Download Course Outline - Suffolk County Community College

SCHOOL OF NURSING
COURSE OUTLINE
Course Title: Fundamentals of Nursing
Catalog Number: NR20
Credits: 7
Lecture, Laboratory and Clinical
June2006
Disk#6Wist
NR20 – FUNDAMENTALS OF NURSING
TABLE OF CONTENTS:
Course Overview, Requirements and Core Components
Core Concepts for Nursing Practice
INTRODUCTION to Health Care
Nursing Management of Clients with Stressor That Affect MOTOR Function
Nursing Management of Clients with Stressors That Affect CIRCULATION
Nursing Management of Clients with Stressors That Affect SAFETY
Nursing Management of Clients with Stressors that Affect HYGIENE
Nursing Management of Clients with Stressors That Affect COMMUNICATION
Use of the NURSING PROCESS as the Standard of Care
DOCUMENTATION
Nursing Management of Clients with Stressors That Affect SKIN INTEGRITY
Nursing Management of Clients with Stressors Requiring MEDICATION
ADMINISTRATION
Nursing Management of Stressors That Affect the OLDER CLIENT
Nursing Management of Clients with Stressors That Affect OXYGENATION
Nursing Management of Clients with Stressors That Affect FLUID AND
PAGE
1
2 - 11
11 - 40
11
12
13
14 - 15
16
17
18 - 19
20
21
22 - 23
24
25
ELECTROLYTE BALANCE
ROLES OF THE NURSE: Communicator, Teacher, Leader
Roles of the Nurse in LEGAL AND ETHICAL ISSUES
Nursing Management of Clients with Stressors That Affect SELF CONCEPT
AND COPING
Nursing Management of Clients with Stressors That Affect HEALTH
PROMOTION
Nursing Management of Clients Utilizing ALTERNATIVE THERAPIES to
26
27 - 28
29
Alleviate Stressors
Nursing Management of Clients with Stressors That Affect ELIMINATION
32
PATTERNS: BLADDER
30
31
33
Nursing Management of Clients with Stressors That Affect ELIMINATION
PATTERNS: BOWEL
Nursing Management of Clients with Stressors That Affect NUTRITION
Nursing Management of Clients with Stressors That Affect COGNITION AND
PERCEPTION: PAIN
34
35 - 36
37
Nursing Management of Clients with Stressors That Affect COGNITION AND
PERCEPTION: SENSORY
38
Nursing Management of Clients with Stressors That Affect COGNITION AND
PERCEPTION: SLEEP
Nursing Management of Clients with Stressors in the COMMUNITY
1
39
40
COURSE DESCRIPTION:
NR20 – FUNDAMENTALS OF NURSING
The study of basic nursing concepts as well as stress and adaptation. The nursing process forms the framework
for nursing practice. Through this process, health and fulfillment of basic human needs is assessed.
Dysfunctional adaptation caused by stress is assessed with an emphasis on health promotion and maintenance.
The college laboratory and clinical experience in health care settings are utilized to develop and apply nursing
theories and skills. Registration in this course requires that students purchase liability insurance through the
college.
PURPOSE:
To provide the student with opportunities to develop proficiency in providing basic nursing care to acute and
chronically ill adults. The students are introduced to theoretical foundations of nursing care and given
opportunities to practice various assessment and intervention skills in both laboratory on campus and clinical.
CO-REQUISITES OR PRE-REQUISITES:
BY30, PC11, AND NR 15
TIME ALLOTMENT EACH WEEK:
Lecture: 4 hours
Clinical Laboratory: 6 hours
College Laboratory: 2 hours
CREDIT HOURS: 7 hours
PROGRAM'S CONCEPTUAL FRAMEWORK:
The nursing program reflects a clear organized structure, which is derived from the Nursing Philosophy. The
framework for curriculum emphasizes stress and adaptation, wellness, caring and the Nursing Process. The
faculty believes that all human beings have patterns, which contribute to health, quality of life, and achievement
of human potential. Patterns focus on client-environment interactions, age-developmental norms, and cultural
realities as they relate to stress and adaptation.
Nursing facilitates interdisciplinary collaboration with clients for health promotion, maintenance, restoration of
attainment of a dignified death. The nursing process allows for the systematic early identification and treatment
of actual and potential stressors. Unresolved dysfunctional patterns may increase susceptibility to stressors. As
adaptations diminish, assistance may be needed by the individual to obtain level of health. The goal of nursing
is to facilitate client adaptation to life stressors. The nursing faculty believes that caring assists clients to adapt
to stressors to achieve positive outcomes.
The following core components are integrated into the nursing curriculum: professional behavior,
communication, assessment, clinical decision making, caring interventions, teaching and learning, collaboration
and managing care.
2
CORE COMPONENT’S DEFINITIONS:
Professional Behavior: adhering to standards of professional practice; being accountable for one’s actions;
practicing nursing within legal, ethical, and regulatory frameworks; having concern for others; valuing the
profession of nursing; and participating in ongoing professional development.
Communication: a goal directed interactive process through which there is an exchange of information that
may occur verbally, non-verbally, in writing, or through information technology.
Assessment: the holistic collection, analysis, and synthesis of relevant data from all of the client’s functional
health patterns for the purpose of appraising the client’s health status.
Clinical Decision Making: the systematic analysis and integration of knowledge and information to identify
dysfunctional health patterns and stressors in order to formulate clinical judgements and implement therapeutic
nursing interventions to assist the client toward a positive outcome. Evidence based practice directs the
modification of client care as indicated by the evaluation of outcomes.
Caring Interventions: the “being with” and “doing for” that assist clients to adapt to stressors to achieve
positive outcomes; insuring the care provided is culturally and spiritually sensitive to the needs of a diverse
population.
Teaching and Learning: the process of transmitting information to clients, significant others and members of
the healthcare team in order to assist clients and families to facilitate adaptation to stressors; promote and
maintain health; expand knowledge and change behavior.
Collaboration: working with other members of the healthcare team in a variety of healthcare settings in order
to achieve positive outcomes for clients.
Managing Care: working efficiently and effectively with and through others and utilizing resources to meet
client needs and support organizational objectives.
3
PROGRESSION OF CORE COMPONENTS - LEVEL I:
Professional Behavior
Level I







▪
Communication
Level I







▪
Assessment
Level I







Clinical Decision Making
Level I






▪
Identify the standards of care for basic nursing process, and demonstrate accountability for
nursing care given.
Identify resources for life long learning.
Begin to correlate and identify consequences of ethical, legal and regulatory aspects of
professional nursing practice.
Recognize the necessity for and maintenance of client confidentiality.
Initiate proactive involvement to facilitate empowerment for the nursing profession.
Report errors of omission/commission in a timely manner.
Demonstrate non-judgmental/culturally sensitive behaviors.
Maintain appropriate professional boundaries in the nurse-client relationship.
Apply basic techniques of therapeutic communication when interacting with a client.
Demonstrate beginning ability in documenting client status in nursing notes and care plans.
Demonstrate beginning skills in oral presentations to a group of fellow students.
Identify and use information technology to access current nursing literature.
Communicate therapeutically with significant others as well as clients and members of the
health care team.
Demonstrate increasing ability to communicate relevant, accurate, and complete information
verbally and in written documentation
Utilize appropriate verbal and non-verbal communication techniques to interact with
individual and groups of clients with impaired communication abilities.
Utilize effective communication techniques when interacting with peers and members of the
health care team.
Assess clients' health status to identify stressors that interfere with adaptation.
Assess human responses to stress.
Identify strengths, resources and health care needs of a community.
Complete a health history including a physical, cognitive, psychosocial and functional
assessment.
Assess the client's response to actual and potential health problems.
Assess the client's response to interventions.
Assess personal stress and adaptation.
Identify evidence-based practice as the foundation for nursing decisions.
Utilize nursing process as the basis for clinical decisions.
Maintain accurate and safe care.
Integrate prior knowledge and begin to question personal assumptions.
Develop critical thinking and problem solving techniques as the foundation for appropriate
clinical decision making.
Develop diagnoses and plan care that focuses on health promotion, wellness and restoration.
Modify client care as indicated by evaluation of outcomes.
4
Caring Interventions
Level I






Teaching and Learning
Level I



▪
Collaboration
Level I



▪
Managing Care
Level I









▪
Demonstrate caring behavior towards clients, significant other(s), peers, and other members
of the health team recognizing cultural and spiritual diversity.
Provide safe nursing care in all settings.
Perform nursing skills competently.
Identify community resources to support clients in the promotion and maintenance of health.
Support the client and significant other when making healthcare and end-of-life decisions.
Provide individualized interventions that include self-esteem enhancement, anxiety
reduction, and coping enhancement.
Identify the role of the nurse as a teacher and develop awareness of the principles of effective
teaching and learning.
Apply teaching and learning concepts to assist clients and groups in managing wellness
and/or self-management of illness.
Evaluate the progress of the client/significant other toward achievement of identified learning
outcomes.
Advocate health promotion.
Identify roles of members of the health care team.
Utilize multiple resources available for the individual and family within the community.
Establish partnerships with clients and collaborate with the nursing team to achieve client
outcomes.
Work cooperatively with others to achieve client outcomes.
Describe the qualities of effective leaders.
Utilize self-assessment to begin to develop leadership skills.
Identify the relationship between power and leadership and management.
Describe the role of the nurse in cost containment and implement-nursing strategies to
provide cost effective care.
Demonstrate ability to prioritize client needs.
Identify leadership/management skills necessary in planning and implementing client care.
Utilize team-building strategies.
Describe principles of successfully motivating others.
Identify key concepts underlying effective delegation.
Identify and implement strategies of behavior change
5
PROGRAM OBJECTIVES:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Exhibit ethical behavior in all professional activities.
Integrate advances in knowledge from all sciences and humanities in the care of clients.
Assume responsibility for health promotion by assisting the client in learning self- management skills
that provide and promote their health and serve as role models and resource for health information and
education.
Practice relationship-centered care with interdisciplinary teams that address the needs and concerns of
culturally and spiritually diverse individuals, families and communities.
Utilizes critical thinking to provide evidence-based clinical practice that assists clients in health
promotion, achievement of human potential, illness adaptation and preparation for death.
Assist in the delivery of primary care in diverse community-based settings.
Function as a client advocate on the interdisciplinary health care team.
Use communication and information technology effectively and appropriately.
Utilize leadership management skills in collaboration with the interdisciplinary health care team to
manage resources effectively and efficiently to deliver quality client care.
Introduce students to financial resources and constraints impacting delivery of health care services to
various populations.
Empower clients and communities to learn self-management skills.
Use established outcome criteria to measure effectiveness of care.
Demonstrate social responsibilities through participation in service activities.
Assume responsibility for self-improvement and use resources for life-long learning for self and others.
Practice nursing within the legal parameters of the NY State Nurse Practice Act in diverse settings.
Advocate for public policy that promotes and protects the health care system.
6
COURSE OBJECTIVES:
PROFESSIONAL BEHAVIOR:
1. Demonstrate accountability, responsibility, confidentiality and caring in the performance of beginning
nursing care.
2. Identify resources for life-long learning.
COMMUNICATION:
3. Apply basic therapeutic communication techniques using professional terminology when interacting with
clients, peers, and health team members.
4. Utilize information technology to access nursing literature.
ASSESSMENT:
5. Demonstrate beginning assessment skills by collecting verifiable and accurate data to identify stressors for
an individual client and/or community.
CLINICAL DECISION MAKING:
6. Implement beginning nursing care based on data collected regarding stressors using scientific principles.
7. Formulate a nursing care plan using the nursing process and evaluate achievement of outcomes for
selected clients.
CARING INTERVENTIONS:
8. Demonstrates caring behavior towards clients that incorporates the bio-psycho-social, cultural and
spiritual diversity of the individual.
9. Provide safe, competent care while performing beginning nursing skills.
TEACHING AND LEARNING:
10. Recognize the role of the nurse as a teacher and begin to identify and utilize the principles of effective
teaching and learning in promoting healthy behaviors and maintaining client’s wellness.
COLLABORATION:
11. Describe the roles of the health team members to promote positive client outcomes.
MANAGING CARE:
12. Identify the role of the nurse as a manager of care and describe the qualities of effective managers and
leaders.
TOPICAL OUTLINE:
See Table of Contents for list of all topics covered with corresponding page numbers.
7
METHODS OF TEACHING:
1.
Lecture and discussion
2.
College lab experience
3.
Demonstration and return demonstration
4.
Clinical experiences and Pre- and Post - conference
5.
Computer Software
6.
Audio-visual presentations
7.
Library references
8.
Models, charts, and pamphlets
9.
Role-playing
10.
Bibliography
11.
ATI Assessments
REQUIRED ASSIGNMENTS:
 Four unit exams
 Four Lab Performance Evaluations
 Dosage Calculation Exam
 Two written Nursing Care Plans and Community Assignment.
METHODS OF EVALUATION:
Failure in any of the following areas constitutes failure of the course:





Four Unit examinations (including Lab content)
Performance Evaluations
Dosage Calculation
Clinical Performance
Clinical assignments
100%
Pass/Fail
Pass/Fail
Pass/Fail
Pass/Fail
Examinations
Four multiple choice exams of 50 questions each will be given throughout the semester. The examinations will
cover the material given prior to the exam. Many questions will be client situations, requiring critical thinking
skills and similar to questions that will be on NCLEX. There will also be questions covering lab content on each
exam. Any student who receives a score of less than 75 on an exam MUST make an appointment with the
instructor within one week to review their status, study habits and plan for successful completion of the course.
There is one comprehensive make–up exam given at the end of the semester for a student who misses an exam
for an emergency reason. If a student misses more than one exam they will be given a score of ZERO for the
second missed exam. Progression to the next nursing course requires a grade of C or better.
Performance Evaluations
There are four required performance evaluations given in the lab component of the course. Students must show
proficiency in the following skills: assessment of vitals signs, administration of an IM injection, setting up an
intravenous solution, and insertion of a foley catheter. These evaluations are graded pass/fail. Students must
pass these evaluations in order to pass the course.
Dosage Calculation
Students will take a dosage calculation test during the semester. They must achieve a grade of 80% or higher to
remain in the program. The dosage test may be repeated two (2) times for a total of three (3)
8
attempts to obtain the required score. Repeats of the test must be scheduled within one week of the
previous test. A non-programmable calculator may be used.
Clinical Performance
All students will receive two written evaluations of their clinical performance, at mid-semester and
end of semester. This consists of a written report and an interview with the clinical instructor. Clinical is
graded pass/fail.
Clinical Assignments
Clinical assignments consist of two nursing care plans and a community assignment. They are graded pass/ fail
and are submitted to the clinical instructor. They will be reviewed in greater detail in the clinical component.
STUDENTS MUST PASS ALL OF THE ABOVE COMPONENTS IN ORDER TO PASS THE
COURSE AND PROGRESS TO THE NEXT NURSING CLASS.
ACADEMIC INTEGRITY:
Nursing students will be held accountable to the Suffolk County Community College Nursing Program Code of
Honor in all phases of the program: classroom, college laboratory and all clinic settings. (Refer to SCCC
Nursing Student Handbook and College Catalog, Policy on Academic Integrity)
REQUIRED TEXTBOOKS:
*(refers to ISBN numbers)
Ackley, B. G. Ladwig, G.B. (2006), Nursing diagnosis handbook – A guide to planning care. (7th ed.)
St. Louis, Mosby * (0-323-03664- 3)
Davis’s drug guide for nurses (2007) Philadelphia, F.A. Davis. (10th ed.) (or equivalent drug reference source)
* (0-8036-1454-3)
Ellis, J. and Hartley, C. (2005), Managing and coordinating nursing care (4th ed.) NY: Lippincott
*( 0-7817-41068)
Lilly, L., Harrington, S. and Snyder, J (2005), Pharmacology and the nursing process. (4th ed.) NY, Mosby
*(0-323024084)
Pickar, G. (2004), Dosage calculations (7th ed.) Albany, NY: Delmar Publishing *(0-7668-6286-0)
Potter, P. and Perry, A. (2005), Fundamentals of nursing. (6th ed.) St. Louis, :Mosby *(0-323-02586-2)
Smith, S., Duell, D. and Martin, B. (2004), Clinical nursing skills-basic to advanced skills (6th ed.) NJ:
Prentice Hall * (013-049371-6)
9
OPTIONAL RESOURCES:
Dudek, S. G. (2006) , Nutrition essentials for nursing practice (5th ed.) NY: Lippincott ,Williams & Wilkens
Fischbach, F. (2004). A manual of laboratory and diagnostic tests (7th ed.). Philadelphia, Lippincott, Williams
& Wilkens. *(0-7817-4180-7)
Hogan, M., Bowels, D., & White, J.E. (2003) , Nursing fundamentals- reviews and rationales. Upper Saddle
River, New Jersey: Pearson Prentice Hall *(0-13-030455-7)
Mosby’s (2006), Medical, nursing and allied health dictionary (7th ed.) St. Louis, Mosby
*(0323035620)
Nugent, P., & Vitale, B. (2004), Test success: Test taking techniques for beginning nursing students.
Philadelphia, F.A. Davis Company. * (0-8036-1162-5)
ATTENDANCE POLICY:
(Please refer to college catalog policy on attendance)
Applicable to all nursing courses:
1.
Students must be able to meet ALL of the course objectives in the Course Outline and on the Performance
Evaluation Form in order to pass each nursing course.
2.
Students are expected to attend ALL nursing classes in order to meet all objectives of the course. Pre and
post conferences are an integral aspect of the clinical experience and students are required to participate in
this experience.
3.
Students are expected to be ready to begin all nursing classes at the appointed time and to remain in class
until class is ended.
A pattern of lateness, leaving class early and/or absence in lecture, laboratory or the clinical setting
will negatively affect your grade.
4.
Absence and lateness will be reviewed by a faculty committee. Appropriate action will be taken
by the committee as to the status of the student in the course. Excessive absence or lateness may lead to
failure in the course.
5.
In the rare event of an extreme emergency that requires the student to be late or absent, students will be
expected to notify the clinical agency. Call at least one hour prior to the beginning of the clinical
experience.
a.
Leave your message, being sure to state:
- your name and phone number
- your school
- the hospital unit to which you are assigned
- the clinical instructor's name
b.
Obtain the name of the person taking the message, when possible.
10
6.
In the rare event of an extreme emergency that requires the student to be late or absent for a
lecture or college laboratory class, students will be expected to notify the faculty. Call at least
one hour prior to the beginning of class.
a.
7.
Leave your message, being sure to state:
- your name and phone number
- the reason for your absence or lateness
Students who are absent or late for Clinical, lecture, or college laboratory classes are expected to
provide a written explanation to the faculty immediately. This communication should be in the
form of a neat and professionally written memorandum that will be placed in the student’s file at
the college.
DETAILED EXPLANATION OF UNITS FOR NR 20 – CORE CONCEPTS FOR NURSING
PRACTICE:
BEHAVIORAL OBJECTIVES
1. Describe components of NR 20
2. State understanding of Course
Objectives
3. List NR 20 Course Requirements
4. Describe the role of the nurse in
the delivery of health care.
5. Describe common themes noted
among nursing theorists
6. State components of Suffolk
County Community College
Nursing Program Theoretical
Framework
INTRODUCTION TO HEALTH CARE
COURSE CONTENT
CORRELATED LEARNINGS
1. Course Review
Orientation and Introduction to Health
2. Course Requirement
Care Agency
3. Ethical Behaviors
4. Concepts of Nursing
Fire Safety
The Nursing Role
Nursing Described
HIPPA Regulations
5. Theoretical Framework
Stress and Adaptation
Infection Control Principles
Nursing Process
11
NURSING MANAGEMENT OF CLIENTS WITH STRESORS THAT AFFECT MOTOR FUNCTION
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Assess the individual's motor
1. Assessment of motor
1. Assess client motor function
functioning abilities
functioning.
2. Use a variety of assessment
2. Describe the effects of
2. Assessment of impaired
tools.
immobility on body systems.
mobility.
3. Discuss stressors that affect
body mechanics and motor
function
4. Describe developmental
changes of and the older adult
that may affect mobility.
5. Discuss the nurse's
responsibility for promoting
mobility adaptations.
NURSING DIAGNOSIS
Formulate a nursing diagnosis based
on the client’s motor needs.
NURSING DIAGNOSES
Impaired physical mobility
Activity intolerance
NURSING DIAGNOSIS
Identify appropriate nursing diagnosis
for motor function on nursing care
plan.
PLANNING
Plan nursing care to meet client’s
motor needs.
PLANNING
1. Plan nursing care to prevent
injury to self and client.
2. Assemble devices to assist in
safe transfer: wheel chair,
stretcher, Hoyer lift, etc.
3. Assemble appropriate appliance
to assist in ambulation: cane,
crutches, walker brace, etc.
4. Planning to meet motor needs.
5. Plan nursing care to reduce
stressors of immobility.
PLANNING
Plan nursing care and establish goals
on nursing care plan.
IMPLEMENTATION
1. Demonstrate proper body
mechanics in assisting patients
2. Position and maintain the patient in
proper alignment and functional
position.
3. Demonstrate active and passive
range of motion exercises.
4. Demonstrate safe transfer of
patients.
5. Describe interventions to prevent
effects of immobility.
IMPLEMENTATION
1. Stressors affecting motor ability.
2. Nursing interventions for impaired
mobility.
3. Apply principles of body
mechanics.
4. Nursing interventions to meet
exercise needs.
5. Identify adaptations to motor
deficits.
IMPLEMENTATION
Implement evidenced based care in
performing the following skills:
1. Positioning client
2. ROJM exercise
3. Safe transfers
4. Safe use of body mechanics
5. Correct use of pressure reduction
techniques
EVALUATION
1. Evaluate the effectiveness of
nursing interventions to meet
mobility needs.
EVALUATION
1. Evaluation of client
outcomes.
EVALUATION
Determine if motor goals were
achieved.
12
NURSING MANAGEMENT OF CLIENTS WITH STRESSORS THAT AFFECT CIRCULATION
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Describe the physiological
1. Physiological mechanisms
1. Collect data on vital sign
mechanisms that control vital signs.
governing blood pressure, pulse,
assessment.
2. Identify ranges and characteristics
respiration and temperature.
2. Record and report vital signs in
of normal vital signs.
Stressors affecting circulation
health care settings.
3. Specify the data to be gathered in
and thermoregulation
assessing vital signs.
a. Physiological
4. Describe the stressors that affect vital
b. Environmental
signs.
c. Emotional
2. Assess circulatory status: color,
pulse (rate & quality), blood
pressure, temperature, signs and
symptoms of ischemia.
NURSING DIAGNOSIS
Formulate a nursing diagnosis based on
the client’s circulatory needs.
NURSING DIAGNOSIS
Ineffective thermoregulation
Ineffective breathing pattern
Decreased cardiac output
NURSING DIAGNOSIS
Appropriate diagnosis on care plan.
PLANNING
Recognize patient status as a factor in
determining methods of assessment
PLANNING
Choice of sites and methods related
to client status
PLANNING
Establish goals for clients with vital
sign abnormalities.
IMPLEMENTATION
1. Strategies to accurately assess vital
signs.
2. Recognize vital signs which requires
intervention.
3. List specific nursing interventions for
alterations in vital signs.
IMPLEMENTATION
Nursing interventions to promote
circulation.
IMPLEMENTATION
1. Use evidenced based practice to
perform skill of vital sign
assessment in a variety of
settings.
2. Implement appropriate
interventions for clients whose
vital signs are not within normal
limits.
EVALUATION
1. Evaluate the effectiveness of nursing
interventions to promote circulation.
2. Modify nursing interventions as
needed by evaluation of outcome.
EVALUATION
Evaluation of patient outcomes.
Physiologic adaptations
13
EVALUATION
Evaluate and compare to standard
blood pressure, apical/radial pulse,
temperature and respiration.
NURSING MANAGEMENT OF CLIENTS WITH STRESORS THAT AFFECT SAFETY
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. List components of a safe
1. Safety of client environment
1. Assess environment for safety.
environment.
2. Assessment tools to identify clients 2. Orientation to Fire Safety in Health
2. Identify stressors interfering with
at risk for injury.
Care settings.
safe environments.
3. Identify potential sources of injury
3. Use of assessment tools in health
3. Identify safety devices in the
stressors in the environment.
care.
environment to facilitate
4. Define Therapeutic Environments
adaptations.
5. Assess developmental and life style
4. Describe immunization currently
considerations related to safety.
available to prevent infections for
health care workers and others.
5. Differentiate between medical
asepsis and surgical asepsis.
6. Identify sources of nosocomial
infection.
7. Utilize assessment tools to identify
clients with safety risks.
NURSING DIAGNOSIS
Formulate a nursing diagnosis based
on the client’s safety needs.
NURSING DIAGNOSIS
Risk for injury
Risk for infection
NURSING DIAGNOSIS
Appropriate Nursing Diagnosis on
care plans.
PLANNING
1. Explain the importance to health of
preventing and controlling
infections in self and others.
2. Recognize stages of infection
3. Explain principles to break the
chain of infection.
PLANNING
1. Provide safe environment
2. Safe use of restraints
3. Alternatives to restraints
4. Identify goals for client in relation
to safety
PLANNING
Establish goals to maintain a safe
environment in a variety of settings
and on care plan.
IMPLEMENTATION
1. Apply scientific principles to
provide safety in the environment.
2. Take appropriate action in
emergency situations to protect the
safety of clients.
3. Discuss alternatives to restraints.
IMPLEMENTATION
1. Components of Fall Prevention
Protocols
2. Safety knowledge and precautions.
3. Use of alternatives to restraints
4. Ensuring a safe environment
5. Nursing Intervention to Break the
chain of infection.
6. Standard Precautions
7. Implementation of infection control
principles in health care settings
8. Compare and contrast medical and
surgical asepsis.
IMPLEMENTATION
1. Practice the following client care
principles in the la and perform
them in the clinical setting:
Handwashing
Use of restraints
Use of barriers
Application of sterile gloves
2. Implement appropriate safety
measures in a variety of health care
settings.
3. Provide nursing care using
infection control principles based
on evidence.
4. Provide safe and competent care
while performing beginning
nursing skills based on principles of
evidenced based practice.
14
BEHAVIORAL OBJECTIVES
EVALUATION
1. Evaluate the effectiveness of
Nursing interventions for safety
measures.
COURSE CONTENT
EVALUATION
1. Recognize achievement of client
goals for safety.
2. Client without injury
3. Client without infection
4. Evaluate client response to
infection control principles
15
CORRELATED LEARNINGS
EVALUATION
Evaluate effectiveness of safety
measures for self and clients.
NURSING MANAGEMENT OF CLIENTS WITH STRESORS THAT AFFECT HYGIENE
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Discuss the importance of good
1. General principles of skin and
Assess clients hygiene needs in long
personal hygiene for optimal
mucus membrane care.
term degenerative and acute care
health.
2. Assessment of personal hygiene.
settings.
2. Identify factors which contribute to 3. Assessment of skin integrity.
impaired skin integrity.
3. Discuss risk factors and
pathogenesis of pressure ulcers.
4. Assess individual level of ability to
perform self care.
NURSING DIAGNOSIS
Formulate a nursing diagnosis based
on the client’s hygiene and skin care
needs.
NURSING DIAGNOSIS
Self-care deficit bathing/grooming
Self-care deficit syndrome
Impaired skin integrity.
NURSING DIAGNOSIS
Use appropriate nursing diagnosis on
client plan of care.
PLANNING
1. Identify stressors that interfere with
an individual’s ability to maintain
good hygiene.
2. Identify preventive and early
treatment measures for pressure
ulcers.
PLANNING
Planning to meet needs for skin
integrity.
PLANNING
Plan appropriate nursing care based on
evidenced based principles to meet
clients hygiene needs.
IMPLEMENTATION
1. Select, plan and implement
appropriate nursing interventions to
maintain or restore optimal
hygiene.
2. Describe cultural variables which
may affect hygiene practice.
3. List strategies to prevent pressure
ulcers
IMPLEMENTATION
1. Nursing interventions to meet
hygienic needs.
2. Nursing interventions for
impairment of skin integrity.
3. Demonstrate caring behaviors
toward clients while performing
hygiene interventions.
IMPLEMENTATION
Practice the following client care
principles in the lab and perform them
in the clinical setting.
1. Bed bath
2. Oral care
3. Skin care
4. Bed making
5. Report observations of client’s
condition
EVALUATION
1. Evaluate the effectiveness of
nursing interventions to meet
hygiene needs.
2. Evaluate the effectiveness of
maintaining skin integrity.
3. Evaluate the effectiveness of
hygiene in preventing infection.
EVALUATION
Evaluation of client outcomes.
EVALUATION
Evaluate goal achievement in clinical
settings and on care plan.
Plan nursing care to reduce self-care
deficit stressors.
16
NURSING MANAGEMENT OF CLIENTS WITH STRESSORS THAT AFFECT COMMUNICATION
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Explain the basic elements of the
1. The communication process.
1. Use of assessment tool to collect
communication process.
2. Factors influencing the
data.
2. Discuss the interview as a tool in
communication process.
2. Use of effective communication
nurse/client communication.
3. Assess verbal and nonverbal
during assessment process.
3. Explain principles of
communication.
communication that are used
4. Identify stressors that impede
by the nurse.
communication.
4. Describe techniques that
5. Purpose of documentation.
promote effective communication.
6. Types of communication system.
5. Describe techniques that
7. Methods of documenting
hinder communication.
(narrative notes/SOAP)
6. Describe cultural variables related
8. Assess client adaptation
to the communication process.
7. Explain the purpose of
communication.
NURSING DIAGNOSIS
Formulate a nursing diagnosis based
on the client’s communication needs.
NURSING DIAGNOSIS
Impaired verbal communication
NURSING DIAGNOSIS
Appropriate nursing diagnosis on care
plan to reflect communication
problems.
PLANNING
1. Plan to obtain a nursing history.
2. Differentiates various types of
documentation.
PLANNING
1. Plan to collect data from various
sources (client, family, health care
team)
PLANNING
Establish goals for effective
communication.
IMPLEMENTATION
Conduct and record a nursing
assessment.
IMPLEMENTATION
Effective communication techniques
Factors facilitating communication
Factors blocking communication
Utilize information technology to
access information
IMPLEMENTATION
1. Implement effective
communication techniques in the
clinical setting.
2. Identify effective communication
techniques on a plan of care.
EVALUATION
Evaluate the communication technique
used in the interview.
EVALUATION
Evaluation of the communication
Process
EVALUATION
Evaluate goal achievement regarding
communication stressors.
17
USE OF THE NURSING PROCESS AS THE STANDARD OF CLIENT CARE
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Describe the components of the
1. Theoretical basis and purpose of the Performs client assessments in clinical
nursing assessment.
nursing process.
settings.
2. Discuss the purpose of the nursing
2. Phases of the nursing process.
assessment.
3. Differentiate between objective and
subjective data.
4. State the sources of data for a
nursing assessment.
5. Describe the scientific method of
problem solving.
6. Utilize various assessment tools in
the collection of data.
NURSING DIAGNOSIS
1. Differentiate between a nursing
diagnosis and a medical diagnosis.
2. Use critical thinking skills to
formulate nursing diagnosis.
3. Identify collaborative problems.
NURSING DIAGNOSIS
1. Assessment data interpreted.
2. Identify client needs.
3. Formulation of specific nursing
diagnoses (actual or potential health
problems)
4. Categories of nursing diagnosis.
5. Nursing diagnosis versus medical
diagnosis.
6. Write nursing diagnosis as a three
part statement.
NURSING DIAGNOSIS
Develops appropriate nursing
diagnosis on clients in health care
setting.
PLANNING
1. List the purposes of the nursing
care plan.
2. Utilize critical thinking to develop
A nursing care plan.
3. Develop short-term outcomes based
on the client’s assessment.
4. Plan the appropriate interventions
to meet each identified diagnosis
and reduce stressors.
PLANNING
1. Determine client goals, develop
outcomes, priortorization and
formulating the nursing care plan.
2. Short and long term goals.
3. Prioritize nursing care.
4. Write a plan of care.
PLANNING
IMPLEMENTATION
1. Discuss differences between
dependent, independent and
interdependent interventions.
2. Discuss the steps of implementation
3. Describe methods of
implementation.
4. Using critical thinking, select
appropriate interventions for an
assigned client.
IMPLEMENTATION
1. Identify the steps of the
implementation process.
2. Implement cost effective
interventions.
3. Implement care based on
scientific/evidenced based
principles.
4. Delegation of care.
5. Dependent and independent nursing
interventions.
IMPLEMENTATION
Uses critical thinking to implement
appropriate nursing interventions
based on scientific principles and
records these on nursing care plan.
18
Writes goals in measurable terms
on client care plan.
BEHAVIORAL OBJECTIVES
EVALUATION
1. State and discuss the steps of
Evaluation.
2. Evaluate the nursing interventions
selected for an assigned client.
3. Evaluate goal achievement.
COURSE CONTENT
EVALUATION
1. Evaluation of client outcomes.
2. Evaluation of interventions.
19
CORRELATED LEARNINGS
EVALUATION
Documents evaluation of goals and
interventions on Nursing Care Plan.
BEHAVIORAL OBJECTIVES
ASSESSMENT
1. Utilize various assessment tool in
documentation.
DOCUMENTATION
COURSE CONTENT
ASSESSMENT
Introduction to a variety of assessment
tools.
CORRELATED LEARNINGS
ASSESSMENT
Document using a variety of
assessment formats in clinical setting.
NURSING DIAGNOSIS
Document nursing diagnosis in
appropriate format.
NURSING DIAGNOSIS
Procedures and format for nursing
diagnosis documentation.
NURSING DIAGNOSIS
Document nursing diagnosis on care
plan in correct format.
PLANNING
Plan for effective documentation.
PLANNING
Document accurate data.
PLANNING
Effectively write goals on a plan of
care.
IMPLEMENTATION
1. Explain the purpose of
documentation.
2. Describe various methods of
documentation.
3. Document nursing care in a variety
of settings.
IMPLEMENTATION
1. Purpose of documentation.
2. Types of documentation systems.
3. Methods of documentation.
IMPLEMENTATION
Document in clinical setting by writing
nurses notes and flow sheets.
EVALUATION
Evaluate effectiveness of
documentation.
EVALUATION
Does documentation reflect steps of
nursing process?
EVALUATION
1. Accepts corrective criticism in
documentation.
2. Evaluates self ability to document
in clinical setting.
20
NURSING MANAGEMENT OF CLIENTS WITH STRESSORS THAT AFFECT SKIN INTEGRITY
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Describe the reaction of the
1. Phases and types of wound healing. 1. Collect data to identify clients at
body to tissue injury.
2. Stressors affecting skin integrity.
risk for impaired skin integrity.
2. Assess factors that impair or
a. physiologic
2. Assess wound healing.
promote wound healing.
b. environmental
3. Identify stressors that put clients at
risk for pressure ulcers.
4. Describe the stages of wound
healing, wound classification
systems and stages of pressure
ulcers.
5. Describe the clinical manifestations
of infection on local and systemic
level.
6. Describe the indications for heat
and cold therapy.
NURSING DIAGNOSIS
Formulate nursing diagnosis based on
wound healing.
NURSING DIAGNOSIS
Impaired skin integrity.
Actual and High Risk Impaired Tissue
integrity.
NURSING DIAGNOSIS
Write appropriate nursing diagnosis on
plan of care.
PLANNING
Identify goals for client in relation to
wound care.
PLANNING
1. Planning to promote tissue healing.
2. Selection of wound care products.
PLANNING
1. Plan nursing interventions to
prevent skin break down.
2. Write goals to promote wound
healing.
IMPLEMENTATION
1. Promote tissue healing.
2. Apply sterile dressings.
IMPLEMENTATION
1. Nursing interventions to promote
tissue healing:
a. dressings
b. irrigations
c. bandages and binders
d. hot & cold applications
2. Nursing interventions to
reduce risk factors in wound
healing
IMPLEMENTATION
Apply principles of evidenced based
practice in performance of the
following wound care techniques in
the clinical setting:
a. Wet to damp dressing
b. Wet to dry dressing
c. Heat applications
d. Cold applications
EVALUATION
Evaluate the effectiveness of nursing
interventions to promote tissue
healing.
EVALUATION
Evaluation of patient outcomes related
to changes in wound care.
EVALUATION
Evaluate the achievement of goals in
client care settings.
21
NURSING MANAGEMENT OF CLIENTS WITH STRESSORS REQUIRING MEDICATION
ADMINISTRATION
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Describe method of client
1. Assess clients need for and
1. In clinical setting:
assessment relating to medication
response to the drug.
Assess client need for medication
administration.
2. Identify the difference between
2. Perform client assessment prior to
2. Discuss the purpose of medications
preventative, restorative and
medication administration
as therapeutic agents.
palliative, medication regimen.
3. Describe the role of selected
3. Identify drug classification systems.
government agencies in
establishing drug control, drug
manufacture, storage, distribution,
and use of medications.
4. Discuss the Nurse's legal
responsibilities in the
administration of medications.
5. Identify drug classifications
and actions.
6. Explain the physiological effects of
drugs at the cellular level.
7. Describe the altered drug responses
which occur in the pediatric, adult
and geriatric person.
NURSING DIAGNOSIS
NURSING DIAGNOSIS
Formulate nursing diagnosis pertaining 1. Knowledge deficit: Medication
to medication administration
regime.
2. Readiness for enhanced knowledge
of medication regimen.
NURSING DIAGNOSIS
Identify appropriate nursing diagnosis
on care plan in clinical site.
PLANNING
Describe goals of medication therapy
in various settings.
PLANNING
Drug therapy plan individualized for
client.
PLANNING
Establish client goals regarding
medication.
IMPLEMENTATION
1. Correctly calculate drug dosages.
2. State at least one advantage and one
disadvantage of each route of
administration of medications.
3. List nursing interventions for
medication administration.
4. Accurately prepare and administer
oral, intramuscular and
subcutaneous medications.
IMPLEMENTATION
1. The Nurse's Role in Medication
Administration
2. Mechanisms of Action:
a. Pharmacokinetics-absorption,
distribution, metabolism,
excretion
b. Pharmacodynamics-factors
effecting drug action
3. Routes of administration of
therapeutic agents
4. Utilize five rights of medication
administration.
5. Systems of measurement and
calculation of therapeutic agents.
6. Toxic, allergic and side effects of
drugs.
7. Interpretation of medication orders.
IMPLEMENTATION
1. Practice administration of oral and
parenteral medications in the lab
setting.
2. Administer therapeutic agents by a
variety of routes in the acute care
setting.
3. Accurately chart administration of
medication.
4. Complete medication form on
client care plan.
22
BEHAVIORAL OBJECTIVES
EVALUATION
Evaluates an individual’s response to
medication.
COURSE CONTENT
8. Techniques for Administration of
Medications.
9. Role of nurse in teaching clients
about medications.
CORRELATED LEARNINGS
EVALUATION
Evaluation of individual’s response to
medication
EVALUATION
Evaluate effectiveness of medications
on client health status.
23
NURSING MANAGEMENT OF STRESSORS THAT AFFECT THE OLDER CLIENT
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Describe changes in life expectancy 1. Changes in demographics in society 1. Assessment of older adult in a
2. Discuss developmental theories
in 21st Century.
variety of clinical settings.
regarding aging
2. Recommendations for maintaining
2. Assess stressors to aging.
3. Explain the major tasks of old age
health in older years
4. Describe physiological and
3. Erikson and Havigurst’s theories
cognitive changes that occur with
and Tasks of aging
aging as a potential source of stress 4. Physiologic changes that occur with
5. Define the meaning of functional
aging
health
5. Cognitive changes of aging
6. Define the meaning of ageism
6. Chronic illnesses of aging
7. Explain role changes that occur in
7. How to do a functional assessment
families with aging relatives
NURSING DIAGNOSIS
NURSING DIAGNOSIS
Formulate nursing diagnosis pertaining 1. Altered role performance
to the needs of the older client.
2. Risk for social isolation
3. Ineffective individual coping
4. Caregiver role strain
NURSING DIAGNOSIS
Appropriate nursing diagnosis on care
plan.
PLANNING
1. Identify goals related to needs of
the older client.
2. List nursing diagnosis appropriate
for an elderly client.
PLANNING
Plan to meet adaptation of aging.
PLANNING
Establish goals on nursing care plan
that are appropriate for older adult.
IMPLEMENTATION
1. Perform a functional assessment
2. Discuss nursing interventions for
the elderly
3. Recognize attitudes that influence
perception and care of the elderly
IMPLEMENTATION
1. Interventions to prevent ageism
2. Nursing care of the older client
3. Utilize strategies to protect the
client from poly-pharmacy
IMPLEMENTATION
Perform safe and competent care using
evidenced based principles
implementing nursing care for the
older adult in clinical sites:
a. long term degenerative setting
b. flu clinic
c. acute care setting
EVALUATION
Effectiveness of care
EVALUATION
Effectiveness of care
EVALUATION
Evaluate achievement of goals in plan
of care.
24
NURSING MANAGEMENT OF CLIENTS WITH STRESSORS THAT AFFECT OXYGENATION
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Describe scientific principles
1. Stressors affecting oxygenation:
1. Measures and records breathing
regulating the respiratory process.
a. physiological
patterns.
2. Describe stressors that affect
b. emotional
2. Auscultates for breath sounds.
respiration.
c. environmental
3. Identify methods to assess a client’s 2. Assessment of respiratory
respiratory status.
functioning.
3. Identification of altered respiratory
functioning.
NURSING DIAGNOSIS
Formulate a Nursing Diagnosis based
on oxygen needs.
NURSING DIAGNOSIS
1. Altered respiratory functioning
2. Ineffective breathing pattern
3. Ineffective airway clearance
4. Impaired gas exchange
NURSING DIAGNOSIS
Identify appropriate nursing diagnosis
on selected clients.
PLANNING
1. Plan nursing measures to assist
respiratory functioning
2. Describe therapies used to maintain
oxygenation.
3. Identify safety factors related to
oxygen use.
PLANNING
Planning to meet oxygen needs.
PLANNING
IMPLEMENTATION
1. Utilize strategies to promote airway
clearance, improve breathing
patterns and oxygenation.
2. Describe nursing care for a client
receiving oxygen therapy.
IMPLEMENTATION
Methods to maintain oxygenation
Patent airway
Positioning
Postural drainage
Modify environment
Oxygen therapy
IMPLEMENTATION
1. Measure and record breathing
patterns of clients at clinical sites.
2. Position clients to facilitate
oxygenation.
3. Perform masophargngeal and/or
orophoregngeal suctioning
4. Monitor oxygen administration
EVALUATION
Evaluate the effectiveness of nursing
interventions to meet oxygenation
needs
EVALUATION
Evaluation of client outcomes and
client status.
EVALUATION
Determine goal achievement.
In the clinical setting establish goals
for clients with respiratory stressors.
25
NURSING MANAGEMENT OF CLIENTS WITH STRESSORS THAT AFFECT FLUID AND ELECTROLYTE
BALANCE
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Describe the distribution of fluid
1. Distribution of body water.
1. Assess the clients fluid and
and the major electrolytes in the
a. Intracellular
electrolyte balance.
body.
b. Extracellular
2. Assess intake and output of clients
2. Explain mechanisms that
2. Distribution of electrolytes.
in acute care settings.
regulate fluid and electrolyte
a. Intracellular electrolytes
3. Assess IV sites.
balance.
b. Extracellular electrolytes
3. Identify stressors that affect fluid
3. Mechanisms regulating fluid and
and electrolyte balance.
electrolyte balance.
4. Differentiate between the various
4. Factors affecting fluid and
fluid and electrolyte imbalances.
electrolyte balance.
5. Assess the fluid and electrolyte
5. Disturbances of fluid and
balance of clients.
electrolyte balances.
6. Assessment of fluid and
electrolyte needs.
NURSING DIAGNOSIS
Formulate Nursing Diagnosis based on
fluids/electrolytes needs.
NURSING DIAGNOSES
1. Fluid volume deficit
2. Fluid volume excess
3. Altered oral mucous membrane
NURSING DIAGNOSES
Document and assess appropriate
nursing diagnosis on care plan in acute
care settings.
PLANNING
Formulate goals related to fluid
balance.
PLANNING
Planning to meet fluid and electrolyte
needs.
PLANNING
Establish appropriate client goals on
care plan.
IMPLEMENTATION
1. Implement nursing interventions
to promote fluid and electrolyte
balance.
2. Utilize strategies to promote
adaptations to stressors affecting
fluid and electrolyte balance.
IMPLEMENTATION
1. Interventions to meet fluid and
electrolyte needs.
2. Maintenance of IV therapy.
IMPLEMENTATION
1. Weigh clients.
2. Measure and record intake and
output.
3. Monitor IV after calculating rate of
flow.
4. Check IV solutions
5. Observe adaptations to fluid
overload.
EVALUATION
Evaluate the effectiveness
of nursing interventions to
promote fluid and electrolyte balance.
EVALUATION
Evaluation of patient outcomes in
response to fluid interventions.
EVALUATION
Monitor achievement of outcomes at
clinical site and on care plan.
26
ROLES OF THE NURSE: COMMUNICATOR, TEACHER, LEADER
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Describe the roles of the nurse in
1. Communicator
1. Assess own leadership
healthcare
Teacher
characteristics.
2. Describe core components of:
Leader/Manager
2. Assess nurses managing/leading
Teaching/Learning
2. Client Education
staff.
Collaboration
a. Learning styles
3. Assess nurses teaching clients.
Management
b. Principles of learning
3. Explain how learning varies and
c. Barriers to learning
identify principles related to
d. Developmental
teaching throughout the life cycle
considerations:
4. Compare the teaching-learning
Children, Adolescents, Adult,
process to the nursing process
the Older Adult
5. Discuss characteristics of effective 3. Teaching-Learning Process
leaders
Assessment:
6. Compare & contrast the roles of
a. Identification of learning
leadership & management
needs
7. Compare & contrast the
b. Nursing Diagnosis
management process & nursing
Implementation:
process
c. Strategies for effective
8. Describe the process of effective
teaching
delegation
Evaluation:
9. Describe the types of power and
d. Evaluation of learning
their sources
4. a. First-level manager
b. Differences between
managing & Leadership
5. Management process
6. a. The Great Communicator
b. The Team Player
c. The Motivator
d. The Delegator
e. The Critical Thinker
f. The Innovator
7. a.. Steps in the process of
delegation
b. Pitfalls of Delegation
c. Legal implications of
delegation
8. a. Types of power
b. Principles of power
c. Networking
d. Empowerment
NURSING DIAGNOSIS
Identify clients desire for enhanced
knowledge.
PLANNING
Plan for effective communication and
teaching in clinical sites.
27
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
IMPLEMENTATION
1. Develop a personal leadership
agenda.
2. Critical Thinking Team Exercises
a. Effective following
b. Effective leader
c. Utilization of power
d. Time management
EVALUATION
Were goals achieved?
28
ROLES OF THE NURSE IN LEGAL AND ETHICAL ISSUES
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Define accountability.
1. Accountability in nursing care.
1. Provides care to patients with
2. Describe informed consent.
2. Components of informed consent.
accountability for own actions.
3. Describe assault and battery as
3. Issues related to assault and battery. 2. Assists primary nurse in attaining
related to nursing.
4. Informing patients of their rights.
consent for procedures.
4. Discuss components of Patient’s
3. Aware of patients rights in health
Bill of Rights.
care settings.
PLANNING
1. Identify nursing goals to prevent
professional misconduct.
2. Identify ethical stressors related to
nursing practice.
PLANNING
1. Components of professional
misconduct.
2. Ethical stressors in nursing
practice.
PLANNING
1. Establishes goals for patient care in
a professional manner.
2. Identifies ethical stressors in
clinical setting.
IMPLEMENTATION
1. Provide nursing care according to
the NY State Nurse Practice Act.
2. Perform nursing care being
accountable for own actions.
3. Implement nursing care according
to the standards of clinical nursing
practice.
4. Perform nursing care in accordance
with the ethical principles that
govern nursing practice.
5. Act in the role of a patient
advocate.
IMPLEMENTATION
1. Components of NY State Nurse
Practice Act.
2. Demonstrate accountability for own
actions.
3. Standards of clinical nursing
practice.
4. Ethical issues in nursing.
5. Nurse as patient advocate
6. Demonstrate confidentiality in
performance of nursing care.
IMPLEMENTATION
1. Implements nursing care in
accordance with the NY State
Nurse Practice Act.
2. Accountable for actions in clinical
settings.
3. Performs nursing care in an ethical
manner.
4. Functions as patient advocate.
5. Practices nursing care with
adherence to HIPAA awareness.
6. Identify resources for life long
learning.
EVALUATION
Evaluate the effectiveness of nursing
care provided according to the
standards of nursing practice.
EVALUATION
1. Standards of nursing care.
2. Issues regarding negligence and
malpractice
EVALUATION
Evaluates personal growth in area of
legal and ethical issues in nursing
practice.
29
NURSING MANAGEMENT OF CLIENTS WITH STRESSORS THAT AFFECT SELF CONCEPT AND
COPING
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Define the relationship
A. Self-concept
1. Assess student feelings elicited at
between self-concept, identity,
1. Identify relationship between
each client care experience.
body image and self-esteem.
Illness and self concept
2. Self-assessment of stress level.
2. Identify the relationship between
2. Factors relating to self-concept
3. Identify stressors for clients in
illness and self-concept.
disturbances.
clinical setting.
3. Describe physiologic and
3. Developmental transitions and selfpsychological response to stress
concept.
4. Describe the process of adaptation
B. Stress & Adaptation
5. List the phases of the General
1. Physiological and psychological
Adaptation Syndrome
response to stress.
6. Describe coping, stress, tolerance
2. Stress & adaptation GAS, LAS,
pattern as a means of assessing
Seyle
clients stress level.
3. Factors influencing stress including
role stressors.
4. Coping responses, process of
adaptation.
5. Effects of stress on health
6. Rating scale to measure stress
NURSING DIAGNOSIS
Formulate nursing diagnoses based on
alterations in self-concept, and
stress/adaptation
NURSING DIAGNOSIS
Ineffective coping
Social Isolation
Body image disturbance
Hopelessness
Low self esteem
Fear/anxiety
NURSING DIAGNOSIS
Identify appropriate Nursing Diagnosis
on a care plan which reflect client
stressors and self-concept
maladaptations.
PLANNING
1. List goals for clients with self-.
concept disturbances
2. Plan nursing care to maintain
physiological and psychological
homeostasis.
PLANNING
1. Develop a plan of care for clients
with self-concept disturbance.
2. Outcome planning for clients to
reduce stress and promote
adaptation.
PLANNING
Plan nursing care to facilitate
adaptations.
IMPLEMENTATION
1. Identify approaches to care of
clients with self-concept
disturbances
2. Identify coping mechanisms and
ways to reduce stress.
3. Describe the process of adaptation.
IMPLEMENTATION
Providing nursing care to clients with
self-concept disturbances
Geriatric considerations
Factors relating to self-concept
disturbances.
Nursing interventions to promote
successful adaptation to stress.
IMPLEMENTATION
1. In the clinical setting: provide
nursing care to reduce client
stressors.
2. Identify nursing interventions on a
care plan which will manage and
reduce stress for client.
EVALUATION
Evaluate the effectiveness of nursing
care, stress management techniques
and coping strategies.
EVALUATION
Evaluate the effects of prolonged
stress.
Evaluate the effectiveness of stress
management techniques.
EVALUATION
Identify if adaptation was achieved.
30
NURSING MANAGEMENT OF CLIENTS WITH STRESSORS THAT AFFECT HEALTH PROMOTION
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Differentiate Wellness, Health
1. Theoretical Models of Health
1. Assess barriers to wellness.
Promotion & Illness
2. Acute vs. Chronic Illness
2. Assess personal health promoting
2. Describe the concept of a holistic
3. Homeostasis & Adaptations
behaviors.
viewpoint on health and health care 4. Influences on Health
delivery.
5. Human Needs
3. Explain how the variables of
lifestyle, locus of control, selfconcept, and health care attitudes
influence health behaviors and
response to stressors.
4. Describe approaches to health
maintenance.
5. Describe Maslow’s theory of a
hierarchy of needs.
6. Describe the health-illness
continuum.
NURSING DIAGNOSIS
Formulate a nursing diagnosis based
on promoting wellness.
NURSING DIAGNOSIS
1. Knowledge deficit
2. Readiness for enhanced therapeutic
regimen management.
NURSING DIAGNOSIS
Identify appropriate nursing diagnosis
on a care plan.
PLANNING
1. Plan to promote wellness in the
individual client.
PLANNING
1. Prioritization of Needs:
Maslow’s Hierarchy
Nursing Process
Growth and Development
PLANNING
Establish goals for self and clients that
reduce stressors and facilitate health
promotion.
IMPLEMENTATION
1. Promote healthy lifestyle behavior
IMPLEMENTATION
IMPLEMENTATION
1. Nursing implementation for
promotion of healthy behavior
1. Implement appropriate nursing
interventions that include health
promotion and healing.
2. Include interventions for health
promotion on client care plan.
EVALUATION
1. Evaluate effective of nursing
strategies of health promotion
EVALUATION
1. Health Promotion
Disease Prevention
Primary, Secondary, Tertiary
Prevention
EVALUATION
Evaluate effectiveness of health
promoting interventions on a care
plan.
31
NURSING MANAGEMENT OF CLIENTS UTILIZING ALTERNATIVE THERAPIES TO ALLEVIATE
STRESSORS
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Describe the connection between
1. History of alternative /
1. Identify how to utilize holistic
mind and body and the effect of
complementary therapies and
Modalities to promote personal
this relationship on a client’s health
relationship to contemporary
health.
and ability to make adaptations to
practice.
2. Assess/observe client use of holistic
stressors.
2. a. Mind-Body:
Modalities in diverse settings.
2. Describe alternative /
Self-regulatory Techniques
complementary therapies that are or
b. Body-movement
can be used in client care.
Manipulation Strategies
3. Identify Holistic Modalities
c. Energetic-Touch Healing
d. Spiritual Therapies
e. Nutritional Therapies
f. Other Methodologies
NURSING DIAGNOSIS
Formulate a nursing diagnosis to
promote wellness.
NURSING DIAGNOSIS
Health Management Deficit
Noncompliance
NURSING DIAGNOSIS
Utilize appropriate nursing diagnosis
in plan of care.
PLANNING
Plan use of alternative therapies as part
of client care plan.
PLANNING
1. Discuss use of holistic modalities
as nursing interventions.
PLANNING
1. Include Holistic modalities as part
of plan of care.
IMPLEMENTATION
Implement nursing care plan utilizing
alternative therapies.
IMPLEMENTATION
1. Discuss effectiveness of alternative
therapies.
IMPLEMENTATION
Practice exercises in mind-body
relaxation.
EVALUATION
Evaluate effectiveness of holistic
therapy.
EVALUATION
Discuss need for research in effects of
alternative therapy.
EVALUATION
Evaluate effectiveness of mind-body
experience.
32
NURSING MANAGEMENT OF CLIENTS WITH STRESSORS THAT AFFECT ELIMINATION PATTERNS:
BLADDER
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Describe the normal process of
1. Assess urinary elimination status:
1. Assess intake and output of clients.
urinary elimination.
normal urinary elimination patterns 2. Assess urinary function of clients in
2. Describe the stressors that affect
quantity and quality of urine
clinical setting.
urinary elimination
deviations from normal.
3. Identify scientific principles related 2. Stressors affecting urinary
to urinary elimination.
elimination:
4. Identify nursing measures to assess
a. Physiological
urinary elimination.
b. Emotional
5. Recognize dysfunctional patterns in
c. Environmental
urinary elimination which require
3. Assess normal characteristics of
immediate intervention.
urine.
NURSING DIAGNOSIS
Formulate a nursing diagnosis based
on urinary elimination.
NURSING DIAGNOSIS
Altered patterns of urinary elimination.
NURSING DIAGNOSIS
Identify appropriate Nursing Diagnosis
on a care plan of clients with stressors
of urinary patterns.
PLANNING
Plan nursing measure to promote
urinary elimination.
PLANNING
1. Choice of position and therapies
related to patient status
2. Assemble equipment
3. Goals for clients to
maintain /achieve normal urinary
elimination
PLANNING
Establish goals on a plan of care for
clients with urinary stressors.
IMPLEMENTATION
Implement nursing interventions to
promote urinary elimination.
Strategies to manage alterations in
urinary elimination.
IMPLEMENTATION
Methods to maintain urinary
elimination.
Methods to determine urinary
elimination.
IMPLEMENTATION
1. Assist clients with elimination
needs.
2. Collect appropriate urine
specimens.
3. Apply principles of evidenced
based practice in performing
urinary catheterization and catheter
care in the lab and clinical settings.
4. Provide catheter care to clients as
needed.
EVALUATION
State effects of nursing intervention to
promote urinary elimination
EVALUATION
Patient status related to intake and
urinary output.
EVALUATION
Evaluate effectiveness of care
33
NURSING MANAGEMENT OF CLIENTS WITH STRESSORS THAT AFFECT ELIMINATION: BOWEL
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Describe the normal process of
1. Assess bowel elimination status:
1. Assess client’s bowel elimination
bowel elimination
normal bowel elimination patterns
patterns.
2. Describe the stressors that affect
quantity and quality of stool
2. Identify stressors affecting bowel
bowel elimination
deviations from normal.
elimination.
3. Identify scientific principles related 2. Stressors affecting bowel
to bowel elimination.
elimination
4. Identify measures to assess bowel
a. Physiological
elimination.
b. Emotional
5. Recognize dysfunctional patterns in
c. Environmental
bowel elimination that require
immediate intervention.
NURSING DIAGNOSIS
Formulate a nursing diagnosis based
on bowel elimination.
NURSING DIAGNOSIS
Altered Bowel Elimination
Constipation
Diarrhea
NURSING DIAGNOSIS
Identify appropriate Nursing Diagnosis
on a care plan.
PLANNING
1. Recognize patient status as a factor
in determining methods of
assessment.
2. Plan nursing measures to promote
bowel function.
PLANNING
1. Choice of position and therapies
related to patient status
2. Assemble equipment
3. Goals for client to maintain/achieve
normal bowel elimination.
4. Nutritional strategies to promote
bowel function.
PLANNING
Establish goals on a care plan for a
client with elimination stressors.
IMPLEMENTATION
1. Strategies to promote normal bowel
elimination
2. Strategies to manage alterations in
bowel elimination
3. Describe how age considerations
alter nursing interventions to
promote bowel functioning.
IMPLEMENTATION
Methods to maintain bowel
elimination
IMPLEMENTATION
1. In the clinical setting:
a. assist clients with bedpan or
commode
b. collect stool specimens
c. administer enema, Harris flush,
rectal tube, suppositories,
colostomy care as needed.
d. pre & post care interventions
for barium and endoscopic
studies.
2. In the lab setting:
a. Practice enema and Harris flush
b. Specimen collection
c. Ostomy care
EVALUATION
Evaluate the effectiveness of
interventions to promote bowel
functioning.
EVALUATION
Evaluate the effectiveness of bowel
regime.
Methods to manage:
Constipation
Diarrhea
Fecal incontinence
Bowel diversions
34
EVALUATION
Evaluate goal achievement.
NURSING MANAGEMENT OF CLIENTS WITH STRESSORS THAT AFFECT NUTRITION
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Describe the Nurse's role in
1. The Nurse's Role in Nutrition.
1. Assess the clients nutritional needs.
nutrition.
Stressors affecting digestion:
2. Interpret objective data:
2. Discuss factors that influence
a. physiological
a. anthropometric measurement
dietary patterns.
b. emotional
b. height and weight
Identify strategies to promote
c. environmental
c. history of recent weight loss or
wellness in nutrition.
d. cultural
gain
Identify scientific principles related
e. economic
d. ability to chew and swallow
to food intake and utilization.
Assessment of nutritional status,
e. Analyze diagnostic tests
a. metabolism of carbohydrates,
weight, skin condition, dentition,
proteins and fats
hair and nails signs of deficiencies
b. functions of these nutrients
in vitamins and minerals.
c. functions of vitamins and
2. Assessment of Nutritional Needs:
minerals
a. factors influencing
Identify nursing measures used to
b. essential nutrients
assess nutritional patterns
c. anatomy and physiology of
Recognize dysfunctional nutritional
digestion
patterns which require intervention
d. major food groups
3. List 6 essential nutrients
e. symptoms of deficiencies
4. Describe functions of each essential
nutrient.
5. Identify food sources for each
essential nutrient.
6. Describe the effects of inadequate
and excessive intake of nutrients.
7. Describe 3 alternate feeding
methods.
8. Describe how growth and
development across the life span
affects nutritional needs.
9. Compare and contrast the cultural
variations that affect food choices.
NURSING DIAGNOSIS
Formulate a nursing diagnosis based
on the nutritional needs of the client
NURSING DIAGNOSIS
1. Alteration in Nutrition
2. Less than body requirements
3. More than body requirements
NURSING DIAGNOSIS
Identify nutritional diagnosis on client
care plan.
PLANNING
Plan to meet clients nutritional needs.
PLANNING
Meet Nutritional Needs
PLANNING
Establish goals on a care plan to meet
client’s nutritional need.
IMPLEMENTATION
1. Maintain therapeutic diet.
2. Maintain nutritional support
IMPLEMENTATION
Meet Nutritional Needs
IMPLEMENTATION
In clinical setting:
1. feed clients
2. provide fluid intake
3. measure and record intake and
output
4. provide tube feedings
35
BEHAVIORAL OBJECTIVES
EVALUATION
1. Evaluate the effectiveness of
nursing interventions to promote
nutrition.
2. Evaluate a diet using the food
group approach.
COURSE CONTENT
EVALUATION
Patient Outcomes related to food and
fluid intake.
36
CORRELATED LEARNINGS
EVALUATION
Evaluate if clients nutrition needs have
been met.
NURSING MANAGEMENT OF CLIENTS WITH STRESSORS THAT AFFECT COGNITION AND
PERCEPTION: PAIN
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Identify major types of pain.
1. Theories of pain sensation,
1. Identify pain as the fifth vital sign
2. Identify stressors which affect pain
transmission and perception.
and assess on each client each day
perception.
2. Stressors causing pain.
at clinical.
3. Identify scientific principles
3. Stressors affecting pain.
2. Assess pain
relevant to pain.
4. Pain perception and reaction.
a. location
4. Identify factors influencing an
5. Assessing pain
b. intensity
individual behavioral response to
a. acute
c. duration
pain.
b. chronic
d. patterns
5. Obtain a complete pain assessment. 6. Use of pain assessment tools
NURSING DIAGNOSIS
Formulate a nursing diagnosis based
on the pain experience.
NURSING DIAGNOSIS
Altered Comfort: Pain
NURSING DIAGNOSIS
1. Identify Nursing Diagnosis of Pain
on care plan as appropriate.
PLANNING
1. Recognize patient status as a factor
in determining methods of pain
control
2. Identify therapies used to prevent,
reduce or alleviate pain.
3. Identify safety factors related to
pain.
PLANNING
Choice of position and therapies
related to patient status.
PLANNING
Plan nursing intervention to reduce
pain to a tolerable level.
IMPLEMENTATION
Apply appropriate methods related to
pain relief.
IMPLEMENTATION
Methods to relieve pain
a. Acute
b. Chronic
Nursing interventions for pain
management.
IMPLEMENTATION
Apply evidenced based practice to
implement nursing interventions in the
clinical setting to alleviate pain in
assigned clients.
EVALUATION
Evaluate the patient’s response to pain
relief measures
EVALUATION
Effectiveness of Interventions
Achievement of Goals.
EVALUATION
Evaluate if pain was alleviated and
document on nursing care plan and
nurses notes.
37
NURSING MANAGEMENT OF CLIENTS WITH STRESSORS THAT AFFECT COGNITION AND
PERCEPTION: SENSORY
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Describe sensory stimulation
1. Sensory deprivation, overload and
In a variety of clinical settings assess
2. Identify means to maintain sensory
deficits.
sensory alterations.
status.
2. Stressors affecting sensory
3. Identify environmental stressors
stimulation:
affecting the senses.
Visual
4. Identify emotional stressors
Noise
affecting the senses
Odor
5. Identify psychosocial aspects of
Touch
a. sensory stimulation
3. Environmental and emotional
b. sensory deprivation
stressors affecting the senses.
c. sensory overload
4. Assess sensory perception related
to each of the five senses
NURSING DIAGNOSIS
Formulate a nursing diagnosis based
on sensory needs.
NURSING DIAGNOSIS
Sensory perceptual alterations
NURSING DIAGNOSIS
Identify nursing diagnosis on plan of
care for a client with sensory
alterations.
PLANNING
1. Recognize patient status as a factor
in determining methods of
intervention.
2. Identify safety factors related to
sensorium.
PLANNING
Psychosocial factors related to sensory
a. stimulation
b. deprivation
c. overload
PLANNING
Establish goals for clients with sensory
stressors.
IMPLEMENTATION
1. Apply appropriate safety measures
related to sensory disturbance.
2. Implement nursing interventions
that assist the patient to adapt to
altered sensory function.
IMPLEMENTATION
1. Safety measures related to sensory
a. stimulation
b. deprivation
c. overload
2. Nursing interventions to reduce
stressors caused by sensory
disturbances.
IMPLEMENTATION
In clinical setting:
1. Use safety devices
2. Use communication aides
3. Report and record variations from
normal
4. Implement care to enhance
sensation
EVALUATION
State effectiveness of nursing
intervention
EVALUATION
Evaluate client outcomes.
EVALUATION
Evaluate effectiveness of care.
38
NURSING MANAGEMENT OF CLIENTS WITH STRESSORS THAT AFFECT COGNITION AND
PERCEPTION: SLEEP
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Discuss the importance of rest and
1. Requirements for rest and sleep:
1. Assessment of assigned clients
sleep to the health and well-being
sleep history, sleep needs
sleep patterns in clinical setting.
of an individual.
2. Characteristics of sleep patterns.
2. Identify clinical manifestations of
3. Factors influencing rest and sleep.
insufficient rest and sleep.
4. Identification of alterations in
sleep-rest patterns.
NURSING DIAGNOSIS
Formulate a nursing diagnosis based
on sleep/rest needs.
NURSING DIAGNOSIS
Sleep Pattern Disturbances
NURSING DIAGNOSIS
Identify appropriate nursing diagnosis
on care plan.
PLANNING
1. Identify sleep needs of client.
2. Establish a plan to achieve
optimum sleep pattern.
PLANNING
1. Identify stressors interfering with
sleep
2. Optimize environment for client
3. Plan activities and exercise to
improve sleep pattern.
4. Plan pre-sleep activities to calm
client.
PLANNING
Establish goals for client in clinical
setting to promote normal sleep
patterns.
IMPLEMENTATION
Implement measures to promote rest
and sleep.
IMPLEMENTATION
Put plan into action to achieve
optimum sleep and rest.
IMPLEMENTATION
Implement comfort measures to
promote sleep.
EVALUATION
Evaluate effectiveness of nursing
interventions to promote rest and
sleep.
EVALUATION
Evaluate effectiveness of interventions
EVALUATION
Determine goal achievement on
nursing care plan.
39
NURSING MANAGEMENT OF CLIENTS WITH STRESORS IN THE COMMUNITY
BEHAVIORAL OBJECTIVES
COURSE CONTENT
CORRELATED LEARNINGS
ASSESSMENT
ASSESSMENT
ASSESSMENT
1. Describe the types of health care
Community-Based Practice
Assessment of community:
services in the U.S.
1. Services
Data collection of factors which
2. Compare the various health care
a. Primary
affect the health status of families
settings in which health care
b. Secondary
in a selected neighborhood.
services are delivered.
c. Tertiary
3. Identify the members of the
2. Settings
health care teams
a. Public
4. Discuss the economics of health
b. Private
care in the U.S.
c. Community-based settings
5. Describe the role of nursing in
3. Home care team
meeting the challenges of health
4. a. Private insurance
care reform
b. Managed care
6. Identify the process & strategies
c. Medicare
for assessing a community and
d. Medicaid
factors influencing the health of
5. Comprehensive Health Care.
local families.
a. health care delivery system
7. Develop knowledge & skill in
b. promotion of health
using a collaborative approach to
c. detection of health
assessment by working with
d. prevention of diseases and
peers, faculty, community
injury
representatives, & families in the
e. effects of hospitalization
community
NURSING DIAGNOSIS
NURSING DIAGNOSIS
Ineffective Management of
Therapeutic Regimen: Community
NURSING DIAGNOSIS
IMPLEMENTATION
IMPLEMENTATION
IMPLEMENTATION
1. Identify deficits in assigned
community.
2. Prepare and present data
collected on assigned community
3. Identify strategies to improved
assigned community
EVALUATION
EVALUATION
EVALUATION
Evaluate self ability to present
information to peers at end of
semester.
Disk#6Wist
40