Comprehensive Course Listing Across 8 Semesters
| Semester | Course Code | Course Title | Credit Structure (L-T-P-C) | Prerequisites |
|---|---|---|---|---|
| I | NURS101 | Fundamentals of Anatomy and Physiology | 3-0-2-4 | None |
| I | NURS102 | Introduction to Nursing Practice | 2-0-2-3 | None |
| I | NURS103 | Biochemistry for Nurses | 3-0-2-4 | None |
| I | NURS104 | Microbiology and Immunology | 3-0-2-4 | None |
| I | NURS105 | Pharmacology I | 3-0-2-4 | None |
| I | NURS106 | Psychology for Health Professions | 2-0-2-3 | None |
| I | NURS107 | Communication Skills in Healthcare | 2-0-2-3 | None |
| I | NURS108 | Basic Nursing Skills Laboratory | 0-0-6-2 | None |
| II | NURS201 | Pathophysiology | 3-0-2-4 | NURS101, NURS103, NURS104 |
| II | NURS202 | Pharmacology II | 3-0-2-4 | NURS105 |
| II | NURS203 | Community Health Nursing I | 3-0-2-4 | None |
| II | NURS204 | Nursing Ethics and Legal Issues | 2-0-2-3 | None |
| II | NURS205 | Sociology of Health and Illness | 2-0-2-3 | None |
| II | NURS206 | Psychological Disorders in Patients | 2-0-2-3 | NURS106 |
| II | NURS207 | Maternal and Child Health Nursing I | 3-0-2-4 | None |
| II | NURS208 | Nursing Skills II Laboratory | 0-0-6-2 | NURS108 |
| III | NURS301 | Advanced Pathophysiology | 3-0-2-4 | NURS201 |
| III | NURS302 | Psychiatric Nursing | 3-0-2-4 | NURS206 |
| III | NURS303 | Community Health Nursing II | 3-0-2-4 | NURS203 |
| III | NURS304 | Mental Health Nursing I | 3-0-2-4 | NURS206 |
| III | NURS305 | Maternal and Child Health Nursing II | 3-0-2-4 | NURS207 |
| III | NURS306 | Pediatric Nursing I | 3-0-2-4 | None |
| III | NURS307 | Geriatric Nursing | 2-0-2-3 | None |
| III | NURS308 | Critical Care Nursing I | 3-0-2-4 | None |
| IV | NURS401 | Emergency Nursing | 3-0-2-4 | NURS308 |
| IV | NURS402 | Pediatric Nursing II | 3-0-2-4 | NURS306 |
| IV | NURS403 | Public Health Nursing | 3-0-2-4 | NURS303 |
| IV | NURS404 | Palliative Care Nursing | 2-0-2-3 | NURS307 |
| IV | NURS405 | Clinical Rotations I | 0-0-8-4 | All core courses completed |
| IV | NURS406 | Research Methodology in Nursing | 2-0-2-3 | None |
| IV | NURS407 | Healthcare Informatics | 2-0-2-3 | NURS201, NURS202 |
| IV | NURS408 | Mini Project I | 0-0-6-2 | None |
| V | NURS501 | Clinical Rotations II | 0-0-8-4 | All core courses completed |
| V | NURS502 | Global Health Nursing | 3-0-2-4 | NURS303 |
| V | NURS503 | Ethical Dilemmas in Healthcare | 2-0-2-3 | NURS204 |
| V | NURS504 | Leadership and Management in Nursing | 2-0-2-3 | None |
| V | NURS505 | Mini Project II | 0-0-6-2 | NURS408 |
| V | NURS506 | Advanced Pharmacology | 3-0-2-4 | NURS202 |
| V | NURS507 | Nursing Research and Evidence-Based Practice | 3-0-2-4 | NURS406 |
| V | NURS508 | Critical Care Nursing II | 3-0-2-4 | NURS308 |
| VI | NURS601 | Final Year Capstone Project | 0-0-12-4 | All previous courses completed |
| VI | NURS602 | Clinical Rotations III | 0-0-8-4 | All core courses completed |
| VI | NURS603 | Advanced Clinical Skills | 0-0-6-2 | NURS501, NURS508 |
| VI | NURS604 | Clinical Supervision and Mentorship | 2-0-2-3 | None |
| VI | NURS605 | Nursing Education and Curriculum Development | 2-0-2-3 | None |
| VI | NURS606 | Healthcare Policy and Advocacy | 2-0-2-3 | None |
| VI | NURS607 | Entrepreneurship in Healthcare | 2-0-2-3 | None |
| VI | NURS608 | Capstone Presentation and Evaluation | 0-0-4-2 | NURS601 |
Detailed Course Descriptions
Advanced Pathophysiology: This course delves into complex pathophysiological mechanisms underlying major diseases and disorders. Students will explore cellular and molecular changes associated with chronic conditions, infectious agents, immune dysfunction, and neurodegenerative processes. The course emphasizes the integration of pathophysiology concepts into clinical decision-making.
Psychiatric Nursing: Designed to equip students with foundational knowledge in mental health nursing, this course covers psychiatric disorders, therapeutic communication, psychosocial interventions, and ethical considerations in mental healthcare. Students learn to assess, plan, implement, and evaluate care for individuals with psychiatric conditions.
Community Health Nursing II: Building upon the principles of community health nursing, this course focuses on population-level interventions, health promotion strategies, and disease prevention programs. Students engage in fieldwork projects addressing public health challenges in diverse communities.
Mental Health Nursing I: This course introduces students to the fundamental aspects of mental health nursing, including psychiatric assessment techniques, therapeutic environments, crisis intervention, and psychopharmacology. Emphasis is placed on understanding mental illness from a holistic perspective.
Maternal and Child Health Nursing II: A comprehensive exploration of maternal and child health across the lifespan. Students examine prenatal care, labor and delivery, postnatal recovery, infant and child development, nutrition, immunizations, and family planning. Clinical experiences include working with diverse populations in various healthcare settings.
Pediatric Nursing I: This course provides an overview of pediatric nursing, focusing on growth and development across childhood stages. Students learn about common pediatric illnesses, developmental milestones, age-appropriate care techniques, and family-centered approaches to pediatric healthcare.
Geriatric Nursing: Addressing the unique needs of older adults, this course covers aging processes, chronic conditions prevalent in geriatric populations, medication management, cognitive impairments, and end-of-life care. Students are trained to provide compassionate, evidence-based care tailored to the elderly population.
Critical Care Nursing I: This foundational course prepares students for caring for critically ill patients in intensive care units. Topics include hemodynamic monitoring, mechanical ventilation, cardiac arrest management, sepsis recognition, and emergency response protocols. Students gain hands-on experience with critical care equipment and simulation scenarios.
Emergency Nursing: Designed to train students in acute care situations, this course focuses on triage procedures, trauma assessment, resuscitation techniques, and emergency department workflows. Emphasis is placed on rapid decision-making, effective communication, and resource utilization during emergencies.
Pediatric Nursing II: Building upon prior knowledge, this advanced course explores complex pediatric conditions, specialized care requirements, and long-term health management strategies for children with chronic illnesses. Students learn to develop individualized care plans and coordinate care with multidisciplinary teams.
Public Health Nursing: This course introduces students to public health concepts, epidemiology, community assessment methods, health policy analysis, and health education planning. Students engage in real-world projects that address public health issues at local and national levels.
Palliative Care Nursing: This course provides a comprehensive understanding of palliative care principles, pain management strategies, emotional support techniques, and spiritual considerations for terminally ill patients. Students learn to integrate palliative care into routine nursing practice while respecting patient autonomy and dignity.
Clinical Rotations I: Students rotate through various clinical departments including medical, surgical, obstetric, pediatric, psychiatric, and emergency units. These rotations provide practical experience in applying theoretical knowledge, developing clinical skills, and interacting with diverse patient populations under supervision.
Research Methodology in Nursing: This course introduces students to research design, data collection methods, statistical analysis, literature review techniques, and ethical considerations in nursing research. Students learn how to formulate research questions, conduct systematic reviews, and apply evidence-based practices in clinical settings.
Healthcare Informatics: Focused on integrating information technology with healthcare delivery, this course covers electronic health records systems, telehealth platforms, mobile health applications, data privacy regulations, and digital health innovations. Students gain practical skills in using technology to improve patient outcomes.
Project-Based Learning Philosophy
The Bachelor of Science in Nursing program at Nirma University Ahmedabad embraces a project-based learning approach that integrates theory with practice. This methodology is designed to foster critical thinking, problem-solving, and innovation among students while ensuring they are prepared for real-world healthcare challenges.
Project-based learning begins early in the curriculum through mini-projects and progresses into capstone projects during the final year. These projects allow students to explore specific areas of interest, conduct research, collaborate with peers, and present findings to faculty and industry experts.
The structure of project-based learning involves multiple phases: problem identification, literature review, methodology development, data collection, analysis, interpretation, and presentation. Each phase is carefully scaffolded to ensure student success and meaningful learning outcomes.
Mini-projects are typically completed in teams of 3-5 students over a period of 4-6 weeks. These projects focus on addressing specific healthcare issues, such as improving patient satisfaction scores, reducing hospital-acquired infections, or designing health education materials for underserved communities.
The final-year capstone project is an individual endeavor that requires students to identify a significant problem in nursing practice, propose an innovative solution, and demonstrate its feasibility through literature review, pilot testing, and stakeholder feedback. Students receive mentorship from faculty members with expertise in their chosen area of focus.
Evaluation criteria for projects are comprehensive and include research quality, methodology rigor, clarity of communication, teamwork effectiveness, ethical considerations, and practical applicability. Projects are assessed using rubrics that align with industry standards and academic excellence benchmarks.
Throughout the project process, students engage in reflective learning sessions, peer feedback mechanisms, and faculty consultations. This iterative approach ensures continuous improvement and deepens understanding of complex healthcare challenges.