Chabot College
Fall 2008
Course Outline for Nursing 85
REGISTERED NURSE REFRESHER (THEORY AND CLINICAL)
Catalog Description:
85 – Registered Nurse Refresher (Theory and Clinical)
7 units
For United States-educated Registered Nurses whose licenses have expired, or who have not
worked as a Registered Nurse in the United States for at least three years, or those foreigneducated nurses with authorization to work in the United States and who are required by the
California Board of Registered Nursing to complete additional coursework in a pre-licensure
nursing program. Theory and clinical practice focuses on preparing the Registered Nurse for
employment as an entry-level staff nurse in the United States. Prerequisites: Possession of a
California Registered Nurse license which has either expired or in which the holder has not been
employed as a Registered Nurse for at least three years; or possession of a valid California LVN
license and who has six months’ recent work experience as an LVN in a health care facility; and
possession of an American Heart Association certification which is valid through the last day of
the course. 4 hours lecture, 19 hours laboratory. Total weeks—twelve.
[Typical contact hours: lecture, 48, laboratory 228]
Prerequisite Skills:
Before entering the course, the student should be able to demonstrate competency in:
1. handwashing;
2. assessing vital signs;
3. measuring height and weight;
4. positioning clients;
5. making occupied and unoccupied beds;
6. using Standard Precautions;
7. transferring and ambulating clients;
8. applying principles of aseptic technique;
9. manipulating mechanical lifts;
10. feeding clients;
11. observing and documenting intake and output;
12. applying Ace wraps;
13. applying restraints safely;
14. describing function of vitamins and minerals in the human body;
15. assessing and evaluating the nutritional adequacy of diets;
16. placing a client on bedpan;
17. accurately calculating medication dosages;
18. safely administering enteral feedings;
19. safely performing a fingerstick blood sugar;
20. safely administering medications;
Chabot College
Course Outline for Nursing 85, page 2
Fall 2008
Prerequisite Skills (Cont.):
21. safely administering subcutaneous and intramuscular injections;
22. safely preparing and administering insulin;
23. monitoring and accurately calculating IV drip rates;
24. accurately assessing IV sites and infusions;
25. applying safe body mechanics;
26. integrating concepts related to cultural diversity and spirituality in client care;
27. proper charting and reporting skills;
28. developing a nursing care plan;
29. maintaining client confidentiality;
30. applying basic organizational skills;
31. applying principles of professionalism;
32. performing basic pre/post operative care;
33. evaluating the nutritional adequacy of normal and therapeutic diets;
34. using the nursing process in caring for the client with the nursing diagnoses of:
a. alteration in tissue perfusion;
b. gas exchange, impaired;
c. impaired physical mobility;
d. sensory-perceptual alteration;
e. urinary elimination; altered patterns;
f. activity intolerance;
g. sexual dysfunction;
h. decreased cardiac output;
i. fluid volume deficit/excess;
j. altered thought process;
k. altered nutrition;
l. ineffective airway clearance;
m. pain, acute or chronic;
n. risk for injury;
o. self-care deficit;
p. risk for infection.
35. performing
a. peripheral-vascular assessment;
b. ostomy care;
c. sterile dressing changes;
d. insertion and care of a nasogastric tube;
e. assessment and care of portable suction devices.
Chabot College
Course Outline for Nursing 85, page 3
Fall 2008
Expected Student Outcomes:
Upon completion of the course, the student should be able to:
1. Theoretical:
a. identify and describe scientific principles that form the basis for assessments and
nursing interventions which assist clients in adaptation to:
1) musculoskeletal function deficits;
2) acute and chronic neurological function deficits;
3) cardiovascular system function deficits;
4) respiratory system function deficits;
5) pancreatic and biliary function deficits;
6) shock;
7) trauma to the integument (burns).
b. define the unique aspects of professional malpractice;
c. differentiate between the responsibilities and regulations governing the registered
nurse, the licensed vocational nurse, and unlicensed assistive personnel;
d. apply therapeutic communication techniques in:
1) delivery of client care;
2) relating with the client’s family;
3) relating with members of the health care team;
e. describe at least three principles of leadership theory as it applies to nursing practice;
f. discuss legal-ethical issues relating to nursing practice;
g. define what is meant by:
1) Case Management;
2) Quality Assurance;
h. given selected electrocardiographic tracings, correctly interpret (with an 80%
accuracy rate) the type of dysrhythmia and explain standard principles of treatment;
i. given selected results of arterial blood gas analyses and pulse oximetry, correctly
interpret (within an 80% accuracy rate) the meaning of the results in view of the
oxyhemoglobin dissociation curve.
2. Clinical:
a. initiate an intravenous infusion;
b. perform advanced techniques of abdominal and thoracic assessment;
c. perform the appropriate sequence of neurological assessment;
d. administer medications via a central line and/or a venous access device;
e. interpret arterial blood gas analysis and pulse oximetry;
f. identify the purpose of, adverse effects, and indications for all medications which
are prescribed for assigned clients;
g. demonstrate tracheostomy care and suctioning;
h. describe techniques implemented in the care of the client with chest tubes;
i. administer blood components;
Chabot College
Course Outline for Nursing 85, page 4
Fall 2008
j. administer intravenous medications by central and implanted venous access
devices;
Expected Student Outcomes (Cont.):
k. assist with diagnostic tests utilized for clients with disorders with unpredictable
outcomes including, but not limited to:
1) musculoskeletal function deficits;
2) acute and chronic neurological function deficits;
3) cardiovascular system function deficits;
4) respiratory system function deficits;
5) pancreatic and biliary function deficits;
6) hematological deficits;
7) genitourinary function deficits;
8) shock;
9) trauma to the integument (burns);
l. using the five steps in the nursing process, develop a nursing care plan, employing
the Chabot College nursing care plan format in client care.
Course Content:
1. Current pharmacological concepts
3. Scope of Registered Nursing Practice
4. Principles of client teaching
5. Use of computers in nursing practice
6. Leadership and management concepts in health care
7. Health assessment
8. Principles of electrocardiographic interpretations
9. Advanced neurological assessments
10. Initiating intravenous lines and administration of intravenous medications
11. Tube and central line management
12. Transcribing and implementing physician’s orders
13. Recognitioin and management of urgent, emergent, and emergency situations
14. Legal-ethical aspects of nursing
15. Advocacy in the work setting
a. Client
b. co-worker
c. self
d. profession
16. Conflict resolution
17. Priority setting, triage, and delegating activities for unlicensed assistive personnel
18. Quality assurance
19. Case Management
20. Cultural proficiency
Chabot College
Course Outline for Nursing 85, page 5
Fall 2008
Methods of Presentation:
1.
2.
3.
4.
Lecture
Seminar/discussion
Audiovisual assignments (including virtual clinical experiences)
Critical thinking exercises, using case studies
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments
a. Write answers to neurological or cardiovascular case studies which are assigned
to review and answer questions posed.
b. Submit two nursing care plans for a patient with cardiovascular, neurological,
musculoskeletal, or endocrine disorders, using the program’s format.
c. Prioritize nursing actions, given critical thinking scenarios on neurological,
cardiovascular, musculoskeletal, or endocrinological problems in a small group
discussion.
d. Give an oral report on a course-related subject, such as the impact of aging on
client care
e. Complete NCLEX-RN preparation examination scoring at the 50th percentile or
higher
2. Methods of Evaluating Student Progress
a. Clinical performance
b. Critical thinking exercises
c. Written papers
d. Written final examination
e. Clinical final examination
Textbook(s) (Typical):
Fundamentals of Nursing, Potter and Perry, CV Mosby, 2005 (or most recent edition)
Essentials of Nursing Leadership and Management, Tappan, Weiss, Whitehead. FA Davis,
2006 (or most recent edition)
Medical-Surgical Nursing, Ignativicius, et al., CV Mosby, 2006 (or most recent edition)
Nursing Care Plan Guidebook, Chabot College, 2006 (or most recent edition)
Nursing Diagnosis Handbook, Doenges, FA Davis, 2006 (or most recent edition)
Special Student Materials:
1.
2.
3.
4.
Watch with sweep second hand
Lab Coat
Student ID card
Goggles
Chabot College
Course Outline for Nursing 85, page 6
Fall 2008
5. Stethoscope
6. Students will provide own transportation to and from health care facilities
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Rev. 07-08