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This module aims to give the students a deep understanding of modern macroeconomics theory and models. Topics include Growth Models,  Overlapping Generation Models, Employment Models, Real Business Cycle Models, and Dynamic Stochastic General Equilibrium Models.

Greetings Dear Students,

This is to welcome you to the 3^rd year first trimester’s Architectural Design III module. The theme is 'CULTURAL CONTEXTS' and is inspired by the unique concept of cultivating learning environments that are participatory, reflective, action-focused and change-oriented. In this trimester, we will focus on a comprehensive housing upgrading project serving as a pragmatic example of embracing informality in Kigali. Through a participatory design approach, supported by lectures, readers, charrettes, guest lectures, field visits and complimentary research packages in ‘water and sanitation’ and ‘made in Rwanda construction materials’, we will develop a scheme that responds to community culture, across all scales of the existing urban landscape as well as the social behaviours of the community it is designed for. 

Module Learning Objectives:

Course Instructor:

Dr. Josephine Malonza

Rapid urbanization and inadequate capability to cope with the housing needs of people in urban areas have contributed to the development of informal settlements. Living in these settlements often poses significant challenges to the health of the residents; inadequate sanitation, poor food storage facilities, inadequate waste management, poor quality of water, lack of access to clean energy for cooking and lighting. The challenges lead to exposure to indoor pollutions and a wider range of pathogens. Further, overcrowding can contribute to increased social problems. 

Rwanda’s urban population has been rapidly growing, with 18.4 % of the population now living in urban areas. The urban population almost doubled from 1.49 million to 3.46 million between 2002 and 2015. Kigali city is the largest urban agglomeration (1,132,686 people in 2012 as per the national census) and is home to a major share (about half) of Rwanda’s urban population. Rapid urban growth in Kigali has led to the development of unplanned settlements, characterized by inferior living conditions such as limited access to infrastructure, limited plot accessibility, and rudimentary housing construction-materials, etc. These challenges pose a long-term risk to the quality of life for city residents. 

It is against this backdrop that this studio introduces students to IDENTITY as an interpretation of cultural contexts, using an upgrading project aimed at ‘embracing informality’, which characterizes a significant proportion of Kigali’s housing and the housing culture of Kigali city. This is based on the fact that ‘the best way to predict the future is to design It’.

The Design object of this trimester will be a comprehensive housing upgrading project serving as example of embracing informality in Kigali. Through a participatory design approach, supported by lectures, readers, charrettes, guest lectures, field visits and community workshops, the students will be asked to develop a scheme that responds to community culture, across all scales of the existing urban landscape as well as the social behaviors of the community it is designed for.   The familiar but complex environment the students will explore will help them to value their own cultural context and an appreciation of its role in housing.

The students will move from challenges to solutions, through site investigation and survey, from the concepts of a neighbourhood, a cluster, a household, a house and a basic space for an individual, to the aggregation of basic spaces and the design of their connections, while exploring the use of local materials and integrating the architecture object in the urban landscape.

The module aims to explain the role of the cellular architecture in the basic function of living organisms and to develop an understanding of the genetic inheritance. The content includes cell structure and functions, Mendelian laws, chromosome theory of inheritance, genetic interaction, and expression of the genetic information, variation and natural selection. Strategies of teaching and learning will be highlighted.

This Module introduces to the students the essential basics of networking, including basic concepts and configurations for beginners in networking field.

This course of analytical chemistry aims to give to the students the essence of theoretical and practical foundations for quantitative analysis of chemical reactions in solution.

This module aims at providing basic English knowledge and skills leading students to an advanced proficiency level in English. It comprises essential practices to strengthen their listening, speaking, reading and writing skills for their general communication purposes. The module will be taught using the Integrated Skills Approach that engages students to do research and get opportunities to communicate effectively across all lectures.

This is the Competency-Based Educator Module Shell for Group 1.

This module was designed to provide you with the general knowledge and skills in civic education, integrity principles and practices, human rights and education for peace. It has been designed for first-year students in the University of Rwanda with aim to equip them with the basic notions on civic education that are meant to contribute to their transformation into patriotic and responsible citizens.

The module aims to provide the theoretical and practical background in the use of fuels via a physico-chemical approach to combustion and to present the technological aspects relative to fuel combustion.

The module is offered during the second semester to year 2 students of the Energy Engineering Programme. 

The module provides profound insights into the physics, technology and system design of solar cells, photovoltaic systems and solar thermal devices. Also, it deals with fuel cells technology and their applications.

Brief Description of the Module

The module aims to provide broad, integrated knowledge on key environmental issues, the climate change and sustainable development field. The module covers topics such as environmental principles, environmental challenges and management, the climate system, sustainable development, anthropogenic forcing and climate system response; climate variability and change; international climate change legal frameworks; Climate Change Adaptation and Mitigation – providing in-depth coverage of adaption and mitigation from both theoretical and applied points of view.

Learning Outcomes

•  Have a reasonable understanding of the definitions of environmental components of earth system, environmental challenges and framework for environmental problems solving
• Have a reasonable understanding of climate change issues: causes, consequences and variations
• Be able to understand sustainable development concept: has it evolved; the  SDGs 
• Describe the phenomenon of CC and its connected concepts, causes and effects and the core elements of the Paris Agreement on CC.
• Describe interlinkages between the 2030 Agenda and the Paris Agreement.
• Identify different solution pathways that can be taken to achieve sustainable development and tackle climate change.
• Investigate at what extent CC is mainstreamed into existing policies and development strategies at national level.
• Discuss existing initiatives/projects that help to achieve SD and minimize CC impacts in Rwanda.

Teaching and Learning Methods

- The main teaching and learning methods are based on lecturer-led introductory  lectures, followed by student contributions, through a face-to-face teaching mode.

- The latter will include active participation in discussions, group work in case study  discussions, and (written and oral) presentation of case study contributions in plenary sessions.  

- Field visit (4 days)

Indicative Readings 

Lecturers: 

- Assoc. Prof. Gaspard Rwanyiziri (Module Leader)

(+2507886814 38  & g.rwanyiziri@ur.ac.rw)

- Assoc. Prof. Theophile Niyonzima 

  (+250788450488 & t.niyonzima@ur.ac.rw)

This module prepares the nursing student to professionally provide specialized care that meets basic health needs of the mentally ill client, geriatric clients, and those requiring palliative care.

The module also focuses on nursing management of clients with sensory system conditions. It enables student to manage holistically oral and pharyngeal conditions. This course includes preparing students to effectively provide counseling to clients and families.

The module Leader: Venant MUTIGANDA

Welcome to the recruitment test for part-time staff at the University of Rwanda - College of Education! This assessment aims to evaluate your skills and potential for the available roles. We encourage you to approach the test with confidence and take your time to showcase your abilities. Thank you for your interest in joining our team, and best of luck!

Dear students,

Welcome to the teaching methodology module. This module is designed to assist you in understanding and applying the fundamental principles of teaching/learning as they apply to midwifery education in the classroom, clinical and laboratory settings. The focus throughout this module is on the study and application of teaching learning principles, theories, communication, and strategies to the teaching/learning process. It is designed to assist you in understanding and applying innovative methods of teaching and evaluation that promote active and independent learners.

The course covers application of SMM rules to measurement of plumbing and drainage installation in buildings including fire fighting and sprinkler installations. Electrical installation in simple buildings, telephone, bell and data installations are also measured. Measurement of ventilation and air-conditioning installations, Lifts, escalator and builders work in connection with the installations are also covered

Narrative therapy is a respectful, non-blaming approach to counselling and community work, which centres people as the experts in their own lives. It views problems as separate from people and assumes people have many skills, competencies, beliefs, values, commitments and abilities that will assist them in reducing the influence of problems in their lives. Narrative approaches to therapy and community work are used by social workers, psychologists, community development workers, nurses, teachers, doctors and other health professionals in a wide range of practice settings. 

The one-year course in Narrative Therapy and Community Work provides formal training and recognition for narrative therapy and is delivered as a joint initiative of the Centre for Mental Health, SOS Children's Villages Rwanda and the Geruka Healing Centre.  The training program seeks to enable participants to develop basic skills in narrative practice and to gather a working knowledge of how the art of narrative practice is engaged differently in a diversity of contexts. Significantly, it also seeks to challenge participants to innovate their own forms of narrative practice. Participants are therefore invited to contribute to an ever-increasing diversity of narrative practice (rather than only confirming, or conforming to, what is already known).

This module aims at giving the student an introductory conceptualization and appreciation of theatrical forms, music, and Rwandan traditional dance. It focuses on identifying different types of music, dance, and drama forms; practicing acquired skills in dance movement, singing and performing theatre; analyzing and interpreting symbols and gesture in Rwandan dance, music and drama forms

Module brief description of aims and content

This a 10 credits module aims at equipping learners with the necessary knowledge and skills for the safe administration of drugs. The module includes the main concepts of pharmacology, pharmacodynamics, pharmacokinetics drug preparation, drug calculation, storage of drugs, and drug classifications. Besides the basic concepts of pharmacology, drugs acting on the following systems will be covered notably: nervous (central/ peripheral/ autonomic); endocrine, reproductive, cardiovascular, renal, respiratory, gastrointestinal, chemotherapeutic agents, genitourinary system. Also, observing for desired effects, managing any adverse effect of drugs, providing appropriate health education and monitoring of drugs to patients across the lifespan.

MODULE NAME: PHARMACOLOGY

1.      Module Code: MDW2154/NUS2155   School: NURSING AND MIDWIFERY

2.      Module Title: PHARMACOLOGY

3.      Year: 2    Semester: 1  Credits: 10  

4.      Year of presentation: 2022-2023   Administering School: SoNM

5.      a. Core module (Yes or No):     YES

5. b. Elective module (Yes or No):  NO

      5. c. Pre-requisite module(s): Anatomy and Physiology, Biochemistry, Fundamentals of Nursing.

      5. d. Co-requisite module(s): NONE

      5. e. Prohibited combinations:  NONE

   (See definitions in the General Academic Regulations)

Time frame: 5^TH /6/2023-28^TH/08/2023 (ie 12 weeks)

6.      Allocation of study and teaching hours (See Notes of Guidance)

7.Module brief description of aims and content

This a 10 credits module aims at equipping learners with the necessary knowledge and skills for the safe administration of drugs. The module includes the main concepts of pharmacology, pharmacodynamics, pharmacokinetics drug preparation, drug calculation, storage of drugs, and drug classifications. Besides the basic concepts of pharmacology, drugs acting on the following systems will be covered notably: nervous (central/ peripheral/ autonomic); endocrine, reproductive, cardiovascular, renal, respiratory, gastrointestinal, chemotherapeutic agents, genitourinary system. Also, observing for desired effects, managing any adverse effect of drugs, providing appropriate health education and monitoring of drugs to patients across the lifespan.

1.      Graduate Attributes &Learning Outcomes

1. Knowledge & understanding

Having successfully completed this module, students should be able to demonstrate knowledge and understanding of:

A1. The principles of general and applied pharmacology

A2. The mechanisms of drugs such as pharmacokinetics, pharmacodynamics, and pharmacotherapeutics.

A3. Interactions of the various classes of drugs.

A4. Drugs commonly used in context of Rwanda health settings

B.        Applied Knowledge, Understanding and Practice

At the end of this module, students should be able to:

B1. Apply the aseptic rules of drug administration in clinical setting.

B2. Monitor the adverse effects of drugs on clients of all ages.

B3. Categorize the classes of drugs acting on each body system

C.     Communication/ICT/ numeracy/ analytical techniques/practical skills

At the end of this module, students should be able to:

C1. Calculate the dosages of drugs based on the age and body weight of patients.

C2. Administer   correctly the drugs based on the rules of drug administration.

C3. Communicate to the client and family on self-drug administration (example: insulin drug)

C4. Communicate the sides effects to the health providers using ICT and other medical records. 

C5. Analyze data from the client using ICT applications.

D. General Transferable Skills

a. Personal, Intellectual, and Professional Autonomy

Having successfully completed this module, students should be able to:

D1. Demonstrate the individual clinical reasoning and problem-solving skills to analyze the patient response to drugs administration.

b. Employability and career development

Having successfully completed this module, students will be able to:

D2.  Update knowledge and skills regarding drugs calculation and administration through continuous professional training.

c. Global citizenship

Having successfully completed this module, students should be able to:

D3. Advocate the appropriate pharmacological interventions for getting effective care to all clients.

d. Lifelong learning

Having successfully completed this module, students should be able to:

D4. Implement the standardize protocol for safe administration of drugs to patients across the lifespan.

e. Collaboration, Teamwork and Leadership

Having successfully completed this module, students be able to:

D5. Collaborate with other health professional (pharmacists, doctors, nurses…) regarding drugs safety, prescription and administration.

f. Research, Creativity and Innovation, Scholarship and Enquiry

Having successfully completed this module, students be able to:

D6. Collect data on patients who developed adverse reactions caused by drugs administered.

g. Ethical, Social and Professional Understanding

Having successfully completed this module, students be able to:

D7. Keep confidentiality and privacy of patient/client throughout the prescriptions and administration of the drugs.

h. Financial literacy

Having successfully completed this module, students be able to:

D8. Demonstrate the ability to manage the sides effects caused by the drugs.

9.Indicative Content

Unit I.GENERAL PRINCIPLES IN PHARMACOLOGY

o   Introduction to pharmacology

o   Pharmacodynamics

o   Pharmacokinetics

o   Medication Safety

Unit II. APPLIED PHARMACOLOGY

PART ONE: Chemotheurapetic agents

Anti-infectives agents:

o   Antibiotics

o   Antifungal agents

o   Antiprotozoal agents

o   Antihelmintic Agents

o   Antineoplastic agents

o   Antiviral agents

PART TWO: Drugs acting on immune system and inflammation

o   Anti inflamatories,antiarthritis and related agents.

o   Vaccines

Part  THREE: Drugs acting on the Respiratory system

o   Drugs acting on the upper respiratory system

o   Drugs acting on the lower respiratory system

Part FOUR: Drugs acting on the Gastrointestinal system

o   Drugs affecting Gastrointestinal secretions

o   Drugs affecting gastrointestinal motility

o   Antiemetic agents.

PART FIVE: Drugs Acting on the Endocrine system

o   Agents to control blood glucose levels

o   Hypothalamic and pituitary agents

o   Adrenocortical agents

o   Thyroid and parathyroid agents 

PART SIX: Drugs Acting on the Reproductive System

o   Drugs Affecting female reproductive system

o   Drugs affecting Male reproductive system

o   Pharmacology used in midwifery

PART SEVEN: Drugs Acting on the Cardiovascular system

o   Drugs affecting blood pressure

o   Antiarthythmic agents

o   Antianginal agents

o   Lipid lowering agents

o   Drugs affecting blood coagulation

o   Drugs used to treat anemia

PART EIGHT: Drugs Acting on the Renal System

o   Diuretic agents

o   Drugs affecting the urinary tract and the bladder

Part NINE: Drugs Acting on the Central and peripheral Nervous system.

o   Anxiolytic  agents

o   Antidepressant agents

o   Psychotheurapetic agents

o   Anti seizure agents

o   Antiparkinsonism agents

o   Muscle relaxants

o   Narcotics,Narcotic antagonists,and antimigraine agents 

o   General and local anesthetic agents

PART TEN: Drugs acting on the Autonomic Nervous system

Adrenergic agonists

o   Adrenergic blocking antagonists

o   Cholinergic agonists

o   Anticholinergic agents

             PART ELEVEN: Other agents

o   Parenteral agents-IV fluids

o   Topical agents

o   Ophthalmic agents

o   Vitamins

10.Learning and Teaching Strategy

Teaching and learning strategies will include interactive lectures, audio-visual, role play, storytelling, case based education, problem based learning, case studies, brainstorming, discussion boards, peer partner learning, and reflective journaling among others.

11.Assessment Strategy

Formative and summative assessments will be used to monitor achievement of learning outcomes. Students will be assessed formatively during in-course assessment (CAT) within lectures and through assignments. The summative assessment will be done through Continuous and Final assessments.

12.  Assessment Pattern

13.  Strategy for feedback and student support during module

Learners will be offered the opportunity to meet with their lecturers at mutually convenient times throughout the module. An online communication social networking mechanism, (for example: email, LinkedIn, Moodle, twitter, or group Facebook), will be used to allow both one-on-one and group feedback and support. Additionally, formative and continuous assessment will be used to gauge learners’ progress, with timely distribution of results to learners. Faculty will monitor individual learner progress throughout the duration of the module.

14. ASSIGNMENT SUMMARRY.

                 I.            GROUP ASSISGNMENT : 20% OF TOTAL GRADE

              II.             INDIVIDUAL CAT   : 30 % OF TOTAL GRADE

15. Indicative Resources

14. Indicative Resources

Core Text (include number in library or URL) (inc ISBN)

1. Lilley LL, Collins SR, Snyder JS. Pharmacology and the nursing process E-Book.

Elsevier health sciences; 2022 Jan 19.

2. Barber P, Robertson D. Essentials of Pharmacology for Nurses, 4e. McGraw-Hill

Education (UK); 2020 May 15.

3. Ernstmeyer, K. and Christman, E. (Eds.). (2020). Open RN Nursing Pharmacology by Chippewa Valley Technical College licensed under CC BY 4.0.

4. Satoskar RS, Bhandarkar SD. Pharmacology and pharmacotherapeutics.

Elsevier India; 2020 Jul 10. 26 TH edition, ISBN:978-81-312-5695-411

5. Willihnganz MJ, Gurevitz SL, Clayton BD. Study Guide for Clayton's Basic

Pharmacology for Nurses-E-Book. Elsevier Health Sciences; 2021 Nov 27.

6. Journals

Key websites and on-line resources

Go in your browser and open; elearning.ur.ac.rw

16. Please add anything else you think is important

Teaching/Technical Assistance: Projectors, flipcharts, chalks, computers, laptops, internet connection, etc

Laboratory space and equipment: gloves, videos, trolley, syringes, needles, checklists, flipcharts, markers, etc

Computer requirements: WIFI, Cables,

Others: N/A

17.Module facilitators

HABYARIMANA Emmanuel (ML), haemmanu@gmail.com , Tel:0788214040

MUKANOHELI Vestine,noelvest88@yahoo.fr,

DANGER Florian,baflorian@yahoo.fr

Contact Innocent, contact innocent@gmail.com

SAFARI Emerthe, emerthe82@gmail.com

EVERYTHING Pauline, kabapaulin08@gmail.com

MUKESHIMANA Eugenie, eugmukesha@gmail.com

UMUKUNZI Alice, alimukunzi@gmail.com

The module aims to allow the student to understand the science and art of Preventing diseases, promoting health, protecting and improving the health of communities. 

Students understand enough about health services, health products, and the Rwandan health delivery system so that they will be able to function effectively as providers and consumers in the health marketplace.

This module is for MBA Students Intake 19 and Intake 20 for 2024-2025 Academic Year

Since the University of Rwanda has embarked on the move to adopt the blended learning mode in teaching, learning and assessment approach, there has been seamless effort in order to upload modules on the UR eLearning platform. However, it was observed that there is a need to improve their quality by adopting a common blended learning module template where they meet the quality assurance standards for Open and Distance eLearning ( ODeL).

It is against this backdrop that the University of Rwanda has organized, at all Campuses, a series of Training Workshops for all its academic staff on Accelerated Uploading of Modules on UR eLearning Platform.

This module was designed to offer guides to all required elements in a given module.

This module  serves to help for research purposes specifically for research writing

This longitudinal module is a continuation of the introduction to social and community medicine that started in year 1. It will prepare students to understand the basic principles of social and community health care which they will need within the practice of medicine. The module is divided into 5 main sections (Population Health, health systems, social medicine, communication skills and professionalism) that are further divided in key elements. Year 2 elaborates on different elements of social and community medicine. These will be continued in the practical setting in year 3 and 4. Core topics will be discussed during lectures, interactive tutorials by the trainers and will be studied during self-directed learning, peer education and assignments.

Should you have any clarification or question please do not hesitate to contact me

Dr. Richard NDUWAYEZU

Tel: 0788610373

Email: nradose@gmail.com

Course summary from Module Description

Course summary from the module description

Mastercard Foundation Scholars Program at the University of Rwanda in partnership with Kora Coaching and Business Academy (KCA) is organizing the Transformative leadership Training sessions to equip scholars with Leadership Skills, Life Skills, Career Coaching. Business Coaching and Mentoring skills to scholars to become ready for the world of works and have dignifying and fulfilling work.