College of Health & Human Services. School of Nursing NUR 208. Health-Illness Transitions in Chronic Illness. Syllabus. Fall 2010

Transcription

1 College of Health & Human Services School of Nursing NUR 208 Health-Illness Transitions in Chronic Illness Syllabus Fall 2010 Course Coordinator: Pamela Stetina, RN, PhD Nursing Building, Room 102 Office Phone: Pager: Office hours: TBA and by appointment. Faculty Team (Flagstaff): Joseph Hammer, RN, BSN Dawn Kurtz, RN, BSN Donna Sutton, RN, MSN Office Phone: Pager:

2 General Course Information Course Number: NUR 208 Course Title: Credit Hours: Health-Illness Transitions in Chronic Illness 8 Hours: 4 hours weekly in classroom/theory (4 credits) 12 hours weekly in clinical (4 credits) Prerequisites: NUR 205, NUR 214, BIO 320 Corequisites: NUR 215, NUR 390 Course Description Focuses on beginning nursing care to promote healthy transitions for individuals exhibiting manifestations of chronic illness in well-defined practice setting. Emphasis is on basic time management concepts and continued development of critical thinking, clinical judgment, and skills. NAU School of Nursing BSN Learning Outcomes: At the completion of the nursing program, the successful student will demonstrate: Accountability Caring Clinical Competence Communication Critical Thinking Culture Management/Leadership Teaching Learning Refer to the BSN student handbook for the specifics for expected level one outcomes (p ). Course (NUR 208) Learning Outcomes At the completion of NUR 208 and NUR 208L, the successful student will be prepared to: Accountability Discuss and begin to practice within ethical, professional, and legal frameworks of nursing as related to persons during illness. Caring Identify how the concepts of caring and understanding of the client s individual experience are influenced during illness. Clinical Competence Demonstrate beginning basic competence and application of knowledge in the performance of selected intermediate nursing skills. Integrate pharmaceutical therapeutics into the management of exemplar diseases in the care of the ill. Communication Demonstrate beginning professional communication skills in interactions with clients, peers, faculty, and others. 2

3 Critical Thinking Apply the nursing process as a basis for clinical decision-making in classroom activities and in clinical experiences. Begin to integrate understanding of physiologic alterations and assessment skills into planning nursing interventions for clients experiencing illnesses. Culture Begin to identify personal value systems and the influence of culture, spirituality, religion, gender, lifestyle, and age on self, client, and the profession and practice of nursing. Plan and deliver culturally appropriate care and/or teaching in selected situations. Learning/Teaching Assess client learning needs/readiness to learn and integrate patient and family teaching into the plan of care. Management/Leadership Organize and coordinate self to provide safe care to individuals within prescribed time. Course Structure/Approach This course is learner centered. The Arizona Board of Regents (ABOR) is committed to providing quality education and programs at Arizona's public universities. This commitment includes placing the student and the learning process at the center of education. The NAU - ABOR link for the definition of Learner Centered Education is as follows: NUR 208 will utilize a variety of approaches to meet the course objectives. These instructional methods may include but are not limited to the following: lecture, audio-visual material, guided discussion, group work, demonstration and return demonstration, clinical experiences, clinical conferences, role playing, simulations, self-evaluation, computer programs, decision making exercises, written tests and quizzes, and written assignments. While the faculty will provide guidance and consultation, the student is responsible for identification of learning needs, selfdirection, seeking consultation and demonstration of course and clinical objectives. The clinical experience in this course will be completed at hospitals in Arizona. You may be required to travel and spend at least one night a week in distant areas in Arizona. Required Textbooks ALL TEXTBOOKS FROM PREVIOUS NURSING COURSES Deglin, J. H. & Vallerand, A. H. (2011). Davis s drug guide for nurses (12 th ed.). Philadelphia: F.A. Davis. Gahart, B.L. (2011) Intravenous medications (27 th ed.). St. Louis: Mosby. Ignatavicius, D.D. & Workman, M.L. (Eds.). (2010) Medical-surgical nursing: Patient-centered collaborative care (6 th ed.). St. Louis: Saunders/Elsevier. Pagana, K., & Pagana.T (2010). Mosby s manual of diagnostic and laboratory tests (4 th ed.). St. Louis: Elsevier: Mosby. Taylor, C., Lillis, C., LeMone, P., & Lynn, P. (2007). Taylor s video guide to clinical nursing skills: Student set on CD-ROM. Hagerstown, MD: Lippincott Williams & Wilkins. 3

4 ***YOU MAY USE ANY NURSING DRUG OR LABORATORY/DIAGNOSTIC RESULTS BOOK AS LONG AS IT IS NOT OVER TWO YEARS OLD. Recommended Reference Textbooks American Psychological Association. (2010). Publication manual of the American psychological association. (6th ed.). Washington, DC: American Psychological Association. Silvestri, L.A. (2008). Saunders comprehensive review for NCLEX-RN examination (4th ed.). Philadelphia, PA: W. B. Saunders. Online Requirements HESI Examination Evolve Online Case Studies Simulation Learning System for Ignatavicius and Workman: Medical-Surgical Nursing (User Guide and Access Code). VISTA shell assignments EVALUATION METHODS In order to pass NUR 208, the student must achieve the following: 1. An overall course grade of 75% or higher. 2. A combined average of 75% on all exams, except the HESI; students who do not achieve a 75% exam average will receive an F for the course. 3. A score of three (3) or higher in all elements of the Clinical Evaluation used for the clinical component of the course. 4. Completion of all required clinical requirements, including, but not limited to, clinical hours, evidence based practice project, care plans, skills check offs, simulation experiences, and additional assignments required by clinical faculty. ASSESSMENT OF STUDENT LEARNING OUTCOMES Evaluation Tool Percentage Five of six* online Evolve Case Studies 5% Patient education brochure 5% Online Discussions 5% Test 1 20% Test 2 20% Test 3 20% Comprehensive Final Exam 20% HESI Final Exam 5% Clinical evidence based practice project Pass/Fail Clinical Written Assignments Pass/Fail Clinical Evaluation Tool Pass/Fail Total Percentage 100% Both the clinical and lecture portions of the course must be passed in order to pass this course and progress to the next nursing course. Tests, projects and written assignments make up the course grade. The clinical portion of this course, NUR 208L, is PASS/FAIL. You must pass the NUR 208L (clinical) portion of NUR 208, as well as the lecture portion, in order to pass Nursing

5 Grading Scale A = 93 + B = C = (A grade of "C" or above is a passing grade in this course). F = <75 COURSE POLICIES: Lecture 1. Lecture materials, articles, and other information may be found on Vista. 2. Students are expected to respect the learning rights of all others in the classroom. Individual conversations, chatting online, text messaging, arriving to class late, sleeping during class, working on online assignments, playing computer games, surfing the internet and studying for another class during classroom time are unacceptable behaviors. Students who demonstrate these behaviors may be asked to leave class. 3. Cell phones and pagers are to be turned off or on vibrate for the duration of the class; they must be off for examinations. 4. No children or visitors are allowed in class at any time. 5. It is the student s responsibility to obtain handouts, lecture notes, and information from announcements in the event a class is missed. 6. Taping of lectures is permitted in this course. Clinical examples cannot be recorded due to patient confidentiality and HIPAA regulations. 7. Students are expected to have read the assigned reading and come to class prepared to discuss the topics, and to ask relevant questions concerning content. The instructor may opt to give quizzes pertinent to the reading at any time during the course. 8. Students are expected to come to class, clinical, and simulation on time. 9. Assignments are due at 11:59 pm MST on the date they are due. Assignment due dates are printed on the course schedule. Late assignments will not be accepted unless prior arrangements have been made with the instructor. 10. *There will be six Evolve online case studies assigned. The lowest case study score will be dropped; therefore, only five case studies count toward the case study portion of the grade. 11. The first question submission and first score of the case study will be recorded as the grade. 12. No extra credit assignments will be given for this course. 13. Rounding will only be done on the final overall grade. Final grades > 0.5 (must be exactly 0.5 or higher) will be rounded up to the next whole number; final grades < 0.5 will be rounded down to the next whole number. Examinations (Other than HESI) 1. Students must achieve a combined average of 75% on all exams (except HESI) to pass the course. 2. All exam dates and times are printed on the course schedule. 3. Students will be allotted one and one half (1.5) hours to complete the examination, including bubbling in scantron forms. Announcements will be made when there are 15 and 5 minutes remaining. 4. Students who are late for exams will not be given extra time. 5. No examination or test material is to leave the classroom with a student. 6. Any student determined by faculty to have cheated on the exam will receive a score of zero for that exam and may be subject to failure from the course. (Continued next page) 5

6 7. Exams will be given only on the date and time scheduled. Make-up examinations will be provided only in extraordinary circumstances. Students who are absent from an examination for any reason must call the course coordinator at least 24 hours prior to the examination. Students who do not call before an examination will receive a zero for that examination and will not be eligible to take a make-up examination except for extreme circumstances. Any make-up exam must be completed within two business days of the original exam date or at the discretion of the course coordinator; the final exam must be completed within two business days or by the last day of final exams, whichever comes first or students may receive a zero on the exam. Make up tests may be in any form (oral, written, essay) over the same objectives as the multiple choice exam. 8. Exam answers will be reviewed after each exam. Disagreements about test items following this review should be submitted to faculty via along with two resources (including text, author, year, and page number) by 0800 the day following the exam. Persistent arguing during the in class review will result in cessation of the exam review. 9. For each exam: o Cell phones and beepers must be turned off during exams. o All books, bags, notebooks, and purses will be left at the front of or outside the room. o Exams may cover material from lecture, discussions, clinical, previous, and concurrent courses. o Medication math problems may be included on each exam; calculators will be provided. o Exam dates, times, and locations are subject to change. o Students are strongly encouraged to meet with faculty if they receive C or lower on an exam. 10. The final examination will be comprehensive. HESI Exam In addition to the classroom examinations, there will also be a HESI exam which will cover all content covered over the semester. To receive the 5% for the HESI exam you will need to achieve a conversion score of 75% or higher on the exam. Students will be awarded a zero for conversion scores less than 75%. Students are expected to complete the HESI exam. Students will need to schedule the exam at the testing center, using NUR 208 as the course number. Assignments and Discussions All assignments and Evolve Apply case studies may not be submitted late unless prior arrangements have been made with the faculty. Students will receive a score of zero for assignments and case studies not completed by 11:59 p.m. MST the date they are due. Online Case Studies: See course schedule for specific assignments and due dates. They are located under the Case studies, Course Documents, section on the Evolve website: Discussions: Students will participate in several discussions throughout the semester. With the exception of the disabilities experience discussion, students will be randomly divided into six groups. Each group will be assigned a specific question regarding a selected topic. All group members are expected to participate in the discussion as well as communicate in a professional manner. You will do a peer evaluation as part of the discussion participation grade (more information available on Vista). The disabilities experience discussion is an individual discussion to be submitted through the assessment tool. Patient education brochure Group project: Students will research and prepare a brochure to provide patient education on a specific illness related topic. Instructions are below the course policies. 6

7 Clinical Evaluation Successful completion of the clinical portion of NUR 208 will consist of: 1. Successful return demonstration of selected skills in laboratory sessions. 2. Safe demonstration of selected skills in clinical experience. 3. Satisfactory completion of simulation experiences. 4. Satisfactory completion of all other written assignments as outlined in the NUR 208L packet. 5. Satisfactory completion of the clinical teaching project as described in the NUR208L packet. 6. Satisfactory completion of additional assignments as assigned by clinical faculty. 7. Satisfactory completion of all clinical hours as assigned. 8. A score of three or higher in all elements of the Clinical Evaluation used for the clinical component of the course. See the NUR 208L clinical syllabus for more information. Northern Arizona University, School of Nursing and NUR 208 Course Policies Policies and guidelines in both NUR 208 and 208L course syllabi apply to all aspects of this course. You are responsible for review and compliance with NUR 208, 208L, NAU School of Nursing, and NAU policies. You are also responsible for review and adherence to the professional standards and rules of the Arizona Nurse Practice Act and Board of Nursing, and the American Nurses Association Code of Ethics. All policies are described in the NAU School of Nursing BSN Handbook and the NAU Student Handbook. For full handbook descriptions, visit these websites: Current NAU SON BSN Handbook: NAU Student Handbook: Attendance Policy Under NAU Policy, students are expected to attend every session of class in which they are enrolled. Attendance is considered to be essential to the learning process, as the faculty believes that active participation and engagement facilitate learning. As you will be responsible for the content in the lectures, it is to your advantage to attend classes. You are expected to attend ALL CLINICAL sessions (this INCLUDES LAB SESSIONS, SIMULATIONS, AND PRE/POST CONFERENCES). Failure to attend clinical will prevent you from meeting clinical course objectives. Failure to notify faculty of absence from clinical (INCLUDING LAB AND POST CONFERENCE) prior to missing or being late will be considered as unprofessional conduct and will be handled as such. Notification must be made by phone (we do not have access to at the clinical sites). Being a no call/no show to clinical or simulation is a serious offense and may lead in failure of the clinical portion of course related to accountability. Withdrawal Policy If a student is unable to attend the course or must drop the course for any reason, it will be the responsibility of the student to withdraw from the course before the withdrawal deadline (see current NAU Schedule of Classes for deadline). UNIVERSITY POLICIES Review the following policies available on the Northern Arizona University Policy Statement website ( 1. Safe Environment Policy 2. Students with Disabilities Policy 3. Institutional Review Board Policy 4. Academic Integrity Policy (also see 5. Academic Contact Hour Policy 6. Sensitive Course Materials Policy 7

8 Classroom Management Statement Membership in the academic community places a special obligation on all members to preserve an atmosphere conducive to the freedom to teach and to learn. Part of that obligation implies the responsibility of each member of the NAU community to maintain a positive learning environment in which the behavior of any individual does not disrupt the classes of teachers or learners. Please see the NAU Student Handbook for more information: Confidentiality Statement Students must maintain client confidentiality at all times. No discussion regarding clients is acceptable outside the classroom or clinical setting. In clinical conferences and in the classroom references to actual client experiences, refer to the client by their initials only. You may not remove from the clinical setting ANY part of a medical record even if staff tell you this is extra and you just have to cross out their name (i.e. medication administration record back copies). These forms contain other identifying information on them and therefore must stay in the facility to avoid violating patient confidentiality. Students must use caution regarding what is said in halls, elevators and bathrooms. Client records are not to be photocopied under ANY circumstances. Failure to adhere to this policy can result in removal from the clinical experience, the course, and/or referral in accordance with the communication of concerns process in the NAU School of Nursing Student Handbook. Also See the current NAU School of Nursing Student Handbook for additional information NAU Student Handbook and Nursing Department Undergraduate Student Handbook You are responsible for knowing and adhering to the guidelines set forth in these two handbooks. 8

9 Patient Education Brochure Assignment Sign Up for this Assignment Self-select into groups of 3-4 people. Have one person the instructor the names of all group participants as well as the topic. Purpose To develop a creative, persuasive, evidence-based, culturally and linguistically appropriate, patient education brochure on a specific topic as well as to assess readiness to learn and nursing care. Quality Patient Educational Materials Are designed to meet patients educational needs Provide need-to-know information that is essential to the patients plan of care Promote the active role of patients and families in their care Reflect current clinical practice, based on evidence Are written in plain language, so that most patients can read, understand and use them an 8th grade reading level Are designed with a clear and inviting layout, so that patients can find and learn the information easily Provide focused information without overloading the patient Target Audience Your target audience is adults over the age of 18 who are able to read. Use your creativity to obtain and keep the attention of your audience, effectively communicate the educational material, and enhance compliance with the brochure s suggestions for health care management. If you choose to use a language other than English, please provide a written translation of the material to assist English speakers to utilize the information also. Brochure Directions Before beginning brochure, read Chapter 25, Client Education, in Potter & Perry (2009) Fundamentals of Nursing, 7 th edition. Include in the brochure: 1. Describe and briefly explain an overview of the topic a. Most common way this problem occurs (pathophysiology). b. Signs and symptoms clinical manifestations c. Expected diagnostic tests and how they are done. 2. Treatment and management of the problem and its complications. a. How is this problem treated? b. What can the patient do to manage the problem and potential complications at home? 3. Teaching a. What does the patient need to learn for management of this problem? b. What follow-up care is needed? c. What are signs and symptoms of problems that the patient may need to call or come to the hospital /practitioner for? d. What monitoring needs to be done? e. How are complications prevented? f. What resources are available? 4. Evidence based reference in APA format. 5. Presentation: 8 th grade reading/language skill level, spelling, grammar, creativity 9

10 Include separately: 1. What you will be doing, as a nurse for this patient, to help him/her manage the problem? (Include brief information utilizing the nursing process). 2. How will you assess readiness, motivation and ability to learn? 3. Reference page in APA format, including at least one evidence based reference. Examples of some topics for brochures o Anticoagulant (warfarin/coumadin) therapy: diet, safety, self care o Asthma care to include: prevention and management of symptoms, flow meter use and symptom monitoring, including indications for follow up care o Blood pressure monitoring o Cancer prevention: breast self examination (target pt age: 18-26) o Cancer prevention: testicular self examination (target pt age: 18-26) o Communication strategies for patients with hearing impairment o Communication strategies for use with patients with visual impairment o Congestive heart failure: self-monitoring of symptoms, diet and medication o management o Constipation: prevention and care o Deep venous thrombosis: prevention and care o Diabetic foot care o Diet modifications for patients with inflammatory bowel disease o Diet management for patients with hypertension o Education for pre-operative surgery patients o Exercise for elderly patients o Gastro-esophageal Reflux Disorder: self-care and symptom control strategies o Glaucoma care and eye drop administration o Infection control for patients with hepatitis B or C o Medication management for patients with mild cognitive impairment and their caregiver o Safety for patients with Alzheimer s disease and cognitive impairment and their caregivers o Other: You may use a health topic not on the list with the permission of the faculty. Evaluation of Group Patient Education Brochure Assignment Criteria Possible Points Overview of Topic 15 Treatment and Management 15 Teaching 20 Nursing Process 18 Readiness, Motivation, and Ability 15 to Learn Evidence Based Reference/ 10 APA format Presentation 7 Total 100 Points Earned Comments 10

11 NUR 208 COURSE OUTLINE Fall 2010 Week Class Date Topic Preparation Learning Activities* 1 1 9/1 Introduction to Course Introduction to Medical-Surgical Nursing Disabilities Experience Lecture Read Ch. 1,3,4,8 Disabilities Module 2 2 9/8 Pain Test Taking 2 9/8 Syllabus Acknowledgement Due 3 9/14 Pain Evolve Case Study Due (in Fundamentals Section) 3 3 9/15 Management of the Perioperative Patient 4 9/21 Conscious Sedation Discussion Due 4 9/21 Disabilities Experience Discussion Due 4 4 9/22 Management of Patients with Fluid, Electrolyte, and Acid- Base Imbalances 5 5 9/29 Problems of Regulation and Metabolism: Management of Patients with Diabetes Mellitus Lecture On-Line Lecture On-Line On-Line Lecture Lecture Read Ch. 5 & D Arcy, D Arcy Evolve Case Study Read Ch. 16,17,18 & Daniels, Dunn Group Discussion Individual Discussion Read Ch. 13,14,15 & David, Holcomb, Kirksey, Kramer, Mays Read Ch. 64, 67 & Funnel, Thompson /6 Exam # 1 Class Sessions 1-4 Proctored 6 10/6 Problems of Excretion: Urinary Lecture Read Ch. 68,69,75 and Male Reproductive 7 10/12 Benign Prostatic Hyperplasia Case Study Due (in Medical- Surgical Section) On-Line Evolve Case Study /13 Problems of Excretion: Management of patients with Urinary and Male Reproductive Disorders /13 Problems of Excretion: Management of Patients with Renal Disorders Lecture Read Ch. 68,69,75 Lecture Read Ch. 70,71 & Martchev 8 10/19 Dialysis Discussion Due On-Line Group Discussion /20 Problems of Excretion: Management of Patients with Renal Disorders Lecture Read Ch. 70,71 & Martchev /20 Problems of Protection: Management of Patients with Problems of the Skin, Hair and Nails /27 Exam # 2 Class Sessions 5-8 (not skin, hair, nails) /27 Problems of Protection: Management of Patients with Burns /3 Problems of Protection: Management of Patents with Immunity and Infection Problems On-Line Lecture (may be online) Read Ch. 26,27, self study module Proctored Read Ch. 28 & Connor- Ballard, Connor-Ballard Lecture Read Ch. 19, 20,21,22,25, pp & Yamamoto 11

12 Week Class Date Topic Preparation Learning Activities* 11 11/9 Human Immunodeficiency Virus (HIV) and Tuberculosis (TB) Case Study Due (in Medical-Surgical Section On-Line Evolve Case Study /10 Problems of Protection: Management of Patients with Cancer Lecture Read Ch. 23,24,73,75 Beattie, Haylock, Jeffries, Skokal, Weaver 12 11/16 Chemotherapy On-Line Group Discussion Administration Discussion /17 Exam # 3 Class Sessions 8 Proctored (skin, hair nails) /17 Problems of Mobility: Lecture Read Ch. 20,52,53,54 Management of Patients with Problems of the Musculoskeletal System /24 Problems of Mobility: Lecture Read Ch. 20,52,53,54 Management of Patients with Problems of the Musculoskeletal System 14 11/30 Rheumatoid Arthritis with On-Line Evolve Case Study Joint Arthroplasty Case Study Due (in Medical- Surgical section) 14 11/30 Osteoporosis Case Study On-Line Evolve Case Study Due (in Medical-Surgical section) 14 11/30 Joint Replacement On-Line Group Discussion Discussion Due /1 Problems of Regulation and Lecture Read Ch. 64,65,66 Metabolism: Management of Patients with Endocrine Problems 14 12/1 Patient Education Brochure Due 14 12/3 Thyroid Disorders Case On-Line Evolve Case Study Study Due (in Medical- Surgical Section) 14 12/3 Discussion Peer Evaluation On-Line Assignment Due /8 HESI Test (Time to be Testing Center Determined) /15 Final Exam-Comprehensive Proctored *Chapter readings are from Ignatavicius, D.D. & Workman, M.L. (Eds.). (2010) Medical-surgical nursing: Patient-centered collaborative care (6 th ed.). St. Louis: Saunders/Elsevier. Other assigned readings, including articles, websites and PowerPoint slides, will be on the VISTA course shell. 12

13 Assigned Articles CLASS 1 Introduction to Medical-Surgical Nursing Ballard, K.A. (2003). Patient safety: A shared responsibility. The Online Journal of Issues in Nursing, 8(3), Retrieved from: tents/volume82003/no3sept2003/patientsafety.aspx CLASS 2- Pain D Arcy, Y. (2007). Managing pain in a patient who s drug-dependent. Nursing 2007, 37(3), D Arcy, Y. (2009). Are opioids safe for your patient? Nursing 2009, 39(4), CLASS 3 - Perioperative Care and Post-Op Complications Daniels, S. (2007). Improving hospital care for surgical patients. Nursing 2007, 37(8), Dunn, D. (2006). Age-smart care: preventing perioperative complications in older adults. Nursing Made Incredibly Easy! 4(3), CLASS 4 Fluid and Electrolytes and ABGs David, K. (2007). IV fluids: Do you know what s hanging and why? RN, Holcomb, S. (2008). Third-spacing: When body fluid shifts. Nursing 2008, 38(7), Kirksey, K.M., Holt-Ashley, M., & Goodroad, B.K. (2001). An easy method for interpreting the results of arterial blood gas analysis. Critical Care Nurse, 21(5), Kramer, B. (2009). Arterial blood gases. RN, 72(4), Mays, D.A. (1995). Turn ABGs into child's play, RN, 58(1), CLASS 5 - Diabetes Funnel, M. M. (2009). Empowering patients with diabetes. Nursing 2009, 39(3), Thompson, R. (2008). Hold the insulin! Or maybe not. Nursing 2008, 38(12), CLASS 6&7 Urinary Problems and BPH; Renal Failure Martchev, D. (2008). Improving quality of life for patients with kidney failure. RN, 71(4), CLASS 8 Inflammation, Skin, Hair & Nails None assigned. CLASS 9 Burns Connor-Ballard, P. (2009). Understanding and managing burn pain: part 1. American Journal of Nursing, 109(4), Connor-Ballard, P. (2009). Understanding and managing burn pain: part 2. American Journal of Nursing, 109(5), CLASS 10 Immunity and Infection Yamamoto, L. & Marten, M. (2007). Protecting patients from harm: listen up, MRSA, the bug stops here. Nursing 2007, 37(12), CLASS 11 Cancer Beattie, S. (2007). Bone marrow aspiration and biopsy. RN, (70)2, Haylock, P., Mitchell, S., Cox, T., Temple, S. & Curtiss, C. (2007). The cancer survivor s prescription for living. American Journal of Nursing, 107(4), Jeffries, M., Townsend, R. and Horrigan, E. (2007). Helping your patient combat lung cancer. Nursing 2007, 37(12), Skokal, W.A. (2001). Extravasation, RN, 64(9), Weaver, C. (2009). Caring for a patient after mastectomy. Nursing 2009, 39(5) CLASS 12 & 13 - Orthopedics None assigned CLASS 14 Endocrine None assigned. 13

14 School of Nursing NUR 208 Acknowledgment of Syllabus/Course/Clinical Requirements Name (First) (Last) (Please print) Phone number I acknowledge that I have reviewed and read the syllabi for NUR 208 and NUR 208L. I understand the expectations and requirements for the classroom and skills lab/clinical portions of this course. I agree to abide by these regulations, terms, and policies as set forth in the syllabus. I have provided documentation to the School of Nursing office of current CPR certification that will remain current at least through this semester, current malpractice insurance coverage that will remain in effect through this semester, a negative TB test or medical clearance for positive reactors that remains current (within 1 year) during the course of this semester. Documentation of Hepatitis B vaccination, MMR, health insurance coverage, varicella status and Tdap are also current through the semester and on file. In addition, I have reviewed again the School of Nursing Undergraduate Student Handbook, and understand the policies that are in place to support my continued education in Nursing. (Signature) (Date) 14