ILLINOIS VALLEY COMMUNITY COLLEGE
Course Outline
Division:
Course:
HEALTH PROFESSIONS
NURS 2211 – Holistic Nursing III
Date: Spring, 2013
Semester Hours: 5.0
Lecture hours per week: 3 hours per week
Clinical lab hours per week: 6 hours per week including clinical conference and
discussion of related topics
Prerequisite: Successful completion of NUR 1201, 1202, 1210, 1211, 2200, 2201, 2202
A-H 1000 & 1002, BIO 1007, 1008, & 1009,
PSY 1000, ENG 1001, SOC 1000
Completion of or concurrent enrollment in ENG 1002 & NURS 2210
Semester offered: Spring
Instructor(s):
A. Bruch, M. Francisco
I. CATALOG DESCRIPTION
The focus of this course is the nursing care of clients/patients throughout the life cycle
with neurological, endocrine, and musculoskeletal (NEMS) problems. Students are
provided the opportunity to utilize critical thinking, the nursing process, nursing skills,
theoretical knowledge and management skills in various health care settings.
II. GENERAL EDUCATION GOALS ADDRESSED
Upon completion of the course, the student will be able:
√ To apply analytical and problem solving skills to personal, social and
professional issues and situations.
√ To communicate orally and in writing, socially and interpersonally.
√ To develop an awareness of the contributions made to civilization by
the diverse cultures of the world.
√ To understand and use contemporary technology effectively and to
understand its impact on the individual and society.
√ To work and study effectively both individually and in collaboration with
others.
√ To understand what it means to act ethically and responsibly as an
individual in one’s career and as a member of society.
√ To develop and maintain a healthy lifestyle physically, mentally, and
spiritually.
√ To appreciate the ongoing values of learning, self-improvement, and
career planning.
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III. EXPECTED LEARNING OUTCOMES & RELATED COMPETENCIES:
Upon completion of the course, the student will be able to:
1. Integrate knowledge of biopsychosocial adaptation of clients with complex health problems
to develop a plan for the promotion, maintenance, and restoration of health.
Therefore the student will:
1:1
Practice previously learned nursing skills with precision and flexibility for therapeutic
patient care in diverse situations.
1:2
Identify risk factors and preventative measures for some commonly occurring NEMS
problems, such as diabetes, osteoporosis, traumatic falls, glaucoma, etc.
1:3
Describe the assessment data needed to determine the health status of clients with
NEMS problems.
1:4
Describe the treatment modalities, therapeutic nursing methods, and health care
resources needed to promote, maintain, and/or restore the health of clients with
NEMS problems.
1:5
Incorporates understanding of sociocultural differences in the provision of care to
clients and families.
1:6
Plan, practice, and evaluate a personal experience of living on a diabetic diet for 3
days.
1:7
Explore rehabilitative interventions used to maintain, promote, and restore the health
of clients with acute or chronic NEMS problems.
2. Use the nursing process as a framework to critique formulated plans of care and revise as
appropriate.
Therefore, the student will:
2:1
Perform thorough neurological and musculoskeletal assessments and appraise
diagnostic data of assigned clients.
2:2
Identify typical assessment data of various NEMS problems and analyze the data
to determine the level of clients’ health status.
2:3
Using the NANDA list, identify all nursing diagnoses that apply to a patient
situation and correctly prioritize them to the patient’s level of health.
2:4
Develop and implement nursing care plans for health promotion, health
maintenance and restoration of patients with NEMS problems.
2:5
Apply critical thinking skills, therapeutic nursing methods, treatment modalities,
and health care resources to meet the needs of clients with NEMS problems.
2:6
Determine the extent of biopsychosocial factors that can prevent a client with a
NEMS problem from attaining or maintaining a healthy standard of living.
2:7
Evaluate clients and aggregates and identifies alternative methods of meeting
needs, incorporating an understanding of sociocultural differences.
3. Integrate knowledge of legal/ethical standards into nursing practice.
Therefore, the student will:
3:1
Practice nursing care as defined in the Illinois Nursing Act and adhere to ethical
values.
3:2
Assess the client and the environment for hazards that threaten safety and
intervene as appropriate.
3:3
Understand the ethical and legal rights of the individual in managing his own
disease process.
3:4
Discuss the limits of nursing interventions in the noncompliant patient with
diabetes mellitus or some other chronic NEMS problem.
3:5
Discuss the limits of nursing care of the patient with a head injury or spinal cord
injury or some other NEMS problems.
3:6
Assume responsibility and accountability for nursing care provided and delegated.
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4. Apply principles of management and leadership through coordination, collaboration,
delegation, and supervision of health care team members.
Therefore, the student will:
4:1
Promote a positive personal and professional image.
4:2
Collaborate with other members of the health care team in planning, providing,
and directing care.
4:3
Apply principles of managerial and leadership skills, problem solving, and
decision making in planning, organizing, directing and controlling activities to
accomplish the nursing care of several patients.
4:4
Delegate aspects of care to and supervise appropriate health care personnel to
accomplish problem resolutions and holistic wellness in caring for others.
4:5
Create a caring environment in which all aspects of the human person are
respected, nurtured, and recognized as unique.
5. Select the most effective communication techniques with the client, client aggregates,
and health care team members to meet the needs of client(s) with complex problems.
Therefore, the student will:
5:1
Utilize the most effective therapeutic communication techniques with clients and
aggregates in meeting the needs of clients with NEMS disorders.
5:2
Collaborate effectively with clients, client aggregates, and health care workers in
various clinical settings to develop realistic patient- centered goals.
5:3
Seek assistance from more experienced health care workers in situations that
require higher level of knowledge and decision making.
5:4
Assess learning abilities of clients and selects appropriate teaching methodology
to implement a teaching plan while incorporating an understanding of sociocultural differences.
5:5
Modify standard teaching plans for clients with NEMS problems to successfully
help manage individual needs of disease process.
5:6
Implement and document appropriate teaching of clients and aggregates.
5:7
Apply effective communication techniques to promote patient advocacy for
patients with NEMS problems.
6. Collaborate with community resources to meet the needs of client(s) with health care
issues.
Therefore, the student will:
6:1
Identify and describe community health care resources to clients with NEMS
problems.
6:2
Provide quality care within the constraints of community health care resources by
developing realistic plans of care for clients with NEMS problems.
6:3
Adjusts practice to achieve cost effectiveness while maintaining quality.
IV.
INSTRUCTIONAL METHOD:
Lecture
Discussion
Audio-visual aids, including computer programs, and podcasting
Seminar
Case Studies
Demonstrations
Clinical practice
Written projects
Information quizzes
Simulation
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V. COURSE CONTENT
UNIT 1:
A. Musculo-Skeletal Assessment and Diagnostics
B. Structural Problems: Hip dysplasia, scoliosis, osteoporosis
Seminar1: talipes deformities, genu varum, genu valgus, Casts /Cast care
C. Repetitive Strain Injuries
D. Assessment and Complications of MS Trauma
E. Hip Fractures and Total Joint Replacements
F Seminar 2: Nursing of Clients in traction, and ambulatory aids (crutches, canes, walkers)
UNIT 2:
A. Connective Tissue Diseases:
Osteoarthritis vs Rheumatoid Arthritis
Steroids and Other Therapies
B. Diabetes Mellitus
UNIT 3:
A. Diagnostics and Neurological Assessment
B. Neck and Lower Back Pain, Herniated Nucleus Pulposus, Disc Surgeries
C. Spinal Cord Injuries
UNIT 4:
A. Head Injuries
B. Brain Tumors
C. TIAs, Strokes, and Rehabilitation
D. Seizure Disorders
E. Neuromuscular Infections: Meningitis, Encephalitis, Guillain-Barre, Lyme Disease,
UNIT 5:
A. Gout, Lupus Erythematosus
B. Fibromyalgia vs Chronic Fatigue Syndrome
C. Headaches
D. Trigeminal Neuralgia and Bell’s Palsy
E. Other Chronic NeuroMusculoSkeletal Problems:
Peds: Muscular Dystrophies
Adults: Parkinson’s Syndromes, Multiple Sclerosis, Myasthenia Gravis, ALS
D. Vision Problems:
Assessment, Warning Signs, Retinal Detachment
Seminar 7: Strabismus, Eye meds,
Common Eye Infections, Eye Traumas, Glaucoma, Cataracts, Macular Degeneration,
E. Ear Problems:
Assessment, Meniere’s Syndrome
Seminar 8: Noise Pollution, Hearing Losses, External Ear Problems,
Middle Ear Problems,
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VI. STUDENT REQUIREMENTS AND METHODS OF EVALUATION:
ATTENDANCE:
Students are to attend lecture, college lab, clinical lab, and/or alternative experiences promptly
as scheduled. Absenteeism and tardiness will be dealt with according to the nursing handbook
policies. If you are late for class, you are marked absent unless you inform the instructor of your
tardiness by the end of class time. Note: (from the nursing handbook) Students must inform the
clinical instructor by phone if a circumstance prevents attendance in the clinical experience.
.
PARTICIPATION:
Students are expected to attend class/lab/seminar prepared with reading assignments and/or
written assignments. Active participation in class discussions, lab activities, and clinical
experiences are expected.
Due to the vast amount of information to be learned, not all unit objectives may be addressed in
class and labs. However, since the content most likely will be tested, the student is responsible
to complete those objectives. Students are responsible for all materials covered during their
absence.
IMPORTANT: The lecture notes serve as an outline for the lecture material. Students are
expected to bring the COMPLETED lecture notes to class. The student must read and fill in
the lecture notes PRIOR to class. Students who present to class unprepared will jeopardize
their success because they will find it very difficult to follow the lecture, discussion, and
classroom activities.
GRADING POLICIES:
1. 80% of CLASSROOM THEORY:
Your grade is based on cumulative total points, which is then recorded as a percentage of
the total points for the course:
# of SN test points
= SN percentage (course grade)
# of total test points
(Do not average the percentages of each test!)
The grading scale is in accordance with the Nursing Handbook.
Test questions may be generated from any component of this course.
Please note: The grade for this theory course with a clinical component is based only on the
five exam scores. No other assignments for this course will be used to determine grade.
Students are expected to take all tests/quizzes on the designated days. When missing a test/quiz,
the SN must notify the lecture instructor within 24 hours about a make-up test/quiz and make an
appointment with the Learning Center to take the test/quiz, failure to do so will result in a zero
(0). Failure to take the test/quiz on the designated day will result in a zero (0) for the test/quiz.
Therefore if you change your appointment, then you must notify the instructor of the change.
These missed tests/quizzes need to be completed before the next scheduled test/quiz. Students
who missed more than one scheduled exam date will be held to the policy outlined in the
Nursing Handbook.
Grades will be posted ASAP in Blackboard grade book.
Grades will not be given out over the phone or via e-mail.
Test reviews will not be conducted during class time. Students wanting to review their exam
will need to make an appointment with the lecture instructor. No note taking or recording is
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allowed during the test review. Review is to be done within one week of the test after all SN
have taken the test. When challenging answers to test questions, the SN must present written
support from three recent professional sources. This must be given to the instructor for review
within one week following the exam review.
2. Passing grade (100%) on a MATH QUIZ.
3. Satisfactory WRITTEN PAPERS: (As designated by portfolio grid)
All course papers must be completed in order to achieve a passing course grade. Papers
designated for this course include:
Non-Preceptor Clinical Rotations:
a. Clinical Correlation Project:
 Needs to be written on a patient with a health problem in this course.
 Must have the instructor's approval prior to writing the assignment.
 Due the 4th school day after the clinical day caring for the patient.
b. Leadership / Management Papers for clinical: Due as designated by clinical
instructors.
c. Diagnostic Analysis and care plan for clinical: Due as designated by clinical
instructors.
d. One Diabetic Diet project. TBA in class.
Preceptor Clinical Rotation:
a. Clinical Case Study
 Needs to be completed on a patient with a health problem in this course.
Must have instructor approval prior to writing the assignment.
 Case Study is due the 4th school day after the clinical day caring for the
patient.
 Case study will be presented at a seminar designated by the clinical
instructor.
b. Weekly Reflective Journals
c. One Diabetic Diet project
If the above papers are not handed in on the designated day, they will not be accepted.
Assignments should be submitted as clinical instructor requires. The SN is ultimately
responsible for papers that get lost or that pass the hands of people in between the SN and
instructor.
4. Passing (satisfactory) evaluation of clinical performance:
The student nurse must meet the standards of this course in order to attain a passing
grade. This includes completing ALL patient care assignments on time, correctly
demonstrating all nursing skills presented in all previous nursing courses, etc. (See
clinical evaluation form for competencies required.)
Note:
Evidence of unsafe, ineffective, or unreliable nursing care will result in failure of the course
regardless of exam scores or written assignments.
Failure to attain any one of the above criteria will result in failure of the course
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Critical Incident
A critical incident should not be viewed only as a punitive activity, rather as a learning
experience and a way to improve clinical performance. To provide fair judgment on this process,
the following should occur:
 SN should review the nursing handbook regarding Critical Incident citations.
 SN should understand a Critical Incident may be given at any time during the clinical day
or at the conclusion of the clinical day
 Once the SN is informed by the instructor that he/she is receiving a Critical Incident, the
following is the student's responsibility:
o Retrieve a copy of the Critical Incident form (In Blackboard under Second Year
Nursing Course or in Nursing Handbook).Complete the Student sections of the
form and return to the instructor on the next school day or designated date by
instructor
o Schedule an appointment with the clinical instructor to discuss Critical Incident
report
Need for Professional Development
Professional development is a key component of any nursing curriculum. One goal of the IVCC
nursing program is to assist students in developing behavior and qualities that are professional
and collegial. A Need for Professional Development is a reporting system that identifies areas of
student concerns, weaknesses, or need. This report should be viewed as a learning experience
and an opportunity to develop professionally. Please refer to the Nursing Handbook for further
description of this report.
INSTRUCTOR INFORMATION:
Lecture instructors: Ann Bruch & Margie Francisco
Clinical instructors: Ann Bruch, Margie Francisco, Nora Hamilton, Christine Foster
Contact information and office can be found on instructor’s website.
CLASS MEETING TIMES/LOCATIONS & SCHEDULE OF TOPICS:
Please refer to course calendar given to you by your individual instructor. A copy is also found in
your Blackboard course. PLEASE NOTE: Calendars are subject to change. Students will be
notified in class, announcement in Blackboard, and/or via IVCC student e-mail of any calendar
revisions.
ASSIGNMENTS & TEST DATES:
Please refer to course calendar given to you for due dates for assignments and exams.
CLASSROOM RULES:
In order to provide a learning environment conducive for all, the following classroom rules will
be enforced:
 Drinks may be brought into the classroom only if there is a lid/cover. No eating in class is
allowed.
 Cell phones are to be on silent/off. Do not put the phone on vibrate.
 No use of iPods, headphones during class time.
 No texting or picture taking with cell phones.
 Recording of classroom meetings can be done with permission of the instructor. If asked
to turn off the recording, the student will oblige.
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


Children may not be brought to class, lab, or seminar.
It is expected students will return from breaks before class reconvenes.
Side-bar conversations are disruptive to those around you and to the instructor. Be
respectful to all.
EMERGENCY / SAFETY:
In the event of a fire, inclement weather, and/or intruder, remain calm and follow the instructions
of your instructor or designated IVCC personnel. Please be aware of exits from the building
nearest your classroom as well as exit to the tunnel in case of tornado. DO NOT USE THE EXIT
TO THE COURTYARD IN CASE OF FIRE.
WEATHER-RELATED CLASS CANCELLATIONS / COLLEGE CLOSURE:
Notification for class cancellations will be via the IVCC website, email to your student account,
and/or announcement in Blackboard.
For college closure, check the IVCC website for an announcement as well as listen to local radio
stations. You may also sign up for text-message alerts (see the IVCC webpage for instructions).
ADDENDUM:
1. Papers that need to be signed by individual students are to be done on a daily basis.
Otherwise an instructor can refuse to sign them.
2. Academic dishonesty will not be tolerated. Please see the Nursing Handbook regarding
cheating, plagiarism, and academic dishonesty.
3. Anyone who has a special learning need must present the documentation to the lecture
instructor on the first day of class (or as soon as it has been documented).
4. Anyone involved in the honors program must present their contract within the first 2
weeks of the course.
5. You may be eligible for academic accommodations if you have a physical, psychiatric, or
cognitive disability. If you have a disability and need more information regarding
possible accommodations, please contact Tina Hardy at 224-0284, Jim Prendergast at
224-0350, or stop by office B-204.
4. The Early Alert System helps to promote your academic success through the
development of a comprehensive process to identify, assist, and follow-up with you as
challenges to successfully complete a course may arise. The process consists of the
identification of such challenges by faculty referral, self-report, and/or GPA.
Once identified, you will meet with a counselor to assess areas of difficulty and develop a
Success Agreement. The Agreement will outline a very specific and individualized plan
for you to employ to work toward academic improvement.
Students participating in this program will be encouraged to meet more frequently with
their counselor to review progress so any new or continuing difficulties can be addressed,
and successes can be recognized. Students will continue in the program until satisfactory
improvements are achieved.
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5. Students have the ability to initiate a withdrawal from classes. By completing the form
in the Records Office or at www.ivcc.edu/withdraw, the student is authorizing IVCC to
remove him/her from the course. Entering the student ID number serves as the student’s
electronic signature. IVCC has the right to rescind a withdrawal in cases of academic
dishonesty or at the instructor’s discretion.
Students should be aware of the impact of a withdrawal on full-time status for insurance
purposes and for financial aid. It is highly recommended that students meet with their
instructor or with a counselor before withdrawing from a class to discuss if a withdrawal
is the best course of action for that particular student.
6. NOTE: Withdrawals are different from drops. For students who drop classes before
the tenth day of a regular 16-week Fall or Spring semester, a full refund less the
registration fee will be generated. For drops taking place during the summer semester or
for classes of varied lengths, the refund period varies according to the length of the
class.
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VI. REFERENCES:
REQUIRED:
Harding, M., Snyder, J. S., & Preusser, B.A (2013). Winningham & Preusser, Critical Thinking
In Medical-Surgical Settings (5th ed.). St. Louis, MO: Elsevier Mosby
Kee, J. L., Hayes, E. R., & McCuistion, L. E. (2012). Pharmacology: A Nursing
Process Approach, (7th ed). St. Louis, MO: Saunders Elsevier.
Lewis, S. L, Dirksen, S. R., Heitkemper, M. M., Bucher, L, & Camera, I. M. (2011).
Medical-Surgical Nursing, Assessment and Management of Clinical Problems (8th ed). St.
Louis, MO: Elsevier Mosby
Lewis, S. L, Dirksen, S. R., Heitkemper, M. M., Bucher, L, & Camera, I. M. (2011).
Medical-Surgical Nursing, Study Guide (8th ed). St. Louis, MO: Elsevier Mosby
McKinney, E. S, James, S. R., Murray, S. S., & Ashwill, J. (2009). Maternal
ChildNursing, (3rd ed). St. Louis, MO: Saunders Elsevier
Pagana, K. D., & Pagana, T. J. (2009). Manual of Diagnostic & Laboratory Tests (9th
ed). St. Louis, MO: Elsevier Mosby
Skidmore, L. (2011). Mosby’s Nursing Drug Reference (24th ed). St. Louis, MO:
Saunders Elsevier
Wilson, S.F, & Giddens, J.F. (2009). Health Assessment for Nursing Practice (4th ed.).
St. Louis, MO: Elsevier Mosby
HELPFUL TEXTS IN LIBRARY OR BOOKSTORES:
A recent medical/nursing dictionary.
A recent nursing care drug reference
A nursing board review book.
A recent nutrition textbook.
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