Debre Tabor University Nursing Department

By | 23/06/2022

Debre Tabor University Nursing Department

Debre Tabor University Nursing Department – Check Below:

  • Nursing

Nursing department was launched in 2014 with the aim of training BSc nursing specialties (neonatal, pediatrics, OR, and others of national interest). Nursing works in the promotion of health, prevention of illness, and the care of ill, disabled and dying people. The department is working towards training competent nurses that will work on improving health care practice; providing high quality promotional, preventive, curative and rehabilitative health services for the community; conducting problem based health and health related researches that will help to address the communities’ problems. With key nursing roles in health promotion, safe environment, research, health policy and systems management and education and based on national needs and interests, the department has future plans to launch programs in the undergraduate and postgraduate studies. To this end, the department is conducting need assessment for BSc Generic and psychiatric nursing to open it by next year/2009 E.C. Currently, the department has two batches of upgrade neonatal nursing, one batch of upgrade pediatrics and child health nursing and one batch extension in the continuing program. For effective implementation of these programs, the department has 13 staffs (2 Lecturers, 3 at study leaves and 8 Graduate assistants).

  1. Coordinators (Biomedical, Clinical, Skills Lab, SPH, EDC)
  • Biomedical Science

Founded in 2013 with the establishment of the college to support the implementation of the innovative hybrid curriculum of the Medical and Midwifery curricula. With its best effort, the department has established five biomedical science laboratories and tried to equip them with basic materials. Students are engaged in practical session for the theoretical aspects of their education given in the class. The department is trying to make the teaching learning process practice based.  The department currently has 14 staffs (9 lecturers, 2 at study leave and 3 Graduate assistants)
Partial view of Biomedical Science Labs

  • Debre Tabor University Nursing Department Clinical Science

This unit was established for the best implementation of the innovative curriculum. It follows the proper implementation of clinical site teaching and attachments. As the curriculum needs early clinical exposure for its better implementation, the unit is striving towards competency and case based teaching in hospitals/health center.

  • Debre Tabor University Nursing Department Skills Laboratory

Knowledge, skill and attitude are the domains of education that determines the competencies of any professional. The skills lab was established in 2013 during the establishment of the college to give students chance to improve their skills in simulation centers before they go for clinical sites.

  • Social and Population Health (SPH)

Established in 2013 under college of health sciences, SPH is playing a major role in the design and implementation of the hybrid innovative curriculum, educational philosophy and strategy of the University. Lead by independent coordinator, it provides teaching services in the hybrid innovative curricula modules for undergraduate Medical, Midwifery and Nursing students and courses for Anesthesia, Medical laboratory and midwifery and nursing extension students.
To have holistic health care professionals, starting from the first year; Medical, Midwifery and Nursing students are deployed to the community to conduct weekly community visits guided by their instructors and checklists & finally prepare, report, present and discussed in seminars. In addition to the weekly community visits, students will have phases of community based training program (CBTP) every year until their year of graduation. This equips students the necessary knowledge to diagnose community health problems and design, conduct, analyze, present and report small scale research and conduct social, environmental, reproductive and nutritional surveys and interventions. At the end of the day, students will be assigned to conduct team training program (TTP) and Student Research Projects (SRP).
With quality community based education, the SPH is striving to produce competent, communicative, confidential, entrepreneurial, socially empathic, ethical and compassionate health professionals, who can provide quality professional services for individuals, family and the community at large. The department also sets future plans to begin postgraduate studies in epidemiology, reproductive health and general public health. Furthermore, it has plans to establish demographic surveillance survey (DSS) site under the umbrella of Guna Tana Integrated Field Research and Development Centre (GTIFRDC) of the University established for two purposes: 1). To create opportunities for students to learn by doing, have real experiences on their learning and 2). To integrate education, research and service aimed at improving the lives of society. The department currently has 17 staffs (1 Assis. Prof., 6 Lecturers, 4 at study leave and 6 Graduate assistants).

  • Health Science Educational Development Center (HSEDC)

College of health sciences established health science education development center (HSEDC) to lead and coordinate quality assurance and program monitoring and evaluation. Quality assurance is guided by educational standards and benchmarks defined by the World Federation of Medical Education and the Higher Education Relevance and Quality Agency (HERQA). HSEDC was established:

  • To oversee the implementation of curriculum, develop standard guidelines for teaching and assessment and make necessary adjustments along the way by establishing curriculum review committee.
  • To self-review educational inputs, processes and outputs (including human resources, physical infrastructure, teaching/learning processes in classroom, skills lab, biomedical lab, clinical and community setting, student and performance assessment, management and governance) semi-annually.
  • To organize regular faculty development and support programs on instructional methods, technical updates, research, leadership, etc.
  • To develop and maintain exam banks and coordinate, review and administer student assessments.
  • To evaluate teaching/learning effectiveness by systematic collection of feedback from students midway and at the end of each module or attachment and use it for program improvement.
  • To follow evaluations of instructors and their peers and modules/rotations at the end of module delivery.
  • To undertake annual assessments of the program by the teaching staff.
  • To prepare exit interviews at graduation and for all those who drop out for any reason.
  • To monitor students’ pass rate in national qualification (pre-licensure) exam and comparing it with other schools.
  • To establish alumni of graduates as a mechanism to assess their career choice and development.
  • To evaluate graduates’ performance including obtaining feedback from employers and society and use the information for program improvement.
  • To review curriculum every four/six years to be led by the curriculum committee under the HSEDC.



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