Download KINGDOM OF SAUDI ARABIA Ministry of Higher Education

KINGDOM OF SAUDI ARABIA
‫المملكة العربية السعودية‬
Ministry of Higher Education
‫وزارة التعليم العالي‬
‫جــامـعـة تـبــوك‬
University of Tabuk
University Measurement & Evaluation Unit
‫وحدة القياس والتقويم الجامعي‬
Course Syllabus typical Format (CSTF)
First: Course Information
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College: Faculty of Applied Medical Science
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Department: Nursing
Academic Semester:Second Semester
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Academic year: H14 35 /H14 36
Course Name:Adult Health Nursing II, Clinical
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Course code and number:NUR 304
Number of credit hours: 4hours /4Units (theoretical/lecture, 12clinical/lab )
Course requirement in program: [ / ] Required(obligatory) [ ] Optional (Elective)
Course type: [ ] University Requirement [ ] College Requirement [ / ] Departmental Requirement
Pre-requisite(code and number) (if applicable): NUR 203,NUR204, NUR303
Second: Instructor Information
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Instructor's name:Mylin G. Abalus
Sectionsof the course that I teach ( 721, 720 )
Office phone number:
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Mobile number (optional): 0509134525
Office location and number:: Female Campus –Al Dakhal (near KKCH), A1007
Office hours:Thursdays 10-12
Website:http://www.ut.edu.sa/web/u200849/main
E-mail:[email protected]
Third: Lecture and lab timetables
Section
Section 721
Section 720
Days
Sundays, Mondays
(Clinical)
Tuesdays (Skills Laboratory)
Time
8:00-2:00
Place (Building/Room)
King Khaled Civilian Hospital
Clinical Areas: Female Medical Ward, Female Surgical Ward, Operating
Room, Recovery Room, Adult Intensive Care Unit
8-11/ 11-2
Al Dakhal Campus (Female Campus)
Third Year Classroom
Fourth: Course Description
Adult Health Nursing II Practical will provide students with up-to-date knowledge that will allow them to think critically, creatively, and act compassionately. The
nursing process will be used as a theoretical framework for this course. The course will focus on promoting and maintaining physical and psychosocial integrity of
patients. It will address nursing care for patients experiencing alterations/problems in genitourinary functions, hepatic, biliary and pancreatic functions, endocrine
functions, inflammatory response, hematologic disorders, neurologic disorders, immunologic reactions, and locomotion in varied settings.
Fifth: General Objectives and Teaching Strategies
General course objectives (designate the sections and goals that are related to the course
content)
Cognitive Domain:
 List the risk factors, subjective and objective data present among clients who have
problems in genitourinary functions, hepatic, biliary and pancreatic functions,
endocrine functions, inflammatory response, hematologic disorders, neurologic
disorders, immunologic reactions, and locomotion.
 List the appropriate diagnostic procedures used to diagnosis clients who have
problems in genitourinary functions, hepatic, biliary and pancreatic functions,
endocrine functions, inflammatory response, hematologic disorders, neurologic
disorders, immunologic reactions, and locomotion;
 Outline the pharmacologic action, therapeutic uses,indication, contraindication and
nursing responsibilities of medications common in the clinical areas such as RR,
OR, Medical Ward, Surgical Ward, Adult ICU.
 Explain the pathophysiologic mechanisms of the medical condition of assigned
patient;
 Interpret the results and implications of diagnostics/laboratory examination of
assigned patient;
 Discuss the medical/surgical and pharmacologic management of assigned patient;
 Identify appropriate nursing diagnosis based from assessment findings of assigned
patient;
 Plan appropriate nursing interventions with client/s and significant others;
Teaching strategies and instructional aids
(Tradition lecture, Blended teaching, Brain storming, Demonstration,
Role playing, Advanced organizer, Discussion, Problem solving, Kits or
instructional packages, Maps, Models, PowerPoint)
Lecture with power point presentation, teaching aids: audio-visual
support, video presentations, return demonstrations, 1:1 student-patient
assignment
Bedside conference and post-conference
Psychomotor Domain:
 Report the medical diagnosis, present history, past history, and relevant family and
social history and the past and current doctor’s order of assigned patient;
 Communicate effectively with patients, healthcare team members, clients and other
relevant parties when providing care;
 Calculate drug dosage, IV and BT flow rate accurately;
 Develop the ability to use information technology efficiently in the documentation
and in retrieving client’s data
 Assess the client’s condition/health status through interview, physical examination
and interpretation of laboratory findings
 Implement plan of care with client/s and significant others
 Perform nursing procedures necessary in the care of clients who have problems in
genitourinary functions, hepatic, biliary and pancreatic functions, endocrine
functions, inflammatory response, hematologic disorders, neurologic disorders,
immunologic reactions, and locomotion competently;
 Develop and implement a teaching plan appropriate to the needs of assigned
patient;
 Evaluate the progress of client’s condition and outcomes of care.
 Demonstrate an accurate and well-organized nurse’s notes (charting), VS
monitoring, I and O monitoring, and medication report.
 Demonstrate proper infection control principles.
Computing drugs and solutions using standard formula and international
dosages & units of measurements.
Lecture with power point presentation,
Actual clinical exposure: 1:1 student-patient assignment
Bedside conference and post-conference
Affective Domain:
 Establish therapeutic relationship and caring behavior with clients and client’s
significant others;
 Value the significant role of a nurse in primary, secondary and tertiary disease
prevention;
 Establish professional and ethical relationship with all members of the healthcare
team;
 Show ability to accept responsibility and learning opportunities positively
 Follow hospital and clinical duty policies and guidelines
 Maintains privacy and confidentiality in all matters pertaining to patient care
Lecture with power point presentation, teaching aids: audio-visual
support, video presentations, return demonstrations, 1:1 student-patient
assignment
Bedside conference and post-conference
Sixth: Course or Curriculum units, subjects, specific objectives, and time schedule in the academic semester
1st week- 7th Week Clinical- First Group
8th-14th Week Clinical- Second Group
Week number
Units:
Unit
Number
Unit/Chapter/Subject title
Unit I
and II
General and Course Orientation
 Introduce the course content
highlighting the knowledge, skills and
psychomotor objectives of the course
 Orient the students on the students'
skills lab and clinical activities, course
requirements and course evaluation
system
Review:
 NGT feeding
 Blood transfusion
 Blood specimen collection
(specifically specimen for
complete blood count, blood gas
analysis and blood culture)
 Chest drain management (Pleurevac)
First
Second
Third
Clinical:
 Hospital Guidelines and Policies
Orientation
Instructional Objectives(Actions
that prove the students adoption
of specified behavior and
achievement, learning outcomes,
content)
1. Be oriented with the course
objectives, course assessment
methods and evaluation
system.
2. Outline the activities
throughout the semester.
1. Demonstrate correct
technique in the performance
of the procedure.
2. Execute mastery in
performing the required task
or skill.
3. Develop confidence and
competency in a range of
nursing skills.
4. Practice correct ostomy care.
5. Execute correct principles
and procedure in
administering blood & blood
products.
6. Explain how the different
chest drainage system works
7. Assess chest drainage system
accurately
8. Provide care of patient with
chest drainage and assist on
removal of chest tube
1. Be oriented with the hospital
policies and guidelines
including the hospital safety
standards and protocols.
Readings
Reference
Number
Brunner &
Suddarth,
Textbook of
Medical Surgical
Nursing 12th
Edition
PPT Lectures,
Video
presentations
Keywords
Pages
1021
667
Blood transfusion
Blood gas
Blood culture
Chest Drain

Fourth Week
Fifth
Unit III
Unit IV
Clinical Area Tour and
Orientation
 Exposure to Female Medical
Ward, Female Surgical Ward,
Operating Room, Recovery
Room, Adult ICU
 Actual Patient Assignment
Skills Lab:
 Ostomy care (Colostomy,
jejunostomy, ileostomy)- to
include bag change
 Assisting in abdominal
paracentesis and thoracentesis
Clinical:
 Exposure to Female Medical
Ward, Female Surgical Ward,
Operating Room, Recovery
Room, Adult ICU
 Actual Patient Assignment
Skills Lab:
 Assessing for Arterial Blood
Gases (Blood Gas Analysis)
 Intake and Output monitoring
Clinical:
 Exposure to Female Medical
Ward, Female Surgical Ward,
Operating Room, Recovery
Room, Adult ICU
 Actual Patient Assignment
2. Observe the activities in their
respective clinical
assignments.
3. Estbalish rapport with the
nursing and medical staff,
other members of the health
team and with the patients.
1. Employ correct technique in
the assist of patient in
paracentesis & thoracentesis.
2. Practice correct ostomy care.
1105
Ostomy,
Colostomy,
jejunostomy,
ileostomy
Paracentecis
Thoracentecis
298
Arterial Blood
Gases
Blood Gas Analysis
Intake and Output
See Field Experience
Specifications Learning Outcomes
1. Demonstrate correct
technique in the performance
of the procedure.
2. Execute mastery in
performing the required task
or skill.
3. Develop confidence and
competency in a range of
nursing skills.
4. Compute for the correct
intake & output of the patient
undergoing strict monitoring
management.
5. Recognize the normal ABG
values
6. Interpret ABG results
accurately
See Field Experience
Specifications Learning Outcomes
Brunner &
Suddarth,
Textbook of
Medical Surgical
Nursing 12th
Edition
PPT Lectures
Skills Lab:
 Types of IVF
Sixth

Starting an IV infusion (includes
IV insertion and flow rate
calculation)

Managing local (infiltration,
phlebitis) and systemic (fluid
overload, air embolism, infection)
Clinical:
 Exposure to Female Medical
Ward, Female Surgical Ward,
Operating Room, Recovery
Room, Adult ICU
 Actual Patient Assignment
Skills Lab
 Quiz 1
 First Return Demonstration
Seventh
Eighth
Ninth
Skills Lab:
 Case Presentation
Unit V
Skills Lab:
 Cranial Nerve Assessment
SPRING BREAK
1. Identify the different IV fluids
and its corresponding indications
2. Calculate for IVF flow rate
correctly
3. Identify local (infiltration,
phlebitis) and systemic (fluid
overload, air embolism, infection)
complications of IV therapy
4. Mange local (infiltration,
phlebitis) and systemic (fluid
overload, air embolism, infection)
complications of IV therapy
5. Develop confidence and
competency in starting an IV
infusion
See Field Experience
Specifications Learning Outcomes
Brunner &
Suddarth,
Textbook of
Medical Surgical
Nursing 12th
Edition
1. Apply skills acquired through
return demonstration.
Rubrics &
Evaluation tool
and procedure
checklist
1. Relate actual case
investigation to theory.
2. Diagram pathophysiology for
actual cases handled.
1. Identify cranial nerves and its
function.
2. Employ correct cranial nerve
assessment upon examination
/investigation.
300-309
IV fluids
Infiltration
Phlebitis
Fluid overload
Air embolism
infection
1844
Cranial Nerves
PPT Lectures
PPT Lectures
Rubrics &
Evaluation tool
and procedure
checklist
Brunner &
Suddarth,
Textbook of
Medical Surgical
Nursing 12th
Edition
PPT Lectures,
Video
presentations
Tenth
Eleventh
Twelfth
Unit VI
Unit VI
Unit VII
Clinical:
 Exposure to Female Medical
Ward, Female Surgical Ward,
Operating Room, Recovery
Room, Adult ICU, Burn Unit
 Actual Patient Assignment
Skills Lab:
 Quiz 2
 Care of patient with casts and
splints
See Field Experience
Specifications Learning Outcomes
1. Apply skills acquired through
return demonstration.
2. Execute mastery in
performing the required task
or skill.
3. Provide care to patients with
cast and splint.
Clinical:
 Exposure to Female Medical
Ward, Female Surgical Ward,
Operating Room, Recovery
Room, Adult ICU, Burn Unit
 Actual Patient Assignment
Skills Lab:
 Care of patient with tractions and
fixators
See Field Experience
Specifications Learning Outcomes
Clinical:
 Exposure to Female Medical
Ward, Female Surgical Ward,
Operating Room, Recovery
Room, Adult ICU, Burn Unit
 Actual Patient Assignment
Skills Lab:
 Continuous bladder
irrigation/cystoclysis
 Nursing management for patient
undergoing hemodialysis (to
include types of vascular access
See Field Experience
Specifications Learning Outcomes
1. Apply skills acquired through
return demonstration.
2. Execute mastery in
performing the required task
or skill.
1. 3. Provide care to patients
with, traction and fixators
1. Perform nursing procedures
necessary in the care of clients
undergoing cystoclysis and
hemodialysis.
2. Provide care to patient with
Brunner &
Suddarth,
Textbook of
Medical Surgical
Nursing 12th
Edition
2024-2029
Cast
Splint
2030-2035
Fixators
Tractions
1333-1335
1529
Cystocylsis
Hemodialysis
Fistula
Graft
Vascular access
PPT Lectures,
Video
presentations
Brunner &
Suddarth,
Textbook of
Medical Surgical
Nursing 12th
Edition
PPT Lectures
Brunner &
Suddarth,
Textbook of
Medical Surgical
Nursing 12th
Edition
(fistula and/or graft), common
complications)
continuous bladder
irrigation/cystoclysis
PPT Lectures
3. Provide care to patient
undergoing hemodialysis ( to
include types of vascular
access ( fistula and/or graft,
common complications)
Thirteen
Clinical:
 Exposure to Female Medical
Ward, Female Surgical Ward,
Operating Room, Recovery
Room, Adult ICU, Burn Unit
 Actual Patient Assignment
See Field Experience
Specifications Learning Outcomes
Skills Lab
 Case Presentation
1. Relate actual case investigation
to theory.
2. Diagram pathophysiology for
actual cases handled.
3. Select relevant diagnosis for
case findings & clinical
investigation.
4. Interpret laboratory results in
line with the case presentation.
5. Recommend new research and
or clinical investigation.
1. Apply skills acquired through
return demonstration.
2. Execute mastery in performing
the required task or skill
Written &
Audio- Visual
presentations
1. Demonstrate understanding of
facts through paper based exams.
2. Apply knowledge to actual &
simulated scenarios utilizing
OSCE & paper based
examinations.
3. Apply skills acquired through
return demonstration.
4. Execute mastery in performing
the required task or skill.
Rubrics &
Evaluation tool
and procedure
checklist
Fourteenth
Second Return Demonstration
Fifteenth
Final Practical Exam (OSCE)
Written Exam
Rubrics &
Evaluation tool
and procedure
checklist
Pathophysiology
Diagram
Seventh: Assessment and evaluation plan: Note: Clinical Grade + Skills Lab Grade= Practical Grade
Clinical Grading System (75%)
Item
Percent %
Remarks
1
Professional Competencies
25%
1 time / area
2
Attitude & Personal Development
5%
1 time / area
3
Requirements:
Nursing Care plan (5%)
Drug Study (5%)
Assignments (5%)
Quiz (10%)
25%
4
Final Exam (20% Clinical Part)
Case Study (Written)
Case Study (Oral Presentation)
Final Written Exam
5%
5%
10%
Total 75%
1 time/ area
1 time/ area (minimum of 3 drugs)
1 time/ area
1 quiz at the end of each area
1 time/ area
1 time/ area
Skills Laboratory Grading System (25%)
Item
1
Quiz
2
Final Exam (20% Skills Lab)
1. Return Demonstration
2. OSCE (SCENARIO)
Final Skills Performance Evaluation
Percent %
Remarks
5%
10%
10%
Total 25%
Minimum of 2 procedures
Skills Lab Assessment:
1. Students will be evaluated with two nursing procedures in skills lab. One nursing procedure will be graded as 5 marks.
2. The students will review two nursing procedures during the midterm and another two procedures for the final term but they will perform only ONE procedure
for each term.
o Midterm Nursing Procedures: chest tube care (assessing and removing), blood gas specimen collection
o Final Term Nursing Procedures: IV administration, colostomy care
3. Two quizzes will be given in the skills lab. It is scheduled during the 6th and 10th week.
Topics:
QUIZ 1: Types of IVF, managing IV therapy complications, I and O
QUIZ 2: Cranial Nerve Assessment
Type and No. of items: Multiple choice, 20 items per quiz
Clinical Performance Assessment:
4. Students will be evaluated through pre-determined standard objectives inside clinical area using competency checklists.
5. Students are given requirements which are checked objectively using rubrics
6. Students present their assigned case study orally in the clinical area and submit a comprehensive written report following the format and is being checked using
rubrics
7. Students are given simulated cases and need to pass the Objective Structured Clinical examination with set rubrics for evaluation
8. In OSCE, there will be two stations. A student is given ten minutes to finish one station.
Topics:
Station 1: Cranial Nerve Assessment
Station 2: ABG results interpretation (Analysis)
9. Students need to pass the 60-item written Final Examination
10. All assessment are with equivalent marks
Eighth: Readings and further References
1
Main Reference
Brunner, L. S., Suddarth, D. S., & Smeltzer, S. C. O. (2010). Brunner & Suddarth's textbook of medical-surgical nursing(12Thed.). Philadelphia: Lippincott
Williams & Wilkins.
Black, Joyce, Hawks, Jane (2008). Medical-Surgical Nursing, 8th edition, Elsevier
Extra reading references and citations (books, internet cities, research papers)
2
Surgical care made incredibly visual (Lippincott Williams and Wilkins)
Module for basic nursing skills, Vol. 2, 6th Edition (Ellis, Janice R., et al)
3
NANDA-I: Nursing Diagnoses: Definitions & Classification 2007–2008, Philadelphia, 2007.
Hospital Manuals on Instrumentation and Policies
Patient’s Chart
Practical/skill laboratory policies
Ninth: The instructor's policy of dealing with students within the framework of the university laws, regulations, and guidelines (examples and prototypes).
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Late attendance: 3 consecutive 15 minutes late is equivalent to 1 day absence
Cheating and plagiarism: Monitoring of cheating of any form is strictly implemented. Any attempt to cheat in major examinations is ABSOLUTELY not
ALLOWED. Plagiarized requirements are rated as zero.
Absences: Absences is computed by actual hours of absences over total number of hours/semester by multiplied by 10%-25%.Students who incurred more
than 20%are given proper advised and warning. 1 unexcused absence would demerit student in their professional competency.
Late work policy: every late of a student would be a demerit on the professional competency grade.
Exiting during the lecture/clinical period: No students is allowed to go home until the last minute of the class/duty unless for emergency reason.
Seating and student placement in the classrooms: Students are assigned to different clinical areas of the hospital and must abide with the rotation scheduled.
Absence from an exam: Student must submit a letter indicating reason/s of absence to the Lecturer for endorsement to the Student advisors Committee who
shall evaluate and decide whether the given reason is considered as excused or unexcused absence. If the absence is due to medical reason, a sick leave report
must be presented within three days from the day she reported to school/duty. The sick leave must be stamped by the University Physician if it is issued by a
private clinic.
Excused Absence: The student will be given a separate set of examination and be scheduled on the availability of both student and lecturer within the
allowable period.
Unexcused Absence: The student will NOT be given any special examination and be given zero.
Mobile phone use in the classroom/practical: strictly not allowed. Only emergency calls are permitted.
Eating and drinking: breaks are given according to hospital policy.
Tenth: (for the instructor) Final and formative evaluation for the course instruction
1) Comments and reflections on students' answers of open ended question in the Course Evaluation Form.
2) Comments and reflections on students' statistical or numerical ratings of the items in the Course Evaluation Form(s).
3) Instructor's reflections and comments on students' performance and marks/gradesstatistical distribution in the course
4) Obstacles faced by the instructor in implementing the course plan
5) Points of strength found in the implementation of the course plan
6) Expected changes that need to be adopted into the course plan
7) Adopted assumptions by the instructor proven to be false
8) Mark/grade optimization in light of possible measurement or assessment (by tests or rubrics) sources of errors