DEL MAR COLLEGE DEPARTMENT OF NURSE EDUCATION RNSG 1327 Transition LVN ADN (Bridge)

Transcription

1 DEL MAR COLLEGE DEPARTMENT OF NURSE EDUCATION RNSG 1327 Transition LVN ADN (Bridge) College Year: Semester: Fall 2013 PREREQUISITES: BIOL 2401, 2402, 2420, CHEM 1406, PSYC 2301, CONCURRENT: RNSG 1263, 2213, 1300 Co requisite: ENGL 1302, PHIL 2306 Credit/ Contact Hours: 3 Semester Credit Hours 2 lecture hours per week (block scheduled, see calendar) 4 skills laboratory hours per week (block scheduled, see calendar) Course Placement: Semester 3, Year 1, (REM R3, E3, M3) FACULTY CONTACT INFORMATION: Course Coordinator: Mary Borchardt, RN, MSN Office: HS Office: Mobile: mlortiz@delmar.edu COURSE DESCRIPTION RNSG 1327 is placed in the third semester of the nursing program concurrent with RNSG 1263, 2213, This course is placed in the first semester of the Registered Nurse (LVN to ADN) Degree Plan. This course reviews fundamental skills, common concepts of medical surgical nursing across the lifespan and complex concepts of adult medical surgical nursing. Emphasis is on the integration of previous knowledge and skills into the continued development of the LVN transitioning into the role of RN. Caring and compassion, competence, communication and clinical decision making within a legal / ethical framework are incorporated. This course must be repeated if clinical RNSG 1263 is not successful. This course provides for student advancement in assessment and analysis to establish a comprehensive client database at the complex level. The teaching / learning philosophy for this course, as for any course in the DMC Nurse Education program, is delineated in the program philosophy printed in the Handbook for Nursing Students (see

2 STUDENT LEARNING OUTCOMES Upon successful completion of RNSG 1327 the student will demonstrate competencies as follows: Member of the Profession: Exhibit caring behaviors that reflect commitment to growth and development of the role and function of the nurse. 1. Explain the therapeutic role of the nurse necessary to establish trusting, interpersonal relationships with adult patients who have common medical surgical health care needs. 2. Discuss the patient s physical, social and spiritual responses to illness. 3. Identify rules and regulations affecting nursing practice. Provider of Patient Centered Care: Demonstrate competency by accepting responsibility for the pro vision of safe, compassionate, evidence based care to patients, families, and significant others across the lifespan. 1. Recognize therapeutic communication skills in the nurse patient relationship. 2. Determine the priority needs of patients. 3. Outline the plan of care utilizing the nursing process. 4. Identify the appropriate nursing diagnosis as it relates to common medical surgical conditions. 5. Describe the basic concepts of nursing including healthcare delivery, community based nursing, promotion and health assessment. 6. Utilize appropriate medical terminology, approved abbreviation and symbols in written and oral communication. 7. Discuss patient and their family s physical, social and spiritual responses to illness. Patient Safety Advocate: Advocate for a quality and safe environment for patients/families/significant others across the lifespan. 1. Interpret and correlate diagnostic lab values with complex medical surgical problems. 2. Explain the rationale for the various pharmacological and treatment modalities utilized in the nursing care of the adult patient. 3. Identify safe, effective nursing care for patients with complex medical surgical problems including respiratory, cardiovascular, gastrointestinal, metabolic, endocrine, renal, immunologic, sensorineural, neurologic, and musculoskeletal dysfunction. 4. Identify safe, effective nursing care for the older adult with complex medical surgical problems. Member of the Health Care Team: Participate in patient care administered by the interdisciplinary healthcare team. 1. Describe the structure, function, and interdisciplinary relationships within the healthcare delivery system. 2. Examine the role of the professional nurse as a member of the health team. SCANS and DECs Curriculum Statement This course involves the interplay among The Secretary s Commission of Achieving Necessary Skills (SCANS) and the Texas Board of Nursing Differentiated Essential Competencies (DECs) to effectively prepare graduates who will provide safe competent, compassionate care.

3 GENERAL COURSE OVERVIEW Tentative schedule of required readings, class preparation and assignments, lectures, discussions, student preparations and exams: Week Lecture Lab Exams Week 1 IV therapy, ATI Skills Central Venous Access Devices Week 2 Respiratory disorders / Renal Resp/Trach care disorders Week 3 GI Disorders Exam Review Exam 1 (Renal/Resp) Week 4 GI disorders (cont) ATI assignment GI No Lab Week 5 Cardiac Disorders Exam Review Exam 2 (GI) Week 6 Vascular / Immune Disorders ATI Logic Modules Knowledge & Clinical, Nursing concepts, Priority setting Week 7 RN Role / Musculoskeletal Disorders (Case Study) Exam Review Exam 3 (Cardio/Vascular/immune) Week 8 Neurological /Sensory Disorders Cardicac (Case Study) Week 9 Endocrine Disorders Exam Review Exam 4 (MS/Neuro/Sensory) Week 10 Endocrine Disorders (cont) / OB ATI Skills Modules: Maternal Newborn Week 11 OB OB Noell / Exam Review Exam 5 (Endocrine) Week 12 Pediatric ATI Skills Modules: Pediatric Assessment Week 13 Integument Disorders / Oncology Exam Review Exam 6 (OB/Pedi) Week14 Reproductive Disorders / final Exam Review Week 15 ATI Med Surg / ATI Critical Thinking Simulation check offs Final Exam Exit exam Week 16 TEXTBOOKS: LPN to RN Transitions: Achieving Success in Your New Role. Harrington, N. & Terry, C., Lippincott, Williams, & Wilkins, 4th edition, (2012) ISBN: Pearson Education Health & Physical Assessment in Nursing. 2/e. ISBN 10: Smeltzer, S., et al., (2010). Textbook of Medical Surgical Nursing, 12 th ed. Lippincott & Wilkins.

4 Students should re familiarize his/herself with the student handbook found under the RN homepage. Required Reference Books: You must own or have access to one of the reference books in each of the categories listed below as required by the Nursing Education Department: Nursing Diagnosis Handbook Health Assessment Medical Dictionary Drug Guide Laboratory Diagnostics Other Resources: ATI Comprehensive Assessment and Review Program (CARP) ( TECHNOLOGY REQUIREMENTS Canvas Learning System: Each unit contains content preparation modules. The student is responsible for completing the Student Canvas Tutorial found on the following website: The student is required to login to the course on a daily basis to stay current with announcements and assignments. The student is to secure proper configuration of personal computers that support the Canvas Learning System in order to complete assignments by scheduled due dates. Additional online resources are available through ADDITIONAL MATERIALS AND SUPPLIES REQUIRED Students will need the Department of Nurse Education lab kit prior to attending labs. It is the student s responsibility to bring lab kits during scheduled labs and campus open labs as practice supplies will not always be made available. METHODS OF ACCOMPLISHING STUDENT LEARNING OUTCOMES The DMC Nurse Education organizing structure serves as a framework for this course. The nursing process is the method used to plan and implement care to the patient. Methods of instruction include interactive lectures, small group discussions, written assignments, computer assisted programs, and directed practice in the laboratory setting. The lab experience is correlated with theory content/concepts. ATI s Comprehensive Assessment and Review Program (CARP) is integrated throughout the nursing program and is utilized for this course. CARP is an online resource that focuses on student development of study and test taking skills, critical thinking, and problem solving to succeed throughout the program and NCLEX success.

5 STUDENT EVALUATION and COURSE REQUIRMENTS Methods of evaluation include computer/written assignments, unit exams, and return demonstration of skills. The laboratory experience is mandatory and focuses on individual and group work with skills and simulations. The laboratory setting is the opportunity for the student to practice/apply concepts learned in theory on real life patient conditions and scenario s. Grading Scale 90% 100% = A 83% 89% = B 75% 82% = C 70% 74% = D 69% or less = F In a strong effort to ensure student success components of Integrated Total Curriculum/Testing will be used in the course. Students in Level III have access to various components of the Total Curriculum. An orientation to these resources is provided during course orientation. Students will be assigned the various components at the discretion of the instructors throughout the semester. These requirements prepare the student for the Final Exam and Level IV entrance. Grading Policy 100% of the final course grade is based on: Exams 6 unit exams (60%) Final Exam (20%) Other course activities: Transition Assignments o Case study immobility (2.5%) o Case study sensory (2.5%) o Roles of RN assignment (10%) 80% 20% ATI (5%) o Pedi (1.5%) o OB (1.5%) o Med Surg (2%) o ATI Course requirements include: Achieve modules as assigned Med surg Practice Assessments as assigned ATI central venous access devices Nurse logic modules as assigned

6 ATI skills modules as assigned Maternal newborn care Pediatric Assessment Total 100% The average of the exam grades, before weighted calculation is performed, must be 75% or above to pass the course. Grades will not be rounded when calculating the average ( is not rounded to 75). Students with an exam average of 75 or higher will have course grades calculated based on the weighted calculation of the exams and other required course work. A minimum grade of 75% and a letter grade of C or higher is required to receive credit for this nursing course. Student Test Policy 1. Attendance is required and students will not be allowed entry to classroom after exam has started. 2. All student possessions (backpacks, cell phones, beverages, hats, study materials etc.) must be left at the front of the room or designated area 10 minutes prior to the start of the exam. The student may have a pen or pencil during the testing period. Only a Basic Function calculator is permissible and if necessary paper will be provided by faculty. 3. If you are going to be absent you must contact your instructor by phone or prior to the scheduled exam. 4. Make up exams must be taken within hours of absence and are subject to a ten (10) point deduction. 5. Make up exams will only be given at the discretion of the faculty member and can be a different version than that of the scheduled exam. Maximum one make up exam per course.

7 6. Exams or quizzes can be delivered in a written, online, or clicker response system. In the use of the Clicker response system or scantron grades will only reflect answers entered into the clicker response pad or scantron answer sheet. 7. Classroom exam reviews will be conducted at the discretion of the faculty. Students will not be allowed to take any notes during the review and desks must be cleared. 8. Individual exam reviews may be scheduled with the faculty during office hours and within 7 calendar days from the return of exam grades. 9. Any student achieving an examination grade of less than 75% must schedule an appointment with faculty within 7 calendar days from the return of exam grades. 10. Students must pass a dosage calculation test at 100% per level prior to the date of scheduled clinical. Failure to obtain a 100% will result in failure of the course. 11. The average of the exam grades, before weighted calculation is performed must be 75% or above to pass the course. Grades will not be rounded when calculating the average ( is not rounded to 75). Students with an exam average of 75 or higher will have course grades calculated based on the weighted calculation of the exams and other required course work. 12. Failure to follow policies can result in a zero for an exam. A common form of cheating involves exams. Copying from someone else s paper or computer screen, using notes, altering an exam for re grading, getting an advance copy of the examination, or hiring a surrogate test taker are all forms of misconduct. The Del Mar College Handbook stipulates that unauthorized possession, or misuse of College documents and or equipment are forms of a student s breach of conduct. Students are not authorized to take or copy any written or computerized exam in this course. A clear violation of this is the copying and pasting of completed or uncompleted exams even when there is no intent to share this document. Students are not allowed to visit or open any sites or programs on their computers at anytime during the testing period. This information should help you avoid unintentional misconduct and clarify that the consequences of not adhering to the policy can result in a suspension or dismissal from the Del Mar Nurse Education program Laboratory Experiences The laboratory experience requires the student to perform as in the clinical setting; therefore, students are required to attend these labs in DNE dress code as outlined in the student handbook located at on the RN homepage, Students in the laboratory setting will work in individual and in groups to achieve delineated outcomes. Laboratory experiences are posted on the course calendar. Students will NOT be permitted into the laboratory experiences after the designated start time. Any laboratory missed due to tardiness or if a laboratory is missed that has not been pre arranged with the instructor is unacceptable and must be prepared for extra lab time. The extra lab time will be at the discretion of the instructor and may include additional open lab participation. Therefore, students are encouraged to attend laboratory on the scheduled day/time. Final Simulation

8 Students will be required to complete a final clinical simulation. If concerns are noted in any area of the simulation experience, students will be assigned open lab hours to remediate prior to end of the semester (if time allows), or at the beginning of the next semester. In this case, faculty in the next level will be notified of the students open lab requirement. EXPECTED STUDENT BEHAVIOR 1. Attendance is expected to be regular and punctual. In accordance with the Del Mar College Attendance Policy students are subject to withdrawal due to lack of attendance. Refer to DMC Catalog for attendance policy and student conduct on the following websites: Cell phones are to be off or on vibrate during class or lab. It is not permissible to text during class or lab. 3. Classroom Assignments: Each unit contains assignments that guide the student toward meeting specified course objective. The student is expected to do the required preparation prior to class. 4. Completion of required ATI CARP activities as outlined by faculty. 5. Laboratory Experiences: Each student is responsible for personal preparation related to the laboratory experience prior to skills practice and or simulation learning. Skills Lab Kits are required for each scheduled lab. Students are required to attend labs in DNE dress code as outlined in the student handbook located on the program homepage, Students will not be permitted into the laboratory experience after the scheduled time. Labs missed due to tardiness or absences will be subject to a zero grade for scheduled lab grade. Faculty will refer students to an open campus lab for labs missed. 6. Multi media Assignments: The student is expected to view all assigned AV/Computer material as designated and scheduled. 7. Canvas Learning System: Each unit contains assignments available on Canvas and student is responsible for completing the Student Canvas Tutorial found on the following website: Student is required to login to the course on a daily basis to complete assignments that can include i.e. quizzes, discussions and case studies. The student is to secure proper configuration of personal computers that support the Canvas Learning System in order to complete assignments by scheduled due dates. 8. Students are required to review the DMC catalog and the DMC Department of Nursing Education Handbook located on the homepage, 9. No student use of video/audio recordings, WEBCAMS or social networking media are allowed during classroom, laboratory or clinical activities. Students failing or withdrawing from RNSG 1327 and/or RNSG 1263 must re admit per the RN Handbook policy and seek re admission for BOTH RNSG 1327 and RNSG 1263, regardless of whether or not one of the courses was successfully passed. Advancing to Level 4 is contingent upon successful completion of RNSG 1327, the clinical component RNSG 1263 (clinical grade (P/F). OTHER INFORMATION DMC Safety The student is required to register with DMC Alert found on their MyDMC account page. This alert system will notify students of any emergency or campus closure via the students method of notification. Visit the website

9 Dial when obtaining information regarding campus closures. In the event of fire or other emergency, you should cautiously exit the classroom/building through nearest exit(s). In the event of fire, elevators should not be used. It is the instructor s responsibility to insure that assistance is given to those students who need help in exiting the classroom/building. Fire extinguishers are located in hallways on each floor of the health science buildings. Dial 1199 when using campus telephone. Dial 911 when using pay telephone. American Disabilities Act Statement If you have a disability, including a learning disability for which you can request an accommodation please refer to the link below. A student requesting accommodation must provide documentation of disability to the Counseling and Advising Centers Special Services office at If you require additional assistance such as for testing you must provide the course coordinator documentation that indicates the necessary accommodations within the first week of class. Additional expectations will be discussed by faculty. COLLEGE POLICIES: The course syllabus is a general plan for the course; the instructor reserves the right to make any changes deemed necessary to best fulfill the course objectives. Students registered for this course will be made aware of any changes in a timely fashion using reasonable means. This disclaimer does not abrogate any student rights as described by College rules and regulations. Unit 1: Class 1 (Respiratory) Nurse Education (Caring, Communication, Competence, and Clinical Decision Making) as a framework, the student will: 1. Explain the roles of the lungs, kidneys and chemical buffers in maintaining acid base balance 2. Compare metabolic acidosis and alkalosis with regard to causes, clinical manifestations, diagnosis, and management 3. Compare respiratory acidosis and alkalosis with regard to causes, clinical manifestations, diagnosis, and management 4. Identify normal arterial blood gas values vs. venous blood gas values. 5. Understand theory of ABG collection technique including care and assessment of the puncture site 6. Using a systematic approach, interpret ABG values for acid/base balance. 7. Understand respiratory compensation as it relates to acid/base imbalances including the roles of the respiratory and renal systems in maintaining acid base balance. 8. Summarize the physiology of respiratory function including the concepts of respiration and ventilation

10 9. Explain and perform a focused respiratory assessment. 10. Use assessment parameters appropriate for determining the characteristics and severity of the major symptoms for upper and lower respiratory tracts. 11. Identify oxygen therapy modalities and associated nursing interventions Identify the diseases of chronic airflow limitation (CAL) 12. Identify risk factors for bronchitis, emphysema, and chronic obstructive pulmonary disease (COPD). 13. Describe the pathophysiology of pneumonia, bronchitis, emphysema, and COPD and prioritize nursing interventions 14. Discuss modes of therapy and related nursing management for patients with lung cancer. 15. Describe mechanisms of action, side effects, and nursing implications of pharmacologic management of the chronic obstructive pulmonary diseases. 16. Describe mechanisms of action, side effects, and nursing implications of pharmacologic management and dietary management of the selected respiratory disorders. 17. Describe the interdisciplinary approach to the care of the patient during surgery. 18. Describe the principles of surgical asepsis. 19. Describe the roles of the surgical team members during the intraoperative phase of care. 20. Identify adverse effects of surgery and anesthesia. 21. Identify the surgical risk factors related to age specific populations and nursing interventions to reduce those risks. 22. Compare types of anesthesia with regard to uses, advantages, disadvantages, and nursing responsibilities. 23. Use the nursing process to optimize patient outcomes during the intraoperative period. 24. Describe the role of the nurse in ensuring patient safety during the intraoperative period. Read/Review Smeltzer: o Chapter 14 p (ABGs) o Chapter 21 (Respiratory Assessment) o Chapter ; o Chapter 23 p (Pneumonia); (Cor Pulmonale) & p (Lung Cancer) o Chapter 24 p (COPD) o Chapter 25 p ; Chart 25 9 & (Oxygen Therapy and Trach Care) o Chapter 19 Intra operative Nursing Demonstrate care of a patient with complex respiratory and disorders using simulation scenarios and lab practice of related skills. Graded lab Simulation NCLEX blue printed lecture Unit 1 Exam

11 Intra operative clinical rotation and summary Unit 1 Class 2 (Renal) Nurse Education (Caring, Communication, Competence, and Clinical Decision Making) as a framework, the student will: 1. Describe the anatomy and physiology of the renal system. 2. Discuss the role of the kidneys in regulating fluid and electrolyte balance, acid base balance (in general), and blood pressure. 3. Describe the diagnostic studies used to determine upper and lower urinary tract ruction. 4. Identify the assessment parameters used for determining the status of upper and lower urinary tract function. 5. Indicate education and preparation for patients undergoing assessment of the kidney and urinary system. Identify basic concepts of renal function 6. Perform focused assessment of the client with renal dysfunction 7. Describe nursing management of patients with acute and chronic renal failure 8. Compare and contrast renal replacement therapies with hemodialysis and peritoneal dialysis 9. Explain the pathophysiology of Polycystic Kidney Disease and prioritize nursing interventions 10. Explain the pathophysiology of Pyelonephritis and prioritize nursing interventions 11. Explain the pathophysiology of the glomerular disorders and prioritize nursing interventions 12. Explain the pathophysiology of Renal Cell Carcinoma and prioritize nursing interventions 13. Identify priority nursing diagnoses and develop a plan of care for patients with renal disorders. 14. Describe mechanisms of action, side effects, and nursing implications of pharmacologic management and dietary management of the selected renal disorders. Read Smeltzer: o Read/Review Chapter 43 o Read Chapter 44 Pages & o Read Chapter 45 Pages ; 1365 (top of) 1366 Demonstrate care of a patient with complex respiratory and disorders using simulation scenarios and lab practice of related skills. Graded lab Simulation NCLEX blue printed lecture Unit 1 Exam Intra operative clinical rotation and summary

12 Unit 2 Class 3 (GI) Nurse Education (Caring, Communication, Competence, and Clinical Decision Making as a framework, the student will: 1. Describe the structure and function of the organs of the gastrointestinal (GI) tract. 2. Describe the mechanical and chemical processes involved in digesting and absorbing foods and eliminating waste products. 3. Use assessment parameters appropriate for determining the status of GI function. 4. Describe the appropriate preparation, teaching, and follow up care for patients who are undergoing diagnostic testing of the GI tract. 5. Compare Crohn s disease (regional enteritis) and ulcerative colitis with regard to their pathophysiology; clinical manifestations; diagnostic evaluation; and medical, surgical, and nursing management. 6. Use the nursing process as a framework for care of the patient with inflammatory bowel disease. 7. Identify the metabolic functions of the liver and the alterations in these functions that occur with liver disease. 8. Explain liver function tests and the clinical manifestations of liver dysfunction in relation to pathophysiologic alterations of the liver. 9. Relate jaundice, portal hypertension, ascites, varices, nutritional deficiencies, and hepatic coma to pathophysiologic alterations of the liver. 10. Describe the medical, surgical, and nursing management of patients with esophageal varices. 11. Compare the various types of hepatitis and their causes, prevention, clinical manifestations, management, prognosis, and home health care needs. 12. Use the nursing process as a framework for care of the patient with cirrhosis of the liver. 13. Compare approaches to management of cholelithiasis. 14. Use the nursing process as a framework for care of patients with cholelithiasis and those undergoing laparoscopic or open cholecystectomy. 15. Differentiate between acute and chronic pancreatitis. 16. Describe nursing management of patients with acute pancreatitis. 17. Describe mechanisms of action, side effects, and nursing implications of pharmacologic management and dietary management of the selected GI disorders Read/Review Smeltzer Chapters 34, 38, 39, 40. Demonstrate care of a patient with complex GI disorders using simulation scenarios and lab practice of related skills. Graded lab Simulation NCLEX blue printed lecture Unit 2 Exam

13 Unit 3: Class 4 (Cardiac/Vascular) Nurse Education (Caring, Communication, Competence, and Clinical Decision Making) as a framework, the student will: 1. Explain cardiac physiology in relation to cardiac anatomy and the conduction system of the heart. 2. Incorporate assessment of cardiac risk factors into the health history and physical assessment of the patient with cardiovascular disease. 3. Perform focused assessment of the client with cardiac dysfunction 4. Discuss the clinical indications, patient preparation, and other related nursing implications for common tests and procedures used to assess cardiovascular function and diagnose cardiovascular diseases. 5. Correlate the components of the normal electrocardiogram (ECG) with physiologic events of the heart. 6. Identify and demonstrate proper lead placement. 7. Analyze elements of an ECG rhythm strip: ventricular and atrial rate, ventricular and atrial rhythm, QRS complex and shape, QRS duration, P wave and shape, PR interval, and P:QRS ratio. 8. Identify at least one method for measuring atrial and ventricular rates on a strip of ECG recording paper, and correctly calculate the rate on selected rhythm strips. 9. Using systematic techniques interpret ECG characteristics; identify the ECG patterns of normal sinus rhythm, common dysrhythmias, and acute coronary syndrome (ACS). 10. Describe the pathophysiology, clinical manifestations, and treatment of coronary atherosclerosis. 11. Describe the pathophysiology, clinical manifestations, and treatment of angina pectoris. 12. Use the nursing process as a framework for care of patients with angina pectoris. 13. Use the nursing process as a framework for care of a patient with acute coronary syndrome. 14. Describe the pathophysiology, clinical manifestations, and management of patients with cardiomyopathies. 15. Describe the management of patients with heart failure (HF). 16. Use the nursing process as a framework for care of patients with HF. 17. Develop a teaching plan for patients with HF. 18. Define normal blood pressure and categories of abnormal pressures. 19. Identify risk factors for hypertension. 20. Explain the differences between normal blood pressure and hypertension and discuss the significance of hypertension. 21. Describe treatment approaches for hypertension, including lifestyle and medication therapy. 22. Use the nursing process as a framework for care of the patient with hypertension. 23. Describe hypertensive crises and their treatment. 24. Identify anatomic and physiologic factors that affect peripheral blood flow and tissue oxygenation. 25. Use appropriate parameters for assessment of peripheral circulation.

14 26. Use the nursing process as a framework of care for patients with vascular insufficiency of the extremities. 27. Compare the various diseases of the arteries and their causes, pathophysiologic changes, clinical manifestations, management, and prevention. 28. Compare strategies to prevent venous insufficiency, leg ulcers, and varicose veins. 29. Use the nursing process as a framework of care for patients with leg ulcers. 30. Describe the relationship between lymphangitis and lymphedema. 31. Describe mechanisms of action, side effects, and nursing implications of pharmacologic management and dietary management of the selected cardiovascular and vascular disorders. 32. Describe the aging American population based on demographic trends. 33. Describe the significance of preventive health care and health promotion for the elderly. 34. Compare and contrast the physiologic aspects of aging in older adults with those of middle age adults. 35. Identify the common physical and mental health problems of aging and their effects on the functioning of older people and their families. 36. Identify the role of the nurse in meeting the health care needs of the older patient. 37. Specify nursing implications related to medication therapy / diet in older people. 38. Examine the concerns of older people and their families in the home and community, in the acute care setting, and in the long term care facility. 39. Discuss the potential economic effect on health care of the large aging population in America. Read Smeltzer: o Assessment Chapter 26: 715 o Basic ECG Chapter 27: & o Coronary Vascular Disorders Chapter 28: ; o Cardiomyopathies Chapter 29; o Complications of Heart Disease (Heart Failure) Chapter 30: ; o Hypertensive Crisis Chapter 32 o Vascular Disorders Chapter 31 o Health Care of the Older Adult Chapter 12 Demonstrate care of a patient with cardiovascular & vascular disorders using simulation scenarios and lab practice of related skills. Graded lab Simulation NCLEX blue printed lecture Unit 3 Exam

15 Unit 3 Class 5 (Immune) Nurse Education (Caring, Communication, Competence, and Clinical Decision Making as a framework, the student will: 1. Describe the effects of selected variables on function of the immune system. 2. Use assessment parameters for determining the status of patients immune function. 3. Compare the different types of primary immunodeficiency disorders and their causes, clinical manifestations, potential complications, and treatment modalities. 4. Describe nursing management of the patient with rheumatic diseases. 5. Describe measures to prevent and manage anaphylaxis. 6. Describe the nursing management of the patient with an immunodeficiency. 7. Identify the essential teaching needs for a patient with an immunodeficiency. 8. Describe the modes of transmission of HIV infection and prevention strategies. 9. Describe the host/hiv interaction during primary infection. 10. Explain the pathophysiology associated with the clinical manifestations of HIV/AIDS. 11. Describe the clinical management including pharmacologic considerations, and dietary considerations of patients with HIV/AIDS. 12. Discuss the nursing interventions appropriate for patients with HIV/AIDS. 13. Use the nursing process as a framework for care of the patient with HIV/AIDS. 14. Develop a community based teaching plan for the client with immune deficiency living at home. 15. State three dietary modifications that could be implemented for a patient with protein calorie malnutrition. 16. Document a plan of care for a patient with HIV / AIDS specifically addressing psychosocial and communication issues. Read/Review Smeltzer Chapter 50, 51, 52, 53 p (top of pg), & 54 p (bottom of pg), 1650 (bottom of pg) 1652 (top of pg). Demonstrate care of a patient with complex immune disorders using simulation scenarios and lab practice of related skills. Graded Lab Simulation NCLEX blue printed Lecture Final Exam

16 Unit 4 Class 6 (Musculoskeletal/Complications of Immobility) 1. Describe risk factors and measures appropriate for prevention and management of pulmonary embolism. 2. Describe the prevention and management of immediate and delayed complications of fractures. (Fat Emboli) 3. Describe the rehabilitation needs of patients with fractures of the upper and lower extremities, pelvis, and hips (Fat Emboli) 4. Describe the rehabilitation and health education needs of the patient who has had an amputation. 5. Use the nursing process as a framework for care of the patient with an amputation. Read Smeltzer o Chapter 23 pages (Pulmonary emboli) o Chapter 69 pages (Fat emboli) o Chapter 69 pages (Fractures/Amputations) In class Assignment NCLEX blue printed Lecture Unit 4 Exam

17 Unit 4 Class 7 (Neuro sensory) Nurse Education (Caring, Communication, Competence, and Clinical Decision Making as a framework, the student will: 1. Summarize the anatomy & physiology of neurological function. 2. Explain and perform a focused neurological assessment 3. Identify various causes types and causes of seizures 4. Develop a nursing care plan for the patient experiencing seizures 5. Identify risk factors for selected neurological disorders: a. Infectious Conditions: Meningitis, Encephalitis; Bell's Palsy b. Degenerative Conditions: Parkinson's Disease, Myasthenia Gravis, Alzheimer's Disease, ALS c. Genetic/Autoimmune Conditions: Guillian Barre, Huntington's Disease 6. Describe and outline the pathophysiology of neurological disorders listed above 7. Prioritize nursing interventions and develop a plan of care for selected neurological disorders listed above. 8. Describe mechanisms of action, side effects, and nursing implications of pharmacological management and dietary management of the selected neurological disorders listed above. 9. Summarize the anatomy and physiology of sensory function 10. Describe and outline the pathophysiology of selected sensory conditions: Retinal Detachment, Macular Degeneration, Cataracts, Glaucoma, Scleral Surgical Interventions/Post OP Care, Meniere's Disease, Hearing Loss/Surgical Interventions and Post OP Care 11. Prioritize nursing interventions and plan of care for conditions listed above 12. Describe mechanisms of action, side effects, and nursing implications of pharmacological management of the conditions listed above. Review/ Read Smeltzer Chapters 60, 61, 62, 64, & 65 Demonstrate care of a patient with complex neurologic disorders using simulation scenarios and lab practice of related skills. Graded Lab Simulation NCLEX blue printed Lecture Unit Exam 4

18 Unit 5 Class 8 (Endocrine) Nurse Education (Caring, Communication, Competence, and Clinical Decision Making as a framework, the student will: 1. Summarize the anatomy & physiology of Endocrine function. 2. Explain and perform a focused Endocrine assessment 3. Identify risk factors for Diabetes insipidus (DI), syndrome of inappropriate diuretic hormone (SIADH), Cushings disease, Addison's disease, diabetic ketoacidosis (DKA), and hyperglycemic hyperosmolar nonketoic syndrome (HHNK), pheochromocytoma, and primary aldosteronism. 4. Describe and outline the pathophysiology of DI, SIADH, Cushings, Addisons, DKA, HHNK, pheochromocytoma, and primary aldosteronism. 5. Prioritize nursing interventions and develop a plan of care for selected endocrine disorders. 6. Describe mechanisms of action, side effects, and nursing implications of pharmacologic management and dietary management of the selected endocrine disorders. Read / Review Smeltzer Chapters 41 & 42. Demonstrate care of a patient with complex GI disorders using simulation scenarios and lab practice of related skills. Graded lab Simulation NCLEX blue printed Lecture Unit Exam 5

19 Unit 6 Class 9 (Maternal) Nurse Education (Caring, Communication, Competence, and Clinical Decision Making as a framework, the student will demonstrate ability to: 1. Assess client s psychosocial response to pregnancy (e.g., support systems, perception of pregnancy, coping mechanisms) 2. Assess client for symptoms of postpartum complications (e.g., hemorrhage, infection) 3. Recognize cultural differences in childbearing practices 4. Calculate expected delivery date 5. Check fetal heart rate during routine prenatal exams 6. Assist client with performing/learning newborn care 7. Provide prenatal care and education 8. Provide care to client in labor 9. Provide post partum care and education 10. Provide discharge instructions 11. Evaluate client s ability to care for the newborn Read / Review ATI Maternal Newborn Nursing Chapters _3 6, 7 10, 11 16, 17 19, 20 22, Demonstrate care of a patient in labor using simulation scenarios and lab practice of related skills. Graded lab Simulation NCLEX blue printed Lecture Unit Exam 6

20 Unit 6 Class 10 (Pediatric) Nurse Education (Caring, Communication, Competence, and Clinical Decision Making as a framework, the student will demonstrate the ability to: 1. Assess client s reactions to expected age related changes 2. Provide care and education for the infant or toddler client through 2 years 3. Provide care and education for the preschool, school age and adolescent client ages 3 through 17 years Read / Review ATI RN Nursing Care of Children Chapters _1 7,8 11, 12, 13, 15, 16 19, 20, 22 23, 24, 27, 35 38, Demonstrate care of a pediatric patient using simulation scenarios and lab practice of related skills. Graded lab Simulation NCLEX blue printed Lecture Unit Exam 6

21 Unit 7 Class 11 (Integument) Nurse Education (Caring, Communication, Competence, and Clinical Decision Making as a framework, the student will: 1. Explain and perform a focused integument assessment 2. Describe management and nursing care of a patient with psoriasis, eczema, scabies, and dermatitis. 3. Describe management and nursing care of a patient with Steven Johnson syndrome. Read / Review Smeltzer Chapters _55, 56 p (bottom of pg), (top of pg). Demonstrate care of a patient with integument disorders using simulation scenarios and lab practice of related skills. NCLEX blue printed Lecture Final Exam

22 Unit 7 Class 12 (Oncology) Nurse Education (Caring, Communication, Competence, and Clinical Decision Making as a framework, the student will: 1. Describe the significance of health education and preventative care in decreasing the incidence of cancer. 2. Identify potential complications for the patient with cancer and discuss associated nursing care. 3. Describe the concept of hospice in providing care for patients with advanced cancer. 4. Describe palliative care. 5. Identify barriers to improving care at the end of life 6. Identify components of uncomplicated grief and mourning and implement nursing measures to support patients and families. 7. Apply skills for communicating with terminally ill patients and their families. 8. Implement nursing measures to manage physiologic responses to terminal illness. Read / Review Smeltzer Chapters 16, 17 Demonstrate care of a patient with cancer using simulation scenarios and lab practice of related skills. NCLEX blue printed Lecture Final Exam

23 Unit 7 Class 13 (Reproductive) Nurse Education (Caring, Communication, Competence, and Clinical Decision Making as a framework, the student will: 1. Describe causes and management of infertility 2. Discuss the signs and symptoms, management and nursing care implications for the patient with vulvovaginal infections. 3. Use nursing process as a framework for care of a patient with pelvic inflammatory disease, genital herpes, HIV/AIDS 4. Discuss the signs and symptoms, management and nursing care implications for the patient with malignant disorders of the female reproductive tract. Read / Review Smeltzer Chapters 46 p (bottom of pg), (bottom of pg), Demonstrate care of a patient with reproductive disorders using simulation scenarios and lab practice of related skills. NCLEX blue printed Lecture Final Exam