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Curriculum

The Board of Studies activities are carried out by the faculty of the departments. Professors, Associate Professors and Lecturers and Tutors / Clinical Instructors are in-charge for B.Sc (N) and P.B.B.Sc (N) and only Professors, Assoc. Professors and Lecturers are in-charge for M.Sc (N).

The required hours are allotted to OBG Nursing faculty members by respective class teacher. The units are allotted to all the faculty members by the HOD. All the faculty members in the department should supervise the students in the clinical area.

Evaluation of the theory is done by conducting unit test, giving assignments and presentations and in the clinical area by the performance appraisal of students in each rotation.

The examinations are conducted in the month of August for B.Sc (N) and July for P.B.B.Sc (N) and M.Sc (N).

Teaching, Learning Evaluation

Academic Plan
The department of OBG (N) has established in the year 2003 with the objective to assist students in developing expertise and in-depth understanding in the field of Obstetrical and Gynaecological Nursing.

Course Detail
In the year 2009, Kasturba Gandhi Nursing College got affiliated to Sri Balaji Vidyapeeth Deemed University. The curriculum and co-curricular activities are followed under the guidance of Board of Studies. For B.Sc (N), Master / Clinical Rotation Plan made to meet the requirements of theory and practical are hours 90 hours and 600 hours, respectively. To accomplish the requirement, students are sent to our hospital and community health centres for their clinical posting. For M.Sc (N) 150 hours in theory and 650 hours in practical totaling to 800 hours. To accomplish these, the students are sent to various obstetrics and gynaecology wards related to maternity for their clinical posting.

Student: Teacher ratio
Ratio of teacher to students allotted for UG is 1:10 and PG is 1:2. Clinical supervision and other activities are guided by above mentioned ratio. Academic plans are made for class teaching, lectures, demonstrations, seminars, symposiums, panel discussions, clinical presentations, assignments, workshops, conferences, health education, etc., and extracurricular activities.

Clinical and practical sessions
During clinical session students are trained to perform various procedures like history collection, antenatal, postnatal and newborn assessment, care of high risk mothers and newborn, awareness about family welfare services, other skilled procedures like conduction of normal vaginal delivery, assisting for instrumental deliveries and maintenance of different kind of records and maternity and birth register, etc. Individual attention has been given for each student to gain hands-on experience.

Methods of Evaluation for Internal Assessment
Internal assessment marks for theory documented based on the student's performance in unit test, revision test, model exam - 40%, assignments - 10%, record and class teaching - 10%, attendance -20%, discipline and conduct - 20%. Practical assessment done for 50%, out of that, exam performance will be calculated for 10%, viva - 5%, record completion - 10%, clinical evaluation - 2%, spotters - 8%, case study - 5%, discipline and attendance - 10%.

Tutorial Class
Based on the overall performance, slow learner students are identified and arranged for additional coaching classes, counselling session, participation in other activities based on the individual needs. Social mini unit test is held and progress report sent to their parents for information. Previous year question bank is issued for special preparation in order to score good marks in university exam.

Mentor - Mentee Programme
Mentor Mentee programmes highlighted for special needy students. Result register and report from the faculty provides the information about progress of the student. Students are graded according to their performance - Excellent / Distinction / First Class / Second Class / Average and Poor. The department has had 100% result from Batch I to Batch III of which Batch III has had 62% distinction. First and Second Class students are awarded for their best performance in theory and clinical.

Advanced learners are also identified and were motivated to participate and present papers in inter-collegiate quiz program, essay competition, poster presentation, scientific academic forum, journal club, seminars and panel discussion. After everything else, we uphold feedback for faculty and students to explore and get better position and excellence of teaching and learning practices in the field of OBG Nursing.

INNOVATIVE TEACHING PRACTICES

The department of OBG follows various innovative practices which go a long way in building and strengthening the department.

1) Spotters: Articles of clinical interest are collected and displayed in the MCH lab. The students are then asked to write significant features of each item on display. This helps the students in identifying and learning about the article in detail.

2) Immunization Clinic: The 8th semester students are posted in the postnatal units, to administer various vaccinations to the newborns. This gives them the opportunity to practice what they learn.

3) Pulse Polio: The clinical experience of our students is enriched by co-ordinating our community services with those offered by the Government. Pulse-Polio immunization is one such programme students take active participation in and also in the door-to-door survey.

4) Role Play: Students enact on various topics which will be easily understood by the general public.

5) Puppet Show: Puppets come to life, as they are handled deftly and skillfully by our students. ‘Puppet Shows’ are staged during the celebration of important days in the calendar year.

6) Poster Presentation: A theme related to the subject is chosen and students are asked to prepare poster based on the theme. Winners are encouraged with prizes.

7) Quiz: Quiz competitions are conducted on important days related to midwifery or in collaboration with SAF – KGNC.

8) Vital Days Celebration: All important days are celebrated by conducting either seminars or panel discussion, based on the theme for the day.

9) Preparation of Models: Students are divided into groups and asked to prepare models like fetal circulation, ectopic pregnancy, vesicular mole and diet during pregnancy, etc., these are then displayed in the MCH Lab.

10) Coaching: Class schedules are put-up regularly and it is seen to it that the students are given intense coaching as per the schedule.

11) Special Coaching for Slow Learners: Based on the internal assessment marks and the general performance in the class, some of the slow-learns are segregated from the class. Special coaching classes are planned and carried out for them. Special attention is given to these students so as to ensure that they are better prepared to perform well in the exam.

12) Progress Report: A report of the academic performance of each student along with their conduct is sent their parents once every 3 months.

13) Self Development: Students are given ample opportunity to develop themselves by participating in SAF, Journal Club, RRC, ITP, NSS, etc.

14) Group Research: Students take up the task of conducting research on “Evidence Based Practices”, groups. This is done in both community and hospital set-up.

15) Feedback: A sincere feedback on the activities of the department is received from the students, faculty and HOD. This helps to know the viewpoints of one and all for better curriculum and teaching methodology.

16) Return Demonstration: According to the requirement, each procedure is  demonstrated to the students by the faculty in the demo room. To know the level of understanding of the students, each student is asked to demonstrate the procedure in the teacher’s presence. This helps the students to be thorough with the procedure before carrying it out on the patients.

17) Interactive Sessions: Apart from the lectures, interactive sessions are held for the students. These sessions help the students to come out with their doubts and have them clarified by the teacher. Also, specific valuable points towards the development of the department are discussed.

18) Subject Records: As an innovative approach, record books are given to the students. Important topics and diagrams are indexed. Students are required to complete the same within the stipulated time and submit to the teacher, which are then evaluated. This is done so as to prepare the students for the examination and also have in-depth diagrammatic knowledge.

19) Use of CD/DVD: Teachers of this department regularly use CDs/DVDs as an AV aid during their lectures.

20) E-learning: Creative assignment work is allotted to the students as team work. Students utilize the webliograph to prepare their assignments.

The Department of OBG aims to adopt various teaching strategies along with conducting CNE programme, workshops, conferences on regular basis based on the emerging trends. The Department plans to revise the curriculum every 5 years. Foster problem based learning that includes case oriented approach for UG and PG students and have sub-clinical specialties at PG level.