SECTION I
PROGRAM OVERVIEW
1
NURSING PROGRAM PHILOSOPHY
The philosophy of the Licensed Practical Nursing Program developed by Brooks Alternative
Technical School focuses upon the following concepts: the Nature of Nursing; Humans; Health;
the Environment; and the Teaching-Learning Process. The faculty of the Licensed Practical
Nursing Program has the following beliefs:
A human being is a person or individual in interaction with the environment. All human beings
have fundamental physical, psychological, social and spiritual needs which are necessary for
survival and well-being. Human beings comprise functional units such as families, groups, and
communities, and may be interdependent upon each other within these functional units.
Health is a dynamic and changing state of balance of physiological and psycho-social factors
which results in a state of well-being or wellness. A human being’s health at any given point in
time is viewed as a point on a health-illness continuum represented by optimal well-being at one
end and illness and death at the opposite end.
The environment is viewed as all factors and conditions which influence the life and
development of a human being. The environment includes the dynamic and changing system of
individuals, families, and communities, who may impact upon one another through societal
interactions. The environment is composed of natural, biological, psychological, behavioral, and
social factors.
Nursing is viewed as stated in the American Nurses Association’s Social Policy Statement:
“Nursing is the protection, promotion, and optimization of health and abilities, prevention
of illness and injury, alleviation of suffering through the diagnosis and treatment of human
response, and advocacy in the care of individuals, families, communities, and populations.”
Nursing is an art and science that assists individuals and their support systems to achieve their
optimal well-being. It involves intuition, caring, application of nursing therapeutics,
communication skills and compassionate interpersonal processes. Nursing advocates the
promotion and maintenance of health and facilitates the prevention and management of illness.
The overall process of nursing is to assist people to stay well or regain their maximum state of
health and well-being.
2
The Teaching-Learning Process is an interactive process between a teacher and learner(s) in
which specific learning objectives and/or behaviors are achieved. The teaching-learning process
is joint effort by faculty and students which fosters life-long learning, critical thinking skills, and
personal and professional growth. This educational process is based on mutual caring, respect,
and cooperation.
Learning is an active process which involves cognitive, psychomotor, and affective activities.
The progression of learning proceeds directionally, from simple to complex concepts, and is
evidenced by a gradual change in behavior within the framework of prior experiences. The nurse
educator shares knowledge, attitudes, and skills, and acts a role model. The nurse educator acts
as a facilitator in the learning process by providing an environment where critical thinking and
problem-solving skills are directed towards the mastering of clinical competencies. Throughout
the entire Teaching-Learning Process, the student is taught to utilize sciences, nursing arts, and
legal and ethical principles.
ORGANIZING FRAMEWORK
Brooks Alternative Technical School derives its organizing framework for the Licensed Practical
Nursing Program from the integration of the concepts of the individual, environment, health,
and nursing, as discussed in the philosophy of the school’s LPN program. The successful
implementation of the nursing program curriculum depends upon carefully considering each of
these concepts through each aspect of the Teaching-Learning Process as described above.
Through this framework, the faculty will teach students both theory and practical concepts of
nursing practice, focused on health, wellness, and illness of individuals and groups within
society. The organizing framework provides the means of understanding health and illness of
within the context of individuals and larger social groups, as well as the dynamics resulting from
interaction of individuals with the environment and with each other. Within each segment of the
curriculum, emphasis is placed on human functioning and the wellness-illness continuum,
nursing therapeutics, health care delivery systems, and professional values.
3
PROGRAM OBJECTIVES
Upon completion of Brooks Alternative Technical School’s Practical Nursing Program, the
graduate will:
1. Utilize the Nursing Process in giving safe, effective care to patients with healthcare
problems under the direct supervision of the registered nurse.
2. Demonstrate accountability and life-long learning in nursing practice in accordance
with accepted standards and established legal and ethical parameters of the practical
nurse.
3. Be a role model to the community with preventive, healthy living.
4. Communicate in a professional, mature, understandable way to patients, families,
and members of society
5. Reinforce safe health care practices to consumers in collaboration with a registered
professional nurse.
4
PROGRAM OUTOMES
Brooks Alternative Technical School’s Licensed Practical Nursing Program will demonstrate the
following outcomes:
1. Promote Educational Excellence as evidenced by:
a. 70% of the students admitted will graduate from the PN program
b. 80% of the Graduates of the program will pass the NCLEX on their first attempt
c. 90% on the Graduates of the program will express satisfaction with the PN
program on the graduate survey within 12 months of graduation
2. Meet the health care needs of the community by providing entry-level nurses as
evidenced by:
a. 80% of the Graduates of the PN program will be employed as a licensed practical
nurse within 12 months of successful completion of the NCLEX-PN Exam.
5
OUR APPROACH THROUGHOUT THE TEACHING-LEARNING PROCESS
Knowledge
Acquisition
Group
Simulations
and Projects
Clinical
Experience
Skill
Proficiency
Circle of
Learning
Computer
Simulations
Knowledge Acquisition: the process of acquiring knowledge through resources such as
textbooks, charts, anatomical models.
Skills Proficiency: to develop psychomotor skills through repetitive practice to master practical
procedures.
Computer Simulation: is the use of computer programs that provide intelligent feedback over a
range of difficulty to develop decision-making and critical-thinking skills that increase
educational efficiency.
Simulation in Teams: is group practice of realistic scenarios to improve teamwork, leadership
and communication. Using simulation a wide variety of clinical conditions can be simulated in
controlled environments to produce standardized experiences.
6
Clinical Experience: is learning through reflecting on the treatment of real patients, personal
tuition, and the exchange of knowledge with colleagues.
BA Tech is dedicated to delivering information that will meet the needs of our future nurses.
The philosophy, program competencies, and outcomes of the PN program reflect the stated
purpose and goals. There is congruency between the institution’s purpose and goals and the
program philosophy (see Table 1.0).
Expected benchmarks for program effectiveness and evaluation are identified in program
outcomes. These benchmarks (levels of achievement) guide data collection and future plans for
improvements and enhancements.
Educational outcomes are the indicators of the program’s effectiveness and reflect the expected
results of the educational outcomes. These outcomes are based on the recommended National
League of Nursing Accrediting Commission (NLNAC) Standards, NLN guidelines for PN
programs and State Board of Nursing standards, the national accrediting body for the program.
Identified Program outcomes are critical elements with established benchmarks that guide the
evaluation process. These benchmarks will meet the expected NLNAC outcomes criteria for
accredited PN program and Educational Effectiveness Standards. Program outcomes and
benchmarks identified by faculty for the PN program at BA Tech School include:
1. 70% of the students admitted will graduate from the PN program
2. 80% of the Graduates of the program will pass the NCLEX on their first attempt
3. 90% on the Graduates of the program will express satisfaction with the PN program
on the graduate survey within 12 months of graduation
4. 80% of the Graduates of the PN program will be employed as a licensed practical
nurse within 12 months of successful completion of the NCLEX-PN Exam.
5. 100% of graduates will participate in continuing education and professional
development activities within 1yr
7
Table 1: The Relationship between the Purpose and The Practical Nursing Philosophy and Outcomes
Program Philosophy
Statement of Purpose &
Goals
... to provide sound
educational training programs
which are aligned with
industry standards
...to provide learning
opportunities for all students,
taking into account different
backgrounds and differing
learning abilities and styles
...interactive process
between teacher and
learner
...progression of learning
is proceeds directionally
from simple to complex
and is evidence by a
gradual change in
behavior within the
framework of prior
experiences
...student is taught to
utilize sciences, nursing
arts, and legal and ethical
principles
Educational Outcomes
assessment of learning needs
and readiness
Program Outcomes
70% of students
admitted will
graduate from the
program
apply constructive actions to
assist individual learning
needs
comply with state & national
curriculum and competencies
80% of graduates will
pass the NCLEX-PN
Exam on the first
attempt
90% of students will
express satisfaction
with the program
...dynamic and changing
system of individuals,
families, and
communities, who may
impact upon one another
... to graduate safe, competent
professionals who are able to
seek entry level positions in a
variety of health are settings.
...foster life long
learning, critical thinking
skills, and personal and
professional growth
ability to apply principles and
knowledge of nursing process
...assist people to stay
well to regain their
maximum state of health
and well-being
demonstrates ethical, and legal
responsibility and
accountability
...assist individuals and
their support systems to
achieve their optimal
well-being
... to promote life long
learning to maintain
competence and encourage
professional growth through
continuing education and
activities.
...fosters life long
learning, critical thinking
skills, and personal and
professional growth
...Learning is an active
process
80% of graduates will
seek employment
within six months of
completion of the
NCLEX-PN Exams
participates as a responsible
member of the health team
acquisition of knowledge,
technical skill, and attitudes
necessary for a beginning LPN
participate in life long learning
and nursing continuing
educational activities
100% of graduates
will participate in
continuing education
and professional
development
activities within 1yr
8
...to foster partnerships with
the community and health care
agencies to enhance the
educational experiences and
accomplish the objectives
outlined in each curriculum
offered
...dynamic and changing
system of individuals,
families, and
communities.....
... care of individuals,
families, communities,
and populations
...interdependent upon
each other within these
functional units.
...specific
learning
objectives and/ or
behaviors are achieved
provides safe, competent care
to individuals and their
families
graduates successfully meet
stated program competencies
and prepare for the NCLEX
Exam
90% of the graduates
will express
satisfaction with the
Licensed Practical
Nursing Program on
the graduate survey.
graduates provide direct care
with established policies and
protocols
...providing an
environment where
critical thinking and
problem-solving skills are
directed towards the
entire Teaching-Learning
Process
9
COURSE OF STUDY
Faculty has developed the PN program based on the program philosophy, state-mandated
competencies, employer needs, program outcomes, national accreditation standards, and
educational outcomes of learning. The PN program of learning is taught over twelve (12)
months divided into blocks of progressive study. There is a logical, sequential progression
of courses to prepare students for the NCLEX-PN and practice in a variety of settings. The
coursework complies with the curriculum framework model and established competencies.
The conceptual threads are integrated in each course and in the clinical evaluation tools.
The courses of study, a brief description of each required course, and specific program objectives
are listed in the BA Tech’s program brochure. Course sequencing may vary depending on the
availability of clinical facilities and experiences. The curriculum tracking sheets in student
folders document student achievement as they progress through the course of study. Faculty
maintains a departmental record on each student. Records are confidential and secured in locked
PN faculty offices. Permanent grade records are entered electronically into the database system
with a written backup system.
The program of learning and curriculum addresses major national trends in the delivery of
nursing care and local needs. Faculty integrates sociological, demographic, cultural, ethical, and
economic issues across the curriculum. National trends, which are evident in the New Jersey and
Tri-State area, recognized by faculty and presented to the students, include:









the growth of alternative options in health care including home health nursing and
community health services
increased incidence of blood-borne pathogens and communicable diseases
the growth of corporate owned health care agencies, proprietary schools, and
government regulations
the influence of strong cultural and religious practices
a shortened hospital stay and expansion of out-patient services
the increased acuity level of hospitalized patients
the emphasis on controlling increasing health care costs and equity of care
the growth of managed care delivery systems
The use of Nurse Information Systems, nursing educational software, and bedside
computers.
The LPN program integrates technology across the curriculum and uses Computer Assisted
Instruction (CAI) software (Virtual Clinical Excursion). The purpose of CAI material is to
enhance and accelerate learning. Students should be aware that nursing research supports that
students learn 30-50% faster and retain as much as 80% more information from appropriate
software.
10
All students have access to a computer and the computer lab. Faculty will provide specific rules
and directions on the use of the computer lab and will make assignments for research using the
Internet and certain software. Faculty will schedule mandatory computer lab time. Simulations
of the NCLEX-PN exam for licensure are available throughout the program to prepare students
and enable individuals to practice this testing format and gain competence. The HESI PN Exit
exam in the last level will provide students with a standardized opportunity to evaluate their
achievements prior to graduation and is the basis for development of realistic remedial study
plan. Students should plan time in their weekly schedule outside of class time in the computer
lab to master competencies and prepare for NCLEX-PN.
All faculty have desktop computers and voice mail in their offices. The phone numbers are listed
in the course syllabi and are given the first day of class. Students may email faculty, realizing
that faculty might not respond immediately if they are in the clinical area or away from their
office. Some class assignments and information will be exchanged via computer.
In the last semester of the program, a mandatory comprehensive NCLEX-PN review is presented
to prepare students for licensure. These hours are part of the Strategies for Success course. At
this time, the students come together with a consultant for a two or three day review of content
and testing strategies. Students are required to attend as this is part of the Strategies for Success
course contact hours. An additional registration fee is paid for the review to cover the
consultant’s fee, review texts, breaks and related items. Graduates are also welcomed back to
review concepts and prepare for NCLEX-
11
Course Descriptions and Objectives
Block One
Anatomy and Physiology
This course introduces the student to essential basic information from the sciences of Anatomy,
Physiology, Microbiology, and Chemistry. This scientific framework will allow the student to
understand how the human body attempts to compensate in the presence of disease and will
foster development of skills of observation necessary to report and monitor symptoms that result
from malfunction of a particular organ or system.
At the completion of this course, the student will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Describe basic biological concepts.
List the parts & functions of the human cell.
Diagram the layers of human tissues.
Describe the integumentary system.
Describe the muscular-skeletal system.
List the parts and function of the respiratory system.
List the parts and function the circulatory system.
List the parts and function the nervous system.
List the parts and function the endocrine system.
List the parts and function the genitor-urinary system.
List the parts and function the digestive system.
List the parts and function of the reproductive system
Prerequisites: None
Classroom Hours: 40
12
Nutrition
This course offers a solid foundation in the basic principles and concepts of good nutrition,
which can enable nurses to help their clients toward better health through nutritional awareness.
Various nutritional disorders and related diseases are discussed. Special diets ordered by
physicians and nursing implications are discussed.
At the completion of this course, the student will be able to:
1.
2.
3.
4.
5.
6.
Assess the nutritional needs of various age groups.
Demonstrate a nutritional history and interview with an individual and a family.
Name the six classes of nutrients and their primary functions.
Identify food sources of each of the six classes of nutrients.
Recognize symptoms of malnutrition and nursing interventions.
Plan a balanced diet. for a diabetic/insulin dependent patient, a hyper-active child, a
gastric by-pass patient, an anorexic teenager, an obese person, blind paraplegic, a
pregnant mother, a stroke patient with dysphasia, a burn patient, a manic-depressive
patient, a lactose intolerant toddler, a depressed elderly person, a person on chemotherapy
with stomatitis, and other designated persons.
7. Describe the processes of digestion, absorption, and metabolism.
8. Describe the classifications of carbohydrates, proteins & fats and function in the body
and nutritional sources.
9. Describe the functions of water in the body.
10. Identify substances that cause food poisoning and common symptoms.
11. Identify nutritional needs during infancy, childhood, adolescence, pregnancy, middle
adulthood, and late adulthood
12. Discuss the dangers of overweight and underweight and nursing interventions.
13. Describe diabetes mellitus and identify its different types and nursing implications.
14. Identify factors that contribute to cardiovascular disease and the role of nutrition in
prevention and recovery.
15. Discuss how nutrition can be related to the development or the prevention of cancer.
16. Describe how illness and surgery can affect the nutrition of clients.
17. Describe the use of vitamins and nutritional supplements to enhance function and optimal
growth
18. Adapt diets and diet therapy to meet cultural and religious differences.
Prerequisite: None
Classroom Hours: 30
13
Success in Practical Nursing
This course introduces principles that lead to success in college, at work, in life, and as a student.
It includes learning skills for critical thinking, time management, effective study habits, career
and academic planning, and other beneficial topics. Students will be actively involved in
practicing techniques that promote success.
At the completion of this course, the student will be able to:
1. Identify yourself as a traditional adult learner, returning adult learner, or recycled
adult learner.
2. Identify personal areas of strength that will help you ensure success in the
Practical/Vocational nursing program.
3. Identify personal areas that could interfere with your success in the
Practical/Vocational nursing program.
4. Discuss personal responsibility for learning and active participation in the learning
process as learner’s responsibilities.
5. List two differences in the development of the male and female brain.
6. Discuss three major learning preferences.
7. Describe four secondary learning categories.
8. Identify your personal learning preference.
9. Describe five characteristics of an undependable memory and learning system.
10. Explain how racial bias in textbooks influences your perception of the topic you are
studying.
11. Using the four phases of the nursing process as a guide, develop a personal timemanagement plan to be used as a student practical/vocational nurse.\
12. Use various learning techniques
13. Identify your knowledge of your school’s learning resource center
14. Discuss the value of reading assignments in periodicals.
15. Using a periodic index, locate article related to nursing.
16. Discuss six hints used to gain full value of lectures.
17. Discuss your responsibilities for each of the following course learning strategies:
18. Discuss the purpose of the following resources in your personal learning:
19. Discuss the difference between nonfocused and directed thinking.
20. Explain what makes critical thinking an advanced way of thinking.
21. Use techniques that enhance the understanding of information needed to be a
Practical/Vocational nurse.
22. Differentiate among knowledge, comprehension, application, and analysis.
23. Evaluate your personal need for help in comprehending information.
24. Identify two new suggestions for increasing reading effectiveness that you will begin
to apply immediately.
25. Develop a plan using critical thinking to increase ability to think critically.
Prerequisite: None
Classroom Hours: 40
14
Block Two
Concepts of Nursing
This course will explain the role of the Practical/Vocational nurse as a provider of care, client
advocate, teacher, and communicator. The Practical/Vocational nursing student will start to
explore the use of an established plan to provide direct client care to meet clients’ basic health
needs, under direction and/or supervision that are consistent with the State’s Nurse Practice Act.
The student will learn how to recognize and actively address issues related to protection of
clients. Skills to establish and participate in therapeutic relationships with clients, family
members, and coworkers are stressed. This course will also show that the practical/vocational
nurse is accountable for the ethical, legal, and professional dimensions of the practice of nursing.
Learning experiences will prepare the student to become aware of personal codes of ethics and
legal parameters of the nursing profession, incorporating moral concepts and respect for diverse
values and beliefs. Techniques on how to identify and communicate ethical dilemmas will be
studied. Principles of research and discovery learning will be presented to assist the student in
the delivery of client care.
At the completion of this course, the student will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
Describe the basic concepts essential to nursing.
Relate trends in society to the development of nursing as a profession.
Describe the process of socialization into nursing.
Explain the roles of the nurse.
Discuss communication and the communication processes.
Discuss personal health promotion and your approach to wellness
Recognize the legal and ethical concepts on which nursing is based.
Identify the components of the health care delivery system Describe the healthcare team
and your role within the system.
9. Identify cultural, spiritual, caring and religious differences
10. Discuss nursing cultural, spiritual, caring and religious interventions for individuals.
11. Identify ways to meet the cultural, spiritual, caring, and religious needs of individuals.
12. Discuss the assertive responsibility
13. List the various healthcare settings and funding sources.
14. Discuss ethics applied to nursing
15. Explain nursing law
16. Discuss employment opportunities
Prerequisite: Success in Practical Nursing
Classroom Hours: 30
15
Fundamentals of Nursing and Basic Skills
This is the first course that introduces fundamentals of Practical/Vocational nursing principles
and skills as well as clinical Practical/Vocational nursing principles needed to practice as a
Practical/Vocational nurse. These nursing practice concepts use an interdisciplinary approach to
providing care to adult and elderly clients requiring Practical/Vocational nursing-surgical nursing
care. The Nursing Process, which is a problem-solving method used by the Practical/Vocational
nursing student, will be introduced to assist in the adaptation of care plans and implementation of
planned care in the clinical setting. The course presents principles of health promotion,
maintenance, and restoration across the life span.
At the completion of this course, the student will be able to:
1. List the steps in the nursing process and essential activities.
2. Explain the role of the nurses and other health team members in the health care system.
3. Review the history of nursing and major contributors to nursing knowledge.
4. Explain self-care deficit and other commonly occurring nursing diagnoses.
5. Utilize medical terminology and common abbreviations used in nursing practice.
6. Demonstrate competency in basic nursing skills required for nursing practice.
7. Utilize the nursing process to remediate common deficit issues and meet patient needs.
8. Explain professionalism and critical thinking.
9. Discuss ethical and legal issues in nursing.
10. Identify basic health needs and patient teaching principles that foster self care.
11. Explain codes for nursing and professional behaviors.
12. List standards of practice and the limitations of the practical nurse role.
13. Explain confidentiality and the nurses’ role in maintaining patient rights and advocacy.
Prerequisites:
Anatomy and Physiology
Nutrition
Success in Practical Nursing
Classroom Hours: 45, Laboratory Hours: 30
Clinical Hours: 90
16
Geriatric Nursing
This course emphasizes health promotion and care of the older adult. The student will study
wellness, health promotion, and disease prevention, as well as theories of aging and its
relationship to older adult health care needs. Common nursing practices for providing care to the
older adult will be presented. A review of how the body changes in the aging process will be
presented in relationship to common concerns and nursing interventions needed for the care of
the older adult.
At the completion of this course, the student will be able to:
1. Use the nursing process to provide safe, competent care to assigned patients using
appropriate care plans based on scientific rationale and nursing knowledge.
2. Identify factors that influence older adults and the aging process.
3. Discuss aging theories.
4. Describe normal changes and developmental tasks with aging.
5. Discuss the nutritional needs and changes in the older adult.
6. Complete a nutritional assessment of an older adult and identify caloric needs.
7. Discuss physiological changes that affect medication and drug therapy in older adults.
8. Discuss clinical problems that are prevalent in the older adult and nursing implications.
9. Discuss common chronic diseases of the older adult and nursing implications.
10. Discuss the various aspects of different care settings and the older adult.
11. Identify community resources to aid the adjustment of older adults.
12. Identify signs of elder abuse and legal issues.
13. Review the care of the dying patient, stages of grief and post mortem care.
14. Discuss legal/ethical issues that are pertinent to the older adult.
15. Demonstrate patient advocacy and the nurse role in patient rights.
Prerequisites: Fundamentals of Nursing
Anatomy & Physiology
Nutrition
Success in Practical Nursing
Classroom Hours: 30
Clinical Hours: 120
17
Pharmacology
This course will explain the role of the Practical/Vocational nurse in relationship to
pharmacology. The student will learn about drug classifications, source, actions, side effects,
adverse reactions, contraindications, and dosage. Introduction of medications, procedures,
regulations, and issues for the administration of drugs are emphasized. Special attention to issues
of medications for the pediatric and geriatric patient as well as the special care needed when
giving drugs to these patients will be learned.
At the completion of this course, the student will be able to:
1. Calculate drug dosages correctly using conversion systems and physician orders.
2. Identify the parts of a valid physician order.
3. Demonstration the 5 rights of medication administration and appropriate
documentation.
4. Describe nursing measures and safe practices to avoid medication errors.
5. Demonstrate competency with the different routes of medication administration.
6. Describe drug interactions, reactions & effects
7. Describe elements to document on patient records regarding patient teaching and
evaluation of drug effects.
8. Describe the nursing implications in medication administration.
9. Explain the nursing process and its relation to medication administration.
10. Explain adrenergic blocking agents and nursing implications.
11. Describe cholinergic agents and nursing implications...
12. Describe cholinergic blocking agents and nursing implications.
13. Describe legal implications of Narcotic control and nursing responsibilities.
14. Describe narcotics and narcotic antagonists and nursing implications.
15. Describe narcotic analgesics and nursing implications.
16. Describe alternative measures to relieve pain and promote comfort.
17. Describe sedatives and hypnotics and nursing implications.
18. Describe cardiotonics+ and antiarrhythmic drugs and nursing implications.
19. Explain anticoagulant & thrombolytic drugs and nursing implications.
20. Explain antianginal agents and peripheral vasodilants drugs and nursing
implications.
21. Explain the management of body fluids & electrolytes.
22. Explain the role of the practical nurse in IV therapy and maintenance of central
lines.
23. Explain diuretics and antihypertensive drugs and nursing implications.
24. Explain CNS stimulants and nursing implications.
25. Describe insulin and hypoglycemic drugs and nursing implications.
26. Explain the sulfonamides and nursing implications.
27. Demonstrate administration of medication to at least ten (10) patient simulations
in the campus lab using the MAR & medication cart and pass all elements on the
critical check off form.
18
28. Demonstrate competency with dosage calculation for medications and IV drip
rates.
29. Describe substance abuse and nursing assessments.
30. Describe tolerance, dependence, addiction, and with drawl and nursing
interventions.
31. Describe the role of the pharmacist.
32. Describe the nursing role with various medication delivery systems and electronic
and traditional charting.
33. Describe over the Counter (OTC) and homeopathic agents used in health care.
34. Describe patient teaching topics related to medications and safety.
35. Adapt medication administration to meet the needs of infants and children and
patients with special needs.
36. Describe the penicillin and the cephalosporin and nursing implications.
37. Describe broad-spectrum antibiotics and antifungal drugs and nursing
implications.
38. Discuss antitubercular agents and nursing implications.
39. Describe therapies used in the treatment of parasitic infections.
40. Describe miscellaneous anti-infection agents.
41. Describe pituitary and adrenocortical hormones and nursing implications.
42. Describe male & female hormones and nursing implications.
43. Describe thyroid drugs and nursing implications.
44. Describe drugs acting on the uterus and nursing implications.
45. Explain antineoplastic agents and nursing implications.
46. Describe anticonvulsant agents and nursing implications.
47. Describe antiparkinsonianism agents and nursing implications.
48. Describe drugs used for respiratory disorders and nursing implications.
49. Describe drugs used in the management of gastrointestinal disorders and nursing
implications.
50. Explain the use antiemetic and antivertigo drugs and nursing implications.
51. Explain the use of vitamins, function and related diseases.
52. Explain the use of immunologic agents and nursing implications.
53. Describe anesthetic agents and nursing implications.
Prerequisites: None
Classroom Hours: 45
Lab Hours: 24
19
Block Three
Adult Health I
This course provides information to the Practical/Vocational Nursing student on basic medical
surgical principles and skills. The use of critical thinking to make problem-solving decisions
about medical surgical health care needs will be presented. Medical surgical concepts presented
will be preoperative and postoperative care skills, principles of managing pain, and oncology
care. Diseases and disorders of the respiratory, digestive, eyes, ears, nose, and throat, and
musculoskeletal system will be presented. Use of information technology to provide basic care
will be explored in relationship to medical surgical clients. The course will include health
promotion and the wellness/illness continuum as well as continuity of care for clients who have
common diseases and disorders. The student will learn how to provide basic health teaching to
clients with identified disease and disorder health needs, using established teaching plans.
Concepts of nutrition and diet therapy are included in this course.
At the completion of this course the student will be able to:
1. Use the nursing process to provide safe, competent care to assigned patients
with supervision using appropriate care plans based on scientific rationale and
nursing knowledge.
2. Demonstrate & describe the role of a nurse in initial assessment.
3. Discuss adult health in health and illness and the impact on the family.
4. Discuss concepts of pain and common nursing inventions.
5. Demonstrate care of patients with altered fluid/electrolyte balance and
imbalance.
6. Demonstrate care of patient experiencing trauma and shock.
7. Demonstrate care of patients having surgery and prevention of complications.
8. Demonstrate care of patients with infections and altered immunity and nursing
implications.
9. Plan the care of patients experiencing loss, grief, and death and special needs.
10. Demonstrate the care of patients with substance abuse problems.
11. Demonstrate care of patients with integumentary problems.
12. Demonstrate the care of patients with burns.
13. Demonstrate the care of patients with endocrine disorders.
14. Practice nursing skills in the lab with supervision to gain competency.
15. Demonstrate a complete assessment on at least three persons in the lab.
16. Collaborate and communicate with other health care team members to provide
quality care.
17. Document nursing care using various agency forms and systems.
18. Provide empathetic care within legal and ethical parameters.
Prerequisites: Anatomy and Physiology
Fundamentals of Nursing
Nutrition
Success in Practical Nursing
Classroom Hours: 45
Lab Hours: 32
Clinical Hours: 220
20
Human Growth & Development
Human growth and development studies the development of the person throughout the lifespan
from initial conception to death. Current research theories are studied to describe and explain the
physical, cognitive, social, emotional and personal development infancy, childhood, adolescence,
young adulthood, middle age, and late adulthood. The importance of environmental factors in
development and the application of research and theory are promoted.
At the completion of this course, the student will be able to:
1. Describe how psychologists gather, analyze and apply information gained through the
study of child growth and development.
2. List and describe major theorists including Maslow, Piaget, Erickson, Skinner, Freud and
how their theories relate to human behavior.
3. Discuss the controversial issues surrounding the study of child psychology.
4. Describe key developments occurring in the prenatal stage and how to assess prenatal
growth and development.
5. Identify the critical developmental norms and tasks from infancy through old age.
6. Diagram Maslow’s Hierarchy of Needs and relate to nursing practice.
7. Outline key biological psychological cognitive, social and cultural factors that influence
child development.
8. Describe psychosocial and cultural patterns that affect health care practices and beliefs
Prerequisites: None
Classroom Hours: 30
21
Maternal & Child Health
This course introduces the practical/vocational nursing student to the study of the reproductive
systems and maternal and child health nursing. The study will include maternity care in a healthy
pregnancy with emphasis on physical safety and emotionally satisfying outcomes for both the
mother and baby. Content addresses care of mother and baby from conception to postpartum as
well as discharge and home care. An overview of high-risk situations will be included.
At the completion of this course, the student will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
Define family-based childbearing and developmental tasks.
Describe human reproduction from conception to delivery.
Describe fetal development and common anomalies.
Define adaptations to pregnancy and psychosocial needs.
Describe prenatal care and patient teaching topics.
Define complications of pregnancy and common interventions.
Outline the 4 signs of labor and nursing implications.
Demonstrate pain management during labor and birth and nursing measures to
promote comfort.
9. Demonstrate complications of labor and birth and nursing interventions.
10. Plan the care of high risk pregnant woman, a pregnant teenager, a rape victim, a
retarded mother, and other special needs persons.
11. Demonstrate care of the neonate and provide appropriate nursing interventions
to promote optimal health.
12. Discuss caring for the family following birth and measures to promote bonding.
13. Discuss methods of birth control and ethical issues related to childbearing.
14. Plan dietary alterations to meet gestational needs and promote fetal & maternal
well being and health.
15. Provide empathetic care within legal and ethical parameters using the nursing
process.
16. Describe the assessment of the normal newborn.
17. Demonstrate the care of the pre-term & post-term neonate.
18. Discuss the neonate with special needs and nursing interventions.
19. Discuss ethical issues related to pregnancy, abortion, adoption, rape, incest, foster
care, and childbearing.
Prerequisites: Anatomy and Physiology
Nutrition
Success in Practical Nursing
Fundamentals of Nursing
Pharmacology
Classroom Hours: 20 Clinical Hours: 30
22
Pediatric Nursing
This course introduces the practical/vocational nursing student to pediatric nursing. The study
will identify health promotion and disease prevention unique to the pediatric client. Deviation
from normal growth and development will be explained in relationship to providing health care
needs to pediatric clients. Study of principles and skills to assist children to achieve and maintain
an optimum level of health and development and treating and rehabilitating children who have
health deviations will be included.
At the completion of this course, the student will be able to:
1. Discuss ethical issues related to pregnancy, abortion, adoption, rape, incest, foster care,
and childbearing.
2. Review the normal growth and development tasks of infant through young adult.
3. Identify common childhood illness, immunization needs, and nursing implications.
4. Discuss nutritional factors affecting growth and development and patient teaching topics.
5. Describe the maturational stages of normal growth & development.
6. Discuss the child with special needs and community resources to assist with care.
7. Discuss hospitalization and its impact on children 0-18 years of age.
8. Describe common health issues of children and preventive care and measures.
9. Discuss prevention programs to promote health care and the well being of children.
10. List signs of child abuse and legal issues related to nursing care.
11. Discuss ethical issues relating to children with special needs and supportive measures.
12. Provide empathetic care within legal and ethical parameters using the nursing process.
Prerequisites: Anatomy and Physiology
Nutrition
Success in Practical Nursing
Fundamentals of Nursing
Pharmacology
Concurrent: Maternal Health Nursing
Classroom Hours: 20
Clinical Hours: 30
23
Block Three
Adult Health II
This course provides information to the Practical/Vocational nursing student on advanced
principles and skills related to medical surgical patients and their conditions. The use of critical
thinking to make problem-solving decisions about medical surgical patients’ health care needs
will be presented. Medical Surgical concepts that are presented include neurologic disorders as
well as cerebrovascular accidents and spinal cord injuries. Acute and chronic respiratory,
hematologic, and immunologic, muscular-skeletal, cardiac, vascular, urologic, endocrine, and
reproductive disorders will be presented.
At the completion of this course, the student will be able to:
1. Demonstrate the use the nursing process to provide safe, competent care to assigned
patients using appropriate care plans based on scientific rationale and nursing knowledge.
2. Plan the care of patients with altered nutritional status.
3. Plan the care of patients with gastrointestinal disorders.
4. Plan the care of patients with gallbladder, liver and pancreatic disorders.
5. Plan the care of patients with altered bowel elimination.
6. Plan the care of the patient with alterations in urinary elimination.
7. Plan the care of the patient with alterations in cardiac function.
8. Plan the care of the patient with alteration in respiratory function.
9. Plan the care of the patient with muscular-skeletal disorders.
10. Plan the care of the patient with neurological problems.
11. Plan the care of the patient with altered visual and auditory functions.
12. Plan the care of the patient with altered sexual and reproductive function.
13. Demonstrate advanced nursing skills including phlebotomy, IV care, suctioning, and
monitoring treatment protocols.
14. Demonstrate leadership principles and patient advocacy as part of the health team.
15. Interact and communicate with other health team members to provide holistic, quality
care.
16. Implement and evaluate planned nursing care and outcomes within ethical and legal
parameters.
Prerequisites: Anatomy and Physiology
Nutrition
Success in Practical Nursing
Fundamentals of Nursing
Pharmacology
Classroom Hours: 45, Lab Hours: 32
Clinical Hours: 178
24
Mental Health Nursing
This course focuses on application of nursing process in meeting needs of clients in
psychiatric/mental health settings. The role of the LPN/LVN in recognizing and actively
addressing issues related to protection of clients, providing basic health teaching for clients with
identified health needs, and using modified plans of care is stressed. Participating in therapeutic
relationships is included. This course will include 40 hours of observational experiences in
mental health nursing experiences and 40 hours of clinical experiences in the mental health
settings. The course presents principles of health promotion, maintenance, and restoration across
the life span. Mental illness in a nonpsychiatric setting as well as a psychiatric setting will be
discussed.
At the completion of this course, the student will be able to:
1. Use the nursing process to provide safe, competent care to assigned patients in a
psychiatric and community mental health setting using appropriate care plans based on
scientific rationale and nursing knowledge.
2. Discuss conceptual models of psychiatric care and common treatment plans.
3. Review psychotropic drugs and nursing implications.
4. Describe stress and psychological disorders and nursing implications.
5. Define alterations in self-concept in persons with mental health disorders.
6. Discuss anxiety and nursing implications.
7. Define disorders associated with anxiety and nursing implications.
8. Define mood disorders and nursing implications.
9. Discuss suicide and nursing implications.
10. Discuss alterations in thought & perception and nursing implications.
11. Discuss personality disorders and nursing implications.
12. Define substance abuse and additive behaviors and nursing implications.
13. Discuss anger, violence in the work setting.
14. Discuss assault behavior and nursing implications.
15. Discuss family violence and preventative measures and family teaching.
16. Discuss current treatment modalities and nursing implications.
17. Discuss nursing care within ethical and legal parameters to promote therapeutic milieu.
18. Identify community resources for acute and long term care.
19. Identify phases of adjustment to long term care of the psychiatric patient and the family
unit.
20. Define the role of the nurse in the mental health nursing.
Prerequisites: Anatomy and Physiology
Nutrition
Success in Practical Nursing
Fundamentals of Nursing
Classroom: 24
Clinical Hours: 60
25
Leadership and Supervision
In this course, the student will learn to assist in the coordination of human and material resources
for assigned clients, participate in group process to promote the provision of nursing care, use
critical thinking to make problem-solving decisions about basic health care needs, and use
information technology to provide basic care. Experiences that will provide growth for the
student to make the transition from student to professional will be available.
This is the last course where students apply clinical principles and use an interdisciplinary
approach to providing care to adult clients requiring medical-surgical nursing care during
leadership roles. Nursing process, which is a problem-solving method used by the practical
nursing student, will be used to assist in the adaptation of care plan, implementation of planned
care, and evaluation of care provided in the clinical setting. The student will use principles of
health promotion, maintenance and restoration, and physiological integrity across the life span to
provide client health care needs. Clinical experiences are based on nursing procedures, skills, and
critical thinking learned in previous courses within the LPN/LVN program. The student will
assume leadership roles in an assigned clinical facility. This rotation usually occurs in a longterm care facility.
At the completion of this course, the student will be able to:
1.
2.
3.
4.
5.
Discuss assertiveness: your responsibility
Discuss leadership skills
Explain charge nurse skills: management, including assignments and delegation
Demonstrate charge nurse skills: management, including assignments and delegation.
Demonstrate the use of the Nursing Process to modify an established care plan for
assigned patients
6. Discuss the required written work
7. Identify problems for medical surgical patients
8. Demonstrate organization and time management skills.
Prerequisites: All previous nursing courses
Concurrent Enrollment: None
Classroom Hours: 30
Clinical Hours: 160
Course Purpose: Practical/Vocational Nurses must understand their role in providing health
care to the patient while in the leadership and supervision role. This course explains information
about that role prior to taking and passing the NCLEX PN Exam, getting a job, and advancing a
career.
26
Career and Personal Development
This course is designed to facilitate transition from the student role to the graduate, practicing
nurse role. The focus is on building successful behaviors for the graduating Practical Nursing
student by presenting nursing leadership and management skills necessary for the entry-level
nurse. Emphasis is placed on gaining competency with NCLEX simulation software and
familiarity with professional & licensure issues. A comprehensive course review is offered based
on the NCLEX-PN board exam.
At the completion of this course, the student will be able to:
1. Integrate leadership roles and management function into nursing interventions.
2. Discuss tools for leadership and management problem-solving and decisionmaking.
3. Meet educational needs for team-building.
4. Participate in organizational, interpersonal, and group communication.
5. Delegate responsibility in the workplace and demonstrate accountability and
effective communication.
6. Define leadership and delegation concepts and nursing implications and skills.
7. Discuss career development issues and lifelong learning opportunities.
8. Discuss methods for the nurse to maintain competency and advance nursing
knowledge.
9. Outline the career/education ladder and resources for the LPN.
10. Prepare a portfolio, resume, cover letter and resignation letter to a potential
employer.
11. Role playing job interview skills.
12. Demonstrate competent nursing care using the nursing process within ethical and
legal parameters.
13. Demonstrate critical thinking and the ability to adapt in a variety of practice
settings.
14. Discuss Legal and Ethical Issues facing the practicing nurse.
15. Demonstrate 80% proficiency on NCLEX-PN simulation exam.
16. Describe the Nurse Practice Act, LPN role limitations, and licensure/renewal
process.
17. Complete application process for licensure as a LPN and submit application.
18. List various professional nursing organizations and their role.
Prerequisites: All previous nursing courses
Concurrent Enrollment: None
Classroom Hours: 24
27
CURRICULUM SUMMARY
Block
One
Course # & Title
Lecture hours
Anatomy & Physiology
40
Nutrition
30
Success in Practical Nursing
40
Total
Two
Concepts of Nursing**
30
Pharmacology
45
24
Fundamentals of Nursing **
45
30
Geriatric Nursing **
30
90
120
150
54
210
Maternal & Child Health **
20
30
Pediatric Nursing **
20
30
Adult Health I **
65
Human Growth & Development
30
32
200
115
32
280
Adult Health II **
75
32
148
Mental Health Nursing**
24
60
Leadership and Supervision
30
160
Career & Personal Development**
24
Total
Four
Clinical
110
Total
Three
Lab hours
Total
123
32
398
Total
498
118
888
TOTAL
1504 contact hours
** = Pre-requisite courses required
28
29