Download Fundamentals of Nursing - iihcp online associate degree

International Institute for Health Care Professionals, Inc.
NUR 100
Fundamentals of Nursing
Course Syllabus
Date
10 Weeks
Course Credit
3 semester credits
TBA
Course Hours:
45
Theory 30
Lab 15
Course Title
Fundamentals of Nursing
Course Number
NUR 100
Pre-requisite (s)
ICM 100, ICM 212L, BSC
100, BSC 105L, BSC 210,
BSC 212L
Co-requisite (s)
NUR101L, NUR 200C,
NUR 1141, NUR 211
Place and Time of Class Meeting
Classroom: Online
Time: Online
Name and Contact Information of Instructor
Instructor: Martina McAtee, RN
Office: 561-502-8660
Office Hours: By appointment only.
Email: [email protected]
Campus President: Dr. Emilie Razafikely
Academic Dean: Gladys Mercurio
This syllabus is used as a guide and may be altered to include additional tests, quizzes, research papers,
or any combination of such. The instructor (with the permission of the Campus President) may also
require less testing, quizzes, or research papers.
Books Required
Fundamentals of Nursing , 2ed Edition
Author: Wilkinson, J. & Treas, L
ISBN: I978-0-8036-22647
Publisher: F.A. Davis
Supplementary Textbooks and Materials:
Taber’s Cyclopedic Medical Dictionary; 21st Edition
Author: Venes, D. et al
ISBN: 978-0-803-61560-1
Publisher: F.A. Davis
Attendance Policy
Classroom
Students are expected to attend all classes. Each student should identify at the beginning of his/her career
that a mature acceptance of his/her academic responsibilities is a requisite for accomplishment in school;
this applies particularly to class attendance. Any class sessions missed, regardless of cause, reduces the
academic opportunities of the student. When a student is absent, the student is responsible for all material
covered in class and for any assignments given in class.
Lab/Clinical/Simulation
All laboratory, simulation and clinical experiences are considered clinical time. Specified guidelines are
included with each course syllabus. It is expected that the student will assume responsibility for punctual
and regular clinical attendance. When it is impossible for the student to attend a clinical session, it is the
student’s responsibility to call the instructor and the assigned unit at least 30 minutes prior to the
beginning of the clinical experience. If the student is to be late, the assigned unit and instructor should
be notified as soon as possible. Tardiness is defined as arriving one minute later than assigned arrival
time. Chronic tardiness is not acceptable. Being tardy three times equals one absence. Clinical
attendance is mandatory. A “no-call/no-show” event equals two absences. A student may be in
jeopardy of not passing if absent more than 10% of the clinical experience. Students are not permitted to
leave the clinical setting at any time without permission from the clinical instructor. Students must
present to clinical fit for duty. Sleeping during clinical hours is strictly prohibited and is considered a
critical incident. Cell phone use is prohibited during clinical hours.
Student Tardiness Policy
A student is considered tardy/late if he/she comes to class 15 minutes late. With three tardies the student
accumulates one full absence. If the student misses half of the class period, it is a full absence. When a
student has more than 3 tardies, the instructor will contact the Institution Coordinator of Student Affairs
and Academic Department and request an intervention session with the student. The goal of the
intervention session is to develop and implement an intervention program to help students learn new
ways to save and manage time.
Course Description
This course prepares the student learner to apply safe and effective care for clients with advanced medical
and surgical problems. The course is designed to build on material from previous medical surgical course.
Through the use of nursing process, caring behaviors, critical thinking, and communication skills; the
student will prioritize the biopsychosocial needs of clients to promote optimal health and wellness.
Learning Objectives
At the completion of this course, students will be to:
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Perform safe, client-centered, direct nursing care of basic therapeutic nursing interventions to
adult clients maintaining infection control precautions, evidenced based practice, and
legal/ethical considerations.
Utilize the nursing process based upon critical thinking, collaboration, awareness of cultural and
ethnic influences, biological, behavioral, scientific, and nursing principles.
Delineate the responsibilities of the nurse with regard to medication administration and
management.
Exemplify professional behavior, communication, and interpersonal skills necessary to function
as a member of the nursing profession and the healthcare team in the clinical/healthcare setting.
Topical Outline and Schedule
Week 1
SPECIFIC
OBJECTIVES
Week of
01/12/2015
Chapters 1, 2,
and 3.

Describe the course.
Physiological Integrity
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
Describe the role of religion in the development of nursing.
Identify the factors that led to the change of nursing from a vocation
of men and women to a predominantly female profession.
Explain the role of the military in the development of the nursing
profession.
Define nursing in your own words.
Discuss the transitions nursing education has undergone in the last
century.
Differentiate among the various forms of nursing education.
Explain how nursing practice is regulated.
Give four examples of influential nursing organizations
Safe and Effective Care Environment
TOPIC (S)

Collaborate with the health care team when providing care for patients with
common environmental emergencies



Syllabus
Discuss Library Orientation Course, Instructor to verify completion
Explain best practices to maintain safety in nursing. Students should
understand competencies for the Registered Nurse, as well as the most
Name and recognize the four "purposes" of nursing care.
Delineate the forces and trends that are affecting contemporary nursing
practice.
Describe the healthcare delivery system in the United States, including
sites for care, types of workers, regulation, and financing of healthcare.
Name nine expanded roles for nursing.
Discuss issues related to healthcare reform


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
LEARNING
ACTIVITIES
1. Discussion of Syllabus
2. Activity: Have students create a scenario of a patient who has called 911
and is threatening self-harm. What interventions should they employ in this
situation?
3. Discuss: Descriptions of Training and Certifications in Nursing, in
textbook.
4. Discuss: List some common environmental risks associated with outside
activities. Why is it important for nurses to have skills to respond to
emergency situations resulting from these risks?
HOMEWORK
& ASSIGNED
READINGS
Review the Syllabus
Complete the Library Orientation Course. Instructor to verify completion.
Assigned Reading: Ch. 4, 5, and 6.
Homework: Many protocols to treat common environmental emergencies are
based on healthy individuals without co-morbid conditions. List potential
detrimental outcomes due to environmental causes for common chronic health
conditions such as coronary artery disease (e.g., extreme temperatures or heat may
exacerbate angina), hypertension (extreme stress can potentiate increases in blood
pressure), and diabetes (e.g., cold temperatures may potentiate neuropathy pain in
a diabetic patient). Why are these populations especially at risk for untoward
negative outcomes due to environmental factors.
SPECIFIC
OBJECTIVES
Health Promotion and Maintenance



Identify community resources for patient with insect bites and snakebites.
Teach people at risk how to prevent heat-related and cold-related injuries,
especially older adults.
Teach people at risk how to prevent arthropod bites and stings and
snakebites.
Physiological Integrity
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Give one definition and one example of critical thinking.
List at least six critical-thinking skills.
Review seven attitudes of the critical thinker.
Explain ways in which nurses use critical thinking.
List the six overlapping and interdependent phases of the nursing process.
Describe what the nurse is doing in each phase of the nursing process.
Explain how critical thinking is used in the nursing process.
Discuss and give examples of the difference between practical/procedural
knowledge and theoretical knowledge.
Name the main concepts of the full-spectrum nursing model.
Explain how nursing knowledge, the nursing process, and critical thinking
work together in full-spectrum nursing.
Psychosocial Integrity

Assess survivors for ability to adapt to the effects of illness changes or
traumatic events.
TOPIC (S)

Provide support to the person and/or family in coping with life changes
resulting from an illness.

Discuss acute care interventions for these hazards and illnesses and injury
prevention strategies for nurses to incorporate into their own lifestyle and
health-teaching opportunities.
Discuss what it takes to be prepared for an emergency, including a plan
for child, pet, and older adult care, to help students think about potential
problems and the best way to prepare in advance in order to minimize
complications.
Describe the two types of debriefing that occur after a mass casualty event
or period critical incident stress debriefing and an administrative review.


LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
1. Discussion Topic: Reflect on the changes in health care particularly in
hospitals emergency preparedness plans that have occurred since
September 11, 2001. Think about the influences of terrorism and weapons
of mass destruction.
2. Activity: Review the clinical facility’s emergency and preparedness plans
and determine their role as a student nurse. Have them compare their role
to the RNs role.
Prepare for Quiz 1!
Assigned Reading: Ch. 4, 5, and 6.
Week 2
SPECIFIC
OBJECTIVES

Quiz 1!
Safe and Effective Care Environment

Week of
01/19/2015



Chapters 4, 5,
and 6.




Define the following terms: diagnosis, nursing diagnosis, diagnostic
reasoning, diagnostic label, defining characteristics, related factors, risk
factors, health problem.
Explain how nursing diagnosis is related to the rest of the nursing process.
Relate the history of nursing diagnosis since the 1950s, including the role
of the American Nurses Association and NANDA.
Differentiate between nursing diagnoses, medical diagnoses, and
collaborative problems.
Explain the differences between actual, risk, possible, syndrome, and
wellness nursing diagnoses.
Describe a process for determining a nursing diagnosis.
Explain why an etiology is always an inference.
Describe at least two frameworks for prioritizing nursing diagnoses.
Health Promotion and Maintenance

Encourage all people to use masks and adequate ventilation when engaging
in activities that expose them to inhalation irritants and toxins.

Teach the patient requiring oxygen therapy to not smoke when using
oxygen.
Psychosocial Integrity



Teach patients and family members about what to expect during tests and
procedures to assess respiratory function and respiratory disease.
Support the patient and family in coping with changes in breathing status
and the need for a tracheostomy.
Develop and evaluate an appropriate nonverbal form of communication for
a patient with a tracheostomy.
Physiological Integrity
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TOPIC (S)
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
LEARNING
ACTIVITIES
Assess the patients endurance in performing ADLs.
Use concepts of anatomy and appropriate psychomotor skills to apply
respiratory assessment techniques correctly.
Perform a clinical respiratory assessment, including health history, genetic
risk, physical assessment, and psychosocial assessment.
Distinguish between normal and abnormal (adventitious) breath sounds.
Explain the respiratory changes associated with aging.
Calculate the pack-year smoking history for the patient who smokes or
who has ever smoked cigarettes.
Interpret arterial blood gas values to assess the patients respiratory status.
Explain nursing care needs for the patient after bronchoscopy or open lung
biopsy.
Briefly review the anatomy and physiology of the respiratory system and
the changes associated with the aging process.
Review patient teaching and pre- and post-examination nursing care.
Review the indications for use of the various types of oxygen delivery
systems and the nursing management involved in protecting the patients
skin and mucous membrane integrity.
1. Activity: In the skills lab setting, have students perform respiratory
assessments on each other.
2. Discussion Topic: Have students identify the emotional responses that
might be seen in a patient having difficulty with respiration. Ask students
to reflect on how having a respiratory disorder may affect them personally,
if they were diagnosed with one.
3. Discuss how oxygen therapy impacts ADLs and body image. Review
potential complications and hazards of oxygen therapy.
4. Discussion Topic: Use the Decision-Making Challenge in the text (p. 569)
to discuss the legal/ethical aspects of oxygen administration as an
extension of lifesaving treatment and DNR status.
HOMEWORK
& ASSIGNED
READINGS
Assigned Reading: Ch. 7, 8, 9, and 11.
Homework: The American Association of Respiratory Care has a website for
consumers; gather educational materials for a patient who is going to be discharged
from the hospital on home oxygen therapy. What teaching will you do with this
patient, using the websites resources? (Find the link in resource section of the
syllabus).
Study for Quiz 2
WEEK 3
SPECIFIC
OBJECTIVES
Quiz 2
Safe and Effective Care Environment

Week of
01/26/2015



Chapters 7, 8, 9,
and 11.
Supervise care delegated to licensed practical nurses/licensed vocational
nurses (LPNs/LVNs) or nursing assistants to patients who have risk factors
for airway obstruction.
Ensure the proper oxygen flow rate for patients with hypercarbia.
Use appropriate infection control methods to protect the patient with cystic
fibrosis from respiratory infections.
Ensure appropriate functioning of the chest tube drainage system after a
thoracotomy.
Health Promotion and Maintenance
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Assess the patient for risk factors for head and neck cancer.
Teach people how to avoid common risk factors for head and neck cancer.
Teach patients with asthma or chronic obstructive pulmonary disease
(COPD) how to use a peak flow-meter.
Teach patients using any type of inhaler for drug delivery the correct way
to use these devices.
Teach patients who are using controller (preventive) drug therapy for
asthma the importance of taking the prescribed drugs daily, even when
asthma symptoms are not present.
Psychosocial Integrity


Use an appropriate nonverbal form of communication for a patient with a
laryngectomy.
Teach the patient with activity limitations from respiratory problems how
to modify techniques and conserve energy to perform ADLs and desired
activities independently.
Physiological Integrity

Perform a focused upper respiratory assessment and re-assessment to
determine adequacy of oxygenation and tissue perfusion.
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TOPIC (S)
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LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
Describe the pathophysiology and the potential complications of sleep
apnea.
Apply knowledge of anatomy to prevent aspiration in a patient with a
tracheostomy.
Use correct technique to suction via a tracheostomy or laryngectomy tube.
Teach the patient and family about home management of a laryngectomy
stoma or tracheostomy.
Interpret peak expiratory flow (PEF) readings for the need for intervention.
Coordinate care for the patient immediately following lung volume
reduction surgery.
Compare the side effects of radiation treatment for lung cancer with those
of chemotherapy for lung cancer.
Coordinate nursing interventions for the patient with chest tubes.
Identify risk factors for COPD and lung cancer.
Discuss pre- and postoperative nursing care for the head and neck patient,
focusing on the early identification of complications and important nursing
interventions.
Describe patient teaching and community resources for the patient and
family who need support and education regarding speech therapy and
communication techniques.\
Understand various lower respiratory disorders and nursing implications
accordingly.
1. Discussion Topic: Have students identify priority concerns for a patient
who has experienced facial trauma (e.g., maintenance of a patent airway
should be a top priority). Lead students in a discussion of the rationale for
rapid intervention for this patient.
2. Discussion Topic: Discuss the impact of asthma on health care services in
your area
3. Discussion Topic: Have students debate the topic that people who smoke
should pay higher insurance premiums. (How to Calculate Smoke pack
history?)
Prepare for Quiz 2!
Assigned Reading: Ch. 12, 15, 16, 17, 18, 19, 20, and 21.
Prepare for Mid Term Examination
WEEK 4 and 5
SPECIFIC
OBJECTIVES

Mid Term Examination!
Safe and Effective Care Environment
Week of

Explain the pathophysiology of communicable respiratory diseases and the
airborne and droplet modes of organism transmission.
02/02/2015 –
02/09/2015



Chapters 12,
15, 16, 17, 18,
19, 20, and 21.


Apply principles of infection control (e.g., hand hygiene, Isolation
Precautions, Airborne Precautions) when providing care to patients with
respiratory infections.
Use the ventilator bundle interventions to prevent ventilator-associated
pneumonia.
Educate the patient and family about infection control practices for care of
a patient who has tuberculosis and lives at home.
Protect the patient receiving mechanical ventilation.
Modify the environment to protect patients receiving anticlotting therapy
(which includes anticoagulation, fibrinolytic, and antiplatelet therapies)
Health Promotion and Maintenance

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Identify adults at highest risk for contracting influenza, pneumonia,
tuberculosis, and other respiratory infections.
Teach everyone the use of specific infection control techniques, especially
hand hygiene and Centers for Disease Control and Prevention (CDC)
cough/sneeze etiquette, to avoid acquiring and spreading respiratory
infections.
Identify hospitalized patients at risk for a pulmonary embolism.
Teach people at risk for pulmonary embolism techniques to reduce the risk.
Psychosocial Integrity


Adjust teaching activities to avoid contributing to patient fatigue.
Use an appropriate nonverbal form of communication for a patient who is
intubated.
Physiological Integrity.
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TOPIC (S)
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Discuss the six links in the chain of infection.
Describe the stages of a typical infectious process.
Summarize the roles of the various barriers involved in the body’s primary
defenses.
Describe four processes involved in secondary defense.
Compare and contrast humoral and cell- mediated immunity.
Identify activities that promote immune function.
Discuss the factors that place an individual at increased risk for infection.
Explain why it is important to be aware of emerging infectious diseases.
Explain why multiple- drug- resistant pathogens are of special concern in
healthcare.
Identify standard precautions to prevent transmission of infection through
blood and body fluids.
Prepare to participate in disease-containment activities in the event of an
outbreak of pandemic influenza.
Perform focused respiratory assessment and re-assessment.


LEARNING
ACTIVITIES
Discuss pulmonary embolism and that it requires immediate identification
by the nurse and must often be based on symptomatology that the patient
exhibits.
Discuss the management of ant-iclotting therapy, including laboratory
monitoring for these patients, to decrease further respiratory compromise.
1. Discussion Topic: Because a diagnosis of TB is considered for any patient
demonstrating symptoms, why is such a consideration important.
2. Activity: Have students develop a teaching plan for older adults regarding
prevention of pneumonia, including vaccination.
3. Small Group Activity: Divide students into six groups and give each
group a chest trauma injury: rib fractures, flail chest, pulmonary contusion,
tension pneumothorax, hemothorax, or tracheobronchial trauma. Have
them identify:
Priority assessment
Priority pre-emergency care
Priority treatment
Priority patient-centered care
Provide students 10 minutes to research and then have each group present
to the class. Have the entire class identify the most common health issue
associated with these injuries (oxygenation).
HOMEWORK
& ASSIGNED
READINGS
Assigned Reading: Ch. 22, 23, 24, 25, 26, 27, 28, and 29.
Homework: Family presence during medical procedures such as intubation or
resuscitation can be a beneficial intervention for patients, families, and staff.
Access the American Association of Critical Care Nurses (AACN) (found in
Resource section of syllabus) Practice Alert Statement on family presence during
resuscitation and invasive procedures and answer the following questions:
During your next clinical rotation, research the facility's policy on family
presence during resuscitation and invasive procedures. If no policy has
been written, what guidelines according to the AACN should be included?
If a policy has been written, compare this to the AACN guidelines on
family presence.
2. Discuss the supporting evidence for family presence during resuscitation.
What would your reaction be if a family member asked to be present
during resuscitation efforts?
1.
Access the American Association of Critical Care. Select 'Practice Alerts' under the
'Clinical Practice' tab on the homepage. Select the Practice Alert regarding family
presence during resuscitation and invasive procedures to view the evidence-based
practice guidelines.
Prepare for Quiz 3
WEEK 6 and 7
SPECIFIC
OBJECTIVES
Quiz 3
Safe and Effective Care Environment
Week of
02/16/2015 &
02/23/2015



Chapters 22, 23,
24, 25, 26, 27,
28, and 29.

Prioritize care for patients having invasive cardiac diagnostic tests.
Provide a safe environment for patients and staff when using a cardiac
defibrillator.
Evaluate the status of patients with end-stage heart disease regarding
advance directives.
Provide the patient with heart failure (HF) and the family information on
discharge to home, hospice, or other community-based setting.
Health Promotion and Maintenance
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Identify patients at risk for cardiovascular (CV) problems.
Differentiate modifiable and nonmodifiable risk factors for CV disease.
Teach patients about ways to decrease their risk for CV health problems.
Teach patients and their families about drug therapy used for common
dysrhythmias.
Educate patients and families about procedures and other interventions for
common dysrhythmias.
Provide special care needs of older adults with heart failure.
Teach patients about actions to maintain health and prevent worsening HF.
Psychosocial Integrity

Explain psychological responses to CV disease.
Physiological Integrity
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Review the anatomy and physiology of the CV system.
Perform focused physical assessment for patients with CV problems.
Interpret laboratory test findings for patients with suspected or actual CV
disease.
Identify typical physical assessment findings associated with common
dysrhythmias.
Explain how to perform an electrocardiogram (ECG) test.
Analyze an ECG rhythm strip to identify normal sinus rhythm and
common or life-threatening dysrhythmias
Explain the pathophysiology of HF.
Compare and contrast left-sided and right-sided HF.
Identify priority problems for patients with HF.
Explain how common drug therapies improve cardiac output and prevent
worsening of HF.
Assess patients for adverse effects of drug therapy for cardiac problems.
Monitor the laboratory values for patients with cardiac problems.
Plan nursing interventions to improve the patients cardiovascular status
when needed.
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TOPIC (S)
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LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
Provide emergency care for patients experiencing life-threatening
complications, such as cardiac tamponade and pulmonary edema.
Compare and contrast common valvular disorders.
Describe surgical management for patients with valvular disease.
Develop a teaching/learning plan for patients with valvular disease.
Differentiate between common cardiac inflammations and infections
endocarditis, pericarditis, and rheumatic endocarditis.
Explain nursing implications related to CV changes associated with aging.
Differentiate invasive hemodynamic pressures and their significance.
Explain how to perform emergency care procedures, such as
cardiopulmonary resuscitation (CPR) and automated external
defibrillation.
Plan collaborative care for patients experiencing common dysrhythmias.
Review the identification of patients at risk and the etiology of increased
risk among older adults.
Describe manifestations of valvular problems and the importance of
intervention in this population.
Discussion Topic: Have students debate whether the patient postcatheterization should be positioned flat or have the head of bed elevated
slightly. What does the literature say?
2. Discussion Topic: Describe the role of each component of the ECG in the
hearts contraction: the P wave, the PR segment, the PR interval, the QRS
complex, the QRS duration, the ST segment, the T wave, the U wave, and
the QT interval. Then ask students what the difference is between artifact
and dysrhythmia. How can you reduce artifacts?
3. Discussion Topic: Compare the various methods for determining heart rate
using a 6-inch strip. Then ask students which assessment data should be
gathered to verify heart rate calculated from a 6-inch strip (pulse rate).
4. Discuss TABLE 37-4, Heart Failure Self-Management Health Teaching
(MAWDS), in textbook, p. 756
1.
Assigned Reading: Ch. 30, 31 33, and 34.
Prepare for Quiz 4!
WEEK 8
SPECIFIC
OBJECTIVES

Quiz 4!
Safe and Effective Care Environment
Week of
03/02/2015

Collaborate with interdisciplinary health care team members when
providing care for patients with vascular problems.
Health Promotion and Maintenance
Chapters30, 31
33, and 34.


Identify risk factors for vascular problems.
Teach patients about lifestyle modifications to prevent vascular problems.
Physiological Integrity
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TOPIC (S)


LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
Explain the pathophysiology of arteriosclerosis and atherosclerosis.
Interpret essential laboratory data related to risk for atherosclerosis.
Discuss the role of nutrition therapy in the management of patients with
arteriosclerosis.
Describe the differences between essential and secondary hypertension.
Develop a collaborative plan of care for a patient with essential
hypertension.
Develop a teaching plan for patients on adverse effects of drugs for
hypertension and when to notify the health care provider.
Compare common assessment findings present in patients with peripheral
arterial and peripheral venous disease.
Identify when venous thromboembolism (VTE) and complications of VTE
occur.
Plan nursing interventions to help prevent VTE.
Describe the nurses role in monitoring patients who are receiving
anticoagulants.
Monitor for complications of vascular surgery.
Perform a focused vascular assessment.
Compare assessment findings associated with Raynauds phenomenon and
Buergers disease.
Discuss the pathophysiology of the differences between atherosclerosis and
arteriosclerosis as well as the risk associated with the development of these
disorders.
Describe the importance for nurses to learn patient teaching for chronic
and home management of vascular problems and maintenance of
anticoagulant therapy is emphasized.
Activity: Have students list the focused assessment needed for someone
who is suspected to have, or has been diagnosed with, arteriosclerosis or
atheriosclerosis.
2. Discussion Topic: Ask students, if they were diagnosed with hypertension,
how compliant would they be in changing their lifestyles?
3. Discuss the patient teaching involved in warfarin management, including
dietary requirements, return visits for clotting time monitoring, and selfmonitoring of INRs at home.Have students review the placement of
compression stockings, the Unna boot, and intermittent sequential
pneumatic pumps.
1.
Assigned Reading: Ch. 35, 36, 37, and 38.
WEEK 9
SPECIFIC
OBJECTIVES
Ch. 35, 36, 37,
and 38.
Safe and Effective Care Environment




Evaluate patient risk for hypovolemic shock or sepsis and septic shock.
Apply principles of infection control to prevent infection and sepsis in
susceptible patients, especially older adults.
Plan continuity of care between health care agencies or hospital and home
when discharging patients who have had cardiac interventions or surgeries.
Explain the role of the interdisciplinary team in cardiac rehabilitation.
Health Promotion and Maintenance


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

Teach all people to avoid dehydration.
Teach all people to use safety devices to avoid trauma.
Teach all patients who have a local infection to seek medical attention
when manifestations of systemic infection appear.
Differentiate between modifiable and non-modifiable risk factors for
coronary artery disease (CAD).
Develop a teaching plan for patients at risk for CAD regarding
cardiovascular risk modification programs and lifestyle changes.
Psychosocial Integrity


Assess the vital signs, especially pulse and oxygen saturation, for any
patient who has a sudden change in mental status, including increased
anxiety, apprehension, or agitation.
Assess patient and family responses to acute coronary events, especially
myocardial infarction (MI).
Physiological Integrity
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
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

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
Compare the risk factors, causes, and manifestations of different types of
shock.
Identify the manifestations associated with shock progression.
Use laboratory data and clinical manifestations to determine the
effectiveness of therapy for shock.
Describe the actions, side effects, and nursing implications of drug therapy
for shock.
Prioritize the nursing care for the patient with sepsis or septic shock.
Compare and contrast the clinical manifestations of stable angina, unstable
angina, and MI.
Interpret physical and diagnostic assessment findings in patients who have
CAD.
Prioritize nursing care for patients who have chest pain.
Identify the special needs of older adults having coronary artery bypass
graft (CABG) surgery.
TOPIC (S)

Differentiate care for patients having traditional CABG surgery, minimally
invasive direct coronary artery bypass, off-pump CABG, and transmyocardial laser revascularization.


Discuss laboratory and other diagnostic tests.
Review the importance of rapid intervention which requires the nurse to be
prepared to perform immediate assessment and implement the appropriate
medical and nursing interventions.
Describe medications used in the treatment of shock.
Present nursing care of the patient post-coronary surgery.


LEARNING
ACTIVITIES
HOMEWORK
& ASSIGNED
READINGS
Discussion Topic: Have students briefly brainstorm some conditions that
could lead to shock; then ask them to identify ways to prevent shock.
2. Discussion Topic: Lead students in a discussion of nonsurgical and
surgical interventions for shock. Include oxygen therapy, IV therapy, and
drug therapy. Facilitate students understanding of the anticipated responses
to each type of therapy.
3. Discussion Topic: Have students identify modifiable and non-modifiable
risk factors in themselves, and in a family member. Ask students to
identify methods to prevent CAD in themselves and/or their family
member.
1.
Assigned Reading: Ch. 39, 41, 42, and 43.
Homework: Read the article by Michaels et al. (see Resources below). Then
answer the following questions:
1.
2.
3.
4.
5.
6.
HOMEWORK
& ASSIGNED
READINGS
What are some examples of medication errors that occur in acute
cardiovascular and stroke patients?
What medications used in the treatment of cardiovascular disease
management are responsible for the majority of medication errors related
to preventable hospital admissions?
What is an example of an error of medication omission in the
cardiovascular disease population?
What are some causes of medication errors in the ED?
What are the recommendations from TJC and IHI for improving the safe
administration of anticoagulants?
What role does the health care team play in minimizing medication errors?
Study for final exam!
SPECIFIC
OBJECTIVES

Summary and exam review!
Week of
03/09/2015
WEEK 10
SPECIFIC
OBJECTIVES
3/16/2015
Ch. 39, 41, 42,
and 43.







Review and Practice Procedures
Complete Case Simulations
Lab Skills Check Offs
Study for final exam!
Summary and exam review!
FINAL EXAMINATION!
FINAL Summary/Course Evaluation
Instructional Methods
In developing methodological strategies, it is best to discuss them between teachers and students in an
environment of freedom and mutual agreement in order to ensure that the students make them their own
and take responsibility for their execution and for attaining the goals of this course.
The following strategies may be used in this class:
1. A review of the literature.
2. Check of the reading.
3. Analysis of assigned readings.
4. Group discussions.
5. Individual and group discussions.
6. Preparation of reports.
7. Preparation of a didactic plan.
8. Carrying out a micro-class.
9. Web Enhanced
10. Lab Simulation
Instructional Materials and References




Goddard, J. (2009). Bedbugs (cimex lectularius) and clinical consequences of their bites. Journal
of the American Medical Association, 301(13), 1358-1366.
Access the article on the SALT model at the website run by Disaster Medicine and Public Health
Preparedness at http://www.dmphp.org/cgi/ content/full/2/Supplement _1/S25
Association of Respiratory Care website at www.yourlunghealth.org.
American Association of Critical Care Nurses website at www.aacn.org

American Heart Association website at www.americanheart.org to access the following article:
Michaels, A.D., Spinler, S.A., Leeper, B., Ohman, E.M., Alexander, K.P., Newby, L.K., et al.
(2010). Medication errors in acute cardiovascular and stroke patients: A scientific statement from
the American Heart Association. Circulation, 121(14), 1664-1682. Click on 'Statements and
Guidelines' on the homepage, then click on 'Journal Information' to access the article.
Assessment Criteria and Methods of Evaluating Students
A= 90-100%
Excellent
B= 80-89%
Good
C= 76-79%
Fair
F= 75% or lower
Fail
 Skills Labs and Clinical are graded: Passing (P) or Failing(F).
 Only grades of ‘C’ (76% or better) qualify a student for progression into new term of the
nursing program.
Do not count on a curve!
Generally, the grades “A” through “C” are considered passing grades. Grades "W" and "I"
indicate that no grades were earned for the course. A "W" grade indicates that the student
withdrew from the course. An "I" grade indicates that the student was passing the course, but
failed to complete all the required course work. The instructor, in his/her discretion may grant an
"I" grade instead of an "F", pending completion of the course work by the student within a
specified time arranged by the instructor and told to the student. It is the student's responsibility
to follow-up with the instructor to complete the course work. If the course work is not completed
by the arranged time, the “I” grade becomes an “F".
Distribution of Grade Elements
Section
Percentage to final grade
Quiz 1
10%
Quiz 2
10%
Quiz 3
10%
Midterm
25%
Final Exam
30%
Lab/Case Simulations
15%
TOTAL 100%
Note: Quizzes and Exams will consist of Math!
Date Syllabus Was Last Reviewed: 11/20/2014
Course – Fundamentals of Nursing
Nur 100
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