GREAT BASIN COLLEGE

ASSOCIATE OF APPLIED SICENCE NURSING PROGRAM

NURS 158

Spring 2010

NURSING PROCESS THROUGHOUT THE LIFESPAN II

COURSE SYLLABUS

5 CREDITS (3 theory(45 hours) credits and 2 Clinical (90 hours) credits)

I.GENERAL INFORMATION

A.Catalog Description: Emphasis is on meeting bio-psychosocial needs of

patients throughout the lifespan with common, well-defined health problems utilizing the nursing process. Three credits theory, two credits clinical. Offered Spring semester only. Prerequisites: Admission to the Nursing Program.

B.Instructors Theory and Clinical:

Sharon Sutherland RN, MSN 753-2017(Office)

934-2336(Cell)

C. Office Hours:

Tuesday 8:30-11:30 AM 1:00-2:00 PM

Thursday 8:30-9:30AM or by appointment

D.Schedule:

Theory

Classroom: Thursday 9:30 AM-12:15 PM

Dates:January 24th, 2011 to May 20th, 2011

Clinical:Monday, Wednesday, Friday and Saturday as indicated on

clinical schedule.

II.REQUIRED TEXTS:

Lewis, S.L. , Heitkemper, M.M., Dirksen, S.R. , O’Brien, P.G. &

Bucher, L. (2007). Medical- surgical nursing: Assessment and

management of clinical problems. (7th ed.) St. Louis, MO:Mosby.

O’Brien, P.G., Lewis, S.L. , Heitkemper, M.M., Dirksen, S.R. , & Bucher, L. (2007). Study Guide:Medical- surgical nursing: Assessment and management of clinical problems. (7th ed.) St. Louis, MO: Mosby.

Perry, S., Hockenberry, M., Lowdermilk, D., & Wilson, D. (2010)Maternal Child Nursing Care.(4th ed.) Maryland Heights, MO:

Mosby.

**Please plan on using the Drug book, Lab & Diagnostic book, and Nursing Diagnosis Book. You also may find it helpful to use your Fundamentals and Pharmacology books as references.

III. REQUIRED VIDEOS:

The following videos are available as a link through WebCampus

Expert Drug Therapy Series

  • Heart Failure and Pulmonary Edema
  • Hypertension
  • Diabetes Mellitus
  • Infection

Pathophysiology for Nurses Series

  • Heart Failure and Pulmonary Edema
  • Hypertension
  • Diabetes Mellitus

And others within individual assignments as indicated.

IV.ATTENDANCE POLICY:

Students are expected to attend all classroom, lab, and clinical hours.

(See Student Handbook)

V.METHOD OF INSTRUCTION:

Lecture, discussion, demonstration, small group work, videos, selected reference

readings, written assignments, computer assisted learning programs, nursing lab

activities, simulations and clinical instruction will be utilized. Each module after the first module will incorporate inquiry-based learning and will be worth a total

of 46 points per module.

VI.THEORY EVALUATION:

Evaluation of student progress will be the successful completion of the course outcomes this will be evaluated by the completion of 14 modules. The 1st module will be evaluated by class activities and a multiple choice exam. Each module after the first module will be evaluated based on the following:

1. Initial Impressions- 2 points

2, In class participation –6 points

3. Assignment – 9 points

4. Reporting – 3 points

5. Multiple choice exam – 25 points (40 questions each exam)

The final exam will be a multiple choice exam worth 56 points

Questions will be based on utilization of critical thinking skills and application of knowledge acquired in this, as well as previous courses. Each exam will be open on Thursday after class until 11:00 PM and must be taken individually on any computer through Web Campus.

See the Outcome and Assessment area at the end of the syllabus for further specific information.

VII.CLINICAL EVALUATION:

Clinical evaluation is done mutually by student and instructor throughout the semester and in a summative evaluation at the end of the clinical rotation. The Daily Clinical Evaluation forms will be used. Actual clinical performance and written assignments will be used to determine clinical competency and the ability to generalize and transfer theory outcomes to the clinical settings. Safe clinical practice and demonstration of personal and associate degree nursing practice attributes at the third semester level are mandatory for progression in the program.

*See the Outcome and Assessment area at the end of the syllabus for further specific information.

VIII.GRADING POLICY AND CRITERIA FOR NURS 257:

Course grade will be based on a percentage of total possible points according to the following scale:

1000-940=A 769-760 = C (needed to pass)

939-900=A- 759-700 = C-

899-870=B+ 699-670 =D+

869-840=B 669-640 = D

839-800=B- 639-600 = D-

799-770 = C+ Below 600 = F

The classroom course work must be completed on time and with a 76% or better to pass the course. All clinical rotation paperwork must be completed on time and with either a Pass or an average of 76% or better to pass the course. Late theory and clinical assignments will be worth 50% of the actual grade. If an assignment is more than one week late, a zero will be given for the assignment but submission of the assignment is still required. Classroom exams and assignments will account for 70% of the total grade and clinical grades will account for 30% of the grade.

Theory 70%=700 points

14 Modules - (46 points each) = 644 points

Final Exam = 56 points

Clinical 30% = 300 points

4 Med/Surg Packets = 220 Points (55 points X 4 packets)

Post Clinical Discussions= 20 points (5 points x 4)

1 Clinical Leadership Rotation = 10 Points

4 Simulations= 40 Points (10 points x 4)

1 School Nurse Assignment =5 Points

1 VA Telehealth Assignment= 5 Points = 1000 total points

IX.PROCALC EXAM:

  • The Pro Calc exam must be completed with a grade of 100% by March 31, 2011 at 4 P.M.
  • If you are not successful in achieving 100% after 3 tests, you will be referred to the Academic Success Center for remediation
  • After completion of remediation you are eligible to take 2 more tests
  • If you are still not successful you may complete remediation one more time and take a final 6th exam after this remediation. If the 6th exam in not completed at 100%you have failed the course and will meet with the instructor and program director.

X.ACADEMIC HONESTY:

Great Basin College considers academic honesty one of its highest values. A student who obtains academic credit for work that is not the product of his or her own effort is being dishonest and undermining the academic integrity of the college. Students are expected to be the sole authors of their work. Use of another’s ideas must be accompanied by specific citation and reference. In addition, a learner may not submit the same work for credit in more than one course. The disciplinary consequences of plagiarism and other forms of academic dishonest include non-acceptance of work submitted, a failing grade in the course, and/or or other disciplinary action as outlined in Great Basin College’s Student Conduct Policy.

XI. ACCOMMODATIONS FOR DISABILITIES:

Great Basin College is committed to providing equal educational opportunities to qualified students with disabilities in accordance with state and federal laws and regulations, including the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. A qualified student must furnish current verification of disability. The Director of Services for Students with Disabilities (Julie G. Byrnes) will assist qualified students with disabilities in securing the appropriate and reasonable accommodations, auxiliary aids and services. For more information or further assistance, please call 775.753.2271.

XII. ATTENDANCE POLICY

See the GBC Associate Degree Nursing Handbook

GREAT BASIN COLLEGE

ASSOCIATE OF APPLIED SCIENCE IN NURSING PROGRAM

The following essential skills and critical behaviors are key constructs that are derived from GBC’s conceptual framework. They provide the theoretical underpinnings for all nursing action and roles in the associate degree nursing program.

ESSENTIAL SKILLS

ES 1-COMMUNICATION ABILITIES

The ability to effectively employ therapeutic communication techniques and appropriate interpersonal relationship skills during interactions with faculty, individuals, family members, health care team members, peers and supervisors. The use of information and technology to communicate, manage knowledge, mitigate error and support decision making.

ES 2-CRITICAL THINKING

A reasoned, interactive and reflective process focused on deciding what to believe or do.

  • The ability to identify and challenge assumptions.
  • The ability to explore and imagine alternatives.

The ability to make judgments based on evidence (fact), rather than conjecture

(guesswork).

ES 3-EVIDENCE-BASED PRATICE

An informed approach to one’s practice that uses problem-solving methods

that integrate best research evidence, reflection, client preference and values,

and clinical expertise.

ES-4 CULTURAL COMPETENCE

The provision of nursing care that meets the individual’s valued life patterns

and set of meanings.

CRITICAL BEHAVIORS

CB 1-ACCOUNTABILITY

Being answerable to self, individual, organization and/or profession for something one has done

  • Exercises judgment when undertaking assigned tasks
  • Applies knowledge when undertaking assigned tasks
  • Accepts responsibility for actions
  • Is able to answer the following questions in relation to nursing care provided:
  • Why was this done?
  • How did I come to the decision to do this?
  • What makes this the most effective course of action?

CB 2-COLLABORATION

Intentional act of professionals working together toward a common goal.

  • Treats others with mutual respect
  • Identifies potential areas where conflict might arise and works toward

reducing/eliminating its occurrence.

  • Works cooperatively and interdependently with all members/levels

of health care team.

CB 3-SELF-LEADERSHIP

The ability to regulate, manage, direct and/or control one’s own behavior.

  • Continually identifies strengths and weaknesses in relation to one’s

knowledge, performance, behavior and attitude.

  • Sets realistic goals for self.
  • Recognizes internal/external factors which contribute to and/or reduce stress

levels.

CB 4-SAFETY

A priority in the provision of nursing care for individuals and includes protecting individuals from physical and emotional injury through ongoing assessment and elimination of safety hazards.

CB 5- CARING INTERVENTIONS

Nursing behaviors and actions that assist individuals in meeting their health care needs. Caring behaviors are nurturing, protective, compassionate, and personcentered.

PROGRAM AND LEVEL OUTCOMES

NURS 158

NURSING PROCESS THROUGHOUT THE LIFESPAN II

ADN PROGRAM OUTCOMES / NURS 158
EXPECTED LEVEL OUTCOMES
As a Provider of Care:
The student will demonstrate caring and critical thinking skills by assisting the individual, family or group to identify and meet basic health needs in a wide variety of settings across the continuum of care. The student will assist in the coordination of cost-effective quality care using a culturally competent, collaborative and interdisciplinary approach. / As a Provider of Care:
1. Plan appropriate patient care utilizing data from a variety of sources.
2. Involve individuals, families and groups in selecting therapeutic nursing interventions.
3. Select verbal and non-verbal means of communication that are effective and appropriate with individuals, families and groups.
4. Make appropriate choices in delivering nursing care based on knowledge of culture, growth and development, and lifespan.
As a Teacher, the student will provide individual, family, or group-based education in a variety of settings to promote, maintain, and restore health from birth through death. The student will promote a caring environment in which culturally appropriate learning activities and effective use of resources and current technology exist. / .
As a Teacher
5. Modifies the environment to utilize all teaching opportunities for the benefit of the patient.
6. Identifies teaching needs.
7. Measures learning of individuals, families and groups and self in all teaching interactions.
As a Manager of Care, the student will work collaboratively with all members of the health care team to achieve a cost-effective, quality care that is customer focused and in keeping with the organizational goals and mission of the settings in which that care is provided. / As a Manager of Care
8. Determines the role of the nurse in the delivery of care in a variety of health care settings.
9. Formulates collaborative plans of care that are patient focused and reflect the organizations goals and mission.
As a Future Member of the Profession, the student will be accountable for the ethical, legal, and professional responsibilities related to nursing practice. / As a Future Member of the Profession
10. Explains the ethical, legal and professional role and the responsibilities of the Associate Degree Nurse within a variety of health care settings.
11. Demonstrates accountability for self as a student and future member of the profession.
As an Advocate for Others, the student will promote a climate in which individuals, families, or groups may act in their own interest, including accessing available resources, and intervenes when they are unable to act in their own interest. / As an Advocate
12. Serves as an advocate to promote active participation by individuals, families and groups and intervenes when they are unable to act in their own interest.

Course Outline

Dates / Modules / Reading in Lewis / Test Dates
01/27/11 / Module 1 / Chapter 3- Culturally Competent Care
Chapter 6 -Older Adult
Introduction to Inquiry Based Learning
Clinical Forms- bring a copy of all assignments for clinical to class / 01/27/11
by 11:00 PM
02/03/11 / Module 2 / Chapter- 17-Fluids,Electrolytes, and Acid-Base Imbalances / 02/03/11
by 11:00 PM
02/10/11 / Module 3 / Chapter 40- Nutritional Problems
Chapter 42- Obesity
Maternal Child Nursing Care Chapter 40 pages: 1118-1119 / 02/10/11
by 11:00 PM
02/17/11 / Module 4 / Chapter 62-Musculoskeletal System
Chapter 63- Musculoskeletal Trauma and Orthopedic Surgery
Maternal Child Nursing Care Chapter 54 pages: 1676-1691 / 02/17/11
by 11:00 PM
02/24/11 / Module 5 / Chapter 26- Respiratory System
Chapter 27- Upper Respiratory Problems
Maternal Child Nursing Care Chapter 46 pages: 1303-1318 / 02/24/11
by 11:00 PM
03/03/11 / Module 6 / Chapter 28- Lower Respiratory Problems
Maternal Child Nursing Care Chapter 46 pages: 1321-1326 / 03/03/11
by 11:00 PM
03/10/11 / Module 7 / Chapter 32- Cardiovascular System
Chapter 33- Hypertension
Maternal Child Nursing Care Chapter 48 pages: 1479-1481 / 03/10/11
by 11:00 PM
03/17/11 / Module 8 / Chapter 35- Heart Failure
Maternal Child Nursing Care Chapter 48 pages: 1453-1464 / 03/17/11
by 11:00 PM
03/24/11 / Spring Break
03/31/11 / Module 9 / Chapter 38- Vascular Disorders / 03/31/11
by 11:00 PM
04/07/11 / Module 10 / Chapter 48- Endocrine System / 04/07/11
by 11:00 PM
04/14/11 / Module 11 / Chapter 49- Diabetes Mellitus
Maternal Child Nursing Care Chapter 52 pages: 1616-1630 / 04/14/11
by 11:00 PM
04/21/11 / Module 12 / Chapter 39- Gastrointestinal System
Chapter 42- Upper Gastrointestinal System
Maternal Child Nursing Care Chapter 47 pages: 1616-1630 / 0 by 11:00 PM 4/21/11
04/28/11 / Module 13 / Chapter 45- Urinary System
Chapter 46- Renal and Urological Problems
Maternal Child Nursing Care Chapter 50 pages: 1530-1540 / 04/28/11
by 11:00 PM
05/05/11 / Module 14 / Chapter 56- Nervous System
Chapter 59- Chronic Neurological Problems
Maternal Child Nursing Care Chapter 55 pages: 1733-1735 / 05/05/11
by 11:00 PM
05/12/11 / Review
05/16/11 / Final Exam- Web Campus / 8:00AM-11:30 PM

LEARNER OUTCOMES AND MEASUREMENT

Module1: Culture and Older Adult

Theory Readings & Study Guide Assignments: Medical-Surgical Content

●Lewis, et al.: Chapter 3- Culturally Competent Care

● O’Brien, et al: (Lewis Study Guide) Chapter 3- Culturally Competent Care

●Lewis, et al.: Chapter- 6 “Older Adult”

●O’Brien, et al: (Lewis Study Guide) Chapter- 6 “Older Adult”

Assessment, Measurement, & Evaluation of Learner Outcomes:

Test Module I

Learning Outcomes:

Medical-Surgical Content:

  1. Define the terms culture, values, subculture, acculturation, assimilation, ethnicity, race, stereotyping, ethnocentrism, cultural imposition, transcultural nursing, cultural competency, folk healer, and culture-bound syndrome.
  2. Describe the potential effects of immigration on an individual’s health.
  3. Explain aspects of culture and ethnicity that may affect a person’s physical and psychologic health.
  4. Describe strategies for successfully communicating with a person who speaks a language that the nurse does not understand.
  5. Identify physiologic and psychologic aspects of culture and ethnicity to consider when providing nursing care.
  6. Identify ways that the nurse’s own cultural background may influence nursing care when working with patients from different cultural and ethnic groups.
  7. Identify strategies for incorporating cultural information in the nursing process when providing care for patients from different cultural and ethnic groups.
  8. List the major biologic theories of aging.
  9. Describe the needs of special populations of older adults.
  10. Describe nursing interventions to assist chronically ill older adults.
  11. Describe common problems of older adults related to hospitalization and acute illness and the role of the nurse in assisting them with selected care problems.
  12. Describe challenges and concerns related to the caregiving role.
  13. Identify care alternatives to meet patient-specific needs of older adults.
  14. Identify the legal and ethical issues related to older adults.
  15. Identify the role of the nurse in health screening and promotion and disease prevention for older adults.

Lab/Clinical Outcomes:

  • Successful completion and check-off of required skills lab. This includes:
  • NG Tubes
  • Care of Ortho Patient
  • Chest Tubes
  • CCP
  • IV Therapy
  • Appropriately care for the older adult patient or a patient from a different culture in the acute care setting or simulation.
  • Provide education in the outpatient settingor simulation to older adults or a patient from a different culture.
  • Provide education to the pediatric patient in the school setting or simulation.

Module2:Fluids,Electrolytes, and Acid-Base Imbalances

Theory Readings & Study Guide Assignments: Medical-Surgical Content

  • Lewis, et al.: Chapter- 17-Fluids,Electrolytes, and Acid-Base Imbalances
  • O’Brien, et al: (Lewis Study Guide) Chapter- 17-Fluids,Electrolytes, and Acid-Base Imbalances

Assessment, Measurement, & Evaluation of Learner Outcomes:

  • Test Module II

Learning Outcomes:

Medical-Surgical Content:

1. Describe the composition of the major body fluid compartments.

2. Define the following processes involved in the regulation of movement of water and electrolytes between the body fluid compartments: diffusion, osmosis, filtration, hydrostatic pressure, oncotic pressure, and osmotic pressure.

3.Describe the etiology, laboratory diagnostic findings, clinical manifestations, and nursing and collaborative management of the following disorders:

a. Extracellular fluid volume imbalances: fluid volume deficit and fluid volume excess

b.Sodium imbalances: hypernatremia and hyponatremia

c. Potassium imbalances: hyperkalemia and hypokalemia

d. Magnesium imbalances: hypermagnesemia and hypomagnesemia

e.Calcium imbalances: hypercalcemia and hypocalcemia

f. Phosphate imbalances: hyperphosphatemia and hypophosphatemia

g. Zinc imbalances

4. Identify the processes to maintain acid-base balance.

5. Discuss the etiology, laboratory diagnostic findings, clinical manifestations, and nursing and collaborative management of the following acid-base imbalances: metabolic acidosis, metabolic alkalosis, respiratory acidosis, and respiratory alkalosis.

6. Describe the composition and indications of common intravenous fluid solutions.