NURS 4423 Pediatric Nursing *
COURSE DESCRIPTION: This course introduces the student to the care of the well child, the child with special needs and the child with acute
and chronic health care needs. A strong emphasis on maintaining the dignity of the child and promoting healthy growth and development, even
during illness, will be evident. Students will also examine the role of the family and the importance of it to the care of the child. Clinicals will focus
on both well children and children with health care needs. Students will be required to take an assessment exam at the end of this course, but it will
not be a part of the course grade.
CREDIT: 4 Hours Credit (3 hrs. class/week, 8 hrs. clinical/week)
PROGRAM LEVEL: II
Instructor: Anna C. Tabet, MSN, FNP-BC
TEXTBOOKS:
Malarkey, L. & McMorrow, M. (2006). Mosby’s Manual of Diagnostic and Laboratory Tests, 3rd Edition. St. Louis: Mosby.
Mosby’s Nursing Drug Reference 2007. St. Louis: Mosby.
Wong, D., Hockenberry, M., Perry, S., Lowdermilk, D. & Wilson, D. (2006). Maternal Child Nursing Care, 3rd Edition. St. Louis: Mosby.
Wissmann, J., (2000-2007). Nursing Care of Children. Assessment Technologies Institute, LLC
COURSE OBJECTIVES:
At the end of this course, the student will be able to:
1. Define the role of the professional registered nurse in the care of the pediatric client.
2. Identify normal and abnormal growth and development of the child.
3. Identify health care needs of children.
4. Establish nursing diagnosis for the client in the acute care arena as well as in the Community.
5. Identify the nursing process in caring for the child utilizing evidence-based practice.
6. Discuss nursing care according to the child’s age and developmental stage.
7. Identify teaching strategies for the client and the family about the care required for their disease process.
8. Describe the importance of the client’s and the families’ culture when planning and implementing care.
9. Discuss ethical and legal principles when caring for the client.
CLINICAL OBJECTIVES:
At the end of this course, the student will be able to:
1. Identify the role of the nurse in the pediatric care setting.
2. Perform a head to toe assessment of the pediatric client.
3. Develop a plan of care in collaboration with client, family, as well as the interdisciplinary health care team, using the nursing process for a
pediatric client with health care needs.
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Deliver appropriate nursing care to the pediatric client based on diagnosis, age and developmental stage.
Consider the culture of the pediatric client and the family when planning care.
Utilize appropriate teaching strategies when instructing the Pediatric client and family.
Apply ethical and legal principles when caring for the Pediatric client and family.
Educate the client and his/her family about agencies in the community that can help with difficulties concerning the child’s diagnosis, as well
as provide support.
EVALUATION AND GRADING: A point system is used to determine the grade in Pediatric Nursing.
A = 90-100
B = 80-89
C = 75-79
D = 60-74
F = 59 and below
Exam One
Exam Two
Exam Three
Final Exam
Oral Presentation
ATI
Total
20%
20%
20%
20%
10%
10%
---------------100%
*Denver Developmental tool part of clinical participation
* Comprehensive final exam
ATI Score Scale
Below Level One
Level One
Level Two
Level Three
70
80
90
100
The clinical portion of the course is on a pass/fail basis and must be passed to pass the course. The level two clinical evaluation forms will be used to
determine the students pass or fail performance for this course.
Testing:
Test dates and content will be published in the course syllabi purchased by the students at the beginning of each term from the bookstore. A test
blueprint will be prepared by the faculty and distributed to the student at least one week prior to the exam. The blueprint will provide the student
with the subject content of the exam, the number of questions in that subject area and the type of question. The type of question will be categorized
two ways. 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 must notify the students at least one week before the scheduled exam. If the student must miss an exam, they must notify the faculty that
They will not be present for the exam and schedule a date for the make-up exam within one week of the date of the exam. Student may have 1 week
to review exam by appointment only. Students will be given 1 ½ hours to complete exam, students may look at key and rationale after exam in an
orderly manner planned by the instructor. Remember to choose the best answer on the exams, there may be times when more then one answer may
be correct, this mimics real life situations in hospitals/clinical settings, as well as NCLEX questions, please choose the best answer. Students may
challenge a question up to 48 hours after exam, please follow University protocol for this procedure.
Make-up Tests
Occasionally a student will miss a test that is scheduled for a class. A student should contact his/her instructor to arrange the make-up test. The
make-up test may be administered by the staff at Wayland within one week, on an agreed date by both the instructor and the individual student.
These students will receive an alternate exam.
Quizzes:
There will be mini quizzes that will be utilized as a learning tool. These will not be counted for a grade, they will be given to groups of two students
and textbooks may be used. Each group will present 1-2 questions per group and discuss rational to the class. Quizzes will be given at the beginning
of the class, and must be turned into instructor once exercise is completed.
Care Plans:
A care plan will be turned in at the beginning of clinic, every other week, due dates will be posted.
Oral Presentation: Oral presentations are a critical part of learning in all professions, especially in nursing, where components of advancement
(career ladder) are contingent on good communication skills, research skills, professionalism, and collaboration skills. There will be groups of two
presenting for a total of 30 minutes, a rubric will be provided. Each member of the group must present for 15 minutes and after presentation, each member
will present two NCLEX questions related to your topic to group, the class will answer questions and rationale will be explained to group. This will not be
counted as part of the 30 minute presentation. A rubric will be provided and topics will be provided on the first day of class. Presentations will be conducted
at the end of instructors lecture. If group or individual from group is absent, a grade of zero must be given with the exception of a true emergency. No make
ups for this assignment.
Class Attendance
1. The student must attend the class (es) for which he/she is enrolled.
2. A student enrolled at Wayland Baptist University should make every effort to attend all class meetings. All absences must be explained to the
satisfaction of the instructor, who will decide whether the omitted work may be made up.
3. A student who misses twenty-five percent (25%) (Including lecture and clinical), or more of the regularly scheduled class meetings will
receive a grade of “F” for that class.
4. When a student reaches a number of absences considered by the instructor to be excessive, the instructor will so advise the student and file an
Unsatisfactory Progress Report at the San Antonio Campus.
5. The instructor may count three tardies as one absence/ Door will be closed in at the beginning of the class, and students who are late must
wait till the first break to enter the room.
6. If an instructor fails to appear or fails to send notification of arrival within the first 15 minutes of a class period, the student may leave without
incurring an absence.
7. Please respect others during lecture/presentation/activities, no talking during class, these students will be asked to leave and not return till
following week. No independent laptop activities please, this is disrespectful to all members of the class.
Clinical Attendance:
Attendance to clinical is critical. This is the opportunity for the student to learn and practice skills in a Simulation Lab and then apply them later in
patient care. All time spent in the simulation lab and receiving instruction is considered clinical time. Any student missing a clinical must call in to
the instructor prior to the scheduled clinical so arrangements can be made for their patient assignment to be taken care of. Any clinical missed must
be made up.
Students are required to attend and participate during Pre and Post Clinical Conferences. Students are expected to attend all clinical experience
sessions at the clinical agency/hospital and in the simulation laboratory on the scheduled day and at the scheduled time. In the case of illness,
appropriate health precautions are to be taken. Students must protect pediatric clients and their families/caregivers from exposure to diseases.
Students are expected to notify their clinical instructor (and clinical agency if applicable) if they are ill and unable to attend a given clinical
experience session.
Clinical Failing Behaviors
Clinical failing behaviors are linked to the Texas Board of Nursing Standards of Professional Practice. Issues related to professional conduct,
management of stress, clarification of course, clinical assignment, and/or professional role expectations, may warrant clinical warnings, contracts for
remediation, or course failure.
1.
2.
3.
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5.
Clinical Failing Behaviors
Performance is unsafe.
Questionable decisions are often made.
Lacks insight into own behaviors and that of
others.
Difficulty in adapting to new
ideas/functions.
Continues to need additional guidance and
direction.
Matched to NPA
1,2,3,5,6,7,9,10,11,12,13,14,15
1,2,3,4,5,6,7,8,9,10,11,12,13,14,15
1,2,3,4,5,6,8,9,10,11,12,13,14,15
4,5,6,7,8,9,10,11,13,14,15
1,2,3,5,6,7,8,9,10,11,14,15
Standards of Professional Nursing Practice (BON 213.27, 217.11, 217.12)
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 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, i.e., bed rails up, universal precautions 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 or 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 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).
11. Able to think and act rationally 213.27(b) (2) (B).
12. Able to keep promises and honor obligations 213.27(b) (2) (C).
13. Accountable for own behavior 213.27(b) (2) (D).
14. 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 Nursing Practice Act
Date
Class 1
Class 2
Course Outline/Calendar
Topic/Event
Unit 1: Children, Their Families and the Nurse
Pediatric Pharmacology Self-Study Module, may keep as a reference- Must complete in order to give meds at
clinical site, will check at clinical site.
Denver Developmental - Assess a child, write up results due class 5, one week after exam 1/Groups of 4 may
complete project.
Thursday: Clinical Orientation: 9A-3P-we will meet at WBU in AM and go to Santa Rosa to complete
orientation.
Chapters 41,42,43
Unit 2: Special Needs, Illness, and Hospitalization Presentation #1 second half of class
Thursday: Clinical: 6:30 A- 3:00 P Santa Rosa Children’s Hospital
Class 3
Class 4
Class 5
Unit 3: Respiratory Dysfunction Presentation #2 and #3
Unit 4: Cardiovascular Dysfunction/no formal cardiac lecture-in class group activity/small group discussion
Thursday: Clinical: Denver Developmental-Groups of two due
Test #1-Units 1 & 2
Thursday: Clinical: 6:30 A- 3:00 P Santa Rosa Children’s Hospital
- Chapters 47, 50
Unit 5: Gastrointestinal Dysfunction
Unit 6: Dysfunction Genitourinary Dysfunction Presentation #4and 5 second half of class
Thursday: Clinical: 6:30 A- 3:00 P Santa Rosa Children’s Hospital/Nursing Process form due
Class 6
Class 7
Class 8
Class 9
Class 10
Last Class
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Unit 7: Hematologic and Immunologic Presentation #6/7 second half of class
Thursday: Clinical: 2PM- 10PM Santa Rosa Children’s Hospital/Care plan #1 due
Test #2- Units 3-7
Unit 8: Cerebral Dysfunction/ In class, small groups of 2-4.
Thursday: Clinical: 6:30 A- 3:00 P Santa Rosa Children’s Hospital/Care plan #2 due
Chapters 52, 53 Presentation #8and #9
Unit 9: Endocrine Dysfunction
Unit 10: Integumentary Dysfunction- No formal integumentary lecture read on own
Thursday: Clinical: 6:30 A- 3:00 P Santa Rosa Children’s Hospital/Care plan #3 due
Unit 11: Musculoskeletal/Articular Dysfunction and
Presentation 10/11
Neuromuscular/Muscular Dysfunction
Thursday: Clinical: 6:30 A- 3:00 P Santa Rosa Children’s Hospital
Test # 3- Units 8-11
Clinical: ATI TBA
Comprehensive Final Exam
Unit 1: Children, Their Families and the Nurse
Unit Objectives
Student Assignments
Identify two ways that knowledge of mortality and morbidity can improve child health.
Required Reading:
List three major causes of death during infancy, early childhood, later childhood, and
Wong:
adolescence.
Chapter 29, pp 873-887,
List two major causes of illness during childhood.
Chapter 32, pp 921-935,
Outline four events that were significant in the evolution of child health care in the United
Chapter 33, pp.936-956
States.
Chapter 34, pp 958-982.
Describe five broad functions of the pediatric nurse in promoting the health of children.
Identify common diseases or disorders that affect certain ethnic or cultural groups.
Recommended Reading:
Identify areas of potential conflict of values and customs for a nurse interacting with a family
ATI:
from a different cultural/ethnic group.
Chapters 2-9 pp. 9-88
Describe three religious groups whose beliefs significantly affect their health practices.
Review of growth and development.
Identify communication strategies for communicating with children of different age groups.
Describe four communication techniques that are useful with children.
Describe two strategies for structural and functional assessment of the family.
List three areas that are evaluated as part of nutritional assessment.
Learning Activities
Lecture and discussion.
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Unit 2: Special Needs, Illness, and Hospitalization
Unit Objectives
Student Assignments
Identify the scope of and changing trends in care of children with special needs.
Required Reading:
Identify the major reactions of and effects on the family with a child with a special need.
Wong
Define the stages of adjustment to the diagnosis of a chronic condition.
Chapter 41,
Recognize the impact of the illness or disability on the developmental stages of childhood.
pp 1218-1252,
Outline nursing interventions that promote the family’s optimum adjustment to the child’s
Chapter 42,
chronic disorder.
pp 1253-1282,
Outline nursing interventions that support the family at the time of death.
Chapter 43,
Define the classifications of mental retardation.
pp 1283-1296,
Outline nursing interventions for the child with cognitive impairment that promotes optimum
Chapter 44,
development, including during hospitalization.
pp 1297-1354,
Identify the major biologic and cognitive characteristics of the child with Down syndrome.
Chapter 45
Outline nursing interventions for the child with Down syndrome.
pp 1355-1421.
Identify the major characteristics associated with fragile X syndrome.
List the general classifications of hearing impairment and the effect on speech.
Recommended Reading:
Outline nursing interventions for the child with hearing impairment, including during
ATI:
hospitalization.
Chapter 1, pp. 1-8
List the common types of visual disorders in children.
Chapters 13 &14,
Outline nursing interventions for the child with visual impairment, including during
pp. 122-139
hospitalization.
Chapter 54, pp. 591-605
Outline nursing interventions for the child with retinoblastoma.
Outline nursing interventions for the child with autism.
Differentiate home care from hospice care.
List at least three factors contributing to the increasing emphasis on home care services.
Describe case management/care coordination and its importance in home care.
List general principles of a family-centered assessment and planning process.
Identify five key characteristics of collaborative relationships.
Describe approaches to promoting optimal development, self-care, and education in home
care.
Outline six areas in need of attention for promoting safety in home care.
Identify the stressors of illness and hospitalization for children during each developmental
stage.
List essential priorities of nursing care for a child on admission to the hospital.
Outline nursing interventions that prevent or minimize the stress of separation during
hospitalization.
Outline nursing interventions that minimize the stress of loss of control during hospitalization.
Outline nursing interventions that minimize the fear of bodily injury during hospitalization.
Describe methods of assessing and managing pain in children.
Outline nursing interventions that support parents, siblings, and family during a child’s illness
and hospitalization.
Learning Activities
Lecture and discussion.
32. Describe nursing interventions needed when children are admitted to special units such as the
emergency department.
33. Identify those instances in which informed consent is required and in which minors may be
considered emancipated.
34. Formulate general guidelines for preparing children for procedures, including surgery.
35. Implement play in therapeutic procedures.
36. List general strategies for enhancing compliance in children and families.
37. Outline general hygiene and care procedures fro hospitalized children.
38. Implement feeding techniques that encourage food and fluid intake.
39. Describe methods of reducing the temperature of the child with fever or hyperthermia.
40. Describe systems that can be used for infection control.
41. Describe safe methods of administering oral, parenteral, rectal, optic, otic, and nasal
medications to children.
42. Identify nursing responsibilities in maintaining fluid balance.
43. Demonstrate correct procedures for postural drainage and tracheostomy care.
44. Describe the procedures involved in providing nutrition via gavage, gastrostomy, and
parenteral and parenteral routes.
45. Describe the procedures involved in administering an enema and ostomy care to children.
Unit 3: Respiratory Dysfunction
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Unit Objectives
Identify the factors leading to respiratory tract infection in the infant or young child.
Contrast the effects of various respiratory infections observed in infants and children.
Describe the postoperative nursing care of the child with a tonsillectomy.
Outline a nursing care plan for a child with croup.
Outline a nursing care plan for a child with acute otitis media.
Demonstrate an understanding of the ways in which inhalation of noninfectious irritants
produce pulmonary dysfunction.
Describe the ways in which the various therapeutic measures relieve the symptoms for asthma.
Outline a plan for teaching home care for the child with asthma.
Describe the physiologic effects of cystic fibrosis on the gastrointestinal and pulmonary
systems.
Outline a plan of care for the child with cystic fibrosis.
List the major signs of respiratory distress in infants and children.
Student Assignments
Required Reading:
Wong:
Chapter 46,
pp 1425-1473.
Learning Activities
Lecture and discussion.
Case studies.
Recommended Reading:
ATI:
Chapters 15-19,
pp. 139-199
Chapter 29, pp. 299-306
Unit 4: Cardiovascular Dysfunction (In class group activities)
Unit Objectives
Student Assignments
Learning Activities
1. Design a plan for assisting a child during a cardiac diagnostic procedure.
2. Demonstrate an understanding of the hemodynamics, distinctive manifestations, and
therapeutic management of congenital heart disease.
3. Outline a plan of care for an infant or a child with congestive heart failure.
4. Describe the care for a child who has hypoxia.
5. Describe the care for an infant or a child with a congenital heart defect and its surgical repair.
6. Discuss the role of the nurse in helping the child and family cope with congenital heart
disease.
7. Differentiate between rheumatic fever and rheumatic heart disease.
8. List the criteria for selected cholesterol screening of children.
9. Discuss the assessment and management of hypertension in children and adolescents.
10. Outline a plan of care for a child with Kawasaki disease.
11. Describe the emergency treatment for shock, including anaphylaxis.
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Unit 5: Gastrointestinal Dysfunction
Unit Objectives
Describe the characteristics of infants that affect their ability to adapt to fluid loss or gain.
Formulate a plan of care for the infant with acute diarrhea.
Compare and contrast the inflammatory diseases of the gastrointestinal tract.
Describe the nursing care of the child with hepatitis.
Formulate a plan for teaching parents preoperative and postoperative care of the child with a
cleft lip or palate.
Formulate a plan of care for the child with an obstructive disorder.
Identify nutritional therapies for the child with a malabsorption syndrome.
Unit 6: Genitourinary Dysfunction
Unit Objectives
Describe the various factors that contribute to urinary tract infections in infants and children.
Discuss the preoperative preparation of the child and parents when the child has a structural
defect of the genitourinary tract.
Demonstrate an understanding of the causes and mechanisms of edema formation in nephrotic
syndrome.
Outline a nursing care plan fro a child with nephrotic syndrome.
Compare the child with minimal-change nephrotic syndrome and the child with acute
glomerulonephritis in terms of clinical manifestations and nursing care.
Contrast the causes, complications, and management of acute and chronic renal failure.
List the types of renal dialysis.
Recognize signs of kidney transplant rejection.
Required Reading:
Wong:
Chapter 48, pp 1553-1600.
Lecture and discussion.
Case studies.
Recommended Reading:
ATI:
Chapter 20 pp. 200-214
Chapter 26 pp. 266-273
Student Assignments
Required Reading:
Wong:
Chapter 47, pp 1474-1551.
Learning Activities
Lecture and discussion.
Case studies.
Recommended Reading:
ATI:
Chapters 35-37
pp. 374-407
Student Assignments
Required Reading:
Wong:
Chapter 50, pp 1643-1669.
Learning Activities
Lecture and discussion.
Recommended Reading:
ATI:
Chapters 40-42
pp. 430-462
Unit 7: Hematologic and Immunologic Dysfunction
Unit Objectives
Student Assignments
1. Distinguish between the various categories of anemia.
Required Reading:
Learning Activities
Lecture and discussion
2. Describe the prevention of iron deficiency anemia and the care of the child with iron
deficiency anemia.
3. Compare sickle cell anemia and B-thalassemia major in relation to pathophysiology and
nursing care.
4. Describe the mechanisms of inheritance and nursing care of the child with hemophilia.
5. Relate the pathophysiology and clinical manifestations of leukemia.
6. Demonstrate an understanding of the rationale of therapies for neoplastic disease.
7. Outline a plan of care for the child with neoplastic disease and the family.
8. Contrast the pathophysiology and management of the immunodeficiency disorders.
9. List nursing precautions and responsibilities during blood transfusion.
10. Describe the types of hematopoietic stem cell transplants.
Wong
Chapter 49, pp 1601-1642.
Recommended Reading:
ATI:
Chapters 21-26
pp. 215-273
Chapters 30-31
pp. 307-332
Unit 8: Cerebral Dysfunction
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Unit Objectives
Describe the various modalities for assessment of cerebral function.
Differentiate between the stages of consciousness.
Formulate a plan of care for the unconscious child.
Distinguish between the types of head injuries and the serious complications.
Describe the nursing care of a child with a tumor of the central nervous system.
Outline a plan of care for the child with bacterial meningitis.
Differentiate between the various types of seizure disorder.
Demonstrate an understanding of the manifestations of a seizure disorder and the management
of a child with such a disorder.
Describe the preoperative and postoperative care of a child with hydrocephalus.
Unit 9: Endocrine Dysfunction
Unit Objectives
Differentiate between the disorders caused by hypopituitary and hyperpituitary dysfunction.
Describe the manifestations of thyroid hypofunction and hyperfunction and the management
of children with the disorders.
Distinguish between the manifestations of adrenal hypofunction and hyperfunction.
Differentiate among the various categories of diabetes mellitus.
Discuss the management and nursing care of the child with diabetes mellitus in the acute care
setting.
Distinguish between a hypoglycemic and a hyperglycemic reaction.
Design a teaching plan for a child with diabetes mellitus.
Formulate a teaching plan for instructing the parents of a child with diabetes mellitus.
Unit 10: Integumentary Dysfunction
Unit Objectives
1. Describe the distribution and configuration of the various skin lesions.
2. List the benefits of a moist environment for wound healing.
3. Discuss the nursing care related to therapies for skin disorders.
Student Assignments
Required Reading:
Wong:
Chapter 51, pp 1670-1719.
Learning Activities
Lecture and discussion.
Recommended Reading:
ATI:
Chapter 43-44, pp. 463-481
Chapter 47-48, pp. 505-528
Student Assignments
Required Reading:
Wong:
Chapter 52, pp 1720-1748.
Learning Activities
Lecture and Discussion.
Recommended Reading:
ATI:
Chapter 38-39, pp. 408-429
Student Assignments
Required Reading:
Wong:
Chapter 53, pp 1749-1800.
Learning Activities
Lecture and discussion.
4. Contrast the manifestations of and therapies for bacterial, viral, and fungal infections of the
skin.
5. Compare the skin manifestations related to age in children.
6. Outline a plan of care to prevent and treat diaper dermatitis.
7. Outline a plan of care for a child with atopic dermatitis.
8. Formulate a teaching plan for an adolescent with acne.
9. Describe the methods of assessing a burn wound.
10. Discuss the physical and emotional care of a child with a severe burn wound.
Recommended Reading:
ATI:
Chapters 32-34,
pp. 333-373
Unit 11: Musculoskeletal or Articular Dysfunction and Neuromuscular or Muscular Dysfunction
Unit Objectives
Outline a plan for the care of a child immobilized with an injury or a degenerative disease.
Formulate a teaching plan for the parents of a child in a cast.
Explain the functions of the various types of traction.
Devise a nursing care plan for a child in traction.
Differentiate among the various congenital skeletal defects.
Design a teaching plan for the parents of a child with a congenital skeletal deformity.
Describe the therapies and nursing care of a child with scoliosis.
Outline a plan of care for a child with osteomyelitis.
Differentiate between osteosarcoma and Ewing sarcoma.
Describe the nursing care of a child with juvenile rheumatoid arthritis.
Demonstrate an understanding of the management of systemic lupus erythematosus.
Discuss the nursing role in helping parents cope with a child with cerebral palsy.
Formulate a nursing care plan for the preoperative and postoperative care of a child with
myelomeningocele.
14. Outline a plan of care for a child with Duchenne muscular dystrophy.
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Student Assignments
Required Reading:
Wong:
Chapter 54, pp 1800-1841,
Chapter 55, pp 1841-1866.
Recommended Reading:
ATI:
Chapters 50-52,
pp. 539-572
Learning Activities
Lecture and Discussion
Case studies.
15. Discuss the prevention and treatment of tetanus.
16. Identify the causes of botulism in infants and children.
17. List three causes of spinal cord injury in children.