NUR212 HEALTH DIFFERENCES ACROSS THE LIFESPAN 2

Transcription

1 Associate School of Nursing Nursing NUR212 HEALTH DIFFERENCES ACROSS THE LIFESPAN 2 SUMMER II - 8 WEEK 2017 Section All 3 Credits 06/26/2017 to 08/20/2017 Modified 01/30/2018 Description This content focuses on the application of the nursing process to support nursing judgment and the provision of patient-centered care. A wide variety of health problems are presented. These include mental health disorders, cognitive impairment, diabetes mellitus, and dysfunction of endocrine, hepatic, biliary, renal and pancreatic systems. Evidence-based, culturally sensitive nursing care, standards of professional nursing practice, as well as ethical, legal and regulatory requirements are addressed. The application of anatomy and physiology, microbiology and social science concepts is essential for the provision of safe, quality patient care. Prerequisite(s) All Phase I requirements, Written English, Life Span Developmental Psychology, Sociology, Anatomy & Physiology, Microbiology, and College-level Math Course Outline: I. Alterations in mental health A. Concepts related to mental health 1. Theoretical frameworks a. Sigmund Freud- Psychoanalytic theory b. Harry Stack Sullivan- Personality development c. Erik Erikson- Psychosocial development d. Margaret Mahler- Object relations e. Jean Piaget- Cognitive development f. Lawrence Kohlberg- Moral development g. Hildegard Peplau- Interpersonal theory 2. Mental health disorders a. Schizophrenia spectrum and other psychotic disorders b. Anxiety, Obsessive-Compulsive and related disorders c. Somatic symptom and dissociative disorders d. Depressive disorders e. Bipolar and related disorders f. Eating disorders g. Substance related and addictive disorders h. Personality disorders 3. Classification of mental health disorders-diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5.) 4. Treatment modalities B. Management of patient care: applying the nursing process to make nursing judgments, substantiated with evidence, to provide safe, quality patient care across the lifespan. 1. Assessment: collection of comprehensive patient-centered data to be used as the basis for identifying patient needs. a. Conduct a patient-centered health history including patient's reaction to the disorder or dysfunction b. Conduct a focused assessment related to signs and symptoms of mental health disorders c. Assess for the presence of potential complications d. Assess the patient's and significant other's readiness for teaching and learning e. Recognize situations that require collaboration with other members of the interprofessional health care team 1 of 15

2 2. Diagnosis: identification and prioritization of patient problems, labeled as nursing diagnoses, based on analysis of comprehensive assessment. a. Nursing diagnoses are derived from the nursing assessment data; nursing diagnoses are revised as new and/or additional assessment data becomes available; nursing diagnoses are prioritized-based assessment data. b. Analyze and synthesize data for patterns and cues to identify nursing diagnosis using NANDA-I classification system c. Set priorities-based patient assessments and needs using theories and/or guidelines 3. Outcome Identification and Planning: identification of expected outcomes and development of a patient-centered plan of care reflecting nursing interventions that integrate standards of care, protocols, ethics, and laws, and regulations. a. Create a patient-centered plan to address patient problems; use technology when available and appropriate. Include interventions related to restoration of health, health promotion and maintenance b. Establish expected outcomes and include a time frame for achievement of the outcome c. Use established nursing standards, protocols, and evidence-based findings to move the patient towards the expected outcomes d. Integrate ethical and legal standards 4. Implementation: implementation of the patient plan of care by performing or delegating the interventions that were previously planned. This includes providing care, directing care, collaborating with other members of the health care team, and patient teaching. a. Establish a collaborative relationship with the patient and assist the patient and/or the patient's significant others to cope with the health problem b. Promote, maintain, or restore the patient's physiological and psychosocial functioning c. Administer prescribed medications and intravenous therapy d. Educate patient about disease management including personal factors contributing to the health problem. Consider health literacy of patient/family when providing education including educational materials. Consider alterations with perceptions of reality. Incorporate medication regimens, procedures, treatments, and diagnostic tests. e. Promote continuity of care f. Assign, supervise, and communicate patient care needs to members of the psychiatric interprofessional and nursing care team: RN, LPN/LVN, unlicensed assistive personnel (UAP) 5. Evaluation: evaluation of the plan of care. Determine whether the expected patient outcomes were achieved. a. Evaluate patient response to attainment of the expected outcomes b. Revise the patient's plan of care based on new or additional patient data c. Consider areas for quality improvement II. Disorders of Identity, self-esteem and coping A. Emotional trauma, abuse, and neglect 1. Sexual disorders 2. Abuse and neglect a. Child, adult and elder abuse b. Rape c. Neglect 3. Trauma and Stress 4. Complications or collaborative problems 5. Treatment modalities B. Management of patient care: applying the nursing process to make nursing judgments, substantiated with evidence, to provide safe, quality patient care across the lifespan. 1. Assessment: collection of comprehensive patient-centered data to be used as the basis for identifying patient needs. a. Conduct a patient-centered health history regarding a patient's emotional trauma b. Conduct a focused assessment related to signs and indicators of maltreatment c. Assess for the presence of potential complications d. Assess the patient's and significant other's readiness for teaching and learning e. Recognize situations that require collaboration with appropriate members of the health care team 2. Diagnosis: identification and prioritization of patient problems, labeled as nursing diagnoses, based on analysis of comprehensive assessment. a. Nursing diagnoses are derived from the nursing assessment data; nursing diagnoses are revised as new and/or additional assessment data becomes available; nursing diagnoses are prioritized-based assessment data. b. Analyze and synthesize data for patterns and cues to identify nursing diagnosis using NANDA-I classification 2 of 15

3 system c. Set priorities-based patient assessments and needs using theories and/or guidelines 3. Outcome Identification and Planning: identification of expected outcomes and development of a patient-centered plan of care reflecting nursing interventions that integrate standards of care, protocols, ethics, and laws, and regulations. a. Create a patient-centered plan to address patient problems; use technology when available and appropriate. Include interventions related to restoration of health, health promotion and maintenance b. Establish expected outcomes and include a time frame for achievement of the outcome c. Use established nursing standards, protocols, and evidence-based findings to move the patient towards the expected outcomes d. Integrate ethical and legal standards 4. Implementation: implementation of the patient plan of care by performing or delegating the interventions that were previously planned. This includes providing care, directing care, collaborating with other members of the health care team, and patient teaching. a. Establish a collaborative relationship and assist the patient and/or the patient's significant others to cope with the health problem b. Promote, maintain, or restore the patient's physiological and psychosocial functioning c. Administer prescribed medications d. Educate patient about safety and coping mechanisms including personal factors that contribute to the health problem. Consider health literacy of patient/family when providing education including educational materials. Incorporate medication regimens, side effects and safety considerations. e. Promote continuity of care f. Assign, supervise, and communicate patient care needs to members of the nursing care team: RN LPN/LVN, unlicensed assistive personnel (UAP) 5. Evaluation: evaluation of the plan of care. Determine whether the expected patient outcomes were achieved. a. Evaluate patient response to attainment of the expected outcomes b. Revise the patient's plan of care based on new or additional patient data c. Consider areas for quality improvement III. Neurocognitive impairment, Neurodevelopmental disorders, and Disruptive behavior disorders A. Concepts related to Neurocognitive impairment, Neurodevelopmental disorders, and Disruptive behavior disorders 1. Types of disorders a. Delirium b. Neurocognitive Disorder (NCD) c. Autism Spectrum Disorder (ASD) d. Attention-Deficit/Hyperactivity Disorder (ADHD) e. Tourette s Syndrome f. Oppositional Defiant Disorder (ODD) g. Intellectual Disability (Intellectual Development Disorder) h. Conduct Disorder 2. Complications or collaborative problems 3. Treatment modalities B. Management of patient care: applying the nursing process to make nursing judgments substantiated with evidence, to provide safe, quality patient care across the lifespan. 1. Assessment: collection of comprehensive patient-centered data to be used as the basis for identifying patient needs. a. Conduct a patient-centered health history including patient's reaction to the disorder b. Conduct a focused assessment c. Assess for the presence of potential complications d. Assess the patient's and significant other's readiness for teaching and learning e. Review laboratory and other diagnostic data. Recognize critical values and when to collaborate with appropriate members of the health care team 2. Diagnosis: identification and prioritization of patient problems, labeled as nursing diagnoses, based on analysis of comprehensive assessment. a. Nursing diagnoses are derived from the nursing assessment data; nursing diagnoses are revised as new and/or additional assessment data becomes available; nursing diagnoses are prioritized-based assessment data. b. Analyze and synthesize data for patterns and cues to identify nursing diagnosis using NANDA-I classification system 3 of 15

4 c. Set priorities-based patient assessments and needs using theories and/or guidelines 3. Outcome Identification and Planning: identification of expected outcomes and development of a patient-centered plan of care reflecting nursing interventions that integrate standards of care, protocols, ethics, and laws, and regulations. a. Create a patient-centered plan to address patient problems; use technology when available and appropriate. Include interventions related to restoration of health, health promotion and maintenance b. Establish expected outcomes and include a time frame for achievement of the outcome c. Use established nursing standards, protocols, and evidence-based findings to move the patient towards the expected outcomes d. Integrate ethical and legal standards 4. Implementation: implementation of the patient plan of care by performing or delegating the interventions that were previously planned. This includes providing care, directing care, collaborating with other members of the health care team, and patient teaching. a. Establish a collaborative relationship with the patient and assist the patient and/or the patient's significant others to cope with the health problem b. Promote, maintain, or restore the patient's physiological and psychosocial functioning c. Administer prescribed medications and intravenous therapy d. Educate patient about disease management including personal factors contributing to the health problem. Consider health literacy of patient/family when providing education including educational materials, cultural beliefs, incorporate medication regimens, procedures, treatments, and diagnostic tests e. Promote continuity of care f. Assign, supervise, and communicate patient care needs to members of the nursing care team: RN, LPN/LVN, unlicensed assistive personnel (UAP) 5. Evaluation: evaluation of the plan of care. Determine whether the expected patient outcomes were achieved. a. Evaluate patient response to attainment of the expected outcomes b. Revise the patient's plan of care based on new or additional patient data c. Consider areas for quality improvement IV. Regulatory disorders A. Concepts related to regulatory disorders 1. Types of disorders a. Endocrine disorders i. Pituitary ii. Thyroid iii. Parathyroid iv. Adrenal b. Renal disorders i. Acute and Chronic Glomerulonephritis ii. Nephrotic Syndrome and Polycystic Kidney Disease iii. Urolithiasis and Nephrolithiasis iv. Renal failure 1. Complications or collaborative problems 2. Treatment modalities B. Management of patient care: applying the nursing process to make nursing judgments, substantiated with evidence, to provide safe, quality patient care across the lifespan. 1. Assessment: collection of comprehensive patient-centered data to be used as the basis for identifying patient needs. a. Conduct a patient-centered health history including patient's reaction to illness b. Conduct a focused assessment related to signs and symptoms of i. endocrine disorders ii. renal disorders iii. End-Stage Kidney Disease (ESKD) c. Assess for the presence of potential complications d. Assess the patient's and significant other's readiness for teaching and learning. e. Review laboratory and other diagnostic data. Recognize critical values and when to collaborate with appropriate members of the health care team 2. Diagnosis: identification and prioritization of patient problems, labeled as nursing diagnoses, based on analysis of comprehensive assessment. 4 of 15

5 a. Nursing diagnoses are derived from the nursing assessment data; nursing diagnoses are revised as new and/or additional assessment data becomes available; nursing diagnoses are prioritized-based assessment data. b. Analyze and synthesize data for patterns and cues to identify nursing diagnosis using NANDA-I classification system 3. Set priorities-based patient assessments and needs using theories and/or guidelines. a. Outcome Identification and Planning identification of expected outcomes and development of a patient-centered plan of care reflecting nursing interventions that integrate standards of care, protocols, ethics, and laws, and regulations. b. Create a patient-centered plan to address patient problems; use technology when available and appropriate. Include interventions related to restoration of health, health promotion and maintenance as well as those directed at palliative care and end of life c. Establish expected outcomes and include a time frame for achievement of the outcome d. Use established nursing standards, protocols, and evidence-based findings to move the patient towards the expected outcomes e. Integrate ethical and legal standards 4. Implementation: implementation of the patient plan of care by performing or delegating the interventions that were previously planned. This includes providing care, directing care, collaborating with other members of the health care team, and patient teaching. a. Establish a collaborative relationship with the patient and assist the patient and/or the patient's significant others to cope with the health problem b. Promote, maintain, or restore the patient's physiological and psychosocial functioning c. Administer prescribed medications and intravenous therapy d. Educate patient about disease management including personal factors contributing to the health problem. Consider health literacy of patient/family when providing education including educational materials. Incorporate medication regimens, procedures, treatments, and diagnostic tests. e. Promote continuity of care f. Assign, supervise, and communicate patient care needs to members of the nursing care team: RN LPN/LVN, unlicensed assistive personnel (UAP) 5. Evaluation: evaluation of the plan of care. Determine whether the expected patient outcomes were achieved. a. Evaluate patient response to attainment of the expected outcomes b. Revise the patient's plan of care based on new or additional patient data c. Consider areas for quality improvement V. Metabolic Disorders A. Concepts related to metabolic disorders 1. Selected metabolic disorders a. Gallbladder b. Pancreatic c. Hepatic Cirrhosis d. Diabetes Mellitus e. Impaired glucose metabolism 2. Complications or collaborative problems 3. Treatment modalities B. Management of patient care: applying the nursing process to make nursing judgments, substantiated with evidence, to provide safe, quality patient care across the lifespan. 1. Assessment: collection of comprehensive patient-centered data to be used as the basis for identifying patient needs. a. Conduct a patient-centered health history including patient's reaction to illness b. Conduct a focused assessment related to signs and symptoms of content area c. Assess for the presence of potential complications d. Assess the patient's and significant other's readiness for teaching and learning e. Review laboratory and other diagnostic data. Recognize critical values and when to collaborate with appropriate members of the health care team 2. Diagnosis: identification and prioritization of patient problems, labeled as nursing diagnoses, based on analysis of comprehensive assessment. a. Nursing diagnoses are derived from the nursing assessment data; nursing diagnoses are revised as new and/or additional assessment data becomes available; nursing diagnoses are prioritized-based assessment data. 5 of 15

6 Outcomes b. Analyze and synthesize data for patterns and cues to identify nursing diagnosis using NANDA-I classification system c. Set priorities-based patient assessments and needs using theories and/or guidelines 3. Outcome Identification and Planning: identification of expected outcomes and development of a patient-centered plan of care reflecting nursing interventions that integrate standards of care, protocols, ethics, and laws, and regulations. a. Create a patient-centered plan to address patient problems; use technology when available and appropriate. Include interventions related to restoration of health, health promotion and maintenance as well as those directed at palliative care and end of life b. Establish expected outcomes and include a time frame for achievement of the outcome c. Use established nursing standards, protocols, and evidence-based findings to move the patient towards the expected outcomes d. Integrate ethical and legal standards 4. Implementation: implementation of the patient plan of care by performing or delegating the interventions that were previously planned. This includes providing care, directing care, collaborating with other members of the health care team, and patient teaching. a. Establish a collaborative relationship with the patient and assist the patient and/or the patient's significant others to cope with the health problem b. Promote, maintain, or restore the patient's physiological and psychosocial functioning c. Administer prescribed medications assess pertinent data prior to administration such as lab results d. Educate patient about disease management including personal factors contributing to the health problem. Consider health literacy of patient/family when providing education including educational materials. Incorporate medication regimens, procedures, treatments, and diagnostic tests e. Promote continuity of care f. Assign, supervise, and communicate patient care needs to members of the nursing care team: RN, LPN/LVN, unlicensed assistive personnel (UAP) 5. Evaluation: evaluation of the plan of care. Determine whether the expected patient outcomes were achieved. a. Evaluate patient response to attainment of the expected outcomes b. Revise the patient's plan of care based on new or additional patient data c. Consider areas for quality improvement Upon completion of this course, students will be able to: 1. Formulate strategies to promote disease management for patients with mental health disorders, cognitive impairment, and dysfunction of the endocrine glands, hepatic, biliary, renal and pancreatic systems. 2. Apply the nursing process when making nursing judgments for individuals experiencing mental health disorders, cognitive impairment, and dysfunction of the endocrine glands, hepatic, biliary, renal and pancreatic systems. 3. Integrate principles of delegation and management when providing safe, quality nursing care for patients experiencing mental health disorders, cognitive impairment, and dysfunction of the endocrine glands, hepatic, billiard, renal and pancreatic systems. 4. Incorporate ethical and legal principles of professional nursing practice when working with patients and families with mental health disorders, cognitive impairment, and dysfunction of the endocrine glands, hepatic, biliary, renal and pancreatic systems. 5. Apply therapeutic communication skills and principles of interprofessional collaboration to the care of patients with cognitive impairment and mental health disorders. 6. Incorporate evidence-based findings and interpreted research into the provision of safe, quality nursing care for patients with mental health disorders, cognitive impairment, and dysfunction of the endocrine glands, hepatic, biliary, renal and pancreatic systems Deliverables Click here ( to view the 8 week Term Schedules. Click here ( to view the 15 week Term Schedules. Course Schedule 6 of 15

7 s start on Monday,12:01 AM ET (Eastern Time) and end on Sunday, 11:59 PM ET, US (United States). Unless otherwise noted, all assigned items are due at the end of the module (by 11:59PM, Sunday). Unless otherwise noted, all assigned items are due at the end of the module (by 11:59 PM ET (Eastern Time), US (United States), Sunday). Module & Title Reading Assignments Online Discussions Course Outcomes Related to this Module 1 Module 1: Alterations in Mental Health Pharmacology: A nursing process approach** Chapter 27: Antipsychotics and Anxiolytics (section on Anxiolytics ) Use your chosen Guidebook to review the nursing M (Module)1A (Assignment)1: M1D (Discussion)1: Post-Traumatic Stress Disorder 1,2,4,5,6 Maternal & child health nursing: Care of the childbearing & childrearing family** Chapter 54: Nursing Care of a Family When a Child Has a Cognitive or Mental Health Disorder Psychiatric mental health nursing: Concepts of care in evidence-based practice** Chapter 2: Mental Health/Mental Illness: Historical and Theoretical Concepts Chapter 3: Theoretical Models of Personality Development Chapter 5: Ethical and Legal Issues in Psychiatric/Mental Health Nursing Chapter 6: Cultural and Spiritual Concepts Relevant to Psychiatric/Mental Health Nursing Chapter 8: Therapeutic Communication Chapter 12: Milieu Therapy Chapter 19: Cognitive Therapy Chapter 20: Electroconvulsive Therapy Chapter 27: Anxiety, Obsessive-Compulsive, and Related Disorders Chapter 28: Trauma and Stressor-Related Disorders M1A2: Content end of week 1 Web-Based and Other Professional Resources: Nursing: Scope and standards of practice (2014)** Pre-licensure KSAs (2014)** Hospital: 2016 National Patient Safety Goals (2015)** The PTSD toolkit for nurses: Assessment, intervention, and referral of veterans. Nurse Practitioner, 42(3), ** 7 of 15

8 2 Module 2: Mood Disorders Pharmacology: A nursing process approach** Chapter 20: Central Nervous System Stimulants Chapter 27: Antipsychotics and Anxiolytics Chapter 28: Antidepressants and Mood Stabilizers Use your chosen Guidebook to review the nursing Maternal & child health nursing: Care of the childbearing & childrearing family** Chapter 54: Nursing Care of a Family When a Child Has a Cognitive or Mental Health Disorder M2A1: M2A2: Content end of week 2 M2D1: Bipolar Disorder 1,2,4,5,6 Psychiatric mental health nursing: Concepts of care in evidence-based practice** Chapter 13: Crisis Intervention Chapter 17: The Suicidal Client Chapter 20: Electroconvulsive Therapy Chapter 25: Depressive Disorders Chapter 26: Bipolar and Related Disorders Chapter 37: The Bereaved Individual (section on maladaptive responses to loss ) Web-Based and Other Professional Resources: Suicide assessment and nurses: What does the evidence show? (2015)** What every ED nurse should know about suicide risk assessment Suicide assessment and prevention (2016)** 8 of 15

9 3 Module 3: Altered Thought Processes and Neurocognitive Disorders Brunner and Suddarth s textbook of medical-surgical nursing** Chapter 11: Health Care of the Older Adult (section on Mental Health Problems in the Older Adult ) Pharmacology: A nursing process approach** Chapter 20: Central Nervous System Stimulants (section on Amphetamines ) Chapter 23: Drugs for Neurological Disorders: Parkinsonism and Alzheimer s Disease (section on Alzheimer s Disease ) Chapter 27: Antipsychotics and Anxiolytics (section on Antipsychotic Agents ) Use your chosen Guidebook to review the nursing M3A1: M3A2: Content end of week 3 M3D1: Supporting a Safe Environment 1,2,3,4,5,6 Maternal & child health nursing: Care of the childbearing & childrearing family** Chapter 54: Nursing Care of a Family When a Child Has a Cognitive or Mental Health Disorder Psychiatric mental health nursing: Concepts of care in evidence-based practice** Chapter 22: Neurocognitive Disorders Chapter 24: Schizophrenia Spectrum and Other Psychotic Disorders Chapter 33: Children and Adolescents (sections on Autism Spectrum Disorder and Intellectual Development Disorder ) Chapter 34: The Aging Individual (section on Psychological Aspects of Aging ) Web-Based and Other Professional Resources: Autism Spectrum Disorders (ASDs) ( 9 of 15

10 4 Module 4: Disorders of Identity, Self- Esteem and Coping; Aggressive Responses Pharmacology: A nursing process approach** Chapter 5: Drugs of Abuse Chapter 20: Central Nervous System Stimulants (section on Amphetamines ) Use your chosen Guidebook to review the nursing Maternal & child health nursing: Care of the childbearing & childrearing family** Chapter 54: Nursing Care of a Family When a Child Has a Cognitive or Mental Health Disorder Chapter 55:- Nursing Care of a Family in Crisis: Maltreatment and Violence in the Family Psychiatric mental health nursing: Concepts of care in evidence-based practice** Chapter 13: Crisis Intervention Chapter 16: Anger/Aggression Management Chapter 23: Substance-Related and Addictive Disorders Chapter 29: Somatic Symptoms and Dissociative Disorders Chapter 30: Issues Related to Human Sexuality and Gender Dysphoria Chapter 31: Eating Disorders Chapter 32: Personality Disorders Chapter 33: Children and Adolescents (sections on Attention-Deficit, Tourette s, and Disruptive Behavior Disorders ) Chapter 34: The Aging Individual (section on Elder abuse ) Chapter 35: Survivors of Abuse or Neglect Chapter 38: Military Families M4A1: M4A2: Simulation M4A3: Content end of week 4 M4A4: Exam This exam includes content from Module 1, Module 2, Module 3, and Module 4. M4D1: Mandatory Reporting of Suspected Child Abuse 1,2,4,5,6 Web-Based and Other Professional Resources: Caring for...transgender patients (2014)** Mandatory Reporting: Let s Clear Up the Confusion (2015)** Summary guide for mandated reporters in New York State (2016) Nursing care considerations for the hospitalized patient with an eating disorder (2016)** The PTSD toolkit for nurses: Assessment, intervention, and referral of veterans. Nurse Practitioner, 42(3), The invisible wounds of war: Caring for women veterans who have experienced military sexual trauma. 10 of 15

11 5 Module 5: Endocrine Disorders Brunner and Suddarth s textbook of medical-surgical nursing** Chapter 52: Assessment and Management of Patients With Endocrine Disorders Pharmacology: A nursing process approach** Chapter 43: Diuretics Chapter 51: Endocrine Drugs: Pituitary, Thyroid, Parathyroid, and Adrenal Disorders Use your chosen Guidebook to review the nursing M5A1: M5A2: Content end of week 5 M5D1: Managing the Side Effects of Corticosteroid Therapy 1,2,4,5,6 Maternal & child health nursing: Care of the childbearing & childrearing family** Chapter 48: Nursing Care of a Family When a Child Has an Endocrine or Metabolic Disorder Web-Based and Other Professional Resources: Overview of parathyroid surgery ( 6 Module 6: Renal Disorders Brunner and Suddarth s textbook of medical-surgical nursing** Chapter 53: Assessment of Kidney and Urinary Function Chapter 54: Management of Patients With Kidney Disorders Chapter 55: Management of Patients With Urinary Disorders (section on Urolithiasis and Nephrolithiasis ) M6A1: M6D1: Kidney Donation 1,2,4,6 Pharmacology: A nursing process approach** Chapter 43: Diuretics Use your chosen Guidebook to review the nursing M6A2: Content end of week 6 Maternal & child health nursing: Care of the childbearing & childrearing family** Chapter 46: Nursing Care of a Family When a Child Has a Renal or Urinary Tract Disorder Web-Based and Other Professional Resources: Living donor renal transplant: A gift of life (2013)** Acute kidney injury: Limiting the damage (2016)** 7 Module 7: Hepatic, Pancreatic, Gallbladder and Biliary Disorders Brunner and Suddarth s textbook of medical-surgical nursing** Chapter 49: Assessment and Management of Patients With Hepatic Disorders Chapter 50: Assessment and Management of Patients With Biliary Disorders M7A1: M7D1: Emotions Interfering with Care 1,2,3,4 Use your chosen Guidebook to review the nursing M7A2: Content end of week 7 11 of 15

12 8 Module 8: Management of Patients with Diabetes Mellitus Brunner and Suddarth s textbook of medical-surgical nursing** Chapter 51: Assessment and Management of Patients With Diabetes Mellitus Pharmacology: A nursing process approach** Chapter 52: Antidiabetic Drugs Use your chosen Guidebook to review the nursing Maternal & child health nursing: Care of the childbearing & childrearing family** Chapter 48: Nursing Care of a Family When a Child Has an Endocrine or a Metabolic Disorder Web-Based and Other Professional Resources: Management of type 2 diabetes (2013)** M8A1: M8A2: Content end of week 8 M8A3: Exam This exam includes content from Module 5, Module 6, Module 7, and Module 8. M8D1: Coping with Diabetes 1,2,3,4 The course schedule **See Materials list for full citation Evaluation Grade Ranges A = % B = 80-89% C = 70-79% D = 60-69% F = below 60% Breakdown Activity/Assessment % of final grade Possible Points and Percentage Discussion Participation 25% 100 points each; each Discussion is worth 3.125% of the final grade. Exams (2) 50% 100 points each; each Exam is worth 25% of the final grade. Content Quizzes (8) 25% 100 points each; each Content Quiz is worth 3.125% of the final grade. Total 100% The grade breakdown 12 of 15

13 Criteria COURSE REQUIREMENTS Course Activities: Before beginning your course work, be sure to review the Excelsior College Guidelines for Online Interaction ( (a.k.a. Online Etiquette or "Netiquette"). If you have any questions regarding these guidelines, please feel free to direct them to your instructor. All student work in this course may be submitted to plagiarism detection software. Exams - 50% There are two (2) Comprehensive Examinations, one (1) in Module 4 and one (1) in Module 8. Each Exam contains 75 questions and is worth 100 points. Each Exam contributes to 25% of the Final Grade. Each Exam is made of multiple choice questions with one correct answer, select all that apply questions with multiple correct answers, and fill-in-the-blank questions. Only one (1) attempt is allowed for each Exam. The Module 4 Exam will cover content from Modules 1, 2, 3, and 4. The Module 4 Exam is not available until the start of week 4 and must be end of week 4 PM US ET). The Module 8 Exam will cover content from Modules 5, 6, 7, and 8. The Module 8 Exam is not available until the start of week 8 and must be end of week 8 PM US ET). Tutorials and Simulation Each module contains an Tutorial. Module 4 also contains an Simulation. of the tutorial and simulation before you complete the While no grade or percentage is assigned to the Tutorials and Simulations, they, along with the assigned readings provide the information you will need to demonstrate achievement of the student learning outcomes tested in the Content Quizzes and Comprehensive Exams. Content Quizzes - 25% There are eight (8) Content Quizzes, one (1) in each module. Each Content Quiz contains a varied number of questions and is worth 100 points. Each Content Quiz contributes to 3.125% of the Final Grade. The types of questions include multiple choice questions with one correct answer, select all that apply questions with multiple correct answers, matching questions, fill-in-the-blank questions, and short answer questions. Only one (1) attempt is allowed for each Each Content Quiz must be end of the week it is assigned Discussion Participation - 25% There are eight (8) Discussion Questions, one (1) for each module. Each Discussion Question is worth 100 points and contributes to 3.125% of the Final Grade. The goal of a class discussion is to provide a forum for an exchange of ideas. Instead of posting mini-papers, discussions are intended to generate a scholarly dialogue, which can include your experiences and ideas, but may also include evidence (references) to support your views, as necessary. 13 of 15

14 Students are required to post a minimum of three (3) curriculum-focused discussions each week. Refer to the rubric and discussion posting guidelines for specific details. Discussions start on Monday and end on Sunday evening (Eastern Time, US.) Refer to the course schedule for the specific dates and topics. Students are required to post their initial response to the discussion questions by Thursday at 11:59 PM (Eastern Time, US) of the week they are due. The initial post cannot be a response to another student's post. Students who do not submit their response to the discussion questions as noted above will have ten (10) points deducted from their discussion question grade for that week. Prior to submitting any post to a discussion, please confirm there is text in the body of the post. The initial post is the first post made whether or not it contains any content. A blank initial post will be graded zero points by the instructor. Discussion postings may be reviewed for plagiarism. Plagiarism is not acceptable. Evidence of plagiarism will result in a zero (0) grade for the discussion and may also result in academic discipline. By registering for a web-based course, you have made a commitment to participate regularly with your instructor and other students in online discussions. You will be expected to use online course tools (Discussions and Chat rooms) to interact with your peers and work collaboratively to improve your understanding of underlying course ideas and issues. To lessen the risk of losing your work, do not write major discussions directly into a discussion posting. Instead, compose and check your work in other software (such as Microsoft Word) and then use the Create Message button and copy and paste your text into the new posting. FORMATTING AND STYLE FOR WRITTEN ASSIGNMENTS: APA (American Psychological Association) style is required for the writing assignments. Course Policies ACADEMIC UNIT POLICIES Late Submission of Quizzes/Exams: A student who submits a quiz/exam after the designated due date/time and has not received prior approval from the faculty for a late submission will be awarded a zero (0) for the quiz/exam. Discussion Posts: Students are required to post a minimum of three (3) curriculum-focused discussions each week. These posts must include: One (1) original post beginning a new thread containing a minimum of 250 words and at least one (1) current professional nursing reference. Two (2) responses to the initial posts of two (2) different peers each containing a minimum of 100 words and posted on a day that is different from the date of your own initial post to the discussion. Students are required to post their initial response to the discussion questions by Thursday at 11:59 PM (Eastern Time, US) of the week they are due. The initial post cannot be a response to another student's post. Students who do not submit their response to the discussion questions as noted above will have ten (10) points deducted from their discussion question grade for that week. Late discussion postings are not reviewed or graded. Any discussion postings received after the end of the module will be awarded a zero (0). The initial post is the first post made whether or not it contains any content. A blank initial post will be graded zero points by the instructor. Refer to the rubric and discussion posting guidelines for specific details. Late discussion postings are not reviewed or graded. Any discussion postings received after the end of the module will be awarded a zero (0). Institutional Policies COURSE PARTICIPATION: 14 of 15

15 ly course participation is required. Please see the Student Participation Policy ( for more details. Instructor Participation Your instructor will: Post a welcome message during the first 24 hours of the course. Schedule real time office hours through the chat room and/or by individual appointment. Communicate with you through the Blackboard communication tools, including internal course messaging. Respond to student communications within two business days. Log into the course to review and participate at least three different days a week in 15-week courses, or four different days a week in 8-week courses. Provide you with formative feedback midway through the course based on work submitted to that point. Grade all formative assignments within 7 business days in 15-week courses and 4 business days in 8-week courses, and will grade final summative work within 5 business days after the end of the term. POLICIES You are responsible for being familiar with all the policies that are related to your activity in this course. Complete information on Excelsior College policies can be found in the Course Information area or by visiting ( All student work in this course may be submitted to plagiarism detection software. The reports from this software may be used as evidence in support of disciplinary actions. Please see the policy on Academic Honesty ( for more details. 15 of 15