NURS3833 ADULT HEALTH I SPRING-CMP 2011 VC01
COURSE DESCRIPTION: This course integrates knowledge and skills learned previously with disease
processes affecting adults today. The student will learn disease processes that occur in the adult client
with a focus on systems. The clinical focuses on providing care for adults in need of hospital care and
rehabilitation. Patient teaching in the clinical setting will take on importance, as well as, higher levels of
critical thinking and evidence based practice. This syllabus may be revised during the course of the
semester to meet the needs of the students and faculty.
CREDIT: 8 Credit hours (4 hrs class/wk, 2 hrs lab/wk, 16 hrs clinical/wk)
PROGRAM LEVEL: II
REQUIRED TEXTBOOKS:
Ignatavicius, D. & Workman, L. (2010). Medical-Surgical Nursing: Critical Thinking for Collaborative
Care, 6th Edition. St. Louis: Saunders.
Assessment Technologies Institute®. (2010). ATI RN Medical surgical nursing. Review Module Edition
8.0. Retrieved from
http://www.atitesting.com/ati_next_gen/DisplayResources.aspx?Name=RN_AMS_2010.pdf
Course Coordinator: Mrs. Marilyn Lynch-Goddard, MSN, BSN, RN Cell: (210) 414-9735
Office Hours: Tuesday 10:00am to 3:00pm
-Via email marilyn.lynch-goddard@wayland.wbu.edu at anytime. I will respond to emails
within 24 hours.
Clinical Instructor: TBA
Clinical Lab: TBA
Clinical and/or class time may be adjusted due to instructor, school, or facility needs
COURSE OBJECTIVES: At the end of the course, the student will be able to:
1. Define the role of the professional registered nurse in care of the client in the medical-surgical
setting.
2. Identify signs and symptoms of disease processes that affect the adult client.
3. Utilize the nursing process in developing a plan of care for a client in the medical-surgical setting
in collaboration with the client and the interdisciplinary health care team utilizing evidence-based
practice.
4. Identify signs and symptoms associated with disease processes.
5. Describe principles of teaching for a client in the medical-surgical setting.
6. Understand the pathophysiology of the disease processes of clients in the medical-surgical
setting.
7. List the ethical and legal principles necessary for quality care of the client in the medical-surgical
setting.
8. Describe the factors that contribute to the development of disease processes in the client in the
medical-surgical setting.
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CLINICAL OBJECTIVES:
At the end of the course, the student will be able to:
1. Apply nursing care to multiple clients appropriate for the signs and symptoms the client is
experiencing.
2. Establish nursing diagnoses for the adult clients in the medical-surgical setting following
evidence-based analysis of the data.
3. In collaboration with the adult client and the interdisciplinary health care team, set realistic goals
to improve the signs and symptoms they are experiencing.
4. Implement nursing care, in collaboration with the client and the interdisciplinary health care team,
to assist in treating the disease process the adult client is experiencing.
5. Evaluate the adult client’s response to the nursing care received.
6. Teach the adult client about their disease process and the care required to treat it.
7. Apply ethical and legal principles when delivering care to the adult client.
8. Apply concepts of cultural aspects of care when delivering care to the adult client.
9. Refer clients to resources both in the health care facility, and in the community.
EVALUATION AND GRADING: A point system is used to determine the grade in Adult Health I.
A = 90-100
B = 80-90
C = 75-80
75 average or better is required to pass Nursing courses
D = 70-74
F = 69 and below
Exams and Graded Requirements
Exam 1
Exam 2
Exam 3
Exam 4
Exam 5
Discussion Participation
Case Study Paper
Final Exam
Total
Point Value
10%
10%
10%
10%
10%
10%
10%
30%
100%
PLEASE NOTE:
Worksheets or other learning tools may be used @ instructor’s discretion; points will be deducted
from final grade if extra assignments are not turned in.
There will be a medication calculation test given by the clinical instructor two weeks after class
begins. All students must pass this test with a 90% before you continue with medication
administration in the clinical setting.
You will be given a rubric for both clinical journals and case study paper - you must cover all
points to receive full credit i.e. points will be deducted if you have not covered all areas required
on the rubric. The clinical instructor will grade the journal entries.
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ADULT HEALTH I SPRING - CMP 2011 VC01 mlg
Course Outline:
1. Perioperative Nursing & Pain
2. Respiratory
3. CV & hematology
4. Fluid & electrolytes
5. Renal, urinary & integument
6. Endocrine
7. GI
8. Neurosensory
9. Musculoskeletal
10. Lymph, immune & infectious issues
All written work is to be submitted on the announced due date(s) and time (s) unless the student has
made previous arrangements with the faculty member. Failure to notify will result in a grade of zero.
Testing:
Test dates and content will be published in the course syllabi. All exams will be given with an approved
proctor present. Exam blueprints may be provided by the instructor. The type of question will be
categorized two ways (where applicable). First the question will be categorized by the areas of the
nursing process; assessment, planning, implementation and evaluation. The question will also be
categorized by cognitive level; knowledge, analysis, application, and comprehension. In the event a
faculty must change a test date, they will notify the students as soon as possible.
Make-up Tests/Quizzes/Journals:
Occasionally a student will miss a test that is scheduled for a class. A student should contact his/her
instructor PRIOR to missing the exam, and then make arrangements to take the make-up test. Test must
be completed within one week from date of missed exam. Journal entries must be submitted by the first
clinical day each week beginning in week 2 - no exceptions!
Clinical learning lab: TBA
Clinical learning lab will be arranged for learning needs at this level. Date and time to be announced.
Clinical Attendance: The clinical portion of the course in on a pass/fail basis and must be passed to
pass the course. The level two clinical evaluation form will be used to determine the students pass or fail
performance for this course. Attendance to clinical is critical. This is the opportunity for the student to
learn and practice skills and then apply them later in patient care. Any student late or missing a clinical
must call the instructor prior to the scheduled clinical.
Required clinical activities include:
1) Preparation of medication cards for patients and conditions studied,
2) Satisfactory performance of clinical objectives,
3) Reflective clinical journal,
4) At least 3 complete satisfactory nursing care plans each achieving the level of critical thinking
required for this course (more may be required by clinical instructor to achieve the level), and
5) Professional behavior, demeanor and attire.
Your clinical behavior, demeanor and attire shall be consistent with school and facility requirements. This
part of professional requirements includes punctuality to work, wearing name badge, professional attire,
white opaque uniforms, school patch, white shoes, white socks, undergarments not visible through
uniform, no jewelry or colored hair accessories, short and clean unpainted nails, and required
professional gear or equipment. No smoking is permitted at clinical facilities.
Weekly clinical journals are required, hard copies to be provided to clinical faculty and due no later than
the first day clinical each week beginning in week 2. Medication cards, handwritten 3x5 index format, are
required and shall be:
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a)
Due no later than the first day of clinical each week (for the body system covered in lecture
that week) and
b) completed on your assigned/chosen patient prior to any medication administration; which
includes patient’s medications related to his/her medical condition that you will not administer
(please ask faculty for clarification for clarification, if needed)
Reflective Clinical Journal. The weekly clinical journal is a required part of the clinical experience.
Each student is responsible for his/her own lifelong learning. The journal process is designed to help you
reflect on your learning styles, assess your learning needs, make goals, evaluate your learning and
repeat the process, changing your learning interventions when indicated. It will also help faculty assist
your efforts to be a self-directed learner. These skills are crucial to your development as a professional
nurse, as this profession requires ongoing self directed continuing education and record keeping to
maintain your license.
Policy on Academic Integrity: Standards of academic honesty are expected. Academic dishonesty
includes, but is not limited to, cheating, plagiarism, counterfeit work, unauthorized reuse of work, theft,
and collusion, see student handbook. Students who violate academic integrity policies are subject to
discipline, penalties, failure in the course, or dismissal from Wayland Baptist University.
Cell Phone Policy: Respect for faculty and fellow students are necessary for teaching and learning in
the (classroom) and clinical settings. You are required to silence cell phones, silence other mobile
devices, and remove Bluetooth devices prior to entering any (classrooms) and clinical settings. Failure
to follow this policy can affect your class participation (including, you may be requested to leave the (class
room), clinical or final course grade.
Policy Regarding Due Dates for Written Assignments: Written work will be submitted on the
announced due date and time, unless prior arrangements were made with the faculty. Failure to notify
will result in a grade of zero for that assignment. Unless otherwise specified, hard copies of the
assignments are due to faculty on assigned dates at the beginning of the class or clinical period.
Students are responsible for contacting the course faculty if there is any difficulty in understanding the
course materials or completing the course assignments. Up to 10% shall be deducted for late
assignments, and reduced 10% each day, late or incomplete care plans may result in clinical failure.
Student Responsibilities: Students are adult learners and responsible for self-directed study to
complete this course. Check postings on blackboard each week, learn to use blackboard postings
provided by professors, as they are intended to increase your professional nursing knowledge bank.
Learn to become a resource broker, speak professionally and use citations, it is part of professional
nursing. Assignments, journals, and presentation have due dates and points shall be reduced if not
punctual. The profession of nursing requires punctuality in documentation and attendance. It also
requires reliability as fellow staff and administration rely on you to come to work prepared. Patients rely
on you to know the current state of their health and current professional standards. Citations and
references are to be used and documented using the professional citation of nursing, APA (6th edition)
format.
Research and writing competency is an expectation in professional nursing, therefore, effective writing
and proficiency in research is required in this course. ENGL 1301 and RSWR 3345 are required prior to
this course and provide preparation for the writing level required in this course. Consult Purdue’s OWL
website or WBU’s Saturday clinic for writing assistance in APA citation. Research and writing
competencies are expected, source selection shall be nursing peer reviewed, format, citations,
organization, grammar and mechanics can impact your grade on written assignments.
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Group process is an essential part of professional nursing, therefore, group projects will be required in
various nursing courses. Just as various shifts are responsible for patient care and nurses rely on each
other and other professionals to accomplish total care, you will rely on each other and work together for a
particular project. The grade earned goes to the entire group, therefore, it is crucial that students work
ADULT HEALTH I SPRING - CMP 2011 VC01 mlg
together, review the grading rubric, and review the work together before presentation, project or paper
submission.
Disability Statement: Wayland Baptist University adheres to a policy of providing equal opportunity to
students with disabilities. Disability is defined by the University as any condition that falls under the
purview of the Rehabilitation Act of 1973. Wayland will strive to achieve optimum opportunity for
participation in the University experience for all students, regardless of their circumstance. The University
encourages any student who has a disability, as defined by the Rehabilitation Act of 1973, to inform the
University of any Special Requirements or needs by reporting these to the Dean of Students or the Vice
President for Academic and Student Services. The University will strive to meet these needs in
accordance with applicable federal guidelines and Christian ethical considerations.
Student Conduct: (This is a statement of conduct standards. It is enforced in conjunction with the
Discipline Policy and Substance Abuse Policy found elsewhere in the student handbook.) Wayland
proudly adheres to high standards of intellectual, moral, ethical, and spiritual values. Convinced that selfdiscipline is more desirable than outside force and that the truly educated person must pursue what is
right under all circumstances, Wayland entrusts each student with the solemn obligation of preserving
these standards.
However, in the light of revelation, reason, and the custom of the Christian community from which
Wayland has sprung, certain practices are evaluated:
1. Personal integrity in keeping with New Testament standards is expected of all students.
2. Respect for the property, knowledge, and rights of other people must prevail.
3. The use or possession of alcoholic beverages and/or illegal drugs is forbidden.
4. Gambling, hazing, and the on-campus possession of firearms or deadly weapons
are prohibited. BB Guns and Paint Ball Guns are also prohibited.
5. The use of tobacco by students is discouraged, though permitted in certain designated areas of
the campus. In consideration of the rights of others and the requirements of safety, such areas
are designated.
The authority of the University is exercised over all student groups or organizations bearing the name of
the university, or any student enterprises to the extent necessary to safeguard the good name and well
being of Wayland. Specifically, each student is expected to conduct himself in such a manner as to
uphold, not detract from, the good name of Wayland Baptist University. If one feels that he/she cannot
subscribe to the moral and social practices of the University, he/she will find greater acceptance
elsewhere.
Standards of Professional Nursing Practice (BON 213.27, 217.11, 217.12) Please refer to the Board of
Nursing at www.BON.state.tx.us for any additional information regarding the Texas Nurse Practice Act.
1.
Knows rationale for side effects of medications and treatments, and correctly administers
same. 217.00 (1)(c).
2.
Documents nursing care accurately and completely, including signs and symptoms, nursing
care rendered and medication administration. Contacts health care team concerning
significant events in patient health. 217.11 (1) (d).
3.
Implements a safe environment for patients and/or others. 217.11 (1) (b).
4.
Respects client confidentiality. 217.11 (1)(e).
5.
Accepts assignments commensurate with educational level, preparation, experience and
knowledge. 217.11(1)(t).
6.
Obtains instruction and supervision as necessary when implementing nursing procedures
and practices. 217.11(1)(h).
7.
Notifies the appropriate supervisor when leaving an assignment. 217.11 (1) (I).
8.
Recognizes and maintains professional boundaries of the nurse/patient relationship. 217.11
(1)(J).
9.
Clarifies orders, treatments, that the nurse has reason to believe are inaccurate, non-effective
or contraindicated. 217.11 (1)(N).
10.
Able to distinguish right from wrong. 213.27 (b)(2)(A).
ADULT HEALTH I SPRING - CMP 2011 VC01 mlg
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Able to think and act rationally 213.27(b)(2)(B).
Able to keep promises and honor obligations 213.27(b)(2)(C).
Accountable for own behavior 213.27(b)(2)(D).
Able to promptly and fully self-disclose facts, circumstances, events, errors and omissions
when these disclosures will enhance health status of patients or protect patients from
unnecessary risk or harm. 213.27(b)(2)(G).
Please refer to the Board of Nursing at www.BON.state.tx.us for any additional information regarding the
Texas Nurse Practice Act.
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Week 1: Pre-op/Intra-op/Post-op Nursing; Pain Issues
Objectives
Student
Assignments
Differentiate types & purposes of surgery.
Read Ignatavicius:
Use patient identifiers when providing instruction, administering
Unit 4, chapter 16,
drugs, marking surgical sites, performing procedures
17, 18, & Chapter 5
Verify informed consent of surgery and pre-surgical checklists.
Identify patient conditions or issues that need to be
ATI: Chapters 4, 107communicated with the team.
109
Use knowledge of physiology and behavior principles for preop
assessment.
Evaluate patient factors that increase risk before, during & after
surgery.
Evaluate lab values related to drugs, anesthetics, and surgery.
Apply concepts of sterile technique, asepsis, standard
precautions during wound assessment and dressing changes.
Discuss criteria for determining readiness for discharge from
PACU.
Evaluate risks for complications and wound healing.
Discuss post-op education for patients and family.
Describe a head-to-toe assessment of the postoperative patient
and verbalize priority of nursing interventions during first 24
hours.
Apply knowledge of pathophysiology to identify shock, respiratory
depression, impaired wound healing.
Explain actions, dosages, side effects and nursing implications for
different types of drug therapy and pain management after
surgery.
Week 2: Respiratory Issues
Objectives
1. Identify safe use of appropriate oxygen delivery systems and
tracheostomy equipment.
2. Evaluate communication for patient with tracheostomy.
3. Perform a focused respiratory assessment to determine
adequacy of oxygenation.
4. Administer oxygen by nasal cannula, mask, ET tube, trach tube
and evaluate patient response.
5. Use laboratory data and clinical symptoms to recognize
hypoxemia or hypercarbia.
6. Verbalize care delegation to LPN, nursing assistants, and RN for
patients with radical head and neck surgery
Student
Assignments
Read Ignatavicius: Ch
30-33;
Ch 29 assessment
independent study
ATI: Chapters 22-30
ADULT HEALTH I SPRING - CMP 2011 VC01 mlg
Learning
Activities
Lecture and
discussion
Skills lab
Learning
Activities
Lecture and
discussion
Skills lab
6
7. Assess patients for risk factors for head and neck cancers.
8. Support patient and family in breathing status changes and
develop communication.
9. Priortize nursing care needs for patient after nasoseptoplasty,
anterior & posterior nosebleed facial trauma.
10. Describe pathophysiology and complications of sleep apnea.
11. Apply anatomy knowledge to prevent aspiration, perform wound
care, and suctioning for tracheostomy patient.
12. Ensure proper oxygen delivery for patients with hypercarbia,
cystic fibrosis, and chest tube drainage after thoracotomy.
13. Teach how to use a peak flowmeter, aerosol or dry powder
inhaler, and asthma management.
14. Explain procedures, restrictions, follow-up, and encourage selfmanagement by patients, including expression of feelings
regarding changes in breathing status.
15. Teach adaptation of ADL related to respiratory problems.
16. Compare pathophysiology of asthma, bronchitis, and
emphysema.
17. Identify risk factors for COPD and lung cancer.
18. Use laboratory data and clinical manifestations to determine
effectiveness of therapy for impaired gas exchange in a patient
with breathing problem.
19. Explain physiology of communicable respiratory diseases and
airborne and droplet transmission.
20. Apply principles of infection control when providing care to
patients with respiratory infections.
21. Describe tuberculosis and avian flu infection control measures.
22. Identify adults at risk for contracting flue, pneumonia,
tuberculosis, and respiratory infections and CDC infection
control techniques.
23. Perform focused respiratory assessment and re-assessment.
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Week 3: Cardiovascular & Hematology Issues
Objectives
Student
Assignments
Assess patients for complications of diagnostic tests.
Ignatavicius: Ch 35-40
Evaluate patients @ risk for CV problems.
Ch 35 in-depth study
Explain pre- and post-test care associated with CV testing.
Ch 41-42
Identify typical assessment findings associated with common
Ch 41 in-depth study
dysrhythmias.
Plan collaborative care for patients experiencing common
ATI: Chapters 31-42
dysrthymias.
Evaluate status of patients with heart disease regarding advance
directives.
Provide patient with heart failure with information for discharge
to home, hospice or other facility.
Collaborate with interdisciplinary team to provide patient care,
identify community resources.
Explain pathophysiology of HF, compare left-sided and rightsided.
Explain how common drug therapies improve cardiac output and
prevent worsening of HF.
Assess for adverse affects of drug therapy.
Monitor lab values for patients with cardiac problems.
Explain pathophysiology of arteriosclerosis and atherosclerosis,
including factors that cause arterial injury.
ADULT HEALTH I SPRING - CMP 2011 VC01 mlg
Learning
Activities
Lecture and
discussion
Skills lab
7
14. Interpret laboratory data.
15. Describe essential and secondary hypertension. Discuss drug
therapy and side effects.
16. Compare assessment of patients with PAD and PVD.
17. Identify venous thromboembolism (VTE and complications.
Discuss nursing interventions to help prevent VTE.
18. Describe nurse role in monitoring patients on anticoagulants.
19. Describe the relationship between hematologic problems and
the need for oxygen.
20. Describe the role of platelets in hemostasis.
21. Correctly interpret blood counts, clotting tests to assess
hematologic status.
22. Explain effects of anticoagulants, fibrinolytics, and inhibitors of
platelet activity.
23. Identify patients at risk for infection and hemorrhage.
24. Coordinate patient care with nutritionist, patient, and family,
community for ADLS, preventing injury, dietary adaptation, and
infection.
25. Identify clinical manifestations of anemia.
26. Prioritize nursing care for patient with sickle cell disease.
27. Identify risk factors for leukemia, lymphoma, and
myelodysplastic syndrome.
28. Correctly interpret lab data and clinical symptoms to determine
presence of infection of patient with neutropenia.
29. Prioritize nursing interventions for patient with neutropenia,
thrombocytopenia, and transfusion.
Week 4: Fluid Electrolyte Issues
Unit Objectives
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Explain relationship between weight gain, loss, and fluid
imbalance.
Identify patients at risk for fluid or electrolyte imbalances.
Use lab data and clinical symptoms to determine presence of
fluid or electrolyte imbalance.
Interpret blood chemistry lab results to determine electrolyte
imbalance and effectiveness of intervention.
Prioritize interventions for patients who have dehydration, fluid
overload, or specific electrolyte imbalances.
Describe the relationship between fee hydrogen ion and pH.
Explain the role of bicarbonate in the blood.
Explain compensation.
Compare the roles of the respiratory and renal system in
maintaining acid-base balance.
Identify patients at risk for acid-base imbalance.
Use lab data and clinical signs to determine presence of acidbase imbalance.
Interpret arterial blood gases to determine respiratory or
metabolic acidosis.
Coordinate care for a patient with acid-base imbalance.
Check accuracy of IV fluids and medications.
Identify appropriate veins for peripheral IV catheter insertion.
Differentiate types of vascular access devices used for
peripheral and central IV therapy.
Assess patient infusion site for local complications of phlebitis
and infiltration.
Student
Assignments
Ignatavicius: Ch 13-15
Learning
Activities
Lecture and
discussion
ATI: Chapters 48-50
ADULT HEALTH I SPRING - CMP 2011 VC01 mlg
Skills lab
8
18. Assess, prevent and management systemic complications
related to infusion therapy.
19. Identify nursing considerations for intra-arterial, intraperitoneal,
subcutaneous, intraosseous, epidural and intrathecal infusion
therapy.
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Week 5: Renal & Urinary & Integument Issues
Objectives
Student
Assignments
Use the ABCD method of assessing skin lesions for cancer
Ignatavicius: Ch 68Compare wound healing by first, second, and third intention.
71
Evaluate wounds for size, depth, presence of infection, and
Ch 26 & 27
indications of healing.
self study
Differentiate the manifestations for stage I through stage IV
pressure ulcers.
ATI: Chapters 64 -71,
Coordinate with the health care team for patient pressure ulcer
84-88,
prevention when you have identified a patient at risk.
Identify key features of psoriasis, melanoma, and skin cancer.
Use lab data to distinguish between dehydration and renal
impairment.
Describe how to obtain a sterile urine specimen from a patient
with a Foley catheter.
Assess the appropriateness for continuing indwelling urinary
catheter.
Use language the patient is comfortable with when discussing
urinary and sexual issues.
Coordinate care to prevent UTIs in hospitalized patients.
Compare the pathophysiology and manifestations of stress, urge,
overflow, mixed and functional incontinence.
Discuss nursing care to patient with invasive bladder cancer.
Explain genetics of autosomal dominant polycystic kidney
disease.
Use lab data and clinical manifestations to determine
effectiveness of therapy for pyelonephritis.
Describe clinical manifestations of hydronephrosis.
Explain relationship between hypertension and renal disease
Compare pathophysiology and causes of acute renal failure and
chronic kidney disease.
Use lab data and clinical assessment to determine effectiveness
of therapy for renal failure.
Discuss interventions to prevent ARF.
Discuss mechanisms of peritoneal dialysis and hemodialysis and
renal replacement therapies.
Coordinate nursing care for the patient with kidney disease.
Week 6: Endocrine Issues
Objectives
1.
Identify adaptations in nursing assessment or interventions
needed because of age changes in endocrine function.
2. Interpret lab test findings and clinical manifestations for patients
with possible endocrine problems.
3. Compare common clinical manifestations associated with pituitary
hypo and hyper function.
Student
Assignments
Ignatavicius: Ch 6467
Ch 64 self study
ATI: Chapters 89-97
ADULT HEALTH I SPRING - CMP 2011 VC01 mlg
Learning
Activities
Lecture and
discussion
Learning
Activities
Lecture and
discussion
9
4. Interpret lab changes and clinical changes to determine
effectiveness of therapy for diabetes and SIADH.
5. Compare clinical manifestations of Cushing’s syndrome and
Addison’s disease and discuss nursing care.
6. Identify patients at risk for acute adrenal insufficiency and discuss
priority of nursing care.
7. Compare common manifestations of hyper and hypo thyroid.
8. Interpret clinical and lab data to determine effectiveness of
intervention for hyperthyroidism.
9. Discuss nursing care for patient post thyroid or parathyroid
surgery.
10. Identify teaching priorities for patient taking thyroid replacement
hormone.
11. Compare clinical manifestations of hyper-and hypo
parathyroidism.
12. Compare risk factors, age of onset, manifestations and pathologic
mechanism for DM I & II.
13. Assess patient risk for DM II
14. Explain effects of insulin on carbohydrate, protein and fat
metabolism.
15. Explain how to mix different kinds of insulin together.
16. Evaluate lab data to determine if patient is controlling DM.
17. Explain how to perform foot assessment in patient with DM.
18. Discuss care of patient with diabetic ketoacidosis (DKA) and
hyperglycemic-hyperosmolar state (HHS).
Week 7: Gastrointestinal issues
Unit Objectives
1. Explain Gordon’s Functional Health Patterns.
2. Explain the GI lab values of patient with GI problems.
3. Discuss care of patients with disorders of salivary glands and
practices of oral care.
4. Evaluate impact of esophageal cancer on patient’s nutritional
status and risk for aspiration.
5. Perform focused assessments for GI issues.
6. Apply knowledge of pathophysiology to monitor for complications.
7. Discuss GERD and drug therapy.
8. Compare etiologies and assessment findings of acute and
chronic gastritis.
9. Compare and contrast assessment findings associated with
gastric and duodenal ulcers.
10. Identify the most common medical complications that can occur
with PUD.
11. Discuss drug therapy for gastritis and PUD.
12. Monitor patient for GI bleeding and prioritize interventions.
13. Explain purpose and procedure for gastric lavage.
14. Evaluate impact of GID disorders on nutrition of a patient.
15. Identify risks for gastric cancer.
16. Differentiate between common hernias.
17. Develop a plan of care for a post-hernia repair.
18. Explain the role of the nurse in management of colorectal cancer.
19. Explain small and large bowel obstruction differences.
20. Develop a plan of care for patient with obstruction to promote
elimination.
21. Describe post-operative care of hemorrhoid patient.
Student
Assignments
Ignatavicius: Ch 5563
Ch 55 self study
Learning
Activities
Lecture and
Discussion
ATI: Chapters 51-63
ADULT HEALTH I SPRING - CMP 2011 VC01 mlg
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Explain malabsorption syndrome pathophysiology.
Differentiate common types of acute inflammatory bowel disease.
Provide nursing care for patient with peritonitis or appendicitis.
Discuss common causes of gastroenteritis.
Compare and contrast pathophysiology and clinical
manifestations of ulcerative colitis and Chron’s disease.
Explain nursing implications and drug therapy for patients with
IBD.
Provide postoperative care for a patient with colon resection,
colectomy or ileostomy.
Explain the role of nutrition in managing the patient with
diverticular disease.
Describe comfort measures for patients with anal disorders.
Explain pathophysiology and complications of cirrhosis of liver
Interpret lab tests commonly seen with cirrhosis
Develop collaborative plan of care for patient with cirrhosis.
Assess for complications of cirrhosis.
Identify emergency interventions for patient with bleeding
esophageal varices.
Explain role of nurse in paracentesis procedure.
Compare and contrast transmission of hepatitis viral infections.
Explain ways each type of hepatitis can be prevented.
Assess complications of liver trauma.
Identify treatment options for patients with liver cancer.
Describe common complications with liver transplantation.
Identify common causes of cholecystitis and cholelithiasis.
Interpret diagnostic test results associated with GB disease and
pancreatitis.
Compare postoperative care of patients undergoing a traditional
cholecystectomy with that of patients having laparoscopic
cholecystectomy.
Compare and contest the pathophysiology of acute and chronic
pancreatitis.
Explain nursing care for acute and chronic pancreatitis
Explain the use and precautions associated with enzyme
replacement for chronic pancreatitis.
Discuss Whipple procedure and post op care.
Calculate BMI and interpret findings.
Monitor for complications of TEN (total enteral nutrition and total
parental nutrition (TPN).
Explain how to maintain enteral tube patency and intervention to
prevent aspiration by checking tube placement.
Explain medical complications associated with obesity.
Identity role of drug therapy in management of obesity.
Explain nursing care for patient having bariatric surgery and
discharge teaching plan.
Week 8: Neurosensory issues
Objectives
1. Compare assessment findings of migraine, cluster and tension
headaches.
2. Differentiate common types of seizures including clinical
manifestations.
3. Prioritize care for acute seizure, and status epilepticus.
4. Provide care for patient having a seizure, bacterial meningitis,
Student
Assignments
Ignatavicius: Ch 4346
Ch 43 self study
Ch 48-51
ATI : Chapters 3-17
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Learning
Activities
Lecture and
discussion
Lab skills
11
encephalitis, Alzheimer’s, Parkinson’s, or Huntington’s disease.
5. Assess patient with spinal cord health problems for mobility, gait,
strength and sensation.
6. Implement interventions to prevent complications of immobility.
7. Use precautions to prevent injury when moving a patient with
spinal cored problems.
8. Explain pathophysiology of autonomic dysreflexia, spinal cord
tumors, multiple sclerosis (MS) and amyotrophic lateral sclerosis
(ALS).
9. Explain drug therapy in managing patients with spinal cord
problems.
10. Perform focused neurological assessment for patient wit PNS
disorder.
11. Compare and contrast pathophysiology and etiology of GBS and
MG (Guillan Barre syndrome and Myasthenia Gravis).
12.
Week 9: Musculoskeletal issues
Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Recall the anatomy and physiology of the musculoskeletal
system
Explain how physiologic aging changes the musculoskeletal
system affect care of older adults
Conduct a musculoskeletal history using Gordon’s functional
Health Patterns
Evaluate important assessment findings in a client with
musculoskeletal health problems
Explain the use of lab testing for a client with a musculoskeletal
health problem
Identify the use of radiography in diagnosing musculoskeletal
health problems
Plan follow-up care for clients undergoing musculoskeletal
diagnostic testing
Develop a teaching plan for clients undergoing arthroscopic
procedures
Explain the risk factors for primary and secondary osteoporosis
Implement interventions to decrease the risk for developing
osteoporosis
Develop a teaching plan for all age groups concerning
osteoporosis
Describe the role of drug therapy in the prevention and
management of osteoporosis
Compare and contrast osteoporosis and osteomalacia
Identify common assessment findings in clients with Paget’s
disease of the bone
Differentiate acute and chronic osteomyelitis
Prioritize care for clients with osteomyelitis
Analyze assessment data to determine common nursing
diagnoses and collaborative problems for the client with a
malignant bone tumor
Discuss the psychosocial aspects associated with diagnosis of
bone cancer
Evaluate the nursing care of a client with a bone tumor using
expected outcome criteria
Student
Assignments
Ignatavicius: Ch 5254
Ch 52 self study
Learning
Activities
Lecture and
discussion.
Lab skills
ATI: Chapters 78- 83
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12
20. Explain the pathophysiology and risk factors for carpal tunnel
syndrome
21. Identify treatment options for the client diagnosed with carpal
tunnel syndrome
22. Describe common disorders of the foot including hallux valgus,
and plantar fasciitis
23. Explain the role of the nurse when caring for an adult client with
muscular dystrophy
24. Compare and contrast common types of fractures
25. Discuss the usual healing process of bone
26. Identify common complications of fractures
27. Explain the typical clinical manifestations that are seen in clients
with fractures
28. Analyze common nursing diagnoses for the client with a fracture
29. Describe the nursing care of the client with a cast, including client
education
30. Describe nursing care of the client in traction
31. Discuss pain management for the client with a fracture
32. Prioritize nursing care for the postoperative client who has
undergoing open reduction with internal fixation of the hip
33. Evaluate the nursing care of a client with a fracture
34. Identify common types of amputations
35. Explain the psychosocial aspects related to amputations
36. Develop a community base teaching plan for a client who has
undergone an elective amputation
37. Describe the collaborative management for the client with
complex regional pain syndrome
38. Identify the common types of sports related injuries and their
management.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Week 10: Lymph, immune, & infectious issues
Objectives
Student
Assignments
Describe the concept of self-tolerance.
Ignatavicius Ch 19-25
Explain the differences between inflammation and infection.
Compare and contrast the cells, purposes, and features of
inflammation and immunity.
ATI: Chapters 98-106
Describe the basis for the five cardinal manifestations of
inflammation.
Interpret a white blood cell count with differential to indicate no
immune problems, an acute bacterial infection, a chronic bacterial
infection, or an allergic reaction.
Explain how complement activation and fixation assists in
protection from infection.
Compare the cells, function, and protective actions of antibodymediated immunity and cell-duration immunity.
Compare the different types of antibody-mediated immunity for
their protection effectiveness and duration of immunity.
Describe how the immune system responds to the presence of
transplanted tissues or organs.
Explain the actions and short- and long-term side effects of
immunosuppressive drugs.
Compare and contrast the pathophysiology and clinical
manifestations of osteoarthritis (OA) and rheumatoid disease
(RA).
Prioritize collaborative interventions for clients with OA and RA.
ADULT HEALTH I SPRING - CMP 2011 VC01 mlg
Learning
Activities
Lecture and
discussion
13
13. Determine common nursing diagnoses for postoperative clients
having total joint replacement surgery.
14. Evaluate the expected outcomes for clients having total joint
replacement surgery.
15. Interpret laboratory findings for clients with rheumatoid disease.
16. Identify the nursing implications associated with drug therapy for
clients with rheumatoid arthritis.
17. Identify educational needs for clients with arthritis.
18. Differentiate between discoid lupus erythematosus and systemic
lupus erythematosus.
19. Describe the priority nursing interventions for clients who have
progressive systemic sclerosis.
20. Discuss the treatment of gout based on knowledge of
pathophysiology.
21. Explain the differences between polymyositis, systemic
necrotizing vasculitis, polymyalgia rheumatica, ankylosing
spodylitis, Reiter’s syndrome, and Sjögren’s syndrome.
22. Describe interventions that clients can use to prevent Lyme
disease.
23. Identify the primary concern in care for clients with Marfan
syndrome.
24. Describe current treatment strategies for clients with fibromyalgia.
25. Compare primary and secondary immunodeficiencies for cause
and onset of problems.
26. Explain the differences in nursing care required for a client with a
pathogenic infection versus a client with an opportunistic
infection.
27. Distinguish between the conditions of human immunodeficiency
virus (HIV) infection and acquired immunodeficiency syndrome
(AIDS) for clinical manifestations and risks for complications.
28. Describe the ways in which HIV is transmitted.
29. Identify techniques to reduce the risk for infection in an
immunocompromised client.
30. Develop a teaching plan for condom use among sexually active,
non-English-speaking adults.
31. Prioritize nursing care for the client with AIDS who has impaired
gas exchange.
32. Identify teaching priorities for the HIV-positive client receiving
highly active antiretroviral therapy.
33. Develop a community-based teaching plan for the client with
immune deficiency living at home.
34. Plan a week of meals for the client who has protein-calorie
malnutrition.
35. Identify drug therapy categories that have the potential to reduce
immune function.
36. Describe the infections that adult clients with congenital
immunodeficiencies are at greatest risk for developing.
37. Describe the nursing actions and responsibilities for
administration of IV immunoglobulin.
38. Compare the bases and manifestations of allergy and
autoimmunity.
39. Discuss anaphylaxis prevention measures.
40. Discuss the nursing responsibility for a client with anaphylaxis.
41. Identify the common drugs, dosages, and side effects used as
therapy for anaphylaxis.
42. Describe allergy testing techniques.
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14
43. List the defining characteristics of type I, type II, type III, type IV,
and type V hypersensitivity reactions.
44. Explain the differences in mechanisms of action between
antihistamines and mast cell stabilizers.
45. Develop a community-based teaching plan for the client who has
severe allergic reactions.
46. Explain why causes of cancer can be hard to establish.
47. Compare the features of benign and malignant tumors.
48. List three cancer types associated with tobacco use.
49. Identify cancer types for which primary prevention is possible.
50. Compare the cancer development processes of initiation and
promotion.
51. Describe the TNM system for cancer staging.
52. Explain the differences between a “low-grade” cancer and a
“high-grade” cancer.
53. Discuss the roles of oncogenes and suppressor genes in cancer
development.
54. Identify four common sites of distant metastasis for cancer.
55. Discuss the role of immunity in protection against cancer.
56. Identify which cancer types arise from connective tissues and
which types arise from glandular tissues.
57. Describe how genetic predisposition can increase a person’s risk
for cancer development.
58. Identify behaviors that reduce the risk for cancer development
and cancer death.
59. Identify specific issues about genetic testing for cancer
predisposition.
60. Identify the goals of cancer therapy.
61. Distinguish between cancer surgery for cure and cancer surgery
for palliation.
62. Discuss how the nursing care needs for the client undergoing
cancer surgery compare to those for the client undergoing any
other type of surgery.
63. Compare the purposes and side effects of radiation therapy and
chemotherapy for cancer.
64. Prioritize nursing care for the client with radiation-induced skin
problems.
65. Develop a community-based teaching plan for the client receiving
external beam radiation.
66. Compare the personnel safety issues for working with clients
receiving teletherapy radiation versus those receiving
brachytherapy radiation.
67. Identify nursing interventions to promote safety for the client
experiencing chemotherapy-induced anemia or
thrombocytopenia.
68. Develop a community-based teaching plan for the client receiving
chemotherapy.
69. Prioritize nursing care for the client with chemotherapy-induced
neutropenia.
70. Prioritize nursing care for the client with mucositis.
71. Explain the rationale for hormonal manipulation therapy.
72. Discuss the uses of biological response modifiers as supportive
therapy in the treatment of cancer.
73. Explain the basis of targeted therapy for cancer.
74. Identify clients at risk for oncologic emergencies.
75. Prioritize nursing care needs for clients experiencing oncologic
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emergencies.
76. Explain the chain of infection.
77. Describe the principles of infection control in inpatient and
community-based settings.
78. Identify the Centers for Disease Control and Prevention (CDC)
hand hygiene recommendations for health care workers.
79. Differentiate the four types of transmission-based precautions.
80. Identify the major causes and results of inadequate antimicrobial
therapy.
81. Assess the common clinical manifestations of infection.
82. Interpret laboratory test findings related to infections and
infectious diseases.
83. Evaluate nursing interventions for management of the client with
an infection.
84. Develop a teaching plan for clients who have an infection or
infectious disease.
Week 11: Final Examination
Course Calendar: TBA
16
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