Replaced Fall 2012
Fall 2010
Chabot College
Course Outline for Nursing 60C
ADULT HEALTH III
Catalog Description:
60C Adult Health III
3.5 units
Transitional skills needed by the nursing student who is completing the nursing program. Includes skills that
facilitate entry into today’s nursing practice arena: leadership styles, delivery of nursing care to groups of clients
in the acute and chronic health care setting, supervision of unlicensed assistive personnel, case management,
delegation of assignments, prioritization of client care, and the health care organization. Prerequisite: Nursing
60B, 66 88, 88L,and all prior nursing courses in the Associate Degree Nursing program (all completed with a
grade of “CR,” “C,” or higher). 2 hours lecture; 24 hours/week clinical. 6 total weeks.
[Typical contact hours: lecture 12, laboratory 144]
Prerequisite Skills
Before entering the course, the student should be able to:
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demonstrate handwashing;
assess vital signs;
measure height and weight;
position clients;
make an occupied and unoccupied bed;
demonstrate standard precautions;
transfer and ambulate clients;
demonstrate the principles of sterile technique;
transfer clients using a mechanical lift;
demonstrate how to feed a client;
perform hygienic care;
demonstrate placement of a bed pan;
complete medication calculations;
demonstrate enteral feedings;
perform medication administration;
perform finger stick blood sugar;
demonstrate the preparation of insulin;
demonstrate giving subcutaneous and intramuscular injections;
develop a Nursing Care Plan;
demonstrate the principles of body mechanics;
demonstrate the principles of infection control;
complete proper charting and reporting skills;
demonstrate the maintenance of client confidentiality;
apply basic organizational skills;
apply the of principles of professionalism;
monitor and calculate IV drip rate and IV site assessment for IV infusions;
perform an assessment on an antepartum, intrapartum, postpartum, and newborn client, as 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;
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Replaced Fall 2012
identify and describe the steps of the nursing process in the maternity and pediatric settings,
incorporate legally appropriate principles in the care of the obstetric and pediatric clients;
identify and institute appropriate interventions for family abuse;
Chabot College
Course Outline for Nursing 60C, page 2
Fall 2010
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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 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.
demonstrate the use and/or effectiveness of therapeutic play;
e.
demonstrate administration of parenteral therapies;
f.
demonstrate the administration of nasogastric feedings;
g.
apply therapeutic procedures related to respiratory dysfunction (oxygen, mist tent,
clapping vibration, postural drainage);
h.
demonstrate care for the child with chronic illness;
i.
demonstrate care of the child with problems related to production and circulation of blood;
j.
demonstrate care of the child with a life-threatening illness;
k.
demonstrate care of the child with problems related to gas transport;
l.
demonstrate care of the immobilized child;
m.
demonstrate care of the child with fluid and electrolyte disturbance and alteration in
nutrition including calculation of fluid and caloric needs;
n.
demonstrate care of the normal postpartum mother and the postpartum mother at risk;
o.
demonstrate care of the normal newborn;
p.
demonstrate care of the client in labor;
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demonstrate care of the intrapartum and postpartum client having a cesarian delivery;
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implement the nursing process in the care of the patient with the following nursing
diagnoses:
1)
pain, acute and chronic;
2)
self-care deficit;
3)
impaired physical mobility;
4)
altered bowel/urinary elimination;
5)
activity intolerance;
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sexual dysfunction;
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decreased cardiac output;
8)
post-trauma response;
9)
sensory/perceptual alteration;
10)
altered thought processes;
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anxiety;
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body image disturbance;
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sleep pattern disturbance;
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alteration in nutrition: less/more than body requirements;
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impaired social interaction;
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ineffective individual coping;
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impaired gas exchange;
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alteration in tissue perfusion;
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ineffective airway clearance;
Replaced Fall 2012
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memory, impaired;
fluid volume deficit/excess;
risk for infection;
risk for injury;
Chabot College
Course Outline for Nursing 60C, page 3
Fall 2010
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risk of violence: self/others;
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social isolation;
use self as a therapeutic agent in the delivery of health care;
use principles and methods of teaching involved in the care of the patient in acute and
chronic settings;
use legal-ethical concepts as they relate to clients in medical-surgical and psychiatric
settings;
successfully demonstrate the following skills:
1)
peripheral-vascular assessments;
2)
ostomy care;
3)
sterile dressing change;
4)
surgical asepsis: scrubbing, gowning, gloving;
5)
insertion and care of the nasogastric tube;
6)
administration of intravenous fluids and medications;
7)
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;
collaborate with the client, family, and staff in developing a teaching plan for clients with
identified knowledge deficits;
perform the administration of oxygen;
perform tracheostomy care and suctioning;
assess test tubes: assisting with insertion and removal of, care of tubes and assorted
equipment;
perform administration of blood components;
demonstrate administration of intravenous medications by central and implanted venous
access devices;
assist with selected diagnostic tests;
apply principles of therapeutic communication in delivery of client care;
apply principles of group dynamics in working with and through health care staff in
delivery of client care
identify the nurse’s role in a disaster;
list at least four responsibilities of the nurse in avoiding lawsuits in the delivery of health
care;
discuss the nurse’s role in organ transplantation;
list at least four roles of the nurse who functions in specialized or critical care settings in
the hospital or community-based agencies;
identify four styles of conflict resolution.
Expected Outcomes for Students:
Upon completion of the course, the student should be able to:
Theoretical Outcomes:
1.
Identify principles of leadership/management theory necessary to provide client care:
a.
principles of effective leadership;
1)
leadership styles;
Replaced Fall 2012
b.
2)
using group process in team building;
principles of effective management;
1)
supervision of staff;
2)
evaluation of patient care;
3)
case management;
4)
effective decision making;
5)
legal/ethical issues;
Chabot College
Course Outline for Nursing 60C, page 4
Fall 2010
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Identify principles of organizational theory to the hospital setting;
List criteria for effective time management strategies;
a.
priorities in patient care;
b.
assignment of staff;
Discuss and problem-solve the following areas in nursing practice;
a.
reality shock;
b.
stress management;
c.
writing a resume;
d.
strategies for the successful job interview;
Clinical Outcomes:
Collaborate with a nurse preceptor in:
1.
applying the nursing process to deliver nursing care to groups of clients;
2.
utilizing therapeutic communication skills to coordinate client care with members of the health
care team;
3.
delegating responsibility for client care;
4.
evaluating the quality of care delivered;
5.
fulfilling nursing and health care team roles;
6.
demonstrating critical thinking skills.
Theory Content:
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The hospital as an organization
Principles of effective leadership
a.
styles of leadership
b.
group process/team building
c.
conflict resolution
Principles of effective management
a.
supervision of staff
b.
evaluation of patient care
c.
case management
d.
effective decision making
Legal-ethical issues related to staffing
Time management concepts
Preparation for nursing practice
Nurse Practice Act
Evidence Based Practice
Clinical Content:
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Gradually assume 75% of the RN’s duties in the hospital setting
Collaborate with all members of the healthcare team including physicians, RN’s, LVN’s in a
therapeutic manner.
Delegation of clinical work/tasks to other staff while working on the unit.
All documentation required by the RN in the clinical setting.
Methods of Presentation:
Replaced Fall 2012
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Lecture
Discussion
Case studies
Clinical practice
Seminar
Chabot College
Course Outline for Nursing 60C, page 5
Fall 2010
Assignments and Methods of Evaluating Student Progress:
1.
Typical assignments:
a.
Critical thinking assignments in seminar
b.
In-class mock job interviews
c.
Discussion board topics
2.
Methods of evaluating student progress:
a.
Written assignments
b.
Participation in discussions
c.
Student/instructor conferences
d.
Clinical performance
e.
Written final exam
f.
ATI exams
Textbook(s) (Typical):
Intravenous Medications, Gahart, Mosby, 2009
Essentials of Nursing Leadership and Management 5th Edition, Whitehead, Weiss and Tappen, Davis, 2010.
Special Student Materials:
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Student uniform
Stethoscope
Watch with sweep second-hand
Student will provide own transportation to and from clinical setting