About the College of Medicine
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The university is developing a standard college to provide programmes as medicine, pharmacy, dentistry, nursing, optometry, etc. Nigeria has been experiencing a decisive shift towards a free enterprise economy and the educational sector is in the forefront of this revolution. This University is one of the private universities in Nigeria established not only to assuage the despondency of those who desire education but cannot have admission slots in public universities but also to meet the urgent need for increased supply of health workers. The university is established in response to the policy of the Federal Government of Nigeria inviting private initiative into the development of University Education. MISSION VISION The vision for this University is to focus on capacity building in the Health Professions and to build a renowned institution with strong and rigorous scholarship and training, much of which will be directed at training local leadership in Health and Medical Sciences. We note that through the university’s many programmes and services, the college strengthens the world’s most advanced medical care by supporting the entire spectrum of education, research, desire to earn and keep the public’s trust for the role we play in improving the nation’s health. Vision of Novena University College of Medical Sciences + a system of medical education, through continual renewal and innovation, prepares physicians and scientists to meet the nation’s evolving health needs. + advances in medical knowledge, therapies, and technologies to prevent disease, alleviate suffering and improve quality of life. + the nation’s health system meets the needs of all. + the utmost concern for compassion, quality, safety, efficacy, accountability, affordability, professionalism, and the public good guide the health care community. + medical schools and teaching hospitals continually earn the trust and support of the public for their special missions. + the university and our members are a dynamic force in realizing the vision. COMMUNITY BASED PROGRAMMES PROGRAMMES AND CURRICULAR + innovative programmes of patient care/service to disadvantaged communities; + programmes of education targeted at increasing the participation of traditionally underrepresented groups in the health professions. + leadership focusing medical centre and community resources to respond to health needs such as prevention and health education, patient care, and social and supportive services. + programmes aimed at providing students with educational experiences in underserved areas to encourage eventual practice in such communities. + programmes developed to meet the needs of isolated communities. + programmes that use the unique assets and resources of the medical college to address continuing educational, economic, and/or systemic community problems. + programmes that address social needs in a medical context. The plan is to develop a specialty institution for health studies and allied programmes and hope to partner with willing older institutions/organizations for a technical/mentoring relationship. Considering the importance of health in the development of productive capacity and again noting the low supply of health workers all over the world, it is the desire of the proprietors to build a university mainly for the production of graduates in Health Professions. It is this situation and the fact that the Government cannot go it alone in funding education that encouraged the policy on private initiative in establishment of private universities. This has helped to give opportunity to those who cannot have admission slots in public universities. THE PLACE OF HEALTH WORKERS IN GLOBAL PERSPECTIVES AVAILABLE MEDICAL PERSONNEL http://wilki.answes.com//What is the number of doctors per people in Africa THE NEED FOR HEALTH PERSONNEL htt://www.iio.org/global/About: the ILO/Media and public information/Feature stories/lang:- en/WCMS: 068452/index.htm Developing countries, on the other hand, struggle to produce and retain a sufficiently qualified health care workforce. Around 36 African countries do not meet targets of one doctor per 5,000 people and even in non-conflict affected countries such as Zambia and Ghana, there is only one doctor for more than 10,000 people. The global health care profession employs an estimated 100 million people, but is not attracting enough new recruits in both developed and developing countries alike. According to WHO, Sub-Saharan African faces the greatest challenges. While it has 11 percent of the world’s population and 24 percent of the global burden of disease, it has only 3 percent of the world’s health workers. BRAIN DRAIN – A MAJOR FACTOR What can we do to help resolve the crisis of doctor shortage? I believe the first solution lies in both ensuring adequate pipeline from the front end and preventing the brain drain from the bottom end. Upon reflection, however, considering the environmental factors and working conditions including also the facilities available for medical practices, teaching and research it becomes very difficult to stop further brain drain how much more bringing back those who had left; who unfortunately again are moving towards retirement. + training the youths A THREAT TO GLOBAL HEALTH No nation can develop where healthcare delivery is at the rudimentary stage. Efforts towards proper healthcare planning and training ought to receive the support of international agencies of nations and other NGO’s and should not only be done in public institutions as the private institutions contribute in no small measure to workforce development. TACKLING THE CRISIS: WHAT IS NEEDED * More direct investment in the training and support of health workers.
http://www.who.int/mediacentre/news/releases/2006/pr26/en/index.html An adequate health workforce is defined by WHO as at least 2.3 well-trained health care providers available per 1000 people and balanced in such a way as to reach 80% of the population or more with skilled birth attendance and childhood immunization. "The inadequacy of the health workforce in many developing countries is a major obstacle to providing essential life-saving health services to millions of people who lack access now," said Dr Timothy Evans, WHO Assistant Director-General. "Coordinated action to address this crisis at the global level, in regions and within countries must begin now." http://www.mdcnigeria.org/MedSchools.htm POSITIONING FOR A MEDICAL SCHOOL IN NIGERIA Our curriculum covers courses which provide competencies in other spheres of human endeavour e.g. accounting, business management, insurance, qualitative techniques, research etc. These courses will be taken as electives during the period of medical education for would-be physicians, pharmacists, nurses etc. In this case our students will not only be trained General Medical practitioners but also managers of Medical and Allied businesses. This is important where qualified doctors/healthworkers will take options of establishing and managing their health institutions than migrating for greener pastures. A degree in business (MBA) is awarded to those who take required credits for this. It should be noted that Nigerian students have proven themselves during postgraduate studies outside in spite of the very near incredible situations surrounding their training in their country even where they meet facilities that they have never had access to while schooling abroad. It shows that given the opportunity to read in a better environment and taught by resource persons who have been trained in such institutions with best facilities they will show outstanding performances whenever they find themselves in training, medical practices and research. This is our goal. ACADEMIC DEPARTMENTS A. Basic Sciences Departments
B. Clinical Departments
TRAINING HEALTH WORKERS IN AFRICA + inadequate hospitals and medicare facilities. + unavailability of medical personnel due to shortages of training institutions and poor conditions of service. + brain drain syndrome where those already trained leave for greener pastures outside Africa. + training institutions cannot produce specialists in emerging healthcare needs since those available are not adequately positioned. + new areas of hospital support services are lacking. + health insurance is just a new scheme developing in the country. There is now need to address these in line with increasing demand for healthcare delivery in terms of number, quality and speciality. Awareness of medicare is still at rudimentary stage and the need to practice proper intensive care and preventive health become necessary. The essence of establishing this institution will thus be to address the need: + to ensure improved service quality through implementation systems and protocols, training of specialists and administrators and community health workers. + to provide tailor made training programmes for teaching clinical and technical staff + to carry out institutional and environmental research on health, medicare and issues of human development. This College is specifically for programmes in Medical Sciences considering the urgent need for healthcare workers in the country. This will involve: It is our desire to position this university properly in this region by using unparalleled expertise and impact especially the proprietary methodologies for commissioning and managing healthcare operations. We will be the leading player across all training and practice in healthcare delivery systems including primary, secondary, and tertiary care, pharmacy operations, health insurance, healthcare consulting, health information, nursing education, and post graduate training for doctors who will work with us appropriately. The College covers the following Major areas:
The School of Medicine will serve as the preclinical for the Medical Students and will have ultra-modern laboratories of:
The Teaching hospital will include:
The Hospital in addition to its regular services is available for the clinical training of Medical students and postgraduate training and research not only for our students but other students that will like to take advantage of its excellent facilities. By this, Novena University College of Medical Sciences prides itself on having on board some of the erudite scholars, finest doctors, supported by high caliber nursing professionals and paramedical staff with the focus on delivering world-class healthcare, services. Our healthcare teachers and professionals are provided with enabling facilities and technologies and cutting-edge tools in medicine and have abundant opportunities for skill enhancement in diverse areas of expertise. The gateways to knowledge open up with our institution leveraging its prestigious tie-ups, partners and associations. The academic staff and doctors receive every encouragement to innovate with the latest medical techniques, as well as to constantly upgrade themselves – so as to achieve the next level of expertise. The School’s fast-track growth, powering a burgeoning network of research centres, laboratories, hospitals, unfolds dynamic career opportunities for diverse healthcare professionals. TEACHING HOSPITAL ACADEMIC PROGRAMMES
The above schools comprise of the following faculties:
Furthermore, on successful completion of the approved courses and/or programmes, in the University, graduates will proceed on a compulsory one year internship (for non-medical doctors) or one year house-manship (for doctors only), as prescribed by their relevant professional bodies. In conclusion, the list of courses offered by this University and their relevant first degrees awarded are shown below.
PROGRAMMES i. DEPARTMENT OF NURSING A. Bachelor of Nursing Science (RN/BNS), M.Sc., Ph.D. It will be a five year B.Ns programme or six year combined B.Ns/M.Sc. or BNs/MBA programme.
SCHOOL OF HEALTH AND APPLIED SCIENCES ADMISSION REQUIREMENTS DIRECT ENTRY REQUIREMENTS FACULTY OF NURSING AND MIDWIFERY Programmes graduates will function as practitioners and leaders in acute and long-term care, community settings, homecare and non-traditional settings. The Creative curriculum provides a foundation for graduate study. The graduate possesses a broad knowledge of the humanities, biological and social sciences and nursing. As a beginning practitioner the graduate applies well-developed problem solving skills in caring for individuals, families and communities.
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