objectives
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Determine the number of levels for your
program
These must demonstrate progression.
They also provide the framework for the
clinical evaluation tool.
The objectives for the final course are the
same as the educational outcomes or terminal
objectives
Course Design
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Determine the content for each course
The major concepts identified in philosophy are
deepened throughout the program
 The organizing framework provides the structure for
the content
 It is impossible to “cover” everything – the challenge
is to identify the concepts that are critical
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Learning & Teaching Activities
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Use appropriate teaching methods e.g.
interactive lectures, seminars, small group
discussions ..etc.
Facilitate active student search, discovery, and
learning of essential material
Faculty do not need to feel responsible for
“covering all of the material.
Pre and post course students questionnaires help
in quality assurance.
Assessment
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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
Begin with the end in mind
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Used competencies as organizing framework
Three level objectives were developed for each
competency
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Professional Behaviors
Communication
Assessment
Clinical Decision Making
Caring Interventions
Teaching and Learning
Collaboration
Managing Care
Course Development
8 semesters with several courses offered in shorter
blocks or over the entire semester
 Separate courses for basic sciences, pharmacology,
and nursing administration & leadership.
 Geriatrics is integrated in family & community nursing.
 Courses may be offered in any sequence, but many
institutions offer professional nursing concepts and
assessment in the first semester and nursing care of
multi-system failure must be in the last.
 Evidence-based nursing practice is emphasized in all
courses.
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Staff Queries may include ..
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What is wrong with the present curriculum?
Will there be time for more content in the new
curriculum?
What will we give up?
Can we teach the new content effectively?
What if we don’t teach the “right things”?
What if customers satisfaction rates go down?
What if skill levels decline?
Do we have the expertise?
How will this impact my teaching load?
The 2006 Curriculum
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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
Curriculum objectives
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develop the students' affective, cognitive and
psychomotor skills for clients care
provide high standard, holistic nursing care for
individual, family and the community according
to policies and procedures
be more effective in caring for clients according
to (NANDA approved) nursing diagnoses that
reflect the client's health needs and priorities
Old & new curricula
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The new curriculum is tailored to have the
following characteristics:
Community-oriented
 Outcome-based
 Student-centered
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Although the old and new curricula are
different in some specific objectives and
contents, every program consists essentially of
four parts as follow:
Old & new curricula/2
 First
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part: where the students learn
Nursing Ethics & history of nursing
fundamental Nursing skills
Communication skills
Basic medical sciences
Introduction to community nursing
Psychology & sociology
Old & new curricula/3
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Second part:
Include clinical courses in medical nursing,
surgical nursing, pediatric nursing and
midwifery.
The students move from theory to practice. It
gives them a broad understanding of clinical
nursing protocols.
Old & New Curricula/4
Third parts :
in which students learn to
 Care for specific clients
 practice nursing care in different medical
specialties
 Share in community health promotion through
specific activities
Fourth part
 application of research methodology
 Specialty courses for those who progress to 5th
year
Curriculum application
General
 To obtain a degree of Science in Nursing, students are
required to successfully complete full-time study of approved:
 5 semesters for bridging
 4 semesters for upgrading
 6 semesters for the Diploma
 8 semesters for the general B Sc
 10 semesters for honor B Sc
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The academic year is often 2 semesters
The semester s varied between 15 - 18 weeks
The total credit hours are 16-22 per semester
Admission requirements
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The BSc program was designed to accept
secondary schools graduates (boys & girls) who
wish to study nursing and satisfy the following
criteria:
o
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Are 16 years or above
Score 80% or above in the secondary school
certificate
is medically fit
pass face to face interview
Dr. Rashida Abdelfatah
Teaching and learning strategies
Focus on:
 practical training under supervision
 Active self learning
 Problem solving approach throughout the stages
of training
 Evidence-based practice
 Community orientation to identify it’s problems
and shared solution
Evidence-based Practice
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Is conscientious use of current best evidence in
making decisions about patient care.
EBP components
Systemic research for and critical appraisal of the
most relevant evidence to answer a clinical question.
 The clinical experience of the concerned doctor or
nurse and experts opinion in the absence of
evidence.
 Patients preference & values.
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Teaching and learning Methods
Methods for Theoretical part :
 Group discussion
 Interactive lectures
 Seminars
 Problem solving case studies
 Tutorials
 Assignments
Methods for Practical training
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Skill training on manikins (skill lab)
Skill training on real patient under tutors
supervision
Simulation & role play
Programmed clinical training following the
nursing process
Nursing rounds
Writing clinical nursing reports
Practical Training cont.
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Home visits
Field work
National training trips
International trips
Student research
Residency program for honor students
Students Evaluation
Theoretical:
 Continuous evaluation (Practical training ,quiz,
discussion, seminars presentation & projects).
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Final written /practical examination
( 60% for the practical and 40% for the
theoretical).
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Curriculum Evaluation
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Achievement of objectives
Outcome quality
College exams results
 Nursing council Qualifying examination
 Surveys for client satisfaction
 Employer satisfaction survey
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Nursing audit
Facilities
Academic institutions:
 Faculties
 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
s
Health Care Institutions
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Hospitals
Health centers
Polyclinics
Specialized centers
Other community institutions
Honor Degree
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In some nursing colleges including that of the
university of Khartoum, the students enrollment in
upper-division (5th year) is limited to those who
meet the following criteria:
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completed all required courses in the fresh students
semesters with a minimal grade of “clear pass”
maintain full-time study at nursing institute
minimum cumulative grade point of 3.5
minimum grade of “B” in the specialty subject
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Challenges facing curriculum application
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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
Challenges facing curriculum application
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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.
Acknowledgments
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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).
Enjoy Nature
The End