Indian
Nursing Council (Diploma In Public Health Nursing), Regulations, 2020
[07th
October 2022]
In exercise of the powers
conferred by sub-section (1) of Section 16 of Indian Nursing Council Act, 1947
(XLVIII of 1947), as amended from time to time, the Indian Nursing Council
hereby makes the following regulations, namely:-
Regulation - 1. SHORT TITLE AND COMMENCEMENT.
(i)
These Regulations may be called the Indian
Nursing Council (Diploma in Public Health Nursing), Regulations, 2020.
(ii)
These shall come into force on the date of
its notification in the Official Gazette of India.
Regulation - 2. DEFINITIONS.
In these Regulations, unless the context otherwise requires,
(i)
the Council means the Indian Nursing Council
constituted under the Act;
(ii)
RN & RM means a Registered Nurse and
Registered Midwife (RN & RM) and denotes a nurse who has completed
successfully, recognized Bachelor of Nursing (B.Sc. Nursing) or Diploma in
General Nursing and Midwifery (GNM) course, as prescribed by the Council and is
registered in a SNRC as Registered Nurse and Registered Midwife;
(iii)
RANM means a Registered Auxiliary Nurse
Midwife and denotes an Auxiliary Nurse Midwife who has completed successfully,
recognized Auxiliary Nurse Midwifery (ANM) course as prescribed by the Council
and is registered in a SNRC as Registered Auxiliary Nurse Midwife;
(iv)
RLHV means a Registered Lady Health Visitor
and denotes a Lady Health Visitor who has completed successfully, recognized
Lady Health Visitor (LHV) course as prescribed by the Council and is registered
in a SNRC as Registered Lady Health Visitor.
Regulation - 3. INTRODUCTION.
India is a vast country with a huge population. Though, there is a recent shift
from the villages to cities and towns, most of the people of India still live
in the rural areas. Health Sub Centers and Primary Health Centers are the
primary focal point of delivery of health care services of the community. The
health care of the rural and urban masses rest on the shoulders of the ANM
(MPHWs), LHV and the Public Health Nurses (PHNs). They are the liaison between
the community health care system and institutional health care system. These
health work forces are expected to provide a wide range of important
comprehensive health services to the community.
Provision of Comprehensive
Primary Health Care (CPHC) is the main focus of the National Health Policy,
2017, pertaining to primary health care, through establishment of Health and
Wellness Centers (HWCs). The Ministry of Health and Family Welfare
(MoH&FW), Government of India envisages competent nursing personnel to be
placed at these centers as well as in Primary Health Centers to organize and
provide health care.
MoH&FW and the Council
have examined the career path for in-service cadre of nursing personnel working
in the public health department. Under the National Health Mission (NHM), task
shifting is recommended to the cadre of service providers. The Council has
committed itself to develop a structured career path for ANMs. LHVs and GNMs.
It was recommended that the
LHVs with four years of service and an additional one year of training will be
eligible to become Block Public Health Nurses.
In view of improving the
standards of Public Health Nursing, the Council has prepared this syllabus for
promotional training for LHVs/GNMs. It is envisioned that this would help in
the development of a competent nursing workforce in the community for universal
access to good quality health care services and thereby enabling our country to
attain the sustainable development goals.
Regulation - 4. PHILOSOPHY.
The Council believes that the LHVs and GNMs need to be further trained to
become the Block PHNs to function in various emerging public health areas of
practice and the training should be competency based. This one year of
additional training program would prepare the LHVs with skills and knowledge to
deliver competent, intelligent and appropriate care to individuals, families
and communities in the block level.
Regulation - 5. CURRICULAR FRAMEWORK.
The Diploma in Public Health Nursing (DPHN) is a one year training program and
its curriculum is conceptualized encompassing foundational short courses and
major specialty courses for public health nursing and management.
The foundations to public
health nursing such as applied microbiology and pathology, Nutrition and food
safety, Information, Education and Communication including individual and
family education and counselling and the major specialty courses are organized
under Community Health Nursing-I & Community Health Nursing-II. Community
Health Nursing-I comprises of introduction to community health nursing,
organization of public health care delivery system, Comprehensive primary
health care services, Epidemiology, Health Information Management System (HIMS)
and National Health programs.
Community Health Nursing-II
comprises of Reproductive Child Health including Adolescent health (RMNCH+A),
Population dynamics and control, Specialized role of public health nurses:
Geriatric Health care, Palliative care, Oncology nursing, Rehabilitation
nursing, School health nursing, Occupational health nursing, Quality Assurance
in Community health nursing practice, Emergency and disaster management,
Community health nursing administration: Management and supervision, leadership
and resource management are the short courses that aim to provide the trainees
with the knowledge, attitude and competencies essential to function as
accountable, safe and competent public health nurses.
Regulation - 6. AIM.
This program aims to prepare LHVs to function in the capacity of Public Health
Nurses enabling them to provide comprehensive health care to individuals, families
and communities at the block level. It further aims to equip themselves as
public health nurses in the Primary Health Care centers and Health Wellness
Centers. This additional training program also prepares them to be efficient
managers at the middle level as well as at the district level in monitoring and
supervising the activities of MPHWs and Lady Health Visitors, in the efficient
implementation of national health programs and policies, collect, analyze,
manage and utilize public health data and to promote harmony and efficiency
within the health team to improve the quality of health care.
Regulation - 7. COMPETENCIES.
On completion of the program, the trainees (Block Public Health Nurse) will be
able to:
(i)
Apply basic sciences in the assessment, diagnosis
and treatment of the physiological, physical, psychological, social and
spiritual problems of individuals and their families with various communicable
and noncommunicable diseases
(ii)
Relate the influence of environmental factors
and sanitation on health and disease
(iii)
Identify the importance of food safety in
prevention of food borne diseases
(iv)
Provide health education/counseling to
individuals and families applying the principles and techniques of behavior
change appropriate to community settings
(v)
Communicate effectively with individuals,
families and professional colleagues fostering mutual respect and shared
decision making to enhance health outcomes
(vi)
Use epidemiological approach in community
diagnosis
(vii)
Provide reproductive maternal newborn and
child health care including adolescent care
(viii)
Demonstrate specialized practice
competencies/skills relevant in providing community based care to patients with
diseases and disorders
(ix)
Demonstrate skills in implementing various
national health programs in the community
(x)
Participate actively in the special roles
such as school health nurse, occupational health nurse, disaster nurse
(xi)
Understand the role of a block public health
nurse in health information management and manages public health data
effectively
(xii)
Demonstrate understanding of leadership and
resource management strategies and use them in public health care settings
promoting collaborative and effective teamwork
(xiii)
Demonstrate skill in managing the sub center,
primary health center/community health center/first referral units, and health
wellness centers
(xiv)
Demonstrate skills in the supervision of
other health workers and members of health team in the field practice area
(xv)
Conduct special clinics and organize special
programs in the community as per the emerging need.
Regulation - 8. SCOPE OF PRACTICE.
On completion of the program and certification, the Lady Health Visitors should
be employed in the public health system as a public health nurse in the block
level.
Regulation - 9. GUIDELINES FOR IMPLEMENTATION OF PROMOTIONAL TRAINING PROGRAM FOR LADY HEALTH VISITORS.
(1)
The program can be offered at Government
School of Nursing/Public Health Oriented Training Centre
(2)
Faculty:
(a)
Qualification and Experience of Teachers
|
(i)
|
Principal
|
M.Sc.
Nursing in Community Health Nursing with 3 years of teaching experience or
B.Sc. Nursing (Basic/Post Basic) with 5 years of teaching experience in
Community Health Nursing Specialty
|
|
(ii)
|
Tutor/Public
Health Nurse
|
B.Sc.
Nursing (Basic/Post Basic) with 2 years of professional experience in
Community Health Nursing Specialty
|
With an intake of 30
students:
|
Teaching
Faculty
|
No. Required
|
|
Principal
|
1
|
|
Tutor/Public
Health Nurse
|
2
|
|
Total
|
3
|
(b)
Full time teaching faculty in the ratio of
1:10
(c)
Guest faculty: multi-disciplinary in relation
to the subjects/courses.
(3)
Budget:
(a)
There should be separate budgetary provision
for staff salary, honorariums for guest faculty and part time teachers,
clerical assistance, library and contingency expenditure for the program in the
overall budget of the institution.
(4)
Physical and learning resources:
(a)
Class room/conference room – 1
(b)
Community Health Nursing Skill lab for
simulated learning at the institute
(c)
Library and computer with internet facility
(d)
Teaching aids:
(i)
OHP
(ii)
LCD projector with laptop
(iii)
Manikins and simulators for learning
(e)
Office:
(i)
Services of DEO and MTS
(ii)
Computer with printer, Xerox machine
(iii)
Telephone facilities
(5)
Clinical facilities:
(a)
The institution should have adopted at least
30,000 rural population and 20,000 urban population.
(b)
Permission to utilize the Government Primary
Health Centers/Community Health Centers and Sub Centers.
(c)
Residential facilities at the PHC/CHC.
(6)
Admission Terms and Conditions:
(a)
A candidate should have
(i)
Undergone the LHV course with minimum of four
years of service experience.
(ii)
RN & RM or equivalent with 5 years
service experience.
(iii)
Age Limit: Should be less than 50 years.
(iv)
Be physically fit.
(b)
Selection should be made based on the
seniority-cum-merit.
(c)
Number of seats 20-30 as per the availability
of community field practice area.
(7)
Salary/stipend:
(a)
In-service candidates will get their regular
salary.
Regulation - 10. EXAMINATION GUIDELINES.
Examinations would be conducted by the examination board or university.
(1)
Eligibility for appearing in the exam:
(a)
Attendance: theory and practical - 100%
(b)
Internal examination: not less than 50% in
theory and practical.
(2)
Scheme of examination: Theory
|
Courses
|
Internal Assessment Marks
|
External Assessment Marks
|
Total Marks
|
Duration of Exam
|
|
Theory
|
|
Paper I ,
Foundations to Public Health Nursing practice
|
25
|
75
|
100
|
2 hours
|
|
Paper II ,
Community Health Nursing-I
|
25
|
75
|
100
|
2 hours
|
|
Paper III ,
Community Health Nursing-II
|
50
|
100
|
150
|
3 hours
|
|
Practicum
|
|
Community
Health Nursing
|
50
|
100
|
150
|
|
|
Grand
Total
|
150
|
350
|
500
|
|
For each subject the marks
required for qualifying shall be 50% in Theory and Practical separately in each
semester. 80% of the total marks should be termed as distinction.
Marks be given for internal
assessment, for Theory & Practical.
Internal assessment should
be done by tests, assignment throughout the session.
Practical Internal
assessment should be based on Clinical experience, field Experience.
Students must secure minimum
50% marks in the Theory Paper (external) to pass and 50% marks in the Practical
exam (external).
A candidate has to pass in
theory and practical exam separately in each of the paper.
If a candidate fails in
either theory or practical paper he/she has to re-appear for both the papers
(Theory and Practical) along with next batch.
A candidate who fails to
pass in 3 attempts will be discontinued from the course i.e. a candidate will
get an opportunity to pass the semester examination in 3 attempts including
first attempt.
The course is compulsorily a
residential program.
80% attendance in theory and
100% in practical & field training is compulsory for eligibility to appear
for the examination.
(3)
Practical examination:
(a)
OSCE: Objective Structured Clinical
Examination type of examination should be followed for 50% of the marks
alongside viva in the internal and final examination.
(b)
Maximum number of students per day: 10
students.
(c)
Examination should be held in the clinical area
only.
(d)
The team of practical examiners would include
one internal and one external examiner. Teachers of the Diploma in Public
Health Nursing program is preferred.
(4)
Standard of passing:
(a)
The candidate should obtain at least 50%
marks separately in internal assessment and external examination in each of the
theory and practical papers.
(b)
Less than 60% is second division.
(c)
60% to 75% is first division.
(d)
More than 75% is distinction.
(e)
Students will be given opportunity of maximum
3 attempts for passing.
Regulation - 11. CERTIFICATION.
(1)
Title: Diploma in Public Health Nursing
(2)
A diploma is awarded on the successful
completion of the prescribed study program which will state that:
(a)
Candidate has completed the prescribed course
of study.
(b)
Candidate has completed 100% requirements of
the clinical experience.
(c)
Candidate has passed the prescribed
examination.
(d)
Any type of leave taken by the candidate
during the course period should be compensated before the completion of the
course for the award of the Diploma.
Regulation - 12. PROGRAM STRUCTURE.
(1)
Course of Instruction:
|
S.No.
|
Courses
|
Theory
|
Lab/Skill Lab Hours
|
Clinical Experience
|
|
I
|
Foundations
to Public Health Nursing Practice
ï‚·
Applied microbiology and pathology
ï‚·
Information Communication and Education including counselling
ï‚·
Nutrition, nutritional assessment and food safety
ï‚·
Environmental Health and sanitation
|
40
|
,
|
270 hours
(6 weeks)
|
|
II
|
Community
Health Nursing-I
ï‚·
Organization of public health care services at various levels
ï‚·
Comprehensive primary health care services
ï‚·
Reproductive Child Health including Adolescent health (RMNCH+A)
ï‚·
Population dynamics and control
ï‚· Child
and Adolescent health
ï‚·
Epidemiology
ï‚· Health
Information and Management System including Vital statistics
|
50
|
10
|
40 + 720
hours
(1 + 16
weeks)
|
|
III
|
Community
Health Nursing-II
ï‚·
Specialized role of public health nurses: Geriatric Health care, Palliative
care, Oncology nursing, Rehabilitation nursing, School health, Occupational
health
ï‚·
Emergency and disaster management
ï‚·
Quality Assurance in Community health nursing practice
ï‚·
Community health nursing administration
ï‚·
Leadership and supervision
|
110
|
30
|
40 + 720
hours
(1 + 16
weeks)
|
|
|
Total hours
|
200 hours
|
40 weeks
|
1730 hours
(38 weeks)
|
Course break-up:
Total weeks in a year = 52
weeks
Vacation (AL + CL + SL +
public holidays) = 6 weeks
Exam preparation and
examination = 2 weeks
Theory and practical
experience = 44 weeks
Implementation of
curriculum:
Block classes 2 weeks × 40
hours = 80 hours
Residency of 42 weeks × 45
hours per week = 1890 hours
Total = 1970 hours
Block classes (Theory and
Skill lab experience) = 2 weeks × 40 hours per week (80 hours)
(Theory = 74 hours, Skill
lab = 6 hours, total = 80 hours)
Clinical practice including
theory and skill lab = 42 weeks × 45 hours per week (1890 hours)
(Theory = 126 hours, Skill
lab = 34 hours, Clinical = 1730 hours)
Theory = 200 hours, Skill
lab = 40 hours, Clinical = 1730 hours (10% : 90%)
(i)
Field experience
(a)
Field experience should start after 70% of
the theory is completed.
(b)
Students should be posted in the Community
Health Center/Block PHC/PHC for residential posting.
(c)
Students should be posted for 8 hour duty
during the day.
(ii)
Procedure log book
(a)
The student should maintain a daily diary to
record the activities carried out during the field experience.
(b)
A log book with the essential competencies to
be acquired should be maintained and completed before appearing for the
examination.
(iii)
Community Field Practice
Community Residency
experience (A minimum of 45 hours per week is prescribed, however, it is
flexible with different shifts and OFF followed by on call duty every week or
fortnight)
Placements
The students will be posted
to the under mentioned clinical area during their training period.
|
S.No.
|
Field Practice Area
|
Weeks
|
|
1
|
Health Sub
Center
|
10
|
|
2
|
Primary
Health Center
|
08
|
|
3
|
Community
Health center/First Referral Unit
|
06
|
|
4.
|
Community
Field visits/Home visits
|
12
|
|
5.
|
Field
Visits
|
04
|
|
6.
|
Community
Research Project
|
02
|
|
|
TOTAL
|
42
|
A small group research
project can be conducted applying the steps of problem solving approach and
written report to be submitted.
(iv)
Teaching Methods
Theoretical, skill lab &
Community teaching can be done in the following methods and integrated during
clinical posting
Clinical Conference
Case presentation
Case study report
Faculty lecture &
Discussion
Demonstration & skill
training in skill lab
Directed reading/Self study
Role plays
Symposium/group presentation
Group project
Clinical assignments
Debates
Quizzes
Surveys
Field visit reports
Educational visits Method of
Assessment
Written test
Practical test
OSPEs
Written assignments
Project
Case studies/care
plans/presentation
Performance evaluation
Completion of procedural
competencies and requirements
COURSE
DESCRIPTION
FOUNDATIONS TO PUBLIC HEALTH
NURSING PRACTICE:
APPLIED MICRIBIOLOGY AND PATHOLOGY, NUTRITION AND FOOD SAFETY, INFORMATION
EDUCATION AND COMMUNICATION INCLUDING COUNSELING
Total Theory hours: 40
Course description: This
course is designed to help the trainees to apply microbiology and pathology in
the care of individuals, families and community, to develop an understanding
about information, education and communication including counseling, to perform
nutritional assessment, and nutrition education including food safety.
|
Unit
|
Time (hours)
|
Learning Outcomes
|
Content
|
Teaching/Learning Activities
|
Assessment Methods
|
|
I
|
10
|
Describe
common microbiological investigations, interpret their results and practice
and maintain good infection control measures and waste management and prevent
health care acquired infections
|
Applied
Microbiology and Pathology
ï‚·
Classification of microbes, role of bacteria, viruses, fungi, parasites in
causing disease
ï‚· Common
microbiological investigations and their interpretations o Blood , complete
picture, cultures and sensitivities, smear for MP, MF
o Urine ,
Analysis
o Sputum ,
cultures and sensitivities
o Skin
smear, vaginal smear, visual inspection with acetic acid (VIA)
o PAP
smear
ï‚·
Collection, treatment of various specimens, and preparation of them for
Examination
o
Infection control
o
Biomedical waste management
(Use
Biomedical Waste Management Guidelines by Government of India)
|
Lecture
cum discussion
Explain
using slides, films, staining and fixation of slides
Demonstration
on collection of various specimen
Demonstration
on use of PPE and Infection Prevention Practices
|
Essay
Short
answers and MCQ
|
|
II
|
7
|
Relate the
influence of environmental factors and sanitation on health and disease and
plays an active role in the control of environmental pollution
|
Environmental
Health and Sanitation ï‚· Environmental pollution: Introduction , Causes,
effects and control measures of:
 Air
pollution
 Water
pollution
 Soil
pollution
 Marine
pollution
 Noise
pollution

Thermal pollution

Nuclear hazards
|
Visits to
water supply and purification sites
Visit to
sewage disposal and treatment sites, and waste disposal sites
Milk
plants, slaughter house
|
Short
answers
Field
visit reports
|
|
III
|
10
|
|
Nutrition,
Nutritional Assessment, Nutrition Education and Food Safety
ï‚·
Introduction to nutrition and nutrition assessment

Concept of nutrition
 Types
of nutrients
 Meal
planning

General dietary advice

Nutritional assessment

Nutritional education

National nutritional programs
ï‚·
Nutrition during pregnancy and lactation
ï‚·
Nutrition for infant, child, adolescent and elderly
ï‚·
Nutritional deficiency disorders

Protein Energy malnutrition

Childhood obesity

Vitamin deficiency diseases

Mineral deficiencies

National nutritional policies and programs in India
ï‚· Food
borne diseases and food safety
ï‚· Team
communication
ï‚·
Information technology
ï‚·
Application of digital health Behavior Change Communication
ï‚·
Introduction to Behavior Change Communication Behavior Change Approaches
ï‚· Health
and Human Behavior
ï‚·
Introduction to behavior change models
ï‚· IEC to
BCC to SBCC:
An Evolution
Use SBCC Module
|
Lecture cum
discussion
|
Short
answers
Objective
types and essay
Evaluation
of nutrition assessment
Evaluation
of nutrition diet preparation
|
|
V
|
5
|
Educate
and counsel individuals and families
Counsel
individuals and families
|
Individual
and Family Education
ï‚·
Principles of teaching and learning
ï‚·
Principles of health education
ï‚·
Assessment of informational needs and education
ï‚·
Developing health education materials
ï‚· Mass health
education and use of mass media and folk media
Counseling
ï‚·
Counseling techniques
ï‚·
Individual and family counseling
ï‚·
Situation specific counselling , Infertility couple, HIV counseling, Family
planning counseling, bereavement counseling, etc.
|
Peer
teaching
Role play
Preparation
of IEC materials
Visit
District Field Publicity Office
Module ,
counselling skills, family planning counseling sessions
|
Conduct
individual and group health education program
Role play
|
Peer teaching
Role play
Preparation of IEC materials
Visit District Field
Publicity Office
Module , counselling skills,
family planning counseling sessions
Conduct individual and group
health education program
Role play
COMMUNITY HEALTH NURSING-I
Theory: 50 hours + 10 Lab
hours
Course description: This
course is designed to help the trainees to develop an understanding and
in-depth knowledge regarding primary health care, community health nursing
practice and application of epidemiology. It also helps them to participate
effectively in the implementation of National Health Programs.
|
Unit
|
Time (hours)
|
Learning Outcomes
|
Content
|
Teaching/Learning Activities
|
Assessment Methods
|
|
I
|
10
|
Describe
the health care delivery system in India and play their role in the delivery
of health care services
|
Organization
of Health Care Services at various levels
ï‚· Urban,
rural, tribal health
ï‚· Health
care services , National, State, District, CHC, PHC, Health center
ï‚·
Functions, staffing, lay out, drugs, equipment and supplies
|
Lecture
Discussion Visits
|
Essay,
short answers and MCQ
|
|
II
|
10
|
Discuss
the comprehensive primary health care and its components
|
Comprehensive
Primary Health Care
ï‚·
Primary health care
ï‚·
Components
ï‚·
Primary health care services
|
|
|
|
III
|
10
|
Describe
epidemiological approach in studying the community health problems of a
community
|
Epidemiology
ï‚·
Introduction to epidemiology
ï‚· The
epidemiological approach and measures in epidemiology
ï‚·
Epidemiological methods
ï‚·
Concepts of disease occurrence
ï‚·
Disease epidemic
ï‚·
Introduction to investigating an outbreak
|
Lecture
cum discussion
|
Essay,
short answers and MCQ
|
|
IV
|
10
|
Explain about
vital statistics and health indicators
|
Vital
Statistics
ï‚·
Morbidity indicators
ï‚·
Mortality indicators
ï‚·
Methods of collecting vital statistics
ï‚· Data
presentation, basic statistical tests and its application
ï‚·
Recording and reporting vital events
ï‚·
Digital recording
|
Lecture cum
discussion
|
Essay, short
answers and MCQ
|
|
V
|
20
|
Describe the
national health programs and perform her role in all the national health
programs
|
Communicable
Diseases and NonCommunicable Disease Management under the National Health
Programs
ï‚· Goals,
objectives, purposes, organization, manpower, sources, activities, roles and
responsibilities of Nurse Practitioner in Primary Health Care
ï‚·
Magnitude of health problems of India
ï‚·
National health programs - National vector borne disease control program

Malaria

Filariasis
 Dengue
Fever/DHF

Japanese Encephalitis

Kala-azar

Chikungunya Fever
ï‚·
National Leprosy Eradication Program
ï‚· RNTCP
(National TB Control Program)
ï‚·
National AIDS Control Program
ï‚·
National Program for Control of Blindness
ï‚· Iodine
Deficiency Disorders Program
ï‚·
Universal Immunization Program
ï‚·
National Health Mission
ï‚·
Reproductive Child Health Program including Adolescent Health (RMNCH+A)
ï‚·
National Program for prevention & control of cancer, diabetes,
cardiovascular diseases and stroke
ï‚·
National Mental Health Program
ï‚·
National Program for control and treatment of occupation diseases
ï‚·
National Family Welfare Program
ï‚·
National Water Supply and Sanitation Program
ï‚·
Minimum Needs Program
|
Lecture
cum discussion
Seminar
Supervised
practice in CHC, PHC, HSC
|
Essay,
short answers and MCQ
Assessment
of visit report
Assessment
of clinical performance with performance rating scale
|
Lecture cum discussion
Seminar
Supervised practice in CHC,
PHC, HSC
Essay, short answers and MCQ
Assessment of visit report
Assessment of clinical
performance with performance rating scale
COMMUNITY HEALTH NURSING-II
Theory: 110 hours + 30 Lab
hours
Course description: This
course is designed to help the trainees to develop knowledge and competencies
required for management of common conditions and emergencies including first
aid and health center management. It also helps them to develop competencies in
implementation of reproductive child health and adolescent health programs
including family welfare program. It enables them to take up specialized roles
of public health nurses at the block level.
|
Unit
|
Time (hours)
|
Learning Outcomes
|
Content
|
Teaching/Learning Activities
|
Assessment Methods
|
|
I
|
20
|
Explain
their role in identifying, primary management and referral of clients with
common disorders/ conditions and emergencies including first aid
|
Management
of common conditions and emergencies including first aid
ï‚·
Standing orders: Definition, uses Identification, primary care management and
referral of :
ï‚·
Abdominal pain, helminthiasis, diarrhea, dysentery, dehydration, vomiting,
constipation
ï‚·
Respiratory infections, measles, bronchial asthma
ï‚· Anemia
ï‚·
Urinary tract infections
ï‚· Oral
health problems
ï‚· Local
infections of eye, ear, nose and throat First Aid in emergency conditions
ï‚· High
fever, low blood sugar, minor injuries, fractures
ï‚·
Emergency conditions including fainting, bleeding, shock, bites, burns,
choking, seizures
ï‚· Road
Traffic Accidents (RTAs)
ï‚·
Operational guidelines on trauma care facility on national highways
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Lecture
Discussion Demonstration Role play
Suggested field visits Field practice
|
Field
visit reports
Perform
assessment of clients with common conditions and provide referral
OSCE
assessment
|
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Short
answers
|
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Essay
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II A
|
30
|
Develop an
understanding and competencies to provide RCH services to mothers and
children
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Reproductive
Child Health & Family Planning
ï‚· Normal
Pregnancy, Management of problems during pregnancy
ï‚· Normal
labor, Management of problems during labor
ï‚·
Management of prolonged and obstructed labour
ï‚·
Essential new born care
ï‚·
Post-partum Complication Management
ï‚· Family
Planning Methods
ï‚· Family
Planning Counselling
ï‚·
Screening for Breast and Cervical Cancer Sexually Transmitted Infections
ï‚·
Overview of sexually transmitted infections, clinical manifestations,
diagnosis and management
|
Supervised
clinical practice in antenatal OPD/infertility clinics/reproductive medicine
Family Planning and postpartum clinic/PPTC centre and Labour Room, NICU,
Obstetric/ Gynae OPD and ward/RTI Clinic
Lecture
cum discussion
Self-directed learning
|
Essay,
short answers and MCQ
Assessment
of clinical performance with rating scale
Assessment
of skills with check list
|
|
|
|
|
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Supervised
clinical practice in Gynecology OPD, ward/RTI clinic
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II B
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25
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Child
Health (Use IMNCI Module)
ï‚· Newborn
care
-
Immediate newborn care
- Neonatal
assessment & screening
- Kangaroo
care
- Breast
feeding (Use Lactation Management Module)
ï‚·
Management of high risk newborn o Low birth weight
o
Lethargic babies
o Neonatal
jaundice
o Congenital
anomalies
o
Respiratory distress syndrome in newborn (Use Facility Based Newborn Care
Module)
ï‚·
Immunization
ï‚· Common
Surgical Problems in Neonates
ï‚· Common
Childhood Infections
ï‚·
Vitamin Deficiencies Adolescent Health
ï‚·
Adolescent health problems
ï‚· Risky
behaviors
ï‚· Life
skill education
ï‚·
Adolescent counseling
|
Lecture
cum discussion
Demonstration of common paediatric procedures
Supervised clinical practice in Paediatric OPD, ward, Under five clinic,
Immunization clinic, Pulse Polio Program, Nutrition Centers/ ICDS
Field
visit to Anganwadi, child guidance clinic , clinical practice/ field practice
Paediatric
OPD, Ward, Under five clinic, Immunization Clinic, Pulse Polio Program,
Nutrition Centers
|
Essay,
short answers and MCQ
Assess
clinical performance with rating scale
Assess
each skill with checklist
OSCE/ OSPE
Evaluation
of case study
|
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III
|
20
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Develop an
understanding and in depth knowledge about the role of community health
nurses in various specialized areas
|
Specialized
role of community health nurses
ï‚·
Geriatric Health care
ï‚·
Palliative care
ï‚·
Oncology nursing
ï‚·
Rehabilitation nursing
ï‚· School
health nursing
ï‚·
Occupational health nursing
|
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IV
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5
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Describe the
role of community health nurse in the promotion of mental health
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Community
Mental Health & Counselling
ï‚·
Depressive disorders
ï‚·
Substance abuse
ï‚·
Dementia
ï‚·
Adolescent Counselling
ï‚·
National Mental Health Program
|
Lecture
Discussion
Case
discussion
Clinical
practice
|
Essay
Short
answers
Assessment
of patient management problems
|
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V
|
5
|
Discuss the
role of nurse in disaster management
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Disaster
management
ï‚·
Natural and manmade disaster
ï‚·
Disaster cycle
ï‚·
Community awareness, disaster preparedness and management
ï‚·
Management of epidemics
ï‚· Safety
and security
ï‚·
Counselling
|
|
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VI
|
5
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Discuss quality
assurance in community health nursing
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Quality
Assurance in community health nursing practice:
Standards
of practice
ï‚·
Overview of standards of nursing practice
ï‚· Indian
public health standards
ï‚·
Quality assurance program
|
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VII
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5
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Describe and
apply problem solving approach in the public health nursing field practice
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Use of
problem solving approach
ï‚·
Problem solving process and approach
ï‚· Steps
and methods of solving problems in the public health practice area
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Lecture
Discussion
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Do a simple
group project using problem solving approach
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VIII
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20
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Gain an
understanding of principles of public health management, supervision and
administration of primary health centre
|
Management
including Health Center Management
ï‚·
Management
ï‚·
Definition, principles, elements
ï‚· Health
center management
ï‚·
Maintenance of stock
ï‚·
Procurement of equipment, supplies, medicine and vaccines
ï‚·
Inter-sectoral co-ordination
ï‚·
Management/Health information evaluation system in primary health care
ï‚·
Documentation
o
Incidental report
o
Drafting, noting
o Charting
o Reports
ï‚·
Writing unit report, Performance appraisal, weekly/monthly and annual
ï‚·
Reports of the area, sentinel reports, death reports/birth report/vaccination
reports, reports of ADRS, notifiable disease reports, reports of family
planning activities, Guidance, Staff assignment, Material management
ï‚·
Maintenance of Records and Reports of peripheral and health Centre
ï‚·
Supervision
ï‚· Aims,
objective, principles
ï‚·
Qualities, responsibilities of supervisor
ï‚·
Methods of supervision and techniques
ï‚·
Practice standards policies, procedures and protocols
ï‚·
Quality assurance program
ï‚·
Duties, responsibilities of various health personnel of the health team
ï‚· Staff
development
ï‚·
In-service education, Continuing nursing education
ï‚·
Professional trends, Code of Ethics and conduct
ï‚·
Professional organization
ï‚· Human
resource management
ï‚· Soft
skills
ï‚· Team
management
ï‚·
Professional, ethical and legal issues
ï‚· Rights
of clients (Consumer Protection Act, Medico-Legal cases)
ï‚· Health
care policies and public policies
ï‚· Health
economics and cost-effective health care
ï‚· Ethics
and cost-effective health care
ï‚· Role
development of the nurse practitioner in primary health care (implement the
role development of the advanced practice nurse including teacher, advocate,
clinician, consultant, collaborator and manager of systems)
ï‚·
Interdisciplinary collaboration and the Nurse Practitioner in Primary Health
Care
|
Lecture
cum discussion
Seminar
Skill
training
Role play ,
soft skills, team management
Written
assignments
Preceptorship
Mentorship
|
Essay,
short answers and MCQ
Assessment
of problem solving exercises
Assessment
of the assignments
|
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IX
|
5
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Demonstrate
understanding of leadership and supervision and use them in public health
settings promoting collaborative and effective teamwork
|
Leadership
and Supervision
ï‚·
Leadership
ï‚·
Supervision
ï‚· Types
of leadership and supervision
ï‚·
Challenges
ï‚·
Leadership and supervision at various levels
ï‚·
Community health team and team building
ï‚·
Working as interdisciplinary team member
|
Lecture
Role play
Case
studies
|
Short
notes
Essay
|
Lecture
Role play
Case studies
Short notes
Essay
Regulation - 13. LIST OF PRACTICAL ACTIVITIES.
Patient Care Assignments
Writing of nursing care plan
for assigned clients across the lifespan
Writing case studies
Case presentations
Writing observation reports
Writing field visit reports
Planned health teaching
Individual
Group
Project
Bedside rounds/clinics
Sub center and Primary
Health Centre Management plan – Designing
Supervision techniques -
Writing unit report, performance appraisal, weekly/monthly and annual reports
of the area, sentinel reports, death reports/birth report/vaccination reports,
reports of ADRS, notifiable disease reports, reports of family planning
activities
o Guidance, Staff
assignment, Material management
Maintenance of Records and
Reports of peripheral and health center
Regulation - 14. LIST OF COMPETENCIES.
I.
Collection of various specimens and their
interpretations
Blood
CBC
Hb estimation
Smear for MP, MF
Urine Analysis
Sputum smear for AFB
Skin smear
Vaginal smear
VIA
PAP smear
History taking
Perform general health
assessment
Assessment of Respiratory
system
Cardiovascular system
Abdomen
Breast
Adult Health Assessment
Neonatal (Normal &
High-risk)
Paediatric
Geriatric
Mental Health
II.
Haemogram
Assessment of nutritional
status
Identification of
nutritional deficiencies
Investigating an outbreak
Blood sugar estimation and
interpretation of result
Plotting and interpretation
of Partograph
Vaginal examination
Speculum examination
Conduct Normal deliveries
AMTSL
PPH Management
Episiotomy and suturing
ENBC
FP counselling
IUCD/PPIUCD insertion
Assessment of growth and
development
Newborn
Infants
Toddler
Preschool children
School age children
Adolescent
Immunization
NBR
CPR Child
Mental status examination
Administer vaccines and
medications
Efficient and effective
management and supervision of PHC
Writing various reports
Report of field visits: DH,
CHC and PHC
Preparation of job
description for different health personnel
Preparation of drug
requirement (based on calculations) for CHC
Planned health teaching for
individual and group
Health talk using
appropriate AV aids
Preparation of IEC materials
Prepare policies/protocol
based on quality assurance model (in any one unit)
Fiscal management (prepare a
budget)
Plan and conduct nursing
staff development program
Indenting and inventory
control
Group work/Mock drill on
disaster management
Performance appraisal of
nursing personnel
Formulate job description
for nurses
Develop duty roster for
nurses
Prepare an organogram
Prepare physical layout of a
hospital
Observation and functioning
of modified plan of operation in NMEP at PHC
Observational visit to RCH
and immunization clinic
Observation of anti-larval
operation and vector control measures
Participation in review
meetings
Insertion and removal of
Copper T
Breast Self-Examination
III.
Assessment of growth and development
School age children – 2
Adolescent – 2
IV.
Give care to assigned pediatric patients
Case History
Pediatric IP – 10
Pediatric OP – 15
V.
Participatory report of immunization as per national
schedule
Case history
Obstetrics (PHC, CHC, HSC -
10)
Obstetric high risk
(tertiary/secondary level) – 10
Gynaecology (CHC, PHC, HSC) –
5
Nutritional assessments for
antenatal and postnatal women, under five children, adolescent boys and girls,
adult men and women, geriatrics
Preparation of nutritional
diet for different age groups