OGLALA LAKOTA COLLEGE
COURSE SYLLABUS & ADMINISTRATION
Fall 2015
Rebuilding the Lakota Nation through Education
Wounspe Ihuniyan Hci Lakota Oyate Kin Akta Ic’icakagapi Kte lo
Name of Course: Holistic Adults Health Nursing I
Course Number: Nursing 317
Department: Nursing
Credit Hours: Seven (sakowin)
Location: Nursing Building
Time & Day: Mon. & Tues. 1-3 p.m.
Instructor’s Name: Darcie Forster, MAN RN
Michelle Bruns, MSN, RN and Robin White RN
Phones: 605-867-5856 (office)
Office: Nursing Building
Office Hours:
Monday & Tues 9a-4p
Email: dforster@olc.edu
mbruns@olc.edu
Mobile: Darcie 308-360-1449
Michelle 308-360-1733
Robin (H) 605-833-2240
(M) 605-381-5540
Theory Hours: 60 hours
Clinical Hours: 135 hours
Clinical Breakdown:
10 hr Fall River Orientation
8 hr IV/ piggy back lab
10 hr Home Health visit
12 hr ER day
6 hr simulation labs
9 hr mini nursing arts labs
10 hr Fall River clinicals (8- 10hr shifts)
____________________________________________________________________________________
Course Description (Waunspe Oyakapi): This course will focus on nursing care and the application of the
nursing process in the care of the adult experiencing selected pathophysiological processes affecting body
regulatory mechanisms. This course builds upon basic nursing knowledge and skills established during the first
year of the program. Opportunities to apply theoretical concepts and perform nursing skills specific to adult
clients are provided through faculty guided learning experiences in acute health care settings. Clinical
experiences will include home health/hospice programs at Chadron Community Hospital, Chadron, NE, and
Bennett County Hospital, Martin, SD, the acute care hospital setting at Fall River Hospital, Hot Springs, SD, and
the Emergency Room setting of the Pine Ridge Indian Health Services Hospital of Pine Ridge, SD.
Prerequisites: Nursing 224, 226
Required Text and Materials: Hinkle, J.L., & Cheever, K. H. (2014).
Brunner & Suddarth’s Textbook of Medical-Surgical Nursing
(13th ed.) Philadelphia, PA: Lippincott Williams & Wilkins.
Fischbach, F., & Dunning, M.B. (2009) A Manual of Laboratory
And Laboratory Diagnostic Tests. (8th ed.) Philadelphia,
PA: Lippincott Williams & Wilkins.
Billings, D. M. (2011). Lippincott’s Q&A Review for NCLEX-RN.
Philadelphia, PA: Lippincott Williams & Wilkins
Medication reference book
IV Medication reference book
Course Goal: Students will obtain knowledge on the physiologic, pathophysiologic, and psychosocial concepts
as they relate to the art and science of adult medical-surgical nursing care.
Student Learning Outcomes (Wounspe Taku Unspepi Kte Kin He Le E): Upon completion of this course
students will be able to:
 Apply basic knowledge of the nursing process along with application of the theoretical concepts in
development of critical thinking and clinical decision making for individuals, families, and
communities in both structured and unstructured settings. (Program Learning Outcome [PLO] –
Master – [M])
 Assess the adult client’s values, beliefs, lifestyle and learning style preferences as they relate to
providing culturally appropriate care for consumers of health care services. [PLO] – 2 – [M]
 Describe the legal/ethical guidelines to incorporate when making professional decision regarding
care of the adult client. [PLO] – 3 - [M]
 Identify professional responsibilities in regards to the various nursing roles of teacher, client
advocate, leader/manager, and care provider. [PLO] – 3- [M]
 Evaluate evidence-based knowledge and technology in support of providing safe competent, holistic
nursing care to the clients across the lifespan. [PLO] – 4 – [M]
 Identify therapeutic communication and collaboration techniques when providing health promotion
and nursing care for adults. [PLO] – 5- [M]
 The student will engage in co-curricular activities inside and/or outside of the classroom to augment
learning.
Assessment: These objectives will be assessed through the use of classroom discussions, assignments, exams,
and clinical assignments.
Instructional Methodology: This course will be taught utilizing lecture-discussion format with enhancement
from the use of Moodle, DVDs, nursing arts labs and simulations, case studies, concept mapping,
computer software, synthesis paper writing, and journal article reviews.
Course Rationale: The purpose of this course is to assist the nursing student to attain the knowledge necessary
to deliver safe, holistic, evidence-based, and competent nursing care to adult medical-surgical
patients in preparation for becoming an Associate Degree Registered Nurse.
Homework: Each student should expect to spend two (nunpa) to three (yamni) hours out of class on reading and
homework assignments each week, for every hour of class time (each credit hour), in order to perform
satisfactorily. Therefore, if a course is three (yamni) credit hours you should spend approximately six (sakpe)
hours outside of the course room on required readings and homework. However, every student differs in their
individual skills, educational background, experience, capability and personal goals; so the amount of time you
must dedicate to out of class work can vary significantly from this national average.
Reading Load: Reading will include approximately two (numpa) to three (yamni) chapters per week on average.
Type & Amount of Writing Load: A heavy amount of writing is required in the form of clinical paperwork
before, during and after your clinical experience, and charting on your patients in the hospital setting.
Lakota Perspective Provided Through: This course stresses Wolakotakiciapi of “learning Lakota ways of life
in the community”. This course is based on the values of mutual respect and generosity (woohola na
wochantognakapi), seeking to advance each individual’s knowledge through their continuing hard work
(fortitude- wowalitake) and willingness to learn new information and viewpoints, as well as to demonstrate it, by
speaking in front of the group (bravery-woohitike); all undertaken in an environment of complete truthfulness,
trust, integrity and humility. We will do this by embracing the teaching of our ancestors as we learn new ways.
(Waunspe wicakiyapi ki iglutanyan ihani unpi kun hena itan waunspe tokeca uha ayin kte.)
Evaluation and Grading:
Nursing Department Grading Scale:
A = 94-100
B = 87-93
C = 80-86
D = 73- 79
F = 72 and below
An 80% or better is required by the Nursing Department to pass this course. Any student falling below 83% is
advised to attend tutoring sessions.
Evaluation Methods:
Exams (8)
Final Exam
Home Health Write-Up
ER Write-Up
Prep-U Questions
800 points
200 points
50 points
50 points
240 points
1340 points
Total exam percentage must be 80% or better (your total points divided by the total points possible) before
other work is factored in to pass this course. Any student with an exam average below 80% (after taking the
second exam) will automatically be placed on academic probation until the exam average is at or above 80%.
A = Superior Quality Work = Demonstrated concept mastery by scoring 94% or better.
B = Good Quality Work = Demonstrated concept mastery by scoring 87-93%.
C = Satisfactory Quality Work = Demonstrated concept mastery by scoring 80-86%.
D = Marginal Quality Work = Demonstrated weak concept mastery by scoring 73-79%
F = Demonstrated concept mastery below the acceptable mark of 72%, which is well
below what may be required in the nursing world.
W = Withdrawal = A student may withdraw from a course by filling out a Drop Card to be recorded by the
Registrar. The student must sign this form if you drop yourself. A Drop Card may/can be filled out and signed
by a counselor/instructor for lack of attendance.
College Policy on Grading and Change of Grades:
http://www.olc.edu/~wwhitedress/studentservices/Docs/OLC_Handbook.pdf see page 9 and 10
Course Requirements, Expectations or Students: Because OLC offers classes in three-hour blocks once per
week, (for everyone’s travel convenience), if you are absent from one OLC class session, it’s like missing three
classes at another college. (See student handbook).
 Unannounced quizzes and graded in-class exercises will be given; content can include any course
material assigned, up to and including the current session.
 Your homework assignments must be turned in on the dates due to get full credit.
 You are expected to participate in class discussion; this provides evidence of your interest in and
preparation for the class. It also helps gauge the effectiveness of the instruction and everyone’s level of

comprehension of the material presented. Most importantly, fellow class members benefit from your
opinions and insights; in addition, the questions you ask may be about the same topic with which other
students are having difficulty, so by helping yourself you also help them.
If the Instructor is not present at the beginning of the class, and the College Center Staff has not heard
from the Instructor, you should wait at least 30 minutes past the normal start-time and then if the
Instructor has still not arrived, you may leave.
Attendance and Tardiness
http://www.olc.edu/~wwhitedress/studentservices/Docs/OLC_Handbook.pdf see page 8
Policies on Academic Honesty
http://www.olc.edu/~wwhitedress/studentservices/Docs/OLC_Handbook.pdf see page 43
Standards of Conduct Policy
http://www.olc.edu/~wwhitedress/studentservices/Docs/OLC_Handbook.pdf see page 38
ADA Policy
http://www.olc.edu/~wwhitedress/studentservices/Docs/OLC_Handbook.pdf see page 37
Electronic Information Resources Acceptable Use Guidelines
http://www.olc.edu/~wwhitedress/studentservices/Docs/OLC_Handbook.pdf see page 41
Department Specifics:
Satisfactory performance in the clinical area is required to pass this course. Two consecutive or three total
unsatisfactory clinical performances will cause the student to fail this course. Events that could results in an
unsatisfactory clinical experience are the following:
Anything the compromises patient safety
Medication errors

Altercations with or threats to instructors, staff, or other students

Drug or alcohol use

Disrespect or insubordination

Cursing, swearing, abusive or vulgar language

Inappropriate relationships with clients

Breach of confidentiality

Arriving for clinical experience late or unprepared

No call, no show for a clinical experience
Verbal or physical altercations of any kind with another student, staff or instructor during a clinical experience
will result in an unsatisfactory clinical for the day for both students and you will be asked to leave. In addition,
the incident will be reviewed with the Nursing Department faculty and one or both students may be dropped from
the program.


If the student misses two clinicals for justified reasons, before the student is allowed to return to the clinicals, the
student may be asked to appear before the faculty to discuss the events that have resulted in missed clinical time.
Three or more missed clinical experiences will result in the student being dropped from the course.
The student must also demonstrate 100% mastery on a medication calculation exam before being allowed into the
clinical setting.
Attendance:
Attendance to nursing arts labs, theory classes, and clinical labs is mandatory. The student must contact the
instructor prior to the experience if they are going to be absent. Theory or lab hours will be made up at the
discretion of the instructor. Absence from an exam without prior notification by the student to the instructor of
the course will result in an automatic 10% reduction in your test score.
Tardiness:
Tardiness does not belong in the realm of professional nursing and will not be tolerated. Students who are tardy
may be dropped from the class. If you believe you will be late for class, please contact your instructor, this is
part of your professional responsibility. Tardiness to class leaves you missing out on vital information for class,
as well as being disruptive and disrespectful to the rest of the class. Tardiness while test taking is particularly
disruptive and chronic tardiness during test taking will result in penalties on your test scores. Upon your 3 rd tardy
of 15 minutes or more, your test will be docked 10% - as you have perhaps resulted in this much of a deduction in
everyone else’s scores by disrupting them with your chronic late arrivals. If you are experiencing car trouble
traveling to a clinical site, you will be expected to notify Robin, your clinical instructor, or your preceptor for the
area ASAP, this is part of your professional responsibility, as you have faculty, fellow students, and facility floor
staff counting on your presence on time.
Missed Exams/Late Assignments :
Students are expected to schedule and make up a missed exam within three days. The instructor may make
exceptions to this rule in the event of extenuating circumstances. Exams taken late (after the scheduled date) will
result in an automatic 10% reduction on your test score. If the test has not been taken in a week, then an
additional 10% will be deducted every week. No further tests can be taken until this test has been made up.
Every effort needs to be made to make up the test within three days of the missed test.
Students unable to complete their work must make arrangements to speak with their instructor regarding the late
assignment. Chronically late assignments may result in the student being placed on academic probation. 10
points will be deducted daily from any late assignment as determined by your instructor.
All assignments are required and not optional in order to receive a final grade in this course! If a student has
course work that is overdue, that student will not be allowed to take the next scheduled exam, until the course
work is turned in, regardless of the anticipated grade. Late exam rules and deductions will then apply to the
exam.
Classroom conduct:
Students are expected to be respectful in their comments and conduct regarding their instructors and fellow
students. The use of iPods, cell phones, MP3/MP4 players, and texting will not be allowed in the classroom –
TURN THEM OFF – please use the classroom breaks for use of these items. The use of laptops in class for
note-taking is allowed, however, inappropriate use will not be tolerated and may result in your lap-top privileges
being removed. Inappropriate use includes, but is not limited to: surfing the net (unless it is class related – i.e.
looking up diseases, etc), chatting online, and social networking – if you feel that these are more important than
paying attention in class, then I might suggest that you not attend class.
Supplement to Syllabus:
1. You are expected to have read the chapters being covered for the week in advance of the class, so that
you may participate in the classroom discussion and case studies, and receive the maximum benefit from
2.
3.
4.
5.
6.
7.
8.
this class. Your having read in advance will only reinforce our classroom activities and discussion – do it
for YOU.
Written assignments associated with clinical experiences are due every Thursday by 5:00 p.m. unless
otherwise determined by your clinical instructor. Clinical assignments are to be turned in to your
clinical instructor only. Late assignments will be recorded as an unsatisfactory clinical experience (refer
to Evaluation Methods regarding number of unsatisfactory clinicals).
You will be completing nursing care plans and/or concept maps for your clinical experiences, which will
be given a grade of pass or fail. If you fail on your care plan, you may be asked to redo or revise it to
receive a passing grade.
Students will adhere to the dress code. Please refer to your student handbook.
Should your course average fall below 80%, we will make every effort we can to locate tutoring services
for you. Please let your instructor know if you are interested in a tutor.
Phone numbers for instructors of this course:
a. Darcie Forster: 308-360-1449 (mobile)
b. Michelle Bruns: 308-360-4248 (home) 308-360-1733 (mobile)
c. Robin White: 605-833-2240 (home) 605-381-5540 (mobile)
Facility phone numbers for this course – please keep these numbers accessible to you, should you have
car trouble or such, when traveling, which may result in you attending your clinical experience late:
a. Fall River Hospital: 605-745-8910
b. Pine Ridge I.H.S. : 605-867-5131 (ask for ER)
c. Bennett County Home Health: 605-685-6622 ext 122
d. Chadron Community Hospital Home Health: 308-432-5586
(ask for Home Health)
Weather can be an issue, particularly early in the morning when you leave for a clinical site. Use your
own judgment during bad weather, but please be advised all clinicals will need to be made up in some
form. Make every effort to contact your instructor if you are unable to make it to the clinical site. If you
are unable to contact your instructor, please call the facility and leave a message for your instructor there,
with a call back number for your instructor. DO NOT call the school and leave a message there, as your
clinical day starts before anyone arrives at the school to pass on the message. Should we need to call off
clinicals due to weather, your instructor will contact you, so it is your responsibility to keep us up to date
on your contact information.
Date
Oko Wanci
August 24 &
25
Oko Nunpa
August 31
& Sept 1
TOPICAL CONTENT
Objectives by Chapter
Course Orientation
Chapter 12 – Pain Management
 Compare characteristics of acute pain, chronic pain, and cancer pain
 Describe the negative consequences of pain.
 Describe the pathophysiology of pain.
 Describe factors that can alter the perception of pain.
 Demonstrate appropriate use of pain measurement instruments.
 Explain the physiologic basis of pain relief interventions.
 Explain the impact of aging on pain.
 Discuss when opioid tolerance may be problem.
 Identify appropriate pain relief interventions for selected groups of patients.
 Compare the various types of neurosurgical procedures used to treat intractable pain.
 Develop a plan to prevent and treat the adverse effects of analgesic agents.
 Use the nursing process as a framework for the care of patients with pain.
Chapter 13 – Fluid and Electrolytes: Balance and Disturbance

Identify the effects of aging on fluid and electrolyte regulation

Plan effective care of patients with the following imbalances: fluid volume deficit and
fluid volume excess; sodium deficit (hyponatremia) and sodium excess (hypernatremia);
potassium deficit (hypokalemia) and potassium excess ( hyperkalemia).

Describe the cause, clinical manifestations, management, and nursing interventions for
the following imbalances: calcium deficit (hypocalcemia) and calcium excess
(hypercalcemia); magnesium deficit (hypomagnesemia) and magnesium excess
(hypermagnesemia; phosphorus deficit (hypophosphatemia) and phosphorus excess
(hyperphosphatemia

Explain the roles of the lungs, kidneys, and chemical buffers in maintaining acid-base
balance.

Compare metabolic acidosis and alkalosis with regard to causes, clinical manifestations,
diagnosis, and management.

Compare respiratory acidosis and alkalosis with regard to causes, clinical
manifestations, diagnosis, and management.
 Interpret arterial blood gas measurements.
(Learning Outcome [L.O.] 1,2,3,4,5 ;Program Learning Outcomes [P.L.O] – 1,2,3,4)
Chapter 15 – Oncology: Nursing Management in Cancer Care
 Compare the structure and function of the normal cell and the cancer cell.
 Differentiate between benign and malignant tumors.
 Identify agents and factors that have been found to be carcinogenic.
Assignments
Complete
Prep-U for
Chapter 12 &
13 to Level 3
or higher –
due next
Monday.
Exam over
Ch. 12 & 13
on Monday
Complete

Describe the significance of health education and preventive care in decreasing the
incidence of cancer.

Describe the roles of surgery, radiation therapy, chemotherapy, targeted therapy,
hematopoietic stem cell transplantation, and other therapies in treating cancer.


Describe the special nursing needs of patients receiving chemotherapy.

Identify potential complications for the patient with cancer and discuss associated
nursing care.


Describe the concept of hospice in providing care for patients with advanced cancer.
Describe nursing care related to common nursing diagnoses associated with cancer;
impaired skin integrity, alopecia, nutritional problems, and altered body image.
Prep-U for
Chapter 15 &
16 to Level 3
or higher due next
Monday
Identify assessment parameters and nursing management of patients with oncologic
emergencies.
Chapter 16 – End-of-Life Care
 Discuss the historical, legal, and sociocultural perspectives of palliative and end-of-life
care in the United States
Oko Yamni
Sept. 7 & 8


Define palliative care.





Describe the principles and components of hospice care.



Implement nursing measures to manage physiologic responses to terminal illness
Compare and contrast the settings where palliative care and end-of-life care are
provided.
Identify barriers to improving care at the end of life.
Reflect on personal experience with and attitudes toward death and dying.
Apply skills for communicating with terminally ill patients and their families.
Provide culturally and spiritually sensitive care to terminally ill patients and their
families.
Support actively dying patients and their families
Identify components of uncomplicated grief and mourning and implement nursing
measures to support patients and families
(Learning Outcome [L.O.] 1,2,3,4,5 ;Program Learning Outcomes [P.L.O] – 1,2,3,4)
Chapter 20 – Assessment of Respiratory Function
 Describe ventilation, perfusion, diffusion, shunting, and the relationship of pulmonary
circulation to these processes


Discriminate between normal and abnormal breath sounds.

Identify the nursing implications of procedures used for diagnostic evaluation of
respiratory function.
Use assessments parameters appropriate for determining the characteristics and severity
of the major symptoms of respiratory dysfunction.
Chapter 22 – Management of Patients with Upper Respriatory Tract Disorders





Describe nursing management of patients with upper airway disorders
Compare and contrast the upper respiratory tract infections with regard to cause,
incidence, clinical manifestation, management, and the significance of preventive health
care.
Use the nursing process as a framework for care of patients with upper airway infection.
Describe nursing management of the patient with epistaxis.
Use the nursing process as a framework for care of patients undergoing laryngectomy.
Chapter 23 – Management of Patients with Chest and Lower Respiratory Tract
Disorders
Exam over
Ch. 15 & 16
on Monday
Complete
Prep-U for
Chapters 20,
22, and 23 to
Level 3- due
next Monday
Oko Topa
Sept. 14 &
15

Identify patients at risk for atelectasis and nursing interventions related to its prevention
and management.

Compare the various pulmonary infections with regard to causes, clinical
manifestations, nursing management, complications, and prevention.




Describe nursing measures to prevent aspiration.

Discuss the modes of therapy and related nursing management for patients with lung
cancer.

Describe the complications of chest trauma and their clinical manifestations and nursing
management. (mini-arts lab on Monday September 7th 3p-5p – chest tube Karen
Menacher)
Relate pleurisy, pleural effusion, and empyema to pulmonary infection.
Describe smoking and air pollution as causes of pulmonary disease.
Describe risk factors and measures appropriate for prevention and management of
pulmonary embolism.
(Learning Outcome [L.O.] 1,2,3,4,5 ;Program Learning Outcomes [P.L.O] – 1,2,3,4)
Chapter 24 – Management of Patients with Chronic Pulmonary Disease









Describe the pathophysiology of chronic obstructive pulmonary disease (COPD).
Discuss the major risk factors for developing COPD and nursing interventions to
minimize or prevent these risk factors.
Describe nursing management of patients with COPD.
Develop a teaching plan for patients with COPD.
Describe the pathophysiology for bronchiectasis and relate it to signs and symptoms of
bronchiectasis.
Identify medical and nursing management of bronchiectasis.
Describe the pathophysiology.
Describe asthma self-management strategies.
Describe the pathophysiology of cystic fibrosis.
Complete
Prep-U for
Chapters 24
& 21 (also
20, 22, 23 if
not already
done) to
Level 3 – due
Monday
Chapter 21 – Respiratory Care Modalities







Describe the nursing management for patients receiving oxygen therapy, intermittent
positive-pressure breathing, mini-nebulizer therapy, incentive spirometry, chest
physiotherapy, and breathing retraining.
Describe the patient education and home care considerations for patients receiving
oxygen therapy.
Describe the nursing care for a patient with an endotracheal tube and for a patient with a
tracheostomy.
Demonstrate the procedure of tracheal suctioning.
Use the nursing process as a framework for a care of patients who are mechanically
ventilated.
Describe the process of weaning the patient from mechanical ventilation.
Explain the principles of chest drainage and the nursing responsibilities related to the
care of the patient with a chest drainage system.
(Simulation lab on Monday September 15th from 3p -?p Intubation- Rob Menacher)
(Learning Outcome [L.O.] 1,2,3,4,5 ;Program Learning Outcomes [P.L.O] – 1,2,3,4)
Oko Zaptan
Sept. 21 &
22
Chapter 49 – Assessment and Management of Patients with Hepatic Disorders

Identify the metabolic functions of the liver and the alterations in these functions that
occur with liver disease.
Exam over
Ch. 20 - 24





Explain liver function tests and the clinical manifestations of liver dysfunction in
relation to pathophysiologic alterations of the liver.
Relate jaundice, portal hypertension, ascites, varices, nutritional deficiencies, and
hepatic coma to pathophysiologic alterations of the liver.
Describe the medical, surgical, and nursing management of patients with esophageal
varices.
Compare the various types of hepatitis and their causes, prevention, clinical
manifestations, management, prognosis, and home health care needs.
Use the nursing process as a framework for care of the patient with cirrhosis of the liver.
Complete
Prep-U for
Chapters 49 –
50 to Level 3
– due Tues
Oct. 14th
Chapter 50 – Assessment and Management of Patients with Biliary Disorders





Oko Sakpe
Sept 28th &
29th
Compare approaches to management of cholelithiasis
Use the nursing process as a framework for care of patients with cholelithiasis and those
undergoing laparoscopic or open cholecystectomy.
Differentiate between acute and chronic pancreatitis.
Describe nursing management of patients with acute pancreatitis.
Describe the nutritional and metabolic effects of surgical treatment of tumors of the
pancreas.
(mini-nursing arts lab on Monday September 28th 3p-5p ish Diabetes- Nancy Eitler)
(Learning Outcome [L.O.] 1,2,3,4,5 ;Program Learning Outcomes [P.L.O] – 1,2,3,4)
Chapter 51 – Assessment and Management of Patients with Diabetes Mellitus










Differentiate between type 1 and type 2 diabetes
Describe etiologic factors associated with diabetes
Relate the clinical manifestations of diabetes to the associated pathophysiologic
alterations.
Identify the diagnostic and clinical significance of blood glucose test results.
Explain the dietary modifications used for management of people with diabetes.
Describe the relationships among diet, exercise, and medication (ie, insulin or oral
antidiabetic agents) for people with diabetes.
Develop a plan for teaching insulin self-management.
Identify the role of oral antidiabetic agents in diabetic ketoacidosis and hyperosmolar
nonketotic syndrome.
Describe management strategies for a person with diabetes to use during “sick days.”
Describe the major macrovascular, microvascular, and neuropathic complications of
diabetes and the self-care behaviors that are important in their prevention.
Complete
Prep-U for
Chapter 51
(along with
49-50) to
Level 3 – due
Tuesday Oct.
13th.
(Learning Outcome [L.O.] 1,2,3,4,5 ;Program Learning Outcomes [P.L.O] – 1,2,3,4)
Oko
Sakowin
Oct. 5th &
6th
Chapter 52 – Assessment and Management of Patients with Endocrine Disorders







Describe the functions of each of the endocrine glands and their hormones
Identify the diagnostic tests used to determine alterations in function of each of the
endocrine glands.
Compare hypothyroidism and hyperthyroidism: their causes, clinical manifestations,
managements, and nursing interventions.
Develop a plan of nursing care for the patient undergoing thyroidectomty.
Compare hyperparathyroidism and hypoparathyroidism: their causes, clinical
manifestations, managements, and nursing interventions.
Compare Addison’s disease with Cushing’s syndrome: their causes, clinical
manifestations, managements, and nursing interventions.
Describe nursing management of patients with adrenal insufficiency.
Complete
Prep-U for
Chapter 2
(along with
49-51 if not
already done)
to Level 3 –
due Tues
Oct. 13th.

Oko
Saglogan
Oct.13th (NO
CLASSES
ON OCT.
12th)
Oko
Napcinyunka
Oct. 19 & 20
Use the nursing process as a framework for care of patients with Cushing’s syndrome.
(Learning Outcome [L.O.] 1,2,3,4,5 ;Program Learning Outcomes [P.L.O] – 1,2,3,4)
Chapter 32- Assessment of Hematologic Function and Treatment Modalities
Chapter 33- Management of Patients With Non-malignant Hematologic Disorders
Chapter 34 -Management of Patients with Hematologic Neoplasms



Describe the process of hematopoiesis.
Describe the processes involved in maintaining hemostasis.
Differentiate between the hypoproliferative and the hemolytic anemias and compare and
contrast the physiologic mechanisms, clinical manifestations, medical management, and
nursing interventions for each.
 Use the nursing process as a framework for care of patients with anemia.
 Compare the leukemias in terms of their incidence, physiologic alterations, clinical
manifestations, managements, and prognosis.
 Use the nursing process as a framework for care of patients with acute leukemia.
 Use the nursing process as a framework for a care of patients with lymphoma or
multiple myeloma.
 Use the nursing process as a framework for care of patients with bleeding or thrombotic
disorders.
 Identify therapies for blood disorders, including the nursing implications for the
administration of blood components.
(mini-nursing arts lab on Tuesday October 14th from 3p -5p Blood Administration- Bill
Blansfield)
(Learning Outcome [L.O.] 1,2,3,4,5 ;Program Learning Outcomes [P.L.O] – 1,2,3,4)
Chapter 36 – Management of Patients with Immunodeficiency Disorders



Compare the different types of primary immunodeficiency disorders and their causes,
clinical manifestations, potential complications, and treatment.
Describe the nursing management of the patient with an immunodeficiency.
Identify the essential teaching needs for a patient with an immunodeficiency.
Chapter 37 – Management of Patients with HIV Infection and AIDS






Describe the modes of transmission of HIV infection and prevention strategies.
Describe the host/HIV interaction during primary infection.
Explain the pathophysiology associated with the clinical manifestations of HIV/AIDS.
Describe the clinical management of patients with HIV/AIDS.
Discuss the nursing interventions appropriate for patients with HIV/AIDS.
Use the nursing process as a framework for care of the patient with HIV/AIDS.
(mini-nursing arts lab on Tuesday October 20th from 3p -5p HIV/AIDS)
Exam on Ch.
49-52
Complete
Prep-U for
Chapter’s 32,
33 and 34 to
Level 3 – due
Monday Oct
26th
Complete
Prep-U for
Chapters 36
& 37 (along
with 32-34 if
not already
done) to
Level 3 – due
next Monday
(Learning Outcome [L.O.] 1,2,3,4,5 ;Program Learning Outcomes [P.L.O] – 1,2,3,4)
Oko
Wikcemna
Oct. 26 & 27
Chapter 38 – Assessment and Management of Patients with Allergic Disorders






Explain the physiologic events involved with allergic reactions.
Describe the types of hypersensitivity.
Describe the management of patients with allergic disorders.
Describe measures to prevent and manage anaphylaxis.
Use the nursing process as a framework for care of the patient with allergic rhinitis.
Discuss the different allergic disorders according to type.
Chapter 39 – Assessment and Management of Patients with Rheumatic Disorders
Exam on Ch.
32-34, 36 and
37
Complete
Prep-U for
Chapter 38 &
39 to Level 3
– due next






Oko Ake
Wanci
Nov. 2 & 3
Explain the pathophysiology of rheumatic diseases.
Describe the assessment and diagnostic findings seen in patients with a suspected
diagnosis of rheumatic disease or disorder.
Discuss appropriate nursing interventions based on nursing diagnoses and collaborative
problems that commonly occur with rheumatic disorders.
Describe the systematic effects of a connective tissue disease.
Devise a teaching plan for the patient with a newly diagnosed rheumatic disease.
Identify modifications in interventions to accommodate changes in patients’ functional
ability that may occur with disease progression.
(Learning Outcome [L.O.] 1,2,3,4,5 ;Program Learning Outcomes [P.L.O] – 1,2,3,4)
Chapter 40 – Assessment of Musculoskeletal Function



Describe the basic structure and function of the musculoskeletal system.
Describe the significance of physical assessment to the diagnosis of musculoskeletal
dysfunction.
Specify the diagnostic tests used for assessment of musculoskeletal function.
Chapter 41 – Musculoskeletal Care Modalities






Oko Ake
Nunpa
Nov. 9 & 10
Identify the preventive and health teaching needs of the patient with a cast, brace, or
splint.
Describe the nursing management of the patient with a cast, brace, or splint.
Describe the various types of traction and the principles of effective traction.
Identify the preventive nursing care needs of the patient in traction.
Describe the nursing management of the patient in traction.
Use the nursing process as a framework for care of the patient undergoing orthopedic
surgery.
(Learning Outcome [L.O.] 1,2,3,4,5 ;Program Learning Outcomes [P.L.O] – 1,2,3,4)
Chapter 42 – Management of Patients with Musculoskeletal Disorders





Identify common conditions of the hand or wrist and nursing care of the patient
undergoing surgery of the hand or wrist.
Explain the pathophysiology, pathogenesis, prevention, and management of
osteoporosis.
Use the nursing process as a framework for care of the patient with osteoporosis.
Identify medication modalities for the patient with Paget’s disease.
Use the nursing process as a framework for care of the patient with osteomyelitis.
Chapter 43 – Management of Patients with Musculoskeletal Trauma








Differentiate between contusions, strains, sprains, dislocations, and subluxations.
Identify sport and occupational injuries and their signs, symptoms and treatments
Identify the signs and symptoms of an acute fracture.
Describe the treatment procedures of fracture reduction, fracture immobilization, and
management of open and intra-articular fractures.
Describe the rehabilitation needs of patients with fractures of the upper and lower
extremities, pelvis, and hips.
Describe nursing management of the elderly patient with a fracture of the hip.
Describe the rehabilitation and health education needs of the patient who has had an
amputation.
Use the nursing process as a framework for care of the patient with an amputation.
(Learning Outcome [L.O.] 1,2,3,4,5 ;Program Learning Outcomes [P.L.O] – 1,2,3,4)
Monday
Exam on Ch.
38 & 39
Complete
Prep-U for
Chapters 40
& 41 to
Level 3 – due
Monday Nov.
16th
Complete
Prep-U for
Chapters 42
& 43 (as well
as 40 & 41 if
not already
done) to
Level 3 – due
Monday
Oko Ake
Yamni
Nov. 16th &
17th
Chapter 63 – Assessment and Management of Patients with Eye and Vision Disorders








Identify diagnostic tests for assessment of vision and evaluation of visual disabilities.
Discuss clinical features, diagnostic assessment and examinations, medical or surgical
management, and nursing management or ocular disorders.
Define low vision and blindness and differentiate between functional and visual
impairment.
List and describe assessment and management strategies for low vision.
Demonstrate orientation and mobility techniques for patients with low vision in a
hospital setting.
Demonstrate instillation of eye drops and ointment.
Discuss general discharge instructions for patients after ocular surgery.
Discuss strategies for patient safety in ophthalmology.
Exam on Ch.
40-43
Complete
Prep- U for
Chapters 63
& 64 to
Level 3 – due
Monday
Chapter 64 – Assessment and Management of Patients with Hearing and Balance
Disorders





Describe methods used to assess hearing and to diagnose hearing and balance disorders.
List the manifestations that be exhibited by a person with a hearing disorder.
Identify ways to communicate effectively with a person with a hearing disorder.
Differentiate problems of the external ear from those of the middle ear and inner ear.
Describe the different types of inner ear disorders, including the clinical manifestations,
diagnosis, and management.
(Simulation lab on Monday November 16th from 3p -?p Eye Disorders- IHS
Optometrist)
(Learning Outcome [L.O.] 1,2,3,4,5 ;Program Learning Outcomes [P.L.O] – 1,2,3,4)
Adult I ATI exam (possibly)
Review for Final exam
Oko Ake
Exam on Ch.
Topa
63 & 64
Nov. 23th &
24th
Oko Ake
Review for Final exam
Zaptan
Comprehensive Final Exam
Nov. 30
Disclaimer: Information contained in this syllabus was, to the best knowledge of the instructor, considered
correct and complete when distributed for use at the beginning of the semester. However, this syllabus should
not be considered a contract between Oglala Lakota College and any student. The instructor reserves the right to
make changes in course content or instructional techniques without notice or obligation. Students will be
informed of any such changes. Additional student rights and responsibilities are outlined in the Student
Handbook. http://www.olc.edu/~wwhitedress/studentservices/Docs/OLC_Handbook.pdf