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GREAT BASIN COLLEGE
ASSOCIATE DEGREE NURSING PROGRAM
NURS 158
NURSING PROCESS THROUGHOUT THE LIFESPAN II
Course Syllabus
Spring 2006
I. GENERAL INFORMATION
A. Catalog Course Description : Emphasis on meeting biopsychosocial needs of patients throughout the
lifespan with common, well-defined health problems utilizing the nursing process. Three credits
theory, two credits clinical. Offered Spring Semester only. Prerequisites: Admission to the Nursing
Program.
B. Instructors:
Diane Elmore, RN, MSN,APN
Mari Hunter , RN, MSN, APN
C. Schedule:
Theory:
Classroom:
Dates:
Clinical:
777-1810 (O)
738-5591(H)
753-2000 (O)
Tuesday and Thursday, 9:30 -10:45 Room HSCI 110
January 23 – May 12, 2006
Monday, Wednesdays and Fridays
Days: 6:30 a.m.- 3 p.m. and others as indicated on Clinical Schedule
II. COURSE GOALS:
The goal of this course is to assist you in utilizing the knowledge and skills you attained in the first
semester of the nursing program as the foundation to be built upon in this second semester course. By
applying the nursing process as a problem solving model you will be able to identify more complex
biopsychosocial needs across the lifespan. When you have accomplished the objectives of this class you
will have functioned with supervision in the role as a provider of care, a teacher, a manager of care, a
future member of the profession, and as an advocate for others. You will be able to utilize the essential
skills of communication, critical thinking, and therapeutic nursing interventions in a variety of healthcare
settings.
III. COURSE OUTCOMES:
Upon successful completion of NURS 158, the student will be able to:
As a Provider Of Care:
1. Plan appropriate patient care utilizing data from a variety of sources (Assessment/Analysis/Evaluation)
2. Involve individuals, families and groups in selecting therapeutic nursing interventions
(Implementation/Evaluation)
3. Select verbal and non-verbal means of communication that are effective and appropriate with individuals,
families and groups (Assessment/Implementation/Evaluation)
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Nurs 158\Spring 06 \N158 syllabus S 06
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4. Make appropriate choices in delivering nursing care based on knowledge of culture, growth and
development, and lifespan (Assessment/Analysis/Evaluation)
Teacher:
5. Modifies the environment to utilize all teaching opportunities for the benefit of the patient
(Assessment/Analysis/Evaluation)
6. Identifies teaching needs (Assessment/Analysis)
7. Measures learning of individuals, families and groups and self in all teaching interactions (Evaluation)
Manager of Care:
8. Determines the role of the nurse in the delivery of care in a variety of health care settings (Analysis)
9. Formulates collaborative plans of care that are patient focused and reflect the organizations goals and
mission (Assessment/Analysis/Evaluation)
Future Member of the Profession
10. Explains the ethical, legal and professional role and the responsibilities of the Associate Degree Nurse
within a variety of health care settings (Analysis)
11. Demonstrates accountability for self as a student and future member of the profession (Evaluation)
As a Patient Advocate
12. Serves as an advocate to promote active participation by individuals, families and groups and intervenes
when they are unable to act in their own interest (Analysis/Implementation/Evaluation)
IV.METHODOLOGY:
Lecture, discussion, demonstration, comprehensive reading, speaking, listening, cooperative learning
activities, small group work, videos, selected reference readings, written assignments, computer assisted
learning programs, nursing lab activities and clinical instruction will be utilized.
V. TEXTBOOKS:
A.Required:
Alfaro-Lefevre. (2004) Critical thinking & Clinical judgment. (3rd ed). St.Louis,MO: Saunders.
Deglin and Vallerand.(2005)Davis’s drug guide for nurses. (9th ed.) Philadelphia: F.A. Davis.
Hatfield, N. (2005) Broadribb’s introduction to pediatric nursing. (6th ed.) Philadephia:Lippincott.
Holloway.(2005) Nurse’s fast facts: The only book you need for clinicals.(3rd ed.) Philadelphia: Lippincott.
Hopkins. (2005) Lab notes: Guide to lab and diagnostic tests. Philadelphia: F.A. Davis
Ignatavicius, D.D., & Workman, M.L (2006). Medical-surgical nursing: Critical thinking for collaborative
care (5th ed.) Philadelphia: W.B. Saunders.
Lippincott’s Review for NCLEX-RN 2005, (8th ed.) Philadelphia: F.A. Davis
Snyder, J.S. & Kerby, L.L., (2006) Critical thinking study guide for medical-surgical nursing: Critical thinking
for collaborative care . (5th ed.) Philadelphia: Saunders.
Taylor, C. (2005). Fundamentals of nursing: The art and science of nursing care.
(5th ed.) New York: Lippincott.
Taylor, C. (2005) Study guide to accompany fundamentals of nursing: Art and science of nursing care.
(5th ed.) New York: Lippincott.
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Wilkinson, J. (2005). Nursing Diagnosis Handbook. (8th ed.)Addison-Wesley.
B. Recommended:
Mosby’s Medical, Nursing and Allied Health Dictionary .(2005) (5th ed.). St. Louis: C.V. Mosby.
Expert 10 –Minute Physical Examinations. (1997). St Louis: Mosby
Ignativicius D. & Workman, L. (2006) Clinical companion for medical-surgical nursing: Critical thinking for
collaborative care.Philadelphia: Lippincott
ATTENDANCE:
Students are expected to attend all classroom, lab, and clinical hours. (See Student Handbook.)
THEORY EVALUATION:
Evaluation of student progress will be the successful completion of the course outcomes which will be
evaluated with 10 unit examinations (1000 of the total grade), A total of 10 timed examinations will be
given. All testing will be done via WEBCT. You will be given approximately 1 minute per question to
complete each test.
10 tests X 100 pts each = 1000 pts.
1000 pt total = 100% of the Theory Grade
CLINICAL EVALUATION:
Clinical evaluation is done mutually by student and instructor. The clinical evaluation forms found on the
WEBCT course site will be used. Actual clinical performance and written assignments will be used to
determine clinical competency and the ability to generalize and transfer theory outcomes to the clinical
settings. Clinical assignments must be completed by the assigned due date to receive credit for the work.
Clinical assignments not completed by the due date must still be completed and turned in, however the
student will receive no credit for that particular assignment. Safe clinical practice and demonstration of
personal and associate degree nursing practice attributes are mandatory for progression in the program. A
clinical grade average of 76% with a clinical criteria average score of 2.0 must be maintained for
successful continuation in the GBC nursing program.
GRADING:
The course grade will be based on a percentage of total possible points according the following scale:
100 - 94 = A
93 - 90 = A89 - 87 = B+
86 - 84 = B
83 - 80 = B79 - 77 = C+
76
= C
75 - 70 = C69 - 67 = D+
66 - 64 = D
63 - 60 = D59 and below = F
It is the student's responsibility to know his/her grade point average throughout the semester. It is also the
student's responsibility to earn a 76% or above in the theory portion of this nursing course to continue in
the program. Clinical performance and theory performance will be combined to give the student one
overall grade for the course. A passing grade is required in both the clinical and theory component of the
course.
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PROCALC EXAM:
The ProCalc exam must be completed with a grade of 100% by Thursday, May 4,
at 4:00 p.m.. You can take the exam as many times as necessary to achieve 100%.
Note : All Clinical forms, paperwork and assignments are available on WEBCT and maybe copied and printed
from there. IT is your responsibility to make sure this is done.
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INTRO UNIT : Health Promotion and Illness
LEARNING OUTCOMES:
1. Plan appropriate patient care utilizing data from a variety of sources (Assessment/Analysis/Evaluation)
8. Determines the role of the nurse in the delivery of care in a variety of health care settings (Analysis)
10. Explains the ethical, legal and professional role and the responsibilities of the Associate Degree Nursing within a variety of health care settings (Analysis)
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
THEORY
LAB/CLINICAL
EVALUATION
This course has 90 hours
of clinical/lab.
Clinical
experiences
include care
Assignments to be completed during NNRH
clinical rotation:
*
Clinical Packet for each client you are
assigned
*
4 Concept Maps
*
Patient Care Coordinator Assignment
*
Laboratory Assignment
*
Pharmacy Assignment
*
IV Clinical Lab Day Assignment
*
Clinical Lab Day Assignment
*
Study Guide Completion
1.
Compare and contrast common
definitions of health. Use the nursing
process to develop a health promotion
plan for a patient with a common, welldefined illness.
2.
Discuss the relationship of the concepts
of adaptation, health and health
promotion.
3.
Describe physical, mental and social
well-being on the health-illness
continuum.
2.
4.
Relate factors that cause certain
populations to experience diseases
A.
Age
B.
Culture
3.
1.
5.
6.
Medical/Surgical
Patients in Lab
an
acute
and
community
setting.
Pediatric Patients
in an acute and
community
Weekly informal clinical conferences
setting.
between student and clinical instructor.
Health education
Post MSP clinical rotation evaluation
Clinical Evaluation Tool for 2nd Semester.
Available on WEBCT
Compare and contrast the role of the
nurse in an acute care setting to
community based setting.
1st Year Skills Checklist
Describe the role of the nurse in
managed health care system.
*Clinical objective
NURS 158 Spring 2006
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UNIT I. Management of Patients with Fluid, Electrolyte and Acid-Base Imbalances
COURSE OUTCOMES:
1. Plan appropriate patient care utilizing data from a variety of sources (Assessment/Analysis/Evaluation)
3. Select verbal and non-verbal means of communication that is effective and appropriate with individual, families and groups (Assessment/Implementation/Evaluation)
4. Make appropriate choices in delivering nursing care based on knowledge of culture, growth and development, and lifespan (Assessment/Analysis/Evaluation)
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
1.
A.
B.
C.
2.
3.
4.
5.
Review the concepts of fluid balance
through the lifespan:
A. Children
B. Adults
C. Elderly
Assess
specific
adaptation
mechanisms that maintain the body's
fluid composition and volume.
Describe the body’s response when
isotonic, hypertonic, or hypotonic
intravenous fluids are administered.
Analyze a patient’s hydration status
on the basis of physical assessment
findings.
Apply
appropriate
nursing
interventions to promote comfort
and safety in the patient with
specific fluid and electrolyte
imbalances.
THEORY
LAB/CLINICAL
EVALUATION
Test 1
TBA.
Iggy:
Chapter 14:
“ Fluid & Electrolyte Balance”
Video:
Assessing Fluids and Electrolytes
Test 2
TBA
Chapter 15: Interventions with Clients with
Fluid Imbalances”
Chapter 16:
“Interventions with Clients with Electrolyte
Imbalances.”
Satisfactory completion
of Study guide
Assignment
Chapter 17:
“ Infusion Therapy”
Iggy Study Guide, Chapters 14-17
*Clinical objective
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LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
THEORY
LAB/CLINICAL
EVALUATION
*6. Use the nursing process to monitor changes
in clinical manifestations to determine
the effectiveness of therapy for the
patient with fluid and electrolyte
imbalance.
7.
Describe the relationship between
hydrogen ion contration and pH in
determining the body’s acid-base
balance.
8.
Assess the acid-base regulatory
mechanisms to achieve a maximum
level of homeostatis in a specified
patient with a common, well-defined
illness:
A. Chemical
B. Respiratory
C. Renal
9.
Relate the patient’s acid-base balance
to:
A. Nursing diagnosis
B. Medical diagnosis
10.
Prioritize nursing care for the patient
with acid-base imbalance.
NURS 158 Spring 2006
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*Clinical Objectives
NURS 158 Spring 2006
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UNIT II
Meeting the Needs of the Patient in Pain
COURSE OUTCOMES:
1. Plan appropriate patient care utilizing data from a variety of sources (Assessment/Analysis/Evaluation)
2. Involve individuals, families and groups in selecting therapeutic nursing interventions (Implementation/Evaluation)
3. Select verbal and non-verbal means of communication that are effective and appropriate with individual, families and groups
(Assessment/Implementation/Evaluation)
4. Make appropriate choices in delivering nursing care based on knowledge of culture, growth and development, and lifespan (Assessment/Analysis/Evaluation)
5. Modifies the environment to utilize all teaching opportunities for the benefit of the patient (Assessment/Analysis/Evaluation)
6. Identifies teaching needs (Assessment/Analysis)
7. Measures learning of individuals, families and groups and self in all teaching interactions (Evaluation)
8. Determines the role of the nurse in the delivery of care in a variety of health care settings (Analysis)
9.
10.
Formulates collaborative plans of care that are patient focused and reflect the organizations goals and mission (Assessment/Analysis/Evaluation)
Explains the ethical, legal and professional role and the responsibilities of the Associate Degree Nursing within a variety of health care settings (Analysis)
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
1.
A.
B.
C.
D.
E.
2.
Define pain as it relates to the nursing
role of:
provider of care
teacher
manager of care
future member of the profession
advocate for others
Assess biopsychosocial responses to
pain as it relates to:
THEORY
LAB/CLINICAL
EVALUATION
Test 3
Test on 7
Iggy:
Chapter 7:
TBA
“Pain: The 5 Vital Sign”
th
StudyGuide Chapter 7
A. Age
B. Cultural influence
C. Past experiences
3.
Compare and contrast acute pain to
chronic pain
4.
Complete a nursing assessment of pain
*Clinical objective
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LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
*3.
4.
THEORY
Analyze the action, use, side effects, safe
administration and nursing implications for
narcotic and non-narcotic analgesic
administered throughout the lifespan.
Describe
the
nursing
implications
associated with drug therapy for patients
with acute pain and chronic pain..
5.
Discuss complementary and alternative
therapies for patients experiencing pain.
6.
Analyze assessment data to formulate
nursing diagnoses for the patient
experiencing pain throughout the lifespan.
7.
Use the nursing process as a framework for
identifying responses to pain in an assigned
patient.
LAB/CLINICAL
Pharmacy rotation
in clinical setting.
Video:
-
Avoiding Medication
Errors
Medicating Children
*Clinical objective
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EVALUATION
Satisfactory completion
of Pharmacy
assignment.
UNIT III
Care of the Patient Experiencing Musculoskeletal Dysfunction
COURSE OUTCOMES:
1. Plan appropriate patient care utilizing data from a variety of sources (Assessment/Analysis/Evaluation)
4. Make appropriate choices in delivering nursing care based on knowledge of culture, growth and development, and lifespan (Assessment/Analysis/Evaluation)
7. Measures learning of individuals, families and groups and self in all teaching interactions (Evaluation)
8. Determines the role of the nurse in the delivery of care in a variety of health care settings (Analysis)
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
1.
2.
3.
4.
*5.
6.
7.
8.
THEORY
LAB/CLINICAL
Recall the skeletal, articular and
Chapter 53:
skeletal muscular systems noting the
changes that occur throughout the
“Assessment of the Musculoskeletal System”
lifespan.
Explain the use of tests used to
Chapter 54:
diagnosis musculoskeletal function.
“Interventions with Clients with Musculoskeletal
Compare and contrast common types of
Problems.”
fractures.
Describe the stages of bone healing in Chapter 55:
patients throughout the lifespan.
“Interventions for Clients with Musculoskeletal
Use the nursing process as a framework
Trauma”
for care of a patient with a simple
fracture.
Iggy, Study Guide chapters 53-55
Describe the role of provider of care
and teacher to a patient with a cast.
Describe the role of provider of care
and teacher to a patient in traction.
Identify
the
physiologic
and
psychological effects of immobilization
through the lifespan.
*Clinical objective
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EVALUATION
Test 4
Test on 53, 54& 55
TBA
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
THEORY
LAB/CLINICAL
9.
Analyze the action and nursing actions
for the following classifications of
medications utilized for patients with
musculoskeletal disorders:
A. Antibiotics
B. Antiinflammatory drugs
C. Muscle relaxants
D. Analgesics
10.
A.
B.
C.
Identify sports related injuries and their
collaborative management
sprains
strains
dislocations
*Clinical objective
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EVALUATION
UNIT IV.
Care of the Patient Experiencing Respiratory Dysfunction
COURSE OUTCOMES:
1. Plan appropriate patient care utilizing data from a variety of sources (Assessment/Analysis/Planning)
2. Collaborates with the health care team in selecting therapeutic nursing interventions (Implementation/Evaluation)
4. Makes appropriate choices in delivering nursing care based on knowledge of culture, growth and development, and lifespan (Assessment/Analysis/Evaluation)
6. Identify teaching needs (Assessment/Analysis)
8. Determine the role of the nurse in the delivery of care in a variety of health care settings (Assessment/Analysis)
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
1.
2.
*3.
4.
5.
Compare and contrast the structures
and functions of the upper airways to
those of the lower airways.
Describe
respiratory
changes
throughout the lifespan
Demonstrate proper nursing techniques
when assessing the respiratory system.
Compare acute and chronic otitis media
in children with respiratory infections.
Discuss nursing interventions for
patients experiencing the common-well
defined illnesses of:
A. Rhinitis
B. Sinusitis
C. Epistaxis
D. Pharyngitis
E. Laryngitis
THEORY
LAB/CLINICAL
Chapter 30:
“Assessment of the Respiratory System”
Chapter 31:
“ Interventions for Clients Requiring
Oxygen Therapy”
Chapter 34: “Interventions for Clients With
Infectious
Problems of the Lower Respiratory Tract”
CD:
Auscultation of Normal
Breath Sounds
Test 5
Test on 30,31 & 34
TBA
Video:
Assessing Breath Sounds
Performing Respiratory
Assessment
Iggy Study Guide Chapters 30, 31, & 34.
*Clinical objective
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EVALUATION
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Satisfactory completion
of Community
assignment.
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
6.
7.
8.
9.
THEORY
LAB/CLINICAL
Prioritize nursing care needs of patients
undergoing respiratory system tests:
A. X-ray
B. Computerized axial
tomography
C. Bronchoscopy
D. Sputum studies
E. Thoracentesis
F. Pulmonary function tests
Identify patients at risk for developing
community-acquired pneumonia or
hospital-acquired pneumonia.
Use the nursing process to determine
the educational needs of a patient with
pneumonia.
Compare the clinical manifestations of
pneumonia in the younger patient to
those exhibited by the older patient.
*Clinical objective
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EVALUATION
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
THEORY
LAB/CLINICAL
*10.
Plan nursing care for patients receiving
respiratory care modalities:
A. Oxygen therapy
B. Intermittent positive pressure
breathing
C. Incentive spirometer
D. Chest physiology
11.
Prioritize educational needs for patients
receiving oxygen therapy.
12.
Analyze the hazards of oxygen use
throughout the lifespan.
*13
Use the nursing process to develop and
implement a plan of care for an
assigned patient with respiratory
infection or potential for developing a
respiratory infection.
*Clinical objective
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EVALUATION
UNIT V.
Care of the Patient Experiencing Gastrointestinal Dysfunction
COURSE OUTCOMES:
1. Plan appropriate patient care utilizing data from a variety of sources (Assessment/Analysis/Evaluation)
2. Involve individuals, families and groups in selecting therapeutic nursing interventions (Implementation/Evaluation)
3. Select verbal and non-verbal means of communication that is effective and appropriate with individual, families and groups (Assessment/Implementation/Evaluation)
4. Make appropriate choices in delivering nursing care based on knowledge of culture, growth and development, and lifespan (Assessment/Analysis/Evaluation)
6. Identifies teaching needs (Assessment/Analysis)
7. Measures learning of individuals, families and groups and self in all teaching interactions (Evaluation)
8. Determines the role of the nurse in the delivery of care in a variety of health care settings (Analysis)
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
THEORY
LAB/CLINICAL
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EVALUATION
1.Review anatomy & physiology of the GI
system.
2. Explain the use of the following diagnostic
tests:
A. Laboratory studies
1. Hematologic levels
2. Enzyme & lipid levels
3. Serum electrolytes
4. Urinalysis
B. Stool Examination
C. Fluoroscopy
1. Upper GI
2. Lower GI
D. Endoscopy
1. Upper GI
2. Lower GI
E. Gastric secretion analysis
Chapter 56:
“ Assessment
System”
of
the
Gastrointestinal
Chapter 57:
“ Interventions for Clients with Oral Cavity
Problems”
Video:
Examination
Abdomen
Chapter 58:
“Interventions for Clients with Esophageal
Problems”
Chapter 59:
“Interventions for Clients with Stomach
Problems”
Iggy Study Guide chapters 56-59
*Clinical objective
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Test 6
Test on 56, 57, 58 & 59
of
the
TBA
Successful completion
of Nutrition Screening
Assessment Form with
care mapping
assignment.
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
3.
THEORY
LAB/CLINICAL
Assess the clinical manifestations and
therapeutic nursing interventions for
the following GI disorders:
A. Esophagus
1. Hiatal hernia
2. Reflux/GERD
B. Stomach and intestines
1. Peptic ulcer disease
a. Children
b. Adults
2. Inguinal hernia
3. Hemorrhoids
4.
Identify a minimum of five life-style
changes that promote adaptation and
decrease the risk of developing peptic
ulcer disease.
*5.
Assist in planning and implementing
patient and family teaching; include
dietary and pharmacological
management of gastric dysfunction.
*6. Develop and implement a nursing
care plan for a patient with a gastric disorder.
*Clinical objective
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EVALUATION
UNIT VI.
Care of the Patient Experiencing Endocrine Disorder
COURSE OUTCOMES:
1. Plan appropriate patient care utilizing data from a variety of sources (Assessment/Analysis/Evaluation)
2. Involve individuals, families and groups in selecting therapeutic nursing interventions (Implementation/Evaluation)
3. Select verbal and non-verbal means of communication that is effective and appropriate with individual, families and groups (Assessment/Implementation/Evaluation)
5. Modifies the environment to utilize all teaching opportunities for the benefit of the patient (Assessment/Analysis/Evaluation)
7. Measures learning of individuals, families and groups and self in all teaching interactions (Evaluation)
9.
10.
Formulates collaborative plans of care that are patient focused and reflect the organizations goals and mission (Assessment/Analysis/Evaluation)
Explains the ethical, legal and professional role and the responsibilities of the Associate Degree Nursing within a variety of health care settings (Analysis)
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
1.
2.
3.
4.
5.
6.
Define diabetes mellitus (DM).
Explain the effects of insulin on CHO,
protein and fat metabolism.
Assess the 4 cardinal symptoms of DM.
Assess the pathophysiologic basis for
each of the cardinal symptoms.
Compare and contrast Type 1 and Type
2 DM: on the basis of:
A. Etiology
B. Clinical manifestations
C. Diagnostic tests
D. Course of disease
E. Treatment
Analyze the subjective and objective
data to be obtained when assessing a
patient with DM.
THEORY
Chapter 65:
“Assessment of the Endocrine System”
LAB/CLINICAL
EVALUATION
Videos:
Pathophysiology:
For
Nurses Diabetes Mellitus
Test 7
Test on 65 & 68
-
Expert Drug Therapy:
Diabetes Mellitus
Chapter 68:
Interventions for the Client with Diabetes
Mellitus”
Iggy StudyGguide Chapters 65 & 68
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TBA
*Clinical Objective
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LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
7.
A.
B.
C.
Identify the diagnostic and clinical
significance of blood and urine tests
with:
Children
Adults
Elderly
8.
Explain the effect of exercise on blood
glucose levels.
9.
Know the onset, peak and duration of
the types of insulin to:
Monitor for effectiveness
Monitor for side effects
A.
B.
10.
Compare the mechanism of action of
the oral antidiabetic agents.
11.
List minimum of three biopsychosocial
factors that determine the need for oral
antidiabetic agents.
12.
Implement
therapeutic
nursing
intervention to include adaptation
criteria for “good control” of DM
13.
THEORY
LAB/CLINICAL
.
Define
A. Hypoglycemia
B. Diabetic ketoacidosis
C. Hyperosmolar nonketotic coma
*Clinical objective
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EVALUATION
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
14.
A.
B.
C.
Identify patients at risks for developing
the complications of:
Hypoglycemia
DKA
HHNS
15.
A.
B.
C.
Prioritize nursing care for patients with:
Hypoglycemia
DKA
HHNS
16.
Utilize
lab
data
and
clinical
manifestations
to
determine
effectiveness of interventions.
17.
Explain the effects of DM on other
body systems.
18.
Describe foot assessment and foot care
for the patient with DM.
THEORY
LAB/CLINICAL
*19. Develop a teaching plan specific for
an assigned patient and family.
*Clinical objective
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EVALUATION
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UNIT VII. Care of the Patient Experiencing a Neurological Disorder
COURSE OUTCOMES:
1. Plan appropriate patient care utilizing data from a variety of sources (Assessment/Analysis/Evaluation)
2. Involve individuals, families and groups in selecting therapeutic nursing interventions (Implementation/Evaluation)
6. Identifies teaching needs (Assessment/Analysis)
7. Measures learning of individuals, families and groups and self in all teaching interactions (Evaluation)
9.
10.
Formulates collaborative plans of care that are patient focused and reflect the organizations goals and mission (Assessment/Analysis/Evaluation)
Explains the ethical, legal and professional role and the responsibilities of the Associate Degree Nursing within a variety of health care settings (Analysis)
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
1.
THEORY
Review the anatomy and physiology of
the nervous system.
LAB/CLINICAL
Chapter 44:
“Assessment of the Nervous System”
Chapter 45:
“Interventions for Clients with problems of
the Central Nervous System: The Brain”
2.
Assess
the
neurologic
associated with aging.
3.
Identify the components
neurological health history.
changes
of
a
*4.
Demonstrate beginning level motor
assessment.
*5.
Demonstrate beginning level sensory
assessment.
Video:
Neurological Assessment:
Cerebellar Function
Cranial Nerves
Chapter 45:
“Interventions for Clients with problems of
the Central Nervous System: The Brain”
Iggy Study Guide Chapters 44 & 45
*Clinical objective
24
158\Spring 03\N158 syllabus S 04
Revised August 28, 2003
EVALUATION
Test 8
44 & 45
TBA
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
6.
7.
8.
THEORY
LAB/CLINICAL
Discuss the purpose and nursing
implications of the following
neurologic diagnostic procedures:
A. Skull & spine x-rays
B. CAT scan
C. Cerebral angiography
D. Myelography
E. Lumbar puncture
F. MRI
Compare and contrast common types of
headaches.
Utilize the role of communicator,
provider of care and teacher to apply
appropriate nursing interventions for
the patient experiencing a headache.
9.
Describe the role of a nurse in
providing for the basic human needs of
a patient experiencing Alzheimer's
disease.
10.
Utilize the role of communicator,
provider of care and teacher to meet the
basic human needs of the family of a
patient with Alzheimer's disease.
25
158\Spring 03\N158 syllabus S 05
Revised November 2006
EVALUATION
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
11.
Define Parkinson's disease.
12.
List the key feature of the five stages of
Parkinson's disease.
13.
Evaluate nursing interventions to
promote adaptation for the patient with
Parkinson's disease at each of the five
stages.
THEORY
LAB/CLINICAL
26
158\Spring 03\N158 syllabus S 05
Revised November 2006
EVALUATION
UNIT VIII
Care of the Patient Experiencing Urinary Dysfunction
COURSE OUTCOMES:
1. Plan appropriate patient care utilizing data from a variety of sources (Assessment/Analysis/Evaluation)
3. Select verbal and non-verbal means of communication that is effective and appropriate with individual, families and groups (Assessment/Implementation/Evaluation)
4. Make appropriate choices in delivering nursing care based on knowledge of culture, growth and development, and lifespan (Assessment/Analysis/Evaluation)
7. Measures learning of individuals, families and groups and self in all teaching interactions (Evaluation)
DATE
STUDENT OBJECTIVE
1.
2.
3.
THEORY
Describe the function of the urinary system
in maintenance of overall homeostasis and
adaptation.
Describe age related changes
renal/urinary system.
LAB/CLINICAL
Chapter 72:
“ Assessment of the Renal/Urinary
System”
in the
List subjective and objective assessment
data to be obtained from a patient
experiencing alterations in urination.
Chapter 73:
“ Interventions for Clients with Urinary
Problems”
Iggy Study Guide Chapters 72 &
73
*Clinical objective
27
158\Spring 03\N158 syllabus S 05
Revised November 2006
EVALUATION
Test 9
72&73
TBA
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
THEORY
LAB/CLINICAL
4.
List the purposes and the nursing
implications of the following procedures
used for diagnostic assessment of the
urinary system:
A. Ultrasonography
B. Kidney, ureters & bladder x-ray
C. Intravenous pyelogram
D. Cystoscopy
E. CAT scan
F. Renal biopsy
G. Urinalysis
H. Blood urea nitrogen/uric acid/creatinine
5.
Compare
the
causes,
clinical
pp
manifestations,
complications,
managements, and nursing interventions
for incontinence and retention:
A. Stress
B. Urge
C. Overflow
D. Functional
6.
Describe the clinical manifestation of
cystitis
7.
Prioritize educational needs for a person
at risk for cystitis
28
158\Spring 03\N158 syllabus S 05
Revised November 2006
EVALUATION
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
8.
Use the nursing process in planning
care for the patient with a urinary tract
infection.
9.
Identify a minimum of three factors
that contribute to UTIs in infants and
children.
THEORY
LAB/CLINICAL
*10. Develop and implement a nursing
care plan for a patient with a urinary tract
infection or who is at risk for developing
a UTI.
*Clinical objective
*Clinical objective
29
158\Spring 03\N158 syllabus S 05
Revised November 2006
EVALUATION
UNIT IX.
Care of the Patient Experiencing Cardiac Problems and Vascular Dysfunction
COURSE OUTCOMES:
1. Plan appropriate patient care utilizing data from a variety of sources (Assessment/Analysis/Evaluation)
3. Select verbal and non-verbal means of communication that is effective and appropriate with individual, families and groups (Assessment/Implementation/Evaluation)
4. Make appropriate choices in delivering nursing care based on knowledge of culture, growth and development, and lifespan (Assessment/Analysis/Evaluation)
5. Modifies the environment to utilize all teaching opportunities for the benefit of the patient (Assessment/Analysis/Evaluation)
7. Measures learning of individuals, families and groups and self in all teaching interactions (Evaluation)
10. Explains the ethical, legal and professional role and the responsibilities of the Associate Degree Nursing within a variety of health care settings (Analysis)
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
1.
Identify biopsychosocial factors and
anatomical changes that can affect adaptation to
normal peripheral blood flow and tissue
oxygenation.
2.
Correlate tissue oxygen and nutrient
requirements of the vascular system
throughout the lifespan.
3.
Review the following terms in relation
to adaptation and peripheral vascular
disease:
A. Ischemia
B. Hydrostatic pressure
C. Osmotic pressure
D. Lymphatic system
4.
Assess a patient to determine status of
peripheral circulation.
THEORY
LAB/CLINICAL
Chapter 36:
“Assessment of the Cardiac System”
Chapter 38:
“Interventions for Clients with Cardiac
Problems”
Chapter 39:
“Interventions for Clients with Vascular
Problems”
Video:
Hypertension
Video:
- Examination of Peripheral
Vascular Pulses
Video:
Venous Leg Ulcers
- Pressure
Ulcer
Prevention
Iggy Study Guide Chapters 36, 38, & 39.
*Clinical objective
30
158\Spring 03\N158 syllabus S 05
Revised November 2006
EVALUATION
Test 10
Test on 36, 38, & 39
TBA
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
THEORY
LAB/CLINICAL
5.
List the purposes and nursing
implications for the following diagnostic
studies for vascular system dysfunction:
A. Skin temperature studies
B. Doppler ultrasound
C. Exercise tolerance
D. Arteriography
*6.
Use the nursing process as a framework
of care for patients with:
A. Circulatory insufficiency of the
extremities
B. Peripheral vascular disease
7.
Compare and contrast arteriosclerosis
and atherosclerosis
8.
Analyze risk factors and the formation of
atherosclerosis throughout the lifespan
9.
Analyze the risk factors of specific
populations and cultures.
10.
Discuss interventions to decrease the
progression of atherosclerosis
A. diet therapy
B. cessation of smoking
C. exercise
D. drug therapy
*Clinical objective
31
158\Spring 03\N158 syllabus S 05
Revised November 2006
EVALUATION
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
THEORY
LAB/CLINICAL
11.
Define peripheral vascular disease
12.
Use assessment findings to differentiate
peripheral arterial disease (PAD) and
peripheral venous disease
13.
Prioritize the collaborative care for the
patient with PAD
14.
Prioritize the collaborative care for the
patient with peripheral
venous disease
15.
Describe the differences between
essential and secondary hypertension.
16.
Evaluate
the
effectiveness
of
interdisciplinary
interventions
to
improve hypertension in the following:
A.
Specific cultural groups
B.
Patients throughout the lifespan
17.
Explain the purpose and nursing
interventions for the diagnostic
methods used to validate hypertension:
A. Biopsychosocial history
B. Physical examination
C. Urinalysis
D. Retinal exam
*Clinical Objective
32
158\Spring 03\N158 syllabus S 05
Revised November 2006
EVALUATION
LEARNING ACTIVITIES
DATE
STUDENT OBJECTIVES
18.
Compare drug classifications used to
treat hypertension.
*19
Use the nursing process to evaluate the
effectiveness of the collaborative care
utilized to treat hypertension. Develop
and implement care for a patient with
hypertension.
*20
Assess a patients family or groups
information r/t hypertension.
THEORY
LAB/CLINICAL
33
158\Spring 03\N158 syllabus S 05
Revised November 2006
EVALUATION
SPRING 2006
NURS 158 -Lifespan II
DATE
Tuesday
January 24, 2006
Thursday
January 26, 2006
Tuesday
January 31, 2006
Thursday
February 2, 2006
“IGGY” &
CORRESDPONDING STUDY
GUIDE
CHAPTERS
Intro to course and start
Chapter 14:
“ Fluid & Electrolyte
Balance”
Chapter 14:
“ Fluid & Electrolyte
Balance”
Chapter 15: Interventions
with Clients with Fluid
Imbalances”
Tuesday
February 7, 2006
Chapter 16:
“Interventions with Clients
with Electrolyte
Imbalances.”
Chapter 17:
“ Infusion Therapy”
Thursday
February 9, 2006
Chapter 7:
“Pain: The 5th Vital Sign”
Tuesday
February 14, 2006
Chapter 53:
“Assessment of the
Musculoskeletal System”
Thursday
February 16, 2006
Chapter 54:
“Interventions with Clients
with Musculoskeletal
Problems.”
TEST DATES
All Tests in GTA 119/
Academic Success Center
Test 1
Test on 14 & 15
Feb 1st 9 AM-2PM
Feb 2nd 12-7PM
Test 2
Test on 16 & 17
February 8th 9AM-2PM
February 9th 12-7 PM
Test 3
Test on 7 & 53
February 15th 9AM-2PM
February 16th 12-7PM
34
158\Spring 03\N158 syllabus S 05
Revised November 2006
Tuesday
February 21, 2006
Chapter 55:
“Interventions for Clients
with Musculoskeletal
Trauma”
Thursday
February 23, 2006
Chapter 30:
“Assessment of the
Respiratory System”
Tuesday
February 28, 2006
Chapter 31:
“ Interventions for Clients
Requiring Oxygen Therapy”
Thursday
March 2, 2006
Chapter 34: “Interventions
for Clients With Infectious
Problems of the Lower
Respiratory Tract”
Tuesday
March 7, 2006
Chapter 34: “Interventions
for Clients With Infectious
Problems of the Lower
Respiratory Tract”
Thursday
March 9, 2006
Chapter 56:
“ Assessment of the
Gastrointestinal System”
Chapter 57:
“ Interventions for Clients
with Oral Cavity Problems”
Chapter 58:
“Interventions for Clients
with Esophageal Problems”
Chapter 59:
“Interventions for Clients
with Stomach Problems”
Tuesday
March 14, 2006
Thursday
March 16, 2006
Tuesday
March 21, 2006
Test 4
Test on 53, 54& 55
February 22nd 9AM-2PM
February 23rd 12-7PM
Test 5
Test on 30,31 & 34
March 8th 9AM-2PM
March 9th 12-7PM
Test 6
Test on 56, 57, 58 & 59
March 22nd 9AM-2PM
March 23rd 12-7PM
35
158\Spring 03\N158 syllabus S 05
Revised November 2006
Thursday
March 23, 2006
Chapter 65:
“Assessment of the
Endocrine System”
Tuesday
April 4, 2006
Chapter 68:
Interventions for the Client
with Diabetes Mellitus”
Thursday
April 6, 2006
Chapter 68:
Interventions for the Client
with Diabetes Mellitus”
Tuesday
April 11, 2006
Chapter 44:
“Assessment of the
Nervous System”
Chapter 45:
“Interventions for Clients
with problems of the
Central Nervous System:
The Brain”
Chapter 45:
“Interventions for Clients
with problems of the
Central Nervous System:
The Brain”
Thursday
April 13, 2006
Tuesday
April 18, 2006
Thursday
April 20, 2006
Tuesday
April 25, 2006
Test 7
Test on 65 & 68
April 11th 12-7 PM
April 12th 12-5 PM
Test 8
44 & 45
April 19th 9AM-2PM
April 20th 12-7PM
Chapter 72:
“ Assessment of the
Renal/Urinary System”
Chapter 73:
“ Interventions for Clients
with Urinary Problems”
36
158\Spring 03\N158 syllabus S 05
Revised November 2006
Thursday
April 27, 2006
Chapter 73:
“ Interventions for Clients
with Urinary Problems”
Tuesday
May 2, 2006
Chapter 36:
“Assessment of the Cardiac
System”
Thursday
May 4, 2006
Chapter 38:
“Interventions for Clients
with Cardiac Problems”
Tuesday
May 9, 2006
Chapter 39:
“Interventions for Clients
with Vascular Problems”
Thursday
May 11, 2006
Chapter 39:
“Interventions for Clients
with Vascular Problems”
FINAL’S WEEK & NLN’s
May 15th-19th
Test 9
72&73
May 2nd 12-7PM
& May 3rd 9AM-2PM
Test 10
Test on 36, 38, & 39
May 11th 12-7PM
May 12th 12-5PM
NO NURS 158 FINAL
NLN Tests TBA
37
158\Spring 03\N158 syllabus S 05
Revised November 2006