1
PLAINVIEW
COURSE SYLLABUS
COURSE TITLE:
VNSG 1432 – MEDICAL/SURGICAL NURSING II
INSTRUCTOR:
SUZANNE GRIFFIN, A.A.S., A.D.N., R.N.
OFFICE LOCATION
& PHONE/E-MAIL
PLAINVIEW CENTER – PC104F
806-296-9611 X4405 / sgriffin@southplainscollege.edu
OFFICE HOURS:
MT (8 AM – 9 AM and 1 PM – 4 PM)
WTRF (By Appointment)
SOUTH PLAINS COLLEGE IMPROVES EACH STUDENT’S LIFE
COURSE DESCRIPTION:
This is a continuation of Medical/Surgical Nursing I with application of the nursing process to the
care of adults experiencing medical-surgical conditions in the health-illness continuum. It includes a variety
of health care settings. 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 explain the components of the health-illness continuum; assess prevalent
medical-surgical conditions affecting the adult client; and utilize the nursing process to assist in developing
a plan of care for selected medical-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 24) and the SPC Catalog (page 21).
SCANS AND FOUNDATION SKILLS:
F – 1, 2, 3, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 17
C – 1, 5, 6, 7, 8, 9, 10, 11, 14, 15, 16, 17, 18, 19, 20
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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.
ATTENDANCE POLICY:
Refer to the SPC Catalog (page 18) and the Plainview Student Handbook (page 15). 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 the 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 a one hour absence.
COURSE REQUIREMENTS:
1.
2.
3.
4.
5.
6.
7.
8.
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 the 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 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 out-come based goals/interventions.
All written assignments will be either hand-written using black ink, double spaced, and on
one side of the paper only or computer generated, font size of 12, font color black, double
spaced, and on one side of the paper only. No frayed edges allowed. Points will be deducted
with instructor discretion if paper guidelines are not followed.
Unit exams and a comprehensive final exam will be given. Class work will consist of group
activities, home work assignments, CAI programs, and quizzes announced and unannounced.
One project will be completed. ATI support materials will be utilized.
GRADING:
UNIT EXAMS AND FINAL EXAM
PROJECT
CLASSWORK
90%
5%
5%
A
B
C
D
F
90 – 100
80 – 89
75 – 79
70 – 74
69 and below
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SCHEDULE OF CLASSES: Summer 2013
MAY 14
MAY 15
MAY 20
MAY 21
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
Course Introduction
Urology Game Outline
Project Sexuality Outline
Cardiovascular Vocabulary and The Nursing Process Outline
Happy Homework




Cardiovascular History and Assessment
Cardiovascular General Nursing Interventions
Cardiovascular Structure/Function Review – Text
EKG Monitoring


Disorders of the Heart (Arrhythmias, Angina Pectoris, Heart Failure Video
Presentation)
Heart Tolerance Activity



Cardiovascular Inflammatory Disorders
Arterial Disorders (Hypertension Video Presentation)
Blood and Lymphatics

UNIT EXAM # 1 CARDIOVASCULAR WITH KNOWLEDGE SUMMARY

Begin Gastrointestinal Disorders Lecture & Group Activity
o Assessment
o Diagnostics
o GI Disorders


GI Accessory Organ Disorders
Group Acronyms


Group Acronyms Reviewed
UNIT EXAM # 2 GASTROINTESTINAL WITH KNOWLEDGE SUMMARY


Begin Musculoskeletal & Integumentary Disorders
Complete Musculoskeletal


Complete Integumentary
Musculoskeletal & Integumentary Coop Study Available
MAY 28
MAY 29
JUN 3
JUN 4
JUN 10
JUN 11
4
JUN 17

UNIT EXAM # 3 MUSCULOSKELETAL & INTEGUMENTARY WITH
KNOWLEDGE SUMMARY

Urology Game Play (Team Kidneys and Team Foleys)


Urology Game Play (Team Urinals and Team Bladders)
UNIT EXAM # 4 UROLOGIC (Take Home – Due Friday, 6-28-13 to clinical
instructor at beginning of post conference)

Begin Endocrine Disorders
o The Basics – Handouts
o Discussion of Knowledge Base

Endocrine Charades

UNIT EXAM # 5 ENDOCRINE WITH KNOWLEDGE SUMMARY


Project Sexuality Presentations
o Counts as one Project grade and
o One UNIT EXAM # 6 REPRODUCTIVE grade
Final Exam Study Guide

Project Sexuality Presentations Continued

Emergency / Triage Nursing Presentation
o Emergency Department Staff
o Information to be included on Final Exam

Open study – Q & A / Clinical Application

Open Study – Q & A

FINAL EXAM
JUN 18
JUN 24
JUN 25
JUL 1 AM
JUL 1 PM
JUL 2 AM
JUL 2 PM
JUL 8 AM
JUL 8 PM
JUL 9 AM
JUL 9 PM
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COURSE OUTLINE:
Medical – Surgical Nursing II
Unit I
Cardiovascular Disorders
Chapter 7
Chapter 8
Care of the Patient with a Blood or Lymphatic Disorder
Care of the Patient with a Cardiovascular or a Peripheral Vascular Disorder
Objectives:
Upon completion, the student should be able to:
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3.
4.
5.
6.
7.
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23.
Compare the functions of the lymphatic system with those of the blood.
Identify ways in which the nurse might assist in the prevention of blood and lymphatic disorders,
incidence of vascular disease, and development of heart disease.
List at least five different kinds of information that can be obtained from a complete blood cell count
(CBC).
Describe the diagnostic tests, specific techniques, and procedures for assessment of the vascular
system.
Teach patients about the more common diagnostic tests and procedures used by doctors to diagnose
and evaluate heart disease.
Outline the factors considered when performing nursing assessment of hematological and lymphatic
status, vascular status, and to evaluate heart patients.
Identify three nursing diagnoses and appropriate nursing interventions for a patient with a blood or
lymphatic disorder, patients who have common problems of vascular disease, and patients with angina,
myocardial infarction, cardiac dysrhythmias, and congestive heart failure.
Considering the goals of care, write expected outcomes for each of the above chosen nursing
diagnoses.
Describe the pathology and clinical signs and symptoms of anemias, sickle cell disease, leukemia,
hemophilia, and Hodgkin’s disease.
Describe how hypovolemic shock occurs, ways to prevent it, and measures taken when it occurs.
Describe the nursing interventions used to prevent infections in patients with leukemia.
Describe the complications that can occur as a consequence of hypertension.
Briefly describe the treatment program for mild, moderate, and severe hypertension.
Develop and implement a teaching plan for a patient who has hypertension.
List four factors that contribute to peripheral vascular disease.
Describe the points to be included in the teaching plan for the patient who has experienced
thrombophlebitis and has vascular insufficiency.
List four nursing interventions for the patient undergoing anticoagulant therapy.
List types of surgery performed for problems of the peripheral vascular system.
Describe the various ways in which inflammatory disorders contribute to heart problems.
Compare the signs and symptoms and treatment of mitral stenosis, mitral insufficiency, aortic stenosis,
and aortic insufficiency.
State six nursing responsibilities in the administration of cardiac drugs, dietary control, and oxygen
therapy for patients with cardiac disorders.
Describe pre- and postoperative problems and nursing care for patients undergoing heart surgery.
Discuss the nurse’s role in caring for elderly patients with heart disorders in the long-term care facility
or the home.
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Outline:
I.
Introduction
II.
A & P Review of Hematological and Lymphatic and Cardiovascular Systems
III.
Causes of Hematological and Lymphatic Disorders
IV.
Prevention of Blood Disorders
V.
Causative Factors and Prevention of Vascular Disorders
VI.
Causes of Heart Disorders
VII.
Prevention of Heart Disease
VIII.
Diagnostic Tests and Procedures
IX.
Nursing Assessment of the Hematological, Lymphatic, and Cardiovascular Systems
X.
Disorders of the Hematologic System
XI.
Disorders of the Lymphatic System
XII.
Disorders of the Vascular System
XIII.
Coronary Heart Disease (CHD) or Coronary Artery Disease (CAD)
XIV.
Congestive Heart Failure (CHF)
XV.
Disorders of Heart’s Conduction System
XVI.
Inflammatory Diseases of the Heart
XVII.
Cardiac Valve Disorders
XVIII. Common Therapies for Blood and Lymph Disorders
XIX.
Common Therapies for Vascular Disorders
XX.
Common Therapies for Heart Disorders
XXI.
Community Care
XXII.
Elderly Care and Concerns
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Unit II Gastrointestinal Disorders
Chapter 5
Chapter 6
Care of the Patient with a Gastrointestinal Disorder
Care of the Patient with a Gallbladder, Liver, Biliary Tract, or
Exocrine Pancreatic Disorder
CAI:
Clinical Skills Folder
 “TPN”
Objectives:
Upon completion, the student should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Identify three major causative factors and preventive measures in the development of disorders of the
digestive system.
List nursing responsibilities in the pre- and posttest care of patients undergoing diagnostic tests for
disorders of the intestinal tract.
Perform an assessment of gastrointestinal status.
Describe the pathophysiology, means of medical diagnosis, and treatment for stomatitis, gastritis,
ulcerative colitis, appendicitis, and peritonitis.
Devise a nursing care plan for the patient with a peptic ulcer.
Write a nursing care plan for the patient with cancer of the colon and intestinal obstruction.
List nursing interventions for the patient with ulcerative colitis or irritable bowel syndrome.
Devise a nursing care plan for the patient having surgery of the lower intestine and rectum.
Formulate a nursing care plan for each type of intestinal ostomy, considering the type of stoma and the
effluent it produces.
List four interventions for helping the patient psychologically adjust to his or her ostomy.
Discuss ways the nurse can be instrumental in preventing disorders of the gallbladder, liver, and
pancreas.
Describe the assessment factors and care of the patient with cholecystitis and cholelithiasis.
Discuss the teaching necessary for the patient undergoing cholecystectomy.
Specify the assessment factors to be considered for the patient with possible liver disease.
Create a nursing care plan, including psychosocial concerns, for the patient who has hepatitis and is
jaundice.
List the ways in which the various types of hepatitis can be transmitted.
Devise appropriate nursing interventions for the patient with cirrhosis.
Make a discharge teaching plan for the patient who has been in the hospital with a flare-up of chronic
pancreatitis.
Outline:
I.
Introduction to Gastrointestinal Disorders
II.
A & P Review of Gastrointestinal System
III.
Causes of Gastrointestinal Disorders
IV.
Prevention of Gastrointestinal Problems
V.
Diagnostic Tests and Procedures and Nursing Implications
VI.
Nursing Management of Gastrointestinal Disorders
VII.
Common Problems Related to Gastrointestinal Tract
VIII.
Problems Related to Ingestion
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IX.
Inflammatory Disorders and Treatment of the Gastrointestinal Tract
X.
Peptic Ulcer and Treatment
Unit III Musculoskeletal and Integumentary Disorders
Chapter 3
Chapter 4
Care of the Patient with an Integumentary Disorder
Care of the Patient with a Musculoskeletal Disorder
Objectives:
Upon completion, the student should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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21.
Teach a patient about the following diagnostic tests: bone scan, arthoscopy, and electromyography.
Describe the steps included in a nursing assessment of the musculoskeltal system.
State the factors to be assessed for the patient who has an immobilizer.
Identify the “do’s” and “don’ts” of cast care.
Describe the nursing assessment and intervention for the patient in traction.
Compare the preoperative and postoperative care of the patient with a total knee replacement to that of
a patient with a total hip replacement.
Identify the special problems of patients with arthritis and specific nursing interventions that can be
helpful.
Explain the process by which osteoporosis occurs, ways to slow the process, and how the disorder is
treated.
Identify important postoperative observations and nursing interventions in the care of the patient who
has undergone an amputation.
List ways in which the elderly can increase musculoskeletal strength and protect bones.
Identify important factors in the prevention of skin disorders.
State nursing responsibilities in the diagnosis of skin disorders, including teaching self-examination of
the skin.
Describe the assessment process for patients with a skin disorder, including the gathering of both
subjective and objective data.
List the main points of nursing care for patients with herpesvirus infections, psoriasis, fungal
infections, pediculosis, and scabies.
Compare characteristics of the various types of skin cancer.
Describe assessment concerns, nursing interventions, and medical treatment regimens utilized for the
client with systemic lupus erythematosus.
List important points of assessment for the patient who has sustained a burn.
Discuss the “do’s” and “don’ts” of emergency burn care.
Identify the measures used for burn treatment during the acute and emergent phase.
Assist with the planning of care, after the acute stage of a major burn, with attention to both physical
and psychosocial needs.
Describe the process of rehabilitation for the patient with a major burn.
Outline:
I.
Introduction to Musculoskeletal System
II.
Overview of A & P of the Musculoskeletal System
III.
Causes and Prevention of Musculoskeltal Disorders
IV.
Diagnostic Tests and Procedures and Nursing Implications
V.
Nursing Management of Musculoskeletal Disorders
VI.
Disorders of Musculoskeltal System
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VII.
Introduction of Integumentary System
VIII.
Overview of A & P of Integumentary System
IX.
Causes and Prevention of Integumentary Disorders
X.
Diagnostics for Skin Disorders
XI.
Nursing Management of Various Integumentary Disorders
XII.
Disorders of the Integumentary System
Unit IV Urologic Disorders
Chapter 10
Care of the Patient with a Urinary Disorder
Objectives:
Upon completion, the student should be able to:
1.
2.
Discuss ways in which the nurse can help prevent or remedy urologic disorders.
Identify nursing responsibilities in the pre- and post-test care of patients having urologic diagnostic
studies.
3. Describe initial and ongoing nursing assessment of a patient’s urologic status.
4. List four nursing responsibilities in maintaining urinary flow via an indwelling catheter.
5. Describe nursing assessment and interventions for patients with selected urologic inflammatory
disorders (e.g., cystitis, urethritis, nephritis, and pyelonephritis.)
6. Devise a nursing care plan for the home care patient with renal failure.
7. Describe the special needs of patients on long-term hemodialysis.
8. List specific nursing responsibilities in the care of patients receiving peritoneal dialysis.
9. Discuss the benefits and special problems associated with kidney transplantation.
10. Describe the pre- and postoperative nursing care of patients having surgery of the kidney or bladder.
Outline:
I.
Introduction to Urinary System
II.
Anatomy and Physiology Review of the Urinary System
III.
Causes and Prevention of Urologic Disorders
IV.
Diagnostic Tests and Procedures and Nursing Implications
V.
Nursing Assessment and Management of Renal Function and Urinary Drainage System
VI.
Nursing Diagnosis
VII.
Inflammatory Disorders of Urinary Tract
VIII.
Obstructions of Urinary Tract
IX.
Cancer of the Bladder
X.
Cancer of the Kidney
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XI.
Common Problems of Urologic Disorders
XII.
Trauma to Kidneys and Ureters
XIII.
Trauma to Bladder
XIV.
Common Therapies for Urologic Problems
XV.
Community Care
XVI.
Care for the Elderly
Unit V Endocrine Disorders
Chapter 11
ATI:
Objectives:
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Care of the Patient with an Endocrine Disorder
Skills Module – Diabetes Management
Upon completion, the student should be able to:
List four major problems associated with hyposecretion of pituitary hormones and give at least three
nursing interventions appropriate for each of them.
Teach patients about the diagnostic tests performed for symptoms of endocrine disorder problems.
Identify specific areas of assessment needed for patients with possible endocrine disorders.
From an appropriate list of nursing diagnoses, plan nursing care for patients with endocrine problems
such as hypothyroidism, hyperthyroidism, Addison’s disease, and Cushing’s syndrome.
Plan pre- and postoperative assessment and nursing care for a patient who has had a hypophysectomy.
Describe pre- and postoperative assessment and nursing care for a patient who has had a
thyroidectomy.
List six signs and symptoms of adrenocortical insufficiency (Addison’s disease).
List four major possible causes for Cushing’s syndrome.
Identify nursing diagnoses and appropriate interventions for patients with diabetes insipidus.
Prepare a teaching plan for the patient taking corticosteroids.
State significant differences in the two major types of diabetes mellitus.
Identify each of the four finds of factors that influence the development of diabetes mellitus.
Describe laboratory tests used in the diagnosis of diabetes mellitus.
Describe nursing assessment and intervention for the management of type I and type II diabetes
mellitus.
Prepare to teach a newly diagnosed diabetic patient about the disease, treatment, and self-care.
Describe the early signs and symptoms that might indicate that the diabetic patient is in early
ketoacidosis.
List the signs and symptoms of an insulin reaction (hypoglycemia) and describe the appropriate
nursing interventions.
Identify sources of support and information for diabetic patients and their families.
Describe the acute and long-term complications and sequelae of poorly controlled diabetes mellitus.
Identify signs and symptoms of hypoglycemia and its treatment in nondiabetic patients.
Outline:
I.
Introduction to Endocrine System
II.
Overview of Anatomy and Physiology of Endocrine System
III.
Causes and Prevention of Endocrine Problems
IV.
Diagnostic Tests and Procedures
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V.
Medical and Nursing Management of Endocrine Problems
VI.
Pituitary Gland and Disorders
VII.
Thyroid Gland and Disorders
VIII.
Parathyroid Glands and Disorders
IX.
Adrenal Glands and Disorders
X.
Pancreas and Diabetes Mellitus
XI.
Nursing Management of Diabetes Mellitus
XII.
Complications of Diabetes Mellitus
XIII.
Community Care
XIV.
Care of the Elderly
Unit VI Reproductive Disorders
Chapter 12
Care of the Patient with a Reproductive Disorder
Objectives:
Upon completion, the student should be able to:
1.
2.
3.
Discuss physiology of menstruation and premenstrual tension.
Discuss theories relating prostaglandins and progesterone to dysmenorrhea.
Identify those symptoms of menopause that are relieved by treatment with supplementary estrogen
therapy.
4. Identify purpose and nursing responsibilities for diagnostic tests related to the reproductive system.
5. Discuss treatment of vaginitis.
6. Discuss nursing intervention for the patient with an abdominal or vaginal hysterectomy.
7. Discuss possible effects of a hysterectomy on the patient’s sexual identity and activity.
8. Describe the physiologic and psychologic care of the mastectomy patient.
9. Define surgical prostatectomy; discuss pre- and postoperative nursing care for specific surgical
procedures.
10. Identify those procedures for prostatectomy that may result in incontinence, impotence, or sterility.
11. Discuss the impact of pelvic exenteration on the patient’s feeling of selfworth.
12. Discuss various sexually transmitted diseases, the symptoms presented by the patient, and the
treatment involved in patient care.
Outline:
I.
Introduction of the Reproductive System
II.
Review of Structure and Function of the Reproductive System
III.
Nursing Responsibilities for Diagnostic Tests and Procedures
IV.
Medical and Nursing Assessment and Management of Reproductive Disorders
V.
Reproductive Diseases and Disorders
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Unit VII
Sensory Disorders
Chapter 13
Care of the Patient with a Visual or Auditory Disorder
Presentation Information and Handout Materials
Objectives:
Upon completion, the student should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Identify purpose of and procedures for common diagnostic tests involving the eye and ear.
Identify observations that would indicate hearing impairment; discuss hearing aids and guidelines for
talking with the hearing impaired person.
Explain the importance of detecting and removing contact lenses from injured or unconscious patients.
Identify signs and symptoms of common ophthalmic disorders.
Discuss the relationship between injury to the cornea and corneal ulcers.
Describe nursing intervention for the patient with a corneal transplant.
Discuss the assessment of, prevention of, and the intervention for glaucoma; identify its role in causing
blindness.
Describe the symptoms of cataracts and the nursing interventions following cataract extraction.
Identify the signs and symptoms of retinal detachment; discuss pre- and postoperative nursing
interventions for the patient with retinal detachment.
Discuss emergency care of the patient with an eye injury.
Describe methods used by physicians to remove a foreign body from the ear canal.
Describe signs and symptoms of otitis media.
Define otosclerosis and stapendectomy, which is used to correct the condition.
Identify nursing interventions for the patient with surgery of the ear.
Identify symptoms of Meniere’s syndrome.
Outline:
I.
Introduction to Sensory Organs
II.
Review of Structure and Function of Sensory Organs
III.
Diagnostic Tests and Procedures for Sensory Organ Function
IV.
Nursing Assessment of Sensory Organ Function
V.
Medical and Nursing Intervention and Care Planning - Eye
VI.
Medical and Nursing Intervention and Care Planning - Ear
Unit VIII
Emergency Nursing
Presentation Information and Handout Materials
Objectives:
1.
2.
3.
4.
Upon completion of this unit, the student should be able to:
List five basic principles of first aid.
Review the appropriate nursing actions and care needed for the patient who has experienced a
respiratory or a cardiac arrest.
Describe actions to take and discuss responsibilities and duties of the nurse in the care of emergency
and disaster victims.
Explore feelings related to the triage system used to treat clients in the emergency room and disaster
victims.
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Outline:
I.
Introduction to Emergency Nursing
II.
Prevention of Accidents
III.
General Principles of First Aid and CPR
IV.
General Nursing Assessment and Interventions in Emergency Care
V.
Disaster/Triage Nursing
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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
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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
16
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