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COURSE SYLLABUS
VNSG 1400
NURSING IN HEALTH & ILLNESS I
- Fall 2010 -
HOUSTON COMMUNITY COLLEGE SYSTEM
HEALTH SCIENCES EDUCATION DIVISION
VOCATIONAL NURSING PROGRAM
COURSE SYLLABUS
- Fall 2010 ¬ -
Course Number & Title: VNSG 1400 - Nursing in Health & Illness I
Credit Hours: Four (4)
Class Hours: Four (4)
Placement of Course: Level I
Faculty: Cheryl Brent, RNC-MNN, BS, BA
Sharon McCowan, R.N., B.S.N.
Prerequisites/
Co-requisite: Admission to the program.
Catalog Course Description: Introduction to general principles of growth and
development, primary health care needs of client
across the life span, and therapeutic nursing
interventions.
Learning Outcomes: Recognize the uniqueness of gerontologic clients
related to physical, mental, and emotional changes
associated with the aging process; describe the
psychosocial, growth and development, and
physiological needs of clients across the life span;
identify common and overt and actual and
potential primary health care needs of the client;
identify the basic interventions to support the
client and family across the lifespan; understand the
cycle of infection and the nurse’s role and responsibility
in preventing the spread of infection.
SCANS Competencies: The following SCANS workplace competencies
and foundations skills are covered in this course:
Apply Thinking Skills.
S.C.A.N.S. COMPETENCIES & FOUNDATIONS SKILLS MATRIX
VNSG 1400 – NURSING IN HEALTH & ILLNESS I
AREAS OF COMPETENCY
APPLY THINKING SKILLS
36. Visualize Mind’s Eye Concept
SCANS OBJECTIVES
Apply Thinking Skills: (36) Visualize Mind’s Eye Concept.
The student in VNSG 1400 – Nursing In Health & Illness I in Module #1 – Disease
Control and Prevention. Student will name historical persons who contributed to the
study of microbes, explain how microorganisms cause infection, identify hospital sanitary
measures, provide interventions based on case study: “Ian Witkowski”. These activities
will enable the student to be creative, use their imagination freely, recognize problems,
set goals, establish alternative plans and identify possible reasons for discrepancies,
devise and implement a plan of action to resolve the problem.
Students with Disabilities: Any student with a documented disability (e.g.,
physical, learning, psychiatric, vision, hearing, etc.)
who needs to arrange reasonable accommodations
must contact the Disability Services Office at the
respective college at the beginning of each
semester. Faculty is authorized to provide only the
accommodations requested by the Disability
Support Services Office.
If you have any questions, please contact Donna
Price at (713) 718-5165 or the Disability Counselor
at each college.
COURSE OBJECTIVES:
PROVIDER OF CARE: 1. The student shall discuss the study of bacteria,
viruses, and fungi and their interrelationships with
humans; general microbiological concepts, such
as microbial structure, growth and metabolism
applied to medically related topics as control and
pathogenicity of microorganisms, as well as, to
body defense mechanisms and the immune
responses as referenced by Provider of Care
Competency #1E and Scans #36.
2. The student shall relate current microbiological
principles to the understanding of infectious
disease as referenced by Provider of Care
Competency #1E and Scans #36.
3. The student shall describe the cycle of infectious
disease; discuss ways in which the spread of
disease could be blocked at each point in the cycle;
and describe the lines of defense against infectious
disease as referenced by Provider of Care
Competency #1E and Scans #36.
4. The student shall assist the client in identifying the
areas of priority to promote the highest attainable
standard of health as referenced by Provider of
Care Competency #4C.
5. The student shall use therapeutic and non-
therapeutic communication techniques in order
to interact effectively with the client, family and
health care team as referenced by Provider of Care
Competency #2B.
6. The student shall recognize the role of various
belief systems and socio-cultural differences in
determining commonly accepted health
behaviors and health practices as reference by
Provider of Care Competency # 3 A.
7. The student shall examine the concept of mental
health outcomes as it relates to the physical,
social, spiritual and emotional health as referenced
by Provider of Care Competency # 1D.
8. The student shall describe various types of family
structures and family patterns and their functions
in society; developmental tasks of the family at
each stage of family life; and discuss the impact of
illness and death of a family member on the family
unit as referenced by Provider of Care
Competency #1D.
9. The student shall identify the stages of physical
growth and development as these relate to
psychosocial development at all ages and stages in
health and disease as referenced by Provider of
Care Competency # 1D.
10. The student shall describe essential factors,
physical, psychosocial, cognitive/intellectual and
behavior characteristics related to growth and
developmental stages and ways to promote and
maintain wellness through the life span as
referenced by Provider of Care #2C.
11. The student shall identify and differentiate between
Erikson, Piaget, Kohlberg, Freud,
and Sheehy's theories of growth and
development as referenced by Provider of Care
Competency #1D.
12. The student shall identify the basic steps in the process
of learning and apply them to personal client's learning
situations as referenced by Provider of Care
Competency #1D.
13. The student shall demonstrate appropriate nursing
actions that provide safety and physiological support
for an elderly client as referenced by Provider of Care
Competency # 3G.
14. The student shall assist the client in identifying the
areas of priority to promote the highest attainable
standard of health as referenced by Provider of Care
Competency #2C.
COORDINATOR OF CARE: 1. The student shall identify community resources needed
for provision of client care as referenced by Coordinator
of Care, Competency #1A.
2. The student shall recognize the importance of group
process and utilize it as a problem solving approach in
the coordination of human and material resources for the
provision of nursing care to assigned clients as
referenced by Coordinator of Care Competency # 2A.
3. The student shall identify ways a nurse can foster health
promotion in a family; identify essential health
promotion and protection activities to meet each family
member needs; and identify various family crisis support
groups in the community, as well as health wellness
centers as reference by Coordinator of Care Competency #3A.
MEMBER OF THE PROFESSION:
1. The student shall establish good health habits to ensure
safe practice of vocational nursing, demonstrate and
understanding of the role of the vocational nurse in both
simple and complex nursing situations as referenced by
Member of the Profession Competency #2B.
2. The student shall relate the role of members of an
interdisciplinary team to the provision of quality
health care utilizing the quality improvement process
as referenced by Member of the Profession
Competency #2C.
3. The student shall use time management skills and
problem solving techniques in order to demonstrate
development of accountability for personal and
professional growth as referenced by Member of the
Profession Competency # 1D.
4. The student shall incorporate the principles
underlying growth and development concepts into
their nursing practice as referenced by Member of the
Profession Competency #1F.
PERFORMANCE OBJECTIVES: DISEASE CONTROL AND PREVENTION
At the completion of this unit, the student shall be able to:
1. State the World Health Organization's definition of health.
2. State the definition of wellness.
3. List five components of health and describe how each is attained.
4. Explain the health-illness continuum.
5. Explain the comprehensive approach to health care. Define holism and holistic
healthcare.
6. Relate the concept of wellness to Maslow's hierarchy of human needs.
7. Describe what is meant by a hierarchy of needs. State the basic human needs as
formulated by Maslow.
8. Differentiate the relationship between the basic physiological needs and secondary or
higher level needs.
9. Define the terms "disease," "illness," and "infection." Discuss different types of
diseases. Differentiate illness from disease and acute illness from chronic illness.
10. Identify major lifestyle factors that influence health and wellness.
11. Define microbiology.
12. Understand the basic concepts of microbiology. Explain what microorganisms are
and why an understanding of them is vital for all healthcare workers.
13. Define the term "pathogen."
14. Name and describe the essential factors that influence microbial growth.
15. Identify the basic characteristics of the five main types of microorganisms and
diseases caused by each organism.
16. Explain ways in which infectious diseases are transmitted to people.
17. Explain what is meant by nosocomial infection. Identify factors that predispose
clients to nosocomial infections. Identify ways that nurses can avoid contracting and
spreading nosocomial infections.
18. Name the components of the chain of infection.
19. Explain the relationship between standard and transmission-based precautions and
infection control.
20. Discuss the meaning of health promotion.
21. Define immunity. Differentiate between natural and artificially acquired immunity.
22. Explain various alternative health care modalities and the techniques practiced within
each.
23. Discuss healthcare at the State, National and Local level.
PERFORMANCE OBJECTIVES: MENTAL HEALTH
At the completion of this, the student shall be able to:
1. Develop a working definition of mental health.
2. Identify the physical and mental characteristics that constitute a person’s heredity.
3. Identify three ways in which culture orientation influences health.
4. Explain why it is important for nurses and other healthcare providers to be familiar
with different theories of
human nature and their explanations of mental health and illness.
5. Identify and define the three levels of consciousness in the mind as described by Freud.
6. Define id, ego, and superego.
7. Understand the concepts of personality, personality development and learning.
8. Identify theories of personality development, as described by other theorists.
9. Identify basic human needs and human behavior and emotions.
10. Describe three techniques for developing a positive mental attitude.
11. Compare and contrast the characteristics of verbal and non-verbal communication.
12. Name and apply three techniques for communication with clients.
13. Explain the differences among assertiveness, aggressiveness, and non-assertiveness.
14. Identify common defense mechanisms and provide a real life example of each.
15. Identify the importance of transcultural nursing.
16. Explain the importance of recognizing a client’s spiritual or religious beliefs.
17. Describe specific characteristics of various religions as related to health care.
18. Identify four practices that help develop self-awareness.
19. Explain stress and discuss its benefits and harmful effects.
20. Identify methods of stress reduction and management.
PERFORMANCE OBJECTIVES: GROWTH AND DEVELOPMENT ACROSS THE
LIFE SPAN
At the completion of this unit, the student shall be able to:
1. Identify characteristics of a family.
2. Describe various types of family structure.
3. List the functions and tasks of families.
4. Differentiate among the types of family patterns and their functions in society.
5. Discuss the stages of the family life cycle and important milestones and tasks of these
stages.
6. Describe different types of stresses that commonly affect today's families.
7. Differentiate growth from development.
8. List factors that influence growth and development.
9. Explain the principles of growth and development.
10. Identify essential health promotion and protection activities to meet the needs of
infants, toddler,
preschoolers, school-age children, adolescents, young adults and middle-age adults.
11. Define key growth and development terms.
12. Describe Erikson's stages of psychosocial development.
13. Explain the four stages of human cognitive development as described by Piaget.
14. State the stages of growth and development with their approximate ages.
15. Describe essential factors, physical, psychosocial, cognitive/intellectual and behavior
characteristics related to growth and developmental stages
16. Identify ways to promote and maintain wellness through the life span.
17. Explain Gail Sheehy’s theory of the “phases of Adulthood.”
PERFORMANCE OBJECTIVES: GERONTOLOGY
At the completion of this unit, the student shall be able to:
1. Define aging.
2. Identify some of the common myths concerning the older adult.
3. Describe biological and psychosocial theories of aging.
4. Describe the normal-age-related changes affecting the major body systems.
5. Describe appropriate nursing interventions for common health concerns of the older
adult.
6. Differentiate between the terms Gerontology and Geriatrics.
7. Explain the psychosocial development of older adults as defined by Erikson.
8. Identify nutritional problems that are prevalent in the older adult clients.
Assess normal aging changes that occur in vision, hearing, taste, and smell.
9. Describe the physical, psychosocial and cognitive changes that take place during late
adulthood.
10. Identify ways to promote and maintain wellness during late adulthood.
12. Discuss the major causes of mental and emotional changes.
13. Recognize the long-term complications of diabetes, coronary heart disease,
hypertension, and osteoporosis.
14. Describe why finances and housing are major concerns for the older adult.
15. Describe ways to preserve dignity and to increase self-esteem of the older adult.
16. Discuss effects of the aging process on personality, intelligence, learning and
memory.
17. Focus on areas of care needs for the Alzheimer client.
18. Describe services available from various types of healthcare facilities.
METHODS OF INSTRUCTION: Lecture and Discussion
Student/Teacher Dialogue
Web-based Assignments
Media/Audio-assisted Instruction
Discussion in Small Groups
Visual Aids
METHODS AND STANDARDS GRADING
OF EVALUATION:
The grade for this course is comprised of three components: theory, classroom
participation and assignments, and completed S.C.A.N.S. learning module.
Theory grade is derived from four (4) unit examinations - 50 questions each, and one
comprehensive final examination (100 questions)and will be given online. One hour will
be allocated for each unit examination and two hours for the final examination. The four
unit examination grades will constitute 72% and the final examination grade 18% to
obtain a minimum course grade of 90%.
A SCANS Module is included and the material will be incorporated into the regular
exams.
Participation in and preparation for all classroom activities are required, and written
and/or computer-based assignments may be assigned during the semester.
Module Exams (4) – 20% Each 80%
Comprehensive Final Examination 20%
Total 100%
An overall 75% average must be achieved on all examinations and other assignments to
satisfactorily complete the course.
TESTING: NO regularly scheduled examination will be made up. If a student is absent
on the day any exam is given a grade of 50% (fifty) will be given for that exam.
The final examination must be taken on the scheduled date and at the scheduled time
only. If absent on the day of the final exam, a score of zero (0) will be given.
If you are late to any exam, you must complete the exam within the class time allocated
for the exam. You will not have additional time in which to complete the exam. For
example, if the exam is scheduled from 8 to 9 a.m., you must complete the exam by 9
a.m.
You are permitted only one entry into any exam, and only one entry into the exam
review. Any student leaving the testing area will not be allowed to re-enter the testing
area and a grade of zero (0) will be given. Instructor’s decision is final.
When you complete the exam, and again when you complete the review, you must leave
the computer lab by going outside of the glass door at the front of the lab until your
instructor tells you that both the exam and review have been completed by the entire
class. You are not allowed to remain anywhere inside the lab and work at another
computer in the open work area, nor in an open lab, etc.
Exam reviews will be announced. Missed exams will not be reviewed.
Disruptions from cell phones,
pagers, etc. Student will be asked to leave the class or computer lab for the remainder of
the class session and absent time will be cumulative. If dismissed from the computer lab
during testing, student will receive a grade of zero (0) on the exam.
ATTENDANCE: Consistent, punctual class attendance is essential. Students who are
absent more than 12.5% of the hours of instruction (a total of 8 hours), from this course
will be administratively withdrawn. Absence is defined as any time not in class at the
scheduled time. If you arrive in class after the scheduled time or leave class early, the
number of minutes not present will count towards the accumulation of absence hours. It
is imperative that students sign the class roll in class (before and after break). If You
arrive late or leave early, it is imperative that you record the time with your signature on
the roll sheet.
Students’ failure to sign the class roll will result in an absence for any day the roll is not
signed.
Students entering or leaving the classroom for any reason while class is in session must
do so through the designated door, and record the time in the log book.
TARDIES: Three (3) tardies will be equivalent to one absence.
LEAVING EARLY: Three (3) times leaving early will be equivalent to one absence.
The student will be responsible for obtaining all materials, notes, handouts, and making
up assignments missed during any absences. The instructor will not be responsible for
any materials not obtained during a student’s absence.
Withdrawal Policy: The State of Texas has begun to impose penalties on students who
drop courses excessively. For example, if you repeat the same course more than twice,
you have to pay extra tuition. In 2007, the Texas Legislature passed a law limiting new
students (those starting college in Fall 2007) to no more than six total course withdrawals
throughout their academic career in obtaining a baccalaureate degree (or certificate).
There may be future penalties imposed. You MUST meet with a faculty advisor, a
counselor, or on-line student services at http://studentservicesonline.hccs.edu/ prior to
withdrawing (dropping) the class and this must be done prior to April 15, 2010 to receive
a “W” on your transcript. After that deadline, you will receive a failing grade of “F”.
REQUIRED TEXTBOOKS: Christensen, B.L. & Kockrow, E.O.
(2006). Foundations of nursing, (Fifth Edition);
St. Louis; Mosby, Inc.
Castaldi, P., and Valdes, (2006). Study guide to
accompany foundations of nursing.
St. Louis: Mosby, Inc.
INSTRUCTOR INFORMATION: Cheryl Brent, RNC-MNN, B.S., B.A.
Vocational Nursing Program
Coleman Health Science Center
1900 Pressler St., Suite 312, Room 314
Houston, Texas 77030
Office: (713) 718-7336
Pager: (281) 288-0253
E-mail: [email protected]
Sharon McCowan , R.N., B.S.N.
Vocational Nursing
Coleman for Health Sciences
1900 Pressler, Ste. 319, Rm., 317
Office: (713) 718-7339
Pager: (281) 266-5651
Email: [email protected]
MAJOR CONTENT: Module # 1 – Disease Control & Prevention
I. Health and Illness
A. Health and Wellness
B. Model of Health and Illness
(Maslow's Hierarchy of Needs)
C. Health-Illness Continuum
1. Illness and Disease
2. Classification of Illness and Disease
D. Factors In Health and Disease
E. Causes and effects of Illness
II. Microorganisms in Health and Disease
A. Microbiology
B. Methods of Disease Control and
Prevention
C. Epidemiology
III. Health Promotion
A. Alternative or Complementary Healthcare
B. Community Health Care
MAJOR CONTENT: Module # 2 – Mental Health
I. Historical perspective of Mental Health
II. Concepts of Personality
III. Human Needs and Behaviors
IV. Communication Skills
V. Common Defense Mechanisms
VI. Transcultural Mental Health
VII. Self-awareness
MAJOR CONTENT: Module # 3 – Growth & Development
I. Development Throughout the Life Cycle
A. The Family
B. Growth and Development
C. Growth and Development Theorists
II. Stages of Growth and Development
III. Developmental Tasks of the Life Span
MAJOR CONTENTS: Module # 4 – Gerontology
I. Aging Theories Over The Centuries
II. Natural Aging Process/ Body Systems
III. Meeting Physical And Emotional Needs of the Elderly
IV. Nurse’s Role In Elder Care
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NOTICE: For both Academic and Workforce courses, students who enroll in most
courses for a third or more times will be charged an additional tuition of $50/hr.
Use of recording devices, including camera phones and tape recorders is prohibited in the
classroom. (See Chancellor’s statement in WebCT Syllabi)
Laptop computers are also prohibited on the classroom.