COURSE SYLLABUS
VNSG 1400.501 (4:3:3)
NURSING IN HEALTH AND ILLNESS I
Vocational Nursing Program
Health Occupations Department
Technical Education Division
Plainview Campus
South Plains College
Fall 2013
1
Plainview
COURSE SYLLABUS
COURSE TITLE:
VNSG 1400.501 NURSING IN HEALTH AND ILLNESS I
INSTRUCTORS:
Suzanne Griffin, AAS, ADN, RN
Toy Long, BSN, RN, CCHP
OFFICE LOCATION &
PHONE / E-MAIL:
PC 104 F / 806-296-9611 EXT. 4405 / sgriffin@southplainscollege.edu
PC 104 E / 806-296-9611 EXT. 4408 / tlong@southplainscollege.edu
OFFICE HOURS:
Griffin: M 1PM – 4PM, T 10AM - 12PM and 1PM - 4PM, W TR F By Appointment
Long: M 9AM – 12 PM, T 1PM – 4PM, W 9 AM – 12 PM, TR F By Appointment
SOUTH PLAINS COLLEGE IMPROVES EACH STUDENT’S LIFE
COURSE DESCRIPTION:
This course is an introduction to the general principles of growth and development, primary
health care needs of the patient across the lifespan, and therapeutic nursing intervention.
STUDENT LEARNING OUTCOMES:
The student will describe and discuss the uniqueness of the gerontologic patient related to
physical, mental, and emotional changes associated with the aging process; describe the psychosocial,
growth and development, and physiological needs of patients across the lifespan; Identify primary
health care needs of the client; and identify the basic interventions to support the patient and family
during life stages including death and dying.
COURSE COMPETENCIES (Learning Outcomes):
The student must complete this course with a 75% or above based on the following objectives:
1.
2.
3.
Demonstrate a basic understanding of the physiological mechanisms that alter the
function of individual body organs in the aging adult.
Recognize the integrated whole being and how a change in one organ system affects
other body systems.
Identify implications for nursing interventions to assist the older adult to adapt to the
problems associated with functional decline.
2
4.
5.
6.
7.
8.
9.
10
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Identify means by which the nurse can assist the aging adult and his family in
health/wellness promotion and maintenance.
Describe the components of a systematic assessment of the geriatric client, both in
terms of wellness and functional disability.
Recognize the role of rehabilitation in restoring the infirmed geriatric client to as full and
independent a life as possible.
Demonstrate modified nursing approaches to assist to meet the physiological and
psychological needs of the older adult.
Identify community resources available to assist the older adult in maintaining
independence to buffer effects of restrictions imposed by aging.
Identify lab tests and normal values for each system and integrate into geriatric plan.
Demonstrate an understanding of pharmacology using the nursing process approach.
Be familiar with basic terminology in classification of medications, both by action and
by body system.
Identify the essential nutrients and their functions.
Identify the components of the Food Pyramid and Recommended Daily Allowances.
Identify the ways in which the consumer benefits from regulations governing the food
industry.
Discuss ways in which the nurse can contribute to nutritional wellness as a preventive
against disease.
Discuss nursing responsibilities and interventions integral in nutrition.
Prepare a therapeutic diet plan using principles of good basic nutrition and assessment
of the dietary needs: prepare therapeutic diet teaching plans and implement them in
simulated clinical situations.
Apply principles of nutrition essentials to food selection and preparation.
State the origin and definition of pharmacology
Distinguish differences in definitions, names, standards and information sources in
pharmacology.
Explain nursing assessments necessary to evaluate potential problems associated with
the absorption of medications.
Discuss nursing interventions that can enhance drug absorption.
Differentiate between selective and general types of drugs.
Discuss the effects of drug actions across the life span with focus on geriatrics.
Differentiate among cognitive, affective and psychomotor learning domains with the
emphasis on patient education and health promotion.
Define and demonstrate competency of the six rights of drug administration and
knowledge of equipment and basic administration procedure techniques.
Demonstrate a workable knowledge of conversion tables and calculation of dosages.
Describe safe practices for care and storage of medications.
Demonstrate knowledge of standard abbreviations used in medication therapy.
Demonstrate appropriate documentation of a drug order and medication
administration.
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ACADEMIC INTEGRITY:
Refer to the SPC catalog (page 21) and the VNP Student Hand Book (page 25).
SCANS AND FOUNDATION SKILLS:
C – 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19
F – 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17
VERIFICATION OF WORKPLACE COMPETENCIES:
NCLEX – PN Licensure Examination eligibility following successful completion of the one-year
vocational nursing program.
TEXTBOOKS:
Dudek, S. (2010). Nutrition Essentials for Nursing Practice, 6th Ed. Philadelphia, PA. Lippincott
Anderson, MA. (2011). Caring for Older Adults Holistically, 5th Ed. Philadelphia, PA. FA Davis
Clayton, B., Willihnganz, M. (2013) Basic Pharmacology for Nurses, 16th Ed. St. Louis, MO.
Mosby/Elsevier
Study Guide to accompany text
Curren, A. (2009). Math for Meds, 10th Ed. Clifton Park, NY. Delmar Cengage Learning
Occasionally, the student will be required to utilize outside references.
ATI Support Materials
ATTENDANCE POLICY:
Refer to the SPC catalog (page 19) and the VNP Student Handbook (page 15). This course is a 4
credit hour course with 8 hours allowable absence. Three tardies count as one hour absence.
COURSE REQUIREMENTS:
1.
2.
3.
4.
5.
6.
7.
8.
Completion of assigned reading.
Participation in class discussion.
Following provided rubrics for all assignments.
Completion of all assignments, quizzes, and exams administered. Seek instructor guidance
and follow student handbook when absences occur.
Completion of scheduled ATI assessments and CAI programs assigned.
Completion of drug summaries and diagnosis summaries as assigned.
Completion of ATI support materials as assigned.
Written assignments are to be neat and legible. Follow specific rubrics provided by
instructors. Basic guidelines for computer generated work includes using black as font color
and 12 as font size or the assignment may be hand written using black ink, and each 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.
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GRADING:
Unit Exams / Final Exam
75%
Drug and Diagnosis Summaries,
and Nutrition Groupwork
20%
Class Participation
5%
Grading Scale: A ………. 90 – 100
B ………. 80 – 89
C ………. 75 – 79
D ………. 70 – 74
F ……….. 69 or below
SCHEDULE OF CLASSES:
Aug. 27
Geriatrics Book Chapter 1
Nutrition Book Chapter 1
EMA Pharmacology Book Chapter 1
Aug. 29
Geriatrics Book Chapter 2
Nutrition Book Chapter 2/ Group Demonstration
EMA Pharm Work book Chapter 1
Sept. 3
Geriatrics Book Chapter 3
Nutrition Book Chapter 3/Group Demonstration
EMA Pharm Book Start Chapter 2
Sept. 5
Geriatrics Book Chapter 4
Nutrition Book Chapter 4/Group Demonstration
EMA Pharm Work book Chapter 2
Sept. 10
Geriatrics Book Chapter 6
Nutrition Book Chapter 5/Group Demonstration
EMA Pharm Book Start Chapter 3
Sept. 12
Unit Interactive Discussion
Nutrition book Chapter 6/Group Demonstration
EMA Pharm Book Finish Chapter 3
Sept. 17
Exam 1
Nutrition Book Chapter 7
EMA Pharm. Work book Chapter 3
Sept.19
Geriatric Book Chapter 7
Nutrition Book Chapter 8
EMA Pharm Book Chapter Start Chapter 4
5
Sept. 24
Geriatric Book Chapter 9
Nutrition Book Dietary Analysis Discussion
EMA Pharm book Finish Chapter 4
Sept. 26
Geriatric Book Chapter 10
Nutrition Book Dietary Group Discussion Analysis
EMA Pharm Work book Chapter 4
Oct. 1
Unit Interactive Review
Nutrition Book Chapter 9
EMA Pharm Book Start Chapter 5
Oct. 3
Exam 2
Nutrition Book Chapter 10
EMA Pharm Book Finish Chapter 5
Oct. 8
Geriatric Book Chapter 11
Nutrition Dietary Analysis Paper Due by 1000
EMA Pharm Work book Chapter 5
Oct. 10
Geriatric Book Chapter 18
Nutrition Book Chapter 13
**Clayton/Willihnganz
Begin Unit II – Illustrated Atlas of Medication Administration and Math Review
Ch. 6 (**text) A Review of Arithmetic and Appendix A – Medical Abbreviations
Ch. 4 & 5 (Math for Meds)
Electronic Study Guide Abbreviation Tables (Fundamentals) –
Think: “Pharmacology Abbreviations and Equivalents”
CAI Programs (Abbreviations and Equivalents) are available in computer lab. Use in
practice as many times as you wish. When ready to test, please inform Mrs. Brake or
Nathan Cowart in order for score to be recorded. Due date: Monday, 10 – 21 - 13
Handout Activity # 1, # 2, & # 3
Oct. 15
Activities TBA
Oct. 17
Activities TBA
Oct. 22
Geriatric Book Chapter 16
Nutrition Book Chapter 16
**Handout Review / Workbook / CAI Program work
Oct. 29
Geriatric Book Chapter 13 & 14
Nutrition Book Chapter 20
**Exam 3 - Abbreviations and Equivalents

COMPETENCY OF 90% OR ABOVE MUST BE ACHIEVED ON ABBREVIATIONS AND
EQUIVALENTS. YOUR INITIAL SCORE IS THE SCORE RECORDED FOR UNIT EXAM #
3 GRADE. YOU WILL HAVE THREE OPPORTUNITIES TO ACHIEVE THIS LEVEL OF
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COMPETENCY BY FRIDAY, DECEMBER 6, 2013. IF 90% IS NOT ACHIEVED ON THIS
EXAM (FIRST ATTEMPT), ARRANGEMENTS MUST BE MADE WITH MRS. GRIFFIN
FOR RETAKES. THE RETAKES MAY NOT BE COMPLETED DURING CLASSTIME.
SHOULD AFTER THE THIRD ATTEMPT TO MEET COMPETENCY 90% IS NOT
ACHIEVED, OBJECTIVES FOR THIS COURSE CAN NOT BE MET AND A FAILING
GRADE WILL BE ISSUED.
Nov. 5
Geriatric Book Chapter 17 & 18
Nutrition Book Chapter 17 & 18
Ch. 7 (text) Principles of Medication Administration
Ch. 6 (Math for Meds)
** Begin working on CAI Programs




CAI PROGRAMS (Drugs and Solutions) ON DOSAGE CALCULATIONS AVAILABLE IN
COMPUTER LAB. PLEASE MAKE APPOINTMENTS WITH MRS. BRAKE. YOU WILL HAVE
SOME CLASSTIME TO DO THESE, AND/OR YOU MAY COMPLETE THESE ON YOUR OWN
TIME. ALL STUDENTS TO TURN IN COMPLETION OF THESE PROGRAMS BY MONDAY,
11 – 11 – 13.
Dosage Category: Adult, Pediatric, Geriatric
Drug Types: General
Question Types: Conversions, Calculations, Dosage Based on Weight/BSA, Solutions
Nov. 12
Nutrition Book Chapter 19
** Exam 4 - (TEXT: CHAPTERS 6 AND 7 and MATH FOR MEDS: CHAPTERS 4, 5, AND 6)
Nov. 19
Nutrition Book Chapter 20
** Ch. 7, 8, 9, 10, 11 (Math for Meds)
Nov. 26
Geriatric Book Chapter 19
Nutrition Book Chapter 21
**Ch. 14 – Formula Method Review
Ch. 15, 16, 22 (Math for Meds)
Pediatric Dosages
Continue with Workbook and Computer Lab (Adult, Pedi, & Geriatric Calculations)
Dec. 3
Geriatric Book Chapter 21 with unit interactive discussion
Nutrition Book Chapter 22
**Ch. 9 (text) Enteral Administration – PO, NG, Rectal
Ch. 10, 11, 12 (text) Parenteral Administration
Ch. 8 (text) Percutaneous Administration
Review of Text Chapters, Video Presentations, Order Transcriptions, Lab Practice
** Exam 5 - Dosage Calculations Competency (Due to Mrs. Griffin on Friday, Dec.6th by 1600)
Dec. 10
Final Exam
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COURSE OUTLINE:
Caring for Older Adults Holistically
Unit I Foundations of Care for the Older Adult
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Holistic Caring
The Aging Experience
Supporting Life transitions
The Use of the Nursing Process and Nursing Diagnosis in the Care of Older Adults
Promoting Wellness
Focus on Nutrition for Older Adults
Activity, Rest and Sleep as a Criteria for Health
End of Life issues in older Adults
Environments of Care
Unit II Clinical Practice in Geriatric Nursing
X.
XI.
XII.
XIII.
XIV.
Common Infectious Diseases
Common Medical Diagnosis
Common Clinical Problems: Psychological
Rehabilitation and Restorative Care
Laboratory Values and Older Adults
Nutrition Essentials for Nursing Practice
Unit I Principles of Nutrition
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
Nutrition in Nursing
Carbohydrates
Protein
Lipids
Vitamins
Water and Minerals
Guidelines for Healthy Eating
Consumer issues
Cultural and Religious Influences on Food and Nutrition in Geriatric Patients
Nutrition for Older Adults
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Unit II Nutrition in Health Promotion
I.
II.
III.
IV.
V.
VI.
VII.
Obesity and Eating Disorders
Nutrition for patients with Metabolic or Respiratory Distress
Nutrition for Patients with Upper gastrointestinal Disorders
Nutrition for patients with Disorders of the Lower GI Tract and Accessory Organs
Nutrition for Patients with Diabetes Mellitus
Nutrition for Patients with Cardiovascular Disorders
Nutrition for Patients with Cancer or HIV/AIDS
Basic Pharmacology for Nurses
Unit I
Foundations of Pharmacology
I.
II.
III.
IV.
V.
Drug Definitions, Standards, and Information Sources
Basic Principles of Drug Action and Drug Interaction
Drug Action Across the Life Span
The Nursing Process and Pharmacology
Patient Education to Promote Health
Unit II Illustrated Atlas of Medication Administration and Math Review
VI.
VII.
VIII.
IX.
X.
XI.
XII.
A Review of Arithmetic
Principles of Medication Administration and Medication Safety
Percutaneous Administration
Enteral Administration
Parenteral Administration: Safe Preparation of Parenteral Medications
Parenteral Administration: Intradermal, Subcutaneous, and Intramuscular Routes
Parenteral Administration: Intravenous Route
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SCANS COMPETENCIES
RESOURCES – Identifies, Organizes, Plans, and Allocates Resources
C-1
C-2
C-3
C-4
TIME – Selects goal – relevant activities, ranks them, allocates time and 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 – Assesses skills and distributes work accordingly, evaluates performance
and provides feedback.
INTERPERSONAL – Works With Others
C-5
C-6
C-7
C-8
C-9
C-10
Participates as a member of a team - contributes to group effort.
Teaches others new skills.
Serves Clients/Customers – works to satisfy customer’s expectations.
Exercise Leadership – Communicates ideas to justify position, persuades and convinces others
responsibility challenges existing procedures and policies.
Negotiates – works toward agreements involving exchanges of resources; resolves divergent
interests.
Works With Diversity – Works well with men and women from diverse backgrounds.
INFORMATION – Acquires and Uses Information
C-11
C-12
C-13
C-14
Acquires and evaluates information.
Organizes and maintains information.
Interprets and communicates information.
Uses computers to process information.
SYSTEMS – Understands Complex Interrelationships
C-15
C-16
C-17
Understands Systems – Knows how social, organizational, and technological systems work and
operate effectively with them.
Monitors and Corrects Performance – Distinguishes trends, predicts impacts on system
operations, diagnoses deviations in systems’ performance, and corrects malfunctions.
Improves Or 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
C-19
C-20
Selects Technology – Chooses procedures, tools, or equipment, including computers and related
technologies.
Applies Technology to Task – Understands overall intent and proper procedures for setup and
operation of equipment.
Maintains and Troubleshoots Equipment – Prevents, identifies, or solves problems with
equipment, including computers and other technologies
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FOUNDATION SKILLS
BASIC SKILLS – Reads, Writes, Performs Arithmetic and Mathematical Operations, Listens and
Speaks
F-1
F-2
F-3
F-4
F-5
Reading – Locates, understands and interprets written information in prose and in documents
such as manuals, graphs and schedules.
Writing – Communicates thoughts, ideas, information and messages in writing and creates
documents such as letters, directions, manuals, reports, graphs and flow charts.
Arithmetic/Mathematics – Performs basic computations; approaches practical problems by
choosing appropriately from a variety of mathematical techniques.
Listening – Receives, attends to, interprets, and responds to verbal messages and other cues.
Speaking – Organizes ideas and communicates orally.
THINKING SKILLS – Thinks Creatively, Makes Decisions, Solves Problems, Visualizes, Knows How to
Learn, and Reasons
F-6
F-7
F-8
F-9
F-10
F-11
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, and
Integrity and Honesty
F-12
F-13
F-14
F-15
F-16
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
5, 6, 7, 8
5, 6, 7
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
11
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
2301
1, 2, 10, 11, 12, 15, 16, 17
4, 14
READ
1314
1, 2, 5, 7, 8, 9, 10, 11, 12, 15, 17
1, 5, 6, 7, 8, 9, 10, 12, 13, 14, 15
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
–
1302
Example for PSYC: Scans:
Foundation Skills:
Competencies:
1, 2, 10, 11
4, 13
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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
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