NUR 1020 Fundamentals of Nursing I

Transcription

1 NUR 1020 I Instructor Name: Course Section: Sandra Abrams RN,MSN,FNP-BC NUR 1022 Campus Phone: Address: Office Hours: Wednesday 1:00pm-3:00pm Theory Hours: Credit Hours: 3 Lab Hours: Prerequisites BSL1085, DSC 2080L, Mat 1033, SLS 1110 (702) sabrams@cci.edu 2 per week Wednesday 8am-10am RM 104/106 2 per week Tuesday 8am-10am and 11am 1pm Co-requisites: Nur 1140 Last Date Reviewed: 10/01/12 Course Description: This course, the student is introduced to the art and science of nursing; the philosophy and the conceptual framework of the Everest nursing program. Students are also introduced to core components of Associate Degree Nursing with a focus on professionalism, assessment and communication. The nursing process is introduced as a tool to assist students to utilize critical thinking in formulating nursing decisions. In the Nursing Skills Lab, students will learn how to conduct a basic health interview and physical examination with clients in preparation for clinical experiences in Fundamentals II. Characteristics of the individual, which include human development, common health problems, human needs, cultural diversity and considerations, are introduced. Students will practice basic nursing adult client care in simulated scenarios. This course provides the basic platform of knowledge, skills and caring upon which subsequent nursing courses are built. Grades and understanding course content are dependent upon consistent study and attendance. Students are expected to designate an average of 108+ hours for out-of-class study and assignments for this course. 1

2 Course Outcomes: A. Nursing Process 1. Describe the components of the Everest nursing conceptual framework and how it will relate to nursing practice. 2. Utilize the nursing process as a framework for caring for simulated clients and scenarios in the Nursing Skills Lab. 3. Define how the nursing process is used as a tool to assist nurses to start to use critical thinking in their nursing decisions. B. Critical Thinking 1. Correlate knowledge learned from natural sciences courses, technology and humanities as a foundation for decision making for providing basic nursing care to clients. 2. Begin to identify critical thinking techniques and decision-making processes in simulated scenarios. C. Communication 1. Start to identify the technical and legal aspects of documentation and how communication is used in the nurse-client relationship. 2. Practice communication and collaboration methods used between members of the health care team in practiced scenarios. 3. Recognize basic, effective communication skills and apply to social and classroom interactions. D. Health Promotion 1. Relate social, cultural, ethnic, spiritual and economic factors that impact health care beliefs of adult/geriatric clients and their families. 2. Discuss activities that will promote health for clients and families throughout the lifespan. E. Professional Role 1. Recognize the influence of history in the role of today s nurses. 2. Identify the levels of care provided in various health care settings. 3. List legal and ethical roles of student nurses 4. Discuss the role and function of the Texas Board of Nursing. 5. Describe how the nurse exhibits actions and interactions congruent with the ANA Nursing Code of Ethics and the Texas Nurse Practice Act. 6. Describe how the nurse exhibits knowledge, skill and attitude in the utilization of the Quality and Safety Education for Nurses (QSEN) 2

3 Course Resources: Carpenito-Moyet, L. (2010). Handbook of Nursing Diagnoses. (13 th ed). Philadelphia, PA: Wolters Kluwer. Carpenito-Moyet, L. (2010). Nursing Diagnoses Application to Clinical Practice. (13 th ed). Philadelphia, PA: Wolters Kluwer. Taylor, C & Lillis, C. (2008). Text. (7 th ed). Philadelphia: Lippincott Williams & Wilkins. Taylor, C. & Lillis, C. (2008). Skills Checklist for. (7 th ed) Philadelphia: Lippincott Williams & Wilkins. Taylor, C. & Lillis, C. (2008).. (7 th ed). Philadelphia: Lippincott Williams & Wilkins. Taylor, C & Lillis, C. (2008). Taylor s Clinical Nursing Skills. (3 rd ed). Philadelphia: Lippincott Williams & Wilkins. Taylor, C & Lillis, C. (2008). Taylor s Video Guide to Clinical Nursing Skills. (2 nd ed). Philadelphia: Lippincott Williams & Wilkins. Weber, J & Kelley. (2010). Health Assessment in Nursing. (4 th ed). Philadelphia, PA: Wolters Kluwer. Weber, J & Kelley. (2010). Lab Manual to Accompany Health Assessment in Nursing. (4 th ed). Philadelphia, PA: Wolters Kluwer. Texts Recommended: Andrews, M. & Boyle, J. (2007). Transcultural concepts in nursing. (5 th ed.) Philadelphia: Lippincott, Williams & Wilkins. Eliopoulos, C. (2010). Gerontological Nursing. (7 th ed). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. Required Software: included with text Library and Online Resources: APA Style Evolve System Students will be evaluated throughout the program using Evolve System Online. This program allows students to master nursing exams in a simulated NLCEX question and answer environment and also sharpens reading comprehension and critical thinking skills. Website: Technical Support: Papers that you write in your program of study must follow the guidelines set by the American Psychological Association (APA) 6 th edition. (1 inch margins, title page, references page, correct in-text citations, and correct reference page citations.) 3

4 Teaching Strategy This course is divided into two components, classroom didactic and laboratory. The teaching strategy is developed from a curriculum designed to use various teaching methods, and support different student learning styles. The curriculum presents activities that support the course description, the course outcomes, and the course higher reasoning skills. These include critical and analytical thinking, communication, and problem solving. The curriculum approach takes advantage of various instructional materials, tools, and applications to be used in an interactive and engaging learning environment. This course will combine lecture with power points presentations, laboratory, case studies, group exercises, group presentations, discussion and problem solving. SMART boards are used to enhance teaching and learning by utilizing technology resources and multimedia applications in the classroom. Grade Categories Weight Course Evaluation and Grading Grading Scale Letter Point Grade Scale Interpretation A Superior B Above average; good C Average; standard D Below standard F 67 or below Failing Content Exams (4) 48% Professionalism* 10% Writing Assignments 10% Skills Lab Final 10% Pre-HESI Exam 2% A score of 76% or greater must be achieved on the final examination and overall course grade in order to progress in the program. Theory Final Exam Total 20% 100% 4

5 *Professionalism includes: attending all designated class meetings arriving for class on time and not leaving early (unless prior arrangements have been made with instructor) being prepared for class (home work assignments completed and ready to turn in at start of class, reading assignment completed) complying with uniform dress code for classroom attendance prepared to participate in classroom activities and discussions cell phones off and put away respectful and responsible behavior in classroom and lab settings Student Success Program attendance is required until the results of the first examination are known. Students who do not score 84% or above on the exam are required to continue in the program. Attendance for Class: Students are expected to attend all designated class meetings. It is mandatory for all students to attend the Student Success Program until the first exam is given then any student not achieving at least 84% must continue to attend. Refer to the Student Handbook for the policies. Academic Dishonesty within the Nursing Department: Everest College Nursing Department expects every student to engage in all scholastic pursuits in a manner that is beyond reproach. Students are required to maintain complete honesty and integrity in the classroom and/or laboratory. Any student found guilty of dishonesty in scholastic work is subject to disciplinary action. A. Academic dishonesty includes, but is not limited to, cheating on scholastic work, plagiarism and collusion. B. Cheating on scholastic work includes: Copying from another student s test paper or other scholastic work. Using, during a test, materials or equipment not authorized by the person administering the test. Collaborating, without authority, with another student during an examination or in the preparation of scholastic work. Knowingly using, buying, selling, stealing, transporting or soliciting, in whole or in part, the contents of an unadministered test. Soliciting, bribing or coercing an instructor or student grader to alter the score or grade achieved on a test or other scholastic work. Substituting for another student, or permitting another student to substitute for one-self, to take a test or prepare other academic work or laboratory assignments/experiments. Soliciting, bribing or coercing another person to obtain an un-administered test/examination or information about an un-administered test/examination. Using thoughts, words, or expressions of other s works, including web-based information, as one s own (plagiarism). All student conduct will support academic honesty. Any student who violates any of the criteria under A or B above will receive an F or zero grade for that specific occurrence. Academic Dishonesty constitutes unprofessional conduct and lack of good professional character. Any student participating in any form of academic dishonesty will 5

6 be scheduled to see the Campus Nursing Director and may be dismissed from the program. The department goal is that each student completes his or her own work in order to master the skills needed to deliver safe, competent nursing care. This syllabus is a representation of the course content, organization and evaluation processes. The Campus Nursing Director and faculty teaching this course reserve the right to reasonably alter the sequences of activities, evaluation and assignment dates. Every effort will be made to inform class members in advance of such changes. Students are responsible for following the syllabus and any changes instituted by the faculty. Date of Last Review: October

7 Course Outline and Assignments WEEK ONE Instructional In Class- to be completed prior to class Total Hours Assessment 1. Describe each level of Maslow s hierarchy of basic human needs. 2. Describe nursing interventions to promote and maintain the health of an individual and as a member of the family and the community. 3. Summarize the role of the nurse in promoting health and preventing illness. 4. Compare and contrast factors that affect vital signs. 5.Explain the physiologic processes involved in the homeostatic regulation of vital signs. THEORY: Overview of Handbooks, Syllabi and Course Maslow s Hierarchy of Needs Health & Illness Health of the Individual, Family and Community Vital Signs and O2 saturation READING: Fundamentals of Nursing Ch 1, 2, 3, 4, 24 Fundamentals of Nursing Ch 1, 2, 3, 4, 24 Clinical Nursing Skills A Nursing Process Approach Ch:1 Skill 1-1; 1-4; 1-5; 1-6; 1-7 Health Assessment in Nursing (Weber): Ch :7, 33,34 2 hours Study Guides: Critical Thinking Exercises: Study for Exam 1: 2 hours Prep for lab: 1 hour Critical Thinking Exercises-Taylor Book Taylor Study Guide: Practicing for NCLEX and all corresponding chapters Content will be on Exam 1 Lab 6.Verbalize normal ranges for vital signs and O2 saturation. (A1, A2, A3. B1, B2, C1, C2, C3, D1, D2, E1, E2, E3, E4, E5)*reflects course ob HOMEWORK*: Fundamentals of Nursing Critical Thinking Questions: Ch 24: question 2 7

8 *Please type out answers. Double space, one page only. Due at beginning of class Instructional WEEK TWO Out of Class Total Hours Assessment 1. Discuss the role of critical thinking in nursing. 2, Describe the nursing process and one of the steps involved: assessment. 3. Discuss the assessment of the respiratory system. 4. Describe differences that influence the care of the patient with respiratory problems. 5. Identify factors that affect respiratory function. THEORY: Critical Thinking Skills The Nursing Process: Assessment Respiratory System: Oxygenation READING: Ch: 11, 12, 39 Ch: 11, 12, 39 Clinical Nursing Skills A Nursing Process Approach Ch:2 Skill hours Critical Thinking: 3.5 hours Study Guides: 3.5 hours Study for Exam 1: 2 hours Taylors: Corresponding Chapters in Critical Thinking sections Taylor Study Guide: Practicing for NCLEX and all corresponding chapters Weber-Corresponding study guide chapters Content will be on Exam 1 Lab 7. Describe nursing strategies to promote adequate respiratory functioning and identify the rationale. Health Assessment in Nursing (Weber): Ch: 1, 2, 3, 4, 5, 18 (A1, A2, A3. B1, B2, C1, C2, C3, D1, D2, E1, E2, E3, E4, E5)* * Reflects course objectives Hole s Essentials of Human Anatomy & Physiology : Ch :16 8

9 HOMEWORK*: (Taylor) Developing Critical Thinking Skills: Ch 39: question 2 (pg 1410) *Please type out answers Double space, one page only. Due at beginning of class WEEK THREE Out of Class Total Hours Assessment 1. Define nursing diagnosis. 2. Differentiate between the nursing diagnosis and medical diagnosis. 3. Describe the benefits and limitations of nursing diagnosis. 4. Discuss the assessment. of the cardiovascular system. 5. Discuss the assessment of the peripheral vascular system. 6. Describe nursing strategies to promote THEORY: Nursing Process: Diagnosis Cardiac: Normal heart sounds Arterial and venous systems READING: Ch:13 Ch:13 Clinical Nursing Skills A Nursing Process Approach Ch: 2 Skill hours Critical Thinking assignments: 4 hours Study Guide Assignments: 4 hours Study for Exam 1: 2- Taylors: Corresponding chapters Critical Thinking sections Taylor Study Guide: Practicing for NCLEX and all corresponding chapters Weber-Corresponding study guide Chapters Content will be on Exam 1 Lab 9

10 Adequate cardio-vascular and peripheral vascular functioning and identify the rationale. Health Assessment in Nursing (Weber): Ch: 20, 21 Hole s Essentials of Human Anatomy & Physiology : Ch: 13 Nursing Diagnosis: Application to Clinical Practice (Carpenito): Ch: 2, 3 HOMEWORK*: (Taylor) Ch 13: Critical Thinking Questions: question 1 (pg 71) (Please complete this assignment individually). *Please type out answers. Double space, one page only. Due at beginning of class

11 Instructional WEEK FOUR Out of Class Total Hours Assessment 1. Describe the purpose and benefits of outcome identification and planning. 2. Describe the principle function of the nervous system and the sensory receptors. 3. Identify factors that affect neurological and sensory receptor function. 4. Describe nursing strategies to promote Adequate neurologic and sensory receptor function. 5. Determine the physiological responses to pain. 6. Outline the classifications of pain. THEORY: EXAM 1 (covers content from week 1, 2, 3) Nursing Process: Outcome identification and planning. Neuro: Cranial Nerves Level of consciousness Motor function Sensory function Pain assessment READING: Ch: 14, 25 (pgs ),, 35, 44 : Ch : 14, 35, 44 Clinical Nursing Skills A Nursing Process Approach Ch: 2 Skill 2-8 Ch :10 Skill 10-1 Critical Thinking assignments: Study Guide Assignments: Study for Exam 2: 2 hours Taylors: Corresponding chapters Critical Thinking sections Taylor Study Guide: Practicing for NCLEX and all corresponding chapters Content will be on Exam 2 Lab 7.Identify factors that may affect an individual s pain experience. 8. Describe the four conditions that must be met in each sensory experience. 9. Identify etiologies and perceptual, cognitive and emotional responses to sensory deprivation and sensory overload. Health Assessment in Nursing (Weber): Ch: 27 Hole s Essentials of Human Anatomy & Physiology: Ch: 10 (A1, A2, A3. B1, B2, C1, C2, C3, D1, D2, E1, E2,E3, E4, E5)* * Reflects course objective 11

12 Instructional WEEK FIVE Out of Class Total Hours Assessment 1. Describe the purpose and benefits of outcome identification and planning. 2. Briefly review the A & P of urinary system 3. Identify variables that influence urination. 4. Assess urinary elimination, using Appropriate interview questions and physical assessment skills. 5. Describe nursing interventions that can be used to manage urinary incontinence effectively. 6. Discuss nursing interventions that can prevent the development of UTI s. THEORY: Nursing Process: Outcome identification and planning. GU system: female catheterization male catheterization Ch :14, 37 Ch :14, 37 Clinical Nursing Skills: A Nursing Process Approach Ch: 12 Skill 12-6; 12-7; 12-8 Ch :18 Skill 18-7; hours Critical Thinking assignments: Study Guide Assignments: Study for Exam 2: 2 hours Taylors: Corresponding chapters Critical Thinking sections Taylor Study Guide: Practicing for NCLEX and all corresponding chapters Weber-Corresponding study guide chapters Content will be on Exam 2 Lab (A1, A2, A3. B1, B2, C1, C2, C3, D1, D2, E3, E4, E5)* * Reflects course objective Hole s Essentials of Human Anatomy & Physiology : Ch: 10 HOMEWORK*: (Taylor) Developing Critical Thinking Skills: Ch :37 question 2 (pg 1291) 12

13 : Critical Thinking Questions: Ch:37 question 1- C (pg 78) Instructional *Please type out answers. Double space, one page only. Due at beginning of class WEEK SIX Out of Class Total Hours Assessment 1. Discuss the six rights for administering medications. 2. Discus the proper procedure for administering oral medications. 3. Discuss the proper procedure for administering Sub q medications. 4. Discuss the proper procedure for administering IM medications. 5. Discuss the proper procedure for instilling eye drop medications. 6. Discuss the proper procedure for instilling ear drop medications. THEORY Ch: 29 : (Taylor) Ch: 29 Clinical Nursing Skills: A Nursing Process Approach (Taylor) Ch: 5 Skill 5-1; 5-3; 5-4; 5-5; 5-6; 5-7; 5-16; 5-17; 5-20 HOMEWORK*: TOTAL HOURS 2 Hours Critical Thinking assignments: Study Guide Assignments: Study for Exam 3: 2 hours ACTIVITY Assessment Taylors: Corresponding chapters Critical Thinking sections Taylor Study Guide: Practicing for NCLEX and all corresponding chapters Weber-Corresponding study guide chapters Lab : Skills Sets as listed; Physical Exam and Assessment Content will be on Exam 3 13

14 (Taylor) Developing Critical Thinking Skills: Ch: 29 question 2 (Taylor) Developing Critical Thinking Skills: Ch 29 question 1-a (pg 177) *Please type out answers Double space, one page only. Due at beginning of class

15 Instructional WEEK SEVEN Out of Class Total Hours Assessment 1. Briefly review the A & P of the pancreas 2.Identify variables that influence blood sugar levels 3.Describe nursing interventions that can be used to manage diabetes including administration of medications. 4.Differeniate between hypo and hyperglycemia 5.Discuss nursing interventions that can help prevent complications. Theory: Diabetes Overview Testing blood Sugar including HgA1C Administration of Insulin Signs & Symptoms of hypo and hyperglycemia. READING: Clinical Nursing Skills A Nursing Process Approach Ch: 5 Skill 5-4; 5-5; 5-7 Hole s Essentials of Human Anatomy & Physiology: Ch: Hours Critical Thinking assignments: Study Guide Assignments: Study for Exam 3: 2 hours Taylors: Corresponding chapters Critical Thinking sections Taylor Study Guide: Practicing for NCLEX and all corresponding chapters Weber-Corresponding study guide chapters Content will be on Exam 3 Lab 6. Describe the differences between Type I and Type II Diabetes 7. Identify possible complications from Diabetes 8. State the different agents used to treat Diabetes (A1, A2, A3. B1, B2, C1, C2, C3, D1, D2, E3, E4, E5)* * Reflects course objectives 15

16 Instructional WEEK EIGHT Out of Class Total Hours Assessment 1. Identify risk factors for poor nutritional status. 2..Briefly review the A & P of GI system 3. Identify variables that influence elimination. 4. Assess bowel elimination, using appropriate interview questions and physical assessment skills. 5. Describe nursing interventions that can be used to manage constipation and diarrhea effectively. 6. Discuss nursing interventions that can prevent the development constipation and diarrhea. Theory: EXAM 3 (covers content from weeks 6, 7) Nutrition Bowel Elimination Cleansing enemas Ostomy care Ch: 36 Fundamentals of Nursing: Ch 36 Clinical Nursing Skills: A Nursing Process Approach (Taylor) : Ch 11 Skill 11-1 and 11-5 Ch 13 Skill 13-1 thru Hours Critical Thinking assignments: Study Guide Assignments: Study for Exam 3: 2 hours Taylors: Corresponding chapters Critical Thinking sections Taylor Study Guide: Practicing for NCLEX and all corresponding chapters Weber-Corresponding study guide chapters Lab -Skills Hole s Essentials of Human Anatomy & Physiology: Ch: 22, 25 16

17 Instructional WEEK NINE Out of Class Total Hours Assessment 1. List advantages of having standard classification of nursing interventions and outcomes. 2. Review the principles muscular-skeletal A and P. 3. Identify factors that affect mobility. 4. Describe nursing strategies to improve mobility. 5. Use proper body mechanics at all times. 6. Describe how to safely handle clients and movement techniques when positioning, moving, lifting and ambulating clients. 7. Identify patients at risk for injuries. 8. Identify alternatives to restraints. (A1, A2, A3. B1, B2, C1, C2, C3, D1, D2, E3, E4, E5)* * Reflects course objectives Theory: Nursing Process: Nursing interventions and outcomes. Muscular-Skeletal: Using assistive devices Restraints Fall Prevention READING: Ch: 15, 26, 33 Ch: 15, 26, 33 Clinical Nursing Skills A Nursing Process Approach Ch: 3 Skills 3-1; 3-2; 3-3; 3-4 Ch: 9 Skills 9-8; 9-9 Health Assessment in Nursing (Weber): Ch: 26 Hole s Essentials of Human Anatomy & Physiology: Ch: 7; Hours Critical Thinking assignments: Study Guide Assignments: Study for Exam 3: 2 hours Taylors: Corresponding chapters Critical Thinking sections Taylor Study Guide: Practicing for NCLEX and all corresponding chapters Weber-Corresponding study guide chapters Content will be on Exam 4 Homework: Developing Critical thinking Skill Ch 15: 17

18 Question 4 Instructional *Please type out answers. Double space, one page only. Due at beginning of class WEEK TEN Out of Class Total Hours Assessment 1. Describe evaluation, its purpose, and its relation to the other steps in the nursing process. 2. Describe the nursing assessment of hair, skin, and nails. 3. Review head to toe assessment. (A1, A2, A3. B1, B2, C1, C2, C3, D1, D2, E3, E4, E5)* * Reflects course objectives Theory: EXAM 4 (covers content from week 8, 9) The Nursing Process: Evaluation Health Assessment: Hair Skin Nails Demonstrate head to toe assessment. READING: Ch: 16, 25 (pgs ) Ch: 16 Clinical Nursing Skills A Nursing Process Approach Ch: 2 Skills: Hours Study guide Taylor Study Guide: Practicing for NCLEX and all corresponding chapters Weber-Corresponding study guide chapters Health Assessment in Nursing (Weber): Ch: 13 Hole s Essentials of Human Anatomy & Physiology: Ch: 6 (pgs ) 18

19 Instructional WEEK ELEVEN Out of Class Total Hours Assessment PRE-HESI EXAM (A1, A2, A3, B1, B2,C1, C2, C3, D1, D2, E1, E2, E3, E4, E5)* *Course STUDY for PRE-HESI EXAM 1 Hour Study Guide : 2 hours Practice for check off: 4 Hours Weber-Corresponding study guide chapters Content will be on Final Exam, including all previous content as well. Study for final exam: 6 hours 19

20 Instructional WEEK TWELVE Out of Class Total Hours Assessment Final Comprehensive Exam Study for Final Exam History and Physical 6-8 Hours Final Exam Lab-Skills Check Off 20

21 EVEREST COLLEGE SCHOOL OF NURSING ACKNOWLEDGEMENT OF RECEIPT OF NUR 1022 FUNDAMENTALS OF NURSING I SYLLABUS I have received the 1022 I syllabus which includes the grading policy, weekly readings, assignments, quiz, test schedule, etc. The grading policy was reviewed and I was given the opportunity to ask questions regarding the grading policy, and other items in the syllabus. My signature below acknowledges that I understand the syllabus, expected requirements, and the Student Success Program (SSP) Policy. Student Name (Print) Date Student Signature This form will be maintained in the student s file throughout the nursing program. 21