NURSING IN HEALTH AND ILLNESS I

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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 2014
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 / [email protected]
PC 104 E / 806-296-9611 EXT. 4408 / [email protected]
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.
3
ACADEMIC INTEGRITY:
Refer to the SPC catalog and the VNP Student Handbook.
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:
Lutz, C., Przytulski, K. S. (2011). Nutrition and Diet Therapy, 5th Ed. Philadelphia, PA. FA Davis
Anderson, MA. (2011). Caring for Older Adults Holistically, 5th Ed. Philadelphia, PA. FA Davis
Williams, Linda S., MSN, RN and Hopper, Paula D., MSN, RN (2011). Understanding Medical
Surgical Nursing, 4th Ed. Philadelphia, PA. FA Davis
Study Guide to accompany text
Curren, Anna M., RN, MA and Witt, Margaret, BSN, RN, MPT, DPT (2015). Math for Meds, 11th
Ed. Stamford, CT. Delmar Cengage Learning
SPC Levelland Math Department (2014) Fundamental Arithmetic for Nurses, Levelland, TX. SPC
Publications
Burton, Marti A., R.N., B.S. and Ludwig, Linda J. May, R.N., B.S., MEd (2011). Fundamentals of
Nursing Care – Concepts, Connections, and Skills, F. A. Davis Company, Philadelphia
Occasionally, the student will be required to utilize outside references.
ATI Support Materials: Pharmacology Made Easy 3.0, and Skill Modules: Medication
Administration # 1, Medication Administration # 2, & Medication Administration # 3.
Assessment Technologies Institute, Leawood, KS.
ATTENDANCE POLICY:
Refer to the SPC catalog and the VNP Student Handbook. This course is a 4 credit hour course
with 8 hours allowable absence. Three tardies count as one hour absence.
4
COURSE REQUIREMENTS:
1.
2.
3.
4.
5.
6.
7.
8.
9.
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.
Utilization of assigned class time and VNP PM Lab Hours for medication administration skill
practice.
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.
** Site all resources** on a separate sheet and include as last sheet of collection of
paperwork using the following guidelines:
For textbooks
Author, (Copyright date), Title of Text, Edition, Publisher, City and State of
Publisher.
For website addresses (appropriate time frame for nursing resource – 5 years)
Website address, retrieval date
** All paperwork pages should be numbered, in correct numerical order, and submitted in
an enclosed folder with student name clearly visible.
5
GRADING:
Content Exams /
Abbreviations & Equivalents and Dosage Calculations Competencies /
Final Exam …………………………………………………………………………………………………….75%
Drug Summaries /
Diagnosis Summaries /
Nutrition Group work ……………………………………………………………………………………20%
Class Participation ………………………………………………………………………………………. 5%
Grading Scale: A ………. 90 – 100
B ………. 80 – 89
C ………. 75 – 79
D ………. 70 – 74
F ……….. 69 or below
* 75% is passing for all nursing courses
SCHEDULE OF CLASSES:
8 – 26 – 14 (Long)
Geriatrics – Chapter 1
Nutrition – Chapter 1
EMA – ATI Intro to Pharmacology, Drug Categories, Generic vs Trade
Name, Therapeutic Equivalence
8 – 28 – 14 (Long)
Geriatrics – Chapter 2
Nutrition Chapter 2
EMA – ATI- Prescription vs Non-Prescription, Pharmaceutics,
Pharmacokinetics, Pharmacodynamics/ Body Systems
9 – 2 – 14 (Long)
Geriatrics- Chapter 3
Nutrition – Chapter 3 start demonstrations
EMA – ATI – Expected Pharmacological Action and Therapeutic Uses,
Side Effects and Adverse Reactions
9 – 4 – 14 (Long)
Geriatrics- Chapter 4
Nutrition – Chapter 4 cont. demonstrations
EMA – ATI Tolerance, Cumulative Effect and Toxicity
9 – 9 – 14 (Long)
Geriatrics Chapter 6
Nutrition Chapter 5 cont. demonstrations
EMA – ATI – Precautions and Contraindications
9 – 11 – 14 (Long)
Geriatrics Unit Interactive Discussion
Nutrition Chapter 7 cont. demonstrations
EMA- ATI – Drug-Drug- Drug- Food- Drug Herbal Interactions
6
9 – 16 – 14 (Long)
Geriatrics- Unit Exam 1
Nutrition Chapter 8 cont. demonstrations
EMA- ATI – Drug Therapy across the Lifespan
9 – 18 – 14 (Long)
Geriatrics- Chapter 7
Nutrition Chapter 6
EMA – ATI – Patient Instructions and Patient Administration Safety
9 – 23 – 14 (Long)
Geriatrics Chapter 9
Nutrition Chapter 9
EMA – STI – Drills
9 – 25 – 14 (Long)
Geriatrics Chapter 10
Nutrition Exam 1
EMA – ATI- Pharm. Exam 1
9 – 30 – 14 (Long)
Geriatrics Chapter Unit Interactive Review
Nutrition Chapter 12
EMA – Med- Surg Nursing Book, Chapter 1 Critical Thinking
10 – 2 – 14 (Long)
Geriatrics Exam 2
Nutrition Dietary Analysis Discussion
EMA – Med- Surg Nursing Book, Chapter 1 Nursing Process
10 – 7 – 14 (Long)
Geriatrics Chapter 11
Nutrition Dietary Group Discussion Analysis
10 – 9 – 14 (Long)
Geriatrics Chapter 13
Nutrition Dietary Analysis Paper Due by 1000
Math for Meds:
Chapter 4 Metric/International (SI) System
Chapter 5 Unit, Percentage, Milliequivalent, Ratio, & Household
Measure
Fundamentals of Nursing Care:
Electronic Study Guide Abbreviation Tables
ATI support materials for abbreviations and equivalents
Handout Activity # 1 (Due date TBA)
(Griffin)
10 – 14 – 14 (Long)
(Griffin)
10 – 16 – 14 (Long)
(Griffin)
Geriatrics – Chapter 14
Nutrition – Chapter 12
Handout Activity # 2 (Due date TBA)
Physician Order Transcriptions
Geriatrics - Chapter 16
Nutrition – Chapter 13
Handout Activity # 3 (Due date TBA)
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10 – 21 – 14 (Long)
(Griffin)
10 – 28 – 14 (Long)
(Griffin)
11 – 6 – 14 (Long)
(Griffin)
11 – 13 – 14 (Long)
(Griffin)
11 – 18 – 14 (Long)
(Griffin)
Geriatrics – Interactive Discussion
Nutrition – Exam 2
Review of Handout Activity Questions and Math for Meds Chapter Concerns
ATI Skills Module Medication Administration # 1
Geriatrics Exam 3
Nutrition Chapter 14
Abbreviations & Equivalents Competency
COMPETENCY OF 90% OR ABOVE MUST BE ACHIEVED ON ABBREVIATIONS &
EQUIVALENTS AND DOSAGE CALCULATIONS COMPETENCY ADMINISTERED
LATER IN THE SEMESTER. YOUR INITIAL SCORE WILL BE THE SCORE RECORDED.
YOU WILL HAVE THREE OPPORTUNITIES TO ACHIEVE THIS LEVEL OF
COMPETENCY BY FRIDAY, DECEMBER 5, 2014. IF 90% OR ABOVE IS NOT
ACHIEVED (FIRST AND SECOND ATTEMPTS), ARRANGEMENTS MUST BE MADE
WITH MRS. GRIFFIN FOR RETAKES. THE RETAKES MAY NOT BE COMPLETED
DURING CLASS TIME. SHOULD AFTER THE THIRD ATTEMPT COMPETENCY IS NOT
MET, THE OBJECTIVES FOR THIS COURSE WILL NOT BE MET AND A FAILING
GRADE WILL BE ISSUED.
Geriatrics Chapters 17 & 18
Nutrition Chapter 15
Math for Meds:
Chapter 6 Oral Medication Labels and Dosage Calculation
ATI Tutorial: Dosage Calculation 2.0 – Ratio and Proportion
ATI Skills Modules: Medication Administration # 2 AND
Medication Administration # 3
Geriatrics Chapter 19
Nutrition Chapter 16
Math for Meds Exam (Chapters 4, 5, and 6; ATI support materials)
Geriatrics Chapter 19
Nutrition Exam 2
Math for Meds:
Chapter 7 Safe Medication Administration
Chapter 8 Hypodermic Syringe Measurement
Chapter 9 Parenteral Medication Labels and Dosage Calculation
Chapter 10 Reconstitution of Powdered Drugs
Chapter 11 Measuring Insulin Dosages
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11 – 25 – 14 (Long)
(Griffin)
12 – 2 – 14 (Long)
(Griffin)
12 – 9 – 14
Geriatrics Chapter 21
Nutrition Interactive Discussion
Math for Meds:
Chapter 14 Formula Method
Chapter 15 Adult & Pediatric Dosages Based on Body Weight
Chapter 16 Adult & Pediatric Dosages Based on Body Surface Area
Chapter 22 Pediatric Oral & Parenteral medications
Video Presentation: Pediatric Medication Administration-Principles &
Calculations
Summary Self-Tests and ATI Support Materials Review & Completion
Geriatrics – Interactive Discussion
Nutrition – Prep for Final Exam
Continued Review of Medication Administration with Math for Meds and ATI
Skills Modules Medication Administration # 1, #2, & #3 with lab practice.
Dosage Calculations Competency (Due to Mrs. Griffin on Thursday, December
4th by 1600)
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 The Role of Nutrients in the Human Body
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Introduction to Nutrition
Client Care
Carbohydrate
Fats
Protein
Vitamins
Minerals and Water
Energy balance
Digestion, Absorption, Metabolism, Excretion
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Unit II Family and Community Nutrition
I.
Life Cycle Nutrition the Mature Adult
II.
Food Management
Unit III Clinical Nutrition
I.
Nutrient Delivery
II.
Interactions: Food and Nutrients vs. Medications and Supplements
ATI Support Materials for Essentials of Medication Administration
Pharmacology Made Easy 3.0
Math for Meds
Section 2
I.
II.
Section 3
I.
II.
III.
IV.
V.
VI.
Section 4
I.
II.
III.
Section 5
I.
II.
Section 7
I.
Introduction to Drug Measures
Metric/International (SI) System
Unit, Percentage, Milliequivalent, Ratio, and Household Measures
Reading Medication Labels and Syringe Calibrations
Oral Medication Labels and Dosage Calculation
Safe Medication Administration
Hypodermic Syringe Measurement
Parenteral Medication Labels and Dosage Calculation
Reconstitution of Powdered Drugs
Measuring Insulin Dosages
Dosage Calculations
Ratio and Proportion
Dimensional Analysis / Units Conversion
Formula Method
Dosage Calculation from Body Weight and Body Surface Area
Adult and Pediatric Dosages Based on Body Weight
Adult and Pediatric Dosages Based on Body Surface Area
Pediatric Medication Calculations
Pediatric Oral and Parenteral Medications
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ATI Skills Modules
Medication Administration # 1
The purpose/goal of this module is to provide comprehensive information about safety, care, and
patient teaching during medication administration.
Medication Administration # 2
The purpose/goal of this module is to provide comprehensive information about administering oral,
ophthalmic, otic, nasal, vaginal, and rectal medications. This module also includes administering
medications through a nasogastric tube.
Medication Administration # 3
The purpose/goal of the module is to provide comprehensive information about the safe and accurate
administration of injections.
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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
14
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
15
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:
ADA Statement
Students with disabilities, including but not limited to physical, psychiatric, or learning
disabilities, who wish to request accommodations in this class should notify the Disability
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 Disability Services Office. For more information, call
or visit the Disability Services Office through the Guidance and Counseling Centers at Reese
Center (Building 8) 716-4606, or Levelland (Student Services Building) 716-2577.
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