SOUTH TEXAS COLLEGE DIVISION OF NURSING AND ALLIED HEALTH ASSOCIATE DEGREE NURSING Master Syllabus SPRING 2005 1. Chair's Information: Name of Chair: Paula A. Olesen, RN, MSN Office location: Nursing and Allied Health Center, Rm.#231 Office hours Posted Telephone number: 872-3124; Pager 632-7205 FAX number: 872-3138 E-mail Address polesen@southtexascollege.edu 2. Course Information: Course name: Course number: RNSG 1327 (3-0-3) Credit hours: Placement: TRANSITION FROM VOCATIONAL TO ASSOCIATE DEGREE NURSING 3 CREDITS Lecture = 2.5 hours /week Laboratory = 0 hours/week First semester for the Transitional LVN to ADN track. 3. Catalog Course Description: Preparation for role transition from vocational to associate degree nursing is included in this course. Study of health promotion, legal/ethical issues, expanded assessment, analysis of data, nursing process, critical thinking, pharmacology, multi disciplinary teamwork, and communication are addressed. Concurrent clinical placement is required. Prerequisite: Admission to ADN Transition Option Track with unencumbered LVN license Co-requisite: RNSG 1141, RNSG 1162, and RNSG 1201 4. Departmental Course Goal: At the end of this course the licensed vocational nurse will be prepared to enter the second year of the associate degree nursing program to become a provider of care, coordinator of care and member of the nursing profession as a registered nurse. 5. Departmental Course Competencies/Learning Objectives: The following objectives apply to multicultural individuals, families and groups within the community during alterations in health and/or health promotion. Throughout the objectives, the word client may refer to any or all of these three groups. The alterations in health will be examined across the lifespan.
6. Contributing Course Objectives: Upon completion of this course the student will SUGGESTED LEARNING EVALUATION A. Provider of Care 1. Apply holistic in-depth assessment criteria to a scenario of a client experiencing common/recurring Alterations in health. Reading, collaborative learning, computer assignments, feedback lecture Reading, collaborative 2. When given an assessed database, formulate nursing diagnoses with prioritized goals for nursing care of Clients with common/ recurring alterations in health. assignments, lecture & discussion 3. Distinguish effective nursing interventions for clients with common and recurring alterations in health. Reading, work book assignments, computer assisted instruction, videos 4. Identify potential educational activities to prevent common/recurring alterations in health and restore wellness to clients with those alterations. 5. Identify potential outcomes and revisions for a situational nursing care plan for common/recurring alterations in health based on expected achievement of client centered goals. 6. Describe current concepts from professional journals or Internet for rationale of care for common and recurring alterations of health. B. Coordinator of Care 1. Identify principles of asepsis, medications, fluid and electrolyte replacement, dietary needs, use of technology and supplies, infection control, charting, management of client care, care planning, communication and psycho-social support for choosing cost effective care for clients with common and recurring alterations in health. 2. Analyze scenarios of maladaptive client/family functioning during alteration in health to determine the needs for nursing responses promoting continuity of care during maladaptive family functioning. 1. Identify 10 health care resources to meet needs of diverse clients and families for common and recurring alterations in health. Reading, work book assignments, computer assisted instruction, videos Feedback Lecture, collaborative assignments Research in electronic database, journals, library journals, books and Internet sources. Reading, lecture feedback, research on outcomes and effectiveness of quality nursing care. Collaborative learning, reading, lecture Simulated client situation, written assignment use Resource Guide 2. Analyze health care scenarios for risk management issues. Reading, lecture, videos s s s 2 page paper with classroom presentation C. Member of Profession 1. Hypothesize solutions for ethical dilemmas based on scientific/nursing principles and clinical data for common recurring alterations in health. Reading, assignments 2. Compare and contrast the scope of practice, health team role, and responsibilities of the RN with those of the Reading, video, classroom LVN. presentation 3. Subscribe to a nursing journal of his/her interest. Readings, class discussion, brief oral report Class presentation.
7. Scans Requirements: REQUIRED SKILLS as defined by the State of Texas-Commission On Skills and Nursing Education Advisory Council Examples of Necessary Skills Used In This Class FOUNDATION SKILLS 1. Basic Skills a. Required reading Textbooks, professional journals, Internet research b. Written communication Short papers on assigned topics, study guide, software programs assignments, tests c. Listening Receive, interpret, & respond to verbal messages in large, small groups and during observation exercises d. Oral communication e. Arithmetic &mathematics Oral reports, in class group discussion, clarifying, collaboration with members of health care team Uses arithmetic and mathematics for determining correct drug dosages and I.V medication 2. Thinking Skills In class individual & group projects to analyze data, practice critical thinking exercises necessary to establish a nursing care plan 3. Personal Qualities For projects, set goals, practice self-management, establish client/peer/staff/instructor rapport, complete activities initiating personal responsibility for accuracy, honesty and on time completion. WORKFORCE COMPETENCIES Upon program completion the student Workforce competency Partially (P) or Completely (C) met in this course and/or has been completed in this course for the level objectives 4. Resources a. Coordinates human and material resources P A-2; B-1,3; 5. Information a. Determines the health status and needs of clients and P A-1,2,3 Families b. Formulates goals and plan of care P A-2 c. Uses clinical data and current literature in nursing C A-1, 6 6. Interpersonal a. Implements plan of care P A-3 b. Develops and implements teaching plans P A-2,3,4 c. Evaluates clients/families responses to therapeutic intervention. P A-5; B2,4 d. Collaborates with clients, families, health professionals P A-5; B-2 The following objectives will contribute to the completion of the workforce competencies. e. Assumes accountability & responsibility for quality care P A-3; B-4; C-1,2, 3 7. Systems a. Provides for the care of multiple clients, families in P A-1,2,3,4,5; B-1, 2, 4 Structured settings; direct care or delegation to others b Refers clients & families to appropriate assistance P A-3; B-3 c. Functions within the organizational health care system P A-2, 3,4 e. Acts as client/family advocate in health care P A-3; B-1, 4; C-1, 2 f. Participates in professional activities P C-1,2,3 8. Technology a. Uses technology to enhance client care C A-6; C-3
8. Departmental Course Requirements, Evaluation Methods, and Grading Criteria: A. METHOD OF EVALUATION: Midterm Exam 20% Final Exam 25% Class Activities, Quizzes, Weekly logs 25% Homework assignments, Learning Systems 30% =100% Grade Scale: A=90-100, B=83-89, C=75-82, D=65-74, F=64 or below Basis for determination of final course grade: Student must achieve a grade of 75.0 or better in the course. Theory knowledge is evaluated by written examinations, quizzes, and other methods as determined by faculty. The numerical equivalent is rounded off at 0.5 or above for grades of 75 or above only. For example, 89.5 would become 90, a 89.2 remains a 89. B. ATTENDANCE: Students are expected to attend class regularly. A grade of zero will be assigned for any quiz or in class assignment missed due to an absence or tardy and cannot be made up. The learning activities require you attendance and participation. If you are late you are expected to wait until the first break to enter the classroom. C. STUDENT POLICIES: Students must review the Student Handbook and sign the attached sheet stating they have read the attendance, cheating, professional appearance, Statement Regarding Board Regulation for License Eligibility; Article 4519a and 4525 policy. Students must wear STC ID badge at all times while on campus for class. D. ASSIGNMENTS: Completing assignments prepares you for the scheduled learning activities. Students are required to submit a Late Coursework Form, found in your student handbook, with any assignment that is not submitted by due date and time. Forms will be placed in student s personal file. Ten points will be deducted for each late day. E. EXAMS: If you must be absent for a scheduled exam, you must follow the policy as outlined in the Student Handbook to be eligible for a make-up exam. Make up exams are to be taken on the next scheduled day or at a time designated by the instructor. F. SUBJECT-RELATED STANDARDIZED EXAMS: At the end of the semester, students will take subject-related standardized exams in pediatrics and maternal nursing. Results of these exams will help the student identify strengths and weaknesses reflecting readiness to succeed in passing RN-NCLEX after graduation. A score of at least 90% is encouraged. If the student scores below 90% in any area, they are encouraged to work closely with their advisor to develop a plan of action. 9. Required Textbook & Resources Deglin, J., & Vallerand, A.H. (2004). Davis s drug guide for nurses (9 th ed.). Philadelphia, PA: F.A. Davis. Ham, K.L. (2002) From LPN to RN: Role transitions. Philadelphia, PA: W.B. Saunders. Littleton, L.Y., & Engebretson, J.C. (2002) Maternal, neonatal, and women s health nursing. Albany, NY: Delmar.
Littleton, L.Y., & Engebretson, J.C. (2002) Study guide for Maternal, neonatal, and women s health nursing. Albany, NY: Delmar. Pagana, K.D., & Pagana, T.J. (2004). Mosby s manual of diagnostic and laboratory tests. (7 th ed.) St. Louis, MO: Mosby. Smith, S., Duell, D., & Martin, B. (2004). Clinical nursing skills basic to advanced. (6 th ed). Upper Saddle River, NJ: Pearson, Prentice Hall. Sparks, S.M., & Taylor, C.M. (2001). Nursing diagnosis reference manual (5 th ed.). Philadelphia, PA: Springhouse. Venes, D. & Thomas, C.L. (2001). Taber s cyclopedic medical dictionary (19 th ed.). Philadelphia, PA: F.A. Davis. Wong, D.L. & Hockenberry-Eaton, M., (2001). Wong s essentials of pediatric nursing. (6 th ed.). St. Louis, MO: Mosby. Wong, D.L. & Hockenberry-Eaton, M., (2001). Study guide for Wong s essentials of pediatric nursing. (6 th ed.). St. Louis, MO: Mosby. Optional Textbooks: Myers, E. (2003). RNotes: Nurse s clinical pocket guide. Philadelphia, PA: F.A. Davis. Pickar, G.D., (2004) Dosage calculations. (7 th ed.). Clifton Park, N.Y: Thompson, Delmar Learning 10. ADA Students with Disabilities Statement: Reasonable accommodations may be made that allow disabled students to be successful at STC. Accommodations may be provided for those students who submit the appropriate documentation by an outside/independent professional evaluator or agency. Contact an STC ADA/DSS Counselor in the Annex (Pecan) or call (956) 688-2006. Students may volunteer to inform the Instructor about their disability and associated classroom limitations, if applicable. 11. RNSG 1327 Transition from Vocational to Professional Nursing Content Outline Areas of emphasis throughout all sections of this course a. roles of professional nurse b. philosophy, objectives, curriculum of the program c. theories of nursing, nursing research d. critical thinking e. health promotion, health maintenance f. holistic g. ethical and legal issues h. Texas Nursing Practice Act i. ANA Standards of Nursing Practice j. health care delivery system k. cultural & ethnicity considerations l. the multidisciplinary team; roles m. application of the nursing process to clients across the lifespan with common alterations in health patterns 1. Scope of Practice a. health team role b. responsibilities of RN with those of LVN c. legal issues, regulations, policies, and standards d. contrast between restrictive and permissive
2. Role in Health Care Team a. socialization b. transition c. conflict d. dependent/independent/interdependent (collaborative) e. view of client/family f. view of culture 3. The Nursing Process a. assessment b. analysis/diagnosis c. planning d. implementation e. evaluation 4. Provider of Care a. nurse as caregiver b. nurse as teacher c. nurse as communicator 5. Manager of Care a. time management b. management of the environment c. management of the nursing team d. concepts of decision making 6. Member of the Discipline of Nursing a. professional responsibilities b. similarities and differences between LVN and RN roles c. role in research and stewardship of the profession d. legal and ethical issues 7. Maternal-Child Nursing a. normal pregnancy b. management and nursing care of the pregnant woman c. childbirth preparation and perinatal education d. management and nursing care of the high-risk client e. pregnancy in special populations f. childbirth process of labor and delivery analgesia and anesthesia in labor and delivery intrapartum nursing care high-risk births and obstetrical emergencies g. normal postpartum care h. lactation and nursing support i. newborn development and nursing care assessment and care of the normal newborn newborn nutrition newborns at risk to birth weight and premature delivery newborns at risk related to congential and acquired conditions
8. Pediatric Nursing a. developmental influences on child health promotion b. physical and developmental assessment of the child c. health promotion of: a. the infant b. toddlers and preschoolers c. school-aged children d. adolescent e. families as children grow f. hospitalized child g. specific diseases related to body system dysfunctions