Level

Course Structure





Course module Content Level 6 (Advanced Diploma in Sexually Transmitted

Infections (STIs) programme



The course covers all aspects of STIs as follows (all units compulsory)



1) Sexualities, Sexual Health and Public Health.

2) Epidemiology & Control of Communicable diseases

3) Immunology, Virology and Sexually Transmitted Infections.

4) Control of Communicable diseases, Ethics and Human Rights and organizational

Management

5) Health Promotion and Social Education.

6) Health Promotion approaches and methods

7) Project(30,000-words essay covering over 4 months period to demonstrate

your knowledge and understanding of Sexual Health, Communicable diseases,

Sexualities and Public Health, Social, ethical, sociological, psychological, Human

Rights and cultural aspects of STIs/HIV & Social Management): Social

&Organisational management







Students attend the course full-time over two calendar years.



By the end of the course, students should be able to: Demonstrate advanced

knowledge and understanding of the microbiology, virology and immunology of

sexually transmitted infections STIs, including HIV



 Demonstrate knowledge and understanding of the basic concepts of

communicable disease epidemiology

 Communicate effectively with patients and professional colleagues on a range

of medical, social and interpersonal issues related to the care and treatment of

people affected by STIs and HIV



 Demonstrate advanced knowledge and understanding of the microbiology,

virology and immunology of sexually transmitted infections STIs, including HIV



 Describe the laboratory methods used for diagnosing and monitoring STIs and

evaluate their relative scope and limitations



 Demonstrate knowledge and understanding of the basic concepts of

communicable disease epidemiology

 Identify and apply principles of good clinical practice in the care and treatment

of patients with STIs, including HIV



 Communicate effectively with patients and professional colleagues on a range

of medical, social and interpersonal issues related to thecare and

treatmentof people affected by STIs and HIV

 Demonstrate knowledge and understanding of different models of health-care

and evaluate their relative benefits and disadvantages in the field of STIs and

HIV



 Critically assess different approaches to prevention and control of STIs and HIV

in different populations





 Plan, implement, manage and evaluate STIs control programmes.







Graduates from this course go into a broad range of activity relating to

communicable diseases/reproductive health posts and other Social health centres

and institutions.



The modular nature of the course allows students to tailor the course to their own

learning objectives.



Study module: Full-time



Duration: 3 Semesters (or 48 weeks) 3days a week



The course is made up of 160 credits



Six-modules at Diploma Level 6









3B Learning outcomes





Learning outcome

Unit

At the end of the programme the learner will:

 Demonstrate knowledge and

DTCT).1 Sexualities, Sexual Health and Public understanding of the basic

Health. concepts of communicable disease

epidemiology





 Describe the laboratory methods

DTCT).2 Epidemiology & Control of used for diagnosing and monitoring

Communicable diseases STIs and evaluate their relative

scope and limitations





 Demonstrate advanced knowledge

DTCT).3 Immunology, Virology and Sexually and understanding of the

Transmitted Infections. microbiology, virology and

immunology of sexually

transmitted infections STIs,

including HIV





 Communicate effectively with

DTCT).4 Control of Communicable diseases, patients and professional

Ethics and Human Rights and organizational colleagues on a range of medical,

Management social and interpersonal issues

related to the care and treatment

of people affected by STIs and HIV





 Plan, implement, manage and

DTCT).5 Health Promotion and Social evaluate STI control programmes.

Education.



 Critically assess different

DTCT).6 Health Promotion approaches and approaches to prevention and

methods control of STIs and HIV in different

populations





. Be able to Plan, implements,

manage and evaluates STI control.

DTCT).7 Project(30,000-words essay) Provides valuable continuing medical

Social Management) &Organisational education and updating for those already

management working in this field and useful

opportunities to meet and set up links

3C Content





Unit and learning outcome reference Content

Sexualities,Sexual Health and PublicHealth.

DTCT).1

Epidemiology & Control of Communicable

DTCT).2 diseases

Immunology, Virology and Sexually Transmitted

DTCT).3 Infections.

Control of Communicable diseases, Ethics and

DTCT).4 Human Rights and organizational Management

Health Promotion and Social Education.

DTCT).5

Health Promotion approaches and methods

DTCT).6

Project(30,000-words essay) Social

DTCT).7

Management)&Organisational

management





3D Assessment criteria and assessment method



Unit and learning outcome Assessment criteria Assessment method(s)

Demonstrate session  Plan a teaching and learning Observation and assignment

planning skills session which meets the needs of

individual learners

 Evaluate how the planned

session meets the needs of

individual learners

 Analyse the effectiveness of the

resources for a specific session

1) Overall Course aims and Our primary goal is to

objectives: choose a method which

DTCT).1 most effectively assesses

What the course or module is the objectives of the unit

Demonstrate trying to achieve of study. In addition,

knowledge and 2) Learning outcome or objectives: choice of assessment

understanding of the methods should be aligned

basic concepts of Detail of what the student will with the overall aims of

communicable disease need to show that they can do in the program, and may

epidemiology order to pass the course, include the development

guidance on writing course aims

and learning outcomes. of disciplinary skills (such

DTCT).2 3) What makes good or less good as critical evaluation or

answers: problem solving) and

Describe the support the development

laboratory methods

What characteristics of a piece of of vocational

used for diagnosing

work should lead to the award of competencies (such as

what class of mark or grade? particular communication

and monitoring STIs The reasons for assessment: The

and evaluate their or team skills.)

assessment is set to describe

relative scope and standards: presentation, the work

limitations When considering

structure, signposted and word-

assessment/examinations

processed. Criteria to carry

methods, it is particularly

standards like.

DTCT).3 useful to think first about

1.Scores: what qualities or abilities

Demonstrate advanced you are seeking to

knowledge and The assessment criteria is simply the engender in the learners.

understanding of the number you need to get right to achieve

microbiology, virology various marks ( distinction, credit and a Provision is made for eight

and immunology of pass or fail) broad categories of

sexually transmitted learning outcomes which

infections STIs, 2.Accuracy: are listed below. Within

The kind of question and on the kinds each category some

including HIV

of reasons which could lead people to suitable methods are

making errors, and perhaps on the likely suggested.

consequences of a small or large error.

The need to decide on your accuracy 1. Thinking critically and

DTCT).4

criteria. making judgments

Control of Communicable 3) Thoroughness:

diseases, Ethics and The set criteria for the thoroughness or (Developing arguments,

Human Rights and completeness of an answer as well as reflecting, evaluating,

organizational for its accuracy. The standard solutions assessing, judging)

Management to a problem have these steps: One

DTCT).5 mark for each step correctly performed  Essay

and written down:  Report

Plan, implement,  Journal

manage and evaluate  Letter of Advice to....

STI control 4) Use of sources: (About policy, public

programmes. health matters .....)

The Student’sability to find, and  Present a case for an

use, as appropriately, a wide range interest group

DTCT).6 of relevant sources in their work.  Prepare a committee

briefing paper for a

Critically assess specific meeting

 Book review (or article)

different approaches to 5) Use of theory: students'

prevention and control ability to make an appropriate for a particular journal

of STIs and HIV in choice of theory to address a  Write a newspaper article

different populations particular problem or question; to for a foreign newspaper

give an accurate précis of that  Comment on an article's

theory as it applies to the problem or theoretical perspective

question; to apply it correctly, or as

DTCT).7 the author of theory intended, or 2. Solving problems and

imaginatively, or originally; to accept developing plans

Be able to Plan, the theory, or to critique it, or to

implements, manage suggest an improvement, or to (Identifying problems,

and evaluates STI

compare and contrast it with other posing problems, defining

control. Provides

relevant theories, or problems, analysing data,

valuable continuing reviewing, designing

medical education and experiments, planning,

updating for those

6)Referencing: applying information)

The accurate use (how accurate?) of a

already working in this

referencing system is a criterion for  Problem scenario

field and useful assessment.  Group Work

opportunities to meet

 Work-based problem

and set up links

 Prepare a committee of

7) Originality: enquiry report

 Draft a research bid to a

In many areas of student work, realistic brief

originality is valued. But students need  Analyse a case

to clarify what it means. Original as in

'previously unknown to the student?' Conference paper (or notes for a

Or, a higher standard, original as in conference paper plus annotated

'previous unknown to the lecturer'? And bibliography)

how original? Acknowledgement of

variation on previous, work count as 3. Performing procedures and

original, or does it have to be essentially demonstrating techniques

without precedent?

(Computation, taking

8) Clarity: readings, using

equipment, following

laboratory procedures,

Account is taken of communication

skills which are highly valued in the following protocols,

world of work, and usually within, if carrying out instructions)

not always between, disciplines in this

programme  Demonstration

 Role Play

9) A note on combining criteria:  Make a video (write script

and produce/make a

video)

Decisions about the programme relative  Produce a poster

 Lab report

importance. How important is a right  Prepare an illustrated

answer compared to undertaking the manual on using the

correct steps towards that answer? It is equipment, for a

better to face this decision before you particular audience

start marking.  Observation of real or

simulated professional

10)Learning outcome or practice

assessment criterion:

4. Managing and developing

Learning outcomes describe what

oneself

students should be able to do;

assessment criteria describe how well

they should be able to do it. (Working co-operatively,

working independently,

learning independently,

11) Clarifying learning outcomes being self-directed,

and assessment criteria: managing time, managing

tasks, organising)

The way assessment criteria for your  Journal

module are expressed less clearly than  Portfolio

is desirable.  Learning Contract

 Group work

Look at past exam papers and

other assessment tasks; at 5. Accessing and managing

marking schemes; at marked information

scripts; at the reports of the

assessment board; and at (Researching,

external examiners’ reports. investigating, interpreting,

organising information,

reviewing and

paraphrasing information,

12) Using assessment

criteria: collecting data, searching

and managing information

It brings a measure of objectivity. sources, observing and

The list of criteria should be a well- interpreting)

thumbed document by the end of a

session of assessment. Give marks  Annotated bibliography

or grades in line with the set criteria.  Project

 Dissertation

 Applied task

 Applied problem



6. Demonstrating knowledge

and understanding

(Recalling, describing,

reporting, recounting,

recognising, identifying,

relating & interrelating)



 Written examination

 Oral examination

 Essay

 Report

 Comment on the accuracy

of a set of records

 Devise an encyclopedia

entry

 Produce an A - Z of ...

 Write an answer to a

client's question

 Short answer questions:

True/False/ Multiple

Choice Questions (paper-

based or computer-aided-

assessment)



7. Designing, creating,

performing



(Imagining, visualising,

designing, producing,

creating, innovating,

performing)



 Portfolio

 Performance

 Presentation

 Hypothetical

 Projects







8. Communicating



(One and two-way

communication;

communication within a

group, verbal, written and

non-verbal

communication. Arguing,

describing, advocating,

interviewing, negotiating,

presenting; using specific

written forms)



 Written presentation

(essay, report, reflective

paper etc.)

 Oral presentation

 Group work

 Discussion/debate/role

play

 Participate in a 'Court of

Enquiry'

 Presentation to camera

 Observation of real or

simulated professional

practice



Variety in assessment



It is interesting to note

that the eight learning

outcomes listed above

would be broadly expected

of any graduating learner

from a higher education

program. Yet, when

choosing assessment

items, we tend to stay

with the known or the

'tried and true methods',

because they seem to

have the ring of academic

respectability, or possibly

because it was the way we

were assessed as

undergraduates ourselves.



From learners'

perspectives, however, it

often seems as if we are

turning them into 'essay

producing machines' or

'examination junkies'.

When choosing methods it

is important to offer

variety to learners in the

way they demonstrate

their learning, and to help

them to develop a well-

rounded set of abilities by

the time they graduate.





NOTE: Both the assessment Criteria and the assessment methods applied to all the Unit and

Learning outcome. Each (the assessment Criteria and the assessment methods) does apply to

any of the Unit outcome as the case maybe.



Overall assessment criteria

Here is an ambitious description of the criteria for assessing each of the main

aspects of students' work on a health care (STIs) studies to degree level. It could be

developed further -- assessment criteria almost always can. But it gives staff and

students a very good start.

Grade B+ Grade B Refer/Fail

Grade A Grade C

Issue Or 60%- Or50%- E-F(or 39% or

Or 75% + Or 40%-49%

74% 59% less)

Clear focus Some of the Makes no attempt

Mainly

Module’s aims on writing to

focused on

and module is focused on address module

Relevance aims and

to module

themes are aims and module focus

themes

integral to the themes of aims and themes aims or themes of

of the

assignment. the of the the

assignment.

assignment. assignment. assignment.

Good clear

Evaluation evidence

Evaluation Some attempt at

within of No attempt at

Extent of reasonably evaluation

assignment evaluation evaluation

evaluation well carried within

rigorous carried within assignment

out assignment.

and appropriate. out within

assignment.

Analytical and Good Evidence of Limited Unsubstantiated/in

clear developmen findings evidence of valid

Quality of conclusions well tal and findings and conclusion, based

reasoning grounded in shown in conclusions conclusions on

theory and summary grounded in supported by the anecdotes and

literature, of theory/literat literature and generalisationsonl

showing arguments ure. theory. y.

development of based

new on

concepts. theory/litera

ture

and

beginnings

of

synthesis.

Assignment Clear Demonstrate

Some evidence

Application consistently evidence applications

of Lack of critical

of demonstrates of of theory/

critical thought thought/

criticism application of application critical

and analysis/reference

and theory/critical of theory/ analysis to

rationale for to theory.

theory analysis critical the

work.

integrated. analysis. topic area.

Application of Begins, to

Appropriate Superficial Failure to apply

topic to show

application application topic to

Application personal social application

to personal, to personal, personal, societal

to and to personal,

societal and societal and and

practice and professional societal and

professional professional professional

practice relevant professional

practice practice practice.

and innovative. practice

Well-paced Speed of Unsatisfactory

Oral Excellent clarity,

and clear delivery speed

presentatio pace Well-paced

and and audibility of delivery and

n and confident delivery.

confident fluctuate during audit ability

skills delivery.

delivery. presentation. in presentation.

Clear

Some ability

evidence of Some ability to

Excellent to

ability to facilitate Inability to

Skill at enabling stimulate

stimulate, discussion but stimulate/

facilitating pacing and and facilitate

facilitate tendency facilitate

discussion summarising discussion

and to miss discussion.

of discussion. or be

summarise opportunities.

directive.

discussion.

Clarity of Thoughts Language Meaning

Purpose and

expression and ideas mainly apparent

meaning of

Clarity and excellent. clearly fluent. but.... language

assignment

quality of Consistently expressed. Grammar not

unclear.

written accurate use of Grammar and spelling always fluent,

Language,

expression grammar and and mainly grammar and

grammar

spelling spelling accurate spelling still

and spelling poor.

professional/acad accurate and language poor.

emic with fluent fluent

writing style. fluent.

Consistent

Work shows a

understandi Demonstrate

well

ng s

co-ordinated, Attempts a Fails to

demonstrate understandin

Understand grounded and logical demonstrate

d in a g in a

ing reasoned and coherent understanding of

logical, style which

of subject understanding of understanding of the

coherent is logical,

topic and its the subject area. subject/topic area.

and coherent and

relevance to

lucid flowing.

practice

manner.

Significantly

under/over

Length required length as

specified in

module guide.

Minor

inconsistenci

Referencing Referencing

es Referencing

clear, relevant

and present

relevant and and mostly Referencing

Referencin inaccuracies but had

consistently accurate inaccurate

g in inconsistencies

accurate using using the or absent.

referencing and

the Harvard

using inaccuracies.

Harvard system. system.

the Harvard

system.

Insightful Appropriate

Most key

Assignment and selection

Choice and theories

demonstrates appropriate of content/theory

use included in Inaccurate or

considerable selection but

of content work in inappropriate

innovation of some key

and an content/theory.

in the handling content/theo aspects

theory appropriate

of content/theory. ry in missed/misconst

manner.

key areas. rued.

Has developed Ability to Clear

own ideas and appraise evidence

justified using a critically the and Little or no

wide range of theory application evidence Evidence of some

Use of

sources and of readings of reading limited reading

literature

of theories and literature relevant to around around the subject

literature which from a the the subject.

has variety of subject

been thoroughly courses, within

analyses, applied developing the text.

and tested. own

ideas in the

process.





This is an Advanced level Diploma course that deals with both the

prevention and social management of STIs and other sexually transmitted diseases. It brings to

the limelight the complex and diverse nature of STIs and their impact on society, particularly the

poor. The programme consists of 10 modules

The Advanced Diploma is awarded only when all 10 modules have been successfully completed.

However, a student who completes 1 to 5 modules but does not continue with the programme

may apply for the award of a Diploma in STIs



A certification fee is charged for each award in these circumstances.

Students completing this course may proceed to higher education at UK or British

Commonwealth universities; for a post graduate programme.

This advanced programme trains participants to achieve skills at management level. Thus, the

course is suitable for people

who are already working in or intending to work in the healthcare sector and institutions or

related professions, such as charity organisations, government bodies, civil society organisations,

and faith based organisations, local authorities and other non-profit-making organisations as well

as business organisations

Course objectives



1. To equip students to prevent and manage STIs/HIV and AIDS patient.



2. Students will examine practical issues in people living with HIV and AIDS face and identify

coping strategies to help them live useful and productive lives.

3. To build the capacity of students to effectively develop STIs Preventive projects, be

introduced to effective project



management and project sustainability

The overall emphasis of course programme is based on prevention and equipping students with

preventive measures rather than cure or laboratory aspects

Entry requirements:

1) Passes at GCE/GCSE plus qualifications in nursing or its equivalent and /or 3 years

relevant industrial experience or

2) Passes at GCE O/L, GCSE plus 2 A/L

3) Applicant is above 21 years of age hold GCE/GCSE with at least 3 years industrial

Training and experience in the Health Sector



All applicants must meet the English Language Requirements