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Write On is FSCC’s Quality Enhancement Plan (QEP) to improve student writing. DIVISION OF ALLIED HEALTH: NURSING Course syllabus Spring 2016 Nursing 202 – Nursing through the Lifespan II Theory 3 credit hours Lab 0 credit hour Clinical 3 credit hours Total 6 credit hours Total contact hours 12 Wednesday: Theory 0800-1100/1200 Clinical: Monday 0630-1700 *** Mandatory 4 hours Community Service*** Instructors: Rebecca Boyer RN MSN Room: SAH 227 Diane McLean RN MSN Room SAH 223 Office # : (251) 580-4881 Email: [email protected] Office #: (251) 580-2266 Email: [email protected] Office Hours: See instructors’ schedule on Blackboard and posted on instructors office door. FERPA Policy: Due to the Family Educational Rights and Privacy Act (FERPA), 20 U.S.C. § 1232g, I will only be able to reply to email from your official Faulkner State email address. Contact the help desk immediately if you cannot access your Faulkner State email account at 251.580.4900. 1 Help Desk: Phone: (251) 580-4900 Email: [email protected] Prerequisites: NUR 201 -- Nursing Through The Lifespan I BIO 220 -- Microbiology PSY 200 -- Psychology ENG 101 -- English Composition I Co-requisites: SPH 106, 107, or 116 Speech PSY 210 – Human Growth and Development Required Resources Textbooks: Atwood, S., Stanton, C. & Storey-Davenport, J. (2011). Introduction to Basic Cardiac Dysrhythmias (4th ed.). Burlington, MA. Jones & Bartlett Learning, LLC. Diepenbrock, N. (2012). Quick Reference to Critical Care (4th ed.). Philadelphia. Lippincott, Williams, & Wilkins. Hogan, M. A. (2012). Comprehensive Review for NCLEX-RN: Reviews and Rationales (2nd ed.). Upper Saddle River, New Jersey. Pearson Education, Inc. Ignatavicius, D. D., & Workman, M. L. (2013). Medical-Surgical Nursing: Patient-Centered Collaborative Care. Clinical Decision-Making Study Guide (7th ed.). St. Louis. Saunders, Elsevier. Ignatavicius, D. D., & Workman, M. L. (2013). Medical-Surgical Nursing, (7th ed.). St. Louis. Saunders, Elsevier. Silvestri, L.A. (2013). Comprehensive Review for NCLEX-RN (6th ed.). St. Louis. Elsevier, Saunders. Townsend, M. C. (2011). Essentials of Psychiatric Mental Health Nursing. (5th ed.). Philadelphia. F.A. Davis. Supplemental Texts: Adams, M. P. & Holland, L. (2011) Pharmacology for Nurses. (4th ed.). Upper Saddle River, New Jersey. Prentice Hall, Inc. 2 Berman & Snyder. (2011). Kozier & Erb Fundamentals of Nursing. (9th ed.). Upper Saddle River, New Jersey. Pearson Education, Inc. Berman & Snyder. (2011). Kozier & Erb Fundamentals Clinical Handbook. (9th ed.). Upper Saddle River, New Jersey. Pearson Education, Inc. Gahart, B., & Nazareno, A. (2011). Intravenous Medications (27th ed.). St. Louis. Elsevier Health Sciences. Giangrasso, A. & Shrimpton, D. (2013). Dosage calculation: a multi-method approach. Upper Saddle River, New Jersey: Pearson, Education, Inc. Hogan, M. A. (2007). Nutrition & Diet Therapy: Reviews and Rationales. (2nd ed.). Upper Saddle River, New Jersey. Pearson Education, Inc. Jarvis. C. (2012). Physical Exam & Health Assessment with online companion. (6th ed.). St. Louis. Saunders, Elsevier. Myers, E. (2010). RNotes Nurse Clinical Pocket Guide. (3rd ed.). Philadelphia. F.A. Davis Company. Nugent & Vitale. (2012). Test Success. (6th ed.). Philadelphia. F. A. Davis Company. Pagana, K. D. & Pagana, T. J. (2012). Mosby’s Manuel of Diagnostic & Laboratory Tests. (11th ed.). St. Louis. Elsevier Health Sciences. Skidmore-Roth, L. (2014). Mosby’s 2014 Nursing Drug Reference. (27th ed. ). Elsevier Health Sciences. Venes, D. (Ed.). (2013). Taber’s Cyclopedic Medical Dictionary. (22nd ed.). Philadelphia: F.A. Davis. Wilkinson, J. & Ahern, N. (2009). Prentice Hall Nursing Diagnosis Handbook. (9th ed.). Upper Saddle River, New Jersey, Pearson. Computer Assisted Instruction: ATI Nursing Education (2013). Pharmacology for Nursing Edition 7.0. Content Mastery series Review Module. Assessment Technology Institute, LLC. www.atitesting.com F. A. Davis Calculating Drug Dosages and Mosby’s Clinical Calculations available in Nursing Lab and Fairhope Learning Resource Center. NCLEX RN – 3500: Computer Assisted Instruction. (2004). New York. Springhouse Publishing Company and Staff. http://adultedserbm:8080/nclexrn3500/maintainClasses.do;jsessionid=D4C6526396DA4 F5D3EB5FFF170936085 3 COMPUTER ASSISTED PROGRAMS: No Computer Assisted Assignments will be accepted late. Only original work with a name and date on the results sheet will be accepted. Failure to submit original work is considered academic dishonesty and will subject to disciplinary action according to the Faulkner State Community College Student Handbook. Course Description: This course builds upon previous instruction and provides additional 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. Students manage and provide collaborative care to patients who are experiencing selected alterations in cardiovascular, hematological, immune, and genitourinary systems in a variety of settings. Additional instruction is provided for psychiatric disorders, high-risk obstetrics. Teaching/learning concepts, advanced dosage calculations, nutrition, pharmacology, communication, cultural, and community concepts are integrated. Course Objectives: MODULE A PSYCHIATRIC DISORDERS A1.0 Provide care for patients with selected psychiatric disorders A1.1.1 Define terms associated with selected psychiatric disorders. A1.1.2 Explain selected psychiatric disorders. A1.1.3 Explain therapeutic relationships and communication as applied to patients with selected psychiatric disorders. A1.1.4 Explore etiologies related to selected psychiatric disorders. A1.1.5 Explain therapies for selected psychiatric disorders. A1.1.6 Explain health promotion related to selected psychiatric disorders. A1.1.7 Describe the role of the nurse in providing care for patients experiencing selected psychiatric disorders. A1.1.8 Interpret clinical manifestations of selected psychiatric disorders. A1.1.9 Interpret diagnostic tests for selected psychiatric disorders. A1.1.10 Describe the pharmacological agents and/or treatments for selected psychiatric disorders. A1.1.11 Evaluate nutritional considerations for patients experiencing selected psychiatric disorders. A1.1.12 Identify expected outcomes of treatment modalities for patients experiencing selected psychiatric disorders. A1.1.13 Evaluate psychosocial needs of patients, families, and/or support systems. A1.1.14 Use critical thinking to manage nursing care for culturally diverse patients experiencing selected psychiatric disorders. 4 A1.1.15 Evaluate the outcomes of care provided for patients experiencing selected psychiatric disorders. A1.1.16 Assess the impact of selected psychiatric disorders on maternal and pediatric patients. A1.1.17 Assess the functional, cognitive, psychological, social and spiritual status of geriatric population. A1.1.18 Identify individuals at risk for suicide addressing 2012 National Patient Safety Goal 15. A1.1.19 Reduce the risk of patient harm resulting from falls by evaluation of patient’s fall history; review of medications and alcohol consumption; gait and balance; walking aids; protective devices and environmental assessments addressing 2012 National Patient Safety Goal # 9. MODULE B CARDIOVASCULAR SYSTEM ALTERATIONS B1.0 Providing nursing care for patients experiencing selected cardiovascular system alterations. B1.1.1 Define terms associated with selected cardiovascular system alterations. B1.1.2 Describe selected cardiovascular system alterations. B1.1.3 Describe the pathophysiology associated with selected cardiovascular system alterations. B1.1.4 Explain complications associated with myocardial infarction (MI). B1.1.5 Describe the role of the nurse in providing care for patients experiencing selected cardiovascular system alterations. B1.1.6 Explain health promotion related to selected cardiovascular system alterations. B1.1.7 Interpret clinical manifestations of selected cardiovascular system alterations. B1.1.8 Interpret diagnostic tests for selected cardiovascular system alterations. B1.1.9 Describe the pharmacological agents and/or treatment for selected cardiovascular system alterations. B1.1.10 Evaluate nutritional considerations for patients experiencing cardiovascular system alterations. B1.1.11 Identify expected outcomes of treatment modalities for patients experiencing cardiovascular system alterations. B1.1.12 Evaluate psychosocial needs of patients, families, and/or support systems B1.1.13 Use critical thinking to manage nursing care for culturally diverse patients experiencing selected cardiovascular system alterations. B1.1.14 Evaluate expected outcomes of nursing care for patients experiencing selected cardiovascular system alterations. B1.1.15 Assess the impact of selected cardiovascular system alterations on pediatric patients. B1.1.16 Report critical results of test and diagnostic procedures on a timely 5 basis focusing on 2012 National Patient Safety Goal # 2. B1.1.17 Reduce the risk of health care-associated infections to prevent central line-associated bloodstream infections; utilize hand hygiene guidelines; and evidenced-based practices. MODULE C HEMATOLOGICAL SYSTEM ALTERATIONS C1.0 Providing nursing care for patients experiencing selected hematological system alterations. C1.1.1 Define terms associated with selected hematological system alterations. C1.1.2 Describe selected cardiovascular system alterations. C1.1.3 Describe the pathophysiology associated with selected hematological system alterations. C1.1.4 Describe the role of the nurse in providing care for patients experiencing selected hematological system alterations. C1.1.5 Explain health promotion related to selected hematological system alterations. C1.1.6 Interpret clinical manifestations of selected hematological system alterations. C1.1.7 Interpret diagnostic tests for selected hematological system alterations. C1.1.8 Describe the pharmacological agents and/or treatment for selected hematological system alterations. C1.1.9 Evaluate nutritional considerations for patients experiencing hematological system alterations. C1.1.10 Identify expected outcomes of treatment modalities for patients experiencing hematological system alterations. C1.1.11 Evaluate psychosocial needs of patients, families, and/or support systems C1.1.12 Use critical thinking to manage nursing care for culturally diverse patients experiencing selected hematological system alterations. C1.1.13 Evaluate expected outcomes of nursing care for patients experiencing selected hematological system alterations. C1.1.14 Assess the impact of selected hematological system alterations on maternal, pediatric, and geriatric patients. MODULE D IMMUNE SYSTEM ALTERATIONS D1.0 Providing nursing care for patients experiencing selected immune system alterations. D1.1.1 Define terms associated with selected immune system alterations. D1.1.2 Describe selected immune system alterations. D1.1.3 Describe the pathophysiology associated with selected immune system alterations. D1.1.4 Describe the role of the nurse in providing care for patients experiencing selected immune system alterations. D1.1.5 Explain health promotion related to selected immune system alterations. D1.1.6 Interpret clinical manifestations of selected immune system 6 alterations. D1.1.7 Interpret diagnostic tests for selected immune system alterations. D1.1.8 Describe the pharmacological agents and/or treatment for selected immune system alterations. D1.1.9 Evaluate nutritional considerations for patients experiencing immune system alterations. D1.1.10 Identify expected outcomes of treatment modalities for patients experiencing immune system alterations. D1.1.11 Evaluate psychosocial needs of patients, families, and/or support systems D1.1.12 Use critical thinking to manage nursing care for culturally diverse patients experiencing selected immune system alterations. D1.1.13 Evaluate expected outcomes of nursing care for patients experiencing selected immune system alterations. D1.1.14 Assess the impact of selected immune system alterations on maternal, pediatric, and geriatric patients. MODULE E GENITOURINARY SYSTEM ALTERATIONS E1.0 Providing nursing care for patients experiencing selected genitourinary/renal system alterations. E1.1.1 Define terms associated with selected genitourinary/renal system alterations. E1.1.2 Describe selected genitourinary/renal system alterations. E1.1.3 Describe the pathophysiology associated with selected genitourinary/renal system alterations. E1.1.4 Describe the role of the nurse in providing care for patients experiencing selected genitourinary/renal system alterations. E1.1.5 Explain health promotion related to selected genitourinary/renal system alterations. E1.1.6 Interpret clinical manifestations of selected genitourinary/renal system alterations. E1.1.7 Interpret diagnostic tests for selected genitourinary/renal system alterations. E1.1.8 Describe the pharmacological agents and/or treatment for selected genitourinary/renal system alterations. E1.1.9 Evaluate nutritional considerations for patients experiencing genitourinary/renal system alterations. E1.1.10 Identify expected outcomes of treatment modalities for patients experiencing genitourinary/renal system alterations. E1.1.11 Evaluate psychosocial needs of patients, families, and/or support systems E1.1.12 Use critical thinking to manage nursing care for culturally diverse patients experiencing selected genitourinary/renal system alterations. E1.1.13 Evaluate expected outcomes of nursing care for patients experiencing selected genitourinary/renal system alterations. E1.1.14 Assess the impact of selected genitourinary/renal system 7 alterations on maternal, pediatric, and geriatric patients. E1.1.15 Comply with the current Centers of Disease Control and Prevention hand hygiene guidelines. E1.1.16 Implement evidenced-based practices to prevent health careassociated infections due to multidrug-resistant organisms in acute care hospitals focusing on Goal # 7 of 2012 National Patient Safety Goals. MODULE F HIGH RISK OBSTETRICS F1.0 Providing nursing care for patients experiencing high risk pregnancy. F1.1.1 Define terms associated with high risk pregnancy. F1.1.2 Describe complications associated with high risk pregnancy. F1.1.3 Describe the pathophysiology associated with high risk pregnancy. F1.1.4 Describe the role of the nurse in providing care for a patient experiencing high risk pregnancy. F1.1.5 Explain health promotion related to high risk pregnancy. F1.1.6 Interpret clinical manifestations associated with high risk pregnancy. F1.1.7 Interpret diagnostic tests for high risk pregnancy. F1.1.8 Describe the pharmacological agents and/or treatment for high risk pregnancy. F1.1.9 Evaluate nutritional considerations for patients experiencing high risk pregnancy. F1.1.10 Identify expected outcomes of treatment modalities for patients experiencing high risk pregnancy. F1.1.11 Evaluate psychosocial needs of patients, families, and/or support systems F1.1.12 Use critical thinking to manage nursing care for culturally diverse patients experiencing high risk pregnancy. F1.1.13 Evaluate expected outcomes of nursing care for high risk pregnancy. F1.1.14 Differentiate between the impact of pregnancy on the adolescent and the adult patient. MODULE G SELECTED NEUROMUSCULAR ALTERATIONS G1.0 Providing nursing care for patients experiencing complications with selected neuromuscular system alterations of disorders. G1.1.1 Define terms associated with neuromuscular system alterations G1.1.2 Describe selected neuromuscular system alterations G1.1.3 Describe legal and ethical considerations related to providing nursing care for selected neuromuscular system alterations G1.1.4 Describe the impact of selected neuromuscular system alterations on patients throughout the lifespan. G1.1.5 Relate the pathophysiology associated with selected neuromuscular system alteration to clinical manifestations. G1.1.6 Describe the role of the nurse in providing care for patients experiencing selected neuromuscular system alterations. G1.1.7 Explain health promotion related to selected neuromuscular system 8 alterations G1.1.8 Interpret selected diagnostic test for neuromuscular system alteration. G1.1.9 Explain complications associated with selected neuromuscular system alterations G1.1.10 Describe the pharmacological agents and/or treatments for selected neuromuscular system alterations. G1.1.11 Evaluate nutritional considerations for patients experiencing selected neuromuscular system alterations G1.1.12 Identify patient response to treatment modalities for patients experiencing selected neuromuscular system alterations G1.1.13 Evaluate psychosocial needs of patient, families, and/or support system. G1.1.14 Use critical thinking to prioritize nursing care for culturally diverse patients experiencing selected neuromuscular system alterations G1.1.15 Describe the delegation process used to provide nursing care for patients experiencing selected neuromuscular system alterations. G1.1.16 Evaluate outcomes of nursing care for patients experiencing selected neuromuscular system alterations. COURSE CONTENT OUTLINE: MODULE A OUTLINE • Terms • Selected disorders Schizophrenia Mood/affective disorders Psycho physiological disorders Substance abuse Characteristics Types • Therapeutic relationships and communication • Etiologies • Therapies • Health promotion • Role of the nurse • Clinical manifestations • Diagnostic tests • Pharmacological agents and treatments • Nutritional considerations • Nursing process • Impact on maternal and pediatric patients MODULE B OUTLINE • Terms • Conduction system • Selected disorders 9 Coronary artery diseases Angina Myocardial Infarction (MI) and complications Diagnostic tests Cardiac catheterization Trans Esophageal Echocardiogram (TEE) • Pathophysiology • Role of the nurse • Health promotion • Clinical manifestations • Pharmacological agents and treatments • Nutritional considerations • Nursing process • Impact on pediatric patients MODULE C OUTLINE • Terms • Hematological alterations Leukemia Hodgkin’s/non-Hodgkin’s lymphoma Multiple myeloma Neutropenia Hemochromatosis Splenectomy • Pathophysiology • Role of the nurse • Health promotion • Clinical manifestations • Diagnostic tests • Pharmacological agents and treatments • Nutritional considerations • Nursing process • Impact on maternal and pediatric patients MODULE D OUTLINE • Terms • Immune system alterations Infectious diseases HIV/AIDS (management/pharmacology) Systemic Lupus Erythematosus (SLE) Hypersensitivity reaction • Pathophysiology • Role of the nurse • Health promotion • Clinical manifestations • Diagnostic tests • Pharmacological agents and treatment 10 Nutritional considerations • Nursing process • Impact on maternal and pediatric patients MODULE E OUTLINE • Terms • Genitourinary/renal alterations Disorders of the male reproductive system (prostate, testicular, scrotal, penile) Inflammatory/Infection disorders (cystitis and pyelonephritis) Obstructive disorders Renal failure Tumors Polycystic kidney disease • Pathophysiology • Role of the nurse • Health promotion • Clinical manifestations • Diagnostic tests • Pharmacological agents and treatments • Nutritional considerations • Nursing process • Impact on maternal and pediatric patients MODULE F OUTLINE • Terms • Electronic fetal monitoring • Induction/augmentation • Pregnancy induced hypertension (PIH) • Hemolysis, Elevated Liver Enzymes, Low Platelets (HELLP) • Cardiovascular disease • Pre-term labor • Disseminated Intravascular Coagulation (DIC) • Pathophysiology • Role of the nurse • Health promotion • Clinical manifestations • Diagnostic tests • Pharmacological agents and treatments • Nutritional considerations • Nursing process • Adolescent pregnancy Module G OUTLINE • Terms • Selected neuromuscular system alterations Headaches • Tension • Migraine 11 • • • • • • • • • • • • • • • Cluster Multiple Sclerosis Parkinson’s Guillian Barre Amyotropic Lateral Sclerosis Myasthenia gravis Trigeminal Neuralgia Bell’s Palsy Muscular Dystrophy Cerebral Palsy Neural tube defects Pathophysiology Clinical manifestations Diagnostic tests Complications Pharmacological agents Nutritional considerations Treatment modalities Treatment modalities Psychological care Nursing care plan for the culturally diverse client Prioritize care using critical thinking Delegation Expected outcomes Rehabilitation for selected neuromuscular alterations Student Learning Outcomes: Upon completion of the course: #1: The student will manage and provide collaborative care to patients who are experiencing selected alterations in mental health, high risk obstetrics, cardiovascular, hematologic, immune, and genitourinary systems. #2: The student will illustrate competency in medication administration for patients with selected psychiatric and medical disorders. #3: The student will apply nursing concepts related to selected mental disorders, high risk obstetrics, and adult health disorders. Teaching Strategies: o o o o o o Theoretical Presentation/Lecture Class discussion Clinical experience Audio-visual aids Web activities Computer activities 12 o o o o Material care studies Critical thinking exercises Self Study Modules Hand-outs/quizzes/exercises/exams Grading Policy: Grades received for all course work and examinations in this class are not negotiable. Course evaluations will be based on the following scale: Grading: Evaluation of the student is based upon academic achievement and a satisfactory in the clinical component. The academic grade is determined through Module Exams, Clinical Exams, and a Comprehensive Final Exam. Clinical Exams are assessed based on various assignments, unannounced daily quizzes, Hogan quizzes, group assignments, special projects, online case studies, and Computer Adaptive Instruction (CAI’s) including ATI, NCLEX 3500, and Silvestri, or any other assignment at the instructor’s discretion. A satisfactory grade of 75% or above and a satisfactory on the final clinical evaluation must be achieved to pass NUR 202. Students will be evaluated weekly in the clinical setting. The clinical evaluation tool and clinical paperwork will be distributed prior to the start of clinical. Grading Criteria Grade Distribution: 90-100 A Module Exams (7) 60% 80-99 B Clinical Exams: 10% 75-79 C Dosage Calculation Exam (1st grade only) (2%) 60-74 D Clinical Reasoning & Pharm CRE(1st grade only) (2%) Assignments/Quizzes/Projects/NCLEX 3500 Achievement exam LEVEL 2 = 2 ATI: Adult Med-Surg LEVEL <2 = 0 Final Exam (4%) (2%) 30% Note that a ‘C’ requires a grade of 75-79 in FSCC’s nursing courses. Students are expected to spend 2-3 hours outside of class reading and/or studying the material for every hour spent in class. Students should read the assignments before class, take notes during class, and follow-up by reviewing after class. Information from previous courses may be included in discussions and on exams. Students are accountable for the comprehensive knowledge covered in previous courses, therefore, it is advised to review previously learned material for better clarification and understanding of the current class content. 13 Blackboard: Students are expected to utilize “Blackboard” during this course. Several assignments will be posted on the web as well as all PowerPoints for the class. Students are expected to check “Blackboard” daily in order to stay current with classroom assignments. This web enhanced class provides the student with up to date information and the student should have accessibility to a computer daily. All class tools are for class instructional issues. All comments and postings not instructional in nature will be reviewed and may be administratively deleted. Students who fail to comply with this policy may be denied access to class with no refund and be subject to the college’s academic code of conduct. Testing Atmosphere: It is essential that testing times are quiet. Once a student leaves the testing area, the student will not be allowed to return until all students have completed testing. No books, paper, purses, palm pilots, cell phones, etc. will be allowed on top of any desk during testing. Please be courteous and maintain a quiet atmosphere in the hall while classmates are still testing. Each student will be given a cover sheet prior to each exam. The student is expected to keep their scantron covered and will be asked to turn in the cover sheet with the exam at the complete of the exam. Tests are timed at one (1) minute per question. Students arriving late for an exam must take the exam in the available remaining time. Students arriving late for a pop quiz may not be allowed to take the quiz. All course work must be completed before students will be allowed to take the final exam. Final exam schedules posted in the semester catalogue may differ from the Nursing Program final exam schedule. ANY STUDENT WHO ARRIVES LATE FOR CLASS WHEN A POP QUIZ IS GIVEN WILL NOT BE ALLOWED IN THE CLASSROOM UNTIL AFTER THE QUIZ HAS BEEN COLLECTED AND THE LATE STUDENT WILL RECEIVE A ZERO GRADE FOR THAT QUIZ. ***ALL CAIs/NCLEX ASSIGNMENTS SCORES SHOULD BE AT 75% IN ORDER TO RECEIVE CREDIT FOR THAT ACTIVITY. Achievement Exams: A Comprehensive Achievement Exam by ATI: RN Adult Medical Surgical is given for this course. Any student who fails is expected to remediate as assigned by the instructor. 1. Achievement exam is worth 2% of the course grade for a level 2 score 2. Achievement exam is worth 0% of the course grade for a level <2 score Standardized Achievement Exams: ATI offers two (2) additional achievement exams for the student including Mental Health AND Community Health which are counted as part of 14 the quiz average. Students are still required to meet (the level 2 or 75% pass rate )for these exams. Remediation Requirements: All students scoring less than level 2 on Achievement Exams must complete practice tests as assigned by instructor, followed by completion of proctored NCLEX 3500 test with a score of 75% or higher. An incomplete will be assigned for the class until acceptable test score is achieved. Students are ineligible to progress to next class with an incomplete. Make-up Exams: No more than one make-up examination will be allowed. If more than one exam is missed, a grade of zero will be given for that exam. All make-up exams will be administered week of, and prior to the withdrawal date for the semester. Make-up exams are subject to be different from the original exam. If exams are not made up on assigned date, the student will receive a zero for that exam. Early exams are given only by the discretion of the instructor for extenuating circumstances. Students will not be allowed to make up clinical exams. Test Review: During the class test review pencils, pens, recorders, cell phones, etc. will not be allowed. Class test reviews may be terminated if the class becomes disruptive, then the student must schedule an appointment to review the exam individually with the instructor. All students are REQUIRED to attend test reviews. Test reviews will be held after class or at the instructor’s discretion. All students must make arrangements to be able to attend reviews that may be held outside scheduled class time. NO STUDENT WILL BE ALLOWED TO REVIEW THEIR TESTS THE WEEK BEFORE FINAL EXAMS. Students may view only the previous exam (only one time). It is the student’s responsibility to make an appointment with the instructor to review exams. During the semester, the instructor will review the most missed items on the Exam. Test Question Challenge: There are forms available in all classrooms to Challenge a Test Question. It must be completed after the test review, with 3 references to support your challenge. Submission of that form, does not guarantee that credit will be given for an incorrect answer, but it may be considered. Test question challenge forms will only be accepted one week after the exam has been reviewed or one week after the exam was given, whichever is longer. Dosage Calculation Exam: A dosage calculation exam will be given at the beginning of the Semester. Students must achieve a passing grade of 80% by the second attempt in order to pass Nursing 202. No student will be allowed to go to the clinical area until the student has successfully passed the dosage calculation exam. It is the student’s responsibility to schedule a time with the instructor to repeat dosage calculations exams prior to the start of clinical. CLINICAL GRADE: The student must successfully complete the clinical component of the course in order to pass NUR 202. Refer to the Student Handbook for specific guidelines. 15 Weekly Clinical Performance: The student will be evaluated in the clinical setting each week based on the following criteria on the Clinical Evaluation Tool that reflects program goals and is intended to: 1. Serve as a guide for clinical performance during each rotation 2. Identify patterns of behavior or changes in behavior 3. Serve as a guide for the progression of the student 4. Evaluate the student’s level of performance during and at the completion of the rotation Evaluations will be performed weekly and the student will be given the opportunity to review their progress and to make comments regarding the evaluation and improvement objectives. The performance behaviors on each clinical evaluation tool reflect learning objectives and are used to identify competencies and deficiencies. Clinical instructors and students will base their evaluation on the following general description of behaviors: In clinical performance evaluation criteria: 3 (three) or more 1’s or 2’s in any one performance objective (or row) constitutes a failure of the clinical component. In clinical written work grading criteria: 4 (four) or more 1’s or 2’s in any one paperwork objective (or row) constitutes a failure of the clinical component. Mid-term evaluations: Mid-term evaluations will be available to students whose grades are in jeopardy of failing the course. If absent on that day, it is the student’s responsibility to obtain the written evaluation. It is the student’s responsibility to keep abreast of tests, assignments, quiz results, and an awareness of academic or clinical performance should be discussed with the appropriate clinical or academic instructor or the course coordinator.. Clinical Orientation: Students must complete an orientation to the clinical facility before attending clinical at that facility. Students who fail to complete the orientation will not be allowed to attend clinical. Missing a clinical constitutes a clinical absence. It is imperative that all students complete the clinical orientation prior to the start of a clinical rotation. Simulation: When in simulation with iStan, students will be held to the same standards as for an on-site clinical day. This includes: Attendance. A missed simulation assignment is a missed clinical day. Students fail the clinical portion of the course if missing more than one clinical, including simulation. Dress code: Burgundy scrubs are required for underclassmen and gray scrubs are required for seniors. Requirements for shoes, hair, jewelry, make-up, nails, etc. are per clinical dress code policy. 16 Preparation: Completion of preclinical preparation includes review of assigned scenarios, pathology, and medication sheets for a scenario posted the day prior to iStan. Paperwork is due promptly at the beginning of each simulation experience. Evaluation: Evaluation of simulation performance is for on-site clinicals. Students will be graded on identification of the patient, hand washing, safety, professional behavior, medication administration, etc. as listed on the clinical evaluation form. Attendance Policy: Class attendance and participation are regarded as an obligation as well as a privilege. There is also a high correlation between class attendance and the final grade. Although an occasional absence may be unavoidable, it in no way excuses a student from meeting the requirements of the course. Participation in an institution-sponsored activity is not regarded as an absence. All students are responsible for preparing all assignments for the next class and for completing work missed. Attendance significantly affects a student’s progress in meeting course requirements. A student is encouraged to attend all class meetings for classes in which he/she is registered. Absences will be recorded from the first day the class meets. The course grade is awarded based upon the student’s performance in meeting the course requirements as stated in the course syllabus and materials. Class participation is a factor in meeting course objectives; consequently, class participation affects the course grade. Students who are unable to attend class regularly, regardless of the reason or circumstance, should withdraw from the course. Withdrawal from class can affect eligibility for federal financial aid. Withdrawal from class can prohibit progression in nursing and allied health programs. Withdrawal Policy: A student may withdraw from class or College up to the last day prior to any final exam of any full term semester as published in the printed semester schedule of the College by filing an official withdrawal form in either the Admissions Office or with the Director of the Evening Program in Bay Minette or in the Administration Office on branch campuses. Students who file the appropriate paperwork for withdrawals prior to the deadline will be assigned a grade of “W”. A grade of "F" will be assigned to any student who does not satisfactorily complete the requirements of a course or who voluntarily discontinues class attendance and does not follow the official withdrawal procedure. ***Last day to withdraw: Friday April 22nd 2016*** Reinstatement Policy: Applications for reinstatement and letter of intent are due in the Bay Minette office within 48 hours of posting of the last final grade. Readmission is not guaranteed. Readmission is based on availability of space and evaluation of past performance by the faculty. 17 ACADEMIC CODE: The academic code as stated in the Student Handbook will apply in this class (page 235). All class tools are for class instruction issues. All comments and posting, not instructional in nature will be reviewed and maybe administratively deleted. Students who fail to comply with this policy maybe be denied access to class with NO REFUND and subject to the college academic code of conduct. Academic Honesty: To promote professional conduct and personal integrity, it is imperative that each student do his/her own work. Penalties for academic dishonesty may range from reprimand to suspension from the college. Please see FSCC college catalog and student handbook for general policy on academic honesty. Academic dishonesty includes but is not limited to: a. Copying from another student’s work/test paper: b. Use of anything not sanctioned by the individual administering the exam. c. Collaboration with another student or any person during an exam. d. Obtaining, buying, selling, soliciting, transmitting, or stealing an exam or any components of the exam. e. Bribery to obtain exam information. f. Breach of test security. g. Substituting for another person during an exam or allowing substitution for one ’s self. h. Plagiarism-the copying from the work of another word for word, or in substance, and offering the copy as one’s own work for credit. This included purchased of borrowed papers. Written work must be the student’s own work unless proper credit is given to the original author. i. If exam monitors suspect an incident of academic dishonesty, the student will be referred to the Dean of Student Services. Social Networking Policy: a. Students are advised to use social media cautiously and to avoid disclosing any information that could be considered confidential patient information. Any disclosure, intentional or unintentional, of information that could lead to the identification of a patient will result in appropriate disciplinary actions. Removal of an individual’s name, or face, or image, is not sufficient to protect identity or confidential information. The use of privacy settings that are available on many social networking sites, does not guarantee that information will not appear in public and is not deemed sufficient. b. Students are not to make negative or disparaging or unprofessional remarks about fellow students, instructors, patients, patient visitors, clinical sites or other health care professionals through social media. Any negative or disparaging remarks, intentional or unintentional, through social media will 18 be considered unprofessional and will be considered a form of misconduct. This type of misconduct will be subject to appropriate disciplinary actions. c. The following guidelines are to be followed: d. Do not save confidential or sensitive patient information, or information of any sort which could serve as identifying information, on your personal computer or other electronic device e. E-mail or texting correspondence with faculty should be treated confidentially and should not include patient identifying information f. Do not transmit any patient-related information or images through social media. Do not take pictures or videos of patients with cell phones or other personal devices g. Limiting access through privacy settings is not deemed sufficient to protect privacy and confidentiality of information. There’s no such thing as a “private” social media site h. Comply with clinical agency regulations regarding use of computers, cameras, electronic devices and cell phones while present in the clinical agency i. Maintain patient privacy and confidentiality at all times j. Report breaches of confidentiality or privacy to the nursing instructor promptly ***Disciplinary action to be taken in the case of social media misconduct will range from 1. Written reprimand and counseling by the instructor 2. Written reprimand, counseling by the instructor and probation for the remainder of the program 3. Immediate dismissal from the nursing program Satisfactory Progress: If you feel you are not making satisfactory progress in this course, please see your instructor. Students may receive information from the instructor on their performance and progress in both lecture and lab classes during scheduled office hours. Reasonable Accommodations: Any student who has a disability of any kind and needs reasonable accommodations or assistance in the classroom or with this course should see the instructor. Americans with Disabilities Act: The Rehabilitation Act of 1973 (Section 504) and the American with Disabilities Act of 1990, as amended, state that qualified students with disabilities who meet the technical and academic standards at Alabama Community College System institutions are entitled to reasonable accommodations. Under these laws a disability is defined as any physical or mental impairment which substantially limits a major life activity, a history of such impairment, or the perception of such impairment. Alabama Community College System institutions do NOT provide disability documentation for students. It is the student’s responsibility to provide appropriate documentation to the college office responsible for handling the request and to request accommodation. 19 Appropriate documentation is defined as that which meets the following criteria, including recommendations to address each functional limitation. 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. Cell Phone Use Policy: The use of cellular phones, pagers and communication devices of any kind is not allowed in Faulkner State Community College classes or in the Learning Resources Centers. These items must be turned off and put away while in class and during your participation in any Faulkner State Community College activity. A failure to do so will be dealt with in accordance with the College’s Student Academic Code of Conduct. *** Additionally, cell phone possession or use is prohibited on clinical units and will be subject to clinical disciplinary action as outlined in the FSCC Student Handbook. Minors on Campus: No employee, student or visitor should bring minors not enrolled as FSCC students to class or leave a minor unattended at the College. Unattended minors on the FSCC campus may be referred to the campus police for assistance or to the Department of Human Resources. This procedure pertains to all employees, students, and visitors (including vendors) who attend classes, programs, events, or other activities. Smoking Area: Faulkner State Community College is a smoke free and tobacco free environment. Smoking and use of tobacco products on all FSCC campuses is restricted to designated campus parking areas only. Violation of this policy may result in a $25 fine. Room Temperature: Please note that we are not always able to control the room temperature. Bring extra garments as the classroom/lab may be chilly. Course Evaluation Policy: The purpose of the course evaluation system at Faulkner State Community College is to improve the course content and instruction practice in ways that enhance student learning. Students are an important source of information about the effectiveness of a course and its instructors. Please respond candidly to the questions in the course evaluation for each course in which you are enrolled. In appreciation for completing course evaluations, Faulkner State will grant respondents “early access” to view their semester grades on Interact when registrar grade processing is complete. Students who do not complete course evaluations must wait seven days after the last day of the semester to have traditional access to grades through Interact. 20 STUDENT ACKNOWLEDGMENT FORM Faulkner State Community College Nursing 202 Syllabus and Evaluation Criteria Form By signing this form, I verify that I have received a copy of the syllabus for the course: NUR 202. To receive a passing grade in NURSING 202, the student must: 1. Earn a grade of 75 % = C or better in theory. The theory grade will be determined as follows: a. Module Examinations b. Clinical Exams/CAIs i. Dosage Calculation (1st grade only) ii. Clinical Reasoning & Pharmacology CRE (1st grade only) iii. Assignments/Quizzes/Special Project/NCLEX 3500 iv. Standardized Achievement Exam Level 2 = 2% Medical-Surgery ATI Level <2 = 0% 2% 2% 4% 2% 60% 10% c. 2. 3. Comprehensive final exam 30% Must earn a Satisfactory in the clinical component. Critical elements of clinical evaluation must be performed with 100% accuracy as follows: a. Client safety b. Asepsis c. Confidentiality. 4. Attendance must be followed per instructions of course syllabus. 5. Each student will be required to attend clinical at the assigned sites. Each student must turn in their clinical skills book at the end of each semester for evaluation. The student must have 75% of the skills book completed by the end of the semester Disclaimer for Nursing Program: All nursing equipment or devices provided for student use during Nursing 202 at Faulkner State Community College is 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 in lab or off campus. I have read and understand the guidelines by ADA and the above “Evaluation Criteria” for NURSING. I understand that all six of the above criteria are required for successful completion of this course. As a condition for enrolling in the Nursing Program and participation in clinical experiences to satisfy clinical requirements, I understand that as a student I am not expected and will not receive compensation for participation in the clinical course form the College or health care facility. Student’s Name (Print) ____________________________________________Signature_________________________ Date__________________________ Phone Number _________________________________________________________ 21