UR - Elearning Platform

This module is created for self learning to enhance ICT supported teaching skills. It is part of requirements of the UR-Postgraduate Certificate for Learning and teaching in Higher Education (PGCLTHE) especially the 3rd module of the program (E-learning: Ressource Development and Studentn Support) Facilitated by Dr Nduwingoma Mathias.  

This module will include a brief introduction to general principles of clinical pharmacology in relation to pharmacodynamics and pharmacokinetics, including topics such as roles of nurses in relation to pharmacology, drugs sources, drugs evaluation/ development, drugs names (generic vs. brand) medication safety, etc.

Apart from general principles of pharmacology, drugs acting on the following systems will be covered: Nervous (central/ peripheral/ autonomic); endocrine, reproductive, cardiovascular, renal, respiratory, gastrointestinal, chemotherapeutic agents, etc.

The module will cover principles and theories for nursing pharmacology with focus on drugs commonly used in Rwanda (Reference: National Essential Drugs list issued by MOH).

The course equips the students with the knowledge and skills to appropriately use and apply decision support systems in healthcare

This course provides an in-depth exploration of the pathophysiology, clinical presentation, laboratory diagnosis, and management of major haematological disorders, with emphasis on coagulation, anaemia, thrombosis, and special haematological considerations in pregnancy and paediatrics.

The course begins with the principles of blood coagulation and haemostasis, outlining the normal physiological mechanisms that maintain vascular integrity and prevent abnormal bleeding or clotting. Students are introduced to bleeding disorders, covering their causes, clinical manifestations, vascular and platelet abnormalities, laboratory investigative approaches, and therapeutic strategies.

The module further examines coagulation disorders, distinguishing between hereditary and acquired conditions, their clinical features, diagnostic evaluations, and treatment modalities. This is followed by an in-depth study of thrombosis and anti-thrombotic therapy, where students learn about the causes, types, pathology, clinical features, diagnostic investigations, and therapeutic interventions, including modern antithrombotic agents.

The second half of the course introduces anaemia, including key definitions, epidemiology, and general clinical and laboratory concepts. Students will study the classification of anaemia using physiological (RBC indices), etiological, and morphological approaches. This includes anaemias due to reduced production, ineffective erythropoiesis, globin or haem synthesis defects (e.g., thalassaemias, haemoglobinopathies), increased red cell destruction (haemolysis), and acute blood loss. The course also emphasizes the laboratory investigation of anaemia, treatment strategies, and basic principles of blood transfusion practice.

Finally, the course addresses pregnancy and paediatric haematology, focusing on the unique haematological changes during pregnancy, neonatal and infant blood disorders, and the laboratory investigation of haematological abnormalities in these special populations.

By the end of this course, students will have a strong foundation in clinical haematology, enabling them to integrate knowledge of disease mechanisms with laboratory and clinical approaches for diagnosis and treatment of common and complex haematological disorders.

This module focuses on the detailed study of Red blood cells both in normal and pathological conditions. It mainly emphasises the laboratory study of anaemia and other related disorders. The aim of this module is to equip students with the skills to effectively diagnose this 'silent killer' condition

Hematology is a branch that is concerned with blood, the blood-forming organs and blood diseases. Hematology includes the study of etiology, diagnosis, treatment, prognosis, and prevention of blood diseases

This module explores key concepts of the design and operation of information technology systems that are applied at the point of clinical care. 

The Clinical Investigation and Decision Making course equips students with the knowledge and skills required to evaluate patients systematically, interpret clinical data, and make evidence-based decisions in various medical scenarios. Students learn how to gather and analyze clinical information, formulate differential diagnoses, select appropriate investigations, and apply critical reasoning to reach accurate diagnostic and therapeutic decisions.

This is a clinical placement module that should be conducted in different specialties in Ndera Psychiatric hospital. These specialties include Occupational therapy, consultation, neurology, Humura centre, Kundwa centre units. Students will receive different tools, assignment and procedures on  UR e-learning platform. 

This clinical placement VI will equip the learner with the knowledge and skills in maternal physiology in order to   manage the complexities and abnormalities of pregnancy,labor and postpartum in reproductive process and pathological condition of women and sick neonates with respective nursing care,prevent risk and manage special neonatal problem and complementary therapy in neonate.

The clinical Placement VII is the last clinical placement in program of Bachelor of Science (Hons), Anesthesia, just before the end cycle examination.

The module is intended to prepare the future graduate in Anesthesia to the end cycle examination.

It is made of 40 credits (400 hours)

Welcome to the last module of the program.

As school leaders, you have already developed quality strategic and operational School Improvement Plan (SIP). This module is designed to help you reflect on their implementation and monitoring for learning improvement change at your school. The course will develop and improve your leadership skills through practice. Module units facilitate you to improveyour skills, build confidence and trust among your staff to support you to lead your school for positive change for learning improvement. 

This is a workplace-based learning. The suggested reading materials, resources and tasks will help you achieve the module objectives thereby improving learning at your school. 

Welcome to Module 2 – Leading Continuous Professional development!

 Like Module 1, Module 2 will prepare and facilitate you to improve your leading learning knowledge, skills and competences through workplace-based, practical activities designed to take you step-by-step towards continuous improvement of your professional practice as a school leader.

All of the units of this module facilitate you to reflect, review and share experience on leading teacher continuous professional development (CPD). This will improve your skills, build confidence and bring positive change for learning improvement.  

The suggested reading materials/ resources and tasks will help you achieve the module objectives.

The purpose of this module is to improve your leading assessment competence with a focus on REB leading teaching standards to support teachers undertaking, practising and collecting evidence on student learning performance to drive instruction.

Module 3 will enable you to regularly practice REB leading teaching competencies with a focus on leading teachers to improve their formative assessment skills.  It will also enable your assessment about sharing data on learners’ performance with school educational partners such as SGAC. Each Unit will ask you to focus on your leadership practice and make a reflection on your leading assessment for learning as you complete the assigned tasks. 

During this course of applied anatomy and physiology, you will learn how the knowledge of human anatomy and physiology is put into use in clinical practice.

To complete this course and achieve the intended learning outcomes, you will need to do different activities under the guidance of your tutor/facilitator. Those activities includes attending real time presentation, attending or watching asynchronous presentation or online video, real time Q&A discussions with tutor, independent research and reading of course resources, responding to discussions posts moderated by the tutor, complete individual reflective journal, MQCs type quiz and the end of topic and/module survey.

These activities, however, may vary depending on the topics and the intended learning outcomes.

The tutor/facilitator will be moderating discussions and providing feedback and advices. Feel free to contact him and ask questions anytime, whether he is online at that time or not. 

This module prepares the student to professionally provide care that meets basic health needs of the individual, family and community.This module also introduces the student to the profession of nursing and how to deal with different nursing situations in an ethical manner and within limits of the law. It also provide the future professional of theoretical and skills to deal with emergencies using first aid principles and guidelines  The concepts of wellness and caring are presented as they relate to the individual client needs as well as specific roles of the nurse/midwife.

Learning Outcomes

At the end of the module, student will be able to:

1. Define concept and terminologies related to nursing and emergency care
2. Describe the origin & History of nursing profession
3. Explain the  principles of professionalism and ethical standards in nursing
4. Explain fundamental principles of nursing care
5. Demonstrate empathy and respect during the nursing care
6. Demonstrate different techniques that are critical to meeting comprehensive needs of the patient.
7. Demonstrate an understanding of use and care of various hospital equipments and materials.
8. Demonstrate the process of patient admission, discharge and accurate reporting.
9. Demonstrate an understanding of principles of infection prevention and their application during infection control.
10. Demonstrate different ways of drug administration
11. Demonstrate ability to position and lift patients correctly and safely.
12. Demonstrate ability to apply the nursing process during patient care.
13. Demonstrate a positive image of the nursing profession 
14. Describe the basic principles and scope of first aid
15. Describe situations requiring first aid
16. Discuss interventions to administer first aid
17. Evaluate situations requiring emergence care
18. Demonstrate techniques of administering first aid appropriately
19. Provide safety precautions to prevent injuries 
20. Appreciate the need to transport a casualty safely
21. Demonstrate willingness and motivation to provide first aid

The ability to record an accurate and complete patient history and to examine the patient appropriately in response to the described history are the basic skills that all medical clinical officer students must acquire at an early stage of training.

"The Sense of the Adult Patient Clinical Examination" provides a valuable practical guide for medical clinical officer students when introduced to a new patient. Understanding the Adult Patient Clinical Examination", the student receives: practical tips for recording all aspects of the patient's history, including the current complaint, medical history and family history; and a detailed guide on how to perform physical exam of each body system.

aims and content

To enable the learner, perform a complete assessment of the patient by obtaining and organizing proper information from both the history taking and physical examination

Pre-requisite or requisite modules: Introduction to general anatomy and physiology, Applied Anatomy and Physiology, Fundamentals of community health, principles of biomedical sciences, Fundamental of nursing& Nursing techniques 

Learning Outcomes

Cognitive/Intellectual skills/Application of Knowledge

• Definition of medical terms
• Identification of ethical issues in clinical care
• Describe the process of history taking and examination of patients

Communication/ICT/Numeracy/Analytic Techniques/Practical Skills

• Perform properly the techniques of basic Clinical History Taking
• Perform properly the techniques of basic physical examination, system by system.
• Make an organized medical record of the clinical data using the details of history taking and physical examination.
• Relate the theoretical knowledge to the clinical history and physical examination in order to build a relevant differential diagnosis

 Attitudes

• Appreciate the importance of making a proper patient assessment, diagnosis and proposing appropriate treatment.

Indicative Content

• Common terms used in clinical assessment
• Ethical consideration in clinical examination of patients
• Process of Clinical history taking and Physical examination of patients
• Clinical history taking system by system
• Techniques of basic physical examination, system by system

Learning and teaching strategy

• Classroom discussion
• Small group discussion
• Lectures
• Role play
• Simulation

Teaching/Technical assistance

• Tutorial assistant staff
• Skills lab staff
• Video/audio

Assessment Strategy

• Individual and small group assignments
• Test
• Exam

 Strategy for feedback and students support during module

Verbal and written feedback

•One -on-one discussion

•Small group discussion

•Large group discussion

• Electronic means (Group e-mail, website/e-learning)

Indicative resources/Core text:

1. Making sense of clinical examination of the adult patient: a hand on guide, Model, Holdder Arnold, 2006
2. Gylys, B. A. (2005). Medical Terminology Systems A Body Systems Approach. University of Toledo: F. A. Davis Company.
3. Howe, M., Marks, G., & Smith, M. T. (2013). GUIDE TO HISTORY TAKING AND. Medical School University College London.
4. Fishman, J. M., & Cullen, L. M. (n.d.). Histor y Tak ing in Medicine and Surger y Third Edition (Third Edit). University of Oxford.

 Teaching Team

        i.            BIGIRIMANA JEAN BOSCO (geobig1@yahoo.fr/0788858329)

      ii.            WABWIRE PAUL FRANCIS (wabwire1972@gmail.com/+256772654659)

This module prepares the student to professionally provide care that meets the basic health needs of the individual, family, and community. This module introduces the student to the profession of nursing and how to deal with different nursing situations in an ethical manner and within limits of the law. It also provides future professional with theoretical and skills to deal with emergencies using first aid principles and guidelines.  The concepts of wellness and caring are presented as they relate to the individual client needs as well as specific roles of the nurse or Clinical officer.

Learning Outcomes

At the end of the module, the student will be able to:

1. Definition of key terms of Nursing
2. Identify the possible investigations and interventions required to deal with medical and surgical conditions.
3. Understand and practice different nursing procedures
4. Apply critical thinking in the Nursing process                                                                      5.Perform medico-surgical nursing techniques associated to various conditions

6. Apply the nursing process in the care for clients with various conditions.

7. Demonstrate empathy and respect during the nursing care

8. Be sensitive to client health needs

9. Reflect a positive image of the nursing profession 

10. Be calm and responsible towards emergency situations.

11. Appreciate the need to transport a casualty safely

It is 10 credit module, aiming at empowering the students with ability to understand and design health research study using appropriate research and analytical techniques