Download Lake-Sumter State College Course Syllabus

Lake-Sumter State College Course Syllabus
Course Information:
Course Prefix/Number: NUR2220
Course Title: Alterations in Health III
CRN: 10244/10248
Credit Hours: 4
Semester: Fall 2016
Class Days, Location, Time: See Calendars in Blackboard: “Syllabus and Policies” as well as Master
Calendar
Course Description:
This course is the third in a series of courses and will focus on nursing care for clients with
alterations in endocrine, renal, genitourinary, and gynecological function throughout the lifespan.
Concepts of acid-base and fluids and electrolytes balances will be explored. Associated lab will
afford experiential learning of cognitive and psychomotor skills related to care of clients with
these alterations in health.
Instructor Information:
See department directory – www.lssc.edu/academics/nursing (Current Students-Program Forms
and Information)
E-Mail: Varies by instructor
Office Location: Leesburg or Clermont location
Phone: See Faculty website
Office Hours: See office schedule on Faculty Door
Vital Communication Information:
For e-mail, please note that all students are required to use Lakehawk Mail for official college e-mail
communications. See the college webpage for instructions on activating Lakehawk Mail
(http://www.lssc.edu/lakehawk/Pages/default.aspx).
Sending a private message using the MESSAGES tool in Blackboard is always the most secure method of
contacting your Instructor.
Please remember that any phone contact with your Instructor should be of a professional nature. Please
always leave a clear, concise, but detailed message with your contact and class information. Always
follow up a phone call with a written account via BB Message or e-mail.
NU: ALTERATIONS IN HEALTH III Fall 2016- 08/10/16 REV Course#/CRN Position
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Prerequisites/Co-requisites:
Prerequisites: NUR1242, NUR1242L, NUR1023, NUR1823
Co-requisites: NUR2220L
NUR2463
Clinical Nursing III
Maternal Child Health
Textbook & Other Course Materials: (Program Duration)
REQUIRED:
 PEARSON
o

F.A. DAVIS
o
o

o
o
o
o
o
o
o
Pickar (2013) Dosage Calculations 9th ed.
(May use currently owned, older edition)
NCLEX REVIEW GUIDES- SELECT ONE w/COPYRIGHT NO OLDER THAN
2014
(Suggested Titles)
o
o

Yoost & Crawford (2016) Fundamentals of Nursing: Active Learning for Collaborative
Practice
Yoost & Crawford (2016) Fundamentals of Nursing: Active Learning for Collaborative
Practice [eBook]
Elsevier Adaptive Quizzing (2016) [Access for Fundamentals Text]
Clinical Skills: Essentials Collection (2016) [Access Card]
James, Nelson & Ashwill (2013) Nursing Care of Children: Principles and Practice 4th ed.
James, Nelson & Ashwill (2013) Nursing Care of Children: Principles and Practice 4th ed.
[eBook]
Lilley (2017) Pharmacology and Nursing Process 8th ed.
Lilley (2017) Pharmacology and Nursing Process 8th ed [eBook]
CENGAGE
o

Townsend (2014) Essentials of Psychiatric Mental Health Nursing 6th ed.
Doenges, Moorhouse and Murr (2013) Nurse’s Pocket Guide 13th ed.
ELSEVIER (LSSC CUSTOM PACKAGE)
o

LeMone (2015) Medical Surgical Nursing: Critical Thinking in Patient Care 6th ed.
Silvestri (2014) Saunders Comp Rev for NCLEX-RN 6th ed. Elsevier
Rinehart, Sloan & Hurd (2014) NCLEX-RN Exam Prep 3rd ed. Pearson
CHOOSE YOUR OWN RESOURCE FROM EACH OF THESE CATEGORIES:
Drug Guide
(Suggested Title)
o Vallerand & Sanoski (2016) Davis's Drug Guide for Nurses 15th ed.
Medical Dictionary
(Suggested Title)
o Taber’s (2013) Cyclopedic Medical Dictionary 22nd ed. F.A. Davis
Lab & Diagnostics Handbook
(Suggested Title)
o Van Leeuwen (2015) Davis’s Comprehensive Handbook of Laboratory and
Diagnostics Tests w/Nursing Implications 6th ed. F.A. Davis
OPTIONAL:


Dunham (2008) How to Survive, Maybe Even Love Nursing School 3rd ed. F.A. Davis
Nugent & Vitale (2015) Test Success: Test-Taking Techniques for Beginning Nursing Students
7th ed. F.A. Davis
NU: ALTERATIONS IN HEALTH III Fall 2016- 08/10/16 REV Course#/CRN Position
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Technology Requirements:
Blackboard is a required component of this course. Students unfamiliar with Blackboard are expected to
complete the Blackboard Orientation from LSSC’s website (http://lssc.edu/dl/Pages/default.aspx) within
the first week of classes.
Major writing assignments need to be created and saved in a file format that is compatible with Microsoft
Word. If using a word processing program other than Word, it is the student’s responsibility to adhere to
all formatting and submission requirements. Please ask for help if you are unsure how to save a file in a
Word-compatible format.
Please see the LSSC Lakehawk Page for information on how to obtain Microsoft Office 365 as an LSSC
Student (http://www.lssc.edu/lakehawk/Pages/default.aspx).
EVOLVE WEB TOOLS AND RESOURCES:
Browsers: Internet Explorer 9 (with Windows Vista SP2 only) and 11; or Firefox latest version; or
Chrome latest version; or Safari 6.0, 7.0
Computer operating system: Windows Vista SP2, Windows 7 SP1, Windows 8.1 Update; or MAC 10.7,
10.8, 10.9
Adobe Acrobat Reader: Acrobat Reader 11.0
Specific Elsevier products may work better in one environment than another. For specific product
functioning, please see Elsevier's Computer Requirements Page
http://help.elsevier.com/app/answers/detail/a_id/2604/p/8639#hesiaccess
Student Learning Outcomes:
The following outcomes will be assessed in this course. An “outcome” is defined as something students
take with them beyond this course.
1. Upon completion of this course of study, the student will be able to: Distinguish the best practices
in caring for and educating clients with acute and chronic alterations in renal, fluid and electrolyte,
endocrine, genitourinary, and gynecological function across the lifespan.
2. Utilize teaching learning strategies to promote and maintain client health and to reduce risks for
potential complications.
3. Utilize the nursing process to make evidence based clinical decisions related to physiological and
psychosocial alterations in health.
Institutional Policies & Procedures:
Academic Integrity:
The successful functioning of the academic community demands honesty, which is the basis of respect for
both ideas and persons. In the academic community, there is an ongoing assumption of academic integrity
at all levels. There is the expectation that work will be independently thoughtful and responsible as to its
sources of information and inspiration. Honesty is an appropriate consideration in other ways as well,
including but not limited to the responsible use of library resources, responsible conduct in examinations,
and the responsible use of the Internet. (See college catalog for complete statement.
http://www.lssc.edu/students/Pages/Current/CourseCatalog.aspx)
Important Information for Students with Disabilities:
Any student with a documented disability who requires assistance or academic accommodations should
contact the Office for Students with Disabilities immediately to discuss eligibility. The Office for
Students with Disabilities (OSD) is located on the Leesburg Campus, but arrangements can be made to
meet with a student on any campus. An appointment can be made by calling 352-365-3589 and specific
information about the OSD and potential services can be found at www.lssc.edu, then go to “Quick
NU: ALTERATIONS IN HEALTH III Fall 2016- 08/10/16 REV Course#/CRN Position
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Links” and click on Disability Services.
(http://www.lssc.edu/academics/disabilityservices/Pages/Default.aspx)
Privacy Policy (FERPA):
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part99) is a
Federal law that protects the privacy of a student’s education records. In order for your information to be
released, a form must be signed and in your records located in the Admissions/Registrar’s Office.
Zero-Tolerance for Violence Statement:
Lake-Sumter State College has a policy of zero tolerance for violence as stated in College Board Rule
2.17. Appropriate disciplinary action will be taken in accordance with Board Rule 2.17.
Attendance/Withdrawal Policies:
Institutional Information:
Once the Add/Drop period passes, students deciding to discontinue class attendance and/or online
participation have the responsibility for formal withdrawal by the withdrawal deadline.
Withdrawal Deadline:
Monday. October 17, 2016
Voluntary Course Withdrawal: Students deciding to discontinue class attendance and/or online
participation have the responsibility for formal withdrawal from class prior to the date published in the
course syllabus. Withdrawal forms are available from Academic Advising. Failure to withdraw properly
from class will result in a grade of “U” or “F” in the course.
Nursing Program Policies:
Please see your Student Handbook related to current Nursing Program policies. Although attendance in
class is not mandatory, the nursing program faculty believes that classroom attendance and active
participation is critical to your educational success. Research findings demonstrate the educational
efficacy of consistent class attendance. Many studies confirm a positive relationship between attendance
and grades and conversely, class absences negatively affecting grades. Students will be asked to sign an
attendance roster at the start of each class for purposes of program record keeping.
Classroom Etiquette:
Arrive to class on time: Common courtesy requires that you arrive on time so as not to disrupt your
instructor or fellow students. Faculty retains the right to refuse you entry to the classroom if you are late.
Arrive prepared for class: You will have class preparation assignments that will include textbook
readings and may include other assignments as announced by the instructor. It is an expectation that you
have completed those assignments before class and come to class prepared to participate actively.
Attire per your handbook: “Dress is to be appropriate to the learning environment and should not
cause distraction to fellow students. Skimpy or suggestive clothing is unacceptable. Short shorts, short
tops, halter tops, and jeans riding below boxer shorts are examples of inappropriate attire.”
Behavior: All students are expected to exhibit courteous, respectful, and attentive behavior in all classes
and with all interactions with instructors and fellow students. Students exhibiting disruptive behavior will
be dismissed from the classroom. Professionalism entails keeping an open mind and nonjudgmental
attitude in academic and clinical interactions.
Electronics: Cell phones and other electronic devices will be turned off during class. You may check
your calls during class breaks. You may not be texting during class. You may use a computer in class for
note-taking and classroom work only.
.
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Exam Policies:
Approved Absence:
The student must notify the instructor prior to the start of the exam and schedule a make-up exam with the
instructor. The student must complete the make-up exam within one week of the scheduled exam in the
Learning Center. A deduction of 10 points will be taken. Failure to make up the exam within one week
will result in a zero.
Unapproved Absence:
If the student does not notify the instructor prior to the start of the exam, the student must complete a
make-up exam no later than one day following the scheduled exam in the Learning Center. A deduction
of 10 points will be taken. Failure to make up the exam by the end of the following day will result in
a zero.
Tardiness:
The student must notify the instructor if they are going to be tardy. If the student arrives after testing has
begun, the student will not be permitted into the testing area. Arrangements will be made for the exam to
be taken in the Learning Center. The exam must be completed no later than the end of the same day of
the exam. A deduction of 10 points will be taken. Failure to make up the exam by the end of the same
day will result in a zero.
Grading Information:
Assignment Overview & Grade Breakdown:
Category
Description
Points or %
Exams
5 unit exams - 100 points each
500 points (50%)
HESI
Final HESI – 100 points each
100 points (10%)
Projects
Health Fair Project (information given in class)
100 points (10%)
Assignments
Varies with Weekly content – see Blackboard
15 assignments – 20 points each
300 points (30%)
Total Points 1000 points (100%)
Grading Scale: NURSING COURSES REQUIRE FINAL GRADE OF “B” (80% OR 800 POINTS OF
POSSIBLE 1000) IN ORDER TO CONTINUE IN THE PROGRAM. SEE GRADE BREAKDOWN
BELOW FOR FINAL GRADE CALCULATION IN THIS COURSE:
In order to receive credit for the course assignments and project(s) toward the final grade, student
must achieve a cumulative average of 80% or 480 points on course examinations, including the
HESI(s).
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900 – 1000 points (90% - 100%)
=
A
800 – 899 points (80% - 89.9%)
=
B
750 – 799 points (75% - 79.9%)
=
C
700 – 749 points (70% - 74.9%)
=
D
BELOW 700 points (<70%)
=
F
Course Project:
Information related to the Alt. III project (Health Fair) will be handed out in class. You will also receive
a rubric for this project. The project is worth 100 points or 10% of the final grade.
Late Work/Extensions:
Students are expected to keep informed about all course assignments by carefully following the
Assignment schedule, by routinely checking Blackboard and Lakehawk Mail. Submission of all
assignments is required. Assignments turned in incomplete or tardy will result in a deduction of 5% for
each day or portion of the day the assignment is late. If a student fails to submit all assignments, a concern
form will be written and it may result in failure of the course.
Course Calendar:
See Calendars in Blackboard: “Syllabus and Policies”
Syllabus Disclaimer:
Information contained in this syllabus is, to the best knowledge of this instructor, considered
correct and complete when distributed to the student. The instructor reserves the right, acting within
policies and procedures of Lake-Sumter State College, to make necessary changes in course content or
instructional techniques without prior notice or obligation to the student.
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Course Objectives/Content:
I.
NURSING MANAGEMENT OF IV THERAPY AND BLOOD
ADMINISTRATION
Unit Outcomes: Upon completion of this unit of study, the student will be able to:
Safe Effective Care Environment
1. Describe: butterfly needle, indwelling catheters, air embolism, phlebitis, infiltration, IV
piggyback, controller pump, plasma, hemolytic reaction, Y-Set, hepatitis.
2. Discuss the rational for choosing the IV site for venipuncture.
3. Demonstrate the procedural steps to performing venipuncture, IV Insertion, and dressing
application.
4. Identify the factors which can affect the IV flow rate.
5. Compare and contrast IV controllers, pumps, and syringe pumps.
6. Discuss the effect on the diet of the client with an IV and/or TPN.
Health Promotion and Maintenance
1. Discuss the most common complications of IV therapy.
Psychosocial Integrity
1. Discuss the psychosocial impact of IV therapy on a client and the family.
Physiologic Integrity
1. Identify the components of blood.
2. Discuss the nursing management of IV therapy and blood administration
3. Identify the factors which are important in documenting IV therapy and blood transfusions.
CONTENT FOR NURSING MANGEMENT OF IV THERAPY AND BLOOD
ADMINISTRATION
Safe Effective Care Environment: Content for Nursing Management of IV Therapy and
Blood Administration
1. IV Therapy
A. Preparing the equipment
i. Choosing the site
ii. Venipuncture devices
a. Scalp vein needles/butterflies
2. Indwelling catheters (protectocath)
A. Informing the client
B. Preparation of the site
i. Use of iodine
ii. Alcohol swabs
C. Vein entry procedure
D. IV dressing
E. Factors affecting flow of fluids
F. Monitoring the flow rate
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G. Complications
i. Circulatory overload
ii. Air embolism
iii. Febrile reaction
iv. Infection
v. Infiltration
vi. phlebitis
H. Using an IV controller/pump
I. Using an IV pump
J. Using a syringe pump
K. Discontinuing IV therapy
3. Transfusion Technique
A.
B.
C.
D.
E.
F.
G.
Assessment of blood and client
Needle selection when necessary
Using a Y-Set
Straight-line administration
Precautions
Flow rates
Observation of complications
i. Circulatory overload
ii. Febrile reaction
iii. Allergic reaction
iv. Septic reaction
v. Hemolytic reaction
vi. Delayed hemolytic reaction
vii. Diseases from transfusions
Health Promotion and Maintenance: Content for Nursing Management of IV Therapy and
Blood Administration
1. Nursing management of complications
Psychosocial Integrity: Content for Nursing Management of IV Therapy and Blood
Administration
1. Impact on IV therapy on the client.
Physiological Integrity: Content for Nursing Management of IV Therapy and Blood
Administration
1. Blood Components
A.
B.
C.
D.
E.
F.
G.
Whole blood
Packed red cells
Frozen red cells
Platelets
Granulocytes
Plasma
Albumin
2. Documenting blood transfusions and IV therapies.
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II.
RESPONSE TO ALTERED RENAL AND UROLOGIC FUNCTION AND FLUID
AND ELECTROLYTES/ACID BASE IMBALANCE
Unit Outcomes: Upon completion of this unit of study, the student will be able to:
Safe Effective Care Environment
1. Identify subjective and objective data required for a complete health history and physical
assessment.
2. Assess and interpret the diagnostics necessary for safe effective care of the client.
Health Promotion and Maintenance
1. Identify risk factors for disease/illness; e.g. medications, HTN, diabetes, diet, nephrotoxins.
Psychosocial Integrity
1. Assess client’s response to illness.
2. Identify barriers to client/family/significant other compliance with treatment plan.
3. Use cultural sensitivity to plan care.
Physiological Integrity
1. Identify information on foods and prescribed dietary modifications in relationship to disease
(protein, etc.).
2. Demonstrate knowledge of commonly prescribed medications for renal/urologic disorders.
3. Discuss nursing implications for these commonly prescribed medications.
4. Use critical decision making/critical thinking when planning care for a client with a central VAD
(vascular access device).
5. Initiate, monitor, maintain and discontinue intermittent parenteral fluid therapy.
6. Administer/maintain/discontinue total parenteral nutrition.
7. Use clinical decision making/critical thinking when caring for a client undergoing diagnostic
testing.
8. Apply knowledge of the client’s pathophysiology to laboratory value findings.
9. Use clinical decision making/critical thinking when evaluating the client’s laboratory values.
10. Know lab values for ABG’s (pH, CO², SaO² and HCO³), Bun, Cr, K+, Na, CL, CO², urine sp.
Gravity, U/A, magnesium, phosphorous, ammonia.
11. Modify the client care intervention based on a diagnostic test/lab test results.
12. Formulate a nursing care plan for a client undergoing peritoneal or hemodialysis.
13. Provide care for the client with vascular access for hemodialysis.
14. Identify signs and symptoms of client’s fluid and/or electrolyte imbalance.
15. Implement interventions to restore client’s fluid and/or electrolyte balance.
16. Evaluate client’s response to interventions to correct fluid or electrolyte imbalance.
17. Utilize the nursing process to assess needs, plan and implement individualized care, and evaluate
response for the client with renal/urologic fluid and electrolyte/acid base disorders.
CONTENT FOR FLUID AND ELECTROLYTES IMBALANCE
Safe Effective Care Environment: Content for Fluid & Electrolytes Imbalance
1. Subjective data, risk factors, history
2. Objective data, physical assessment
3. Diagnostics
A. ABG’s
B. Electrolytes
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Health Promotion and Maintenance: Content for Fluid & Electrolytes Imbalance
1. Safety and preventive measures
A. Lifestyle behaviors (fluid intake)
B. Illness management (N/V/D, sweating)
C. Prevention of complications (medications, etc.)
Psychosocial Integrity: Content for Fluid & Electrolytes Imbalance
1.
2.
3.
4.
Assess client’s response to illness.
Identify barriers to client/family/significant other compliance with treatment plan.
Use cultural sensitivity to plan care.
Identify any diet therapy changes needed for this client.
Physiological Integrity: Content for Fluid & Electrolytes Imbalance
1. Nursing Implications of Pharmacologic Management
A. Fluid management
i. Intravenous (parenteral) fluids
ii. Isotonic
iii. Hypertonic
iv. Hypotonic
B. Regulation of electrolytes/acid base
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
Calcium Salts
Kayexalate
Sodium bicarbonate
Electrolyte replacements
Furosemide (Lasix)
Bumetanide (Bumex)
Spironolactone (Aldactone)
Hydrochlorothiazide (HydroDiuril)
Magnesium Sulfate
2. Nursing Implications for Nonpharmacologic Management
A. Rehydration salts
B. Gatorade
C. Pedialyte
D. Nutrition/fluid intake
3. Nursing Management of Clients with:
A.
B.
C.
D.
E.
F.
G.
H.
I.
Hypo/hyperkalemia
Hypo/hypernatremia
Hypo/hypercalcemia
Hypo/hyperchloremia
Hypo/hypermagnesemia
Hypo/hyperphosphatemia
Hypo/hypervolemia
Dehydration
Third Spacing
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CONTENT FOR ACID-BASE DISORDERS
Safe Effective Care Environment: Content for Acid-Base Disorders
1. Diagnostics:
A. Blood Tests
2. ABGs
3. Serum Electrolytes
Health Promotion and Maintenance: Content for Acid-Base Disorders
1. Diet therapy for the client with an Acid Base imbalance.
2. Health promotion teaching for the client with an acid base imbalance.
3. Prevention of complications related to acid base imbalances.
Psychosocial Integrity: Content for Acid-Base Disorders
1. Effect of Acid Base disorders on the client.
Physiological Integrity: Content for Acid-Base Disorders
1. Nursing Management of Clients with:
A. Metabolic Acidosis
B. Metabolic Alkalosis
C. Respiratory Acidosis
D. Respiratory Alkalosis
CONTENT FOR RENAL/UROLOGIC FUNCTION
Safe Effective Care Environment: Content for Renal/Urologic Function
1. Subjective data, risk factors, history
2. Objective data, physical assessment
3. Diagnostics
A. Cystoscopy/cystogram
B. KUB (kidney, ureter, bladder)
C. Intravenous pyelogram
D. Ultrasound
E. Bladder scan
F. Urinalysis
G. Blood Tests
i. Creatinine clearance
ii. BUN
iii. Uric acid
iv. ABG’s
Health Promotion and Maintenance: Content for Renal/Urologic Function
1. Safety and preventive measures
A. Lifestyle behaviors (diet, med use, nephrotoxins)
B. Disease management (co-morbid, HTN, diabetes, treatment, UTI)
C. Prevention of complications/disease progression
D. Diet therapy
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Psychosocial Integrity: Content for Renal/Urologic Function
1.
2.
3.
4.
Genetic influence
Co-morbid conditions
Lifestyle impact
Transplants
Physiological Integrity: Content for Renal/Urologic Function
1. Acid Base Balance and ABG Interpretation
2. Nursing Implications for Pharmacologic Management
A. antispasmodic/anticholinergic
B. vasopressin
C. muscarinic antagonist
D. urinary alkalinizers/acidifiers
E. urinary tract analgesics
F. adrenergic antagonists
3. Nursing Implications for Nonpharmacologic Management
A. continuous bladder irrigation
B. nutrition/fluid management
C. peritoneal/hemodialysis
4. Nursing implications for Surgical Management
A. Kidney transplants
B. Lithotripsy
C. ileostomy, ureterostomy (urinary diversions)
5. Nursing Management of Clients with:
A. Infections/inflammatory disorders
i. UTI
ii. pyelonephritis
iii. urethritis
iv. interstitial cystitis
B. Acquired disorders
i. glomerulonephritis
ii. nephritic syndrome
C. Obstructive disorders
i. urinary calculi
ii. ureteral strictures
D. Renal Vascular disorders
i. renal artery disease
E. Polycystic Disease
F. Renal Failure
i. acute/chronic renal failure
ii. chronic kidney disease/ESRD
iii. acute tubular necrosis
III.
RESPONSE TO ALTERED MALE AND FEMALE REPODUCTIVE FUNCTION
Unit outcomes: Upon completion of this unit of study, the student will be able to:
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Safe Effective Care Environment
1. Report a client with a communicable disease.
2. Inform staff and client/family/significant other of appropriate infection control procedures.
Health Promotion and Maintenance
1. Evaluate incorporation of age specific healthy behaviors into lifestyle by client/family/significant
other (e.g., screenings, self-exams, SBE, STE, limiting risky behaviors (condoms).
2. Identify risk factors for disease/illness (lifestyle, ethnicity, STD’s, etc.).
3. Participate in disease prevention activities relative to client’s risk factors.
4. Evaluate client’s acceptance of body image relative to developmental or interventional changes.
5. Apply knowledge from biologic/social sciences when discussing family planning with
client/family/significant other.
6. Recognize expected outcomes for family planning methods.
7. Counsel client/family/significant other on sexuality issues (e.g., family planning, safe sex,
menopause, impotence).
Psychosocial Integrity
1. Use cultural sensitivity to plan care.
2. Identify factors for disease/illness.
3. Assess client’s response to illness.
4. Identify barriers to client/family/significant other compliance with treatment plan.
Physiological Integrity
1. Apply knowledge of alternative/complementary therapies R/T reproduction.
2. Demonstrate knowledge of commonly used prescription medications for reproductive disorders.
3. Discuss nursing implications for these commonly prescribed medications.
4. Use clinical decision making/critical thinking when caring for a client undergoing diagnostic
testing.
5. Utilize the nursing process to assess needs, plan and implement individualized care, and evaluate
responses for the client with a reproductive disorder.
6. Determine appropriate nursing care for patients undergoing surgical and nonsurgical
procedures for male and female reproductive disorders
CONTENT FOR ALTERED FEMALE REPRODUCTIVE FUNCTION
Safe Effective Care Environment: Content for Altered Female Reproductive Function
1. Subjective data, risk factors, history
2. Objective data, physical assessment
3. Diagnostics
A. Ultrasound
B. CT/MRI
C. Colposcopy
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D. PAP smear
E. Wet prep, (KOH) smears, cervical scrapings, microscopic examinations, cultures of
secretions.
F. Laparoscopy
G. Mammogram
H. Breast Biopsy
I. Endometrial biopsy
J. Fertility testing
K. Serology
i. VDRL/RPR
ii. FTA-ABS
iii. DFA (direct fluorescent antibody)
iv. HCG
v. Hormone levels
Health Promotion and Maintenance: Content for Altered Female Reproductive Function
1. Safety/preventive measures
A. Breast Self-Exam (BSE)
B. Lifestyle behaviors
i. Family planning
ii. High risk behavior (substance abuse, sexual)
C. Education
D. Vaccinations – Hepatitis A & B
Psychosocial Integrity: Content for Altered Female Reproductive Function
1. Lifestyle impact
2. Body image changes
Physiological Integrity: Content for Altered Female Reproductive Function
1. Nursing Implications for Pharmacologic Management
A.
B.
C.
D.
E.
F.
Hormone replacement (HRT/ERT)
Antibiotics (specific. PCN, Doxycycline, PO)
Antivirals/antifungals/antiprotozoal PO
Contraceptives
Topicals (antifungal, antibacterial, antibiotic)
NSAIDS (for dysmenorrhea, PMS)
2. Nursing Implications for Nonpharmacologic Management
A. Pessary
B. Diet/fluids
C. Phytoestrogens
D. Kegel exercises
E. Exercise
F. Radiation therapy
G. Education – hygiene
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3. Nursing Implications for Surgical Management
A. Herniorrhaphy
B. Cryosurgery
C. Dilation & curettage
D. Hysterectomy
E. Mastectomy
F. Salpingo-oophorectomy
G. Rectocele, cystocele repair
H. Tubal sterilization
I. Endometrial ablation
Nursing Management of Clients with:
J. Functional menstrual disorders
i. normal physiology
ii. dysmenorrhea
iii. premenstrual syndrome
iv. amenorrhea
K. Menopause
i. Bartholin’s Cysts
L. Cervicitis
M. Vaginitis
N. candidiasis
O. bacterial vaginosis
P. Pelvic support disorders
Q. uterine prolapse
R. cystocele
S. rectocele
T. Uterine disorders
i. leiomyomas (fibroids)
ii. dysfunctional uterine bleeding (DUB)
iii. endometriosis
U. STD’s/PID
V. gonorrhea
W. syphilis
X. genital herpes (HSV)
Y. cytomegalovirus
Z. chlamydia
AA.
trichomonas vaginitis
BB. genital lice
CC. human papillovirus (HPV)
DD.
Diseases of Breast
EE. cancer
FF. fibrocystic
GG.
Female reproductive malignancies
i. cervical
ii. uterine
iii. ovarian
CONTENT FOR ALTERED MALE REPRODUCTIVE FUNCTION
Safe Effective Care Environment: Content for Altered Male Reproductive Function
1. Subjective data, risk factors, history
2. Objective data, physical assessment
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3. Diagnostics
A. Digital rectal exam
B. Ultrasound
i. TRUS
C. CT/MRI
D. Prostate Biopsy
E. Serology
i. PSA
ii. Hormone levels
iii. CBC
iv. DHT
v. AFP
vi. HCG
vii. LDH
viii. Creatinine levels
Health Promotion and Maintenance: Content for Altered Male Reproductive Function
1. Safety/preventive measures
A. Health Promotion
B. Testicular Self-Exam (TSE)
Psychosocial Integrity: Content for Altered Male Reproductive Function
1. Lifestyle impact
2. Sexual Function
3. Fertility
Physiological Integrity: Content for Altered Male Reproductive Function
1. Nursing Implications for Pharmacologic Management
A. Phosphodiesterase Type 5 Inhibitor (Cialis)
B. Alprostadil (Caverject)
C. 5-a-reductase inhibitors (Proscar)
D. Alpha-adrenergic antagonist
E. Others: Viagra, Levitra
2. Nursing Implications for Nonpharmacologic Management
A. Radiation therapy
B. Chemotherapy
C. Cryotherapy
D. Alternative Therapy/Complimentary
i. Saw Palmetto Extract
ii. Lycopene
3. Nursing Implications for Surgical Management
A. Epididymectomy
B. Prostatectomy
C. Orchiectomy
D. Vasectomy
4. Nursing Management of Clients with:
A. Disorders of the prostate
i. Benign Prostatic Hyperplasia (BPH)
ii. Prostate Cancer
iii. Prostatitis
B. Disorders of the Testes
i. Testicular Cancer
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ii. Orchitis
iii. Epididymitis
C. Disorders of the Penis
i. Erectile Dysfunction/Impotence
ii. Priapism
iii. Penile Cancer
IV.
RESPONSE TO ALTERED ENDOCRINE FUNCTION:
Unit outcomes: Upon completion of this unit of study the student will be able to:
Safe Effective Care Environment
1. Identify risk factors for disease/illness.
2. Perform health history/health and risk assessments.
Health Promotion and Maintenance
1. Evaluate incorporation of healthy behaviors into lifestyle by client/family/significant other.
2. Evaluate Diet therapies related to Endocrine disorders.
Psychosocial Integrity
1. Assess the client/family/significant other’s reactions to body image changes.
Physiological Integrity
1. Demonstrate knowledge of commonly prescribed medications for the endocrine system.
2. Discuss nursing implications for these commonly prescribed medications.
3. Use clinical decision making/critical thinking when evaluating the client’s laboratory and
diagnostic values.
4. Provide the client/family/significant other with methods to prevent complications associated with
illness/disease/diagnostic tests/treatments/procedures.
5. Compare and differentiate common disorders of the endocrine system.
6. Compare and contrast assessment findings of a healthy client versus one with an endocrine
disorder/disease.
7. Utilize the nursing process to assess needs, plan and implement individualized care and evaluate
responses for the client with an endocrine disorder.
CONTENT FOR ALTERED ENDOCRINE FUNCTION
Safe Effective Care Environment
1. Subjective data, risk factors, history
2. Objective data, physical assessment
3. Diagnostics
A. thyroid scan
B. blood tests
i.
ii.
iii.
iv.
v.
thyroid stimulating hormone (TSH)
thyroxin (T4)
triio dothyronine (T3)
growth hormone
cortisol
vi. adrenocorticotropic hormone (ACTH)
Health Promotion and Maintenance
1. Diet therapies
2. Lifestyle changes
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Psychosocial Integrity
1. Decreased energy level
2. Mood swings
3. Cognitive changes
Physiological Integrity
1. Nursing Implications for Pharmacologic Management
A. antithyroid agents
B. thyroid agents
C. pituitary agents
D. adrenal agents
E. corticosteroids
F. Insulin and oral antidiabetics
2. Nutritional / Natural / Herbal
3. Nursing Implications for Nonpharmacological Management
A. radiation therapy
B. radioactive iodine therapy
4. Nursing Implications for Surgical Management
A. Thyroidectomy
B. Parathyroidectomy
C. Adrenalectomy
5. Nursing Management of Clients with:
A. Hypothyroidism
B. Hyperthyroidism
i. Graves’ Disease
ii. Toxic goiter
iii. thyroid storm
C. Hyperparathyroidism
D. Hypoparathyroidism
E. Cushing’s Syndrome
F. Addison’s Disease
G. Acromegaly
H. Cretinism
I. Hypopituitarism
J. Pituitary adenoma
K. Syndrome of Inappropriate Antidiuretic Hormone
L. Diabetes Insipidus
M. Diabetes Mellitus
i. Type 1
ii. Type 2
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SYLLABUS RECEIPT ACKNOWLEDGEMENT
COURSE NUMBER:
COURSE NAME:
STUDENT:
NUR2220
TERM - YEAR:
Fall 2016
Alterations in Health III
Complete and return to instructor on day of syllabus review.
My instructor reviewed the content, assignments, and policies of this syllabus in its entirety. I read,
understand, and have no further questions regarding the aforementioned content.
PRINT NAME: __________________________ XID#: _________________
SIGNATURE: _____________________________DATE: _______________
INSTRUCTOR:
Collect and forward to administrative staff assistant on your campus.
ADMINISTRATIVE STAFF ASSISTANT:
Verify collection of form for every student enrolled in above course on your campus.
Scan as single document under corresponding campus and course—
on V Drive/Nursing Staff/Aggregate Doc’n/Syllabi Acknowledgements.
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