Department Head message
About the Department
Attainment of optimum health is the desire of every individual. Nursing is an applied health discipline based on scientific knowledge with multi-faceted responsibility and role for the individual, family and society in meeting their health care needs. In Ethiopia, the doctor, health officer, nurse and midwife to population ratio is 0.7 per 1000 population, far behind the minimum threshold of 2.3 doctor, nurse and midwife to 1000 population ratio required to ensure high coverage with essential health interventions. Health worker density ranges from 0.24 per 1,000 populations in rural areas to 2.7 per 1,000 populations in urban areas. Between 2008 and 2013, The health workforce density in Ethiopia has increased from 0.84 to 1.3 per 1000 population, indicative of an improvement in supply and availability of health workers. The marked improvement in the availability of health workers is due to massive scale up of training and education in the last two decades. To be part of this change, Department of Nursing started to offer the program since the establishment of Samara University in 2012. The field of nursing is becoming more diverse and continues to be in high demand each year with a full of exciting opportunities. Being a part of the prestigious health care team that directly cares for patients and impacts their lives to such a significant degree is both challenging and extremely satisfying.
Department of Nursing is led by dedicated faculty members who are committed to bringing the students the most current evidence-based teaching and to becoming competent and qualified nurses in clinical practice and research. Our faculty members are committed to our shared goal of providing quality health care services to our nation especially to these living in most vulnerable areas like Afar. Department of nursing works with nearby hospitals and health centers closely to offer our nursing students a unique and comprehensive opportunity to gather both theoretical knowledge, and clinical practice experience. The department endeavor to engage students in and out of the classroom in diverse hospitals, health centers and community settings.
We have been offering undergraduate programs leading to BSc. in nursing, with regular, post basic and extension programs. We have played an indispensable role to improve the health care need of the Afar region and to reach out the educational aspires of many more health professions. We will continue to establish and strengthen our regional, national and international collaborations in support of our vision for the department and its stakeholders.
On behalf of the department of NURSING, I encourage nursing students to work really hard and give it their best at all times and while facing difficulties to think of their future greater goal and stay impregnable through-out their academic life. Once again, I take this opportunity to welcome students to a new beginning, to a new journey!
Abubeker Alebachew Seid
Head, Department of Nursing
132, Semera, Afar, Ethiopia.
Mission and Vision
The department of Nursing is dedicated in producing competent graduates, conducting and releasing problem solving research outputs, and providing need-based community services to foster health development of the nation.
To be one of the top five leading Nursing department in pastoral and agro-pastoral community through one health development in East Africa.
The Department of Nursing offers courses in comfortable classrooms that it shares with other departments of the College of Medicine and Health Science. Furthermore, the Department has a well-equipped skill lab for practical courses to teach students before hospital attachment.
The Department Head
The Department Head is selected from among the teaching staff of the department on the basis of merit and interest as soon as the college announces the vacancy for the post. The term of office of the Department Head is two years. Currently, Mr. Abubeker Alebachew Seid is serving as Head of the Department.
P.O. Box: 132, Semera, Afar, Ethiopia
- To equip nurses with a complex mix of knowledge, skills and attitudes and preparing competent graduate nurses to their professional roles expected in the broader society.
Specific program objectives/outcomes
To prepare competent graduate nurses who are able to:
- Provide high quality comprehensive nursing care in ethical and professional manner at individuals, family and community levels at all level of health care settings
- Manage common MCH, RH, emergency and mental health problems
- Promote and prevent disease at individuals. family and community levels at all level of health care settings
- Lead and manage nursing care services
- Engage in nursing education, research and advocacy that will improve and enhance nursing profession and services
Domains and competency statements
- The comprehensive nurses apply the knowledge, attitude and skills acquired from social, behavioral and public health sciences on the basis of high quality, culturally relevant and appropriate health services to clients in all age groups.
- The comprehensive nurses apply professionalism, ethical and legal practices through demonstrating standardized nursing care that is consistent with moral, altruistic, legal, ethical, regulatory, and humanistic principles. Client-centered care is providing holistic care that recognizes individuals’ preferences, values and needs and respects the client or designee as a full partner in providing coordinated, age and culturally appropriate, compassionate, respectful, safe and effective care.
- The comprehensive nurses provide holistic nursing care through a direct interaction with patients, families and groups of patients to promote health or well-being and improve quality of life. Comprehensive nursing care will be provided by applying five distinct and sequential processes: assessment, diagnosis, planning, implementation and evaluation).
- The comprehensive nurse graduate should attain as regards to communication, use of technology and application of basic principles of communications. They are also expected to acquire empathic communication skills and techniques for effective interpersonal relationships with people and other professionals in health care settings.
- The competences expected under the leadership and managerial domain involves working as a team leader, change agent, patient advocator, planner and mentor for the wellbeing of clients, rapid recovery, independence and safety through efficient use of scarce resources and instituting a continuous performance improvement process.
- Actively engage in scientific research endeavors, interpretation and application of evidences in clinical practice and quality improvement interventions.
- A comprehensive nurse professional must actively engage in educational quality improvement initiative and demonstrate competence in the domain of educational & professional development.
Program admission requirement (eligibility)-Generic
Candidates must be a natural science student in secondary school & preparatory classes and full fill the
• Meet the set criteria of the Ministry of Education for degree students to join higher learning institution
• Physically and mentally fit for nursing service
• Preferably, those who choose to enter the profession.
Academic Program Duration and total study hours
• Duration = 4 years; year based
• Total EtCTS= 260 (according to the 2021 harmonized curriculum draft)
Each course/modules have their own assessment methods along with test weight. Letter grades shall be given based on the points earned out of 100. The letter grading system has a fixed scale as described in the table below.
|Raw Mark Interval-[100 %]||Corresponding
Fixe d Number
Promotion /advancement from one course/module /year to another course/module/
- Students are required to achieve a passing mark of C (55%) in knowledge based and C+ (60%) in performance assessments that will be conducted before their transition from one core modules to another core module and transition to internship program (pre-internship assessment) respectively.
- Any student scoring below 60% in core modules in hospital or community based clinical practice assessment should repeat the clinical attachment for at least one month and get reassessed to verify improvement.
- A student who scores C¯ or D in overall modular assessment of major modules will be allowed to take the next module/s while concurrently repeating the modules he/she scored C¯ or D.
- A failure (F) in the performance of the second attachment would suffice to delay the student by one year.
- Any student scoring below 50% in core modules in school based assessment, including written exam, simulation based assessment and PBL progressive assessment should take re-exam in two weeks’ period. Achieving at least 50% in overall school based assessment is a requirement to join the modules’ clinical practice.
- A student who scores C—in supportive and common courses could progress to take the next
modules/semester/year given that his/her cumulative GPA is inacceptable range.
- A student who scores D in supportive course should take re-exam although he/she may have GPA of 2.0 or more. But for common courses, scoring D does not prohibit students to progress to the next level given that his/her GPA is inacceptable range
- A student with F in any of the modules must repeat the course/module as long as his/her
cumulative GPA is inacceptable range.
Probation and Dismissal
• As per harmonized senate of Samara University Registrar Office in consideration with the department special issues.
- Students are required to achieve a passing mark of C (55%) in knowledge based and C+ (60%)
in performance assessments in core modules and comprehensive exit exams to qualify for
- A student cannot graduate with a grade point average (GPA) of less than 2.0 out of the 4-scale
grading system. That being said however, he/she should at least score a minimum of
C+(>60%) and above for all major modules and C (≥55%) for supportive courses (SPH) to be
eligible for graduation.
Upon successful completion of the Four years program, the graduate will be awarded the degree of “Bachelor of Science in Nursing” and in Amharic ‘የሳይንስ ባችለር ዲግሪ በነርስነት
Student demography (2014 E.C)
|1||First||—||—||—||Preparatory /common Course|