Course Outline for RNSG 2121
RNSG 2121 Medical Surgical II: Health promotion, maintenance and restoration across the
lifespan
Learning Module
Unit 1: Client needs related to selected Alterations in Vision and Hearing
Upon completion of this unit the student will:
Promote a safe and effective healthcare environment by
1. Applying evidence-based standards of practice that are within the legal, ethical and are
regulatory guidelines that would be utilized for the client with selected vision and hearing
alterations.
1. Standards of care
2. Pediatric considerations
2. Selecting members of the health care team that would be assisting in the provision of care for
the client with selected vision and hearing alterations.
1. Ophthalmologist
2. RN
3. Physical therapy/dietician
4. Surgical team
5. Optometrist
3. Discriminating collaborative healthcare resources that might be utilized to provide care for the
client with selected vision and hearing alterations.
1. Outpatient care
2. Home Care
3. Ambulatory surgery
4. Choosing therapeutic communication techniques that would be utilized with for the client with
selected vision and hearing alterations both verbal and non-verbal.
1. Open/closed ended questions
2. Anxiety reducing
3. Sign language
5. Selecting the appropriate data that would be included in the documentation both written and
technological for the client with selected vision and hearing alterations.
1. Inpatient
2. outpatient
Promote Health Promotion and Maintenance by
6. Choosing the culturally diverse teaching and learning activities that would be included in the
nursing care for the client with selected vision and hearing alterations to promote restore and
maintenance of health.
1. Medications
2. Home care
3. Discharge instructions
Promote Psychological integrity by
7. Choosing culturally diverse nursing interventions that promote emotional, mental, spiritual, and
social health during stressful events for the client with selected vision and hearing alterations.
1. Stress management
2. Anxiety
Promote Physiological Integrity by
8. Selecting assessment findings, nursing diagnosis, planning, interventions and evaluation of for
the client with selected vision and hearing alterations.
1. EAR
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
Hearing impairment /loss
External Otitis
Impacted cerumen
Foreign bodies media
Chronic otitis
Acute otitis media
Serious otitis media
Mastoiditis
Meniere’s
Motion sickness
Vertigo
Otoxicity
Acoustic neuroma
2. EYE
a. Vision alterations
i. Refractory errors
ii. Loss of vision
iii. Astigmatism
iv. Nystagmus
v. Amblyopia
vi. Color blindness
b. Retinal alterations
i. Retinal detachment
ii. Macular degeneration
iii. Retinal vascular disorders
c. Eye alterations
i. Ptosis
ii. Strabismus
iii. Foreign bodies
iv. Injuries
v. Lid injuries
1. Contusion injuries
vi. Glaucoma
vii. Cataracts
viii. Ulceration
d. Infectious
i. Conjunctivitis
ii. Dry eye syndrome
iii. Uveitis
iv. Mucormycosis
e. Orbital and ocular tumor
i. Benign
ii. Malignant
8. Selecting laboratory, diagnostic, and assessment procedures that would be expected for the
client with selected vision and hearing alterations and the safe nursing interventions that
would be expected.
1. EAR
a. Audiometry
b. Tympanogram
c. Auditory brain stem response
d. Electronystagmography
e.
f.
g.
h.
Platform posturography
Sinusoidal harmonic acceleration
Middle ear endoscopy
CBC
2. EYE
a. Ophthalmoscopy
b. Slit-lamp
c. Color vision
d. Ultrasound
e. Fluorescein angiography
f. Tonometry
g. Gonioscopy
h. Perimetry testing
i. Snelling
9. Identifying the possible complications and health risks for the client with selected vision
and hearing alterations and the nursing interventions that would be necessary
1. medications
2. follow up care
10. Comparing treatment modalities and nursing safe accurate, therapeutic interventions that
would be expected for the client with selected vision and hearing alterations.
1. Surgical
2. Medical
11. Discriminating pharmaceutical modalities and the safe, accurate, therapeutic nursing
interventions that would be expected for the client with selected vision and hearing
alterations.
1. Anti-infectants
2. Mydriatrics
1. Phenylephrine HCL acid
3. Cycloplegics
1. Tropicamide
2. Cycopentolate HCL
3. Atropine
4. Scopolamine
4. B-adrenergic blockers
5. A-adrenergic agonists
6. Cholinergic agents
7. Carbonate anhydrase inhibitors
8. Hyperosmolar agents
Classroom
References
Clinical
Upon completion of this unit, the student will have the ability to provide nursing care to the client
with selected vision and hearing alterations. As delineated on the clinical tool, the student will
provide nursing care that promotes:
 a safe and effective environment
 health promotion and maintenance
 psychological integrity
 physiological integrity
Required Reading(s):
Textbook
Lewis 11th edition
Hockenberry 11th edition
Chapter
20 and 21
18
Mosby Drug Guide Nursing, 14th edition
e Lilley online
Ophthalmic Drugs
Optic
57
58
Class Assignment(s):
Textbook and/or Resource
Type Activity
Submission Directions
Unit 2: Client needs related to selected Alterations in Fluid and Electrolytes
Upon completion of this unit the student will
Promote a Safe and effective healthcare environment by
1) Applying evidence-based standards of practice that are within the legal, ethical and are
regulatory guidelines that would be utilized for the client with fluid and electrolyte alterations
(1) Standards of care
(2) Evidence-based care
(3) Patient safety goals
(4) Cultural/ethical issues
2) Selecting members of the health care team that would be assisting in the provision of care for
the client with fluid and electrolyte alterations
(1) Internist
(2) Pediatrician
(3) Respiratory therapy
(4) Acute nurse practitioners
(5) RN
(6) Dietician
(7) Home care
3) Discriminating collaborative healthcare resources that might be utilized to provide care for the
client with fluid and electrolyte alterations
(1) Home care
(2) Outpatient services
4) Choosing therapeutic communication techniques that would be utilized with for the client with
fluid and electrolyte alterations both verbal and non-verbal.
(1) Interviewing
(2) Open/closed ended questions
(3) Anxiety reducing
(4) Touch
5) Selecting the appropriate data that would be included in the documentation both written and
technological for the client with fluid and electrolyte alterations.
(1) Inpatient
(2) Outpatient
Promote Health Promotion and Maintenance by
6) Choosing the culturally diverse teaching and learning activities that would be included in the
nursing care for the client with fluid and electrolyte alterations to promote restore and
maintenance of health.
(1) Nutrition
(2) Medications
(3) Home care
(4) Follow up care
(5) Discharge teaching
Promote Psychological integrity by
7) Choosing culturally diverse nursing interventions that promote emotional, mental, spiritual,
and social health during stressful events for the client with fluid and electrolyte alterations.
(1) Stress management
(2) Anxiety
Promote Physiological Integrity by
8) Selecting the assessment findings, nursing diagnosis, planning, interventions and evaluation of
the following fluid and electrolyte alterations
(1) Homeostasis
(a) Fluid distribution
(i) Antidiuretic hormone
(ii) Rennin-angiotensin-aldosterone
(iii) Atrial natriuretic
(iv) Baroreceptors
(2) Fluid
(a) Hypervolemia
(b) Hypovolemia
(3) Acid/ base balance
(a) Chemical regulation
(b) Carbonic acid-base buffering system
(c) Plasma protein buffering system
(4) Biological regulation
(a) Hydrogen
(b) Hemoglobin-Oxyhemoglobin system
(5) Physiologic regulation
(a) Lungs
(b) Kidneys
(6) Acidosis/alkalosis
(a) Respiratory acidosis
(b) Respiratory alkalosis
(c) Metabolic acidosis
(d) Metabolic alkalosis
(7) Electrolytes
(a) Sodium – hypernatremia/hyponatremia
(b) Potassium – hypokalemia / hyperkalemia
(c) Calcium – hypocalcemia / hypercalcemia
(d) Magnesium – hypomagnesium / hypermagnesium
(e) Phosphate – hypophosphatemia / hyperphosphatemia
(f) Chloride – hypochloremia / hyperchloremia
(8) IV Therapy
a)
b)
c)
Fluid Replacement
Types of Fluids
Central Venous Access Devices
a. Centrally Inserted Catheters
b. Peripherally Inserted Central Catheters
c. Implanted Infusion Ports
(9) Parenteral nutrition
(a) Central lines
(10)
Blood products
(a) Blood
(b) Packed red blood cells
(c) White blood cells
(d) Platelets
(e) Fresh frozen plasma
(f) Albumin
9) Selecting the laboratory, diagnostic, and assessment procedures that would be expected for the
client with fluid and electrolyte alterations and the safe nursing interventions that would be
expected.
(1) CBC with diff
(2) Chemistries
(3) Albumin
(4) Bone marrow
(5) ABG
10) Identifying the possible complications and health risks for the client with fluid and electrolyte
alterations and the nursing interventions that would be necessary
(1) Acute hemolytic
(2) Febrile
(3) Mild allergic
(4) Anaphylactic
(5) Circulatory overload
(6) Sepsis
(7) Transfusion related lung injury
(8) Symptoms to report
11) Comparing treatment modalities and nursing safe accurate, therapeutic interventions that
would be expected for the client with fluid and electrolyte alterations.
(1) Medical
12) Discriminating between pharmaceutical modalities, and the safe, accurate, therapeutic nursing
interventions that would be expected for the client with fluid and electrolyte alterations IV
fluids
(1) Sodium bicarbonate
(2) Kayexalate
(3) KCL
(4) Calcitonin
(5) Pamidronate
(6) Calcium gluconate
(7) Sodium phosphate
(8) Magnesium sulfate
(9) Intravenous IV fluids
(10) Blood
(11) Packed red blood cells
(12) White blood cells
(13) Platelets
(14) Fresh frozen plasma
(15) Albumin
Classroom
References:
Mosby’s Manual of Diagnostic and Laboratory Tests (5th ed.)
Clinical
Upon completion of this unit, the student will have the ability to provide nursing care to the client
with selected fluid, electrolyte, acid, and base alterations. As delineated on the clinical tool, the
student will provide nursing care that promotes:
 a safe and effective environment
 health promotion and maintenance
 psychological integrity

physiological integrity
Required Readings:
Textbook
Lewis (Medical-Surgical Nursing 11th Ed.)
Lilley (Pharmacology 9th Ed.)
Hockenberry, Wilson, & Rodgers (2017) (Pediatric Nursing 10th Ed.)
Perry & Potter (Nursing Interventions/Clinical Skills 7th Ed.)
Chapter
16
28-29
20 & 22
28
Reference Reading
Mosby’s Drug Guide for Nursing Students (13th ed.)
Mosby’s Manual of Diagnostics & Laboratory Test (4th ed.)
Potter & Perry (Fundamentals of Nursing 9th Ed.)
Silvestri & Silvestri (Comprehensive Review for the NCLEX-RN)
42
8; 14
Class Assignment
Textbook and/or
Hesi Case Study-Fluid Balance
Hesi Case Study-Dehydration
Hesi Case StudyFluid/Electrolyte
Type Activity
Submission Directions
Due, January 12 @ 08:00am
Due, January 14, @ 08:00am
Due, January 14, @ 08:00am
Unit 3: Client needs related to selected Alterations in Respiratory
Upon completion of this unit the student will
Promote a Safe and effective healthcare environment by
1) Applying evidence-based standards of practice that are within the legal, ethical and are
regulatory guidelines that would be utilized for the client with selected respiratory alterations.
(1) Standards of care
(2) Evidenced based practice
(3) Patient safety goals
2) Selecting members of the health care team that would be assisting in the provision of care for
the client with selected respiratory alterations.
(1) Internist
(2) Respiratory therapy
(3) Acute nurse practitioners
(4) RN
(5) Physical therapy/dietician
(6) Home care
3) Discriminating collaborative healthcare resources that might be utilized to provide care for the
client with selected respiratory alterations.
(1) Home care
(2) Outpatient care
4) Discussing therapeutic communication techniques that would be utilized with for the client
with selected respiratory alterations both verbal and non-verbal.
(1) Interviewing
(2) Open/closed ended questions
(3) Anxiety reducing
(4) Alternate communication
5) Selecting the appropriate data that would be included in the documentation both written and
technological for the client with selected respiratory alterations.
(1) inpatient
(2) outpatient
Promote Health Promotion and Maintenance by
6) Choosing the culturally diverse teaching and learning activities that would be included in the
nursing care for the client with selected respiratory alterations to promote restore and
maintenance of health.
(1) Nutrition
(2) Medications
(3) Home care
(4) Discharge teaching
Promote Psychological integrity by
7) Choosing culturally diverse nursing interventions that promote emotional, mental, spiritual,
and social health during stressful events for the client with selected respiratory alterations.
(1) Stress management
(2) Anxiety
Promotes Physiological Integrity by
8) Selecting the assessment findings, nursing diagnosis, planning, interventions and evaluation of
the following for the client with selected respiratory alterations.
(1) Upper respiratory
(a) Infections
(i) Rhinitis
(ii) Sinusitis
(iii) Peritonsilar abscess
(iv) Tonsillities
(v) Laryngitis
1. Hemophilus influenza
2. Pharyngitis
3. Strep
4. Influenza
5. Respiratory Syncytial Virus
(b) Obstructions
(i) Nasal fracture
(ii) Epistaxis
(iii)
Facial trauma
(iv)
Nasal Polyps
(v) Sleep apnea/Obstruction
(vi)Vocal cord paralysis
(vii) Vocal cord nodules/polyp
(viii) Laryngeal/neck trauma
(ix) Trach
(c) COPD: Chronic Bronchitis/Emphysema
(d) Asthma
(i) Intermittent
(ii) Mild Persistent
(iii)
Moderate Persistent
(iv)
Severe Persistent
9) Selecting the laboratory, diagnostic, and assessment procedures that would be expected for the
client with selected respiratory alterations and the safe nursing interventions that would be
expected.
(1) Radiography
(a) Chest x-ray
b) CT scan
(2) Pulmonary function tests
(a) Spirometry
(b) Peak flow
(3) Sputum studies
10) Identifying the possible complications and health risks for the client with selected respiratory
alterations and the nursing interventions that would be necessary
(1) diet
(2) exercise
(3) medications
(4) follow up care
(5) symptoms to report
11) Comparing treatment modalities and nursing safe accurate, therapeutic interventions that
would be expected for the client with selected respiratory alterations.
(1) Surgical
(2) Medical
(3) Tracheostomy
12) Discriminating pharmaceutical modalities, and the safe, accurate, therapeutic nursing
interventions that would be expected for the client with selected respiratory alterations.
(1) Vaccines
(2) Anti-infectants
Classroom
Clinical
Upon completion of this unit, the student will have the ability to provide nursing care to the client
with selected respiratory alterations. As delineated on the clinical tool, the student will provide
nursing care that promotes:
 a safe and effective environment
 health promotion and maintenance
 psychological integrity
 physiological integrity
Required Reading(s):
Textbook
Respiratory Sections:
Lewis Medical Surgical
Wongs – Essentials of Pediatrics
eLilly Pharmacology Process
Davis Drug Guide
Chapter
Chapter 7
Chapter 25
Chapter 26
Chapter 28
Chapter 21
Chapter 36, 37
Reference Drugs in Respiratory Unit
Reference Reading(s):
Textbook
Topics of Reference
Mosby’s Drug Guide for Nursing Students (13th ed.)
Mosby’s Manual of Diagnostics & Laboratory Test (4th ed.)
Potter & Perry (Fundamentals of Nursing 9th Ed.)
Silvestri & Silvestri (Comprehensive Review for the NCLEX-RN)
Drugs Discussed in Class
Respiratory Scans Chapter 28
Oxygenation Unit 6
Respiratory Review for Topics in
Respiratory Outline and Search
Chapters for Individual Topics
Class Assignment(s):
Textbook and/or Resource
Type Activity
Submission Directions
Pre-Class Assignments include reviewing the PowerPoints and reading the assigned chapters. Please be
prepared to participate in class/lecture.
Post-Class Assignments are found in EVOLVE ELSEVIER due by January 25, 2022 at 8:00am.
1.
Respiratory Syncytial Virus-Hesi Case Study TRIO in Evolve
2.
COPD w/Exacerbation- Hesi Case Study TRIO in Evolve
Unit 4: Client needs related to selected Alterations in the Endocrine System
Upon completion of this unit the student will
Promote a Safe and effective healthcare environment by
1) Applying evidence-based standards of practice that are within the legal, ethical and are
regulatory guidelines that would be utilized for the client with selected endocrine alterations.
(1) Standards of care
(2) Evidence-based care
(3) Pediatric considerations
2) Selecting members of the health care team that would be assisting in the provision of care for
the client with selected endocrine alterations.
(1) Internist
(2) Acute nurse practitioners
(3) RN
(4) dietician
3) Discriminating collaborative healthcare resources that might be utilized to provide care for for
the client with selected endocrine alterations.
(1) Home care
(2) Dietician consultants
(3) Community programs
4) Choosing therapeutic communication techniques that would be utilized with for the client with
selected endocrine alterations both verbal and non-verbal.
(1) Interviewing
(2) Open/closed ended questions
(3) Anxiety reducing
5) Selecting the appropriate data that would be included in the documentation both written and
technological for the client with selected endocrine alterations.
(1) Community
(2) Inpatient
(3) Outpatient
Promote Health Promotion and Maintenance by
6) Choosing the culturally diverse teaching and learning activities that would be included in the
nursing care for the client with selected endocrine alterations to promote restore and
maintenance of health.
(1) Nutrition
(2) Medications
(3) Home care
(4) Discharge teaching
Promote Psychological integrity by
7) Choosing culturally diverse nursing interventions that promote emotional, mental, spiritual,
and social health during stressful events for the client with selected endocrine alterations.
(1) Stress management
(2) Anxiety
(3) Noncompliance
(4) Support groups
Promote Physiological Integrity by
8) Selecting the assessment findings, nursing diagnosis, planning, interventions and evaluation of
the following selected endocrine alterations.
(1) Types
(a) Prediabetes
(b) Type 1 diabetes mellitus
(c) Type 2 diabetes mellitus
(d) Secondary diabetes mellitus
(2) Short term Complications
(a) Hypoglycemia
(b) Insulin resistance
(c) Somogyi effect
(d) Dawn phenomenon
(e) Diabetes Ketoacidosis
(f) Non Hyperosmolar Hyperglycemic Syndrome
(g) Gestational diabetes
(3) Long term complications of diabetes mellitus
(a) Microvascular
(b) Macrovascular
(c) Neuropathic
9) Selecting the laboratory, diagnostic, and assessment procedures that would be expected for the
client with selected endocrine alterations and the safe nursing interventions that would be
expected.
(1) Fasting blood glucose
(2) Two-hour plasma glucose
(3) Glucose tolerance test
(4) Postprandial
(5) Hemoglobin A1C
(6) Lipid profile
(7) Blood chemistries
(8) Thyroid
(9) Blood urea nitrogen and creatinine
10) Identifying the possible complications and health risks for the client with selected endocrine
alterations and the nursing interventions that would be necessary
(1) diet
(2) exercise
(3) medications
(4) follow up care
(5) skin care
11) Comparing treatment modalities and nursing safe accurate, therapeutic interventions that
would be expected for the client with selected endocrine alterations.
(1) Medical
12) Discriminating between pharmaceutical modalities, and the safe, accurate, therapeutic nursing
interventions that would be expected for the client with selected endocrine alterations.
(1) Insulin
(a) Rapid acting
(b) Short acting
(c) Intermediate
(d) Long acting
(e) Combination
(2) Oral
(a) Sulfonylureas
(b) Meglitinides
(c) Biguanide
(d) A-glucosidase inhibitors
(e) Thiazolidinediones
(f) Dipeptidyl peptidase-4 inhibitor
(g) Combinations
13) Classroom
References
14) Clinical
Upon completion of this unit, the student will have the ability to provide nursing care to the client
with selected endocrine alterations. As delineated on the clinical tool, the student will provide
nursing care that promotes:
 a safe and effective environment
 health promotion and maintenance
 psychological integrity
 physiological integrity
Required Reading:
Textbook
Lewis Med-Surg: Diabetes & DKA, HHNS, Gestational Diabetes
Wong’s Pediatric Text Diabetes
Lilly Pharmacology Anti-Diabetic Medications
Handouts
PowerPoints
Chapter
48
28
32
On BB-See dues
Available Jan. 10
Recommended Reading:
Textbook
Perry & Potter (Nursing Interventions/Clinical Skills 7th Ed.) Mixing Insulin
Silvestri & Silvestri (Comprehensive Review for the NCLEX-RN)
Chapter
24 (pages: 614-621)
32, 47
Class Assignment(s):
Textbook and/or Resource
Type Activity
Submission Directions
Evolve HESI Trio
Case Study Peds
Diabetes Type 1
Evolve HESI Trio
Case Study Gestational Diabetes
Child --Anya Mikhailor
Available: January 20, 2022
Due: February 7, 2022
Pregnant—Danielle Green
Available: January 20, 2022
Due: February 7, 2022
Diabetes Type 2 Case Study
Homework on BB
Due: February 7, 2022
Handout Activities on BB
Complete Bring to Class
Due: February 7, 2022
Unit 5: Client needs related to selected Cardiovascular Alterations
Upon completion of this unit the student will
Promote a Safe and effective healthcare environment by
1) Applying evidence-based standards of practice that are within the legal, ethical and are
regulatory guidelines that would be utilized for the client with selected cardiovascular
alterations.
(1) Standards of care
(2) Patient safety goals
(3) Core measures
(4) Evidence-based care
2) Selecting members of the health care team that would be assisting in the provision of care for
the client with selected cardiovascular alterations.
(1) Cardiologist
(2) Internists
(3) Respiratory therapy
(4) Acute nurse practitioners
(5) RN
(6) Physical therapy/dietician
(7) Home care
3) Discriminating collaborative healthcare resources that might be utilized to provide care for the
client with selected cardiovascular alterations.
(1) Community resources
(2) Rehabilitation resources
(3) Home care
4) Choosing therapeutic communication techniques that would be utilized with the client
with selected cardiovascular alterations both verbal and non-verbal
(1)
(2)
(3)
(4)
Interviewing skills
Open/closed ended questions
Anxiety reducing
Touch/comfort
5) Selecting the appropriate data that would be included in the documentation both written and
technological the cardiovascular client.
(1) inpatient
(2) outpatient
Promote Health Promotion and Maintenance by
6) Choosing culturally diverse teaching and learning activities that would be included in the
nursing care for the client with selected cardiovascular alterations to promote restore and
maintenance of health.
(1) Nutrition
(2) Medications
(3) Discharge teaching
(4) Home care
(5) Symptom management
Promote Psychological integrity by
7) Choosing culturally diverse nursing interventions that promote emotional, mental, spiritual,
and social health during stressful events for the client with selected cardiovascular alterations.
(1) Stress management
(2) Anxiety management
Promote Physiological Integrity by
8) Selecting assessment findings, nursing diagnosis, planning, interventions and evaluation of the
following cardiovascular clients
(1) Cardiomyopathies
a.
b.
c.
d.
Dilated
Hypertrophic
Restrictive
Arrhymogenic Right Ventricular
(2) Infectious Disease
a. Endocarditis
b. Pericarditis
c. Rheumatic Fever/Carditis
d. Kawasaki
(3) Chronic Congestive Failure
(a) Left-Sided
(b) Right-Sided
(4) Coronary Artery Disease
(5) Chronic Stable Angina
(6) Hyperlipidemia
(7) Hypertension/Crisis
(8) Peripheral Vascular Disease
a. Arteriosclerosis
b. Atherosclerosis
c. Arterial Insufficiency
d. Raynaud
e. Bueger’s Disease
f. Phlebitis
g. Deep Vein Thrombosis
h. Chronic Venous Insufficiency
i. Varicose Veins
(9) Lymphatic
a. Lymphangitis
b. Lymphedema
c. Cellulitis
9) Selecting laboratory, diagnostic, and assessment procedures that would be expected for the
client with selected cardiovascular alterations.
(1) Hematologic studies
(a) CBC
(b) Chemistry profile
(c) Troponin
(d) CK-MB
(e) CRP
(f) Homocysteine
(g) B-Type Natriuretic Peptide
(h) Lipid profile
(i) Renal profile
(j) PT/PTT/ INR
(k) Bone Marrow Aspiration
(2) Urine Studies
(3) ECG
(a) Holter Monitor
(b) Ambulatory Monitor
(i) Rhythm Wave Form
(4) Radiology
(a) Chest X-Ray
(b) Ultra Sound
(c) CT Scans
(d) Angiography
(e) Venography
(5) Cardiac Stress Test
(6) Cardiac Catheterization
(7) Radionuclide Testing
(a) Chemical Stress Test
(b) MUGA Scan
(c) PET Scan
(8) Echocardiogram
(9) TEE
10) Identifying the possible complications and health risks for the client with selected
cardiovascular alterations and the nursing interventions that would be necessary
(1) diet
(2) exercise
(3) medications
(4) follow up care
11) Comparing treatment modalities and nursing safe accurate, therapeutic interventions that
would be expected for the client with selected cardiovascular alterations.
(1) Surgical
(2) Medical
12) Discriminating pharmaceutical modalities, and the safe, accurate, therapeutic nursing
interventions that would be expected for the client with selected cardiovascular alterations.
(1) Hypertension/CHF
(a) Thiazide and related diuretics
(b) Loop diuretics
(c) Potassium-sparing
(d) Aldosterone receptor blocker
(e) Central acting adrenergic
(f) Blockers
(i) Alfa
(ii) Beta
(iii) Calcium Channel Blockers
(g) Angiotensin II receptor blockers
(h) B - Blockers
(i) Vasodilators
(2) CAD
(a) HMG_COA Reductase Inhibitor (Satins)
(b) Antianginals
(c) Niacin
(d) Fibric Acid Derivatives
(e) Bile Acid Sequestrants
(f) Cholesterol Absorption Inhibitor
(3) Vascular
(a) Anticoagulant
(i) Vitamin K antagonists
(ii) Indirect thrombin inhibitors
(iii) Direct thrombin inhibitors
Classroom
References
Clinical
Upon completion of this unit, the student will have the ability to provide nursing care to the client
with selected cardiovascular alterations. As delineated on the clinical tool, the student will provide
nursing care that promotes:
 a safe and effective environment
 health promotion and maintenance
 psychological integrity
 physiological integrity
Required Reading(s):
Textbook
Lewis (Medical-Surgical Nursing 11th Ed.)
Lilley (Pharmacology 9th Ed.)
Hockenberry, Wilson, & Rodgers (Pediatric Nursing 11th Ed.)
Chapter
31-34; 36-37
22-25; 27-28
23
Reference Reading(s):
Textbook
Mosby’s Drug Guide for Nursing Students (14th ed.)
Mosby’s Manual of Diagnostics & Laboratory Test (4th ed.)
Silvestri & Silvestri (Comprehensive Review for the NCLEX-RN 8th ed.)
Chapter
36 & 52-53
Class Assignment(s):
Textbook and/or Resource
Hesi Trio Case Studies
Hesi Trio Case Studies
Hesi Trio Case Studies
Type Activity
Peripheral Vascular Disease (Huttel)
Deep Vein Thrombosis (Flick, Carlson)
Hypertension (Hallenbeck)
Submission Directions
Due: 1/31/2022 @ 11:59
Due: 1/31/2022 @ 11:59
Due: 1/31/2022 @ 11:59
Unit 6: Client needs related to selected Oncology and Hematology Alterations
Upon completion of this unit the student will
Promote a Safe and effective healthcare environment by
1) Applying evidence-based standards of practice that are within the legal, ethical and are
regulatory guidelines that would be utilized for the client with selected oncology and/or
hematology alterations.
(1) Standards of care
(2) Evidenced based care
(3) Pediatric considerations
(4) Quality of life
(5) Patient safety goals
2) Selecting members of the health care team that would be assisting in the provision of care for
the client with selected oncology and/or hematology alterations.
(1) Oncologist
(2) Surgeon
(3) Internist
(4) Nurse Practitioners
(5) RN
(6) Dietician
(7) Home Care
3) Discriminating collaborative healthcare resources that might be utilized to provide care for the
client with selected oncology and/or hematology alterations.
(1) Outpatient services
(2) Home care
(3) Community resources
4) Choosing therapeutic communication techniques that would be utilized with for the client with
selected oncology and/or hematology alterations both verbal and non-verbal.
(1) Interviewing
(2) Open/closed ended questions
(3) Anxiety reducing
(4) Grieving process
5) Selecting the appropriate data that would be included in the documentation both written and
technological for the client with selected oncology and/or hematology alterations.
(1) Inpatient
(2) Outpatient
(3) Surgical
Promote Health Promotion and Maintenance by
6) Choosing the culturally diverse teaching and learning activities that would be included in the
nursing care for the client with selected oncology and/or hematology alterations to promote
restore and maintenance of health.
(1) Nutrition
(2) Medications
(3) Home care
(4) Discharge teaching
Promote Psychological integrity by
7) Choosing culturally diverse nursing interventions that promote emotional, mental, spiritual, and
social health during stressful events for the client with selected oncology and/or hematology
alterations.
(1) Stress management
(2) Anxiety
(3) Grieving process
(4) Support groups
Promote Physiological Integrity by
8) Selecting the assessment findings, nursing diagnosis, planning, interventions and evaluation of
the client with selected oncology and/or hematology alterations.
(1) Hematological
(a) Leukopenia
(b) Thrombocytopenia
(c) Anemias
(i) Iron deficiency
(ii) Pernicious
(iii) Sickle cell
(iv) Thalassemia
(v) Polycythemia
(vi) Megaloblastic
(2) Leukemia
(a) Acute myelogenous
(b) Acute lymphocytic
(c) Chronic myelogenous
(d) Chronic lymphocytic
(3) Malignant lymphomas
(a) Hodgkin’s
(b) Non-Hodgkin’s
(c) Multiple myeloma
(d) Lymphoma
(4) Hemophilia
(5) HIV
(6) Cancers
(a) Melanoma
(b) Basal cell
(c) Squamous cell
(d) Breast cancers
1) Selecting the laboratory, diagnostic, and assessment procedures that would be expected for the
client with selected oncology and/or hematology alterations and the safe nursing interventions
that would be expected.
(1) Biopsy
(2) CBC with diff
(3) Chemistries
(4) PT/PTT
(5) Factor essays
(6) Sickling test
(7) Hemoglobin electrophoresis
(8) MRI
(9) Bone marrow aspiration
(10)
Monoclonal antibody
(11)
CD4, T-cells
(12)
Standard and rapid HIV tests
2) Constructing the possible complications and health risks for the client with oncology
and/or hematology alterations and the nursing interventions that would be necessary
(1)
(2)
(3)
(4)
(5)
(6)
diet
protection
medications
follow up care
home care
symptoms to report
3) Comparing treatment modalities and nursing safe accurate, therapeutic interventions
that would be expected for the client with oncology and/or hematology alterations.
(1) Surgical
(2) Medical
12) Discriminating between pharmaceutical modalities, and the safe, accurate, therapeutic nursing
interventions that would be expected for the client with oncology and/or hematology alterations.
(1) Anemias
(a) Blood products
(b) IV fluids
(c) Folic acid
(d) B12
(2) HIV
(a) Entry inhibitors
(b) Reverse transcriptase inhibitors
(c) Nonnucleoside reverse transcriptase inhibitors
(d) Nucleotide reverse transcriptase inhibitors
(e) Integrase inhibitors
(f) Protease inhibitors
(3) Cancers
(a) Selective chemotherapy agents
(b) Cell stimulators
(c) Antiemetic’s
Classroom
References
Clinical
Upon completion of this unit, the student will have the ability to provide nursing care to the client
with selected oncology and hematology alterations. As delineated on the clinical tool, the student
will provide nursing care that promotes:
 a safe and effective environment
 health promotion and maintenance
 psychological integrity
 physiological integrity
Required Readings:
Text Book
Lewis et al. (2020)
Lewis et al. (2020)
Lewis et al. (2020)
Lewis et al. (2020)
Lewis et al. (2020)
Hockenberry, Wilson, & Rodgers (2017)
Hockenberry, Wilson, & Rodgers (2017)
Hesi Case Studies-Pernicious Anemia
Hesi Case Studies- Lung Cancer
Hesi Case Studies- Breast Cancer
Chapter
Chapter 30 – Hematologic Problems
Chapter 14 - HIV
Chapter 23 – Skin Cancer
Chapter 51 – Breast Disorders
Chapter 15 – Cancer Treatment
Chapter 24 – The Child with Hematologic or
Immunologic Dysfunction
Chapter 25 – The Child with Cancers
Due January 9, 2022 @ 08:00 am
Due January 16 @ 08:00 am
Due January 16 @ 08:00 am
Unit 7: Client needs related to selected Genitourinary Alterations
Upon completion of this unit the student will
Promote a Safe and effective healthcare environment by
4) Applying evidence-based standards of practice that are within the legal, ethical and are
regulatory guidelines that would be utilized for the client with selected genitourinary
alterations.
(1) Standards of care
(2) Evidence-based practice
5) Selecting members of the health care team that would be assisting in the provision of care for
the client with selected genitourinary alterations.
(1) Internist
(2) Acute nurse practitioners
(3) RN
(4) Radiology
(5) Ultrasound tech
(6) Urologist
6) Discriminating collaborative healthcare resources that might be utilized to provide care for the
client with selected genitourinary alterations.
(1) Outpatient services
(2) Home care
(3) Outpatient treatment
7) Choosing therapeutic communication techniques that would be utilized with for the client with
selected genitourinary alterations both verbal and non-verbal.
(1) Interviewing
(2) Open/closed ended questions
(3) Anxiety reducing
8) Selecting the appropriate data that would be included in the documentation both written and
technological for the client with selected genitourinary alterations.
(1) inpatient
(2) outpatient
Promote Health Promotion and Maintenance by
9) Choosing culturally diverse teaching and learning activities that would be included in the
nursing care for the client with selected genitourinary alterations to promote restore and
maintenance of health.
(1) Nutrition
(2) Medications
(3) Home care
(4) Discharge teaching
Promote Psychological integrity by
10) Choosing culturally diverse nursing interventions that promote emotional, mental, spiritual,
and social health during stressful events for the client with selected genitourinary alterations.
(1) Stress management
(2) Anxiety
Promote Physiological Integrity by
11) Selecting the assessment findings, nursing diagnosis, planning, interventions and evaluation of
the client with the following selected genitourinary alterations.
(1) Alterations in voiding patterns
(1) Exstrophy of the Bladder
(2) Hypospadius
(3) Enuresis
(2) Urinary tract inflammations and infections
(1) Cystitis/UTI
(2) Urethritis
(3) Pyelonephritis
(4) Glomerulonephritis
(5) Nephrotic syndrome
(6) Vesicoureteral reflux
(7) Hydronephrosis
(8) Nephrostomy tube
(3) Alterations in urinary tract flow
(1) Ureterolithiasis
(2) Congenital anomalies
(3) Tumors
(4) Wilms’s tumor
(5) Strictures
(6) Urinary diversion procedures
(4) Alterations in kidney function
(1) Kidney Agenesis
(2) Polycystic Kidney
(3) Renal Hypoplasia
(4) Renal calculi
(5) Goodpasture Syndrome
(6) Alport’s Syndrome
(7) Cancer
(5) Alterations in male reproductive system
(1) Erectile dysfunction
(2) Prostatitis
(3) BPH
(4) Cancer
(6) Conditions of testis and penis
(1) Phimosis
(2) Cryptorchidism
(3) Hydrocele/Varicele
(4) Testicular torsion
(5) Testicular Cancer
(7) Surgical procedures
(1) Urinary tract
(2) Kidney
(3) Prostate
(4) Testicular
12) Selecting laboratory, diagnostic, and assessment procedures that would be expected for the
client with selected genitourinary alterations and the safe nursing interventions that would be
expected.
(1) Hematologic studies
(a) CBC
(b) Chemistry profile
(c) Blood cultures
(2) Urine 24 hrs.
(3) KUB
(4) Ultrasound
(5) MRI and CAT
(6) Nuclear scans
(7) Pyelogram (IVP)
(8) Cyctogram
(9) Renal arteriogram
(10)
Cyctoscopy
(11)
Renal biopsy
(12)
Lithotripsy
(13)
TURP
10) Identifying the possible complications and health risks for the client with selected
genitourinary alterations and the nursing interventions that would be necessary
(1) Diet
(2) Medications
(3) Follow up care
(4) Symptoms to report
11) Comparing treatment modalities and nursing safe accurate, therapeutic interventions that
would be expected for the client with selected genitourinary alterations.
(1) Surgical
(2) Medical
(3) Radiation
(4) Chemotherapy
12) Discriminating between pharmaceutical modalities, and the safe, accurate, therapeutic nursing
interventions that would be expected for the client with selected genitourinary alterations.
(1) Antiinfectives
a. Bactrim
b. Microbid
c. Cephalosporin
d. Tobramycin
e. Gentamycin
f. Ciprofloxin
g. Flagyl
h. Vibramycin
(2) Hormone Therapy
Classroom
References
Clinical
Upon completion of this unit, the student will have the ability to provide nursing care to the client
with selected genitourinary alterations. As delineated on the clinical tool, the student will provide
nursing care that promotes:
 a safe and effective environment
 health promotion and maintenance
 psychological integrity
 physiological integrity
Required Readings:
Required Reading(s):
Unit 7 Genitourinary
Textbook
Chapter
Lewis, Bucher, Heitkemper, Harding, Kwong, & Roberts (2017)
Wongs Pediatrics
Drug Guide
Chapter 44, 45, 46, 54
Chapter 26
Reference for Drugs in
Genitourinary Section
Reference for
Labs/Diagnostics
Labs/Diagnostic Book
Reference Reading(s):
Textbook
Mosby’s Drug Guide for Nursing Students (13th ed.)
Mosby’s Manual of Diagnostics & Laboratory Test (4th ed.)
Silvestri & Silvestri (Comprehensive Review for the NCLEX-RN)
Chapter
Drugs Discussed in Class
GU Testing Discussed
Urinary System
Class Assignment(s):
Textbook and/or Resource
Type Activity
Submission Directions
Post Class Assignments: 1. Discussion Board Assignment Details to be Released on February 23, 2022
during class and due on 2/26/2022 by 11:59pm. 2. Hesi Case Study Acute Nephrolithiasis due by 2/26/22
11:59 pm.
Unit 8: Client needs related to selected Gastrointestinal Alterations
Upon completion of this unit the student will
Promote a Safe and effective healthcare environment by
1) Applying evidence-based standards of practice that are within the legal, ethical and are
regulatory guidelines that would be utilized for the client with selected gastrointestinal
alterations.
(1) Standards of care
(2) Evidence-based care
(3) Patient safety goals
2) Selecting members of the health care team that would be assisting in the provision of care for
the client with selected gastrointestinal alterations.
(1) Internist
(2) Surgeon
(3) Pediatrician
(4) Respiratory therapy
(5) Acute nurse practitioners
(6) RN
(7) Physical therapy/dietician
(8) Home care
3) Discriminating collaborative healthcare resources that might be utilized to provide care for the
client with selected gastrointestinal alterations.
(1) Home care
(2) Outpatient services
4) Choosing therapeutic communication techniques that would be utilized with for the client with
selected gastrointestinal alterations both verbal and non-verbal.
(1) Interviewing
(2) Open/closed ended questions
(3) Anxiety reducing
5) Selecting the appropriate data that would be included in the documentation both written and
technological for the client with selected gastrointestinal alterations.
(1) inpatient
(2) outpatient
Promote Health Promotion and Maintenance by
6) Choosing the culturally diverse teaching and learning activities that would be included in the
nursing care for the client with selected gastrointestinal alterations to promote restore and
maintenance of health.
(1) Nutrition
(2) Medications
(3) Home care
(4) Follow up care
(5) Discharge teaching
Promote Psychological integrity by choosing culturally diverse nursing interventions that promote
emotional, mental, spiritual, and social health during stressful events for the client with selected
gastrointestinal alterations.
(6) Stress management
(7) Anxiety
(8) Loss /grieving
Promote Physiological Integrity by
7) Selecting the assessment findings, nursing diagnosis, planning, interventions and evaluation of
the following selected gastrointestinal alterations.
(1) Food Allergies
(2) Nausea and vomiting
(3) Diarrhea/Constipation
(4) Dehydration
(5) Malnutrition
(6) Obesity
(7) Esophageal diverticula
(8) Esophageal strictures
(9) Achalasia
(10)
Gastroesophageal reflux disease
(11)
Hiatal hernia
(12)
Gastritis
(13)
Peptic ulcer disease
(14)
GI Bleed
(15)
Cancer
8) Selecting the laboratory, diagnostic, and assessment procedures that would be expected for the
client with selected gastrointestinal alterations and the safe nursing interventions that would
be expected.
(1) Gastric analysis
(2) Abdominal ultrasound
(3) CAT scan
(4) MRI
(5) GI motility studies
(6) CBC
(7) Endoscopy
(8) Chemistries
9) Identifying the possible complications and health risks for the client with selected
gastrointestinal alterations and the nursing interventions that would be necessary
(1) diet
(2) exercise
(3) medications
(4) follow up care
(5) symptoms to report
10) Comparing treatment modalities and nursing safe accurate, therapeutic interventions that
would be expected for the client with selected gastrointestinal alterations.
(1) Surgical
(2) Medical
11) Discriminating between pharmaceutical modalities, and the safe, accurate, therapeutic nursing
interventions that would be expected for the client with selected gastrointestinal alterations.
(1) Proton pump inhibitors
(2) H2 receptor blockers
(3) Prokinetic
(4) Cholinergic
(5) Phenothiazines
Classroom
References
Clinical
Upon completion of this unit, the student will have the ability to provide nursing care to the client
with selected gastrointestinal alterations. As delineated on the clinical tool, the student will
provide nursing care that promotes:
 a safe and effective environment
 health promotion and maintenance
 psychological integrity
 physiological integrity
Required Readings: Required Readings: Chapter
Class Activity –TBA
Textbook
Lewis 10th Ed.
Hockenberry, 11th Ed.
Mosby Drug Guide Nursing, 14th Ed.
e Lilley online
Acid-controlling drugs
Bowel Disorders
Antiemetic and Anti-nausea
Chapter
38, 39 ,40, 41 and 42,
22
50
51
52
Class Assignment(s):
Textbook and/or Resource
HESI Case Study
Med-Surg
Type Activity
Hesi Case study: Ms. Lewis
topic -Peptic Ulcer and Ms.
Jones-colonoscopy with bowel
preparation
Submission Directions
March 22, 2022 @ 08:00 a.m.
Unit 9: Client needs related to selected Neuromuscular Alterations
Upon completion of this unit the student will
Promote a Safe and effective healthcare environment
1) Applying evidence-based standards of practice that are within the legal, ethical and are
regulatory guidelines that would be utilized for the client with selected neuromuscular
alterations.
(1) Standards of care
(2) Patient safety goals
(3) Core Measures
2) Selecting members of the health care team that would be assisting in the provision of care for the
client with selected neuromuscular alterations.
(1) neurologist
(2) Internist
(3) Oncologist
(4) Respiratory therapy
(5) Acute nurse practitioners
(6) RN
(7) Radiology
(8) Surgeon
(9) Physical therapy/dietician
(10)
Home care
3) Discriminating between collaborative healthcare resources that might be utilized to provide care
for the client with selected neuromuscular alterations.
(1) Home care
(2) Outpatient therapy
(3) Rehabilitation
4) Choosing therapeutic communication techniques that would be utilized for the client with
selected neuromuscular alterations.
(1) Open/closed ended questions
(2) Anxiety reducing
(3) Altered communication techniques
5) Selecting the appropriate data that would be included in the documentation both written and
technological for the client with selected neuromuscular alterations.
(1) Inpatient
(2) Outpatient
Promote Health Promotion and Maintenance by
6) Choosing the culturally diverse teaching and learning activities that would be included in the
nursing care for the client with selected neuromuscular alterations to promote restore and
maintenance of health.
(1) Nutrition
(2) Medications
(3) Home care
Promote Psychological integrity by
7) Choosing culturally diverse nursing interventions that promote emotional, mental, spiritual, and
social health during stressful events for the client with selected neuromuscular alterations.
(1) Stress management
(2) Anxiety
Promote Physiological Integrity by
8) Selecting the assessment findings, nursing diagnosis, planning, interventions and evaluation of
the following selected neuromuscular alterations.
(1) Neurological
(1) Headache
(i) Vascular
(ii) Tension
(iii) Cluster
(2) Muscular
(1) Multiple sclerosis
(2) Parkinson’s
(3) Huntington’s
(4) Myasthenia Gravis
(5) ALS
(6) Muscular dystrophies
(7) Cerebral palsy
(8) Seizures
(3) Herniation of intervertebral disc
(1) Disk surgery
(4) Nerve disorders
(1) Trigeminal neuralgia
(2) Bell’s palsy
(3) Botulism
(4) Tetanus
(5) Restless Legs Syndrome
(6) Neurosyphilis
(i) Musculoskeletal
(5) Joint replacement
(1) Hip
(2) Knee
(3) Surgeries
(6) Upper extremities
(1) Bursitis, synovitis & tendonitis
(2) Carpel tunnel syndrome
(3) Ganglion cyst
(4) Dupuytren’s contracture
(7) Lower extremities
(1) Hammer toe
(2) Hallux valgus
(3) Club foot
(4) Legg-Calve Perthes
(5) Developmental hip dysplagia
(6) Spica cast
(7) Osteo Imperfecta
(8) Fascitis plantar
(8) Metabolic disorders
(1) Osteoporosis
(2) Osteomalacia
(3) Paget’s
(4) Osteoarthritis
(9) Infectious
(1) Osteomyelitis
(2) Septic arthritis
(10)
Connective tissue
(1) Rheumatoid arthritis
(2) Gout
(3) Lupus
(4) Lyme
(5) Scleroderma
(6) Ankylosis Spondylitis
Sjogenen Syndrome
Fibromyalgia
Chronic Fatigue Syndrome
Bone tumors
Benign
(i) Malignant
(1) Osteogenic sarcoma
(2) Ewin’s sarcoma
(3) Rhabdomyosarcoma
9) Selecting laboratory, diagnostic, and assessment procedures that would be expected for the
client with selected neuromuscular alterations and the safe nursing interventions that
(7)
(8)
(9)
(11)
(1)
would be expected.
(1) Hematologic studies
(2) CBC
(3) Chemistry profile
(4) X-ray
(5) CT scan
(6) Positron emission tomography
(7) MRI
(8) Bone scan
(9) Bone densitometry
(10)Arthroscopy/arthrocentesis
(11)Angiography
(12)Myelography
(13)EEG
(14)EMG
(15)Nerve conduction studies
(16) Biopsy
10) Identifying the possible complications and health risks for the client with selected neuromuscular
alterations and the nursing interventions that would be necessary.
(1) Diet
(2) Exercise
(3) Lifestyles
(4) Medications
(5) Follow-up care
(6) Surgical concerns
11) Comparing treatment modalities and nursing safe accurate, therapeutic interventions that would
be expected for the client with selected neuromuscular alterations.
(1) Surgical
(2) Medical
12) Discriminating between pharmaceutical modalities, and the safe, accurate, therapeutic nursing
interventions that would be expected for the client with selected neuromuscular alterations.
(1) NSAIDS
(2) Carbamazepine
(3) Corticosteroids
(4) Acyclovir
(5) Diazepam
(6) Vecuronium
(7) Morphine
(8) Fentanyl
(9) Chemotherapies
(10)
Gold compounds
(11)
Disease modifying anti-rheumatic drugs
(12)
Immunosuppressants
(13)
Biologic targeted therapy
(14)
Anti-infectants
(1) Penicillin
(2) Tetracycline
(3) Doxycycline
Classroom
References
Clinical
Upon completion of this unit, the student will have the ability to provide nursing care to the client
with selected neuromuscular alterations. As delineated on the clinical tool, the student will provide
nursing care that promotes:
 a safe and effective environment
 health promotion and maintenance
 psychological integrity
 physiological integrity
Unit 9 Neuromuscular
Required Reading(s):
Textbook
Lewis 11th edition
Hockenberry 11th edition
e Lilley online
Antiepileptic drugs
Chapter
55, 58,60,63
27 and 30
14
Mosby Drug Guide Nursing, 14th edition
Lifsey Section Unit 9- Musculoskeletal System
Required Reading
Textbook
Lew Lewis, Med-Surg 11th ed
Lewis, Med-Surg 11th ed
Chapter
Chapter 58 & 60
Chapter 63 – Herniated Disc
61-63-64: Nursing Assessment MS System, Synovitis, Tendonitis,
Carpel Tunnel Syndrome, Ganglion Cyst, Dupuytren’s Contracture,
Plantar fasciitis, Dx Studies,
62: Carpel Tunnel, Bursitis, Types of Joint Surgeries, Open
Reduction, Drug and Nutritional Therapies, Hip Fracture
63-64: Osteomyelitis, Bone Tumors (Benign, Malignant) Cancer,
Foot Disorders: (Hammer Toe, Hallux valgus), Metabolic Bone
Diseases (Osteoporosis, Osteomyelitis, Paget’s Disease).
64: Arthritis & Connective Tissue Disease: (Osteoarthritis,
Rheumatoid Arthritis, Gout, Lyme Disease, Septic Arthritis,
Wong’s Pediatric 11th ed
Wong’s Pediatric 11th ed.
PowerPoint presentations
Flip the Classroom-Instruction
Ankylosing Spondiylitis, Lupus, Scleroderma, Raynauds, Sjogren’s
Syndrome, Fibromyalgia, Chronic Fatigue Syndrome,
29: Care/Casting for Spica Cast (only)
Development of Dysplasia
Osteogenesis Imperfecta
Septic Arthritis –
Bone and Soft Tissue Tumors
Genuvalgum/metatarsus adductus/Clubfoot/Legg-Calve Pertheses
Slipped Capital Femoral Epiphysis
Osteogenic Sarcoma
Ewing Sarcoma
Rhabdomyosarcoma
Juvenile Idiopathic Arthritis
Chapter 30
On BB
On BB Textbooks only resources to used for presentations
Recommended Reading:
Textbook
Silvestri & Silvestri (NCLEX-RN) Musculoskeletal Problems and
Medications (as applicable to unit content only).
Silvestri & Silvestri (NCLEX-RN) Musculoskeletal Problems and
Medications (as applicable to unit content only).
Lilly’s Pharmacology and/or Mosby Drug Book for medications listed in the
topical outline and/or in the unit chapters as applicable
Chapter
60, 61
58 & 59
Various pages
Class Assignments:
Textbook and/or Resource
HESI Case Trio Study
Med-Surg
HESI Case Trio Study
Med-Surg
Flip the Classroom
Flip the Classroom
HESI Case Trio Study
Med-Surg
HESI Case Trio Study
Med-Surg
Type Activity
Osteoporosis – Kat Mitchell
Rheumatoid Arthritis w/Joint
Arthroplasty– Terry Barnes
Group Presentations
Student ppts to Instructor via email
Parkinson’s Disease – Leo White
Seizure Disorder – Alanna Milstein
Submission Directions
Up to March 24, 2022 by
5:00 p. m.
Up to March 24, 2022 by
5:00 p.m.
March 23, 24
March 21to be upload to BB
Due April 12th, 2022 by
11:59 pm
Due April 12th, 2022 by
11:59 pm