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History
Of Nur
sing In
Sudan

Dr/Ahm
ed Abde
lnaby
 History Of Nursing In Sudan
• 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
• 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 associated to the
ministry of higher education with self
autonomy .
• The number of registered students increased
gradually.
 High Nursing College
• 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
• In 1994 the nursing college became part of
the University of Khartoum under a new
name “Faculty of Nursing Sciences”
• Based on the reputable(dependable)
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.
 Curriculum Development
• 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
• 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
• 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…
• 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
• Philosophy
– Identify major concepts that will be threaded
throughout courses
– Examples
• Evidence-based practice
• Health Informatics
• Communication Skills
• Interdisciplinary teams
• Quality in Health
• Infection Control
 The Second Step is…
• Organizing framework
– 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
 Terminal Objectives
• Educational Outcomes
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
• Level objectives or course objectives
– 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
• 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
 Learning & Teaching Activities
• 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
• 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
 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.
• Evidence-based nursing practice is emphasized in all
courses.
 The 2006 Curriculum
• 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

• 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 nursing diagnoses that reflect the
client's health needs and priorities
 Old & new curricula/1
• The new curriculum is tailored to have the
following characteristics:
Community-oriented
Outcome-based
Student-centered
• 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 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
• 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
 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
• Is 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.
 Teaching and learning Methods
Methods for Theoretical part :
• Group discussion
• Interactive lectures
• Seminars
• Problem solving case studies
• Tutorials
• Assignments
 Methods for Practical training
• 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.
• Home visits
• Field work
• National training
• International training
• Student research
• Residency program for honor students
 Students Evaluation
• Theoretical:
 Continuous evaluation (Practical training ,quiz,
discussion, seminars presentation & projects).

 Final written /practical examination

( 60% for the practical and 40% for the
theoretical).
 Curriculum Evaluation
• Achievement of objectives
• Outcome quality
– College exams results
– Nursing council Qualifying examination
– Surveys for client satisfaction
– Employer satisfaction survey
• 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
• Hospitals
• Health centers
• Specialized centers
• Other community institutions
 r e
a t u
N
They End
j o
E n