Download syllabus - CVCC - Chattahoochee Valley Community College

NUR 105-Adult Nursing
Spring
2012
Chattahoochee Valley Community College
Spring 2012
NUR 105 – Adult Nursing
Theory 5 credit hours
Lab
1 credit hour
Clinical 2 credit hours
Total
8 credit hours
Contact 14 hours
CLASS MEETING DATES/TIMES/LOCATION
Wednesday
09:00 am – 12:00 pm
12:00 pm – 1:00 pm (lunch)
1:00 pm – 3:00 pm
IPAC Building:
RM N320
CLINICAL DATES/TIMES/LOCATION
Lab:
Clinical:
Monday, 1:00 pm – 4:15 pm
RM N300
TBA
INSTRUCTOR, CONTACT INFORMATION, OFFICE HOURS/LOCATION
Judy Ennis, RNC MSN
IPAC Building, RM 310
Office Hours posted on door
Phone Number: 334-214-4808
E-mail: [email protected]
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COURSE DESCRIPTION:
This course provides opportunities to develop competencies necessary to meet the needs of
individuals throughout the lifespan in a safe, legal, and ethical manner using the nursing
process. Emphasis is placed on providing care to individuals undergoing surgery, fluid and
electrolyte imbalance and common alterations in respiratory, musculoskeletal, gastrointestinal, cardiovascular, and endocrine systems. Nutrition, pharmacology, communication,
cultural, and community concepts are integrated.
Teaching strategies:
Learning activities incorporated into the course include classroom lecture, discussion, SIMS
LAB, multi media learning support materials, guided practice of skills in the college lab, Learning
Resource Center, written assignments, and suggested readings. Classroom lecture and
discussion related to the theoretical basis of client care while the laboratory activities afford the
opportunity for application of the theoretical basis.
PREREQUISITE(S)/COREQUISITE(S):
PREREQUISITE COURSES:
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NUR 102 – Fundamentals of Nursing
NUR 103 – Health Assessment
NUR 104 – Introduction to Pharmacology
BIO 201 – Human Anatomy and Physiology I
Math 100 or higher
CO-REQUISITE COURSES:
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NUR 106 – Maternal and Child Nursing
ENG 101 – English Comp I
BIO 202 – Anatomy and Physiology II
TEXTBOOK(S) AND OTHER LEARNING RESOURCES:
1. Davis's Comprehensive Handbook of Laboratory and Diagnostic Tests with Nursing Implications,
4th Edition. F.A. Davis Company; Philadelphia
2. Davis’s Drug Guide for Nurses + Resource Kit CD-ROM 12th Edition. F.A. Davis Company;
Philadelphia
3. Hopper, Williams. Understanding Medical Surgical Nursing, 4th Edition. (2011). F.A. Davis
Company; Philadelphia
4. Hopper, Williams. Student Workbook for Understanding Medical Surgical Nursing, 4 th Edition.
(2011). F.A. Davis Company; Philadelphia
5. Lab Kit (required for completion of labs)
6. NCLEX/HESI Review Book for PN (Student Choice)
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NUR 105-Adult Nursing
7. Schuster, Pamela M. Concept Mapping; A Critical Thinking Approach to Care Planning, 3 rd
Edition. (2012). F.A. Davis Company; Philadelphia
8. Taber's Cyclopedia Medical Dictionary, 21st ed. F.A. Davis Company; Philadelphia
EVALUATION AND ASSESSMENT
5 unit exams @ 100 pts
1 Comprehensive Final
Class Assignments/Quizzes
Nursing Concept Map
Community Teaching Project
Computerized Fundamental Test at Level 2 or above
Discharge Teaching Project
Caring Moment Journal
Total Points
500 points
200 points
100 points
30 points
50 points
50 points
50 points
20 points
1000 points
POINTS:
900-1000 = A
800-899 = B
750-799 = C
749.9 or below = D and failure of course
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Only one (1) make-up exam maybe made per semester per course, please see Nursing
handbook, page 15. Thursday, 05/03/12 from 1:00 pm – 3:00 pm.
Test results will not be reviewed except immediately after the test is given or as
scheduled by the Faculty member. Students will not be allowed to review tests at the
end of the semester for the Purposes of challenging question answers to obtain points.
Students who wish to challenge a Test question must do so within 24 hours from the
end of the test administration. Students who challenge test questions must do so in
writing with documentation as to the reason for the Challenge. Students should follow
the chain of command.
For any student requesting further review of question(s), requests must be submitted by
the student in writing or by email within 3 days post-test review. Individual
appointments must be scheduled to view tests. There will be no further exam reviews
after 1 week of the exam date.
No student will be allowed to review all exams prior to the comprehensive final.
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The most frequently missed problems on unit exams will be reviewed in the next class
period following the test. There will be NO copying of test questions or TAPING test
review or unprofessional behavioral. Failure to comply will end test review privileges.
Unprofessional behavior will be dealt with on an individual basis and may result in
removal from the course.
 The student MUST BE PRESENT for quizzes and assignments.
 You will receive a 5% grade point reduction for each day an assignment is late.
 Any assignment turned in via email or Blackboard message must have the students
name, NUR 105-PN and the date within the body of the paper for credit to be given, NO
EXCEPTION!!!
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Individual test grades are not rounded to the next higher score. For example, 76.2 and
77.8 would be recorded as test grades. Final course grades will be rounded if the final
course grade is 0.5 or above without being rounded. For example, if the grade is 89.49,
then a B will be recorded. This applies to grades that are 74.49. This will be recorded as
a D.
It is REQUIRED that if you score below a 75 on any exam that you see Mrs. Ennis for
additional help. The next exam will not be given until the student has met with the
instructor to discuss the previous test
Tutoring is available with Mrs. Ennis. Schedule an appointment if you wish to be
tutored.
BLACKBOARD
Important information, course syllabus, course grades, and lecture notes can be accessed
on Blackboard.
ELECTRONIC DEVICES
All cell phones, beepers and electronic devices are to be turned OFF during class and during
clinical time. PDA’s and cellular phones are not to be used for test taking purposes. Basic
calculators will be allowed on exams. Disruption of the class by such devices will result in the
student being dismissed for the remainder of the class session.
SIMULATION CENTER CONFIDENTIALITY STATEMENT
In order to preserve the realism of the scenarios used in the simulation center and to
provide an equitable learning experience for each student, all persons using the simulation
center will be required to sign a confidentiality agreement. Because every simulation will
be recorded on a DVD, the statement also includes an agreement to be filmed and
recorded. This confidentiality statement applies to the simulation itself, as well as all
patient information made available to the students. Violation of this confidentiality
statement will be considered a violation of the school’s code of conduct.
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Attendance:
1. Students are responsible for the knowledge, skills, and abilities not acquired due to absences
and for assignments made or due from the first day the class.
a. Students are expected to attend each class session, to arrive on time, and to remain for the
entire class session.
b. Certain financial aid programs require instructors to verify students’ class attendance.
c. Faculty will record attendance from the first day of the term, and roll may be taken more than
once during a class meeting.
d. Faculty members are given discretion to consider late arrival to class as an absence or some
percentage counting toward an absence. For example, a faculty member may consider a late
arrival as ½ of an absence. Partial absences added together may equal one or more full
absences.
e. The instructor is not required to review with the student any material missed as a result of the
student’s absence(s), nor is the instructor required to notify a student if the student is in danger
of a lowered grade due to any graded work missed.
f. The instructor is not required to provide an opportunity for make-up work. The instructor’s
policies regarding make-up work shall be clearly defined in the syllabus.
2. Instructors are required to include the same attendance guidelines in syllabi for all classes,
regardless of class format (traditional, on-line, or hybrid).
a. For on-line courses, each student must complete the required Class-Access Assignment by the
deadline printed in CVCC’s official Class Schedule for the term.
b. Attendance in an online class (and for the on-line portion of a hybrid class) is defined as loggingin to the class site with the frequency required by the instructor and/or completing and
submitting course work, including quizzes and exams, consistent with scheduled dates
established by the instructor.
3. At the discretion of appropriate college personnel, an administrative class dismissal may
occur due to an instructor’s unplanned absence, hazardous weather conditions, or other
unforeseen circumstances. Administrative class dismissals will not be counted as student
absences.
4. At the instructor’s discretion, an absence may be excused due to extenuating circumstances.
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a. Instructors must have sufficient information to determine whether an absence will be excused.
Therefore, if a student desires an instructor to excuse an absence, he/she must submit written
documentation that is acceptable to the instructor concerning the cause of the absence.
b. Upon submission of appropriate written documentation, excused absences include, but may
not be limited to:
i. Active military duty
ii.
iii.
Jury duty/court appearance
Death in the immediate family—For purposes of this policy, this includes a student’s husband,
wife, father, mother, son, daughter, brother, sister, or an individual with a close personal tie to
the student.
For purposes of administration of this policy, an individual with a close personal tie to the
student is limited to the following: a person standing in loco parentis; where unusually strong
personal ties exist due to a student having been supported or educated by the person; fatherin-law; mother-in-law; son-in-law; daughter-in-law; brother-in-law; sister-in-law; nephew;
niece; granddaughter; grandson; grandfather; grandmother; aunt; or uncle.
iv.Illness—Students who give birth, experience an illness, injury, or other medical condition
which requires more than one week’s absence from class may be required to provide a
physician’s statement.
5. Excessive absences, regardless of the reason or circumstance, may interfere with the
student’s ability to successfully complete the requirements of the course.
a.
A student may be dropped administratively from any course for excessive absences, which is
defined as failure to attend class(es) when, due to unexcused absences, the student has missed
more than 12% of the total number of class hours for which the class is scheduled to meet
during the term.
b. A student who is in danger of failing a class due to excessive absences, and who has not been
administratively withdrawn from it, should withdraw from the class before the last day to drop
with a grade of “W.” Withdrawal from class may affect eligibility for federal financial aid.
Students should contact the Financial Aid Office for information.
6. A student who has been administratively withdrawn from a class because of unexcused
absences related to extenuating circumstances may submit, in writing and with
documentation, an appeal to the course instructor.
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If the instructor agrees, he/she will provide written notification to Admissions Office
personnel for reinstatement of the student.
b. The student must verify his/her reinstatement in the Admissions Office, be cleared by the
Business Office, and show the instructor documentation that the process was completed to
finalize the reinstatement and be allowed to attend class.
Attendance requirements in programs that lead to board licensure or certification may differ
from this policy. {For further information please see CVCC Catalog/Student Handbook}
 Students are expected to attend all classes and labs for which they are registered
 Each student should recognize at the beginning of his/her college career that a mature
acceptance of his/her academic responsibilities is a prerequisite for accomplishment in college;
this applies particularly to class attendance.
 Any class sessions missed, regardless of cause, reduces the academic opportunities of the
student.
 The ultimate responsibility for learning lies within the student. It is the student’s responsibility
to make up any lab missed and they are responsible for missed content. Absence from labs is
detrimental to success in this course and will result in failure. ALL lab time must be made up if
in excess of 15 minutes. Lab make-up day will be Thursday, 05/03/12 from 9:00 pm – 12:00
pm
 A tardy for class will be defined as five or more minutes past announced starting time of the
class. Entrance to the classroom will be at the permission of the instructor.
 Any student that is not in class when a test and/or quiz have begun will not be admitted in
the classroom. Test can be made-up on make-up day (as stated on page 3) quizzes will not be
allowed to be made up, no exception.
 Any class time missed, regardless of cause, reduces the student’s opportunity for academic
success. When a student is absent, the student is responsible for all announcements, content
covered in class and for any assignments.
 When reporting an absence or tardy for class, one student may not bear the message for the
student who is absent or tardy.
 Please arrive on time and do not leave early, it is disruptive to others in the class that wishes
to learn.
 For complete attendance policies see the Student Nursing Handbook.
Appeal Process:
 A student who has been administratively withdrawn from a class because of unexcused
absences related to extenuating circumstances may submit, in writing and with documentation,
an appeal to the course instructor.
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The course instructor will evaluate the appeal for extenuating circumstances and will notify
the student of the appeal’s outcome within three working days.
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If a student is to be allowed to return to class, the instructor must submit to the Admissions
Office a written request for the student’s reinstatement, and the student must verify his/her
reinstatement in the Admissions Office, be cleared by the Business Office, and show the
instructor documentation that the process was completed to finalize the reinstatement and be
allowed to attend class.
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If a student is not allowed to return to class, the student may file a written appeal, with
documentation, to the appropriate division chair who will notify the student of that appeal’s
outcome within three working days.
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If the matter cannot be resolved at the division chair level, the student may make a final
documented written appeal to the chief academic officer. The decision of the chief academic
officer is final and will be communicated to the student within three working days from the
date the written appeal is received.
Clinical Evaluation:
A clinical grade of “Satisfactory” is required to pass NUR 105 successfully. The following ratings
can be given for the student’s performance: “Satisfactory,” “Needs Improvement,”
“Unsatisfactory,” and “Not Observed.” Behaviors are designated as Critical Behaviors or
Professional Behaviors. In order to successfully complete the clinical portion of this course, the
student must have earned a minimum of 75% “Satisfactory” on the overall clinical evaluation.
Any combination of 3 “U’s” on the clinical evaluation will constitute failure of the course, due to
inability to meet clinical/course objectives regardless of the theory grade. This result in a grade
of an ‘F’ and the student CANNOT progress. The faculty will share the evaluation(s) with the
student at the various points during the clinical experience. The faculty and student will sign
and date the evaluation(s) and make any pertinent comments.
S = Satisfactory: Student demonstrated knowledge and preparation in performing all aspects
of the
behavior.
NI = Needs Improvement: Clinical behavior and/or work are safe but do not meet all aspects
of the performance described in the behavior or performance is inconsistent. When a NI is
awarded, the student is given specific criteria required to convert the NI to a S.
U = Unsatisfactory: Clinical behavior and/or work are unsafe, inconsistent, or inadequate in
meeting all aspects of the performance described in the behavior. When a U is given for the
first time, the student is given specific criteria required to convert the U to a S.
 Consequences of Unsatisfactory Behaviors:
1. If a student receives a “U” during a clinical experience, he/she may
be dismissed from that clinical session.
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2. Three (3) “U’s” during one semester are grounds for immediate
termination from the currently enrolled nursing course, regardless of theory grade, due to
failure to meet required clinical/course objectives and will result in inability to progress within
the nursing program.
3. The faculty has the right to withdraw a student from the clinical setting due to unsatisfactory
behavior that jeopardizes the health and/or safety of the client, staff, faculty, and/or other
students.
4. Dismissal and permanent removal from the program may occur in cases of extreme
circumstances that result in potential or actual harm to any individual, pending due process
procedures.
 NO = Not Observed: May be given for a behavior that is not observed.
 Critical Behaviors: Behaviors required to demonstrate that the student’s nursing practice
meets legal, ethical, and safety standards expected of a PN and/or ADN student in the Alabama
College System.
 If the student is unable to successfully demonstrate a critical behavior, the instructor will
evaluate the behavior as “Needs Improvement” or “Unsatisfactory” and will provide the
student with an outline of specific criteria required to convert the NI or U to a S.
Labs and Lab Manuals:
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All labs are mandatory.
Dress must be appropriate for lab. Suggested attire is a top like a T-shirt (no halter
tops, or low V-neck shirt). All tops must cover the waist. Clothing should be
comfortable and modest. No flip-flops will be worn!
Lab kit must be brought each week to class to be utilized by the student during lab,
no exception! {A list of can be supplied upon request of the student}
It is the responsibility of the student to review what will be covered in lab each
week.
Each student will bring their own skills validation sheet with name and date prior to
entering lab or they will not be able to check-off that day.
Academic Integrity:
1. Academic dishonesty is one form of academic misconduct. Students are expected
to practice academic honesty. Academic dishonesty includes the following:
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Cheating on an exercise, test, or examination to meet course requirements;
Cheating includes the use of unauthorized aids in any form.
Plagiarism on an assignment, paper, or report or other material; Plagiarism is
incorporating into one’s work the work of another without indicating the source
from which the work was obtained
2. If a student is found cheating on an exam or committing plagiarism, a student may:
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Be required to retake an examination or resubmit an assignment
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Receive an “F” on the given exam or assignment
Receive an “F” for the course
3. Further disciplinary action will be taken at the discretion of the Dean of Students.
4. For further information about academic misconduct please refer to the CVCC
Catalog and Student Handbook.
DRUG TESTING
 Students may be asked to do a random or scheduled drug screening at any time
while in the health sciences program. One positive drug screen will result in
immediate dismissal from the program.
CLASSROOM CONDUCT
 As per the CVCC Catalog and Student Handbook, students will not be permitted to
consume food or beverages inside classrooms or labs.
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Unsanctioned talking, eating, sleeping and unrelated material during class may be
considered rude and disruptive and is subject to dismissal from the classroom at the
discretion of the instructor.
STATEMENT ON DISCRIMINATION/HARASSMENT
The College and the Alabama Board of Education are committed to providing both employment
and educational environments free of harassment or discrimination related to an individual’s
race, color, gender, religion, national origin, age, or disability. Such harassment is a violation of
State Board of Education policy. Any practice or behavior that constitutes harassment is a
violation of State Board of Education policy. Any practice or behavior that constitutes
harassment or discrimination will not be tolerated.
AMERICANS WITH DISABILITIES
The Rehabilitation Act of 1973 (Section 504) and the American with Disabilities Act of 1990
state that qualified students with disabilities who meet the essential functions and academic
requirements are entitled to reasonable accommodations. It is the student’s responsibility to
provide appropriate disability documentation to the College. Please contact the ADA
representative Vickie Williams at (334) 214-4803.
** REFER TO NUSING HANDBOOK FOR DETAILS NOT LISTED IN THE COURSE SYLLABUS.
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COMPETENCIES AND OBJECTIVES:
MODULE A – FLUID, ELECTROLYTE, AND ACID BASE BALANCE
Required reading: Chapter 6 pages 69 – 87
Learning Objectives:
 Define terms associated with fluid and electrolyte homeostasis.
 Explain the physiology of fluids and electrolytes.
 Explain how the body’s regulators systematically maintain homeostasis.
 Identify causes of fluid and electrolytes imbalance.
 Interpret clinical manifestations to determine types of fluid and electrolyte imbalance.
 Identify treatment modalities for maintaining fluid and electrolyte homeostasis.
 Evaluate outcomes of treatment modalities for maintaining fluid and electrolyte
homeostasis.
 Define terms associated with acid-base homeostasis.
 Explain the physiology of acid and bases.
 Explain how the body’s regulators systematically maintain homeostasis for acid-base.
 Identify causes of acid-base imbalance.
 Interpret clinical manifestations to determine types of acid-base imbalance.
 Identify treatment modalities for maintaining acid-base homeostasis.
 Evaluate outcomes of treatment modalities for maintaining acid-base homeostasis.
Module A Outline:
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Fluid and Electrolyte Homeostasis
o
Functions of fluids and electrolytes
o
Transports
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Active
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Passive
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Disturbances in Fluid and Electrolyte Balance
o
Causes of imbalance
o
Alterations
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Dehydration
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Fluid Volume Excess
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Hyper/Hypo electrolyte disturbances
o
Nursing Process
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Acid-Base Homeostasis
o
Blood gases
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Regulators
Acid-Base Alterations
Causes of imbalance
Respiratory acidosis/alkalosis
Metabolic acidosis/alkalosis
Nursing Process
MODULE B – Venipuncture and Intravenous (IV) Therapy
Required reading: Chapter 7 pages 88 – 105; pages 557 – 559; Chapter 27 pages 557 –
559; additional handouts
Learning Objectives:
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Define terms associated with IV Therapy.
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Describe key points of the Nurse Practice Act concerning intravenous therapy.
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Explain CDC guidelines and agency policies for intravenous therapy.
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Explain selected concepts of ethics and patient’s rights related to intravenous
therapy.
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Differentiate between the registered and practical nurse’s responsibilities for
intravenous therapy.
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Explain the registered and practical nurse’s responsibilities in administration of
blood, blood products, and volume expanders.
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Interpret doctor’s orders for intravenous therapy
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Explain the anatomical and physiological considerations associated with
intravenous therapy.
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Explain rationale for the selection of intravenous solutions
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Describe the purpose of equipment and supplies for intravenous therapy.
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Select appropriate equipment and supplies for specified intravenous therapy.
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Describe the process of preparing a patient for intravenous therapy.
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Describe the process of preparing the equipment for performing intravenous
therapy.
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Calculate IV flow rates.
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Describe the process of starting the intravenous therapy.
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Describe the process of managing intravenous therapy including IV piggyback
and saline flush.
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Identify expected outcomes of treatment modalities for IV Therapy.
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Use critical thinking to prioritize management of care for clients receiving
selected IV Therapy.
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Obtain blood specimens.
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Identify equipment and techniques for collecting blood specimens.
Select the appropriate color collection tube for an ordered diagnostic test based
on organizational protocol.
Describe the process of preparing a patient for collecting blood specimens.
Explain the process for obtaining blood specimens.
Explain CDC guidelines and/or agency policies for handling blood specimens.
Explain the procedures for handling and disposing of specimen gathering
materials.
Explain CDC guidelines and/or agency policies for handling blood specimens.
Explain the procedures for handling and disposing of specimen gathering
materials.
Module B Outline:
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Roles and Responsibilities

Legal and Ethical Guidelines
o
Nurse Practice Act
o
CDC Guidelines
o
Handling medical waste
o
Agency policies
o
Ethics and patient’s rights
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Interpreting doctor’s orders
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Terminology and A & P Review

Types and use of intravenous solutions
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Equipment and Supplies
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Pumps and controllers
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Tubing and filters
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IV needles and catheters
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Criteria for choosing appropriate equipment
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Calculating Flow Rates
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Patient physical and psychological preparation for IV therapy
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Venipuncture Process
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Techniques
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Securing the IV site
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Dressings and labeling
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Flow rate problems
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IV Complications
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Local
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Systemic
Monitoring and Maintenance of the IV
Documentation
Site care
Patient education
IV Medications
Continuous
Intermittent
Blood, Blood Products, and Volume Expanders
Practical nurses responsibilities
Transfusion reactions
Nursing Process
MODULE C – PERIOPERATIVE CARE
Required reading: Chapter 12 pages 196-229
Learning Objectives:
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Define terms associated with perioperative care.
Explain the nurse’s role within perioperative settings.
Explain the elements of informed consent.
Explain nursing process for perioperative care.
Explain preoperative care.
Explain intraoperative care.
Explain postoperative care.
Describe techniques for acute pain management.
Use critical thinking to prioritize management of care.
Module C Outline:
A.
B.
C.
Nurses Role Within Perioperative Settings
Informed Consent
Pre-Operative
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Legal considerations
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Types of surgery
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Risk factors

Diagnostic tests and exams
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Complete preoperative checklist
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Prep for surgery
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Nursing process
Intraoperative
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Surgical gowning
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Surgical scrub
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Holding area
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Operative area
o
Maintaining a sterile field
o
Safety
o
Types of anesthesia
o
Malignant hyperthermia
Post-Operative
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Complications
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Wound classification and healing
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Recovery area
o
Post anesthesia recovery
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Nursing Process
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Pain management
o
Epidurals
o
Patient Controlled Analgesia (PCA’s)
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Shock
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Pharmacology
MODULE D – RESPIRATORY SYSTEM ALTERATIONS
Required reading: Chapter 29 pages 591 – 621; Chapter 30 pages 622 – 636; Chapter 31
pages 637 – 680; additional handouts
Learning Objectives:

Explain the anatomy and physiology of respiratory system.

Define terms associated with the respiratory system.
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Describe diagnostic tests for respiratory system alterations.
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Describe upper respiratory system alterations.
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Describe lower respiratory system alterations.
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Describe respiratory failure for adult clients.
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Interpret clinical manifestations to determine necessary care for respiratory
system alterations.
Describe the process of tracheotomy care, suctioning, and chest physiotherapy.
Describe the pharmacological agents for respiratory system alterations.
Describe nutritional considerations for treating respiratory system alterations.
Describe the process for implementing a nursing care plan to treat respiratory
system alterations.
Identify expected outcomes of treatment modalities for respiratory system
alterations.
Use critical thinking to prioritize management of care.
Module D Outline:
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Terminology and A & P Review
Diagnostic tests
Alterations
o
Upper
o
Disorders of the nose and sinuses

Sinusitis
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Deviated Septum
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Epistaxis

Nasal obstruction
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Nasal Polyps
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Fracture of the nose
Infectious Disorders:

Rhinitis
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Pharyngitis
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Tonsillitis/Adenoiditis
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Laryngitis
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Peritonsillar abscess

Laryngeal obstruction

Influenza

Other Viral Infections (Avian influenza, SARS, H1N1 Flu, West Nile Virus)
o
Malignant Disorders:

Cancer of the Larynx

Head and Neck Cancer

Lower
o
Infectious Disorders
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







Spring
2012

Acute Bronchitis

Bronchiectasis

Pneumonia

Legionnaires

Tuberculosis

Acute respiratory failure

Restrictive Disorders:

Pleurisy (Pleuritis)

Pleural Effusion

Empyema

Pulmonary Fibrosis

Atelectasis
Obstructive Disorders:

Chronic Obstructive Pulmonary Disease (COPD)

Chronic bronchitis

Emphysema

Asthma

Cystic Fibrosis

Pulmonary Vascular Disorder:

Pulmonary embolism

Lung abscess

Pulmonary edema

Pulmonary Arterial Hypertension

Chest Trauma:

Pneumothorax/Hemothorax

Rib fracture

Flail Chest
Respiratory Failure

Acute Respiratory Failure

Adult Respiratory Disorder Syndrome (ARDS)
Lung Cancer
Tracheotomy care and suctioning
Chest Physiotherapy
Nursing Process
Pharmacological agents
Nutritional Considerations
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MODULE E – CARDIOVASCULAR SYSTEM ALTERATIONS
Required reading: Chapter 21 pages 385 – 411; Chapter 22 pages 413 – 428; Chapter 23
pages 451 -456; Chapter 24 pages 459 – 497; Chapter 26 pages 521 – 545; Chapter 27
pages 549 – 557; Chapter 28 561 - 574











Explain the anatomy and physiology of cardiovascular system.
Define terms associated with the cardiovascular system
Describe diagnostic tests for selected cardiovascular system alterations and
complications.
Describe selected cardiovascular system alterations and complications.
Interpret clinical manifestations to determine selected cardiovascular system alterations
and complications.
Describe the pharmacological agents for selected cardiovascular system alterations and
complications.
Describe nutritional considerations for treating selected cardiovascular system
alterations and complications.
Describe the nursing process for providing care for selected cardiovascular system
alterations and complications.
Describe the process for implementing a nursing care plan to treat selected
cardiovascular system alterations.
Identify expected outcomes of treatment modalities of selected cardiovascular system
alterations and complications.
Use critical thinking to prioritize management of care.
Module E Outline:
 Terminology and A & P Review
 Diagnostic tests
 Alterations and Complications
o
Hypertension
 Hypertensive Emergency
 Hypertensive Urgency
 Peripheral Vascular Alterations (PVD)
o Arterial
 Arterial Thrombosis and Embolism
 Buerger’s disease (Thromboangiitis Obliterans)
 Raynaud’s disease
 Aneurysms
 Arterial ulcers
 Arterial thrombosis
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 Arterial occlusion
 Venous
 Varicose veins
 Thrombophlebitis
 Chronic venous insufficiency
 Venous stasis ulcers
 Heart Failure
 Hematological
o
Normal hematologic and Lymphatic System Anatomy and Physiology
o
Diagnostic Testing for the Hematologic and Lymphatic Systems
 Anemia
o
Hypovolemic
o
Iron deficiency
o
Aplastic
o
Pernicious
o
Sickle cell
o
Polycythemia-vera
o
Thalassemia
 Hemorrhagic Disorders:
 Hemophilia
 Disseminated Intravascular Coagulation
 Idiopathic Thrombocytopenic Purpura
 Von Willebrand’s Disease
 Nursing Process
 Pharmacological agents
 Nutritional considerations
MODULE F – ENDROCRINE SYSTEM ALTERATIONS
Required reading: Chapter 40 pages 913 – 939
Learning Objectives:

Care for clients with selected endocrine system alterations.

Explain the anatomy and physiology of endocrine system.



Define terms associated with the endocrine system
Describe diagnostic tests for selected endocrine system alterations and complications.
Describe selected endocrine system alterations and complications.
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






Spring
2012
Interpret clinical manifestations to determine selected endocrine system alterations and
complications.
Describe the pharmacological agents for selected endocrine system alterations and
complications.
Describe nutritional considerations for treating selected endocrine system alterations
and complications.
Describe the nursing process for providing care for selected endocrine system
alterations and complications.
Describe the process for implementing a nursing care plan to treat selected endocrine
system alterations.
Identify expected outcomes of treatment modalities of selected endocrine system
alterations and complications.
Use critical thinking to prioritize management of care.
Module F Outline:
 Terminology and A & P Review
 Diagnostic tests
 Diabetes Mellitus
o
Types

Type I

Type II
 Acute and chronic complications
 Management

Blood and urine glucose monitoring

Insulin and insulin pumps

Oral hypoglycemic agents

Diet and exercise

Emergency management

Self-care and monitoring

Nursing Process

Pharmacological agents

Nutritional considerations
MODULE G – GASTROINTESTINAL SYSTEM ALTERATIONS
Required reading: Chapter 32 pages 683 – 685; Chapter 33 pages 716 - 742
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 Explain the anatomy and physiology of gastrointestinal system.
 Define terms associated with the gastrointestinal system
 Describe diagnostic tests for selected gastrointestinal system alterations and
complications.
 Describe selected gastrointestinal system alterations and complications.
 Interpret clinical manifestations to determine selected gastrointestinal system
alterations and complications
 Describe the pharmacological agents for selected gastrointestinal system alterations and
complications.
 Describe nutritional considerations for treating selected gastrointestinal system
alterations and complications.
 Describe the nursing process for providing care for selected gastrointestinal system
alterations, complications, and surgical procedures.
 Describe the process for implementing a nursing care plan to treat selected
gastrointestinal system alterations.
 Identify expected outcomes of treatment modalities of selected gastrointestinal system
alterations and complications.
 Use critical thinking to prioritize management of care.
 Explain the process of managing gastric decompression.
 Describe the process of reinserting a selected Gastrostomy tube.
Module G Outline:
 Terminology and A & P Review
 Diagnostic tests
 Upper GI
o Nausea and Vomiting
 Eating Disorders:
o Anorexia Nervosa
o Bulimia Nervosa
o Obesity
 Oral Health and Dental Care
o Xerostomia (Dry Mouth)
o Dentures
o Gingivitis
o Candida Albicans Infection (Yeast Infection)
o Angular Cheilosis
 Oral Inflammatory Disease
o Stomatitis
o Ulcers (oral and gastric)
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


















Spring
2012
o Herpes Simplex Virus Type I Infection
Gastritis
Gastroesophageal Reflux Disease (GERD)
Hiatal hernias
Oral cancer
Esophageal Cancer
Mallory-Weiss Tear
Esophageal Varices
Peptic Ulcer Disease
Stress Ulcers
Gastric Bleeding
E. Coli, Salmonella, Clostridium
Fractured Mandible
Nasogastric intubation
Gastrostomy tube reinsertion, medications via NG tube, and management
Gastric Surgery
o Complications of Gastric Surgery
Gastric decompression
Nursing Process
Pharmacological agents
Nutritional considerations
MODULE H – MUSCULOSKELETAL SYSTEM ALTERATIONS
Required reading: Chapter 45 pages 1047 – 1062; Chapter 46 pages 1063 - 1108








Explain the anatomy and physiology of musculoskeletal system.
Define terms associated with the musculoskeletal system
Describe diagnostic tests for musculoskeletal system trauma and alterations.
Describe selected musculoskeletal system trauma and alterations.
Interpret clinical manifestations to determine musculoskeletal system trauma and
alterations.
Describe the pharmacological agents for musculoskeletal system trauma and
alterations.
Describe nutritional considerations for treating musculoskeletal system trauma and
alterations.
Describe the nursing process for providing care for musculoskeletal system alterations,
complications, and surgical procedures.
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NUR 105-Adult Nursing







Spring
2012
Describe the process for implementing a nursing care plan to treat musculoskeletal
system trauma and alterations.
Explain the nursing process for assisting clients with cast care and complications.
Identify techniques for various crutch-walking methods
Identify techniques for various traction methods
Identify expected outcomes of treatment modalities of musculoskeletal system trauma
and alterations.
Describe techniques for management of chronic pain
Use critical thinking to prioritize management of care.
Module H Outline:








Terminology and A & P Review
Diagnostic tests
Bone and Soft Tissue Disorders
o
Strains
o
Sprains
o
Dislocations
o
Bursitis
o
Carpal Tunnel Syndrome
Fractures
o
Cast care
o
Traction
o
Crutches and other devices
Complications of Fractures
o
Hemorrhage
o
Infection
o
Thromboembolitic Complications
o
Acute Compartment syndrome
o
Fat Embolism
Inflammatory alterations
o Rheumatoid arthritis
o Osteomyelitis
Degenerative alterations
o Osteoporosis
o Osteoarthritis
Paget’s Disease
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















Spring
2012
Bone Cancer:
o Osteosarcoma
Connective Tissue Disorders
o Gout
Systemic Lupus Erythematosus
Osteogenesis Imperfecta
Polymyositis
Muscular Dystrophy
Lyme disease
Osteomylacia disease
Surgical procedures
o Total Joint Replacement
o Total Hip Replacement
o Total Knee Replacement
Amputation
Spinal fusion
Laminectomy
Disc repair
Nursing Process
Pharmacological agents
Nutritional considerations
The following skills will be reviewed and checked off with instructor during lab. Please review skills
sheet prior to coming to lab:
1. Tracheostomy care and suctioning
2. Chest tube care/monitoring
3. Chest Physiotherapy
4. Perform Venipuncture
5. Applying Tourniquet
6. Initiate IV Therapy
7. Maintaining an IV site
8. Change IV tubing
9. Change Fluid Container
10. Discontinue IV access
11. Discontinue IV medications
12. Collecting blood specimens
13. Incentive spirometer
14. Use of crutches
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15. Cast care
16. Surgical scrub
17. Surgical field
18. Staple removal
19. Removal of stitches
20. Surgical Prep
21. Medications via NG tube
22. Traction
1.
2.
a.
b.
c.
3.
a.
b.
c.
4.
a.
b.
c.
5.
6.
a.
b.
c.
d.
Math Objectives for NUR 105:
Solve problems using ratio and proportion
Perform calculations using various formulas:
Ratio and proportion
Dimensional analysis
D/H x Q = X
Convert between English units of weights and measures and Standard International units:
Apothecary, metric, and household
International units
Conversion between systems
Calculation of Drug Dosages:
Oral
Parental
Insulin
Define terms associated with calculating IV infusion rates
Calculate primary and secondary IV infusion:
Drip rate by gravity (gtts/min)
Drip rate by dial-a-flow (ml/hr)
Drip rate on IV pump (ml/hr)
Solution sets: standard, micro- drip, and secondary infusion
Student will have medication dosage calculations included in each unit exam throughout the
semester. It is the students responsibility to know the above and seek guidance from the
instructor as needed for assistance.
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NUR 105- PN
Patient Discharge Teaching Plan Role Play
Group Presentation
1. Patient Assessment
 Determine the patient's level of understanding about their disease, injury or
condition
 Use the information gathered about the patient to judge how well they will be
able to understand and apply what is being taught.
 Be sure to factor in cultural considerations that are specific to that patient such
as ethnicity and religion. It will be necessary to factor in any information you
have about the patient's level of development as well. It may be necessary for
the nurse to motivate the patient in order for the patient to learn. Ability to
learn is affected if the patient is too tired, in pain, upset or distracted.
2. Planning



Formulate patient goals. Take the patient and the family’s point of view into
consideration, as their input will have an effect on their outcomes. Patient outcomes
and motivation are directly associated with the amount of input they have in
determining their goals. The goals must be realistic and able to be achieved by the
patient.
Identify how the teaching plan will be carried out. Implement the plan according the
patient's learning style (audio, visual, or kinetic) as opposed to the nurse's teaching
style.
Develop nursing goals based on desired health outcomes. They should be patientcentered and based on health outcomes for the patient's health status and quality of
life.
3. Determine Method of Implementation



The method of implementation of the nursing patient teaching plan should be specific
to the patient's learning style and desired outcomes that were identified.
Prepare to document patient responses and level of understanding as the nurse
perceives them while the teaching plan is implemented.
Prepare to document any other relevant information that will assist with the evaluation
of learning.
4. Formulate Evaluation Process
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


Spring
2012
An evaluation process will need to be formed in order to assess patient outcomes. The
following specific elements of patient learning will need to be evaluated: patient
knowledge, behavior, attitude, and skills. The evaluation should include a review of the
documentation that details patient responses and level of understanding that were
recorded during the implementation steps.
The evaluation plan should include observations of the family's understanding of what
will be required of them for the patient to achieve desired outcomes.
The last key element of the evaluation plan is the nurse's recommendation for follow-up
procedures to be used in the event that the patient's learning was not sufficient to
produce desired outcomes.
Things to Be Included in the Discharge Teaching Plan
1. Students should be able to explain the pathophysiology of the disease process to the
patient so that they understand what exactly is happening inside their body. Example:
What is Congestive Heart Failure?
2. Include the medications they will be sent home on and any side effects that may occur
with the medications, teaching associated with the medications, etc. Example: Digoxin:
the patient needs to be taught how to check their pulse prior to taking their
medications.
3. When should the patient call the physician? What type diet if any should they follow?
4. The group will present in post-conference and may use any props that you need to
teach your patient.
5. Length of teaching project: 10 – 15 minutes
Each student will turn in a one page paper to include:
 assessment of learner
 nursing diagnosis
 long-term goal
 intermediate goal
 short-term goal
 learning outcome
 content outline
 teaching method
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NUR 105-Adult Nursing
NUR 105-PN
Grading Rubric for Clinical Teaching Plan Role Play Group Project
Student Name:_______________________________
Instructor:_________________________________
Points Earned: _____________________
Criteria
Point Value
Explains disease
pathophysiology so that patient
understands the disease
process
10
Include medications to be sent
home. Explain side effects, and
other teaching associated with
medications
10
When patient should call the
physician. Diet to follow after
discharge
10
Uses props or handouts for
patient teaching
10
Length of teaching project is
10-15 minutes
5
Complete one page paper
5
Student Points/Comments
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NUR 105-Adult Nursing
Patient Teaching Project
Worth: 50 points
1. This is a group project, date due to be announced. Class will report to the designated
facility and teach an appropriate teaching activity.
2. Nursing students will assess the learning needs and interests of the participants as a
group.
3. Nursing students will plan an educational/learning activity with the following guidelines:
a) Establish 2-3 specific learning objectives (goals)…
Example: After participating in _________ the participant will be able to
_______.
b) Establish a method to evaluate if learning has occurred. Evaluate your teaching
to include the participants’ views.
c) Keep it simple!
d) Plan and create an outline of the activity.
e) Each student participates in each planning phase and provides the actual activity.
f) The teaching plan requires research in the area that is being covered.
Each student will provide {not on same article, each needs to be on a
different article}:
i.
A TYPED one (1) page summary of the research
ii.
A bibliography to include a textbook and at least one PROFESSIONAL
nursing/health field journal article.
iii.
An evaluation to include: Were goals met? Describe. What feedback did
the participants give? What would you do differently? What did you
learn from this activity?
g) Will need to be in APA format. Each student should attach the objectives,
outline, summary, evaluation, bibliography, and journal article.
Grading Rubric for Teaching Project
Student Name: _________________________________________
Points Earned:
_____________
Criteria
Point Value
Student Points
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Objectives (clear,
specific, studentoriented)
Outline
10 points
Summary
10 points
Bibliography
5 points
Evaluation
10 points
APA format
10 points
Total Points
50
Spring
2012
5 points
Clinical Caring Moments Journal: 20 points
What is a “Caring Moment?”: It is a practical customer service action that complements the
professional practices of the Relationship Based Care Model. It integrates caring behaviors and
organizational learning into our existing strategic and operational plans. It provides guidelines
for caring behaviors that apply to every member of the care team.
Guidelines for the Caring Moments Journal:
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1. Each student nurse assigned to the care of a patient will be required to sit in a chair at the
bedside of the patient, or at the foot of the bed when appropriate.
2. Introduce yourself to the patient and family and explain your role in their care for that day.
3. Call the patient by his/her preferred name
4. Use touch appropriately: a handshake, a touch on the arm, holding a hand as prescribed by
the patient
5. Student nurses are required to sit at the bedside for at least 5 minutes during the clinical day
to plan and review care and desired outcomes
6. This special time of patient/family engagement is for their voice to be heard and to allow
them the opportunity to share concerns. This should not be a time for the student to do all
the talking. Allow the patient/family unit a time for questions about care, plans, and goals
and anticipated and expected outcomes.
7. Record caring moments in a journal each week and turn in at the end of the clinical rotation
to your lead instructor.
Relationship Based Care is a caring and healing model. Our goal in the “Caring Moments
Journal” is to ensure a positive experience for all patients trusted to our care. The therapeutic
relationship between the nurse and the patient is vital to this process!
STUDENT ACKNOWLEDGEMENT FORM
PLEASE READ AND SIGN THEN RETURN TO THE INSTRUCTOR
I have a copy of the syllabus for NUR 105. I understand the content in the syllabus. The
content is accurate at the time of printing. Change of the content may be necessary as deemed
appropriately by the College/Nursing Department to fulfill the role and mission or to
accommodate circumstances beyond control of the Nursing Department. A final course grade
of 75% (750 points) or better is considered passing for this course. The student must pass both
theory, lab, and clinical to be successful in the course. I understand all missed lab/clinical time
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2012
must be made up prior to satisfactory course completion. Failure to complete the hours is
failure of the course.
Disclaimer for Nursing Program
All nursing equipment or devices provided for students use during the nursing education
program at CVCC are for practice purposes only. Clinical demonstrations utilizing procedures or
equipment are for practice simulations only. Actual medical procedures are not to be
performed on persons without approval and/or supervision by CVCC clinical instructors.
Students are responsible for reading the Nursing Handbook 2011- 2012.
Students are responsible for purchasing a nursing lab kit and bringing to each lab for
completion of lab and skills validation. This is a requirement for NUR 102 lab component, a list
of lab kit components can be supplied to students upon request.
Students are instructed in the importance of confidentiality of clients. They are never to bring
any part of the medical record out of the hospital or clinical area or discuss the client by name.
Students are only allowed to be a clinical site under the supervision of faculty. The client’s
chart is only available for review during clinical.
I have read and understand the above statements with opportunity to ask questions and
clarify information. I understand my grades are my responsibility.
Name: ________________________________ (print)
Name: ________________________________ (signature)
Date: ________________________________
Instructors: Judy Ennis, RN, MSN
Simulation Lab Confidentiality Form
Confidentiality Agreement and Consent to Video
Chattahoochee Valley Community College
During your participation in a simulated clinical experience at Chattahoochee Valley Community
College, you will be both an active participant in simulated scenarios and an observer.
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The objectives of the simulated experience are to educate nursing students to better assess and
improve their performance involving health care situations. The simulated experience is
designed to challenge nursing student’s response and judgment in a controlled environment,
and develop clinical reasoning.
By signing this agreement, you agree to maintain strict confidentiality regarding both yours and
other’s performance, whether seen in real time, on video or otherwise communicated to you.
Failure to maintain confidentiality may result in unwarranted and unfair defamation of
character of the participant.
You will be discussing the scenarios during debriefing, but we believe that “all that takes place
in the simulation environment stays in the simulation environment”. Due to copyrights, and to
maintain optimal simulation experiences for the other learners who will be following you in the
center, you are to maintain optimal simulation experiences for other learners who will be
following you in the simulation lab, you are to maintain strict confidentiality regarding the
specific scenarios, as well as what happened during the simulation experience. A breach in
confidentiality will result in disciplinary actions (see Student Code of Conduct in the CVCC
student and college handbook and 2011-2012 Nursing Handbook).
______ I agree to maintain strict confidentiality about the details of scenarios, participants, and
performance of any participant(s).
______ I authorize Chattahoochee Valley Community College Simulation Lab staff to video
record my performance during clinical simulation experiences.
______ I authorize Chattahoochee Valley Community College Simulation Lab staff to use the
video recording(s) for purposes including, but not limited to: debriefing, faculty review,
educational research, public relations, advertisement, promotional, and/or fund raising
activities.
Signature: ______________________________________________________ Date: _________
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NUR 105-Adult Nursing
January 2012
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
6
7
8
9
Ms. Chen –
Library
Presentation
10
11
Module A
Fluid and
Electrolytes
12
13
14
17
18
Module A
Fluid and
Electrolytes
19
20
Graduation
Application
21
Syllabus
Review
IV Therapy
15
16
No School
Due
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NUR 105-Adult Nursing
22
23
Lab
24
29
30
Lab
31
25
26
Module B
Venipuncture and
IV Therapy
27
28
February 2012
Sunday
Monday
Tuesday
Wednesday
Thursday
1
2
Exam 1:
Module A and B
Friday
Saturday
3
4
10
11
Module D
Respiratory
5
6
Lab
7
8
Module D
Respiratory
9
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12
13
14
15
16
Exam 2: Module
D
Module E:
Cardiovascular
System
17
18
21
22
Module E:
Cardiovascular
System
24
25
28
29
Exam 3: Module
E
Module F
Endocrine
System
Lab
19
20
Lab
26
27
Lab
23
March 2012
Sunday
Monday
Tuesday
Wednesday
Thursday
1
Friday
2
Saturday
3
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NUR 105-Adult Nursing
4
5
6
Lab
11
Spring
12
Break
Daylight Savings
Begins
18
25
7
Module F
Endocrine
System
8
9
10
14
15
16
17
21
Module C
Perioperative
Care
22
23
24
13
19
20
26
27
Lab
Last Day to
Drop with a
“W”
28
29
Exam 4: Module
F and C
Module H
Musculoskeletal
System
30
31
April 2012
Sunday
1
Monday
2
Lab
Tuesday
3
Wednesday
4
Thursday
5
Friday
6
Saturday
7
Module H:
Musculoskeletal
System
Module G
Gastrointestinal
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NUR 105-Adult Nursing
8
9
10
11
12
Module G
Gastrointestinal
13
14
17
18
19
Exam 5:
Module G and H
20
21
25
27
28
Lab
15
16
Lab
22
23
24
Lab
29
26
Computerized
Exam
30
Lab
May 2012
Sunday
Monday
Tuesday
1
Wednesday
Thursday
3
Comprehensive Lab Make-up
Day: 9-1200
Final Exam
2
Friday
Saturday
4
5
Clinical
Make-up
Exam MakeDay: Location
Up
to be
Day: 1:00 –
announced
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NUR 105-Adult Nursing
3:00
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
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