SEATTLE UNIVERSITY COLLEGE OF NURSING

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1 1 SEATTLE UNIVERSITY COLLEGE OF NURSING Course Title: Credits: Prerequisites: Placement: Nursing 308 Health Assesssment and Intervention I 5 (theory 2credits; lab 3credits) PSYC 322, BIOL 220 and all courses prerequisite for nursing program. Co-requisite: NURS 306, 304. Quarter #1 of nursing sequence Course Coordinator: Sharon Jensen, M.N. R.N. Office Garrand [email protected] Phone: Instructor Nursing Lecture Faculty: Sharon Jensen, M.N. R.N. Instructor Nursing Course Description: Basic techniques of screening assessments and health promoting interventions for individuals, families and populations across the lifespan. Course Objectives: Upon completion of this course, the learner will: Integrate knowledge from liberal arts, nursing science and related disciplines to assess the well being of clients. Consider physical, psychosocial, and developmental health in the assessment of culturally diverse populations of children, adults, and elders. Use critical thinking to begin to assess the health of individuals, families, and communities. Perform basic assessment skills in the laboratory setting Use medical/nursing terminology and documentation standards to communicate information. Demonstrate commitment to self-evaluation, independent learning, and professional behavior. Required Texts You will be building a library of textbooks that will be used throughout your education and career. All books will be used in more than one course. Please keep them for future use rather than selling them back. Ackley, L. & Ladwig, G.B. Nursing diagnosis handbook, 8 th ed., 2008 (newest). Mosby. Required. ISBN This will be used in every quarter. Jarvis,C (2008). Physical examination and health assessment (5 th ed.). Saunders: St Louis. This is the primary book for this course Jarvis. C (2008). Student laboratory manual for physical examination and health assessment (5 th ed.) Saunders: St Louis. This is the workbook used for lab. Potter, P.A. & Perry, A.G. (2009). Fundamentals of nursing (7 th ed). Elsevier: St. Louis. This is required for N312 next quarter. Stanhope, M. & Lancaster, J. Public health nursing: Population centered health care in the community, (7 th ed), Mosby. This is required in community health next year. ISBN

2 2 Equipment Requirements Either white lab coat (with or without SU emblem) or SU CON blue scrubs from the bookstore. SU CON name tag. Watch with a second hand Stethoscope- can order online. Littman stethoscopes are high quality but any brand is acceptable. The Littman Classic II is the standard quality that most students like. Response Cards aka Clickers: Clickers will be used in every theory class in N308. You are responsible for purchasing and bringing a response card (clicker) with you to the first class session. Clickers will be used for a variety of purposes in class, including real time learning assessment, student polling, and practice with and learning about multiple choice NCLEX style questions. To purchase your clicker (response card) go directly to the Turning Technologies web site at the following address: Introduction to the course This is a fun and interesting class where you will be actively involved. This quarter you will learn how to assess communities, families and individuals. You will practice listening to each other s hearts and lungs and learn to do a physical assessment similar to that of your health care provider. The theory will cover the basics of the assessment that will be covered in your lab. Ideally the theory would be immediately before your lab but with seven sections this is not possible. The theory is in a large classroom with all students, and it assures that you are getting the basics. We will be using the classroom response system (clickers) that are similar to Ask the Audience to increase your involvement in learning. Classes are designed to be interactive and provide real-world applications. The labs are smaller sections of students who work closely with an instructor to practice hands-on skills in a state of the art simulated health care environment at the Clinical Performance Lab at James Tower. As you can see on the calendar, we are going to cover one body system in each theory. We are also going to cover one body system for each lab period. During that lab, we will review the workbook questions, see a demonstration of assessment techniques for that system, and have time to practice the skills with a partner. The lab is similar to a hospital, so you will be at a bedside and one student is the patient while the other is the nurse. You will both have time to practice the nurse role. The lab instructor will rotate to each bedside to help you with your techniques and answer questions. After the exam, you will document your findings. By putting all the body system assessments together at the end, you will learn how to do a head to toe assessment. This is similar to the physical that you had for nursing school- and you will be surprised by how much you know! We will also be practicing documentation and notes that help you to analyze the data you have collected from the patients and make a treatment plan. You are not meant to know everything at the beginning of the quarter. We will take it lab by lab. Because most of you are healthy, we will learn normal findings. Time is spent on interviewing, basic assessment skills, and critical thinking. This course is a foundation for your

3 3 work in hospitals and other settings, and you will learn abnormals over the next six quarters in your clinical settings. The most important thing is to be able to identify abnormal findings and emergent findings and know when to get help. Lab is for learning, so make sure to take advantage of the help that you can get from your instructors. We all want you to succeed! CLASS MEETING DATES: 1) Lecture Theory: Pigott 103 Monday and Friday 12:30-1:20 on campus. See for maps and parking 2) Clinical Lab: Held in the Clinical Performance Lab at James Tower Swedish Cherry Hill See for directions and parking MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SEPT Fall Quarter Classes Begin HEALTH HISTORY 28 VITAL SIGNS Lab: Orientation and health history 5 MENTAL STATUS Family 12 EXAM ONE Mental status and orientation to sim 19 DOCUMENTATION Nutrition 26 ABDOMEN Skin NOV. 2 NEUROLOGICAL Musculoskeletal 29 Last day to add/drop Lab: vital signs 6 Vital signs validations 13 Community one 20 Community two 27 ADVISING WEEK FOR WINTER 2010 Abdomen 3 Neurological 30 OCT. 1 Mass of the Holy Spirit, Classes Cancelled 10:30-1 pm 2 FAMILY COMMUNITY NUTRITION Family paper due SKIN MUSCULOSKELETAL 4 Last Day to Withdraw 5 6 NOSE, MOUTH AND THROAT 9 EXAM TWO No lab 10 Nose, mouth and throat 11 VETERAN S DAY No Classes THORAX 16 HEART Thorax 17 Heart PERIPHERAL VASCULAR 23 HEAD TO TOE Peripheral vascular 24 Head to toe 25 Thanksgiving No Classes

4 4 30 EXAM REVIEW Head to toe validation DEC. 1 Head to toe validation EXAM THREE Last Class Day 7 Final Exams Final Exams Finals Finals Finals (Including 12/12) Grades are due Dec. 12 noon; Students Christmas Break: Dec. 13 Jan. 3, Winter Quarter 10 begins Jan. 4, 2010 COURSE ASSIGNMENTS NURS 308 THEORY SECTIONS 1, 2, 3 TOPIC ASSIGNMENT HEALTH HISTORY THEORY Read Jarvis Chapter 5 Orientation and health history lab Bring completed Jarvis lab manual workbook pages Bring pages to complete during the lab VITAL SIGNS THEORY Read Jarvis Chapter 9 Vital signs lab Bring completed Jarvis lab manual workbook pages Bring pages to complete in lab READ: Craven, R. & Hirnle, C. (2009), Chapter 27. Asepsis and Infection Control pp and procedure 27-1 FAMILY ASSESSMENT Read Stanhope & Lancaster (7 th ed.) Chapter 24 Family THEORY Development and Nursing Assessment Family Assessment lab Bring information on your family to draw a genogram and ecomap. MENTAL STATUS THEORY Read Jarvis Chapter 6 Vital signs validation and Read Potter and Perry (7 th ed) Chapter 26. Documentation preparation for community and Informatics to document vital signs. Be prepared to test on vitals. COMMUNITY ASSESMENT Read Stanhope and Lancaster (7 th ed) Chapter 15 THEORY EXAM ONE Good luck! You may also refer to ATI materials for review Mental Status lab Community Assessment lab one NUTRITION THEORY Read Jarvis Chapter 11 Family paper due Nutrition lab Complete workbook pages and bring to lab Bring completed lab manual pages and to complete in lab COMPLETE SELF EVALUATION DOCUMENTATION THEORY Read Potter and Perry (7 th ed) Chapters 16 and 26 on Nursing Assessment and Documentation and Informatics. Read Ackley & Ladwig (2005). Section 1 pp. 2-14

5 5 Community Assessment Lab Two SKIN THEORY Read Jarvis Chapter 12 Bring Ackley and Ladwig to class Skin lab Bring completed workbook pages and to complete in lab For this and all of the remaining labs bring Ackley & Ladwig to lab for the analysis in the SOAP note ABDOMEN THEORY Read Jarvis Chapter 21 Abdomen lab Bring completed workbook pages and to complete MUSCULOSKELETAL Read Jarvis Chapters 22 and 23 THEORY Musculoskeletal lab Bring completed workbook pages and to complete in lab NEUROLOGIC THEORY Read Jarvis Chapter 23 Neurological lab Bring completed workbook pages and to complete in lab NOSE MOUTH AND THROAT Read Jarvis Chapter 16 THEORY EXAM TWO Good luck! Nose, mouth and throat lab Bring completed workbook pages and to complete in lab THORAX AND LUNGS Read Jarvis Chapter 18 THEORY Thorax and lungs LAB Bring completed workbook pages and forms HEART THEORY Read Jarvis Chapters 19 Heart lab Bring completed workbook pages and forms PERIPHERAL VASCULAR Read Jarvis Chapter 20 Peripheral vascular lab HEAD TO TOE THEORY Head to toe practice EXAM REVIEW Head to toe validation THIRD EXAM Bring completed workbook pages and forms Skim through Chapter 33 to review all that you ve learned this quarter! Complete self eval. Document health history and SOAP note and submit Bring syllabus pages for grading the head to toe to lab. Good luck! In addition to textbooks you can also use the ATI materials to study

6 6 Topic Course Outline: Course introduction: themes Lifespan approach Culture Values and beliefs Psychosocial and physiological health Health promotion concepts Health screening and risk assessment Independent learning process Development of lifelong learning strategies Communication and Documentation Medical terminology; Nursing Diagnoses Interview skills Documentation guidelines Community assessment Social institutions Geography/location Populations/cultural diversity Health care agencies Family assessment Structure, roles, and relationships Family functioning and rules Health Screening Assessment: Individual adult physiologic health assessment Health history Physical assessment Adapted assessment techniques across the life span: Infants, children, adults and elders Health promotion Infection Control (OSHA/WISHA) Strategies for Learning Make sure to do the reading and workbook pages before each lab to prepare. By having this foundation ahead of the practice time, you will learn so much more. Rather than having all of the answers, think about asking good questions. Your instructors want you to be involved in learning and use your critical thinking skills. The CD that accompanies your Jarvis course book includes simple case studies, health promotion guides, and skills checklists. You can use these as a supplement. The library also has resources including a streaming video of each body system. Go to the page for nursing databases at and click on Streaming Video Subscriptions on the Timeless Art of Physical Examination. You will have to click on each body system that you want to view.

7 7 Evaluation Methods The following describes each of the assignments for the course and the percent of the final grade. Theory: 60% of the course grade Exam 1 20 Exam 2 20 Exam 3 20 Clinical Lab: 40% of course grade Vital Signs Validation 10 Individual Family Assessment Paper 20 Health History and Head to Toe Physical Assessment 10 Community Assessment Cr/ F Lab performance Mid and end of quarter self evaluations Cr/F Cr/F Total: 100 % Final Grade Distribution (*C is the minimum passing grade for all nursing courses) Final grade distribution is as follows (minimum pass grade is C or 2.0) College of Nursing Scale University Scale A 4.0 Superior A B B 3.0 Good B C+ 2.3 * C 2.0 Adequate C D D 1.0 Poor D- 0.7 Below 60 F 0.0 Failing * Minimum passing grade for nursing courses

8 8 Referral to Disabilities Services If you have, or think you may have, a disability (including an invisible disability such as a learning disability, a chronic health problem, or a mental health condition) that interferes with your performance as a student in this class, you are encouraged to discuss your needs and arrange support services and/or accommodations through Disabilities Services staff in the Learning Center, Loyola 100, (206) Seattle University Nondiscrimination Policy Seattle University does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, marital status, sexual orientation, gender identity, political ideology or status as a Vietnam-era or special disabled veteran in the administration of any of its education policies, admission policies, scholarship and loan programs, athletics, and other school-administered policies and programs, or in its employment related policies and practices. All University policies, practices and procedures are administered in a manner consistent with Seattle University s Catholic and Jesuit identity and character. Inquiries relating to these policies may be referred to the University's Assistant Vice President for Human Resources and Equal Opportunity Officer. Consistent with the requirements of Title IX of the Education Amendments of 1972 and its implementing regulations, Seattle University has designated three individuals responsible for coordinating the University's Title IX compliance. Students or employees with concerns or complaints about discrimination on the basis of sex in employment or an education program or activity may contact any one of the following Title IX coordinators: Gerald Huffman, Assistant Vice President for Human Resources University Services Building 107 (206) [email protected] Dr. Michele Murray, Assistant Vice President Student Center 140B (206) [email protected] Dr. Jacquelyn Miller, Associate Provost for Academic Affairs Administration 104 (206) [email protected] Individuals may also contact the Office for Civil Rights of the U.S. Department of Education. Standards of Conduct: Statement from the Seattle University Code of Student Conduct Handbook: Standards of conduct assist each student in the development of a responsible lifestyle rewarding to the individual student, respectful of the rights of others, and compatible with the legal norms of society. It is neither possible nor necessary to specify every instance of behavior or misconduct that could result in disciplinary action against a student. Conduct that evidences good intentions, mature consideration of the foreseeable consequences, and respect for the rights of others generally will not conflict with University standards. (Code, p. 9) Refer to the Code of Student Conduct regarding the following areas: Demonstrate Respect for: Self, Others, Relationships, Community, Honesty, and Property.

9 9 (Code, pp. 5-7). Clinical Practice Lab Dress Code You are to wear your lab coat OR scrubs and SU CON name pin whenever practicing in the clinical lab at James Tower. Take off your shoes whenever in a clinical lab bed. At the end of every lab, all equipment and supplies are to be returned to the appropriate place and used supplies properly disposed of. Beds are to be made by the partners at the end of each class to be ready for use by the next class. Sheets are tucked in so that the carpet can be vacuumed. You will be asked to switch your lab partner at every clinical lab to give you the opportunity to become comfortable in doing assessments on different people. Later in the quarter, the patient will need to be in a hospital gown in order for the nurse to do the assessment. You may want to plan to wear a swim suit or sports bra under your gown for these exams. See Student Expectations and Information for more information. Also refer to the CON Baccalaureate Student Nursing Handbook on Angel Community Groups (bottom left of screen) -CON Information- Content Tab- BSN Handbook- Select year admitted find page for dress code in Table of Contents. This includes details of your uniform.

10 10 Some Assumptions About You (Entering Behaviors) You bring life experiences related to individual, family and community. You have a basic knowledge of anatomy and physiology. You are able to work in small groups. This means using what you are learning in N306, and being able to evaluate your group process. You are responsible for contributing (goals, feelings, power, conflict, balance of task and group building) to the group so that yours becomes an effective group. You understand growth and development through adolescence. What Will You Gain By Taking the Course? (Exiting Behaviors) Upon completion of N308, you will apply skills in critical thinking to the assessment process. You will use the elements of reasoning, the criteria by which to judge reasoning, multiple approaches to gathering additional information, and ethical standards. You will develop a habit of critical thinking, especially in ambiguous situations. You will use therapeutic communication techniques as you work with each other. You are willing to explore differences in these communities, families and individuals, identifying natural biases and generalizations to promote open, mutual relationships. You will use cultural principles as you assess communities, families and individuals. It is expected that from this experience, you will have increased respect and value for differences in communities, families and individuals. Through this course, you will be more aware of personal beliefs and biases as they may influence professional relationships. You will be able to complete an assessment a community, and complete a primary prevention intervention- usually BP screening. You will be able to assess your own family structure and function using by building a genogram, ecomap, and identify family themes. You will be able to perform a health history and physical assessment of an individual client at a beginning level. What Will You Learn in the Course: BSN Curriculum Core Competencies BSN 2000 Concepts Health promotion Information and technology Ethics Diversity Positive attributes (strengths) of community, family, individual in all assessments Data collection for community assessment Community presentation Privacy, confidentiality Values differences with communities, families, individuals Valuing others in discussions Avoiding assumptions about others Assessment of culturally diverse community Assessment of own family and discussion with peers with different families Core Competencies: BSN2000

11 11 Critical thinking Applied to the assessment process- community, family and individual Relationship/Communication Increased awareness of self, and family Beginning professional relationships with members of the community, group work, and individual assessments Communication skills Documentation Medical terminology Provider Skills Beginning assessment skills Health promotion/ risk assessment Infection control/hiv/aids/hbv: epidemiology of blood borne disease, modes of transmission, methods of control, signs and labels. Care Management Community Based Community assessment