Chabot College
Fall, 2004
Course Outline for Nursing 60B
ADULT HEALTH II
Catalog Description
60B - Adult Health II
6 units
Nursing interventions that assist the adult client in adaptation to stressors of acute and chronic
illnesses with unpredictable outcomes. Focus on caring for groups of clients in the medical-surgical
setting. Prerequisites: Physiology 2 and Physiology 2L (or equivalent) and all required nursing
courses (or equivalent) in semesters one through three, and concurrent or prior enrollment in Nursing
73 (completed with a grade of “C” or “CR” or higher). 4 hours lecture, 15.5 hours clinical.
[Typical contact hours: lecture 70, clinical 271.25]
Prerequisite Skills:
Before entering the course, the student should be able to demonstrate competency in:
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handwashing;
assessing vital signs;
measuring height and weight;
positioning clients;
making occupied and unoccupied beds;
standard precautions;
transferring and ambulating clients;
principles of sterile technique;
mechanical lifts;
feeding clients;
hygienic care;
placement of a bed pan;
medication calculations;
enteral feedings;
medication administration;
finger stick blood sugar;
preparation of insulin;
giving subcutaneous and intramuscular injections;
development of a Nursing Care Plan;
principles of body mechanics;
principles of infection control;
proper charting and reporting skills;
maintenance of client confidentiality;
application of basic organizational skills;
application of principles of professionalism;
monitoring and calculating IV drip rate and IV site assessment for IV infusions;
perform an assessment on an antepartum, intrapartum, postpartum, and newborn client, well
as children of various ages, identifying high-risk clients through the systematic collection of
data in hospital and community settings;
develop relevant, culturally sensitive, and developmentally appropriate nursing care plans for
childbearing/child rearing families based on assessment data;
identify appropriate psychosocial and physical nursing interventions for childbearing and child
rearing families including health teaching related to childbirth preparation, prenatal nutrition,
postpartum adjustment, infant care, breast and bottle feeding, family planning, growth and
development, and child safety;
facilitate the parent-child relationships of bonding and attachment;
safely administer medications to a variety of pediatric and obstetric clients using the
developmentally appropriate approach;
appropriately articulate with community resources available for new parents;
identify and describe the steps of the nursing process in the maternity and pediatric settings,
incorporate legally appropriate principles in the care of obstetric and pediatric clients;
identify and institute appropriate interventions for family abuse;
Chabot College
Course Outline for Nursing 60B, Page 2
Fall, 2004
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identify the conditions associated with genetic patterns of inheritance and correlate antepartal
and pediatric care appropriately;
demonstrate the following nursing skills as adapted to childbearing or child rearing families:
a.
application of bedside assessment, respiratory, and abdominal;
b.
application of the adaptation model based on Roy's theory in the formulation of
nursing care plans for the childbearing and child rearing family;
c.
family teaching of concepts related to:
1)
physical and emotional care of the hospitalized child;
2)
compliance with therapy or prescribed treatment;
3)
safety factors appropriate for each age;
4)
need for health supervision of the growing child and the childbearing family;
5)
personal hygiene;
6)
birth control;
7)
newborn care;
8)
newborn feeding;
9)
maternal antepartal, intrapartal, and postpartal care, including physical and
emotional supports;
d.
the use and/or effectiveness of therapeutic play;
e.
administration of parenteral therapies;
f.
nasogastric feedings;
g.
therapeutic procedures related to respirator dysfunction (oxygen, mist tent, clapping,
vibration, postural drainage);
h.
care for the child with chronic illness;
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care of the child with problems related to production and circulation of blood;
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care of the child with a life threatening illness;
k.
care of the child with problems related to gas transport;
l.
care of the immobilized child;
m.
the care of the child with fluid and electrolyte disturbance and alternation in nutrition
including calculation of fluid and caloric needs;
n.
care of the normal postpartum mother and the postpartum mother at risk;
o.
care of the normal newborn;
p.
care of the client in labor;
q.
care of the intrapartum and postpartum client having a cesarian delivery;
using self as a therapeutic agent in the delivery of health care;
implementing the nursing process in the care of patients with the following nursing diagnoses;
a.
sensory/perceptual alteration;
b.
altered thought processes;
c.
anxiety;
d.
body image disturbance;
e.
sleep pattern disturbance;
f.
alternation in nutrition: less/more than body requirements;
g.
impaired social interaction;
h.
ineffective individual coping;
i.
impaired gas exchange;
j.
altered tissue perfusion;
k.
ineffective airway clearance;
l.
memory, impaired;
m.
fluid volume deficit/overload;
n.
risk for infection;
o.
risk for injury;
p.
risk of violence: self/others;
q.
social isolation;
r.
pain, acute and chronic;
s.
self-care deficit;
principles and methods of teaching involved in the care of the patient in acute and chronic
settings;
legal-ethical concepts as they relate to clients in psychiatric settings;
Chabot College
Course Outline for Nursing 60B, Page 3
Fall, 2004
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successfully demonstrate the following skills:
a.
peripheral-vascular assessments;
b.
ostomy care;
c.
sterile dressing change;
d.
surgical asepsis: scrubbing, gowning, gloving;
e.
insertion and care of nasalgastric tube;
f.
administration of intravenous fluids and medications;
g.
assessment and care of portable suction devices;
perform an appropriate sequence of cardiac assessment;
perform advanced techniques of abdominal and thoracic assessment;
perform appropriate sequence of neurological assessment;
perform breast examination and testicular examination;
interpret basic cardiac dysrhythmias and explain standard principles of treatment;
demonstrate interpretation of arterial blood gas analysis; interpret pulse oximetry in view of
the oxyhemoglobin dissociation curve;
interview patients utilizing the health data base with problem list development;
utilize therapeutic communication skills;
Expected Outcome for Students:
Upon completion of the course, the student should be able to:
1.
Theoretical:
a.
identify and describe scientific principles that form the basis for assessments and
nursing interventions which assist clients in adaptation to:
1)
musculoskeletal dysfunction;
2)
acute and chronic neurological dysfunction;
3)
cardiovascular system dysfunction;
4)
acute respiratory failure;
5)
hematological disorders;
6)
pancreatic and biliary dysfunction;
7)
genitourinary disorders;
8)
shock syndromes;
9)
trauma to integument (burns);
2.
Clinical:
a.
apply the adaptation model based on Roy's theory in the formulation of nursing care
plans for clients with nursing diagnoses of:
1)
alteration in tissue perfusion;
2)
gas exchange, impaired;
3)
impaired physical mobility;
4)
sensory-perceptual alteration;
5)
urinary elimination, altered patterns;
6)
activity intolerance;
7)
sexual dysfunction;
8)
decreased cardiac output;
9)
fluid volume deficit/excess;
10)
post-trauma syndrome;
b.
collaborate with the client, family, and staff in developing a teaching plan for client's
identified knowledge deficits;
c.
successfully demonstrate the following nursing skills:
1)
nursing assessments: cardiovascular, neurological;
2)
administration of oxygen;
3)
tracheostomy care and suctioning;
4)
chest tubes: assisting with insertion and removal, care of tubes and
assorted equipment;
5)
administration of blood components;
6)
administration of intravenous medications by central and implanted venous
access devices;
Chabot College
Course Outline for Nursing 60B, Page 4
Fall, 2004
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assisting with diagnostic tests utilized for clients with disorders outlined in
theoretical outcomes (expected outcome #1).
Course Content:
Study and clinical practice in nursing care of clients whose nursing problems are associated with:
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Musculoskeletal function deficits
Acute and chronic neurological function deficits
Cardiovascular system function deficits
Acute respiratory failure
Hematological deficits
Pancreatic and biliary function deficits
Genitourinary function deficits
Shock syndromes
Trauma to integument (burns)
Methods of Presentation:
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Lecture/discussion
Audiovisuals
Clinical practice
Clinical case studies
Student/instructor pre and post clinical conferences
Assignments and Methods of Evaluating Student Progress:
1.
Typical Assignments
a.
Total care of 2-3 patients in acute medical surgical nursing areas
b.
Nursing care plans assignments
c.
Critical thinking seminar
2.
Methods of Evaluating Student Progress
a.
Written tests
b.
Evaluation of written nursing care plans
c.
Clinical and skills lab performance
d.
Student/instructor conferences
e.
Written final exam
Textbooks (typical):
Medical – Surgical Nursing: Health & Illness, Phipps, Sands, Marek, CV Mosby, 2003.
Intravenous Medications, Gahart, Mosby, 2004.
Nursing Diagnosis Handbook, Ackley, Ladwig, Mosby, 2002.
Special Student Materials:
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Nsgotl60Bwordfile
10/03/NC:slj
Student uniform
Stethoscope
Student provides transportation to clinical area