Chabot College
Course Outline for Nursing 58
NURSING CARE FOR PATIENTS WITH
BLOOD-BORNE INFECTIOUS DISEASE
Catalog Description
58 Nursing Care for Patients with Blood-Borne Infectious Disease
Fall, 2004
0.5 Unit
Emphasis is on the use of the nursing process in the care of clients with HIV, Hepatitis B and C, including pathophysiology, psychosocial, pharmacological issues, and preventive measures. The significance of specific nursing care measures, therapeutic health care giver attitudes and behaviors, and community resources available for caregivers and patients will be included.
Prerequisites: Completion of Nursing 55, 56, 61, 69, and 74, with a “C” or better. Satisfactory completion of or concurrent enrollment in Nursing 57, 64, and 75, or consent of instructor. May be offered in Distance Education delivery format. Lecture: 9 hours. Total weeks: 9.
Prerequisite Skills:
Before entering the course, the student should be able to demonstrate competency in:
1. handwashing;
2. assessing vital signs;
3. measuring height and weight;
4. positioning clients;
5. making occupied and unoccupied beds;
6. standard precautions;
7. transferring and ambulating clients;
8. principles of aseptic technique;
9. mechanical lifts;
10. feeding clients;
11. oral care;
12. placement on bedpan;
13. medication calculations;
14. enteral feedings;
15. medication administration;
16. fingerstick blood sugar;
17. preparation of insulin;
18. giving subcutaneous and intramuscular injections;
19. development of a nursing care plan;
20. principles of body mechanics;
21. I.V. drip rate calculations;
22. proper charting and reporting skills;
23. maintenance of client confidentiality;
24. application of basic organizational skills;
25. application of principles of professionalism;
26. basic pre/post operative care: a. discuss the implication of nursing care as it incorporates physical characteristics of human growth and development from infancy to middle adulthood; b. discuss the importance of cognitive maturation during childhood (Piaget); c. discuss the application of nursing care to the several stages of emotional and psychosocial development according to Erikson and Freud; d. discuss application of nursing care to the physiological and psychological implications of menopause and mid-life crisis; e. evaluate the nutritional adequacy of normal and therapeutic diets; f. use diabetic food exchanges;

Chabot College
Course Outline for Nursing Care for Patients with Infectious Blood-Borne Disease, Nursing 58, Page 2
Fall 2004 g. describe nutritional assessment techniques, special nutritional needs for pregnancy, infancy, childhood, adulthood, and the elderly person; h. describe the rationale and modifications for low-sodium, low calorie, low-fat, peptic ulcer, diabetic, renal, hepatic, gallbladder, and post-surgical diets; i. describe techniques for identifying and writing care components —nursing diagnosis, goals, nursing orders, and evaluation; j. write a diagnostic statement, outcome criteria and nursing orders for a selected client; k. describe the key concepts of the theoretical framework selected by Chabot College
Nursing Program as the basis for the nursing process; l. identify behaviors and responses according to physiological mode, role function mode, self-concept mode, and interdependence mode; m. discuss biopsychosocial theories of aging; n. identify and discuss psychosocial concerns common to the elderly client; o. demonstrate awareness of legislation applicable to the elderly client; p. recognize the influence of ethnic origin on the client's adaptation to the aging process; q. adapt physical assessment skills to the elderly client; r. discuss age related conditions of sensory losses:
1. cataracts
2. glaucoma
3. hearing loss s. describe nursing interventions that assist the elderly client with adaptation to sensory losses; t. apply principles and techniques for management of disruptive behavior by the elderly client in acute and chronic health care settings:
1. reality orientation
2. use of restrictive devices
3. pharmacological management u. discuss ethical considerations in the implementation of gerontic nursing; v. describe the impact of chronic illness on the elderly client and the family support system; w. list five community resources for assisting the elderly client in adaptations of healthy living; x. adapt health teaching to special needs of the aging client.
Expected Outcomes for Students:
Upon completion of the course, the student will demonstrate the ability to identify and describe:
1. pathophysiology of blood-borne infectious diseases (HIV, hepatitis B and C);
2. causation and epidemiology of blood-borne infectious diseases (HIV, Hepatitis B and C);
3. methods of preventing blood-borne infectious diseases (HIV, Hepatitis B and C);
4. common clinical symptoms of blood-borne infectious diseases (HIV, Hepatitis B and C) and their medical management;
5. psychosocial concerns of patients with blood-borne infectious diseases (HIV, Hepatitis B and C) and their caregivers;
6. Community (State and National) Resources for patients with blood-borne infectious disease (HIV, Hepatitis B and C);
7. essentials involved in teaching patients with blood-borne infectious diseases (HIV,
Hepatitis B and C) about medications and basic self-care;
8. trends and research in blood-borne infectious diseases.

Chabot College
Course Outline for Nursing Care for Patients with Infectious Blood-Borne Disease, Nursing 58, Page 3
Fall 2004
Course Content:
1. Causation, epidemiology and pathophysiology of the blood-borne infectious diseases (HIV,
Hepatitis B, and C)
2. Methodology involved in prevention of blood-borne infectious diseases
3. Blood-borne infectious disease symptom management
4. Psychosocial aspects involved in care and support of patients with blood-borne infectious diseases and their caregivers
5. Community Resources (local, state, and national) available to patients with blood-borne infectious disease and their caregivers.
6. Nursing responsibilities in teaching patients with infectious blood-borne disease and their caregivers
Methods of Presentation:
1. Lecture
2. Seminar Discussion
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments: a. In-class case study assignments b. Nursing Care Plans c. Small group discussions d. Workbooks e. In-class presentations
2. Methods of Evaluating Student Progress: a. Critical thinking exercises b. Written papers c. Written examinations d. Written final exam
Textbook (Typical):
Medical-Surgical Nursing: Health and Illness, Phipps, Monohan, Sands, Marek, Mosby 7 th
ed. 2003.
Special Student Materials:
None
Nsgotl58.doc/word
Rev. 10/2003 slj