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Pearl River Community College

Department of Nursing Education ASSOCIATE DEGREE NURSING FALL 2010

COURSE TITLE:

Nursing I - Fundamentals of Nursing

COURSE NUMBER:

NUR 1110

CREDIT HOURS:

10

LEVEL I NURSING COORDINATOR: Strebeck, P. Admin. Suite: Ext. 1020

NURSING I INSTRUCTORS:

Carney, H.

Office 114;

Ext. 1072

Entrekin, C.

Office 413;

Ext. 1078

Estes, A.

Office 113;

Ext. 1069

Kersh, E.

Office 403;

Ext. 1080

Laborde, J.

Office 116;

Ext. 1065

Ladner, P.

Office 404;

Ext. 1079

Shivers, M.

Office 402;

Ext. 1085

NURSING/WELLNESS COORDINATOR: Loustalot, L.

Office 103; Ext. 1062

CAMPUS LAB COORDINATOR: Nightengale, S.

Office 303A, Ext. 1088

OFFICE HOURS: Individual daily schedules will be posted on the bulletin board outside each faculty office.

COURSE DESCRIPTION: This fundamental course in nursing is based on the biological, psychosocial and cultural aspects necessary to promote wellness of diverse patients, families, and communities. The content is designed to introduce the practice of nursing as an integral component of total health care. The focus of this course is placed on the process of learning; roles of the nurse as provider of care, manager of care, and member within the disciple of nursing; critical thinking; dosage calculations; the nursing process; the wellness-illness continuum; the communication process; development of beginning technology skills; six basic needs; and growth and development of the aged individual. The course requires seven class hours and nine clinical hours per week.

PREREQUISITES: Admission to the Associate Degree Nursing Program.

COREQUISITES:

BIO 2511, BIO 2513, MAT 1313, NUR 1101, PSY 1513

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COURSE OBJECTIVES: Upon completion of this course, the student will be able to:

PROVIDER OF CARE

1. Begin utilizing therapeutic communication skills when interacting with patients and support persons.

2. Practice documenting assessments, interventions, and progress toward achieving expected outcomes.

3. Communicate relevant, accurate, and complete information in a concise and clear manner.

4. Assess the patient’s cultural and ethnic differences, developmental stage, six basic needs, and position on the wellness-illness continuum.

5. Assess the patients response to actual or potential health problems and the response to interventions.

6. Begin to utilize assessment and reassessment data to plan care.

7. Evaluate the effectiveness of caring interventions provided in meeting patient outcomes and modify care as indicated.

8. Protect and promote the patient’s dignity.

9. Demonstrate caring behavior toward the patient and support persons.

10. Begin to utilize critical thinking skills to provide evidence-based competent care to meet patient’s basic needs.

11. Perform nursing skills competently and provide a safe, physical and psychosocial environment for the patient.

12. Begin to support the patient and support persons to cope with and adapt to stressful events and changes in health status.

13. Assist patient and support persons with information on health and fitness.

14. Demonstrate appropriate patient education in selected situations.

MANAGER OF CARE

15. Make clinical decisions to provide evidence-based competent care seeking assistance as needed.

16. Prioritize patient care.

17. Recognize nursing strategies to provide effective and cost efficient care.

18. Collaborate with other members of the health care team.

19. Demonstrate competence with current technologies.

MEMBER WITHIN THE DISCIPLINE OF NURSING

20. Utilize professional, ethical, legal behaviors while caring for individuals in health care settings.

21. Demonstrate accountability for nursing practice.

22. Recognize the standards of nursing practice.

23. Recognize patient rights and maintain confidentiality.

24. Identify the purposes of professional nursing organizations.

25. Recognize resources available to meet learning needs.

26. Use constructive criticism to improve nursing practice.

27. Recognize the importance of nursing research in nursing care.

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STUDENT LEARNING OUTCOMES: Upon completion of the program, the PRCC-ADN graduate will demonstrate the following roles of nursing practice.

PROVIDER OF CARE

The graduate has current knowledge in nursing concepts, principles, and processes necessary to make decisions for competent nursing practice in various health care settings by:

1 Utilizing critical thinking in the application of the nursing process.

2.

Assessing the patient for relevant data.

3.

Incorporating growth and development when implementing nursing interventions.

4.

Meeting the patient’s basic needs to maximize their level of wellness or to support a peaceful and dignified

death.

5.

Providing patient education for a diverse population in promoting wellness or restoring health.

6.

Communicating verbally, non-verbally, in writing or through information technology.

7.

Utilizing therapeutic communication skills when interacting with patients and support persons.

8.

Demonstrating competency in the performance of essential nursing skills.

MANAGER OF CARE

The graduate possesses the knowledge and skills necessary for managing the delivery of safe effective nursing care.

9. Making appropriate decisions regarding priorities of nursing care.

10. Delegating some aspects of nursing care and supervising other personnel.

11. Managing time and resources efficiently and effectively.

12. Seeking assistance when needed.

13. Collaborating with health care team to provide evidence-based competent care.

MEMBER WITHIN THE DISCIPLINE OF NURSING

The graduate has acquired the knowledge for professional growth, continuous learning and self-development by:

14. Practicing within the ethical and legal framework of nursing and promoting standards of nursing practice.

15. Utilizing resources for life-long learning and self-development.

16. Using constructive criticism for improving nursing practice.

17. Recognizing the importance of and using nursing research.

18. Recognizing the importance of and participating in professional nursing organizations.

19. Practicing within the parameters of individual knowledge and experience.

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COURSE REQUIREMENTS:

1. Adhere to the policies and procedures in the PRCC Cat Country Guide, ADN Student Handbook, and clinical agencies.

2. Complete all assignments, quizzes, tests, computer tests, and final exam.

3. Achieve a minimum grade of “80". This nursing course consists of a theory and clinical component, and a student must pass both components to successfully complete the course. The theory component will be assigned a numerical grade; the clinical component will be assigned a pass or fail. Failure in the clinical component will constitute a failure in the course and will be recorded regardless of the theory numerical grade.

4. Prior to clinical experience, current CPR certification, TB skin results, and proof of Hepatitis B vaccination or signed declination is required as stated in the ADN Student Handbook.

5. Spend a minimum of one (1) hour on the computer for each unit. A computer time sheet will be provided to you for recording your time and the computer programs you completed. It must be shown to your advisor upon request.

6. Spend a minimum of one (1) hour a week in the campus lab practicing nursing skills. This hour is not included in your scheduled campus lab time with your instructor. A time sheet will be provided to you for recording your time and attendance in the lab. Instructors will check your campus lab skills log sheet throughout the semester.

GRADING PROCEDURES:

Minor Grades:

Quizzes (scheduled and unscheduled)* Assignments*

25%

Major Grades:

Unit (Hour) Tests

45%

Final Exam

30%

 

Semester Total

100%

To pass the clinical component, the student must receive a ―Pass‖ on the Summative Evaluation Tool.

*Unit quizzes and/or assignments given during a unit will be averaged for one minor grade for the unit.

See Grade Conversion Chart in ADN Student Handbook for mid-term progress grade/report average.

FUNDAMENTAL FACULTY, 4/10

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PEARL RIVER COMMUNITY COLLEGE Department of Nursing Education Associate Degree Nursing FUNDAMENTALS - NUR 1110

GRADE WORK SHEET

Student

ID#

Minor Grades

25%

Major Grades

45%

 
   

MID-TERM PROGRESS GRADE

Minor Grades

=

Major Grades

=

Progress Grade =

 

Instructor

Student

Date

_

Final Exam 30%

 

X 0.25 =

X 0.45 =

 

X 0.30 =

Minor Grades

Instructor Signature

+ Final Exam

Course Grade Rev. 12/04; 11/09

+ Major Grades

=

Instructor

(prior to final exam)

Student Signature

Date

Date

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TEXTBOOKS:

REQUIRED:

Chabner, D. E. (2009). Medical Terminology A Short Course (5th ed.). St. Louis: Elsevier. (ISBN #--978-1-4160-5518-1)

Morris, D. G. (2010). Calculate with Confidence (5th ed.). St. Louis: Elsevier. (ISBN # --978-0-323-05629-8)

Nugent, P. M. & Vitale, B. A. (2008). Test Success: Test-Taking Techniques for Beginning Nursing Students. (5 th ed.). St. Louis: Elsevier. (ISBN#--978-0-8036-1894-7)

Pagana, K. & Pagana, T. (2010). Manual of Diagnostic and Laboratory Tests (4 th ed.). St. Louis: Elsevier. (ISBN #--978-0-323-05747-9.)

Potter, P. A. & Perry, A. G. (2011). Basic Nursing: Essentials for Practice (7th ed.). St. Louis:

Elsevier. (ISBN #--978-0-323-05891-9)

Riley, J.B. (2008). Communication in Nursing (6th ed.). St. Louis: Elsevier. (ISBN #--978-0-323-04676-3)

Skidmore (2011). Mosby’s Drug Guide for Nurses (9th ed.). St. Louis: Elsevier. (ISBN #--978-0-323-06703-4)

Taber's: Cyclopedic Medical Dictionary (21 st ed.). (2009) Philadelphia: F. A. Davis Company. (ISBN #--978-0-8036-1559-5)

REFERENCE:

Wissmann, J. editor. (2008). Assessment Technologies Institute: Fundamentals for Nursing (6.1 version). Faculty will provide book at a later date.

Wissmann, J. editor. (2008). Assessment Technologies Institute: Pharmacology for Nursing (4.2 version). Faculty will provide book at a later date.

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THEORY COMPONENT

FALL 2010

8

(THIS PAGE IS BLANK)

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GENERAL INFORMATION FOR THEORY:

1. Attendance: See ADN Student Handbook. Note: Attendance in the classroom, clinical, and campus lab is considered important and is expected. In the event of an absence or tardy (theory tests/quizzes, clinical, campus lab practice, check-off, class lecture), the student must call the appropriate instructor prior to the absence or tardy. If the student fails to notify of an absence or tardy, the student may be asked to meet with fundamental faculty.

On the 3rd absence, the student may be asked to meet with fundamental faculty.

For a clinical absence, see ADN Student Handbook: Student Attendance: Clinical Requirements

2. Quizzes, Tests, and Assignments: See ADN Student Handbook. Students must complete all assignments, quizzes, tests, and final exam.

3. Make-up work for assignments, quizzes, or tests: See ADN Student Handbook: Student Attendance

4. Talking, unless directed by instructor, any disruptive, irrespective behavior, or sleeping will not be tolerated. Any student not complying will be asked to leave the classroom and be unable to return to the classroom until conferencing by an advisor.

5. Cell phones and pagers are not allowed in the classrooms. See Cat Country Guide: Electronic Devices

6. Audio recording of lectures: See ADN Student Handbook: Recording Lectures

7. It is suggested that the student subscribe to one of the professional nursing journals and read each current issue. Suggested journals include:

American Journal of Nursing Nursing RN

8. The use of instructor test banks is not allowed for studying/reference.

9. If you have a disability that qualifies under the American with Disabilities Act and you require special assistance or accommodations, you should contact the designated coordinator for your campus for information on appropriate guidelines and procedures: Poplarville Campus, Ms Tonia Moody at

601-403-1060 or tmoody@prcc.edu.

accommodations, and/or need for alternate format should contact Tonia Moody.

Distant Learning Students who require special assistance,

FUNDAMENTAL FACULTY, 4/10

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A P R O X I M A T E

E Q U I V A L E N T S

W E I G H T

 

Metric

 

Apothecary

60 milligram

 

=

1 grain

1

gram

=

15-16 gr

1

Kilogram

 

=

2.2 pounds

 

V O L U M E

 

Metric

 

Apothecary

 

Household

 
 

1

minim

=

1 gtt

1 milliliter

=

16 minims

 

=

16 gtts

5 ml

=

1 dram

=

1 teaspoon

15

ml

=

1/2 ounce

=

1 Tablespoon

30

ml

=

1 ounce

=

6 teaspoons

240

ml

=

8 ounces

=

1 Cup

500

ml

=

16 ounces

=

1 pint

1000 ml

=

32 ounces

=

1 quart

 

O T H E R

E Q U I V A L E N T S

 
 

1

Kg

=

1000 g

1

g

=

1000 mg

1 ml

=

1 cubic centimeter

 

1 liter

=

1000 ml

1

T

=

3-4 tsp

1

mg

=

1000 mcg

 

A

P R O X I M A T E

E Q U I V A L E N T S

 

S Y M B O L S

 

gtt

=

drop

pt

=

pint

mg

=

milligram

 

qt

=

quart

ml

=

milliliter

gr

=

grain

mx

=

minim

Gm, gm or g

=

gram

=

dram

lb

=

pound

=

ounce

kg

=

kilogram

T

=

tablespoon

 

mcg or ug

=

microgram

tsp

=

teaspoon

 

mEq

=

milliequivalent

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UNIT 1

FOCUS:

Introduction to Nursing: Nursing Profession, Ethical and Legal Aspects of Nursing

OBJECTIVES:

MEMBER WITHIN THE DISCIPLINE OF NURSING

1. Discuss PRCC ADN’s mission statement, program outcomes, philosophy, educational outcomes, and conceptual framework.

2. Describe the historical development of nursing.

3. Discuss the role of caring in establishing a nurse-patient relationship.

4. Discuss the problems that might occur when nurses’ and patients’ perceptions of caring differ.

5. Discuss nurse caring interventions as perceived by families.

6. Discuss professional behaviors and nursing as a profession.

7. Differentiate educational programs available for registered nurse education.

8. Describe practice settings for nurses.

9. Describe the roles and career opportunities for nurses.

10. Identify factors influencing nursing practice.

11. Describe the trends in health care that are influencing nursing practice.

12. Discuss the ANA Standards of Clinical Nursing Practice.

13. Describe the influence of ethics on nursing practice.

14. Discuss how values can influence patient care.

15. Describe the Code of Ethics for Nurses.

16. Discuss Mississippi licensure requirements for registered nurses.

17. Summarize the legal responsibilities and obligations of nurses.

18. Explain why nursing students can be held responsible for actions while caring for patients.

19. Discuss the patient’s rights (Patient Bill of Rights).

20. Define the key terms listed at the beginning of each chapter in the Potter & Perry textbook.

PRESENTATION

Lecture

Discussion

STUDENT PREPARATION REQUIRED ADN Student Handbook, pp. 1-39. ANA Standards of Clinical Nursing Practice (See ADN Student Handbook). Nursing Practice Law from Mississippi Board of Nursing- Can be accessed on website: htpp//www.msbn.state.ms.us Basic Nursing, Chapters 2, 3, 4, & 5. Test Success 5 th Edition (The World of the Patient and Nurse) Website: www.HIPPA.com

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FOCUS:

Introduction to Nursing: Nursing Profession, Ethical and Legal Aspects of Nursing (Cont’d.)

STUDENT PREPARATION (Cont’d.)

SUPPLEMENTAL Brooks, P. (2008). Legal questions. Nursing 2008, 38 (12), pp. 20. Haddad, A. (2002). Ethics in action. RN, 71 (6), p. 18. Ladake, S. (2003). Protect your future with personal liability insurance. Nursing 2003, 33 (2), pp. 52-53. Laduke, S. (2003). Your key to safe practice. Nursing 2003, 33 (3), p. 45. Mee, C. (2003). What’s different about this nursing shortage. Nursing 2003, 33 (1), pp. 51-55. Olsen, D. (2007) Ethical Issue Arranging Live Organ Donation over the Internet. AJN , 107 (3), pp. 69-72. Salladay, S. (2009). Ethical problems. Nursing 2009, 39 (2), pp. 18-19. Simpson, P. (2009). Legal questions. Nursing 2009, 39 (2), p. 10. Videos: VC 344.73 H83 How to reduce your risk of being sued. VC 344.73 D361 Defending the nursing malpractice lawsuit.

Website Search Tools:

yahoo.com

dogpile.com

PL 3/10

Websites:

ohsu.edu/cliniweb

askjeeves.com

www.allnurses.com

www.Nursezone.com

www.Nursingnet.org

www.Nursingcenter.com

www.Springnet.com

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UNIT 1

FOCUS:

Introduction to the Nursing Process

OBJECTIVES:

1. Define nursing process.

PROVIDER OF CARE

2. Identify the purpose of the nursing process.

3. Define the components of the nursing process.

4. Discuss the assessment phase of the nursing process.

5. Describe the analysis phase of the nursing process.

6. Identify NANDA - Approved Nursing Diagnoses.

7. Discuss the planning phase of the nursing process.

8. Describe the implementation phase of the nursing process.

9. Discuss the incorporation of the concept, nursing process, into PRCC’s philosophy and conceptual framework.

PRESENTATION

Lecture

Discussion

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 8. Test Success 5 th Edition (The Nursing Process, Chapter 6)

SUPPLEMENTAL

Websites:

www.careplans.com www.nursingnet www.nanda.org www.nurse.com www.fadavis.com (for list of NANDA Approved Diagnoses)

PL 3/10

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UNIT 1

FOCUS:

Documenting and Reporting

OBJECTIVES:

PROVIDER OF CARE

1. Discuss the relationship between documentation and health care financial reimbursement.

2. Identify multi-disciplinary communication within the health care team.

3. Discuss the purposes of a health care record.

4. List the guidelines for effective documentation and reporting.

5. Identify measures used to ensure that recording meets legal standards.

6. Discuss various methods of charting.

7. Describe different types of reports made by nurses.

8. Identify abbreviations and symbols commonly used for charting.

9. Describe different forms used in a chart.

10. Discuss the role of computerization in documentation.

11. Discuss JCAHO & HIPAA regulations in the delivery of health care.

12. Define the key terms at the beginning of Chapter 8.

13. Complete Appendix III abbreviations, acronyms, symbols, pp. 307-309 in the textbook: Medical Terminology (5th ed.).

PRESENTATION

Lecture

Discussion

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 9. Memorize abbreviations as directed by instructors. Medical Terminology (5th ed.), pp. 308-309 SUPPLEMENTAL Manning, L. & Rayfield, S. (2007). Charting: An Incredibly Easy Pocket Guide. Lippincott, Williams, & Wilkins.

Philadelphia:

Author (available on request): (2006). Chart Smart: The A Z Guide to Better Nursing Documentation, (2 nd ed.). Philadelphia: Lippincott, Williams, & Wilkins.

Websites:

hhs.gov/ocr/hipaa/findmaster.html

http://aspe.hhs.gov/admnsimp/find/pvcfact2.htm

nursing center.com

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UNIT 1

FOCUS:

Spirituality

OBJECTIVES:

PROVIDER OF CARE

1. Discuss essential facts about spiritual beliefs and religious practices and doctrines as they relate to health care.

2. Compare spirituality and religion.

3. Identify methods of assessing patient’s spiritual needs.

4. Identify nursing diagnosis related to spiritual distress.

5. Discuss nursing interventions which support patient’s spiritual belief and religious practices.

6. Define the key terms at the beginning of the chapter in Potter and Perry.

PRESENTATION

Lecture

Discussion

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 20. Riley, Chapter 16

SUPPLEMENTAL

Websites:

nursingnet

nursesareangels.com

nursingcenter.com

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UNIT 1

FOCUS:

Wellness/Illness and Basic Needs

OBJECTIVES:

PROVIDER OF CARE

1. Discuss the definition of health and related concepts.

2. List the two general Healthy People 2010 public health goals for Americans.

3. Discuss the health illness continuum, health promotion, basic human needs and holistic health models.

4. Describe variables influencing health beliefs and practices.

5. Discuss the three levels of preventive care and four types of risk factors.

6. Define the basic needs as described in Pearl River Community College Associate Degree Nursing’s philosophy: oxygenation, food and fluids, psychosocial well-being, rest and activity, elimination and safe environment.

7. Describe how the basic needs are utilized to maximize the patient’s level of wellness.

8. List all subcategories of needs included within the scope of psychosocial well-being, including cultural, spiritual and sexual.

9. Explain how basic needs can be utilized in the assessment of individuals, families, groups and communities.

PRESENTATION

Lecture

Discussion

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 1. ADN Student Handbook - PRCC ADN Philosophy and Glossary of Terms Test Success 5 th Edition (Common Theories Related to Meeting Patients’ Basic Human Needs)

PL 3/10

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UNIT 1

FOCUS:

Critical Thinking and Nursing Judgment

OBJECTIVES:

PROVIDER OF CARE

1. Define key terms and key concepts listed in Chapter 6.

2. Identify the components of a critical thinking model for nursing judgment.

3. Explain the difference between problem solving and decision making.

4. Rate the importance of clinical experience in critical thinking.

5. Contrast the relationship of the nursing process to a model for critical thinking.

6. Describe how attitudes influence the ability to make critical judgments.

7. Assess the standards to be applied in critical thinking in nursing.

8. Examine the five steps of the nursing process.

MEMBER WITHIN THE DISCIPLINE

9. Discuss the three levels of critical thinking.

PRESENTATION Lecture Group Discussion

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 7. SUPPLEMENTAL Website: www.critical thinking.org

PL 3/10

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UNIT 1

FOCUS:

Rest and Sleep - Sleep Disorders

OBJECTIVES:

PROVIDER OF CARE

1. Define and analyze all key terms and review key concepts and critical thinking exercises at the beginning of Chapter 29 in Potter & Perry.

2. Assess the physiologic basis of sleep.

3. Identify the characteristics of NREM and REM sleep.

4. State the four stages of NREM sleep.

5. Identify the developmental variations in sleep patterns.

6. Integrate interventions that promote sleep at various ages.

7. Identify factors that affect sleep.

8. Recognize common sleep disorders.

9. Identify the components of a sleep assessment.

10. State interventions that promote sleep.

11. Compare outcome criteria to interventions employed to promote sleep.

12. Review expected outcomes and nursing implications of major drug classifications of hypnotic agents and barbiturates.

MANAGER OF CARE

13. Make proper referrals for patients with sleep disorders.

MEMBER WITHIN THE DISCIPLINE OF NURSING

14. Using all media, stay abreast of legal, ethical, and drug issues on sleep disorders.

PRESENTATION

Discussion

Lecture

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 30. Mosby's Drug Guide Test Success 5 th Edition: (Meeting Patients’ Hygiene, Comfort, Rest, and Sleep Needs)

Search Web for most up-to-date information on sleep, sleep disorders, and medications affecting sleep. Website: nurses.medscape.com

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UNIT 2

FOCUS:

Communication Theory/Techniques of Communication

OBJECTIVES:

PROVIDER OF CARE

1. Define key terms listed at the beginning of the chapter.

2. Describe the levels of communication and their use in nursing.

3. Describe the basic elements of the communication process.

4. Discuss the different forms of communication.

5. Describe the specific elements of professional communication.

6. Discuss the use of the nursing process in providing care of patients having problems with communication.

7. Discuss communicating with patients who have special needs.

8. Discuss effective communication techniques for patients at various developmental levels.

9. Describe communication analysis or process recording analysis that might be used to improve therapeutic communication.

10. Identify and describe techniques used to facilitate therapeutic communication.

11. Identify and describe techniques that are non-therapeutic in the nurse-patient relationship.

12. Analyze nurse-patient interaction (process recording).

13. Discuss special considerations for using electronic communications with patients and/or colleagues.

14. Complete Chapter 1 - Basic Word Structure in the textbook: Medical Terminology (4th ed.).

15. Review the anatomy and physiology of the nervous system.

PRESENTATION Lecture Case Studies Discussion Handouts

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 10-Communication. Medical Terminology, Chapter I - Basic Word Structure. Riley, Chapters 1, 2, 6, 13 and 14 & Chapter 4, pp. 56-57. Test Success 5 th Edition (Communication and Meeting Patients’ Emotional Needs)

SUPPLEMENTAL Clayton, M. (2006). Communication: An important part of nursing care. AJN, 106 (11), pp. 70-72. Hohenhaus, S., Et al. (2006). Enhancing Patient Safety during hands-offs. AJN, 106 (8), pp. 72A-72C. Miller, C.A. (2008). Communication Difficulties in Hospitalized Older Adults with Dementia. AJN, 108,(3), pp. 58-67.

Listening to the silence. Nursing 2006, 36 (4), p. 43.

Mullens, M. (2006). Pullen, R. (2007).

(10), pp. 48-49. Williams, K. (2008). Communication Style Matters with Alzheimer's Patients. RN, 71 (9), p14.

Tips for Communicating with a Patient from another Culture. Nursing 2007, 37

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UNIT 2

FOCUS:

Group Dynamics

OBJECTIVES:

PROVIDER OF CARE

1. Define a group and list its functions.

2. Identify three essential conditions for group effectiveness.

3. Discuss the different types of groups.

4. Identify physical conditions that influence group dynamics.

5. Discuss phases of group development.

6. Discuss member roles in groups.

7. Discuss characteristics of an effective group.

8. Apply group concepts in classroom and clinical settings.

PRESENTATION Group Discussion Lecture Handouts

STUDENT PREPARATION REQUIRED Riley, Chapter 5.

RD 3/10

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UNIT 2

FOCUS:

Professional Nursing Relationships

OBJECTIVES:

PROVIDER OF CARE

1. Discuss key concepts in the nurse-patient relationship.

2. Discuss the four phases of the therapeutic relationship.

3. Specify effective nursing interventions in each phase of the therapeutic relationship.

4. Discuss the benefits of warmth in communication with patients and colleagues.

5. Discuss the benefits of respect in the professional relationships in nursing care.

6. Discuss the importance of being genuine with patients and colleagues.

7. Describe the benefits of using empathy with patients and colleagues.

8. Discuss the use of humor in nursing care.

9. Discuss relationship and communication in the learning environment.

10. Discuss the following nursing relationships: nurse-family; nurse-health care worker; nurse-community.

11. Discuss strategies for effective communication with faculty, peers, patients, and hospital personnel.

12. Discuss caring as a part of the professional nurse-patient relationship.

13. Describe potential problems that may occur when nurses’ and patients’ perceptions of caring differ.

14. Discuss ways to demonstrate caring through providing presence, a caring touch, and listening.

15. Discuss the concept of knowing the patient.

16. Discuss six points to consider when asking questions in interviewing patients.

17. Discuss guidelines for appropriate self-disclosure by the nurse.

18. Identify strategies to express opinions in an assertive way.

19. Complete the Diagnostic Test Guide for Professional Nursing Relationships.

PRESENTATION Lecture Case Studies Discussion Handouts

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 10 -Communication; Chapter 18 -Caring in Nursing Practice. Riley, Chapters 2, 3, 7, 8, 9, 10, 11, 13, 14, 15; Chapter 4, pp. 56-57.

SUPPLEMENTAL Pagana, K. (2009). 7 Tips to Improve Your Professional Etiquette. Nursing 2009 39 (11), pp. 34-37. Pope, B.; Rodzen, L.; Spross, G. (2008). Raising the SBAR: How Better Communication Improves Patient Outcomes. Nursing 2008 58 (3), pp. 41-43.

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DIAGNOSTIC TEST GUIDE: Professional Nursing Relationships

 

LAB TEST

REQUIREMENTS

1.

Magnetic Resonance Imagingof the Brain (MRI)

A. Specimens or type of test

2.

Electroencephalogram (EEG)

B. Purpose of the test

3.

Computed Tomography of the brain (CT Scan)

C. Basics the Nurse needs to know

4.

Positron Emission Tomography (PET scan)

D. Normal values

 

E. How is the test done

F. Significance of test results

G. Interfering factors

H. Nursing care (pretest, during, posttest)

*Use the following textbook:

Manual of Diagnostic and Laboratory Tests by Pagana and Pagana.

RD 3/10

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UNIT 3

FOCUS:

Assessing Vital Signs

OBJECTIVES:

PROVIDER OF CARE

1. Define selected terms associated with vital signs.

2. List ways in which the body's temperature is maintained.

3. Identify factors which cause variations in body temperature and how these variations are utilized in clinical decision making.

4. Identify the effects of pyrexia and hypothermia on the body and the impact these may have in determining a patient’s position on the health-illness continuum.

5. Describe principles in guiding nursing action in taking body temperature by oral, axillary, and rectal methods.

6. Describe what happens in the circulatory system to cause a pulse.

7. List factors which may influence the pulse.

8. Identify common sites for obtaining a pulse in assessing the oxygenation need of patients.

9. Describe characteristics (rate, rhythm, and amplitude) of a pulse and variations.

10. Demonstrate ability to accurately measure and record pulse rate in the development of a nursing care plan.

11. Describe the respiratory regulation mechanism of the body.

12. Describe the characteristics (nature, rate, and depth) of respirations and variations.

13. Demonstrate ability of measuring and recording respiration.

14. Identify factors that maintain normal arterial blood pressure in the body.

15. Differentiate systolic and diastolic blood pressure.

16. Demonstrate ability to accurately measure and record blood pressure.

17. Describe factors which may indicate a need for frequent measurement of vital signs in the management of care.

18. Identify normal findings for well individuals.

19. Describe how to utilize information offered by the measurement of vital signs as a basis for developing caring interventions.

20. Explain pulse oximetry measurement and necessary patient teaching.

21. Review the importance of diligent collaboration with hospital/community staff in reporting abnormal vital signs findings.

22. Describe the classification, pharmacodynamics (mechanism of action), pharmacotherapeutics (indications), predictable reactions (side effects), and nursing implications of specific drugs on the pharmacology guide: ASA and Tylenol.

PRESENTATION Lecture Demonstration Practice Vital Signs Skill in Practice Lab. ( See Nursing Fundamentals Critical Behaviors) Return Demonstration

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 14 -Vital Signs. PRCC - Critical Behaviors "Temperature, Pulse, Respiration" and "Blood Pressure". Practice in lab with partner.

24

FOCUS:

Assessing Vital Signs (Cont’d.)

STUDENT PREPARATION REQUIRED (Cont‘d.) Clinical Skills Return Demonstration: Vital Signs Basic Nursing Essentials for Practice Companion CD: Vital Signs Video Medical Terminology: Body Systems, Circulatory System pp. 208 215 & Lymphatic System pp. 236 - 239

SUPPLEMENTAL

Video:

VC 610.73 B292ms Basic nursing skills:

Measuring Blood Pressure - Part 1; Measuring Body Temperature - Part 2; Measuring pulse rate and respiratory rate - Part 3.

HC 3/10

25

UNIT 3

FOCUS:

Mobility/Immobility: Skin Integrity, Body Mechanics, Moving, Turning, Transferring, Body Alignment, Positioning, Ambulation, Range of Motion (ROM) Exercises

OBJECTIVES:

PROVIDER OF CARE

1. Define key terms and review key concepts.

2. Recognize the importance of body alignment for patients and nurses.

3. State principles of body mechanics and use correctly and safely in lab and clinical. Review bones, joints, and support structures and dynamics of movement.

4. List the major benefits of bedrest.

5. Identify groups of patients most prone to the development of the complications of bedrest and assess activity tolerance.

6. Identify structural abnormalities that affect body alignment.

7. Relate nursing process to impaired mobility problems and their consequences according to physiological & psychological effects. Describe nursing interventions for each immobility problem identified.

8. Identify developmental changes throughout life which affects a patient's capabilities and limitations for mobility/immobility.

9. Perform active and passive ROM for all joints.

10. Explain the assessment criteria for alignment of patients in a standing, sitting, or bed-lying position according to developmental stage.

11. Demonstrate principles of positioning and needed supportive devices.

12. Choose nursing diagnoses and applying nursing process for patients with mobility problems.

13. Demonstrate ambulation with canes, crutches, and walkers. Perform all transfer techniques: bed to chair, bed to stretcher, etc.

MANAGER OF CARE

14. Integrate factors that affect patient's mobility/immobility and criteria for maintenance.

15. Make proper referrals for rehabilitation and maintenance.

MEMBER WITHIN THE DISCIPLINE

16. Using media, stay abreast of nursing research, and review new technologies, and advances for patients and nurses to meet the needs for mobility and ways to prevent and treat pressure ulcers.

Website Example:

PRESENTATION

Lecture

Discussion

Demonstration

www.medicaledu.com

26

FOCUS:

Mobility/Immobility: Skin Integrity, Body Mechanics, Moving, Turning, Transferring, Body Alignment, Positioning, Ambulation, Range of Motion (ROM) Exercises (Cont’d.)

STUDENT PREPARATION REQUIRED Basic Nursing, Chapters 26 & 35 Taber’s Dictionary. Practice all applicable skills. Test Success 5 th Edition (Meeting Patients’ Physical Safety and Mobility Needs) Critical Behaviors: Promoting Rest, Activity, and Safety. Medical Terminology: Organization of body, pp. 43-75.

SUPPLEMENTAL

Videos:

VC 612.76 T687 Transferring Patients Safely VC 610.73 P842 Positioning to prevent complications VC 2026517-616.02 Immobility VC 610.73Ac85 Activity and Exercise

AE 3/10

27

UNIT 3

FOCUS:

Hygiene

OBJECTIVES:

PROVIDER OF CARE

1. Identify key terms; review key concepts and critical thinking at the end of Chapter.

2. Identify cultural factors in the assessment of patients which influences personal hygiene.

3. Describe kinds of hygienic care nurses provide for patients in the clinical decision making process.

4. List layers and functions of the skin.

5. List types of baths utilized in managing care.

6. Discuss the purposes and techniques involved in giving a bed bath and a back-rub.

7. Identify factors the nurse should consider when administering caring interventions to the following areas: eye, ears, nose, teeth (including denture care and oral care), feet, and perineal areas.

8. Identify basic factors the nurse should consider in giving hygienic care to an individual with a Foley catheter, intravenous infusion, and oxygen.

9. List and describe the types of beds made in the hospital.

10. List the characteristics of a comfortable and safe bed.

11. List ways in which the nurse can conserve time and energy while making a bed.

12. Explain how stage of development influences hygienic needs.

13. Demonstrate correct making of the following types of beds: closed, open, occupied and post-operative.

14. Show correct steps for giving a bed bath including back rub.

15. Discuss ways to provide patient’s cultural self care practices.

16. Begin to use critical thinking in determining type of hygienic care to provide for various patients.

17. Utilize principles of safety in providing hygiene care for individuals with acute and chronic illnesses in the hospital as well as in the home.

18. Discuss how the professional behavior of the nurse is utilized to communicate caring interventions while invading the patient’s personal space.

19. Identify most frequently used types of enemas and the rationale for each type.

20. Compare and contrast the type of enemas in regard to solution and volume.

PRESENTATION

Lecture

Videos:

Personal Hygiene: Giving a complete bath in bed Bedmaking (In Class)

(In Class)

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 28 Medical Terminology: Chapter 4 - Prefixes, pp 119-160. Test Success 5 th Edition (Meeting Patients’ Hygiene Needs)

SUPPLEMENTAL Stein, P.; Henry, R. (2009). Poor Oral Hygiene in Long-Term Care. AJN (2009), 109 (6), pp. 44-49.

Johnson, D.; Lineweaver, L.; Maze, L. (2009). Patients Bath Basins as Potential Sources of Infection:

A Multicenter Sampling Study. AJCC (2009), 18 (1): 31-38, 41.

28

UNIT 4

FOCUS:

Gastrointestinal Intubation, Feeding, Irrigation, Suction, N/G Removal

OBJECTIVES:

1. Define the key terms as listed:

a. Lavage

b. Gavage

c. Decompression

d. Enteral Nutrition

e. Compression

f. Gastrostomy

g. Jejunostomy

PROVIDER OF CARE

2. Compare reasons why gastric intubation is necessary.

3. Recognize types and characteristics of gastro-intestinal tubes.

4. Examine the steps and rationale in preparing a patient for intubation.

5. Explain how to ascertain correct distance to insert tube.

6. Recognize purposes of N/G tube irrigation.

7. Identify the types of suction equipment used.

8. Describe the nursing implications related to: feeding procedure, formula, I&O, gastric irrigations,

suction.

9. Explain rationale for each critical criterion on the following procedures: N/G tube insertion, N/G tube

removal, N/G tube feeding, and N/G tube irrigation.

10. Demonstrate the following procedures after selecting necessary equipment:

a. Insertion of nasogastric (N/G) tube

b. Feeding by N/G tube

c. Irrigation of the N/G tube; Connection to suction

d. Removal of N/G tube

e. Insertion of gastrostoscopy tube (PEG)

11. Chart/record above procedures, including I & O according to critical criteria.

12. Compare acute hospital setting vs. home care for the above procedures.

13. Describe possible complications of enteral nutrition and give nursing interventions to prevent/treat

such.

14. List different types of feeding formulas used for enteral tube feedings.

15. Review Appendix I Bodys Digestive System, pp 204-211 in Medical Terminology textbook.

PRESENTATION Lecture Demonstration Return Demonstration (See Critical Behavior Requirements.)

STUDENT PREPARATION REQUIRED Basic Nursing, pp 924-927,pp. 932-944,pp 1018-1023. Medical Terminology (5th ed.), pp. 216-223. Basic Nursing: Practice Companion CD: GI intubation

29

UNIT 4

FOCUS:

Medical-Surgical Asepsis

OBJECTIVES:

PROVIDER OF CARE

1. Define key terms commonly used in the discussion of medical and surgical asepsis.

2. Differentiate between medical and surgical asepsis.

3. Explain the chain of infection.

4. List factors affecting risk of infection.

5. Identify casual factors of nosocomial infections.

6. Name essential facts about normal body defenses.

7. Describe the following nosocomial infections:

a.) MRSA - Methicillin-resistant Staphylococcus Aureas b.) VRE - Vancomycin-resistant Enterococcus c.) Clostridium difficile

8. Describe common practices of medical asepsis.

9. Explain technique for hand washing and using alcohol based hand rub.

10. Name situations in which surgical asepsis is used.

11. Discuss basic principles and practices of surgical asepsis.

12. Identify the steps necessary for the following techniques:

a.) Donning sterile gloves b.) Opening sterile packages c.) Pouring sterile solutions d.) Handwashing e.) Alcohol based hand rub f.) Labeling sterile solutions after use

13. Complete diagnostic test guide in syllabus.

14. Complete Chapter 3 - Suffixes in Medical Terminology A Short Course (5th ed.).

PRESENTATION Lecture Discussion Role Play

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 13 -Infection Control Basic Nursing Essentials for Practice Companion CD: Hand Hygiene Medical Terminology A Short Course-Chapter 3 Suffixes Manual of Diagnostic and Laboratory Tests Taber’s 21 st edition (Appendix 11) Critical Behaviors: Sterile Gloving

Test Success 5 th Edition (Meeting Patients’ Microbiologic Safety Needs) Flores, A. (2007). Appropriate Glove Use in the Prevention of Cross-Infection. Nursing Standard

21 (35).

Scalise, D. (2006). 30 Things You Can Do to Eliminate Infections. Hospitals and Health Networks

80 (9).

30

FOCUS:

Medical-Surgical Asepsis (Cont’d.)

STUDENT PREPARATION

SUPPLEMENTAL Holcomb, S. Susan. (2008). Patient Education Series: MRSA Infections. Nursing 2008, 38 (6), p. 33 Kjonegaard, R. & Myers, F. (2005). Arresting Drug-Resistant Organisms. Nursing 2005, 36 (6), pp. 48-50.

Videos:

VC 614.44 Part 3 VC 614.44 Part 4 VC 614.44 Part 1 VC 614.44 Part 2

Basic Infection Control Basic Sterile Technique Chain of Infection Handwashing and Gloving

(Check out with Mrs. Shivers)

Web Sites: cdc.gov

(cdc.gov/handhygiene)

labtestsonline.org

MS 04/10

31

UNIT 4

FOCUS:

Wound Care

OBJECTIVES:

PROVIDER OF CARE

1. Define key terms commonly used to describe wounds.

2. Describe the three phases of wound healing.

3. Differentiate primary, secondary and tertiary wound healing.

4. Identify types of wound drainage.

5. Describe factors that affect wound healing.

6. Identify the main complications of wound healing.

7. Identify assessment data pertinent to wounds.

8. Name the 5 cardinal classic signs and symptoms of inflammation.

9. Describe nursing strategies to promote wound healing and prevent complications of wound healing.

10. Discuss types of drains utilized in wound care.

11. Identify purposes of commonly used dressing material and binders.

12. Describe principles of sterile technique in wound care necessary to promote the patients basic need for safe environment.

13. Review expected outcomes and nursing implications for major antibiotic classifications: penicillin, cephalosporins, tetracyclines, amino glycosides, macrolides, and fluoroquinolones.

14. Identify steps necessary for the following techniques:

a. Wound cleansing

b. Application of sterile dressing

c. Application of bandages

d. Removal of staples/sutures

15. Identify local and systematic physiological effects of heat and cold.

16. List the therapeutic uses of heat and cold applications.

17. Identify the recommended special precautions for using heat and cold applications.

18. Describe methods for applying dry and moist heat and cold.

19. Demonstrate how to measure wounds.

20. Discuss how to document wounds, wound care, use of hot and cold therapy, and use of binders and

bandages.

21. Discuss various laboratory tests (WBC’s, C&S, etc.) associated with wounds.

22. Complete diagnostic test guide in syllabus.

23. Discuss the etiology, pathogenesis, and treatment of pressure ulcers.

24. List nursing interventions for prevention and care of pressure ulcers.

25. Identify the different types of dressings by ulcer stage and their mechanism of action for each stage.

26. Complete Appendix I - Body Systems (Skin & Sense Organs), pp. 270-277 in Medical Terminology A Short Course (5th ed.).

PRESENTATION

Lecture

Demonstration

Discussion

32

FOCUS:

Wound Care (Cont’d.)

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 36 -Skin Integrity and Wound Care Mosby’s Drug Guide for Nurses (9 th edition) Medical Terminology A Short Course (5 th edition) Manual of Diagnostic and Laboratory Tests (4 th edition) Taber’s: Cyclopedic Medical Dictionary (21 st edition) Basic Nursing Essentials for Practice Companion CD:

Applying Wet-to-Dry Moist Dressings Assessment for Risk of Pressure Ulcer Development Treating Pressure Ulcers Critical Behaviors: 1. Sterile gloving, 2. sterile dressing change, and 3. Hot and cold application Baldwin, K. (2006). Damage Control: Preventing and Treating Pressure Ulcers. Nursing Made Incredibly Easy ! , 4, (1), pp. 12-39. Kayser-Jones, J., Beard, R., and Sharpp, T. (2009). Dying with a Stage IV Pressure Ulcer. American Journal of Nursing ,109, (1), pp. 40-49.

SUPPLEMENTAL Black, J., M. Baharestani, J. Cuddigan, B. Dorner, et al. (2007). National Pressure Ulcer Advisory Panel’s Updated Pressure Ulcer Staging System. Dermatology Nursing, 19, (4), p. 343. Bluesteine, D. & Javaher, A. (2008). Pressure Ulcers: Prevention, Evaluation, and Management. American Family Physician. 78, (10), p. 1186.

Videos:

VC 617.14 W915 Wound Care & Applying Dressings VC 617.1 W915 Wound Care - The surgical dressing (Check out with Mrs. Shivers)

Websites:

woundcarenet.com

cdc.gov

www.dressings.org

www.worldwidewounds.com

MS 04/10

33

DIAGNOSTIC TEST GUIDE:

WOUND CARE

Look up in Manual of Diagnostic and Laboratory Test by Pagana and Pagana and Basic Nursing by Potter &

Perry

 

LAB TEST

REQUIREMENTS

1.

Wound culture

A. Specimen or type of test

2.

Serum albumin

B. Purpose of the test

3.

Total protein

C. Basics the Nurse needs to know

 

D. Normal values

E. How the test is done

F. Significance of test results

G. Interfering factors

H. Nursing care (pretest, during, and posttest)

MS 04/10

34

UNIT 4

FOCUS:

Protective Asepsis (Isolation)

OBJECTIVES:

PROVIDER OF CARE

1. Discuss CDC isolation guidelines including standard precautions, airborne precautions, droplet precautions, and contact precautions.

2. Identify precautions taken in each type of protective asepsis.

3. Discuss psychological problems associated with protective asepsis.

4. Describe nursing interventions that prevent these psychological problems.

5. List facts to teach patient and family concerning protective asepsis.

6. Discuss blood borne pathogens and their effect on isolation/standard precautions.

7. Identify the steps necessary for the following techniques:

a. Donning and removing a face mask

b. Gowning for protective asepsis

c. Donning and removing disposable gloves

d. Double bagging

e. Assessing the vital signs.

f. Reverse protective asepsis (Reverse Isolation)

g. Collecting specimens

8. Discuss standard precautions and infection control practices of health care providers with infectious

diseases according to CDC guidelines.

9. Discuss ways to prevent and treat needle sticks.

PRESENTATION Lecture Role play Discussion

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 13 -Infection Control. Taber’s: Cyclopedic Medical Dictionary Appendix 11. Critical Behaviors: Isolation Technique Test Success 5 th Edition (Meeting Patients’ Microbiologic Safety Needs) Manual of Diagnostic and Laboratory Tests SUPPLEMENTAL Flores, A. (2007). Appropriate Glove Use in the Prevention of Cross-Infection. Nursing Standard. 21, (35), p. 45. Scalise, D. (2006). 30 Things You Can Do To Eliminate Infections. Hospitals and Health Networks, 80, (9), p. 32.

Websites:

cdc.gov (standard precautions)

DIAGNOSTIC TEST GUIDE:

ASEPSIS

35

Look up in Manual of Diagnostic and Laboratory Tests by Pagana and Pagana.

LAB TEST

1. Culture and sensitivity (C&S)

2. WBC count

3. Erythrocyte sedimentation rate

4. Iron level

MS 04/10

REQUIREMENTS

A. Specimen or type of test of wound

B. Purpose of the test

C. Basics the Nurse needs to know

D. Normal values

E. How the test is done

F. Significance of test results

G. Interfering factors

H. Nursing care (pretest, during and Post-test)

36

UNIT 4

FOCUS:

Fecal Elimination

OBJECTIVES:

PROVIDER OF CARE

1. Review key terms; key concepts; & critical thinking exercises, Chapter 33.

2. Examine and review anatomical structures and assessment techniques of the abdomen. Demonstrate safe (1) auscultation of bowel sounds, (2) percussion, (3) palpation, and (4) measuring of abdomen.

3. Describe the process of formation and excretion of feces.

4. Compare and contrast psychological and physiological factors that influence the amount and patterns of bowel elimination.

5. Choose interventions to promote bowel elimination, ie. enemas, care for an ostomy, and put a patient on and off all types of bedpans.

6. Perform collection of stool specimens, digital removal of fecal impaction, insertion of a rectal tube, and bowel retraining.

7. Recognize indications for the use of laxatives, suppositories, and enemas.

8. Identify most frequently used types of enemas and internalize rationale for each type.

9. Compare and contrast the types of enemas in regard to solution and volume.

10. Describe the classification, predictable reactions, and nursing implications of antidiarrheals and laxatives.

11. Complete the Diagnostic Test Guide for fecal elimination.

MANAGER OF CARE

12. Given a patient with a bowel elimination problem related to diet or anatomical structure, utilize the nursing process to provide quality care via direct care, collaboration and or referrals.

13. Describe all gastrointestinal tests and patient preparations for each.

MEMBER WITHIN THE DISCIPLINE OF NURSING

14. Using all media, stay abreast of ethical, legal, health promotion, and drug issues in nursing pertaining to fecal elimination.

PRESENTATION Lecture/Discussion/Demonstration/Return Demonstration/ Student Presentations

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 34. PRCC Critical Behaviors: Enemas & Ostomy Care Mosby’s Manuel of Diagnostic and Laboratory tests” (4’th ed.) Test Success 5 th Edition (Meeting Patients’ Elimination Needs)

37

DIAGNOSTIC TEST GUIDE:

FECAL ELIMINATION

Look up in Pagana & Pagana and Potter & Perry

LAB TEST

REQUIREMENTS

1. Guaiac test

A. Specimen or type of test

2. Stool culture

B. Purpose of the test

3. Stool for occult blood

C. Basics the Nurse needs to know

4. Upper GI/Barium Swallow

D. Normal values

5. Barium Enema

E. How the test is done

6. Colonoscopy

F. Significance of test results

G. Interfering factors

H. Nursing care (pretest, during, Posttest)

Use the following textbook:

Manual of Diagnostic and Laboratory Test By Pagana & Pagana (4 th edition)

PL 03/10

38

UNIT 4

FOCUS:

Introduction (Unit 4)/Basic Pharmacology (Unit 9)

OBJECTIVES:

PROVIDER OF CARE

1. Discuss the nurse’s legal and ethical responsibilities concerning drug administration.

2. Discuss the impact of drug legislation and standards on drug therapy and nursing.

3. Describe the physiological mechanisms of drug action, including: absorption, distribution, metabolism, and excretion.

4. Discuss toxic, idiosyncratic, allergic, and side effects of drugs.

5. Identify factors that influence drug actions.

6. Discuss factors concerning routes of medication administration.

7. Review systems of drug measurement and conversion, including: equivalents, conversions, ratio, and proportion and calculations.

8. Describe the roles of the pharmacist, physician, and nurse in drug administration.

9. List the six rights of medication administration.

10. Discuss the five phases of the nursing process as it relates to drug therapy.

11. Identify growth and development considerations specific to drug administration.

12. Define key terms used in pharmacology.

PRESENTATION Lecture Discussion Class Handouts

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 16. Study approximate equivalents and symbols in syllabus/ADN Student Handbook. Review conversions, ratio and proportion, and calculations in Dosage and Solution book. Test Success 5 th Edition (Administration of Medications) ATI Review Module: Pharmacology for Nursing, Basic Pharmacologic Principles and Safe Administration of Medications, pgs 1-62.

SUPPLEMENTAL

Websites:

medscape.com

rxlist.com

nursingcenter.com

fadavis.com

39

UNIT 5

FOCUS:

Urinary Elimination

OBJECTIVES:

PROVIDER OF CARE

1. Define key terms; review key concepts & critical thinking exercises.

2. Review anatomical structures of the male and female urinary system.

3. Describe the physiological process of micturition.

4. Assess patterns of urinary elimination.

5. List diagnostic tests relating to renal system and patient preparation for each.

6. Identify nursing diagnoses related to urinary elimination problems.

7. Describe the methods used to monitor a patient's I&O and rationale.

8. Identify the definition, types, and causes of urinary incontinence.

9. List the types of external and internal urinary devices and describe the appropriate nursing care of each.

10. Identify the signs and symptoms of urinary retention.

11. Differentiate between catheter irrigation and bladder irrigation.

12. Describe nursing interventions to maintain normal urinary elimination and to assist patients with urinary incontinence and/or retention.

13. Identify normal/abnormal characteristics and constituents of urine and common urine tests and common symptoms of urinary alterations.

14. Demonstrate male and female urinary catheterization using principles of asepsis.

15. Describe and demonstrate intermittent catheter irrigation, care of continuous bladder irrigation, collection of urine specimens and discontinuation of an indwelling catheter with rationale for each.

16. Complete the Diagnostic Test Guide in syllabus.

MANAGER OF CARE

17. Given a patient with a urinary elimination problem, utilize nursing process to provide quality care via direct, collaborative and or referral care.

MEMBER WITHIN THE DISCIPLINE

18. Using all media, stay abreast of ethical, legal, health promotion, and drug issues in nursing pertaining to urinary elimination.

PRESENTATION Lecture/Discussion/Demonstration/Return Demonstrations/ Student Presentations Video: Indwelling and Intermittent Catheters (In Class)

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 33.

Test Success 5 th Edition (Meeting Patients’ Elimination Needs)

Medical Terminology:

Basic Nursing Essentials for Practice Companion CD: Catheter Insertion/Removal Critical Behaviors: Insertion/Removal of an Indwelling Catheter

Appendix I - Urinary, pp. 278-283.

40

FOCUS:

Urinary Elimination

(Cont’d.)

STUDENT PREPARATION (Cont‘d.) SUPPLEMENTAL Stokowski, L. (2009). Preventing Catheter-Associated Urinary Tract Infections. Medscape Nurses:

Nursing Perspectives; www.medscape.com, Article# 587464.

AE 5/10

DIAGNOSTIC TEST GUIDE:

URINARY ELIMINATION

41

Look up in Manual of Diagnostic and Laboratory Tests by Pagana and Pagana.

LAB TEST

1. Creatine Clearance

2. Prostate Specific Antigen (PSA)

3. Blood Urea Nitrogen (BUN)

4. Urine Culture and Sensitivity

AE 5/10

REQUIREMENTS

KNOW FOR EACH TEST:

1. Normal ranges

2. Rationales of abnormal findings

3. Procedure (Care of patient before, during and after)

4. Explanation of test

42

UNIT 5

FOCUS:

Nursing Health History and Basic Physical Assessment

OBJECTIVES:

PROVIDER OF CARE

1. Describe interview techniques which enhance communication during history taking.

2. Identify information to collect from the nursing history.

3. Discuss the purposes of physical assessment.

4. Describe the techniques used with each physical assessment skill.

5. Discuss preparations for performing basic physical assessment.

6. Identify the importance of cultural diversity as it influences the physical assessment process.

7. Describe the proper position for the patient during each phase of the examination.

8. Discuss developmental considerations during physical assessment.

9. Describe physical measurements made in assessing each body system.

10. Define key terms, key concepts, and complete the Critical Thinking and Review Questions at the end of chapter.

MEMBER WITHIN THE DISCIPLINE OF NURSING

11. Discuss the role of the registered nurse in obtaining the health history and performing physical assessment.

PRESENTATION Lecture Discussion Video Campus Lab: Practice Skill of a Basic Physical Assessment (See Critical Behaviors Requirements)

STUDENT PREPARATION REQUIRED Basic Nursing, Chapters 15 -Health Assessment and Physical Examination Medical Terminology, Appendix I - VII Musculoskeletal System Test Success 5 th Edition (Physical Assessment of Patients)

ATI Review Module: Fundamentals of Nursing, Unit 2 Health Assessments pgs 233-346

Video:

Delmars Basic Nursing Care Skills Video Series:

Basic Physical Assessment

Websites:

nursezone.com

springnet.com

nursingcenter.com

cp-tel.net

43

UNIT 6

FOCUS:

Care Plans: Assessing, Analyzing, Planning, Implementing, and Evaluating

OBJECTIVES:

PROVIDER OF CARE

1. Identify the purpose of assessing.

2. Review types, sources and methods of data or data collection.

3. Discuss the NANDA - Approved Nursing Diagnoses.

4. Discuss the characteristics of a nursing diagnostic statement.

5. Describe the essential guidelines for writing diagnostic statements.

6. Identify the purposes of establishing patient expected outcomes.

7. Contrast the relationship of expected outcomes to the nursing diagnoses.

8. Explain the relationship of outcome criteria to patient expected outcomes.

9. Discuss planning and implementation of nursing care.

10. Identify essential characteristics of an evaluation statement.

11. Discuss the revision of the nursing care plan.

12. Utilizing growth and development, basic needs, and the nursing process, write nursing care plan for a hypothetical patient.

PRESENTATION Lecture Discussion Case studies Group Work

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 8 -Nursing Process. ADN Student Handbook: Review Basic Needs. Review lecture notes and required readings from “Introduction to the Nursing Process” in Unit 1. Taber’s Dictionary - Appendix N4 Test Success 5 th edition (The Nursing Process)

MS 04/10

44

UNIT 6

FOCUS:

Late Adulthood

OBJECTIVES:

PROVIDER OF CARE

1. Review key Terms - geriatrics, gerontology, gerontological nursing.

2. Discuss the role of culture and its effects on attitudes toward aging in our society.

3. Examine your own feelings and perceptions of the aging process.

4. State Erickson's developmental stage of the elderly - egointegrity vs. despair.

5. List activities which characterize Havinghurst's developmental task for patients 65 years of age and older (given in class).

6. List most commonly reported chronic conditions of the elderly and their implications for nursing.

7. Discuss common physical changes of aging.

8. Describe the nursing management of the patient with impaired cognition.

9. Discuss proper application of restraints.

10. Describe cognitive changes of dementia and delirium found in some older adults.

11. Discuss the spiritual needs of the elderly patient.

12. Discuss special concerns regarding medications with elderly patients.

13. Give examples of health education for the geriatric patient which would assist movement toward wellness on the wellness-illness continuum.

14. Discuss community services which are available for the elderly.

PRESENTATION

Lecture

Handouts

Videos:

VC 362.16 C72

Gerontology: The confused Resident: Strategies for Quality Care (In class)

VC

362.16 R313

Gerontology: Restraints: The Last Resort (In Class)

CD

-

Your Time to Care: Alzheimers Disease and Dementia

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 21 -Late Adulthood, pp. 588-597 and chapter 27.pp.730-745

Videos:

VC 362.16 R313

Gerontology: Restraints: The Last Resort

(In class)

SUPPLEMENTAL Covell, C.A. (2007). New Outlook for age-related macular degeneration. Nursing 2007, 27 (3), pp. 22-24. Horgas, A. (2008). Pain assessment in people with dementia. AJN, 108, (7), pp. 62-71. Lyons, D; Grimley, S. ; and Sydnor, L. (2008). Double Trouble when Delirium Complicates Dementia. Nursing 2008, 38 (9), 48-55. Robbins, E.H. (2007). End of life decisions: Influence of advanced directives on patient care. Journal of Gerontological Nursing, 33 (10), pp. 30-35.

45

UNIT 6

FOCUS:

Concepts of Growth and Development

OBJECTIVES:

PROVIDER OF CARE

1. Define the key terms and key concepts at beginning of Chapter.

2. Differentiate growth from development. List the basic principles of growth and development and how this knowledge assists in the management of care.

3. List major factors that influence growth and development.

4. Contrast the developmental theories of Erickson and Havinghurst as they relate to middle and older adulthood.

5. Examine biological and psychosocial theories as they relate to the aging adult.

6. Identify the major health concerns of the young, middle, and older adult age group as well as their impact on clinical decision making.

7. Compare physiological, cognitive, and psychosocial development for the young, middle, and older adult.

8. Analyze the major life-span transitions that occur throughout life and how these transitions effect the planning of caring nursing interventions.

PRESENTATION Lecture Discussion Case Studies/Group Presentations

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 21

AE 3/10

46

UNIT 6

FOCUS:

Oxygenation

OBJECTIVES:

PROVIDER OF CARE

1. Define the key terms and review key concepts at beginning of the chapter.

2. Review anatomy and physiology regarding ventilation and respiration.

3. Identify physiologic processes involved in ventilation, perfusion, and exchange of respiratory gases.

4. Examine the ways a patient’s level of health, age, lifestyle, and environment can affect tissue oxygenation.

5. Discuss causes and effects of hyperventilation, Hypoventilation, and hypoxia.

6. Describe diagnostic tests used for the measurement of ventilation and oxygenation.

7. Review the nursing process related to oxygenation including physical assessment.

8. Explain oropharyngeal and nasopharyngeal suctioning.

9. Describe the various methods to administer O 2 insertion of therapy including home oxygen systems.

10. Discuss various breathing exercises used to improve ventilation and oxygenation that can be taught in the acute hospital setting or at the community/home level.

11. Complete the Diagnostic Test Guide in syllabus.

PRESENTATION Lecture Discussion Practice skill of Oropharyngeal & Nasopharyngeal Suctioning in Campus Lab (See Critical Behavior Requirements.) Practice skill of Applying Nasal Cannula or Oxygen Mask in Campus Lab (See Critical Behavior Requirements.)

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 29 -Oxygenation. ADN Computer Lab:

Auscultating Breath Sounds Medical Terminology - Respiratory System (p.262 - 269) Test Success 5 th Edition (Meeting Patients’ Oxygen Needs) Basic Nursing Essentials for Practice Companion CD: Suctioning Video

SUPPLEMENTAL

Video:

VC 616.2 Ai78s

Airway Management: Suctioning:

Nasotracheal, oropharyngeal and endotracheal techniques

Valdez-Lowe, C., Ghareeb, S., & Artinian, N. (2009). Pulse Oximetry in Adults. AJN 2009, 109 (6), pp. 52-65.

47

DIAGNOSTIC TEST GUIDE: OXYGENATION Look up in Manual of Diagnostic and Laboratory Test by Pagana and Pagana

LAB TESTS

1. Bronchoscopy

2. Thoracentesis

3. Arterial Blood Gases

4. Pulmonary Function Tests

5. Pulse Oximetry

6. Hemoglobin

7. Peak Expiratory Flow Rate

8. Throat Culture

Posttest)

9. Sputum Specimen

HC 3/10

REQUIREMENTS

A. Specimen or type of test

B. Purpose of test

C. Basics the nurse needs to know

D. Normal values

E. How the test is done

F. Significance of test results

G. Interfering factors

H. Nursing care (Pretest, during,

48

UNIT 7

FOCUS:

Communicating with Patients and Staff Experiencing Stress/PTSD/Crisis

OBJECTIVES:

PROVIDER OF CARE

1. Define key terms at the beginning of the chapter 24 in Basic Nursing.

2. Describe the three stages of the General Adaptation Syndrome (GAS).

3. Discuss the effects of prolonged stress on each system.

4. Discuss the Local Adaptation Syndrome (LAS).

5. Describe the stressors across the lifespan.

6. Discuss the assessment process in collecting data from patients experiencing stress.

7. Describe ego defense mechanisms that may be used by patients to cope with stress.

8. Discuss diagnoses for patients experiencing stress.

9. Discuss the planning phase of the nursing process used in caring for patients experiencing stress.

10. Discuss the nursing interventions for patients experiencing stress.

11. Describe health promotion activities/stress management techniques useful in preventing stress or coping with stress.

12. Discuss stress management in the workplace for nurses.

13. Discuss common coping responses for stress

14. Describe negative coping responses to stress

15. Discuss the psychological and physical manifestations associated with posttraumatic stress disorder (PTSD). (See article under Required Readings)

16. Using the nursing process, discuss the nursing care for a patient with PTSD.

17. List resources for patients with PTSD.

18. Discuss the phases in the development of a crisis.

19. Define situational and developmental crises.

20. Using the nursing process, describe the crisis intervention for patients.

21. Complete the exercises presented at the end of each chapter in the assigned readings for Communication in Nursing by Riley.

22. Complete the Diagnostic Test Guide for Communication.

23. Complete the following pages in Appendix I Nervous System in the Medical Terminology textbook.

24. Review the anatomy and physiology of the nervous system.

25. Review readings, notes, handouts in Unit 2.

PRESENTATION Case Studies Lecture Handouts Video

49

FOCUS:

Communicating with Patients and Staff Experiencing Stress/PTSD/Crisis (Cont’d.)

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 24 Stress and Coping. Medical Terminology Nervous System-Appendix I Communication in Nursing, Chapters 20, 21 CD Rom that goes with Basic Nursing, Chapter 24. Test Success 5 th Edition (Communication and Meeting Patients’ Emotional Needs) Neason, K. (2006). PTSD: Help Patients Break Free. RN, 69 (10), pp. 30-36

SUPPLEMENTAL Kane, T. (2008). Getting a Grip on Stress. Nursing 2008, 38 (3), p. 33. Kayyali, A. (2006). Music therapy for decreasing stress. AJN, 106 (4), pp. 72A-72B.

Welker-Hood, K. (2006). Does workplace stress lead to accident or error? AJN, 106, (9),p.

RD 3/10

104

50

UNIT 7

FOCUS:

Communicating with Patients Experiencing Anxiety

OBJECTIVES

PROVIDER OF CARE

1. Discuss the major causes of anxiety.

2. Differentiate the four levels of anxiety.

3. Discuss the assessment process in collecting data from patients experiencing anxiety.

4. List nursing diagnoses for patients experiencing anxiety.

5. Discuss the planning phase of the nursing process used in caring for patients with anxiety.

6. Discuss the nursing interventions for patients experiencing anxiety.

7. Discuss overcoming evaluation anxiety in nursing school.

8. Describe professional approaches to gain self-confidence when faced with nursing situations that evoke anxiety.

9. Review notes, handouts, readings in Unit 2.

PRESENTATION Case Studies Lecture Skits Handouts

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 24 Stress and Coping Communication in Nursing, Chapter 18, 22.

SUPPLEMENTAL Schenk, P. (2008). Just Breathe Normally: Word Choices that Trigger Nocebo Responses in

Patients.

RD 3/10

AJN, 108 (3), pp. 52-57.

51

UNIT 7

FOCUS:

Communicating with Patients and Staff Experiencing Conflict/Anger/Aggression

OBJECTIVES:

1. Discuss causes of conflict.

PROVIDER OF CARE

2. Discuss 3 different approaches to conflict resolution.

3. Describe collaboration and the win-win strategy.

4. Discuss confrontation skill and when it should be used.

5. Discuss the steps of the CARE (clarify, articulate, request, encourage) model of confrontation.

6. Describe the effect that conflict has on the nurse-patient relationship.

7. Discuss aggression and anger.

8. Discuss the causes of workplace anxiety and anger

9. Describe effective communication with aggressive patients and colleagues.

10. Discuss professional strategies to deal with aggression in the health care setting.

11. Using the nursing process, discuss the nursing care of the angry patient.

12. Review notes, handouts, and readings in Unit 2.

PRESENTATION Case Studies Lecture Handouts Video clips STUDENT PREPARATION REQUIRED Communication in Nursing, Chapters 23, 25, 26, 27, 28

SUPPLEMENTAL Nicole, F. (2008). Dealing with an Angry Patient. Nursing 2008, 38 (5), pp. 30-31.

RD 3/10

52

DIAGNOSTIC TEST GUIDE:

COMMUNICATION: STRESS/CRISIS/ANXIETY (ETC.)

LAB TEST

1. Antidiuretic Hormone (ADH)Vasopressin

2. Exercise stress testing (cardiac stress testing)

3. Cortisol, (blood and urine)

4. Catecholamines and VMA ( 24 hr. urine)

5. Glucose, Fasting (blood)

RD 3/10

REQUIREMENTS

A. Specimen or type of test

B. Basics the Nurse needs to know

C. Purpose of the test

D. Normal values

E. How the test is done

F. Significance of test results

G. Interfering factors

H. Nursing care (pretest, during, and post- test)

53

UNIT 8

FOCUS:

Normal Nutrition

OBJECTIVES:

PROVIDER OF CARE

1. Discuss the balance between energy intake and energy requirements.

2. Explain the importance of each nutrient in the daily diet. Give examples.

3. Recall Anatomy & Physiology of the digestive tract and the processes of digestion, absorption, and metabolism.

4. Describe the USDA’s Food Guide Pyramid.

5. Define the goals of the World Health Organization’s Healthy People 2010 regarding nutrition.

6. Distinguish nutritional variances throughout growth and development.

7. Explain alternative food patterns.

8. Discuss the relationship between culture, food preferences, and religious dietary restrictions.

9. Review the concepts, key terms and Critical Thinking Exercises at the end of chapter.

PRESENTATION

Lecture

Handouts

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 32 Review the anatomy and physiology of the digestive organs. Medical Terminology: Appendix I - Body Systems- Endocrine, pp. 224-229. Test Success 5 th Edition (Meeting Patients’ Fluid and Nutritional Needs)

AE 3/10

54

UNIT 8

FOCUS:

Therapeutic Nutrition

OBJECTIVES:

PROVIDER OF CARE

1. Define therapeutic nutrition and describe the purposes.

2. Give examples of various lab tests used to detect subclinical malnutrition.

3. Review nursing diagnoses related to actual or potential nutrition problems.

4. Identify nursing interventions used to achieve optimal nutrition.

5. Identify the different types of hospital diets and when their use would be most effective.

6. List essential nursing responsibilities associated with monitoring and administering enteral tube feedings and parenteral nutrition.

7. Describe interventions necessary to prevent complications of enteral tube feeding and parenteral nutrition.

PRESENTATION

Lecture

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 32. Test Success 5 th Edition (Meeting Patients’ Fluid and Nutritional Needs)

SUPPLEMENTAL Tilton, D. (2006). How to fine-tune your PICC care. RN 2006, 69 (9), 30-36.

AE 3/10

55

UNIT 8

FOCUS:

Sensory Perception and Cognition/Safety

OBJECTIVES:

1. Define:

PROVIDER OF CARE

sensory deprivation, sensory overload, sensory deficit and sensory alteration.

2. Identify patients predisposed to/or who suffers from sensory alteration.

3. Identify how sensory alteration affects or influences the 6 basic needs.

4. Discuss common emotional responses to sensory alteration as imposed by such conditions as:

a. Impaired or lost vision

b. Impaired or lost hearing ability

c. Isolation precautions

d. Bombardment of senses

5. Develop a plan of care for patients with visual, auditory, tactile, speech, and olfactory deficits.

6. List interventions for preventing sensory deprivation and controlling sensory overload.

7. Describe conditions in the health care agency or the patient’s home setting that can be adjusted to promote meaningful sensory stimulation.

8. Discuss the specific risks to safety as they pertain to the patient’s developmental age.

9. Describe safety risks in a health care agency.

10. Develop a nursing care plan for a patient whose safety is threatened.

11. Describe nursing interventions specific to the patient’s age for reducing the risk of falls, fires, poisoning, and electrical hazards.

12. Describe methods to evaluate interventions designed to maintain or promote patient safety.

MANAGER OF CARE

13. Identify principles of nursing management of sensory alteration in relation to the nursing process in differing cultural, ethnic and age groups.

14. Make proper referrals for health care in patients with sensory alteration.

MEMBER WITHIN THE DISCIPLINE OF NURSING

15. Stay abreast of legal, ethical, and technological issues of those who suffer from alterations in sensory

perception.

PRESENTATION Lecture Role Play/Poster Presentations

STUDENT PREPARATION REQUIRED Basic Nursing, Chapters 27 & 37. Test Success 5 th Edition (Meeting Patients’ Physical Safety and Mobility Needs)

56

UNIT 8

FOCUS:

Perioperative Nursing : Interventions for the Preoperative Patient

OBJECTIVES:

PROVIDER OF CARE

1. Examine and define key terms and review key concepts at the beginning of chapter.

2. Identify perioperative phrases.

3. Describe nursing activities during the perioperative phases.

4. Classify surgery according to intent or purpose and degree of urgency.

5. Apply preoperative assessment technique and the rationale for collecting required data to specific case studies.

MANAGER OF CARE

6. Identify groups at high risk for perioperative complications.

7. Apply the common nursing diagnoses and patient goals for the patient scheduled for surgery.

8. Describe the preparation of the patient for surgery including appropriate teaching documentation.

9. List nursing interventions to reduce patient and family perioperative anxiety.

10. Review expected outcomes and nursing implications for major drug classifications associated with perioperative preparation: Anticholinergics, Sedatives, Narcotics, Benzodiazepines, and Histamine Receptor Antagonists.

11. Discuss common pre-operative tests and routine pre-operative orders observed before surgery on Diagnostic Test Guide for Preoperative Nursing in syllabus.

MEMBER WITHIN THE DISCIPLINE

12. Appraise and discuss current trends of perioperative nursing care.

13. Complete Chapter 5 (Medical Specialists and Case Reports) in Medical Terminology (5th ed.), pp.

167-205.

PRESENTATION Lecture Case Studies Discussion/Demonstration Video: Life of a Perioperative Nurse (If time allows) VC 610.73 B292pr Basic Clinical Skills: Pre and Post Op Care, Surgical Preparation

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 38 -Surgical Patient. Mosby's Drug Guide for Nurses Complete Pharmacology Guide for Pre-Op. Review wounds, bandaging and medical-surgical asepsis. Test Success 5 th Edition: (Meeting the Needs of Perioperative Patients)

Manual of Diagnostic and Laboratory Tests Taber’s:Cyclopedic Medical Dictionary Basic Nursing: Essentials for Practice Companion CD Demonstrating Post-Op Exercises: Incentive Spirometer; Leg Exercises

57

FOCUS:

Perioperative Nursing : Interventions for the Preoperative Patient (Cont’d.)

STUDENT PREPARATION SUPPLEMENTAL Tabor, W. (2007). Robotic Surgery. Nursing 2007, 37 (2), pp. 48-50

MS 04/10

58

UNIT 8

FOCUS:

Perioperative Nursing: Interventions for the Intraoperative Patient

OBJECTIVES:

PROVIDER OF CARE

1. Describe role of the members of the surgical team.

2. Identify methods to ensure patient safety during surgery (include skin integrity, wound infection, positioning, and documentation).

3. Describe the assessment and nursing diagnoses of the patient upon entering the operating room.

4. Name the different classifications of anesthetic agents; identify the benefits, hazards of each, and nursing responsibilities for each.

5. Discuss the types of regional anesthesia administration: Topical, infiltration, nerve block, and intravenous.

6. List and define the stages of anesthesia.

7. Discuss the complications that can occur during surgery.

8. View and discuss video on malignant hyperthermia.

9. Describe endoscopes, lasers and other materials and equipment used during surgical procedures.

MANAGER OF CARE

10. Review, identify, and analyze nursing responsibilities with anesthesia process.

11. Identify the information given to the recovery room nurse as the patient is transferred from the operating room.

MEMBER WITHIN THE DISCIPLINE OF NURSING

12. Read current intraoperative nursing trends and research and relate to practice.

PRESENTATION

Lecture

Discussion

Videos:

Prevention of Malignant Hyperthermia

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 38 -Surgical Patient. Mosby’s Drug Guide for Nurses. Test Success 5 th Edition: (Meeting the Needs of Perioperative Patients)

SUPPLEMENTAL DeJohn, P. (2008). Be Prepared: Malignant Hyperthermia. OR Manager, 24, (6), pg. 26.

Websites:

Video: Malignant Hyperthermia Diagnosis Treatment and Patient Counseling (must check out with Mrs. Shivers)

www.AORN.ORG (This is a professional organization for the intraoperative nurse)

59

UNIT 8

FOCUS:

Perioperative Nursing: Interventions for the Postoperative Patient

OBJECTIVES:

PROVIDER OF CARE

1. Review key concepts in chapter.

2. Describe the ongoing head-to-toe nursing assessments and interventions completed in the postanesthesia care unit (PACU).

3. Analyze the PAR score and release from the PACU.

4. Examine common postoperative complications.

5. Choose and incorporate nursing diagnoses in the postoperative .

6. Discuss common nursing interventions for the postoperative patient in the immediate and recuperating phases.

MANAGER OF CARE

7. Make proper referrals for needed diagnostic procedures needed by PACU patients.

8. Rate types of postoperative pain.

9. Design ways of management of postoperative pain.

10. Review post-operative orders before discharging from the PACU.

MEMBER WITHIN THE DISCIPLE OF NURSING

11. Read current postoperative nursing trends and research related to postoperative nursing care.

PRESENTATION Lecture Discussion Video: VC 610.73 B292pr Basic Clinical Skills: Pre and Post Operative Care Surgical Preparation

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 38 -Surgical Patient. Mosby’s Drug Guide for Nurses. Test Success 5 th Edition: (Meeting the Needs of Perioperative Patients) Manual of Diagnostic and Laboratory Tests

SUPPLEMENTAL Brendle, T. (2007). Surgical Care Improvement Project and Perioperative Nurse’s Role. AORN

Journal. 86, (1), pp. 94. Winslow, E. and Brosz, D. (2008). Graduated Compression Stockings in Hospitalized Post- Operative Patients: Correctness of Usage and Size. AJN, 108 (9), pp. 40-51.

60

DIAGNOSTIC TEST GUIDE:

PERIOPERATIVE NURSING

Look up in Manual of Diagnostic and Laboratory Tests by Pagana and Pagana.

LAB TESTS

REQUIREMENTS

1. Coagulation studies:

A. Specimen or type of test

PT, INR, PTT, Platelets

B. Purpose of the test

2. BUN, Creatinine

C. Basics the Nurse needs to know

3. Electrolytes

Na

D. Normal values

K

Cl

E. How the test is done

HCO 3

F. Significance of test results

4. Glucose

G. Interfering factors

5. CBC:

RBC

H. Nursing care (pretest, during, Posttest)

WBC

Hgb

Hct

6. Chest X-Ray

7. ECG

MS 04/10

61

UNIT 9

FOCUS:

Patient/Community Education

OBJECTIVES:

PROVIDER OF CARE

1. Determine the purposes and significance of patient education.

2. Explain the essential facts about health promotion.

3. Discuss the nurse’s role in patient education/health promotion.

4. Describe the similarities and difference between teaching and learning.

5. Describe Bloom’s three domains of learning.

6. Describe factors that facilitate and inhibit learning.

7. Describe characteristics of a good learning environment.

8. Identify the principles of effective teaching.

9. Describe how to incorporate communication principles into patient education.

10. Consider the influences of culture, ethnicity, and developmental factors in patient teaching.

11. Compare and contrast the nursing process and the teaching-learning process.

12. Describe ways to incorporate teaching with routine nursing care.

13. Identify methods for evaluating learning.

14. Identify nursing interventions to improve compliance.

PRESENTATION

Lecture

Discussion

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 1 -Health and Wellness; Chapter 11 -Patient Education Test Success 5 th Edition (Meeting the Needs of Patients in the Community Setting)

SUPPLEMENTAL Bloom, B.S. (1956). Editor: Taxonomy of educational objectives. Cognitive Domain, Vol. I. New York: Longman. Healthy People 2000 Review, D.H.H.S., Public Health Service. Publication No. PHS 93-1232. Hyattsville, Maryland. (Located in the Wellness Center.)

Healthy People 2010. (2000). U.S. Department of Health and Human Services. Washington, DC. Hohler, S. (2004). Tips for better patient teaching. Nursing 2004, 34 (7), 32.

Mason, D. (2001). Promoting health literacy. AJN, 101 (2), 7. through patient teaching. MedSurg Nursing, 13 (6), 363.

Windslow, E. (2001). Patient education materials: can patients read them, or are they ending up in the trash? AJN, 101 (10), 33-39.

Websites:

Roberts, D. (2004). Advocacy

infonet.welch.jhu.edu/advocacy.html (Johns Hopkins) healthanswers.com (Orbis Broadcast Group) healthfinder.gov (U.S. Government Site) intelihealth.com (John Hopkins) nlm.nih.gov (National Library) wellweb.com (WellnessWeb)

62

UNIT 9

FOCUS:

Cultural Diversity

OBJECTIVES:

PROVIDER OF CARE

1. Define culture and other related terms, review key concepts, and analyze critical thinking exercises at the beginning of chapter.

2. Discuss the influence of culture on the health beliefs and practices of individuals.

3. Recognize and discuss the existence of ethnic and cultural diversity in the general society and the health care arena.

4. Identify and internalize feelings and behaviors that influence your ability to interact with individuals of another culture or ethnic group.

5. Compare and contrast groups according to ethnicity, origin, religious beliefs, and gender roles.

MANAGER OF CARE

6. Make necessary referrals for differing cultures and ethnic groups.

7. Examine how the nursing process can be applied when caring for patients of different cultural and ethnic backgrounds.

8. Assess and discuss food preferences among ethnic groups in the United States.

MEMBER WITH THE DISCIPLINE OF NURSING

9. Using all media, stay abreast of ethical, legal, and health promotion issues in nursing pertaining to ethnic and cultural changes within the context of global or world society.

10. Make proper referrals for rehabilitation and maintenance.

PRESENTATION Lecture Student Presentations/Discussion/Audiovisuals Handouts

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 19 -Cultural Diversity. Communication in Nursing, Chapter 4.

ATI Review Module: Fundamentals of Nursing, Unit 4 Cultural Health pgs 573-581

SUPPLEMENTAL McDonald BSN, Skip (2008). Caring Across Cultures. Minority Nurse, Fall 2008, 34-38.

63

UNIT 9

FOCUS:

Pain

OBJECTIVES:

PROVIDER OF CARE

1. Define all key terms and review key concepts and critical thinking exercises at the beginning of chapter.

2. Define and describe the characteristics of pain.

3. Identify the theories of pain and comfort phenomenon.

4. Describe pain perception, pain threshold, and pain tolerance.

5. Identify the psychosocial influences on pain: include culture, ethnic and age related factors.

6. Distinguish between and identify assessment findings of acute, chronic pain.

7. Identify subjective and objective data assessed during pain episodes.

8. Relate nursing diagnoses directly and indirectly to patients in pain.

9. Define specific goals for patients experiencing acute, and chronic pain.

10. Describe and discuss pharmacologic and non-pharmacologic measures to relieve and or reduce acute and chronic pain.

11. Discuss nursing implications for administering analgesics.

12. Differentiate nursing implications associated with managing cancer pain versus non-cancer pain.

13. Describe the sequence of treatments recommended in pain management for cancer patients.

14. Know expected outcomes and nursing implications for the following classifications of drugs and specific drugs under each classification: opioid agonists, mixed opioid agonist-antagonists, opioid antagonists, non-opioids, nonsteroidal anti-inflammatory drugs, adjuvant medications for pain such as sedative/hypnotics, antiemetics, antianxiety, muscle relaxants, anticonvulsants, steroids, and antidepressants.

MANAGER OF CARE

15. Determine proper referrals for pain management.

16. Analyze ways to collaborate with other health care providers for continuity of pain relief methodology.

17. Evaluate a patients response to pain therapies.

MEMBER WITHIN THE DISCIPLINE OF NURSING

18. Review ongoing nursing research of pain phenomenon and relate to practice.

PRESENTATION

Discussion

Lecture

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 31 -Promoting Comfort. Mosby's Drug Guide Test Success 5 th Edition (Meeting Patients’ Hygiene, Comfort, Rest and Sleep Needs) ATI Review Module: Fundamentals of Nursing, Unit 3 Comfort and Basic Needs, Pain Management pgs 500-513.

64

FOCUS:

Pain

(Contd.)

STUDENT PREPARATION (Cont‘d.) REQUIRED (Cont‘d.) ATI Review Module: Pharmacology for Nursing, Unit 4 Medications for Pain and Inflammation, pgs 127-144. Search Web for most up-to-date information on pain, comfort, and medications affecting each. Note cultural aspects. Website: nurses.medscape.com

SUPPLEMENTAL D’Arcy, Yvonne (2008). Meeting the Challenges of Acute Pain Management. Medscape Neurology and Neurosurgery, Pharmacologic Management of Pain Expert Column. http://cme.medscape.com D’Arcy, Yvonne (2008). Pain Management Survey Report. Nursing 2008, June, 42-49.

JL 03/10

65

UNIT 9

FOCUS:

Communicating with Patients Families and Staff Experiencing Grief, and Death.

OBJECTIVES:

PROVIDER OF CARE

1. Define key terms, concepts, and Critical Thinking Exercises and Review Questions at beginning of chapter.

2. Discuss the stages of grief and the nurse’s role in helping the grieving including identification of clinical symptoms of grief.

3. Identify the significance of developing self-awareness about death and dying.

4. Identify measures that facilitate the grieving process.

5. Identify psychosocial and cultural variables which affect a patient’s belief about death.

6. State the physiologic and emotional needs of the patient and their families in various stages of dying.

7. Identify the clinical signs of impending clinical death.

8. Identify changes that occur in the body after death and essential nursing measures for care of the body after death.

MANAGER OF CARE

9. Identify rights of terminally ill persons, including dying at home and a living will.

10. Identify how death is viewed across the life span within cultural context.

11. Make proper referrals for individuals, families and spouses who are experiencing loss, grief, dying and death.

MEMBER WITHIN THE DISCIPLINE OF NURSING

12. Stay abreast of ethical, legal, social issues pertaining to nursing and loss, grief, and death.

PRESENTATION Lecture Handouts Group Participation Discussion/Articles Videos on Death and Dying

STUDENT PREPARATION REQUIRED Basic Nursing, Chapter 25 - Loss and Grief. Communication in Nursing, Chapter 29, pp. 352-359. ATI Module: Fundamentals of Nursing, Unit 4 Grief, Loss, and End of Life, 590-597.

SUPPLEMENTAL Emanuel, L., Ferris, F., Gunten, C., Roenn, J. (2010). The Last Hours of Living: Practical Advice for Clinicians. http://medscape.com

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67

CLINICAL COMPONENTS

FALL 2010

68

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69

INFORMATION FOR CAMPUS LAB AND CLINICAL:

1. Attendance: See ADN Student Handbook. In the event of an absence or tardy (clinical, campus lab practice, check-off), the student

must call the appropriate instructor prior to the absence or tardy. If the student fails to notify of an absence or tardy, the student may be asked to meet with fundamental faculty.

2. Critical Incidents: See ADN Student Handbook.

3. Dress Code: See ADN Student Handbook

4. Guidelines for Campus Skills Lab and Clinical Practice:

A. Nursing Skills Performance: Prior to clinical, each student is required to satisfactorily demonstrate all the critical behaviors for the designated nursing skills, (i.e. those skills that are required in the campus lab).

B. It is the student’s responsibility to:

1. Practice all skills.

2. Attend all lab practice sessions.

3. Utilize the campus skills lab, if additional practice is needed.

4. Attend designated check-off time.

5. View required audio-visuals prior to campus lab practice.

C. The procedure for demonstrating satisfactory performance on the skills includes:

Step 1: Come into the lab and begin the procedure. Step 2: Complete the procedure satisfactorily.

Step 3:

If less than satisfactory, leave the lab and prepare for recheck on another SCHEDULED DAY. The student will be given a lab referral sheet. It is the student’s responsibility to

Step 4:

complete this lab referral sheet prior to recheck or the student will not be able to recheck. Unless otherwise specified with the instructor, each skill must be satisfactorily

checked off prior to the day of the next check off. All skills must be performed satisfactorily prior to clinical orientation. On the 3rd attempt the student will check off with two (2) instructors. No more than 3 attempts will be allowed for satisfactory completion of the assigned skill. If the student is not satisfactory on the 3rd attempt, the student will be dismissed from NURSING I at that time.

D. Preparation for clinical: Review the clinical information provided by the clinical instructor. Information in the packet will be specific to the clinical agency and the clinical instructor’s requirements. The student is expected to be prepared to give safe and quality patient care. If a

student is not prepared at the start of the clinical day, he/she will be sent home. Before attempting to provide patient care, the student needs to familiarize herself/himself with all aspects of care the patient will require. The following guidelines will assist the student in this preparation. Preparation is completed prior to pre-conference and includes the following:

1. Obtain the clinical assignment in sufficient time to prepare for safe practice.

2. Review the patient’s chart and obtain all pertinent data. This encompasses the following items: history and physical, physician’s progress notes, graphic sheet, medication record, laboratory findings, nurses’ notes and/or flowsheets, admissions data base, patient care plan, Kardex card, and physician’s orders. When reviewing doctor’s orders begin at the admission and check all orders to make sure they are current.

3. Review all procedures that are included in the care of assigned patient. Use critical behaviors and Nursing I books for review.

4. Research the medical diagnosis including pathophysiology, etiology, and signs and symptoms. Identify alterations from normal, such as altered lab values, vital signs, etc.

5. Research all medications administered to the patient as to actions, side effects and nursing implications.

70

7. Practice charting procedures. Charting should include:

a. Initial assessment (including V/S and basic needs. See Daily Initial Assessment Guide).

b. Pertinent data.

c. Assessment when you leave (including V/S and basic needs).

8. Complete the care plan as directed by the clinical instructor.

9. Assess the patient at the beginning of each clinical day.

F. Procedures:

1. Before doing a procedure, review procedure in the health care facility’s procedure manual.

2. Do procedures only under instructor’s supervision unless otherwise instructed.

G. Specialty Areas: During the clinical rotation, the student may participate in various clinical settings that may include physical therapy or wound care for example. Clinical instructors reserve the right to cancel specialty area experiences.

H. Conduct: Students exhibiting loud, disruptive, or inappropriate laughter/conversation/behaviors may be asked to leave the clinical area. A conference with the clinical instructor is required.

I. Confidentiality: The student will maintain patient confidentiality at all times.

J. The student should be responsible for introducing herself/himself to the nurse in charge of the patient on entering the hospital unit. The student will always report off to the nurse in charge of the patient before leaving the unit.

K. The student should be prepared to deliver adequate patient care. If a student comes to the clinical area and he/she is not prepared, he/she will be sent home.

L. Notify instructor and primary care nurse of abnormalities.

M. Never give any drug without instructor‘s supervision.

N. Never leave unit without permission from instructor and/or primary care nurse.

5. Students in each campus lab group will be required to satisfactorily participate in communication group lab experience. Specific assignments for this experience will be given by the instructor.

6. Once clinical at the agencies has begun, each student will be required to attend two (2) communication clinical days. The students must satisfactorily participate in these communication clinical days. Specific assignments for this experience will be given by the instructor.

7. Clinical Evaluation Progress & Criteria: If any behaviors are evaluated as unsatisfactory, there must be documentation that the behavior has become satisfactory by the end of the semester. If any behavior is evaluated as unsatisfactory on the Summative Clinical Evaluation, the student receives an unsatisfactory for the clinical component of the course and fails the course.

8. If you have a disability that qualifies under the American with Disabilities Act and you require special assistance or accommodations, you should contact the designated coordinator for your campus for information on appropriate guidelines and procedures: Poplarville Campus, Ms Tonia Moody at

601-403-1060 or tmoody@prcc.edu.

accommodations, and/or need for alternate format should contact Tonia Moody.

Distant Learning Students who require special assistance,

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PEARL RIVER COMMUNITY COLLEGE Associate Degree Nursing NUR 1110

NORMAL ASSESSMENT STANDARDS

A head-to-toe assessment must be done. This assessment should be done after report from the patient's primary nurse.

I.

PSYCHOSOCIAL WELL-BEING

1. Appearance, behavior, and speech appropriate to situation.

2. Affect appropriate with no mood swings.

3. Alert and oriented to person, place, time.

4. Verbalization clear and understandable

II.

OXYGENATION

A. Cardiovascular

1. Regular apical/radial pulse; strong.

2. Capillary refill returned in less than 3 seconds.

3. Peripheral pulses palpable.

4. No edema. No calf tenderness.

B. Respiratory

1. Respirations 10-20/min. at rest.

2. Respirations quiet and regular.

3. Breath sounds vesicular through both lung fields, bronchial over major airways, with no adventitious sounds - posterior and anterior chest.

4. Sputum clear, if present.

5. Lips, nailbed, and mucous membranes pink.

C. Integumentary

1. Skin color within patient's norm.

2. Skin warm and intact.

D. Surgical Dressing/Incisional

1. Dressing dry and intact.

2. Wound edges well approximated.

3. No drainage present.

III.

FOOD AND FLUIDS

A. Appetite Appropriate

1. Percentage eaten and (mL) ingested.

2. Internal tube feeding - patient - no irritation at entry site - Placement verified, rate as ordered. Pump.

3. Mucous membranes moist, pink and intact.

4. Skin turgor - springs back quickly after fold of skin is grasped.

B. Intravenous Therapy and/or Heplock Location

1. Site - no redness, swelling, or drainage.

2. IV Patent with good blood return.

3. Rate as ordered. Pump.

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NORMAL ASSESSMENT STANDARDS (Cont'd.-2)

IV. ELIMINATION

A. Gastrointestinal

1. Abdomen soft and flat.

2. Bowel sounds active in all four quadrants.

3. Date of last BM continent. No pain with palpation.

4. Continent.

B. Bladder

1. Catheter Size.

2. Urine Color and Characteristics.

3. Palpable. No bladder distention.

4. Continent.

C. Drains

1. Location.

2. Amount and Characteristics of Drainage.

V. REST AND ACTIVITY

A. Musculoskeletal

1. Absence of joint swelling and tenderness.

2. Normal ROM of all joints with equal strength.

3. No muscle weakness.

B. Neurovascular

1. Affected extremity is pink, warm, and moveable within patient's average ROM.

2. Sensation intact without numbness or paresthesia.

C. Sleep - normal pattern, feels rested - quality and quantity.

VI. SAFE ENVIRONMENT

A. Equipment check including: O 2 rate, signs in place, Heplock, side-rails, bed height, brakes, aqua

pad, suction, telemetry leads intact, etc.

B. Environment for neatness, safety hazards.

THROUGHOUT THE SHIFT

**Include more data depending on patient's medical diagnosis and nursing actions.

END OF THE SHIFT

When completing care for patient a final "safety" assessment must be done which should include:

1. Equipment checks.

2. State of alertness

3. Orientation level (X 4)

4. Verbal complaints

5. Vital signs

6. Color of skin, m.m., lips, nailbeds.

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PEARL RIVER COMMUNITY COLLEGE Associate Degree Nursing

CLINICAL PROGRESS REPORT

The purpose of the clinical progress report is to provide feedback for student learning.

The instructor will complete the clinical progress report at the end of each rotation and periodically, i.e. whenever an instructor feels the need to provide feedback to the student regarding clinical performance. Care plans (written or verbalized), and actual clinical performance will be considered as evidence of the students performance.

Clinical Evaluation Progress & Criteria If any behaviors are evaluated as unsatisfactory, there must be documentation that the behavior has become satisfactory by the end of the semester. If any behavior is evaluated as unsatisfactory on the Summative Clinical Evaluation, the student receives an unsatisfactory for the clinical component of the course and fails the course.

The following definitions will be used to provide feedback of clinical performance:

Satisfactory (S) = The student consistently performs the expected outcome.

Needs Improvement (NI) = Performance is minimal; however, does not warrant unsatisfactory at this time. The student needs to demonstrate more knowledge and skill through practice, study, and self-discipline. Failure to show progress will result in unsatisfactory on subsequent progress reports.

Unsatisfactory (U) = The student consistently fails to perform the expected outcome.

Not Applicable (NA).

CLINICAL ASSIGNMENTS

Written work will be evaluated as either satisfactory, needs improvement, or unsatisfactory. Work that needs improvement or is unsatisfactory must revised and returned to the instructor on the designated date.

Clinical Progress Reports

Students are required to review and sign as directed by the clinical instructor.

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Pearl River Community College Department of Nursing Education

Associate Degree Nursing

Clinical Progress Report Guidelines

1. The clinical instructor will complete the evaluation tool daily on each student. Anecdotal notes will be written on the form related to any incidents, positive or negative in nature. Students and faculty should review the form together at regular intervals during the clinical rotation. Students should initial that they have reviewed the evaluation.

2. An evaluation of “needs improvement” does not necessarily precede an evaluation of “unsatisfactory”.

3. When a student earns a “needs improvement”, the student is then expected to improve performance in the area of deficiency.

4. An “unsatisfactory” clinical day will result from two “needs improvements” scores on any one item, an inappropriately handled clinical absence or any behavior that may violate patient safety.