PLAINVIEW
COURSE SYLLABUS
COURSE TITLE:
VNSG 1429 – MEDICAL-SURGICAL NURSING I
INSTRUCTOR:
SUZANNE GRIFFIN, R.N., A.A.S., A.D.N.
OFFICE LOCATION
& PHONE / E-MAIL:
PLAINVIEW CENTER – PC 104 F
806-296-9611 X4405 / sgriffin@southplainscollege.edu
OFFICE HOURS:
MT (0900 – 1000 and 1300 - 1600) Wk. of 1-16-12 through Wk. of 2-28-12
MT (1000 – 1100 and 1300 – 1600) Wk. of 3-5-12 through Wk. of 5-7-12
WTRF (By Appointment)
SOUTH PLAINS COLLEGE IMPROVES EACH STUDENT’S LIFE
**************************************************************************************
COURSE DESCRIPTION:
The course of study is the application of the nursing process to the care of adult patients
experiencing medical-surgical conditions in the health-illness continuum. A variety of health care settings
are utilized. This course covers physiology and basic pathophysiology causes of illness, communicable
diseases and disease transmission and prevention. The role of the vocational nurse in preventive health
measures, health promotion, referral to community health resources, patient/family education, therapeutic
and rehabilitative aspects will be presented. Discussion/projects for ethical issues and critical thinking are
incorporated in the course.
COURSE LEARNING OUTCOMES:
The student will identify the components of the health-illness continuum; identify prevalent
medical-surgical conditions affecting the adult; and utilize the nursing process to assist in developing a plan
of care for selected medial-surgical conditions.
COURSE COMPETENCIES:
The student must complete this course with a grade of 75% or above based on the following
objectives:
1.
2.
3.
4.
Compare and contrast normal body functioning with that of pathological variations.
Formulate a plan of care utilizing the nursing process for various medical-surgical conditions.
Integrate knowledge attained in diet therapy to identify appropriate modifications for each
disease entity.
Rationale medical treatment and identify appropriate implications for nursing interventions.
ACADEMIC INTEGRITY:
Refer to the Plainview Student Handbook (page 23) and the SPC Catalog (page 23).
SCANS AND FOUNDATION SKILLS:
C – 1, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20.
F – 1, 2, 3, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20.
1
VERIFICATION OF WORKPLACE COMPETENCIES:
NCLEX-PN Licensure Exam eligibility following successful completion of the one-year
vocational nursing program.
TEXTBOOK:
Christensen, Barbara Lauritsen, RN, MS and
Kockrow, Elaine Oden, RN, MS (2011)
Adult Health Nursing, Sixth Edition, Mosby
Study Guide to accompany text.
Cohen, Barbara J., BA, MSEd and
Taylor, Jason James (2009)
Memmler’s: The Human Body in Health and Disease
Eleventh Edition, Lippincott, Williams, & Wilkins
Alfaro-LeFevre, Rosalinda, RN, MSN, ANEF (2010)
Applying Nursing Process: A Tool for Critical Thinking
Seventh Edition, Lippincott, Williams, & Wilkins
ATTENDANCE POLICY:
Refer to the SPC Catalog (page 20) and the Plainview Student Handbook (page 14). This course is
a 4 semester hour course with 8 hours allowable absence. If the allowable absences are exceeded, the
student will be dropped from this class. Each 50-minute class is considered 1 hour. A tardy will be given if
the student is absent within the first 15 minutes of a class period. If the student misses more than 15
minutes of any 50 minute session, a one hour absence will be assigned for that class period. Three tardies
will accumulate to count as one hour absence.
COURSE REQUIREMENTS:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Student is expected to read assigned material and be prepared for class discussion. Audiovisual information is used to assist the student in integration of key components and
application of content.
Participation in group work and completion of all assigned worksheets focusing on
application using nursing process approach with theory to allow the student to use the
problem solving approach to total patient care of medical and surgical patients.
Attention and participation in guest lectures utilizing community resources of medicalsurgical expertise.
Demonstration of appropriate knowledge-based medical/surgical principles in simulated
clinical situations utilizing the problem-solving nursing-process approach.
Demonstrate continued growth in ability to apply principles of medical-surgical nursing to the
clinical situation with adaptation to the individual client needs.
Development and demonstration of increased skill in integrating database of client assessment
with appropriate outcome based goals and interventions.
Intermittent review quizzes, six unit exams, and a comprehensive final exam will be given. /
ATI Benchmark.
Written assignments are to be neat and legible. They may be computer generated using black
as font color and 12 as font size or hand written using black ink and must be double spaced
and on one side of the paper only. Paper edges must be without frayed edges. Points will be
deducted accordingly as per instructor discretion.
Computer assisted programs are assigned for corresponding units of study and are identified
in the syllabus. Due dates will be announced in class and these completed programs will be
recorded as classwork. ATI Skill Modules utilized in VNSG 1402 and VNSG 1260 may also
be assigned and/or the student is encouraged to utilize this valuable resource. ATI PN Adult
2
Medical Surgical Review Module is another resource for student use and assignments may be
made and expected to be completed. As with CAI programs, completed ATI assignments will
be recorded as classswork.
GRADING:
UNIT EXAMS / FINAL EXAM
PROJECT
CLASSWORK
90%
5%
5%
A
B
C
D
F
90 – 100
80 – 89
75 – 79
74-70
69 or below
SCHEDULE OF CLASSES:
JAN 17
COURSE INTRODUCTION WITH MOTIVATION EXERCISE
SYLLABUS REVIEW
JAN 18
NURSING PROCESS REVIEW
CRITICAL THINKING EXAMPLES OF NURSING PROCESS
CRITICALTHINKING IN THE NURSING PROCESS VIDEO
CAI PROGRAMS
JAN 23
“JEOPARDY REVIEW” OF THE NURSING PROCESS
JAN 24
UNIT EXAM #1 WITH KNOWLEDGE SUMMARY
JAN 30
LECTURE PERIOPERATIVE CARE REVIEW
LECTURE PREOP RESPONSIBILITIES & CARE
GROUP ACTIVITY: PREOP PRIORITIZATION
JAN 31
GUEST PRESENTATION: CHP – OR / PACU STAFF
LECTURE ANESTHESIA & INTRAOPERATIVE CARE / PACU
FEB 6
LECTURE POSTOPERATIVE CARE
FEB 7
COMPLETE PERIOPERATIVE CARE LECTURE
“NCLEX STYLE” PERIOPERATIVE REVIEW TO TEST YOUR
LISTENING AND CRITICAL THINKING SKILLS
FEB 13
UNIT EXAM #2 WITH KNOWLEDGE SUMMARY
FEB 14
LECTURE FLUID AND ELECTROLYTE BASICS
COOP WORKSHEET
FEB 20
COMPLETE FLUID VOLUME IMBALANCES
LECTURE COMPOSITION IMBALANCES
FEB 21
REVIEW COMPOSITION IMBALANCES SCENARIOS
LECTURE ACID/BASE IMBALANCES
COOP ACID/BASE SCENARIOS
FEB 27
LECTURE SHOCK / CAI
COMPLETE UNIT
3
FEB 28
UNIT EXAM #3 WITH KNOWLEDGE SUMMARY
MAR 5
LECTURE CANCER OVERVIEW
INITIATION OF PROJECT PRESENTATIONS
* TOPICS & DATES TBA
MAR 6
PROJECT PRESENTATIONS WORKDAY
MAR 12 – 16
*** SPRING BREAK ***
MAR 19
PROJECT PRESENTATIONS
MAR 20
UNIT EXAM #4 – PROJECT PRESENTATION COOPS
MAR 26
LECTURE NEUROLOGIC NURSING ASSESSMENT
MAR 27
QUICK NEURO ASSESSMENT REVIEW
NEURO DIAGNOSTIC REVIEW
COMMON CARE PROBLEMS & INTERVENTIONS
APR 2
NEUROLOGIC DISORDERS
APR 3
NEUROLOGIC DISORDERS
APR 9
*** EASTER HOLIDAY ***
APR 10
MOVIE PRESENTATION: “REGARDING HENRY”
APR 11
UNIT EXAM #5 WITH KNOWLEDGE SUMMARY
APR 16
LECTURE RESPIRATORY ASSESSMENT
NORMAL/ABNORMAL BREATH SOUNDS
VIDEO PRESENTATION / TEXT CD BREATH SOUNDS
APR 17
GENERAL NURSING INTERVENTIONS FOR RESPIRATORY
PATIENTS
RESPIRATORY DIAGNOSTICS (HANDOUT)
APR 23
LECTURE NON- INFECTIOUS RESPIRATORY DISORDERS
APR 24
LECTURE INFECTIOUS RESPIRATORY DISORDERS
NURSING CARE REVIEW
APR 30
GUEST PRESENTATION – HALE COUNTY HEALTH DEPT.
COMPLETE RESPIRATORY DISORDERS
FINAL EXAM STUDYGUIDE
MAY 1
UNIT EXAM #6 WITH KNOWLEDGE SUMMARY
MAY 9
VNSG 1429 FINAL EXAM
4
COURSE OUTLINE:
MEDICAL-SURGICAL NURSING I
UNIT I CRITICAL THINKING IN THE NURSING PROCESS
Group Activity: Working with the Nursing Process
Video Review: Critical Thinking in the Nursing Process
Alfaro-Lefevre: Chapter 1 pgs. 16, 27-29, and 32-37
ATI:
Skills Module
 HIPAA
Objectives: Upon completion, the student should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
State five functions of the medical-surgical nurse.
Describe various practice settings for the medical-surgical nurse.
Give two examples that illustrate how a focus on health promotion and prevention of
illness could decrease health care costs.
Define the nursing process and its goals.
Discuss the types of data that might be obtained from a chart review.
State how a spiritual assessment might help the nurse better to meet the health care needs
of the client.
Apply techniques of a physical assessment to assess a client.
Define critical thinking as an essential in the nursing process regarding client responses
and nursing care priorities in client care.
Describe how properly to formulate a nursing care plan.
Explain why it is important for the nurse to have some knowledge of the client’s cultural
attitudes and beliefs.
List three expectations that clients have of nurses.
Discuss examples of ways in which a nurse might help a client to meet the three overall
goals of patient teaching.
Identify two ways in which delivering nursing care in the home care setting is different
from providing care in the hospital.
Outline:
I.
Caring for Medical-Surgical Patients: Roles of the Vocational Nurse
II.
Practice Settings for the Medical-Surgical Nurse
III.
Characteristics of the Nursing Process and Critical Thinking
IV.
Differences in Nursing Roles
V.
Underlying Assumptions or Beliefs
VI.
Applying the Nursing Process in Medical-Surgical Nursing
VII.
Future Trends
VIII.
Self-Esteem: The Nurse and the Client
IX.
Client’s Expectations
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X.
Integrating Health Teaching
XI.
The Altered Perspective: Delivering Home Care
UNIT II
CARE OF THE SURGICAL PATIENT
Chapter 2
Care of the Surgical Patient
CAI:
Medi Sim Folder
Medical Surgical I
o “A Patient with Abdominal Pain”
o “A Surgical Patient with Abdominal Pain”
Clinical Skills Folder
o “Patient Controlled Analgesia”
o “Epidural Analgesia”
Objectives:
Upon completion, the student should be able to:
1.
Discuss three technological changes that have made surgery less invasive and have
lessened recovery time.
2. Identify the types of patients most at risk for surgical complications and state why
each type is at risk.
3. Perform a thorough nursing assessment for a preoperative patient.
4. Prepare patients physically, emotionally, and psychologically for surgical
procedures.
5. Plan and implement patient and family teaching to prevent postoperative
complications.
6. Compare and contrast various types of anesthesia and the nursing care that is unique
to each type.
7. Assess the status of patients during the immediate postoperative period while they
are in the recovery area.
8. Discuss the steps in assessing and taking care of a surgical wound.
9. Prepare a general teaching plan for the patient being discharged from the ambulatory
or same-day surgery unit.
10. Identify signs and symptoms of common postoperative complications.
11. Provide routine postoperative care for patients who have had various types of
surgery.
Outline:
I. Perioperative Nursing
II. Preoperative Phase
III. Intraoperative Phase
IV. Postoperative Phase
V. Nursing Process for the Surgical Patient
VI. Discharge: Providing General Information
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UNIT III
FLUID, ELECTROLYTE, AND ACID-BASE IMBALANCES
Chapter 21
Correcting Fluid, Electrolyte, and Acid-Base Imbalances
Memmler’s: Body Fluids with A & P Handout
CAI:
Vocational Nursing Folder
WBS Harkreader – Fundamentals of Nursing
o Electrolytes
Interactive Folder (CD Required)
o Fluids and Electrolytes
Clinical Skills Folder
o “Blood Administration”
o “Platelet Administration”
Objectives:
Upon completion, the student should be able to:
1.
2.
List the various functions fluid performs in the body.
Describe three ways in which body fluids are continually being distributed among
the fluid compartments.
3. Compare the signs and symptoms of the various electrolyte imbalances.
4. Describe the signs and symptoms of fluid volume deficit and its consequences.
5. Identify three types of patients who might experience a fluid volume excess.
6. State the major causes of acid-base imbalances.
7. Identify intravenous fluids that are isotonic.
8. Discuss the steps in managing an intravenous infusion.
9. Describe the measures used to prevent the complications of IV therapy.
10. Identify the symptoms of a transfusion reaction and the appropriate measures to be
taken when this occurs.
11. Compare interventions for the care of a patient receiving total parenteral nutrition
with one undergoing intravenous therapy.
12. Discuss why the elderly have more problems with fluid and electrolyte imbalances.
Outline:
I.
Fluid and Electrolyte Physiology
II.
Distribution of Body Fluids
III.
Composition of Body Fluids
IV.
Fluid Imbalances
V.
Acid-Base Balance (Hydrogen Ion Concentration)
VI.
Therapy for Fluid and Electrolyte Imbalances
VII.
Particular Concerns for the Elderly
VIII.
Nursing Process for the Patient with a Fluid and Electrolyte Disorder
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UNIT IV
CANCER CARE
Chapter 17
Care of the Patient with Cancer
CAI:
Medi Sim Folder
Medical Surgical II
o “A Patient Having Surgery for Lung Cancer”
Objectives:
Upon completion, the student should be able to:
1.
2.
3.
Identify characteristics of neoplastic growth.
Identify at least five factors that may contribute to the development of a malignancy.
State at least four practices that can contribute to prevention and early detection of
cancers.
4. Describe ways to include the recommendations of the American Cancer Society for
routine checkups and detection of cancer in patient teaching.
5. Discuss the pros and cons of the various treatments available for cancer.
6. State the major problems and appropriate nursing interventions for a patient coping
with expected side effects of radiation.
7. Devise a general plan of nursing care for the patient receiving chemotherapy.
8. Discuss the teaching necessary for the patient who has bone marrow suppression
from cancer treatment.
9. Identify nursing interventions to help the patient cope with the common problems of
cancer and its treatment.
10. Describe appropriate nursing interventions to help patients and families deal with the
psychosocial effects of cancer and its treatment.
Outline:
I.
Oncology
II.
Development, Prevention, and Detection of Cancer
III.
Hereditary Cancers
IV.
Cancer Prevention and Early Detection
V.
Pathophysiology of Cancer
VI.
Diagnosis of Cancer
VII.
Cancer Therapies
VIII.
Advanced Cancer
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UNIT V
NEUROLOGICAL DISORDERS
Chapter 14
Care of a Patient with a Neurological Disorder
CAI:
Interactive Folder
o “Nervous I”
o “Nervous II”
Medi Sim Folder
Medical Surgical I
o “An Unconscious Head-Injured Patient”
Objectives:
Upon completion, the student should be able to:
1.
Identify four specific ways in which the nurse can contribute to preventing
neurologic disorders.
2. Demonstrate a “neurologic check” and describe the basic neurologic nursing
assessment.
3. State the appropriate preparation and post-procedural care for patients undergoing
lumbar puncture, electroencephalogram, and radiologic studies of the brain and
cerebral vessels.
4. Develop a nursing care plan for the patient who is experiencing an increase in
intracranial pressure.
5. Identify appropriate interactions to meet all basic needs of the patient who has
suffered a head injury and is unconscious.
6. Develop and implement a comprehensive nursing care plan for a patient who has
suffered a cerebrovascular accident.
7. Describe the appropriate nursing actions and observations to be carried out for a
patient experiencing a seizure.
8. Discuss areas of teaching needed by the patient newly diagnosed with epilepsy.
9. List appropriate nursing interventions necessary to provide comprehensive care for a
patient who has suffered a C-5 spinal cord injury.
10. Compare the pathophysiology, diagnosis, and treatment of Parkinson’s disease,
multiple sclerosis, Guillain-Barre syndrome, trigeminal neuralgia, and myasthenia
gravis.
Outline:
I.
Overview of Anatomy and Physiology
II.
Assessment of the Neurological System
III.
Laboratory and Diagnostic Examinations
IV.
Common Disorders
V.
Conduction Abnormalities
VI.
Degenerative Diseases
VII.
Vascular Problems
VIII.
Cranial and Peripheral Nerve Disorders
IX.
Trauma
9
X.
Nursing Process for the Patient with a Neurologic Disorder
UNIT VI
RESPIRATORY DISORDERS
Chapter 9
Care of the Patient with a Respiratory Disorder
CAI:
Interactive Folder
o “Respiratory”
Objectives:
Upon completion, the student should be able to:
1.
2.
3.
4.
Assess patients with disorders of the sinuses, pharynx, and larynx.
Describe the pre- and postoperative care for the patient undergoing a tonsillectomy.
Identify three measures people can take to prevent respiratory disorders.
Describe the pre- and post-test care for the patient undergoing the following: chest
radiograph, bronchoscopy, and pulmonary function testing.
5. Describe the procedure for nursing assessment of the respiratory system.
6. Compare and contrast commonalities and differences in nursing care for patients
with bronchitis, influenza, pneumonia, pleurisy, and empyema.
7. List at least three nursing interventions appropriate for care of patients experiencing
the following: persistent cough, increased secretions in the respiratory tract, dyspnea,
alteration in nutrition and hydration related to respiratory disorders, and fatigue
related to hypoxia.
8. Complete a nursing care plan, including home care, for a patient with chronic airflow
limitation (CAL).
9. List four ways a nurse can contribute to prevention and prompt treatment of
tuberculosis.
10. Describe the specifics of nursing care for the patient who has had thoracic surgery
and has chest tubes in place.
11. Devise a nursing care plan for the tracheostomy patient on oxygen therapy and on a
mechanical ventilator.
Outline:
I.
Overview of Anatomy and Physiology
II.
Assessment of the Respiratory System
III.
Laboratory and Diagnostic Examinations
IV.
Disorders of the Upper Airway
V.
Respiratory Infections
VI.
Disorders of the Lower Airway
VII.
Chronic Obstructive Pulmonary Disease
VIII.
Nursing Process for the Patient with a Respiratory Disorder
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SCANS COMPETENCIES
C-1
C-2
C-3
C-4
TIME – Selects goals – relevant activities, ranks them, allocates time, prepares and follows
schedules.
MONEY - Uses or prepares budgets, makes forecasts, keeps records and makes adjustments to meet
objectives.
MATERIALS & FACILITIES – Acquires, stores, allocates and uses materials or space efficiently.
HUMAN RESOURCES – Assess skills and distributes work accordingly, evaluates performances
and provides feedback.
INFORMATION – Acquires and Uses Information
C-5
Acquires and evaluates information.
C-6
Organizes and maintains information.
C-7
Interprets and communicates information.
C-8
Uses computers to process information.
INTERPERSONAL – Works With Others
C-9
Participates as members of a team and contributes to group effort.
C-10 Teaches others new skills.
C-11 Serves Clients/Customers – works to satisfy customer’s expectations.
C-12 Exercise Leadership – Communicates ideas to justify position, persuades and convinces others
responsibility challenges existing procedures and policies.
C-13 Negotiates – works toward agreements involving exchanges of resources; resolves divergent
interests.
C-14 Works With Diversity – Works well with men and women from diverse backgrounds.
SYSTEMS – Understands Complex Interrelationships
C-15 Understands Systems – Knows how social, organizational, and technological systems work and
operate effectively with them.
C-16 Monitors and Corrects Performance – Distinguishes trends, predicts impacts in system operations.
C-17 Improves Designs Systems – Suggests modifications to existing systems and develops new or
alternative systems to improve performance.
TECHNOLOGY – Works With a Variety of Technologies
C-18 Selects Technology – Chooses procedures, tools, or equipment, including computers and related
technologies.
C-19 Applies Technology to Task – Understands overall intent and proper procedures for setup and
operation of equipment.
C-20 Maintains and Troubleshoots Equipment – Prevents, identifies, or solves problems with equipment.
FOUNDATION SKILLS
BASIC SKILLS – Reads, Writes, Performs Arithmetic and Mathematical Operations, Listens and
Speaks
F-1
Reading – Locates, understands and interprets written information in prose and in documents such as
manuals, graphs and schedules.
F-2
Writing – Communicates thoughts, ideas, information and messages in writing and creates
documents such as letters, directions, manuals, reports, graphs and flow charts.
F-3
Arithmetic – Performs basic computations; uses numerical concepts such as whole numbers, etc.
F-4
Mathematics – Approaches practical problems by choosing appropriately from a variety of
mathematical techniques.
F-6
Speaking – Organizes ideas and communicates orally.
THINKING SKILLS – Thinks Creatively, Makes Decisions, Solves Problems, Visualizes and
Knows How to Learn and Reason
11
F-7
F-8
F-9
F-10
F-11
F-12
F-13
F-14
F-15
F-16
F-17
Creative Thinking – Generates new ideas.
Decision Making – Specifies goals and constraints, generates alternatives, considers risks, evaluates
and chooses best alternative.
Problem Solving – Recognizes problems, devises and implements plan of action.
Seeing Things in the Mind’s Eye – Organizes and processes symbols, pictures, graphs, objects and
other information.
Knowing How to Learn – Uses efficient learning techniques to acquire and apply new knowledge
and skills.
Reasoning – Discovers a rule or principle underlying the relationship between two or more objects
and applies it when solving a problem.
PERSONAL QUALITIES – Displays Responsibility, Self-Esteem, Sociability, Self-Management,
Integrity and Honesty
Responsibility – Exerts a high level of effort and perseveres toward goal attainment.
Self-Esteem – Believes in own self-worth and maintains a positive view of self.
Sociability – Demonstrates understanding, friendliness, adaptability, empathy and politeness in group
settings.
Self-Management – Assesses self accuracy, sets personal goals, monitors progress and exhibits self
control.
Integrity / Honesty – Chooses ethical courses of action.
SCANS FOUNDATION AND COMPETENCY SKILLS (by course)
Foundations; (F)
ECON 230:
1, 2, 3, 4, 5, 8, 9, 10, 11, 12, 17
Competencies: (C)
2, 15
ENGL 1301
1302
1, 2, 5, 7, 8, 9, 11, 12, 13, 15, 16, 17
1, 2, 5, 7, 8, 9, 11, 12, 13, 15, 16, 17
5, 6, 7, 8
5, 6, 7
GOVT 2301
1, 2, 10, 11, 12, 17
15
HIST
1, 2, 5, 10, 11, 12, 17
15
MATH 1314
3, 4, 9, 10, 11, 12
–
PSYC
1, 2, 10, 11, 12, 15, 16, 17
4, 14
1302
2301
READ 1314
1, 2, 5, 7, 8, 9, 10, 11, 12, 15, 17
13, 14, 15
1, 5, 6, 7, 8, 9, 10, 12,
SPCH
1321
2, 4, 5, 6, 7, 8, 9, 10, 13, 14
1, 5, 6, 7, 14
SOC
1301
1, 2, 5, 8, 9, 10, 11, 12, 15, 16, 17
4, 14
PHYS
1315
1,2,4,10,11,12
–
Example for PSYC: Scans:
Foundation Skills:
Competencies:
1, 2, 10, 11
4, 13
12
4.1.1 Syllabus Statements:
Each syllabus should include the following Diversity Statement and the Disabilities Statement
appropriate to the location of the course.
4.1.1.1
Diversity Statement:
In this class, the teacher will establish and support an environment that values and nurtures
individual and group differences and encourages engagement and interaction. Understanding and
respecting multiple experiences and perspectives will serve to challenge and stimulate all of us to
learn about others, about the large world and about ourselves. By promoting diversity and
intellectual exchange, we will not only mirror society as it is, but also model society as it can be.
4.1.1.2.
Disabilities Statement:
Levelland Campus
Students with disabilities, including physical, psychiatric, or learning
disabilities, who wish to request accommodations in this class should
notify the Special Services Office early in the semester so that the
appropriate arrangements may be made.
In accordance with federal law, a student requesting accommodations
must provide acceptable documentation of his/her disability to the
Special Services Coordinator. For more information, call or visit the
Special Services Office in the Student Services building. 894-9611 ext
2529.
Reese Center and Byron Martin Advanced Technology Center
(ATC)
Students with disabilities, including physical, psychiatric, or learning
disabilities, who wish to request accommodations in this class should
notify the Special Services Office early in the semester so that the
appropriate arrangements may be made.
In accordance with federal law, a student requesting accommodations
must provide acceptable documentation of his/her disability to the
Special Services Coordinator. For more information, call or visit the
Special Services Office in room 809 and 811, Reese Center, Building 8,
885-3048 ext 4654
13