Comprehensive Course Listing Across 8 Semesters
| Semester | Course Code | Course Title | Credit Structure (L-T-P-C) | Prerequisites |
|---|---|---|---|---|
| 1 | NUR-101 | Introduction to Nursing | 3-0-0-3 | - |
| 1 | BIO-101 | Basic Biology | 4-0-0-4 | - |
| 1 | MAT-101 | Mathematics for Nurses | 3-0-0-3 | - |
| 1 | PHYS-101 | Basic Physics | 3-0-0-3 | - |
| 2 | NUR-201 | Anatomy and Physiology | 4-0-0-4 | BIO-101 |
| 2 | MICRO-201 | Microbiology | 3-0-0-3 | BIO-101 |
| 2 | PHARMA-201 | Pharmacology | 4-0-0-4 | - |
| 3 | NUR-301 | Community Health Nursing | 3-0-0-3 | NUR-101 |
| 3 | PATHO-301 | Pathophysiology | 4-0-0-4 | NUR-201 |
| 3 | DEPT-301 | Departmental Elective - Mental Health Nursing | 3-0-0-3 | - |
| 4 | NUR-401 | Critical Care Nursing | 4-0-0-4 | NUR-201 |
| 4 | SURG-401 | Surgical Nursing | 3-0-0-3 | NUR-301 |
| 4 | DEPT-401 | Departmental Elective - Geriatric Nursing | 3-0-0-3 | - |
| 5 | NUR-501 | Palliative Care Nursing | 3-0-0-3 | NUR-401 |
| 5 | INFECT-501 | Infection Control | 3-0-0-3 | MICRO-201 |
| 5 | DEPT-501 | Departmental Elective - Occupational Health Nursing | 3-0-0-3 | - |
| 6 | NUR-601 | Research Methods in Nursing | 3-0-0-3 | - |
| 6 | NUR-602 | Evidence-Based Practice | 3-0-0-3 | - |
| 7 | NUR-701 | Clinical Rotations | 0-0-6-6 | - |
| 8 | NUR-801 | Final Year Thesis | 0-0-0-6 | - |
Each course within the nursing curriculum is designed to build upon previous knowledge and skills while introducing students to new concepts relevant to contemporary healthcare. The integration of theory, practice, and research ensures that graduates are well-prepared for professional roles in diverse healthcare settings.
Detailed Description of Advanced Departmental Electives
Departmental electives offer students the opportunity to explore specialized areas within nursing. These courses provide depth and breadth in specific domains such as mental health, geriatrics, infection control, and occupational health. Each elective is structured to combine didactic instruction with practical application through case studies, simulations, and fieldwork.
For instance, the course on Mental Health Nursing delves into psychological disorders, therapeutic communication techniques, and psychiatric care protocols. Students learn how to assess mental health needs, implement interventions, and collaborate with multidisciplinary teams. The inclusion of role-playing exercises and clinical placements in psychiatric wards enhances student understanding and empathy.
The Geriatric Nursing elective focuses on aging processes, chronic disease management, and end-of-life care. Students examine the unique challenges faced by elderly patients, including cognitive decline, mobility issues, and social isolation. Through experiential learning activities, they develop skills in gerontological assessment, medication management, and quality-of-life improvement strategies.
The Infection Control Nursing course provides comprehensive training on preventing and managing infectious diseases in healthcare environments. Topics include hand hygiene, sterilization techniques, surveillance systems, outbreak response, and compliance with national guidelines. Practical components involve simulations of infection control scenarios and hands-on demonstrations in laboratory settings.
The Occupational Health Nursing elective explores workplace safety, health hazards, and preventive care strategies. Students study occupational diseases, environmental exposures, and regulatory frameworks governing workplace health standards. Real-world case studies from various industries help illustrate the application of occupational health principles in practice.
Other advanced electives include Nursing Informatics, which teaches digital health tools and data management; Public Health Policy, which examines healthcare governance and policy development; and Ethical Decision-Making in Clinical Practice, which addresses moral dilemmas in patient care.
Project-Based Learning Philosophy
Our department places significant emphasis on project-based learning as a core component of the nursing curriculum. This approach encourages students to apply theoretical knowledge to real-world problems, fostering innovation and critical thinking skills.
The structure of project-based learning begins with identifying a healthcare challenge or research question relevant to nursing practice. Students then form teams to investigate the issue, gather data, analyze findings, and propose solutions or interventions. The process involves regular mentorship from faculty members who guide students through each phase of the project.
Evaluation criteria for projects include clarity of objectives, methodological rigor, evidence-based decision-making, presentation quality, and potential impact on healthcare delivery. Projects may result in publishable papers, policy recommendations, or innovative care models that can be implemented in clinical settings.
The final-year thesis/capstone project serves as the culmination of the student's academic journey. Students select a topic aligned with their interests and career goals, working closely with a faculty advisor to design and execute a substantial research initiative or practice-based project. This experience prepares students for advanced roles in academia, research, or leadership positions within healthcare organizations.