The letter of approval by the State govt. for the take over of the schools of Nursing and Midwifery MAKURDI as Department of Nursing COHS BSU was handed over to the Principals of SONM. NUC will visit the new department ( schools) today 16/7/18 for resource verification. Pray for a successful exercise. Thanks. Principal SON MAKURDI
University of Medical Sciences Teaching Hospital (UNIMEDTH) ondo State is to begin operation from August 1st, 2018 according to the release by the Interim Chief Medical Director. Below is the announcement made public by the institution :
UNIMEDTH PUBLIC NOTICE
This is to inform the general public that the University of Medical Sciences Teaching Hospital (UNIMEDTH), Ondo State, Nigeria shall commence official services to the general public on August 01, 2018 under the leadership of Dr Oluwole Ige (Consultant Orthopaedic Surgeon, FAO Spine Surgery) as the Interim Chief Medical Director.
The UNIMEDTH is an amalgam of Seven Hospitals which include
Four hospitals in Ondo viz: Mother and Child Hospital, Trauma and Surgical Centre, Kidney Care Centre and State Specialist Hospital Ondo
Three Hospitals in Akure viz: State Specialist Hospital, Millennium Eye Centre and the Dental Hospital.
UNIMEDTH will serve as;
1. A healthcare service facility for ALL cases of diseases and patient class.
2. A Training centre for Undergraduate and Postgraduate studies in all fields for medical doctors and allied healthcare professionals.
3. A Research Centre for the development of home-grown and adaptable scientific methods of health care
4. A hub for high power local and international collaborations that will engender quality training, world class research output and, manpower development and skill transfer
WE HEREBY WELCOME YOU TO THE BRAND NEW UNIVERSITY OF MEDICAL SCIENCES TEACHING HOSPITAL, ONDO STATE.
Domain 1: Health Promotion
Class 1. Health awareness
- Deficient diversional activity
- Sedentary lifestyle
Class 2. Health management
- Frail elderly syndrome
- Risk for frail elderly syndrome
- Deficient community
- Risk-prone health behavior
- Ineffective health maintenance
- Ineffective health management
- Readiness for enhanced health management
- Ineffective family health management
- Ineffective protection
Domain 2: Nutrition
Class 1. Ingestion
- Insufficient breast milk
- Ineffective breastfeeding
- Interrupted breastfeeding
- Readiness for enhanced breastfeeding
- Ineffective infant feeding pattern
- Imbalanced nutrition: less than body requirements
- Readiness for enhanced nutrition
- Risk for overweight
- Impaired swallowing
Class 2. Digestion
None at present time
Class 3. Absorption
None at present time
Class 4. Metabolism
- Risk for unstable blood glucose level
- Neonatal jaundice
- Risk for neonatal jaundice
- Risk for impaired liver function
Class 5. Hydration
- Risk for electrolyte imbalance
- Readiness for enhanced fluid balance
- Deficient fluid volume
- Risk for deficient fluid volume
- Excess fluid volume
- Risk for imbalanced fluid volume
Domain 3: Elimination and Exchange
Class 1. Urinary function
- Impaired urinary elimination
- Readiness for enhanced urinary elimination
- Functional urinary incontinence
- Overflow urinary incontinence
- Reflex urinary incontinence
- Stress urinary incontinence
- Urge urinary incontinence
- Risk for urge urinary incontinence
- Urinary retention
Class 2. Gastrointestinal function
- Risk for constipation
- Chronic functional constipation
- Risk for chronic functional constipation
- Perceived constipation
- Dysfunctional gastrointestinal motility
- Risk for dysfunctional gastrointestinal motility
- Bowel incontinence
Class 3. Integumentary function
None at this time
Class 4. Respiratory function
- Impaired gas exchange
Domain 4: Activity/Rest
Class 1. Sleep/rest
- Sleep deprivation
- Readiness for enhanced sleep
- Disturbed sleep pattern
Class 2. Activity/exercise
- Risk for disuse syndrome
- Impaired bed mobility
- Impaired physical mobility
- Impaired wheelchair mobility
- Impaired sitting
- Impaired standing
- Impaired transfer ability
- Impaired walking
Class 3. Energy balance
Class 4. Cardiovascular/pulmonary responses
- Activity intolerance
- Risk for activity intolerance
- Ineffective breathing pattern
- Decreased cardiac output
- Risk for decreased cardiac output
- Risk for impaired cardiovascular function
- Risk for ineffective gastrointestinal perfusion
- Risk for ineffective renal perfusion
- Impaired spontaneous ventilation
- Risk for decreased cardiac tissue perfusion
- Risk for ineffective cerebral tissue perfusion
- Ineffective peripheral tissue perfusion
- Risk for ineffective peripheral tissue perfusion
- Dysfunctional ventilatory weaning response
Class 5. Self-care
- Impaired home maintenance
- Bathing self-care deficit
- Dressing self-care deficit
- Feeding self-care deficit
- Toileting self-care deficit
- Readiness for enhanced self-care
Domain 5: Perception/Cognition
Class 1. Attention
- Unilateral neglect
Class 2. Orientation
None at this time
Class 3. Sensation/perception
None at this time
Class 4. Cognition
- Acute confusion
- Risk for acute confusion
- Chronic confusion
- Labile emotional control
- Ineffective impulse control
- Deficient knowledge
- Readiness for enhanced knowledge
- Impaired memory
Class 5. Communication
- Readiness for enhanced communication
- Impaired verbal communication
Domain 6: Self-Perception
Class 1. Self-concept
- Readiness for enhanced hope
- Risk for compromised human dignity
- Disturbed personal identity
- Risk for disturbed personal identity
- Readiness for enhanced self-concept
Class 2. Self-esteem
- Chronic low self-esteem
- Risk for chronic low self-esteem
- Situational low self-esteem
- Risk for situational low self-esteem
Class 3. Body image
- Disturbed body image
Domain 7: Role Relationships
Class 1. Caregiving roles
- Caregiver role strain
- Risk for caregiver role strain
- Impaired parenting
- Readiness for enhanced parenting
- Risk for impaired parenting
Class 2. Family relationships
- Risk for impaired attachment
- Dysfunctional family processes
- Interrupted family processes
- Readiness for enhanced family processes
Class 3. Role performance
- Ineffective relationship
- Readiness for enhanced relationship
- Risk for ineffective relationship
- Parental role conflict
- Ineffective role performance
- Impaired social interaction
Domain 8: Sexuality
Class 1. Sexual identity
None at present time
Class 2. Sexual function
- Sexual dysfunction
- Ineffective sexuality pattern
Class 3. Reproduction
- Ineffective childbearing process
- Readiness for enhanced childbearing process
- Risk for ineffective childbearing process
- Risk for disturbed maternal–fetal dyad
Domain 9: Coping/Stress Tolerance
Class 1. Post-trauma responses Post-trauma syndrome
- Risk for post-trauma syndrome
- Rape-trauma syndrome
- Relocation stress syndrome
- Risk for relocation stress syndrome
Class 2. Coping responses
- Ineffective activity planning
- Risk for ineffective activity planning
- Defensive coping
- Ineffective coping
- Readiness for enhanced coping
- Ineffective community coping
- Readiness for enhanced community coping
- Compromised family coping
- Disabled family coping
- Readiness for enhanced family coping
- Death anxiety
- Ineffective denial
- Complicated grieving
- Risk for complicated grieving
- Impaired mood regulation
- Readiness for enhanced power
- Risk for powerlessness
- Impaired resilience
- Readiness for enhanced resilience
- Risk for impaired resilience
- Chronic sorrow
- Stress overload
Class 3. Neurobehavioral stress
- Decreased intracranial adaptive capacity
- Autonomic dysreflexia
- Risk for autonomic dysreflexia
- Disorganized infant behavior
- Readiness for enhanced organized infant behavior
- Risk for disorganized infant behavior
Domain 10: Life Principles
Class 1. Values
None at this time
Class 2. Beliefs
- Readiness for enhanced spiritual well-being
Class 3. Value/belief/action congruence
- Readiness for enhanced decision-making
- Decisional conflict
- Impaired emancipated decision-making
- Readiness for enhanced emancipated
- Risk for impaired emancipated decision-making
- Moral distress
- Impaired religiosity
- Readiness for enhanced religiosity
- Risk for impaired religiosity
- Spiritual distress
- Risk for spiritual distress
Domain 11: Safety/Protection
Class 1. Infection
- Risk for infection
Class 2. Physical injury
- Ineffective airway clearance
- Risk for aspiration
- Risk for bleeding
- Risk for dry eye
- Risk for falls
- Risk for injury
- Risk for corneal injury
- Risk for perioperative positioning injury
- Risk for thermal injury
- Risk for urinary tract injury
- Impaired dentition
- Impaired oral mucous membrane
- Risk for impaired oral mucous membrane
- Risk for peripheral neurovascular dysfunction
- Risk for pressure ulcer
- Risk for shock
- Impaired skin integrity
- Risk for impaired skin integrity
- Risk for sudden infant death syndrome
- Risk for suffocationDelayed surgical recovery
- Risk for delayed surgical recovery
- Impaired tissue integrity
- Risk for impaired tissue integrity
- Risk for trauma
- Risk for vascular trauma
Class 3. Violence
- Risk for other-directed violence
- Risk for self-directed violence
- Risk for self-mutilation
- Risk for suicide
Class 4. Environmental hazards
- Risk for contamination
- Risk for poisoning
Class 5. Defensive processes
- Risk for adverse reaction to iodinated contrast media
- Risk for allergy response
- Latex allergy response
- Risk for latex allergy response
Class 6. Thermoregulation
- Risk for imbalanced body temperature
- Risk for hypothermia
- Risk for perioperative hypothermia
- Ineffective thermoregulation
Domain 12: Comfort
Class 1. Physical comfort
- Impaired comfort
- Readiness for enhanced comfort
- Acute pain
- Chronic pain
- Labor pain
- Chronic pain syndrome
Class 2. Environmental comfort
- Impaired comfort
- Readiness for enhanced comfort
Class 3. Social comfort
- Impaired comfort
- Readiness for enhanced comfort
- Risk for loneliness
- Social isolation
Domain 13: Growth/Development
Class 1. Growth
- Risk for disproportionate growth
Class 2. Development
- Risk for delayed development
Here is a collection of materials needed for you to ace your OET exam at once. This consists of materials needed to all aspects of OET including speaking, writing, listening and reading.
To download the free copy click the link below
Don’t forget to also read
I had no idea about OET or what it was about 45-50 days prior to my exam. A friend of mine told me about OET and that it was accepted as a proof of proficiency of English language in many countries. So, I started digging around the internet about it. After a couple of days of research i found out that many people in the medicine field including doctors/nurses preferred OET over IELTS as many of them said that it was comparatively much easier. I joined a couple of OET FB pages and subscribed to the E2 OET youtube channel. Meanwhile, I also searched for coaching centers in my city where they provided coaching and training for students who wished to appear in the exam.
I watched a couple of Jay’s video and thought to myself that OET was indeed do-able. I also found out that the coaching institutes teaching OET charged a hefty sum for a month long course (40 hours to be precise). As i had taken the IELTS examination about 10 years ago (2009) and had nailed it back then, I thought to myself that i’d try to attempt OET without taking any classes, practicing on my own. So, the journey began.
It was about a month’s preparation time before i took the exam. I started watching Jay’s videos on youtube and downloaded any OET related files i could find on the web (including OET official sample tests, OET materials on FB pages, and free materials at E2 language) and started practicing them. After practicing them for about a week, just to make sure that i didn’t loose my focus, i applied for the exam which was in about 3 weeks. Since the exam fee itself is expensive, i thought to myself that if i paid for it then i would have some kind of pressure to study.
With about 3 weeks time remaining before the test day, i watched all the youtube videos of Jay on E2 OET and honestly, that helped me a lot. I practiced for about 4 hours daily on an average taking breaks in between. Initially, i used to practice reading/listening/writing….. one module each day, and about 10 days prior to my examination day, i started practicing 1 set each day.
Listening part was kind of easy for me from the beginning after practicing about 2-3 sets once i got used to how to approach the task. Since i watch a lot of english movies and TV series, I think that helped me a lot with the listening sub-tests. The main idea on approaching the task in Listening part A is to write as much as you can… if u run out of blanks, use / / / to include more answers.
For listening part B, don’t leave any blanks, if u miss it, guess it. At the end of part B when you have 2 minutes time to recheck, check to see if your answer matches the blanks in terms of grammar.
For the reading part A which is quite tough since you have only 15minutes to fill up around 30 blanks, i decided to make it a little tougher while practicing. I didn’t print out any materials and practiced reading part A using my phone and my iPad, sometimes using my phone and my computer. One would have the texts and the other would have the summary with the blanks. This way it was much more difficult, when you have to scroll the pages to search for answers and even the blanks in the summary, than when it’s on a paper.
For reading part B, its all about understanding the passage. Some questions are straight forward while others are kind of tricky and for these eliminating the options works better, trying to find the perfect match. Some questions will ask for synonyms or the word “xxx” in paragraph 2 can be best replaced by…… for such questions you need to have a very good vocabulary, if u have no idea about which one fits, try replacing the word in the paragraph with the options and see which one fits better.
For writing, i practiced writing a lot of letters. I wrote referrals, discharge letters, transfer letters. Basically, i wrote letters for whatever kind of case notes that i came across, be it for doctors, nurses or physiotherapists. It’s all the same. What changes in different letters is the introduction sentence and the choice of relevant case notes.
TIPS : 1.To select relevant case notes, just put yourself in the shoes of the recipient of the letter and think about what information would i need if i were the recipient of the letter. For case notes that says, non-smoker, doesn’t drink…… exclude them even when you think they are relevant for cases of pneumonia/COPD or liver disease. They would be relevant if the patient was continuing to smoke or drink. Practice…..
2. Length of the letter does matter but only to some extent. On the exam day, I wrote 208 words in the body of my letter and scored A while a friend of mine wrote 250+ words and still managed to score B. Try to write in the 180-200 words range but don’t stress yourself if you write more than 200 words.
3. Be careful about the grammar including articles(a, an, the), and punctuation (commas, full stops).
4. At the start of every paragraph… in the first sentence…. write the name of the patient like for example, Mr. Smith presented to me……. or…… Regarding the medical history of Mr. Smith…… or…… Last week, Mr. Smith visited my clinic…… Then use pronoun (he/she/the patient) in the sentences that follow up in the paragraph.
5. While practicing writing, try to complete the task within 35 minutes including the the time you get to read the case notes. That way, you will have enough time to proof-read your letter in the end and check for grammar mistakes or any way you could re-structure the sentence to minimize word count or check to see if u have missed any relevant information you needed to include.
6. If you missed to include any relevant information, and you do not have enough time to erase the whole damn letter and re-write it….. include it at the end. Start the new paragraph or continue the last paragraph with….. Please note, that Mr. Smith is allergic to….. or ….. Please note, that Mr. Smith has been taking the following medications…… or ….. Please note, that Mr. Smith has received a shot of Morphine at 10am today…..
7. Have your letters checked from someone and get feed-backs. It will help you identify your mistakes and on how to improve.
Since, my wife Christina was also preparing for the exam, i didn’t have to look for a speaking partner. Her spoken english is way better than mine in terms of clarity, fluency. She helped me a lot to prepare for my speaking sub-test. We used to practice 4/4 role play cards each night. I also used to practice reading out loud from any book that i was reading which i recommend to those appearing for the exam, as it helps improve your fluency and clarity. We used to record our speaking role-plays and would listen to it after each session and discuss about the mistakes that we made. Sometimes, it would be grammar, sometimes fluency (since we are not native speakers). Its all about practice.
A week before my test day, i took a mock test at a local coaching center where they conducted classes for OET and used to give mock tests for those who wished to take the exam. The mock exam was quite similar to the real exam and the tasks were from the materials that we could find online. However, luckily for me, it were the tasks which i had not practiced yet due to time constraints. I managed to get B in all the modules and this helped me boost my confidence for the real exam.
I swear it was the easiest exam i have given so far. May be I was lucky to get the easy questions. Except for the speaking module, I’m sure that I should have got all A. I am not trying to be arrogant or egoistic but the questions were too easy. If OET didn’t charge for the re-marking, i would definitely go for re-check in the listening and reading module. ;p Here’s why:
For Part A – i didn’t leave any blanks and filled up most of the answer blanks using / / to include more answers than what was required and honestly speaking, i’m sure i included the relevant information what was asked in the question
For Part B – I had 2 blanks in the whole part B which i filled up taking a guess (certainly were wrong) but at the 2 minute time given to recheck, i checked for grammar mistakes and spelling mistakes (including “s” or “es” for plurals). The topic was on coronary bypass surgery i think.
Part A: I was too damn lucky in this part. The topic was on Gout and it had only 23 blanks…….. I was confused in the beginning and even turned the paper checking every page to look for questions. I had completed this part very early and had time to go through it twice even before they announced that 5 minutes were remaining. I checked for grammar, plural/singular, tense of the words/phrases i was putting in the blanks and reading the whole summary to check if the words/phrases i put in made sense.
Part B: This part was not so different form that which i had been practicing. It wasn’t easy, but neither was it very difficult. There were 19 blanks all together and since we have enough time to process the paragraph and understand the question, i don’t think i could have made so many mistakes to get a B.
Once again God was very generous upon me. The case note was on Acute Cholecystitis and I had to write a letter of referral to a General Surgeon. Since, I am a General Surgeon myself and have been practicing surgery for about 3 years now, it was very easy for me to select relevant case notes and know which information to include and which to discard. I wrote the letter and ended up with 208 words. I tried to decrease the word count to 200 but i found that changing few sentences decreased the sweetness of the letter (hope u know what i mean) and then i decided to go with the 208 word count letter in the end. I guess my judgement not to decrease the word count was correct.
This part of the test worried me. Since I am not a native speaker, I have a problem with fluency……… i include a lot of fillers while speaking (ummm….aahhh). I tried to minimize them as much as i could. I tried to speak slowly so as to take time utilizing the full 5 minutes but my interlocutor was speaking very fast. She had a good command over the language and spoke very fast, fluently and with clarity. This made me a little nervous as i was trying to catch up with her speed. What happens when you are trying to communicate with someone in English(given you r not a native speaker), if their english is poor….. you tend to speak broken english, similarly if their spoken english is good, you try to speak in a good tone, keeping in mind about the grammar and if they speak fast then you try to catch up with their speed. This happened to me and while trying to catch up with her speed and fluency, i had to correct myself 2-3times….. correcting my grammar.
For the 1st roleplay…. i had to talk to a mother of a 8 year old suffering from sun-burn. Task were to reassure the mother, inform about the condition and future precautionary measures.
For the 2nd role-play……. The setting was in a hospital Emergency department…… a carpenter’s apprentice had cut his finger while at work…… task were to talk about suturing as the patient didn’t want suture, convince the patient to get the suture, patient had never taken tetanus injection and is unwilling, so had to convince the patient to take the tetanus shot, talk about the recovery time and the possibility of infection and precautionary measures.
Overall it was a good experience and I’m glad that i’m done with it and now can move on to better things. If you have any queries, please drop them in the comment section and i’ll try to answer them all.
For those who ask, how much preparation time is needed…… my answer is simple….. it all depends on you. For me, it took a month, some might get it done in 2 weeks, for others it might take longer. It all depends on your level of English.
Congratulations to all those who cleared the OET exam this time and wish everyone a very good luck who are preparing for the upcoming exams.
May the odds be ever in your favor.
Sent in by someone who wants to remain anonymous
The Nursing and Midwifery Council of Ghana in consultation with the Ministry of Health has announced the suspension of the training of Nurse Assistance (Clinical) and Nursing Assistance (Preventive) effective 2019/2020 academic year.
This follows the outcome of a desk review meeting held by the Ministry, Nurses and Midwifery Council, Ghana Health Service, Christian Health Association of Ghana, Teaching Hospitals and other stakeholders in respect of the health sector needs for these cadre of staff, of which the statistics show that there are adequate numbers of NAC/NAP Practitioners for the health sector.
This was affirmed during a Human Resource Forum held by the Ministry of Health early this year at the Capital View Hotel in Koforidua to review the country’s Human Resource needs for the various cadre of Nurses and Midwifes in the country among others.
A statement signed by the Registrar of the Nurses and Midwifery Council, Felix Nyante said “It was in this regard that the quotas for admissions of these programmes have been reducing since the last academic year.”
“The aim of this regulatory policy is to streamline the and strengthen the Degree and Diploma awarding Programmes in Nursing and Midwifery in order to improve the standard of practice of Nursing and Midwifery.”
The statement further advised all Deans, Heads and Principals of Nursing and Midwifery Training Institutions to plan towards the folding up of these programmes if their institutions are currently running such programme(s).
Nurses who trained outside the European Union or European Economic Area must pass the Nursing and Midwifery Council’s competency test to practise in the UK.
The NMC says the test is based on current UK pre-registration standards and aims to ensure overseas nurses can practise safely and effectively.
The regulator’s quest to ensure high standards and protect the public must be commended. However, it is vital that the standards required of overseas nurses really are the same as those expected of nurses trained in the UK.
The second part of the competency test is the objective structured clinical examination (OSCE). In the first three months of this year 1,499 OSCE examinations were undertaken by nurses in the UK, with a pass rate of only 51%.
This suggests that either half the nurses applying to register in the UK are unsafe and ineffective practitioners or perhaps the standardised marking criteria used to assess their performance is not fit for purpose.In my experience the latter is the case; it is too rigid, unreasonable and unrealistic
At Walsall Hospitals Trust, we have a cohort of nurses from the Philippines, who I have been teaching cardiopulmonary resuscitation (CPR) in preparation for their OSCE.
While I was disappointed that some subsequently failed, I was dismayed when I learnt of the reasons why they failed – for example, one nurse’s chest compression rate was 95/minute (instead of 100-120/minute). Does this really mean the nurse is an unsafe and ineffective practitioner?
I have been teaching CPR for 25 years, but I would be very nervous about sitting the NMC’s CPR OSCE because frankly, I probably wouldn’t pass.
The other clinical skills assessed in the OSCEs also appear to be very strictly and – some would argue – pedantically assessed. It would be interesting to see how nurses trained at our local university faired if they undertook the NMC’s competency test OSCEs.
High standards are important but we do need to ensure that the assessment process is fair, realistic and not pedantic – and that nurses from overseas are not held to higher standards than those trained in the UK.
Lisa Hamilton, our professional development nurse told me: “These nurses from the Philippines are excellent. Their culture demonstrates the very best in humanity of care, compassion and empathy to patients, colleagues and to each other.”
Before applying for their visa each of these nurses had to pass international English language tests and computer-based competency tests, paid for by themselves on a very small salary or none at all.
Having jumped through those hoops to get here they are then made to jump through more when they arrive.
As a trust we have spent thousands of pounds in OSCE fees and preparing the nurses to sit the OSCEs.
We want to ensure they are capable of practising to the required standards, and to help them secure NMC registration so that they can work for us and look after our local population.
Like other trusts, we are struggling to recruit safe and effective nurses, and the shortage in the UK means we have to look abroad.
If we apply our standards too rigidly not only are we being unfair to the nurses who come here in good faith to work in the NHS but we are denying our patients the opportunity to be cared for in fully staffed wards by compassionate and effective nurses who just happen to have trained overseas.
Phil Jevon is academy manager, medical education, Walsall Hospitals NHS Trust, Walsall
Conflict of interest: Walsall Hospitals NHS Trust’s application to become an approved test centre for the NMC’s Competency Test OSCEs was unsuccessful.
Credit: Nursing Times
Now run Anaesthesia Nursing
The Nursing and Midwifery Council of Nigeria has accredited four courses of the Ahmadu Bello University Teaching Hospital’s (ABUTH) Post Basic School of Nursing.
The Registrar of the council, Alhaji Farouq Lawal Wurno, made this known yesterday while speaking at a 4-week refresher programme organised by the Alumni of the school.
The four courses accredited, according to Wurno, were Post Basic Anaesthesia, Post Basic Midwifery, Post Basic Ophthalmic Nursing and Post Basic Paediatric Nursing.
He said 45 post basic programmes have been registered across the country with Kaduna State leading the 19 northern states.
He added; “the council has constituted a special tribunal to deal with quacks, unlicensed nurses and midwives.
This is in a bid to sanitise the profession and ensure best practice. In order to achieve this objective, we have commenced online registration of nurses and midwives.”
The Chief Medical Director of ABUTH, Professor Lawal Khalid, represented by Professor Adamu Ahmed, pledged to continue to support the school to achieve the desired goals.
Speaking on the accreditation, the principal of the school, Hajiya Salamatu Hassan Idris, said she made the issue her priority since assumption of office, adding that the 4-week refresher programme was in line with the accreditation protocol.
Source: Daily Trust
The National Association of Nigerian Nurses And Midwives has directed its members to hold their National General Unit Elections. This was contained in a memo signed by the General Secretary T. A. Shettima dated 3rd July 2018 to the National President, NAC Members, State Chairmen/Secretaries, Specialist and Pressure Groups which read:
In consonance with the provision of our noble Professional Association, Notice is hereby given to conduct Unit Elections in all the recognized units of National Association of Nigeria Nurses and Midwives (NANNM) in all the local, state and federal health institution, irrespective of the date the unit exco were elected.
The unit elections shall commence in October 2018 and must be concluded on or before end of November 2018.
Consequently all state councils are by this letter directed to communicate the units under its jurisdictions as required by our rules and regulations/constitution.
You may wish to contact the National Headquarters for further clarifications (if any). I wish to you free and peaceful unit elections in Advance.