DEL MAR COLLEGE DEPARTMENT of NURSING EDUCATION. Common Concepts of Adult Health RNSG

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1 DEL MAR COLLEGE DEPARTMENT of NURSING EDUCATION Common Concepts of Adult Health RNSG COURSE INFORMATION College Year: Semester: Spring 2014 Prerequisites: RNSG 1160, 1300, 1201, 1413, PSYC 2301, CHEM 1406 (AAS Nursing Degree plan ONLY) Concurrent: RNSG 1261, RNSG 1412 PSYC 2314 and BIOL 2420 (AAS Nursing Degree plan ONLY) must be completed before enrolling in Level III nursing courses. Credit/Contact Hours: 4 Semester Credit Hours 3 lecture hours per week 3 skills laboratory hours per week Course Placement: Semester 2, Year 1, (REM R3, E3, M3) FACULTY CONTACT INFORMATION Faculty: Sarah Clark MSN, RN (Level II Coordinator) Office : HS3.250 Phone : E mail : sclark15@delmar.edu Ruby Estrada MPH, RN (RNSG 1441 Course Coordinator) Office : HS3.314 Phone : E mail : restrada@delmar.edu Darla Green MSN, RN (lab/clinical only) Office: HS3.306 Phone: E mail: dgreen3@delmar.edu Sylvia Herrlich MSN, RN Office: HS2.246 Phone: E mail: sherrli@delmar.edu 1

2 COURSE DESCRIPTION Basic integration of the role of the professional nurse as a provider of patient centered care, patient safety advocate, member of health care team, and member of the profession. Study of the common concepts of caring for adult patients and families with medical surgical health care needs related to body systems, emphasizing knowledge, judgment, skills, and professional values within a legal/ethical framework. The student will explain the roles of the professional nurse in caring for adult patients and families. Critical thinking skills and a systematic problem solving process will be utilized in providing care for adult patients and families with common health needs. Emphasis will be placed on selected conditions of immune, endocrine, musculoskeletal, integumentary, respiratory, cardiac, urinary, neurological, and reproductive systems. Also included are oncology care, pre and post operative care and IV therapy with a focus on the promotion of health and prevention of disease. Students will be expected to integrate knowledge of pharmacology, nutrition, math proficiency, and communication skills. The teaching/learning philosophy for this course, as for any course in the DMC/Nurse Education, is delineated in the program philosophy printed in the Handbook for Nursing Students (see The DMC/Nursing Education organizing structure serves as the framework for this course. The nursing process is the method used to plan and implement care to the client. STUDENT LEARNING OUTCOMES Upon successful completion of RNSG 1441 the student will demonstrate competencies as follows: Member of the Profession: Exhibit caring behaviors that reflect commitment to growth and development of the role and function of the nurse. 1. Explain the therapeutic role of the nurse necessary to establish trusting, interpersonal relationships with adult clients who have common medical surgical health care needs. 2. Discuss the patient s physical, social and spiritual responses to illness. 3. Identify rules and regulations affecting nursing practice. Provider of Patient Centered Care: Demonstrate competency by accepting responsibility for the provision of safe, compassionate, evidence based care to patients, families, and significant others across the lifespan. 1. Recognize therapeutic communication skills in the nurse patient relationship. 2. Determine the priority needs of clients. 3. Outline the plan of care utilizing the nursing process. 4. Identify the appropriate nursing diagnosis as it relates to common medical surgical conditions. 2

3 5. Describe the basic concepts of nursing including healthcare delivery, community based nursing, critical thinking, ethical decision making, the nursing process, health education, health promotion, and health assessment. 6. Utilize appropriate medical terminology, approved abbreviation and symbols in written and oral communication. 7. Discuss patient and their family s physical, social and spiritual responses to illness. Patient Safety Advocate: Advocate for a quality and safe environment for patients/families/significant others across the lifespan. 1. Interpret diagnostic lab values. 2. Explain the rationale for the various pharmacological and treatment modalities utilized in the nursing care of the adult client. 3. Identify safe, effective nursing care for individuals with respiratory, cardiovascular, hematologic, digestive, gastrointestinal, metabolic, endocrine, urinary tract, reproductive, immunologic, integumentary, sensorineural, neurologic, and musculoskeletal dysfunction. Member of the Health Care Team: Participate in patient care administered by the interdisciplinary healthcare team. 1. Describe the structure, function, and interdisciplinary relationships within the healthcare delivery system. 2. Examine the role of the professional nurse as a member of the health team. SCANS and DECs Curriculum Statement This course involves the interplay among The Secretary s Commission on Achieving Necessary Skills (SCANS) and the Texas Board of Nursing Differentiated Essential Competencies (DECs) to effectively prepare graduates who will provide safe competent, compassionate care. GENERAL COURSE OVERVIEW Week Level 2 Orientation Mon Tues Wed Thurs Fri Legal Ethical Fluid & Electrolytes Math Exam IV Therapy Pre& Post Op Lecture IV therapy Lab Prep Group I IV Medication Administration Lab Group 2 IV Medication Administration Lab Group I Initiation of IV Therapy Lab Group Initiation of IV Therapy Lab Math Exam 2 3

4 Week 2 Martin Luther King HOLIDAY Week Med surg Exam #2 Immune/ Endo/Comp Dm Anemia Oncology Med Sug Exam 1 Legal/Ethical Fluid & Electrolytes Pre/Post Op Immune Endocrine, Comps of Diabetes Cardio Lunch Cardio continued Endocrine: Comps of Diabetes Continued Math Exam Orientation to MS Lunch Simulated Medication Admin Activity Group I Endocrine lab Group Endocrine lab Math Exam Group 1 Cardio lab Lunch Group 2 Cardio lab Week Med Surg Exam 3 Cardio/Anmia/ Onco Neuro TBA MS Data collection Week Med Surg Exam #4 Orthho/Neuro Ortho MCH Theory ATI PHARM. Practice Exam Due MCH Theory TBA MS Data Collection 4

5 Week MCH Exam 1 TBA MS Data Collection MCH Lab MCH Lab Week MCH Exam 2 TBA MS Data Collection MCH Lab Times TBA Proctored ATI Pharm. Exam Week 8 Week MCH Exam MCH Theory MCH Theory TBA MS data collection SPRING BREAK 3/10 3/ MCH EXAM MCH THEORY Orientation to MCH TBA MS Data Collection MCH Theory MCH Theory MCH Theory ATI Maternal Newborn Practice Exam due Week MCH Exam MCH THEORY TBA MS Data Collection MCH Theory Week MCH Exam Respiratory ATI Nursing Care of 5

6 Week 12 Week Integumentary conditions Infectious Conditions TBA MS data collection GI/Gu Lunch GI/Gu continued TBA MS data collection Med Surg Exam 5 Resp./Skin/ Infections GI/GU continued TBA MS data collection Lunch Respiratory Continued Group 1 Respiratory lab Group 2 Respiratory Lab Group 1 GI/GU skills lab Group 2 GI/GU skills lab TIMES TBA Proctored ATI Maternal Newborn Exam Children Practice Exam Due Week 14 Week 15 Week Med Surg Exam 6 GI/Gu Proctored ATI Med Surg Last Day to Drop a Class with a W Final Simulations Times to be assigned RNSG 1412 MCH Final Exam ATI Nursing Care of Children Proctored Exam Reproductive Disorders Last Day of Class RNSG 1441 Med Surg Final 6

7 TEXTBOOKS Required Smeltzer, S. C., Bare, B. G., Hinkle J. L., Cheever, K. H.(2010). Brunner & Suddarth's textbook of medical surgical nursing (12th ed.). Philadelphia, PA. Wolters Kluwer Health/Lippincott Williams & Wilkins. Gahart, B., & Nazareno, A., (2010) Intravenous Medications. St. Louis, MO: Mosby Elsevier. Kee, J., Hayes, E., & McCuistion, L. (2009). Pharmacology: A nursing process approach (6 th ed.). St. Louis, MO: Elsevier Saunders. Required Reference Books: Nursing Diagnosis Handbook: Doenges, M. E., Moorhouse, M. F., & Murr, A. C. (2010), Nursing diagnosis manual: planning, individualizing, and documenting care (3 rd ed.). Philadelphia, PA: F. A. Davis. Laboratory/Diagnostic Manual: Pagana, K. D. & Pagana, T. J. (2010) Mosby s manual of diagnostic and laboratory tests (4 th ed.). St. Louis: Mosby Elsevier. ISBN Health Assessment Handbook: D Aminco, D. and Barbarito, C. (2012). pocket guide for health and physical assessment in nursing (2 nd ed.). Upper Saddle River, NJ: Prentice Hall. (May be purchased with combination pack described in required textbooks.) Drug book guide: Davis s Drug Guide for Nurses with Resource Kit CD ROM. Deglin, J. & Vallerand, A., F.A. Davis, 12th edition (2010) ISBN: (Students select one drug guide) or Pearson Nurse s Drug Guide. Wilson, A. B., Shannon, M. T. & Shields, K., Prentice Hall, 2nd edition (2013) ISBN: (Students select one drug guide) Available 5/1/2012 Test Success: Test Taking Techniques for Beginning Nursing Students. Nugent, P.M. & Vitale, B.A., Other Resources: ATI Comprehensive Assessment and Review Program (CARP) Recommended Titles: Wolters Kluwer Health/Lippincott Williams & Wilkins, (2010). Lippincott's Interactive Case Studies for Brunner and Suddarth's Textbook of Medical Surgical Nursing. Philadelphia. 7

8 TECHNOLOGY REQUIREMENTS Canvas Learning Management System: Each unit contains notes and lecture materials, along with assignments and games to facilitate the students learning. Computer knowledge is required for successful completion of course. The student is required to login to the course on a daily basis to complete assignments that include i.e., quizzes, discussions and case studies. The student is to secure proper configuration of personal computers that support the Canvas Learning System in order to complete assignments by scheduled due dates. Additional online resources are available through ADDITIONAL MATERIALS AND SUPPLIES REQUIRED Students will need the Department of Nurse Education lab kit prior to attending labs. It is the students responsibility to bring lab kits during scheduled labs and campus open labs as practice supplies will not always be made available. METHODS OF ACCOMPLISHING STUDENT LEARNING OUTCOMES Methods of instruction may include but are not limited to lectures, small group discussions, audiovisual media, written assignments, case studies, computer assisted programs, games, demonstrations; directed practice and simulation learning activities in the learning laboratory. The laboratory experience is correlated with theory, which emphasizes the application of the nursing process in caring for clients in common medical surgical conditions. ATI s Comprehensive Assessment and Review Program (CARP) are integrated throughout the nursing program and are utilized for this course. CARP is an online resource that focuses on student development of study and test taking skills, critical thinking, and problem solving to succeed throughout the program and NCLEX success. STUDENT EVALUATION and COURSE REQUIREMENTS Grading Scale A = B = C = D = F = 69 and below 8

9 In a strong effort to ensure student success the components of the ATI s Comprehensive Assessment and Review Program (CARP) will be used in this course. Students have access to the following components of ATI s CARP: Nurse Logic, Learning System, Content Mastery series, Focused Reviews and Remediation Plans. An orientation to these resources is provided during the course orientation. Faculty will identify specific ATI CARP components that must be completed in order to receive credit for this course. Additional resources may be utilized at the discretion of the faculty for further remediation as indicated by individual student performance. Grading Policy 100% of the final course grade is based on: Unit Exams: (6) 60% Final Exam (Comprehensive) 20% ATI Pharmacology Exam 5% Graded Simulation Labs (3) 7.5% Case Study Presentation 7.5% 100% The average of the exam grades, before weighted calculation is performed, must be 75% or above to pass the course. Grades will not be rounded when calculating the average ( is not rounded to 75). Students with an exam average of 75 or higher will have course grades calculated based on the weighted calculation of the exams and other required course work. A minimum grade of 75% and a letter grade of C or higher is required to receive credit for this nursing course. Final Simulation Students will be required to complete a final clinical simulation scenario based on a medical surgical condition covered in RNSG Failure or withdrawal in RNSG 1441 will require students to transition to the new Concept Based Curriculum. Students eligible for readmission must successfully complete RNSG 1170 and 1171 in the new curriculum prior to enrolling in Level 2 courses RNSG 2172, RNSG 2572, and RNSG GENERAL INFORMATION ABOUT THE TESTS: 1. Passing the test is a patient safety issue. 2. Faculty design the tests with a level of difficulty similar in all tests so students would not see one test or one Course as really easy and another really hard. 9

10 3. Questions having several parts to solve provide an exercise in critical thinking, which is a requirement of our program. 4. Calculators (4 function, basic) may be used during testing. 5. The number of opportunities to test prior to clinical for each Level of Course varies dependent on the length of the course, the time at which each Course begins clinical, and other variables determined by Faculty. 6. Students may not rework just the missed question(s), but will be required to take another pharmacological math proficiency and medication administration test. 7. After the first unsuccessful test attempt, documentation of appropriate remediation is required prior to taking the next test. 8. In order to be successful in taking the test, the student must achieve 100% on the exam prior to going to the hospital or other clinical setting. Passing the test with 100% accuracy is an essential clinical objective that must be accomplished to pass a clinical rotation. 9. Principles of pharmacology/safe medication administration will be included (making problems similar to a clinical situation such as reading drug labels, or doctor s orders including an order, which may be incorrect.) 10. Demonstration of math proficiency must be maintained during all clinical experiences. 11. For the official conversion sheet for the program, see (Appendix C). SPECIFIC INFORMATION REGARDING EACH LEVEL: Level I: Students are offered five opportunities to complete a test with 100% accuracy. Testing may take place at the Level I orientation. A review may be given prior to taking the exam. Failure to achieve 100% proficiency prior to the clinical experience will result in a clinical failure and dismissal from paired courses. Level II: Students are offered four opportunities to complete a test with 100% accuracy prior to going to clinical. A tutorial is offered prior to the first test. Failure to achieve 100% proficiency will result in clinical failure and dismissal from all paired courses. Level III: Students are offered four opportunities to complete a test with 100% accuracy prior to going to clinical. Failure to achieve 100% proficiency will result in clinical failure and dismissal from all paired courses. Level IV: Students are offered three opportunities to complete a test with 100% accuracy prior to going to clinical. Failure to achieve 100% proficiency will result in clinical failure and dismissal from all paired courses. MEASUREMENTS TO BE USED*: Metric and household measurements 2. Apothecary and household measurements

11 3. Equivalents between apothecary and metric measurements *These measurements will be tested heaviest in Levels 1 and 2. In Levels 3 and 4, these areas comprise a smaller portion of each test. Student Test Policy In order to test the student must adhere to the following testing policy. 1. Attendance is required and students will not be allowed entry to classroom after exam has started. 2. All student possessions (backpacks, cell phones, beverages, hats, study materials etc.) must be left at the front of the room or designated area 10 minutes prior to the start of the exam. The student may have a pen or pencil during the testing period. Only a Basic Function calculator is permissible and if necessary paper will be provided by faculty. 3. If you are going to be absent you must contact your instructor by phone or prior to the scheduled exam. 4. Make up exams must be taken within hours of absence. Make up exams will only be given at the discretion of the faculty member and can be a different version than that of the scheduled exam. Maximum one make up exam per course. 5. Students are allotted one tardy without penalty. On the second tardy a 5 point deduction will be applied to the exam score; any subsequent tardies will receive a 10 point deduction to the exam score. Students will take the exam within the allotted scheduled time. If another nursing student has completed the exam, the student who is tardy will not be admitted to the exam. 6. Exams or Quizzes can be delivered in a written, online, clicker response system, or scantron. In the use of the clicker response system, or scantron, grades will only reflect answers entered into the clicker response pad or scantron answer sheet. 7. Classroom exam reviews will be conducted at the discretion of the faculty. Students will not be allowed to take any notes during the review and desks must be cleared. 8. Individual exam reviews may be scheduled with the faculty during office hours and within 7 calendar days from the return of exam grades. 9. Any student achieving an examination grade of less than 75% must schedule an appointment with faculty within 7 calendar days from the return of exam grades. 11

12 10. Students must pass a dosage calculation test at 100% per level prior to the date of scheduled clinical. Failure to obtain a 100% will result in failure of the course. 11. The average of the exam grades, before weighted calculation is performed must be 75% or above to pass the course. Grades will not be rounded when calculating the average ( is not rounded to 75). Students with an exam average of 75 or higher will have course grades calculated based on the weighted calculation of the exams and other required course work. 12. Failure to follow policies can result in a zero for an exam. A common form of cheating involves exams. Copying from someone else s paper, or computer screen, using notes, altering an exam for regarding, getting an advance copy of the exam, or hiring a surrogate test taker are all forms of misconduct. The Del Mar College Handbook stipulates that unauthorized possession, or misuse of College documents and or equipment are forms of a student s breach of conduct. Students are not authorized to take or copy any written or computerized exam in this course. A clear violation of this is the copying and pasting of completed or uncompleted exams even when there is no intent to share this document. Students are not allowed to visit or open any sites or programs on their computers at any time during the testing period. The Handbook for Nursing Students ( details the Progression Policy for the department in case of a failure. STUDENT GRIEVANCES Procedures for student grievances against the College have been set forth in writing by the Board of Regents and are included in the Policy Manual. The Vice President of Student Development is responsible for coordinating the processing of student complaints. College Wide Policy A student grievance and appeals policy, applicable to all students of Del Mar College, is used to provide reasonable assurance that all practices and actions are relevant, reasonable and applied in a nondiscriminatory manner. A grievance is defined as a student s disagreement with the application of a specific College rule and/or policy (Del Mar College Manual of Policies and Procedures, source online). A complaint is defined as a student s disagreement with specific practices of a particular department or division (non established College policy). Procedures for student complaints against the College and complaints against a department have been set forth in writing by the Board of Regents and are included in the Policy Manual. The proper forms and more specific information may be obtained from the Office of the Dean of Student Engagement and Retention. 12

13 Departmental Grievance Policy B processing a complaint The departmental grievance policy is designed to support the college wide policy as an auxiliary avenue to handle grievances efficiently at the level closest to the problem and to maintain a problem solving environment. A student s grievance (nonacademic or academic) that originates through the Department of Nurse Education must adhere to the following procedure: See organizational structure in Appendix E to determine who to contact during for this process. 1. The formal or informal grievance must first be presented to the source of the concern for discussion, consideration and resolution within 5 business days of occurrence. In the case of a complaint about an instructor, for example each point of complaint must be aired with that instructor before the process may continue. 2. If the grievance is not successfully resolved at the first level of contact, the student will proceed within 5 business days to contact the course coordinator. If not resolved the Level Coordinator will be contacted. 3. If the grievance is not satisfactorily resolved at this level of the program it will then continue with involvement of the Assistant Chair and Department Chair. 4. If the complaint cannot be resolved within the DNE then the student will be referred to the formal grievance process through the Dean of Student Engagement and Retention. EXPECTED STUDENT BEHAVIOR 1. Students are responsible for complying with all policies and procedures listed in The Handbook of Nursing Students ( 2. Attendance is expected to be regular and punctual. In accordance with the Del Mar College Attendance Policy students are subject to withdrawal due to lack of attendance. Refer to DMC Catalog for attendance policy and student conduct on the following websites: 3. Cell phones are to be off or on vibrate during class or lab. It is not permissible to text during class or lab. 4. Classroom Assignments: Each unit contains assignments that guide the student toward meeting specified course objective. The student is expected to do the required preparation prior to class. 5. Completion of required ATI CARP activities as outlined by faculty. 6. Laboratory Experiences: Each student is responsible for personal preparation related to the laboratory experience prior to skills practice and or simulation learning. Skills Lab Kits are required for each scheduled lab. Students are required to attend labs in DNE dress code as outlined in the student handbook located on the program homepage, Students will not be permitted into the laboratory experience after the scheduled time. Labs missed due to tardiness or absences will be 13

14 subject to a zero grade for scheduled lab grade. Faculty will refer students to an open campus lab for labs missed. 7. No student use of video/audio recordings, WEBCAMS or social networking media are allowed during classroom, laboratory or clinical activities. OTHER INFORMATION DMC Safety The student is required to register with DMC Alert found on their MyDMC account page. This alert system will notify students of any emergency or campus closure via the students method of notification. Visit the website Dial when obtaining information regarding campus closures. In the event of fire or other emergency, you should cautiously exit the classroom/building through nearest exit(s). In the event of fire, elevators should not be used. It is the instructor s responsibility to insure that assistance is given to those students who need help in exiting the classroom/building. Fire extinguishers are located in hallways on each floor of the health science buildings. Dial 1199 when using campus telephone. Dial 911 when using pay telephone. American Disabilities Act Statement If you have a disability, including a learning disability for which you can request an accommodation please refer to the link below. A student requesting accommodation must provide documentation of disability to the Counseling and Advising Centers Special Services office at If you require additional assistance such as for testing you must provide the course coordinator documentation that indicates the necessary accommodations within the first week of class. Additional expectations will be discussed by faculty. The course syllabus is a general plan for the course; the instructor reserves the right to make any changes deemed necessary to best fulfill the course objectives. Students registered for this course will be made aware of any changes in a timely fashion using reasonable means. This disclaimer does not abrogate any student rights as described by College rules and regulations. 14

15 UNIT I: Class 1 Critical Thinking, Ethical Decision Making, and the Nursing Process Student Learning Outcomes Upon successful completion of the course the student will: 1. Describe the critical thinking process. 2. Define ethics and nursing ethics. 3. Discuss examples of each of the basic ethical principles. 4. Discuss the ANA Code of Ethics 5. Identify several ethical dilemmas common to the medical surgical area of nursing practice. 6. Specify strategies that can be helpful to nurses in ethical decision making. 7. Describe the components of the nursing process. 8. Develop a plan of nursing care for a patient using strategies of critical thinking. Learning Activities Brunner & Suddarth Textbook of Medical Surgical Nursing Smeltzer SC, Bare BG, Hinkle JL, Cheever K. H., (2010). Brunner & Suddarth's Textbook of Medical Surgical Nursing, (12 th ed.). Philadelphia. Wolters Kluwer Health/Lippincott Williams & Wilkins. Read Chapter 3 Critical Thinking, Ethical Decision Making, and the Nursing Process Case Studies as assigned Other Resources: Practice Chapter NCLEX Style Questions to assist with test review using the link below: Texas Board of Nursing Professional Conduct Handout and website Assessment Unit Exam 15

16 UNIT 3: Class 1 Fluid and Electrolytes: Balance and Disturbance Student Learning Outcomes Upon successful completion of the course the student will: 1. Describe the role of the kidneys, lungs, and endocrine glands in regulating the body s fluid composition and volume. 2. Identify the effects of aging on fluid and electrolyte regulation. 3. Plan effective care of patients with the following imbalances: fluid volume deficit and fluid volume excess; sodium deficit (hyponatremia) and sodium excess (hypernatremia); potassium deficit (hypokalemia) and potassium excess (hyperkalemia). 4. Explain the role of lungs, kidneys, and chemical buffers in maintaining acid base balance. 5. Compare respiratory acidosis and alkalosis with regard to causes, clinical manifestations, diagnosis, and management. 6. Interpret arterial blood gas measurements. 7. Describe measures used in the care of patients receiving intravenous therapy. a. List potential complications of IV therapy. b. Describe the nursing measures to assess and prevent each of these potential complications. c. Identify the nursing measures in peripheral intravenous therapy. Learning Activities Brunner & Suddarth Textbook of Medical Surgical Nursing Smeltzer SC, Bare BG, Hinkle JL, Cheever K. H., (2010). Brunner & Suddarth's Textbook of Medical Surgical Nursing, (12 th ed.). Philadelphia. Wolters Kluwer Health/Lippincott Williams & Wilkins. Chapter 14 Fluid and Electrolytes Reading Listing 1. Note Gerontologic Considerations pages Fluid Volume Disturbances pages Acid Base Disturbances Acute and Chronic Respiratory Acidosis & Acute and Chronic Respiratory Alkalosis

17 5. See table 14 5 Acid Base Disorders and compensation for assistance with interpretation of blood gases 6. See Chart 14 2 Assessing for Arterial Blood Gases for a step by step process to interpret blood gases and compensation page Parenteral Fluid Therapy pages Complete Case Studies as assigned Pharmacology Text Review Read related chapters Kee, J., Hayes, E., & McCuistion, L. (2012). Pharmacology: a nursing process approach (6 th ed.) St. Louis Elsevier. Saunders related chapters Other Resources: Practice Chapter NCLEX Style Questions to assist with test review using the link below: Lab Performance Objectives Demonstrate peripheral IV starts. Demonstrate intravenous medication administration (IVPB and IVP) Assessment Unit Exam ATI TESTS UNIT I: Class 1 CARE OF THE PERIOPERATIVE PATIENT Student Learning Outcomes Upon successful completion of the course the student will: 1. Interpret the significance of assessment data related to the preoperative patient s health status. 2. Discuss the legal aspects of the informed consent 3. Describe the nursing assessment and management of the postoperative patient 4. Describe the gerontologic considerations related to postoperative management. 5. Develop a teaching plan for the postoperative patient. 7. Discuss the pharmacological management of the pre operative and post operative patient. Learning Activities Brunner & Suddarth Textbook of Medical Surgical Nursing Smeltzer SC, Bare BG, Hinkle JL, Cheever K. H., (2010). Brunner & Suddarth's Textbook of Medical Surgical Nursing, (12 th ed.). Philadelphia. Wolters Kluwer Health/Lippincott Williams & Wilkins. Read Chapter 18 Preoperative Nursing Management (pages ) Read Chapter 20, Postoperative Nursing Management (pages ) Pharmacology Text Review Read Related Chapters Kee, J., Hayes, E., & McCuistion, L. (2012). Pharmacology: a nursing process approach (7 th ed.) St. Louis Elsevier. Saunders related Chapters 17

18 Other Resources: Practice Chapter NCLEX Style Questions to assist with test review using the link below: Lab Performance Objectives Demonstrate Care of a post operative patient using simulation scenarios and lab practice of related skills. Assessment Unit Exam UNIT 11: Class 2 CARE OF THE PATIENT WITH IMMUNODEFICIENCIES AND ALLERGIC DISORDERS Student Learning Outcomes Upon successful completion of the course the student will: 1. Interpret the significance of assessment and lab data related to the patient with immune dysfunction. 2. Discuss the body s general immune response. 3. Describe the nursing assessment and management related to the patient experiencing immune dysfunction. 4. Describe the gerontologic considerations related to immunologic function. 5. Develop a plan of care for the patient experiencing an immune disorder. 6. Discuss the pharmacological management of the patient with an immune or an allergic disorder. 7. Identify the physiologic events and types of hypersensitivities associated with an allergic reaction. 8. Describe the management of patients with allergic disorders and measures to prevent anaphylaxis. 9. Describe the assessment and lab findings seen in patients with a suspected diagnosis of a rheumatic disorder. 10. Describe the medical management for patients with a rheumatic disorder. 11. Describe how to apply the nursing process to the care of patients with a rheumatic disorder. Learning Activities Brunner & Suddarth Textbook of Medical Surgical Nursing Smeltzer SC, Bare BG, Hinkle JL, Cheever K. H., (2010). Brunner & Suddarth's Textbook of Medical Surgical Nursing, (12 th ed.). Philadelphia. Wolters Kluwer Health/Lippincott Williams & Wilkins. Read Chapter 50: Assessment of Immune Function (pp ) Read Chapter 51: Management of Patients with Immunodeficiency (pp , 1564, 1566, pp ) Read Chapter 53: Assessment and Management of Patients with Allergic Disorders (pp ) 18

19 Read Chapter 54: Assessment and Management of Patients with Rheumatic Disorders (pp ) (pp ) Complete Case Studies as assigned Pharmacology Text Review Read Related Chapters see reading document under specific modules Kee, J., Hayes, E., & McCuistion, L. (2012). Pharmacology: a nursing process approach (7 th ed.) St. Louis Elsevier. Saunders. Other Resources: Practice Chapter NCLEX Style Questions to assist with test review using the link below Assessment Unit Exam UNIT 8: Class 3 CARE OF A PATIENT WITH AN ENDOCRINE DISORDER Student Learning Outcomes Upon successful completion of the course the student will: 1. Discuss the major macrovascular, microvascular, and neuropathic complications of Diabetes. 2. Interpret the significance of assessment and lab data related to the patient with Diabetes Mellitus. 3. Discuss preventative measures and management of diabetic complications. 4. Discuss the pharmacological management of the patient with diabetes. 5. Describe the gerontological considerations related to self care of diabetes. 6. Interpret the significance of assessment and lab data related to the patient with a thyroid or a parathyroid disorder. 7. Describe the nursing assessment and management of the patient with a thyroid or parathyroid dysfunction. 8. Describe the gerontological considerations related to hypothyroidism. 9. Discuss implementation of the nursing process in the care of patients with thyroid or parathyroid disorders. 10. Discuss the pharmacological management of the patient with thyroid or parathyroid disorder. 19

20 Learning Activities Brunner & Suddarth Textbook of Medical Surgical Nursing Smeltzer SC, Bare BG, Hinkle JL, Cheever K. H., (2010). Brunner & Suddarth's Textbook of Medical Surgical Nursing, (12 th ed.). Philadelphia. Wolters Kluwer Health/Lippincott Williams & Wilkins. Read Chapter 41 Assessment and Management of Patients with Diabetes Mellitus (pp. 1207, , 1242) Read Chapter 42 Assessment and Management of Patients with Endocrine Disorders (pp , pp ) Complete Case Studies as assigned Pharmacology Text Review Read Related Chapters see reading document under specific modules Kee, J., Hayes, E., & McCuistion, L. (2012). Pharmacology: a nursing process approach (7 th ed.) St. Louis Elsevier. Saunders. Other Resources: Practice Chapter NCLEX Style Questions to assist with test review using the link below Lab Performance Objectives Demonstrate Care of a patient with an Endocrine disorder using simulation scenarios and lab practice of related skills. Assessment Unit Exam UNIT 6: Class 4 ASSESSMENT AND MANAGEMENT OF PATIENTS WITH HEMATOLOGICAL DISORDERS Student Learning Outcomes Upon successful completion of the course the student will: 1. Describe the process of hematopoiesis. 2. Describe the processes involved in maintaining homeostasis. 3. Differentiate between the hypoproliferative and the hemolytic anemia. 4. Compare and contrast the physiologic mechanisms, clinical manifestations, medical management, and nursing interventions for each. 5. Utilize the nursing process as framework for the care of patients with anemia. 6. Discuss the teaching involved to help individuals self manage their disorder when discharged. 7. Compare and contrast clinical manifestations for each type of anemia. 8. Compare and contrast the medical management for each type of anemia. 20

21 Learning Activities Brunner & Suddarth Textbook of Medical Surgical Nursing Smeltzer SC, Bare BG, Hinkle JL, Cheever K. H., (2010). Brunner & Suddarth's Textbook of Medical Surgical Nursing, (12 th ed.). Philadelphia. Wolters Kluwer Health/Lippincott Williams & Wilkins. Read Chapter 33 Assessment and Management of Patients with Hematological Function Read pp Hematological Studies and Anemias Pharmacology Text Review Read Related Chapters see reading document under specific modules Kee, J., Hayes, E., & McCuistion, L. (2012). Pharmacology: a nursing process approach (7 th ed.) St. Louis Elsevier. Saunders. Other Resources: Practice Chapter NCLEX Style Questions to assist with test review using the link below Assessment Unit Exam UNIT 4: Class 4 CARE OF THE PATIENT WITH CANCER Student Learning Outcomes Upon completion of this course the student will: utilize the nursing process to care for clients and their families with a cancer diagnosis and be able to: 1. Define cancer. 2. Compare and contrast benign versus malignant tumors. 3. Describe the significance of heath education and preventive care in decreasing the incidence of cancer. 4. Identify common diagnostic tests used to detect cancer. 5. Describe tumor staging and grading. 6. Differentiate the roles of surgery, chemotherapy, radiation therapy, stem cell transplant, and other therapies in the management of cancer. 21

22 7. Formulate a nursing care plan for the patient undergoing radiation therapy. 8. Describe the special nursing needs of clients receiving chemotherapy. a. Nursing actions to prevent and treat extravasation. b. Prioritize nursing care needs for the patient with chemotherapy induced neutropenia. c. Prioritize nursing care needs for chemotherapy induced thrombocytopenia and or anemia. 9. Describe nursing care related to common nursing diagnoses associated with cancer treatment: impaired skin integrity, alopecia, altered nutrition, fatigue, and altered body image. 10. Identify selected oncologic emergencies: superior vena cava syndrome, spinal cord compression, hypercalcemia, and tumor lysis syndrome. 11. Define the role of targeted therapies: biologic response modifiers, cytokines, and monoclonal antibodies in the management of cancer. 12. Describe the principles and components of hospice care. 13. Identify barriers to improving care at the end of life. 14. Identify nursing measures to manage physiologic responses to terminal illness. Learning Activities Brunner & Suddarth Textbook of Medical Surgical Nursing Smeltzer S.C., Bare B.G., Hinkle J.L., Cheever K. H., (2010). Brunner & Suddarth's textbook of medical surgical nursing, (12 th ed.). Philadelphia, PA. Wolters Kluwer Health/Lippincott Williams & Wilkins. Read Chapter 16, Oncology: Nursing Management in Cancer Care (pages ) Read Chapter 17, Palliative Care (pages ) Pharmacology Text Review Read related chapters Kee, J., Hayes, E., & McCuistion, L. (2012). Pharmacology: a nursing process approach (6 th ed.) St. Louis, MO. Elsevier. Saunders. Chapter 36: Anticancer Drugs: pg Chapter 37: Targeted Therapies to Treat Cancer: pg Chapter 38; Biologic Response Modifiers: pg

23 Complete case studies as assigned Other Resources Practice Chapter NCLEX Style Questions to assist with test review using the link below: Lab Performance Objectives Demonstrate care of central lines used in oncology care Assessment Unit Exam UNIT 6: Class 5 MANAGEMENT OF PATIENTS WITH CORONARY VASCULAR, STRUCTURAL, AND INFECTIOUS DISORDERS Student Learning Outcomes Upon successful completion of the course the student will: 1. Describe the pathophysiology, clinical manifestations, and treatment of coronary atherosclerosis. 2. Describe the management of clients with heart failure (HF). 3. Discuss how you would apply the nursing process to the care for clients with HF. 4. Construct and discuss a potential teaching plan for a client with HF. 5. Define valvular disorders of the heart and describe the pathophysiology, clinical manifestations, and management of patients with Mitral and Aortic disorders. 6. Describe types of cardiac valve repair and replacement procedures used to treat valvular problems and the care needed by patients who undergo these procedures. 7. Describe the pathophysiology, clinical manifestations, and management of patients with infections of the heart. 8. Identify anatomic and physiologic factors that affect peripheral blood flow and tissue oxygenation. 9. Discuss the appropriate parameters for assessment of peripheral circulation. 10. Describe the prevention and management of venous thromboembolism. 11. Identify risk factors for hypertension. 12. Define normal versus abnormal blood pressure parameters and discuss the significance of hypertension on overall health of the individual. 13. Describe treatment approaches for hypertension, including lifestyle and medication therapy. 14. Discuss the application of the nursing process when caring for the individual with hypertension. 23

24 Learning Activities Brunner & Suddarth Textbook of Medical Surgical Nursing Smeltzer SC, Bare BG, Hinkle JL, Cheever K. H., (2010). Brunner & Suddarth's Textbook of Medical Surgical Nursing, (12 th ed.). Philadelphia. Wolters Kluwer Health/Lippincott Williams & Wilkins. Read Management of Patients with Coronary Vascular Disorders (Chapters 28, 29, 30, 31 & 32) Read pp Managing Hypertension & pp Read pp Acute Coronary Syndrome and clinical manifestations, and the table at top of p. 777 Read pp Heart Failure Read pp & review chart Pharmacology Text Review Read related Chapters see reading document under specific modules Kee, J., Hayes, E., & McCuistion, L. (2012). Pharmacology: a nursing process approach (7 th ed.) St. Louis Elsevier. Saunders. Lab Performance Objectives Demonstrate Care of a patient with valvular heart disease using simulation scenarios and lab practice of related skills. Other Resources: Practice Chapter NCLEX Style Questions to assist with test review using the link below Assessment Unit Exam UNIT: 14 Class 6 CARE OF THE PATIENT WITH A NEUROLGIC DISORDER Student Learning Outcomes Upon completion of this course the student will: 1. Differentiate seizures and epilepsy. 2. Identify the types and causes of seizures 3. Use the nursing process to develop a plan of care for the patient experiencing seizures. 4. Describe observations and documentation needs of the patient experiencing a seizure. 5. Develop a list of nursing interventions performed before and during a seizure to assure patient safety and protection and a list of post seizure care interventions to prevent complications. 6. Discuss the pharmacological management of the patient with status epilepticus. 24

25 7. Develop a discharge teaching plan for the patient newly diagnosed with epilepsy. 8. Identify the risk factors for stroke disorders and measures for prevention. 9. Compare ischemic stroke and hemorrhagic stroke: their causes, clinical signs and symptoms, and medical management. 10. Apply nursing management to care for a patient experiencing the acute phase of ischemic stroke. 11. Apply the nursing process to care for a patient with hemorrhagic stroke. 12. Identify a family teaching plan for a home care for a patient who has had a stroke. Learning Activities Brunner & Suddarth Textbook of Medical Surgical Nursing Smeltzer S.C., Bare B.G., Hinkle J.L., Cheever K. H., (2010). Brunner & Suddarth's textbook of medical- surgical nursing, (12 th ed.). Philadelphia, PA. Wolters Kluwer Health/Lippincott Williams & Wilkins. Read Chapter 61, Management of Patients with Neurologic Dysfunction (pages ) Read Chapter 62, Management of Patients with Cerebrovascular Disorders (pages ) Pharmacology Text Review Read related chapters: Read Chapter 21, Anticonvulsants (pages ). Read Chapter 44, Antiplatelets: (pages ) and Thrombolytics: (pages ) Kee, J., Hayes, E., & McCuistion, L. (2012). Pharmacology: a nursing process approach (6 th ed.) St. Louis, MO. Elsevier. Saunders. Other Resources: Practice Chapter NCLEX Style Questions to assist with test review using the link below: Lab Performance Objectives Implement seizure precautions. Demonstrate proper positioning of the patient post CVA. Assessment Unit Exam 25

26 UNIT 15: Class 7 MANAGEMENT OF PATIENTS WITH MUSCULOSKELETAL DISORDERS Student Learning Outcomes Upon successful completion of the course the student will: 1. Perform a focused physical assessment in a client with musculoskeletal health problems. 2. Identify the use of laboratory testing for a client with a musculoskeletal health problem. 3. Explain follow up care for clients who have invasive radiographic examinations. 4. Describe back disorders and treatment. 5. Compare osteoporosis and Paget s Disease and treatment. 6. Discuss pathophysiology, etiology and management of client with osteomyelitis. 7. Compare/contrast types of bone cancer. 8. Plan care for clients with malignant bone tumors. 9. Describe disorders of the hand and foot. 10. Compare and contrast pathophysiology, etiology and incidence of soft tissue injuries. 11. Discuss classifications, etiology, healing and complications of fractures. 12. Provide care for clients with fractures. 13. Discuss care for clients with an amputation. Learning Activities Brunner & Suddarth Textbook of Medical Surgical Nursing Smeltzer SC, Bare BG, Hinkle JL, Cheever K. H., (2010). Brunner & Suddarth's Textbook of Medical Surgical Nursing, (12 th ed.). Philadelphia. Wolters Kluwer Health/Lippincott Williams & Wilkins. Read Chapter 66 Assessment of Musculoskeletal Function pp Read Chapter 67 Musculoskeletal Care Modalities pp Cast, splints, braces External Fixators Traction: Skin & Skeletal DVT and Traction Orthopedic Surgery ORIF & Joint replacements Total Hip Replacement Continuous Passive Motion CPM Compartment Syndrome Peripheral Neurovascular Dysfunction Complication of Orthopedic Surgery Fat Emboli Avascular Necrosis Cast, splints, braces External Fixators 26

27 Traction: Skin & Skeletal DVT and Traction Orthopedic Surgery ORIF & Joint replacements Total Hip Replacement Continuous Passive Motion CPM Read chapter 68 Low back pain Bursitis & Tendinitis Carpal Tunnel Syndrome Common Foot problems Osteoporosis Paget s Disease Osteomyelitis Bone Tumors Read chapter 69 Management of Patients with Musculoskeletal Trauma pp Pharmacology Text Review Read Related Chapters Kee, J., Hayes, E., & McCuistion, L. (2012). Pharmacology: a nursing process approach (7 th ed.) St. Louis Elsevier. Saunders. Lab Objectives skills lab: Musculoskeletal Care Modalities Other Resources: Practice Chapter NCLEX Style Questions to assist with test review using the link below Assessment Unit Exam UNIT 12: Class 8 CARE AND MANAGEMENT OF THE PATIENT WITH AN INTEGUMENTARY DISORDER Student Learning Outcomes Upon successful completion of the course the student will: 1. Interpret the significance of assessment data related to the patient with an integumentary disorder. 2. Discuss the common skin conditions seen in the adult patient. 3. Describe the nursing assessment and management of the patient with an integumentary disorder. 4. Describe the gerontologic considerations related to changes in the integumentary system. 27

28 5. Develop a plan of care for the patient with an integumentary disorder. 7. Discuss the pharmacological management of the patient with an integumentary disorder. Learning Activities Brunner & Suddarth Textbook of Medical Surgical Nursing Smeltzer SC, Bare BG, Hinkle JL, Cheever KH: Brunner & Suddarth's Textbook of Medical Surgical Nursing, 12th ed. Philadelphia. Wolters Kluwer Health/Lippincott Williams & Wilkins, Read Chapter 55, Integumentary Function (pages ) Read Chapter 56, Management of Patients with Dermatologic Problems (pages , ) Pharmacology Text Review Read related chapters Kee, J., Hayes, E., & McCuistion, L. (2012). Pharmacology: a nursing process approach (7 th ed.) St. Louis: Elsevier Saunders. Other Resources: Practice Chapter NCLEX Style Questions to assist with test review using the link below: Assessment Unit Exam UNIT 5: Class9 MANAGEMENT OF PATIENTS WITH UPPER/LOWER RESPIRATORY TRACT DISORDERS, PATIENTS WITH CHRONIC PULMONARY DISEASE, & RESPIRATORY CARE MODALITIES Student Learning Outcomes Upon successful completion of the course the student will: 1. Describe nursing management of patients with upper airway disorders. 2. Compare and contrast the upper respiratory tract infections with regard to cause, incidence, clinical manifestations with management, and the significance of preventive health care. 3. Use the nursing process as a framework for care of patients with upper airway infections. 4. Identify patients at risk for atelectasis and nursing interventions related to its prevention and management. 5. Describe risk factors and measures appropriate for prevention and management of pulmonary embolism. 6. Compare the various pulmonary infections with regard to causes, clinical manifestations, nursing management, complications, and prevention. 7. Use the nursing process as a framework to care for patients with Pneumonia. 8. Relate pleurisy, pleural effusion, and empyema to pulmonary infections. 28