Fundamentals of Clinical Practice
Syllabus
Course Information
Organization
Course Prefix,
Number, Section, PS
Class #
KCTCS - Madisonville Community College
NIP 115
Section #: 81W1, 8101, 8102, 81W2, 8103, 8104, 81W3, 8105, 8106, 81W4,
Credits
Credit Hours
Instructors:
8
8
Each instructor will
have office hours
posted on their doors
at the beginning of
the semester.
Campus
Address
City/State/Zip
Beginning Date
Meeting
Times/Location
8107, 8108, 81W5, 8109, 8110, 81W6, 81L6, 8111, 8112, 81W7, 8113,8114,
81W8
Class #: 37635, 37642, 37644, 37649, 37655, 37658, 37665, 37671, 37677,
37681, 37686, 37692, 37731, 37754, 37826, 37891, 37894, 37896, 37901,
37903, 37905, 37907
Shannon
Allen
Beth Almes
Leah Atcher
Part-time
faculty TBA
Michele
Quisenberry
Kay Vespie
Robyn
Whitehair
Marsha
Woodall
147
824-1785
shannon.allen@kctcs.edu
146
136
824-1786
beth.almes@kctcs.edu
133
125
824-1799
824-1800
kay.vespie@kctcs.edu
rwhitehair0001@kctcs.edu
148
824-1802
marsha.woodall@kctcs.edu
Health Campus
750 North Laffoon Drive
Madisonville Community College
08/13/2007
Monday: Lecture (8:00 - 11:00)
Tuesday: Lecture (8:00 - 11:00) Lab for groups 1, 2, 3 & 4 (1:00 - 3:00)
Thursday: Lecture (8:00 - 11:00) Lab for groups 5,6,7 & 8 (1:00 - 3:00)
Friday: Clinical (8:00 – 3:00 according to assigned lab groups and
instructors.
Official Course Description
Examines client's needs, health promotion, prevention of complication, and pain management
associated with surgical intervention; Introduces skills related to mental health care, such as
areas of adaptive/maladaptive behaviors and specific mental health disorders in a variety of
healthcare settings.
Prerequisites or Corequisites
Admission to the Integrated Nursing program. Successful completion of a Medicaid
Nurse Aide equivalent course or proof of active status on the Medicaid Nurse Aide
Registry. Completion, with a grade of “C” or better, of BIO135, PY110,
COM181/COM252, ENG 101, and CIS 100 or equivalent. Students must have Basic Life
Support certification, current liability insurance coverage and current immunizations for
the duration of the course.
Corequisites: NIP 110, AHS 100, FHM 100
Required Text
Videbeck. Psychiatric Mental Health Nursing. Lippincott.2006. Edition: 3rd.ISBN: 0-7817-6033-X
All previous Texts and Scyscape PDA required for NIP 110
Learner Supplies:
First semester nursing lab pack, PDA, Bandage Scissors, Stethoscope, Wrist Watch with
a Second Hand, Black Ink Pen and Uniform as required for NIP 110 & NIP 115.
General Education Competencies
A.
B.
C.
Communicate Effectively.
Read and listen with comprehension.
Speak and write clearly using standard English.
Interact cooperatively with others using both verbal and non-verbal means.
Demonstrate information processing through basic computer skills.
Think Critically.
Make connections in learning across the disciplines and draw logical conclusions.
Demonstrate problem solving through interpreting, analyzing, summarizing, and/or
integrating a variety of materials.
Use mathematics to organize, analyze, and synthesize data to solve a problem.
Learn Independently.
Use appropriate search strategies and resources to find, evaluate, and use information.
Make choices based upon awareness of ethics and differing perspectives/ideas.
Apply learning in academic, personal, and public situations.
Think creatively to develop new ideas, processes, or products.
Program Outcomes
A.
B.
C.
Utilize the nursing process incorporating Neuman's System's Model and Maslow's
hierarchy of needs as a basis for clinical decision-making in providing client, family and
community care;
Utilize individual plans of care focusing on services and activities that promote
independence, maintain, or restore health and/or support a peaceful death;
Demonstrate competency in the performance of all essential nursing skills as identified by
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
the Associate Degree Nursing Faculty;
Provide evidence-based clinically competent care with evidence of caring behaviors;
Collaborate through effective therapeutic communication with the client, family, significant
others and members of the health care team in the management of care;
Establish priorities and organize nursing care in a timely, efficient and cost effective manner
with the utilization of delegation to all members of the health care team;
Serve as a client advocate and demonstrate respect for individual diversity;
Assume responsibility for professional development;
Practice within the ethical, legal, and regulatory frameworks of nursing, and;
Use teaching/learning processes to facilitate clients informed decision-making to achieve
positive outcomes and support functional patterns.
Uses the human caring phenomena and the nursing process in providing nursing care.
Assumes the role of a competent, caring practical nurse in a variety of health care settings
under the direction or supervision or a registered nurse, licensed physician, or dentist.
Demonstrates accountability of practice with adherence to ethical and legal standards of
the profession.
Communicates effectively with all members of the health care team.
Demonstrates self-direction and responsibility for maintaining nursing competence by
pursuing personal and professional development.
External Standards
PROFESSIONAL BEHAVIORS
1. Practice within the ethical, legal, and regulatory frameworks of nursing and standards of
professional nursing practice.
2. Report unsafe practices of healthcare providers using appropriate channels of
communication.
3. Demonstrate accountability for nursing care given by self and/or delegated to others.
4. Use standards of nursing practice to perform and evaluate client care.
5. Advocate for client rights.
6. Maintain organizational and client confidentiality.
7. Practice within the parameters of individual knowledge and experience.
8. Describe political processes as they affect agency specific healthcare.
9. Participate as a member of professional organizations.
10. Serve as a positive role model within healthcare settings and the community at large.
11. Recognize the impact of economic, political, social, and demographic forces on the delivery
of healthcare.
12. Participate in lifelong learning.
13. Develop and implement a plan to meet self learning needs.
14. Delineate and maintain appropriate professional boundaries in the nursing relationship.
COMMUNICATION
1. Utilize therapeutic communication skills when interacting with clients and significant support
person(s).
2. Communicate relevant, accurate, and complete information in a concise and clear manner.
3. Report and document assessments, interventions, and progress toward client outcomes.
4. Protect confidential information.
5. Utilize information technology to support and communicate the planning and provision of client
care.
ASSESSMENT
1. Assess the interaction patterns of the individual client or significant support person(s).
2. Assess the impact of development, emotional, cultural, religious, and spiritual influences on
the client's health status.
3. Assess the client's health status by completing health history and performing a physical,
cognitive, psychosocial, and functional assessment.
4. Assess client and significant support person(s) for learning, strengths, capabilities, barriers,
and educational needs.
5. Assess the client's response to actual or potential health problems.
6. Assess the client's response to interventions.
7. Assess the client for changes in health status and identified needs.
8. Assess the client's ability to access available community resources.
9. Assess the environment for facts that may impact the client's health status.
10. Assess the strengths, resources, and needs of clients within the context of their community.
CLINICAL DECISION MAKING
1. Make clinical judgments and management decision to ensure accurate and safe care.
2. Analyze and utilize assessment and reassessment data to plan care.
3. Evaluate the effectiveness of care provided in meeting client outcomes.
4. Modify client care as indicated by the evaluation of outcomes.
5. Participate in problem identification and data collection for research, quality continuous
improvement processes to meet client outcomes.
6. Use evidence-based information, collected electronically or through other means to support
clinical decision making.
CARING INTERVENTIONS
1. Protect and promote the client's dignity.
2. Identify and honor the emotional, cultural, religious, and spiritual influences on a client's
health.
3. Demonstrate caring behavior towards the client, significant support person(s), and other
members of the healthcare team.
4. Provide accurate and safe nursing care in diverse settings.
5. Implement the prescribed care regimen within the legal, ethical, and regulatory framework of
nursing practice.
6. Perform nursing skills competently.
7. Provide a safe physical and psychosocial environment for the client.
8. Assist the client and significant support person(s) to cope with and adapt to stressful events
and changes in health status.
9. Assist the client to achieve optimum comfort and functioning.
10. Prepare the client and significant support person(s) for intervention, treatment modalities,
and self-care.
11. Support the client and significant support person(s) when making healthcare and end-of-life
decisions.
12. Adapt care in consideration of the client's values, customs, culture, and/or habits.
TEACHING AND LEARNING
1. Develop an individualized teaching plan based on assessed needs.
2. Provide the client and significant support person(s) with the information to make choices
regarding health.
3. Teach the client and significant support person(s) the information and skills needed to achieve
desired learning outcomes
4. Evaluate the progress of the client and significant support person(s) toward achievement of
identified learning outcomes
5. Modify the teaching plan based on evaluation of progress toward meeting identified learning
outcomes.
6. Provide assistive personnel with relevant instruction to support achievement of client
outcomes.
COLLABORATION
1. Coordinate the decision making process with the client, significant support person(s), and
other members of the healthcare team.
2. Work cooperatively with others to achieve client and organizational outcomes.
3. Collaborate with the client, significant support person(s), and other members of the healthcare
team to evaluate progress toward achievement of outcomes.
4. Interact creatively and openly with others to solve problems to achieve client goals and
outcomes.
5. Collaborate to bring about fair solutions that balance differing needs, values, and motivations
for the purpose of achieving positive client outcomes.
MANAGING CARE
1. Prioritize client care.
2. Coordinate the implementation of an individualized plan of care for clients and significant
support person(s).
3. Facilitate the continuity of care within and across healthcare settings.
4. Delegate aspects of client care to qualified assistive personnel.
5. Supervise and evaluate the activities of assistive personnel.
6. Adapt the provision of client care to changing healthcare settings and management systems.
7. Assist the client and significant support person(s) to access available resources and services.
8. Implement nursing strategies to provide cost efficient care.
9. Demonstrate competence with current technologies.
Course Competencies
1.
Utilize the Neuman Systems Model and the Maslow Hierarchy, at a beginning level, in
applying the nursing process/critical thinking as a basis for decision making in providing
care for the client experiencing psychosocial stressors and threats to body defenses.
Linked General Education Competencies
Think Critically.
Linked Program Outcomes
Utilize the nursing process incorporating Neuman's System's Model and
Maslow's hierarchy of needs as a basis for clinical decision-making in
providing client, family and community care;
Utilize individual plans of care focusing on services and activities that
promote independence, maintain, or restore health and/or support a peaceful
death;
2.
Linked External Standards
Report and document assessments, interventions, and progress toward client
outcomes.
Assess the interaction patterns of the individual client or significant support
person(s).
Assess the impact of development, emotional, cultural, religious, and spiritual
influences on the client's health status.
Assess the client's health status by completing health history and performing
a physical, cognitive, psychosocial, and functional assessment.
Evaluate the effectiveness of care provided in meeting client outcomes.
Modify client care as indicated by the evaluation of outcomes.
Participate in problem identification and data collection for research, quality
continuous improvement processes to meet client outcomes.
Use evidence-based information, collected electronically or through other
means to support clinical decision making.
Course Objectives
a. Apply the Neuman Systems Model and Maslow Hierarchy in the nursing
process/critical thinking as a basis for decision making in providing care for
the client experiencing psychosocial stressors and threats to body defenses.
b. Describe characteristics of a critical thinker.
c. Discuss the nurse's responsibility in making clinical decisions.
d. Discuss critical thinking skills used in nursing practice.
e. Describe the components of a critical thinking model for clinical decision
making.
f. Explain the relationship between clinical experience and critical thinking.
g. Discuss the relationship of the nursing process to critical thinking.
h. Describe how to use the Neuman Systems Model and Maslow Hierarchy
in planning care for the psychiatric/mental health patient
i. Describe how to use the Neuman Systems Model and Maslow Hierarchy in
planning care for the surgical patient in periop, intraop, and postop.
j. Apply critical thinking and the nursing process in providing care to the
psychiatric/mental health patient.
k. Apply critical thinking and the nursing process in providing care to the
surgical patient (preop, intraop, and postop).
Utilize the nursing process in the multi-disciplinary development of a primary, secondary,
and tertiary plan of care as a basis for health promotion.
Linked General Education Competencies
Communicate Effectively.
Think Critically.
Linked Program Outcomes
Utilize the nursing process incorporating Neuman's System's Model and
Maslow's hierarchy of needs as a basis for clinical decision-making in
providing client, family and community care;
Utilize individual plans of care focusing on services and activities that
promote independence, maintain, or restore health and/or support a peaceful
death;
Establish priorities and organize nursing care in a timely, efficient and cost
effective manner with the utilization of delegation to all members of the health
3.
care team;
Communicates effectively with all members of the health care team.
Linked External Standards
Utilize therapeutic communication skills when interacting with clients and
significant support person(s).
Assess the interaction patterns of the individual client or significant support
person(s).
Assess the impact of development, emotional, cultural, religious, and spiritual
influences on the client's health status.
Assess the client's health status by completing health history and performing
a physical, cognitive, psychosocial, and functional assessment.
Assess client and significant support person(s) for learning, strengths,
capabilities, barriers, and educational needs.
Assess the client's response to actual or potential health problems.
Assess the client's response to interventions.
Assess the client for changes in health status and identified needs.
Assess the client's ability to access available community resources.
Assess the environment for facts that may impact the client's health status.
Assess the strengths, resources, and needs of clients within the context of
their community.
Collaborate with the client, significant support person(s), and other members
of the healthcare team to evaluate progress toward achievement of
outcomes.
Course Objectives
a. Discuss the health belief, health promotion, and holistic health models of
health and illness to understand the relationship between patients' attitudes
toward health and health practices.
b. Describe health promotion and illness prevention activities.
c. Discuss and identify three levels of prevention.
d. Describe the impact of illness on the patient and family.
e. Discuss the nurse's role in health and illness.
f. Discuss the use of health promotion and illness prevention in the
psychiatric/mental health patient.
g. Discuss the use of health promotion and illness prevention in the surgical
patient (preop, intraop, and postop)
Utilize therapeutic communication techniques in providing client care.
Linked General Education Competencies
Communicate Effectively.
Linked Program Outcomes
Collaborate through effective therapeutic communication with the client,
family, significant others and members of the health care team in the
management of care;
Communicates effectively with all members of the health care team.
Linked External Standards
Utilize therapeutic communication skills when interacting with clients and
significant support person(s).
Communicate relevant, accurate, and complete information in a concise and
clear manner.
4.
Protect confidential information.
Utilize information technology to support and communicate the planning and
provision of client care.
Assess the interaction patterns of the individual client or significant support
person(s).
Demonstrate caring behavior towards the client, significant support person(s),
and other members of the healthcare team.
Course Objectives
a. Identify situations that require careful communication.
b. Describe elements of therapeutic and non-therapeutic communication.
c. Differentiate between the aspects of verbal and nonverbal communication.
d. Identify features and expected outcomes of the nurse-patient helping
relationship.
e. Describe behaviors and techniques that affect communication.
Demonstrate knowledge of legal and ethical issues related to client's experience of
physiological and psychosocial stressors.
Linked General Education Competencies
Think Critically.
Linked Program Outcomes
Practice within the ethical, legal, and regulatory frameworks of nursing, and
standards of professional nursing practice.
Linked External Standards
Practice within the ethical, legal, and regulatory frameworks of nursing and
standards of professional nursing practice.
Report unsafe practices of healthcare providers using appropriate channels
of communication.
Demonstrate accountability for nursing care given by self and/or delegated to
others.
Use standards of nursing practice to perform and evaluate client care.
Advocate for client rights.
Maintain organizational and client confidentiality.
Protect confidential information.
Protect and promote the client's dignity.
Demonstrate caring behavior towards the client, significant support person(s),
and other members of the healthcare team.
Provide a safe physical and psychosocial environment for the client.
Assist the client and significant support person(s) to cope with and adapt to
stressful events and changes in health status.
Assist the client to achieve optimum comfort and functioning.
Prepare the client and significant support person(s) for intervention, treatment
modalities, and self-care.
Support the client and significant support person(s) when making healthcare
and end-of-life decisions.
Course Objectives
a. Describe the legal obligations and role of nurses regarding federal and
state laws that affect health care.
b. List sources for standards of care for nurses.
5.
6.
c. Explain the importance of accountability and responsibility in nursing
practice.
d. Describe the role of ethics in nursing practice
e. Explain a process used to analyze an ethical dilemma.
f. Describe ethical conflicts nurses experience in different clinical settings.
g. Discuss legal and ethical issues related to patient care in the
psychiatric/mental health setting.
h. Discuss legal and ethical issues related to patient care in the surgical
setting (preop, intraop, and postop).
Demonstrate professional and caring behaviors, according to the standards of nursing
practice, in providing and managing care for the client.
Linked General Education Competencies
Think Critically.
Linked Program Outcomes
Practice within the ethical, legal, and regulatory frameworks of nursing, and
standards of professional nursing practice.
Uses the human caring phenomena and the nursing process in providing
nursing care.
Demonstrates accountability of practice with adherence to ethical and legal
standards of the profession.
Linked External Standards
Use standards of nursing practice to perform and evaluate client care.
Demonstrate caring behavior towards the client, significant support person(s),
and other members of the healthcare team.
Provide accurate and safe nursing care in diverse settings.
Perform nursing skills competently.
Course Objectives
a. Explain how professional standards influence a nurse's clinical decisions.
b. Discuss the role that caring plays in building a nurse-patient relationship.
c. Discuss patients' perceptions of caring nurse behaviors.
d. Describe ways to convey caring through the use of touch.
e. Describe the therapeutic benefit of listening to patients' stories.
f. Discuss the importance of a nurse's ability to demonstrate caring toward
families.
g. Discuss the importance of education in professional nursing practice.
h. Describe the purpose of professional standards of nursing practice.
Demonstrate the use of evidence-based practice in the performance of nursing skills
according to critical criteria with an emphasis on safety.
Linked General Education Competencies
Think Critically.
Learn Independently.
Linked Program Outcomes
Demonstrate competency in the performance of all essential nursing skills as
identified by the NIP Nursing Faculty;
Provide evidence-based clinically competent care with evidence of caring
behaviors;
Linked External Standards
7.
8.
Use evidence-based information, collected electronically or through other
means to support clinical decision making.
Provide accurate and safe nursing care in diverse settings.
Demonstrate competence with current technologies.
Course Objectives
a. Describe how unmet basic physiological needs of oxygen, nutrition,
temperature, and humidity threaten safety.
b. Discuss methods to reduce physical hazards and the transmission of
pathogens.
c. Identify factors to assess when it becomes necessary to physically restrain
a patient.
d. Describe assessment activities designed to identify a patient's physical,
psychological, and cognitive status as it relates to safety.
e. State nursing diagnoses associated with risks to safety.
f. Develop a nursing care plan for patients whose safety is threatened.
g. Describe nursing interventions used to ensure patients' safety.
h. Describe methods to evaluate interventions designed to maintain or
promote safety.
Recognize and report situations that require collaboration with the client and other
members of the health care team.
Linked General Education Competencies
Communicate Effectively.
Think Critically.
Linked Program Outcomes
Communicates effectively with all members of the health care team.
Linked External Standards
Report unsafe practices of healthcare providers using appropriate channels
of communication.
Work cooperatively with others to achieve client and organizational
outcomes.
Coordinate the implementation of an individualized plan of care for clients
and significant support person(s).
Facilitate the continuity of care within and across healthcare settings.
Assist the client and significant support person(s) to access available
resources and services.
Course Objectives
a. Describe ways in which to involve the patient with their plan of care.
b. Explain the term interdisciplinary.
c. Recognize and report patient conditions or situations beyond the student's
scope of practice.
d. Describe ways of working with other members of the health care team to
improve patient outcomes.
Apply teaching and learning strategies, at a beginning level, in the clinical settings.
Linked General Education Competencies
Communicate Effectively.
Linked Program Outcomes
Use teaching/learning processes to facilitate clients informed decision-
9.
making to achieve positive outcomes and support functional patterns.
Linked External Standards
Develop an individualized teaching plan based on assessed needs.
Teach the client and significant support person(s) the information and skills
needed to achieve desired learning outcomes
Evaluate the progress of the client and significant support person(s) toward
achievement of identified learning outcomes
Course Objectives
a. Identify appropriate topics for a patient's health education needs.
b. Describe the similarities and differences between teaching and learning.
c. Identify the purposes of patient education.
d. Differentiate factors that determine readiness to learn from those that
determine ability to learn.
e. Write learning objectives for a teaching plan.
f. Describe characteristics of a good learning environment.
g. Use the nursing process to make a teaching plan.
h. Describe ways to incorporate teaching with routine nursing care.
i. Identify the methods for evaluating learning.
j. Describe appropriate documentation of teaching.
k. Identify ways to utilize teaching and learning strategies in the
psychiatric/mental health setting.
l. Identify ways to utilize teaching and learning strategies in the surgical
setting (preop, intraop, and postop).
Identify normal lines of defense in microbial and trauma stressors.
Linked General Education Competencies
Think Critically.
Linked Program Outcomes
Utilize the nursing process incorporating Neuman's System's Model and
Maslow's hierarchy of needs as a basis for clinical decision-making in
providing client, family and community care;
Utilize individual plans of care focusing on services and activities that
promote independence, maintain, or restore health and/or support a peaceful
death;
Linked External Standards
Assess the client's health status by completing health history and performing
a physical, cognitive, psychosocial, and functional assessment.
Course Objectives
a. Identify the body's normal defenses against infection.
b. Discuss the events in the inflammatory response.
c. Describe the signs and symptoms of a localized and a systemic infection.
d. Describe characteristics of each link of the infection chain.
e. Assess patients at risk for acquiring an infection.
f. Explain conditions that promote development of heath care associated
infections.
g. Describe strategies for standard precautions.
h. Identify principles of surgical asepsis.
i. Describe nursing interventions designed to break each link in the infection
chain.
j. Perform proper procedures for hand hygiene.
k. Apply and remove a surgical mask and gloves using correct technique.
l. Discuss the body's response during each phase of the wound healing
process.
m. Describe wound assessment criteria: anatomical location, size, type and
percentage of wound tissue, volume and color of wound drainage, and
condition of surrounding skin.
n. Differentiate healing by primary and secondary intention.
o. Discuss common complications of wound healing.
p. Explain factors that impair or promote normal wound healing.
q. Describe the purposes of and precautions taken with applying bandages
and binders.
r. Describe the mechanism of action of wound care dressings.
s. Describe the differences in therapeutic effects of heat and cold.
t. Complete an assessment for a patient with impaired skin integrity.
u. List nursing diagnoses associated with impaired skin integrity.
v. Develop a nursing care plan for a patient with impaired skin integrity.
w. State evaluation criteria for a patient with impaired skin integrity.
x. Explain the concept of perioperative nursing care.
y. List factors to include in the perioperative assessment of a surgical
patient.
z. Design a perioperative teaching plan.
aa. Explain how to prepare a patient for surgery.
bb. Describe intraoperative factors that affect a patient's postoperative
course.
cc. Identify factors for assessing in a patient in postoperative recovery.
dd. Describe the rationale for nursing interventions designed to prevent
postoperative complications.
Outline:
I.
Perioperative Phases
A.
Preoperative phase
1.
Definition of terms
2.
Principles of preoperative asepsis
3.
Factors influencing surgical outcomes
4.
Preoperative client assessment
5.
Preoperative client admission
6.
Nursing process for preoperative clients
7.
Preoperative consent
8.
Preoperative teaching
9.
Preparation for surgery
10.
Transfer to surgery
B.
Intraoperative phase
1.
Surgical asepsis
2.
Health care team member roles
3.
Client arrival in surgery
4.
Anesthesia
5.
Specific needs of clients related to life span changes
6.
Transfer from surgery
C.
Postoperative phase
1.
Admission to the post anesthesia care unit (PACU)
2.
Pain management
3.
Nursing process for postoperative clients in PACU
4.
Discharge from the PACU
5.
Transfer to the nursing unit
6.
Nursing process for postoperative clients
7.
Postoperative client discharge instruction
8.
Home health care
II.
Mechanisms of self-defense
A.
Immunity
1.
Active
2.
Passive
B.
Inflammation
C.
Infection
1.
Integumentary infections/disorders
2.
Parasitic infections
3.
Fungal infections
4.
Viral infections
5.
Sexually transmitted diseases
6.
Communicable diseases
III.
Therapeutic Communications across the Life Span
A.
Factors influencing communications
1.
Components of non-verbal communications
IV.
V.
VI.
VII.
2.
Barriers to communication
3.
Principles of a therapeutic interaction
B.
Therapeutic nurse-client relationship
1.
Guiding principles of a nurse client relationship
2.
Phases of the nurse-client relationship
Concepts of Mental Health
A.
Personality development
B.
Reaction to emotions
C.
Defense mechanisms
D.
Support systems
E.
Mental health and mental illness
F.
Legal/ethical issues
Assessment of Individuals across the Life Span with Psychosocial Problems
A.
Client/family history
B.
Physiological factors
C.
Psychological factors
D.
Mental status
E.
Diagnostic tests
Treatment Modalities for Psychosocial Problems
A.
Therapeutic interaction
B.
Therapeutic milieu
C.
Crisis intervention
D.
Group and family therapy
E.
Behavioral and somatic therapies
F.
Psychopharmacology
G.
Outpatient care and community resources
Multidisciplinary Approach to Caring for Individuals Across the Life Span
Experiencing Acute and Chronic Psychosocial Problems
A.
Developmental disorders and mental retardation
B.
Attention deficit hyperactive disorders
C.
Autistic disorders
D.
Eating disorder/anorexia nervosa and bulimia
E.
Identity disorder
F.
Self destruction behavior/suicide
G.
Anxiety disorders
H.
Mood disorders
I.
Personality disorders
J.
Psychotic disorders
K.
Cognitive disorders
L.
Chemical dependency
M.
Domestic violence
Experiments/Activities:
1.
Discuss in pre- and post-conference specific needs for different age groups during
perioperative phase.
2.
3.
4.
5.
6.
7.
8.
9.
Discuss concept/needs in relation to different cultures and age groups related to
postoperative management.
Utilize the nursing process to formulate a plan of care for the preoperative,
intraoperative and postoperative client.
Identify the communication level, emotion reactions and defense mechanisms
used by clients, support systems and health care providers.
Discuss in post-conference legal and ethical issues pertinent to clinical
experience.
Participate in clinical experience at various community settings utilized by clients
experiencing psychosocial problems.
Collect and analyze subjective and objective data for psychosocial and mental
status assessments of a client experiencing a psychosocial problem.
Use the steps of the nursing process when caring for a client with specific
psychosocial problems.
Develop a discharge-teaching plan for a client with a psychosocial problem.
Campus labs:
Sterile technique, gowning, and gloving
Care of the client with gastric and nasogastric tubes (replacement, irrigation, medication
administration)
Basic IV therapy
Urinary catheterization
Surgical consents
Wound care, bandaging
Suture/staple removal
Heat and cold therapy
Culture collection
Clinical observations:
Same day surgery
Operating room
Post anesthesia recovery room
Community Support Groups
Grading Information
Grading Rationale
Refer to page 23 of the MCC Integrated Nursing Program Student Handbook.
Theory Grading
Evaluation of theoretical competence is based upon examinations, written assignments, and/or
quizzes. A composite numerical grade will be assigned, and the student must maintain a "C"
(76%) in all nursing courses. See individual Course Overviews for criteria specific to each course.
Examinations
Exam 1: Tues. 10/02/07
Exam 2: Mon. 10/22/07
Mental Health ATI Proctored Exam: Mon. 10/29/07
Exam 3: Tues. 10/30/07
Exam 4: Tues. 11/06/07
Exam 5: Mon. 11/19/07
Exam 6: Mon. 12/03/07
Fundamentals ATI Proctored Exam: Tues. 12/04/07 & Thur. 12/06/07
Final Exam: Tues. 12/11/07
6 exams @ 10% each 60%
Mental Health ATI Proctored Exam 10%
Fundamentals ATI Proctored Exam 10%
Final Exam 20%
Campus Lab Grading
Proficiency in all specified skills must be demonstrated in the campus lab before the student may
advance in the program. Campus lab performance is based on a Satisfactory/Unsatisfactory
basis. Students will have three opportunities to demonstrate competence on assigned skills. If the
student does not deem proficiency after three attempts, they will be unsuccessful in the program;
thus the student will not be permitted to advance in the program. The third skill attempt will be
evaluated by two nursing faculty members that are not currently teaching in the semester in which
the skill is required. Written work assigned in preparation for lab must be submitted in an
appropriate and timely manner. Quizzes may be given for specified labs.
Clinical Evaluation
Clinical performance is evaluated on a Satisfactory/Unsatisfactory basis. A Satisfactory rating is
given for demonstration of appropriate preparation for client care: safe and appropriate nursing
care; and demonstration of skills proficiency, caring behaviors, personal responsibility, and
accountability; and professional and ethical conduct. An Unsatisfactory rating will be given if safe
and competent client care is compromised in any way, or if unprofessional or unethical conduct is
demonstrated. An overall Satisfactory grade must be achieved in the clinical setting in order for
the student to progress in the nursing curriculum. Campus lab is considered part of the clinical
component and Unsatisfactory grades in Campus lab will be included in the Clinical grade.
A daily/weekly evaluation tool is utilized to provide the student with written feedback concerning
performance in the clinical setting. The faculty will provide the student with weekly narrative
comments and the student will provide a written response. Each Learning Outcome is evaluated.
**Starred items denote critical outcomes for which the student must receive a Satisfactory (S) to
successfully pass the clinical component. Three (3) Unsatisfactory ratings (U) on the weekly
evaluation in a critical criterion constitute an Unsatisfactory as the final Clinical Evaluation grade.
50% of Unsatisfactory ratings (U) on the weekly evaluation in a non-critical criterion constitute an
Unsatisfactory as a final Clinical Evaluation grade. Three (3) ratings of Unsatisfactory (U) on the
final evaluation in a non-critical criteria component or one (1) rating of Unsatisfactory for a critical
criteria component are considered excessive. This will result in failure of the course.
Grading Scale
A
B
C
D
E
92%-100%
82%-91%
76%-81%
65%-75%
<65%
Guidelines for Success
ATI Testing
The minimum requirement for passing the proctored assessment exams is set at 50 percentile.
Grading scale for proctored assessment exams is as follows:
Percentile achieved on
Proctored Exam
90-99
80-89
70-79
60-69
50-59
40-49
30-39
20-29
10-19
0-9
Grade you will receive
99
95
90
85
80
75
70
65
60
55
The grade you receive on the ATI proctored exam will be counted as 10 % each towards your
final grade. Please refer to section on Grading Criteria in the syllabus.
If you do not meet this requirement, you will be required to remediate for an amount of time
deemed by your instructor. Then, you will be responsible for taking the non proctored assessment
exam until you have achieved a 90 percent. Once you have completed your remediation by
achieving a 90 percent on the non-proctored exams, you must bring in a copy of your testing
report. If you fail to complete your remediation or do not bring in a copy of your testing report, you
will not be allowed to proceed in the program.
At anytime your instructor can view any ATI tests that you have taken including any proctored or
non-proctored tests. If any non-proctored tests are taken prior to taking the proctored test you will
receive a grade of zero as this is a form of cheating and will not be tolerated.
Clinical Activities
Refer to page 21 of the MCC Integrated Nursing Program Student Handbook.
Client care activities are interactions planned to facilitate the application of theoretical knowledge,
nursing skills, and the nursing process. Collaboration between the student, instructor, client, and
members of the health care team is expected. Safe, appropriate client care must be
demonstrated in order to achieve a satisfactory rating in the clinical component.
Clinical rotations include observational experiences designed to introduce the student to
specialized services and areas of the hospital, community agencies, and to facilitate cooperation
between health care team members. Students are expected to participate within the experience
and submit necessary assignments in the appropriate time frame.
Each student will be assigned a prospective clinical site throughout the semester; the student is
responsible for any required transportation to and from clinical site(s). Activities within the clinical
practicum will be at the discretion of the clinical instructor and coordinated with
theoretical/technical level of the student. The student must notify both the clinical instructor and
facility/agency a minimum of one hour prior to the scheduled time if the student is unable to
attend; failure to do so will necessitate "U" (indicated unmet clinical criteria) on the clinical
evaluation tool for clinical activities for that day. All written material (assessment, drug cards, etc.)
and task lists are to be submitted in a two-pocket folder by 8:00 a.m. on the following Monday
morning. Any assignments submitted after this time will be deemed late and shall receive a grade
of "U. If you anticipate problems, you should arrange for someone to bring your work to the
college and/or clinical site that morning. The student is expected to maintain professionalism in
preparation for legal practice as a nurse; therefore, use of only official NIP clinical forms (copies
are to be made by the student) and the use of white-out and Xeroxed copies of completed forms
are to be avoided and will not be accepted for grading. See clinical packet for clinical forms and
see student handbook for further clinical information.
Clinical Absence Policy
Refer to page 24 of the MCC Integrated Nursing Program Student Handbook.
1. If a clinical absence is unavoidable, students are to notify their clinical instructor according to
her/his specific directions.
2. A student who is absent in the clinical area will be unable to demonstrate competency of the
assigned learning outcomes and will receive an unmet for all competency areas for the day.
3. Three absences in the clinical area will cause the student to have an excessive number of
critical outcomes unmet in a clinical area and the student will be unsuccessful in the course.
4. The nursing faculty reserves the right to deal individually with students in the event of an
emergency or catastrophic occurrence, or unforeseeable and insurmountable situation.
Statement of Health Status
Refer to page 27 of the MCC Integrated Nursing Program Student Handbook.
It's the students' responsibility to inform the course/clinical faculty of any health problems that
could impair performance or jeopardize the safety of self or others. The student must report any
changes in health status to the coordinator and faculty as soon as possible.
Incapacitation by illness, accident, surgery, deteriorating health, or restrictive devices such as
crutches, casts, or braces may be considered potentially unsafe if the student is unable to provide
appropriate client care or the student's well-being is compromised. The faculty and program
coordinator will review individual cases for continued participation in clinical activities.
Evaluation will follow the Kentucky Community and Technical College System Technical
Standards statement requiring that "all students should possess: (1) sufficient visual acuity, such
as is needed in preparation and administration of medications, and for the observation necessary
for patient assessment and nursing care; (2) sufficient auditory perception to receive verbal
communication from patients and members of the health team and to assess health needs of
people through the use of monitoring devices such as cardiac monitors, stethoscopes, IV infusion
pumps, Dopplers, fire alarms, etc.; (3) sufficient gross and fine motor coordination to respond
promptly and to implement the skill, including the manipulation of equipment, required in meeting
health needs;
(4) sufficient communication skills (speech, reading, writing) to interact with individuals and to
communicate their needs promptly and effectively, as may be necessary in the individual's
interest; and (5) sufficient intellectual and emotional functions to plan and implement care for
individuals."
Attendance and Late/Make-up course work
Refer to page 24-25 of the MCC Integrated Nursing Program Student Handbook.
Attendance and participation in all learning experiences is essential for achieving an appropriate
knowledge base and is necessary for success in the nursing program. Attendance is expected in
lectures, campus labs, clinical experiences, and all other assigned activities.
The decision to attend nursing school is a choice of the student. The curriculum is intensive and
absences are detrimental to the student's performance and progress. The student who has made
this decision must choose to make his/her education a priority. Work schedules and outside
appointments should not conflict with the course schedule signed up for and agreed to by the
student. Child care provisions should be made in advance. Illness in children is common, should
be anticipated, and care for the ill child should be pre-arranged.
A. Lecture Absences
1. Lecture attendance is expected, and attendance will be taken. Students may not sign in other
students. It is the student's responsibility to sign in, and failure to do so will be counted as an
absence.
2. Any student who is absent from more than 5 hours of lecture, within each course rotation, will
have 1 point deducted from his or her final course grade for each additional hour missed.
Students arriving late, or leaving before lecture is completed will not be given credit for
attendance.
3. Instructors will close the door at the beginning of each class period and tardy students will not
be permitted to enter until the next break.
4. The nursing faculty reserves the right to deal individually with students in the event of an
emergency or catastrophic occurrence, or unforeseeable and insurmountable situation.
B. Campus Lab Absences
1. Campus lab absences will be handled the same as lecture absences.
2. Students are responsible for arranging to make-up time with the instructor for check offs or
demonstrations.
3. You may not alter your lab group time without prior approval from the instructor.
4. The nursing faculty reserves the right to deal individually with students in the event of an
emergency or catastrophic occurrence, or unforeseeable and insurmountable situation.
Late/Make-up Work
*It is the student's responsibility to keep abreast of assignments due. The faculty will not remind
the student of the work due. An unsatisfactory grade may be given to work not submitted on time.
*The student nurse must learn to follow directions. Instructions and criteria to follow will be given
for all assignments. An unsatisfactory grade may be given for work not completed as specified.
All written assignments must follow the criteria provided and must be legible. Typed is preferred.
Correct grammar and spelling is expected. Written work will be considered unsatisfactory if it has
three or more spelling or punctuation errors; if there is a combination of five or more spelling and
punctuation errors; is illegible; or if instructions are not followed. Competency in written and
verbal communication must be demonstrated. If excessive unsatisfactory work is submitted, or
communication or literacy competency is not exhibited, the student will be required to meet with
the Nursing faculty for evaluation and intervention planning.
Written work is expected to be turned in on time. Early submission of work is encouraged. It is the
faculty member's prerogative not to accept work submitted past the due date. Points will be
subtracted for late, incomplete, or unsatisfactory work at the discretion of the instructor.
"All quizzes and tests will be graded as a “0” for a NO CALL/NO SHOW DAY.
"More than 2 absences from theory class meetings will result in a two-point deduction in the final
course grade for each subsequent absence.
"Instructors will close the door at the beginning of a class period and students will not be
permitted to enter the classroom until the next break.
"If an exam is scheduled on the day you return to class you are expected to take the exam on
that day. If an exam was given on the day of your absence, it is to be made up on your FIRST
day back at school or at the convenience of your instructor. FIVE POINTS will be automatically
deducted from the score of any make-up exam. It is the student's responsibility to contact the
instructor to schedule make-up exams. Exams will cover the same material other students were
tested over, but may not be the same exam.
"IF AN EXAM OR QUIZ HAS ALREADY STARTED, THE STUDENT WILL NOT BE ALLOWED
TO ENTER THE ROOM AND A MAKE-UP EXAM OR QUIZ WILL BE
Distance Learning Courses
Distance Learning: Go to http://www.elearning.kctcs.edu for access to the Blackboard Academic
Suite.
Library Information: To access the Library databases, you will need to enter a username and
password. Library services are available at http://www.kctcs.edu/distancelearning/libraries.htm
The website of Madisonville Community College’s Library is
http://www.madisonville.kctcs.edu/library/services.html Contact (270) 824-1722 for assistance
with library assistance.
Program Help: Click on the Help tab. You may also call 1-866-606-1725 for assistance.
Technical Requirements: Students must have access to a computer and a reliable Internet
connection.
This course is web enhanced. All students will be required to access the course website through
http://www.elearning.kctcs.edu. The course website will be utilized for lecture content,
assignments, and posting of grades. All students enrolled in this course have been issued a
Madisonville Community College email address. Students are encouraged to check their email
and the course website frequently for updated information. To access your online courses or any
Kentucky Community and Technical College (KCTCS) web enhanced course through the
Blackboard 7.1 website, you will need to use a special, unique username and password. (If you
have already received and changed your password, continue to use your changed information to
access your account.) You may access your course approximately two days prior to the course's
advertised starting date.
To access your course, please follow these instructions:
1. Point your browser to http://www.elearning.kctcs.edu/webapps/portal/frameset.jsp.
2. In the space provided for "Username," enter your Peoplesoft or Webmail login
user name and password.
3. Click on the "Login" button.
4. Click the link to your course to get started.
If you have difficulty logging in or if you have any further questions, please contact the Blackboard
7.1 Help desk. You may call them at 1-866-606-1725 for help with questions about login,
accounts and accessing courses.
Withdrawal Policy
Refer to page 19 of the MCC Integrated Nursing Program Student Handbook.
If a student terminates his or her connection with the college, it is the student's responsibility to
obtain the appropriate signatures on a withdrawal form. Students must contact the Program
Coordinator for a conference prior to leaving. Please see individual Course Overviews for specific
withdrawal dates.
Students may withdraw from a class at their discretion with a "W" prior to the completion of the
eighth week of classes. The last day for a student, at the discretion of the instructor, to officially
withdraw from a class and receive a grade of "W" is December 7, 2007.
Any student withdrawing from school without following proper withdrawal procedures shall not
receive a grade report or school transcript and may be denied re-entry. If the student returns with
a verified excused absence, they may be readmitted and permitted to make up missed work.
Failure to attend class does not constitute official withdrawal. The last day to officially withdraw
from this course for a grade of "W" at the student's discretion is December 7, 2007 unless the
student has had excessive absenteeism, or has demonstrated behavior, which is irresponsible
(e.g. cheating, belligerence, errors in client care); a respective grade will be assigned upon
withdrawal. Please schedule and consult course faculty member(s) to arrange a conference with
the program coordinator and respective instructor(s) prior to withdrawing from any course.
ADA Policy
If you have a documented disability and need any type of
accommodation, you are required to register with the
Disability Resource Coordinator. Contact Valerie Wolfe,
Disability Resource Coordinator, in Room 112 of the LRC
building or at (270) 824-1708. The Disability Resources
Office provides accommodations for students with
permanent or temporary documented disabilities. This
includes, but is not limited to, students with physical or
psychological disabilities, learning disabilities, ADD, ADHD,
and other health problems.
Cheating Policy
Because nursing is a profession requiring high ethical standards, it is expected that the student
will do his/her own work. In the event of cheating or plagiarism, the faculty will follow the
Community College Code of Student Conduct guidelines for sanctions against academic
offenses. The first offense will result in a grade of zero for the paper or exam. The second offense
will result in an "E" for the course.
No Ball caps, sun visors, or head attire will be allowed during exams. No personal items will be
allowed in the student seating area. These include cell phones, drinks, purses, and backpacks.
Pencils and calculators will be provided. Students will not be allowed to enter the room to take an
exam until faculty is present.
Disruptive Behavior
Disruptive behavior in the classroom or clinical setting will not be tolerated and the person will be
asked to leave. This will result in an absence for that lecture or lab since attendance for the entire
time is required. No children or pets will be permitted in the classroom.
Professional Conduct
Refer to page 26 of the MCC Integrated Nursing Program Student Handbook.
Professional conduct is expected in all activities. Respectful, courteous, considerate, friendly
collaborative and discrete behaviors characterize professional conduct. Any unprofessional
behavior, breach of confidentiality or slander concerning clients or fellow students will require a
conference with the nursing faculty and the coordinator. Further action may be taken depending
upon the nature and magnitude of the offense, and expulsion from the nursing program may
occur if warranted by the student's behavior.
Part of professional conduct is the use of appropriate conflict resolution. If you find yourself in
conflict with a faculty member or peer, go to that person first and attempt to resolve the conflict. If
you are unable to resolve conflict with that faculty member, the student and faculty member
should then consult the Program Coordinator. If resolution is not attained then, the interested
parties should seek assistance from the Division Chair, then the Dean of Academic Affairs and
finally if no resolution can be attained a grievance can be filed with the President of the College.
Failing to use the proper chain of command for conflict resolution demonstrates unprofessional
conduct.
Chemical Impairment
If a student is believed to be impaired in the clinical setting, the student will be asked to leave and
will be required to submit to a drug screening at their own expense. Return to the clinical setting
will be decided in conference with faculty, clinical leaders and the program coordinator.
Writing
To satisfy the general education requirement of writing across the curriculum, "Instructors in all
courses are expected to call attention to proper English usage and may penalize for errors and/or
require the rewriting of papers which do not meet acceptable standards in English." (Senate
Rules, Section V, 2.3.3)
Written Assignments
1.It is the student's responsibility to keep abreast of assignments due. The faculty will not remind
the student of the work due.
2.Criteria:
a. All written assignments must follow the criteria provided and must be legible. Typed is
preferred.
b.Correct grammar and spelling is expected. Written work will be considered unsatisfactory if it
has three (3) or more spelling or punctuation errors; if there is a combination of five (5) or more
spelling and punctuation errors; is illegible; or if instructions are not followed.
c.Competency in written and verbal communication must be demonstrated. If excessive
unsatisfactory work is submitted or literacy competency is not exhibited, the student will be
required to meet with the NIP Nursing faculty for evaluation and intervention planning.
d.Written work is expected to be turned in on time. Early submission of work is encouraged. An
Unsatisfactory rating will be assigned on the weekly evaluation for work that is submitted past the
due date.
e.Campus lab and clinical paperwork will be due each week in the weekly folder by 8:00 a.m. on
Monday. Any paperwork turned in late will not be graded and the student will be assigned a "U".
Homework Help Online
Tutor.com is a free online tutoring service that can be accessed through Madisonville Community
College's homepage. Go to http://www.madisonville.kctcs.edu Select "Current Students" and look
at the list under "Academics." In the list you will click "Online tutoring" (Live Homework Help). This
will take you to the service which is available from 2:00 p.m. until 10:00 p.m. seven days a week.
Tutor.com provides services from grades 4 to college.
Student Code of Conduct
Refer to page 27 of the MCC Integrated Nursing Program Student Handbook.
You can locate the Kentucky Community and Technical College System (KCTCS) Student Code
of Conduct at http://www.kctcs.edu/student/code.htm
Please be advised that you may locate information regarding academic rights and academic
offenses and the right to appeal infringements upon those rights. You may access this information
at: http://www.kctcs.edu/student/code.htm"
Kentucky Association of Nursing Students / Kentucky State Association of Licensed
Practical Nurses
Refer to page 19 of the MCC Integrated Nursing Program Student Handbook, Fall 2007
Institutional Closing
Refer to page 19 of the MCC Integrated Nursing Program Student Handbook.
Students can expect that scheduled classes at MCC and clinical experiences will be held
regardless of inclement weather, unless specifically announced as otherwise on local radio and
television stations. If day classes are to be cancelled, the decision will be announced by 7:00 AM.
MCC may still be in session when regional primary and secondary schools are closed. The
student is expected to use good judgment concerning travel in inclement weather.
Dress Code
Refer to pages 21-22 of the MCC Integrated Nursing Program Student Handbook.
Dress Code
The student is required to maintain a professional appearance following each agency policy
and/or CDC guidelines. Good personal hygiene is expected. Hair, body and fingernails must be
clean and well-groomed. Good oral hygiene must be evident. Students will follow the clinical
institution's policy and/or CDC guidelines on dress code.
While in the agency for the purpose of obtaining assignments and client information, a white lab
coat must be worn over appropriate clothing and the student identification badge must be
displayed. Jeans and shorts are not considered appropriate attire.
In the clinical setting, students are required to wear the Madisonville Community College
Integrated Nursing top, color coordinated based on level of student, with a white undershirt and
white pants. Females may wear white skirts; however excessively short skirts are not acceptable
and white hose is to be worn. White socks may be worn with pants, but are not acceptable with
skirts. A white collared lab coat with appropriate Madisonville Community College Integrated
Nursing emblem is to be worn over the uniform when entering and leaving the clinical setting, but
should not be worn while performing client care duties. Uniforms and lab coats must be clean,
pressed and look professional. White socks without ornamentation should be worn with the
student's uniform. White leather shoes without colored designs or large logos are required.
A photo identification badge must be worn during all clinical activities. Badges are obtained
through the nursing office at specified times.
Both males and females must wear a hairstyle that is off the collar and does not fall forward when
the student is leaning forward performing client care. Decorative jewelry is not worn with the
uniform. Small, discrete stud earrings are acceptable, as is a plain band ring. Earrings should be
limited to one pair of studs, rather than hoops or dangling styles and must be worn only in the
lobe of the ear. Jewelry should be kept to a minimum so that it will not interfere with the care of
the client, infection control or your personal safety. Facial jewelry (including eyebrow, tongue, lip
and nose piercing) and rings with stones should be removed while in the clinical setting. Only
clear nail polish is allowed in the clinical setting. No artificial nails will be allowed in the clinical
setting. Cologne and excessive makeup should not be worn. Chewing gum or tobacco is not
permissible in the clinical setting. Tattoos regardless of location must be covered while in the
clinical setting.
Cell phones and beepers are not permissible in the clinical setting.
The student should have a wrist watch with second timing capability and a stethoscope while in
the clinical setting. A black pen is appropriate for documentation and paper for notations should
be carried. Pen color should comply with agency guidelines. A penlight and bandage scissors are
recommended.
Campus Lab Grading and Guidelines
Refer to page 23 of the MCC Integrated Nursing Program Student Handbook, Fall 2007
GENERAL POLICIES:
1.Campus lab is informal and informal clothing is acceptable. Food and drink are allowed,
however, the student is expected to dispose of all trash and leave the lab area neat and clean at
all times.
2.One campus lab will be closed to students from 12pm-1pm during lunch.
3.Interruption of campus labs should be avoided. Arrangements should be made to get
appropriate computer or lab equipment during the break between labs times. Signatures for
completion of required assignments may be obtained from the clinical instructor at a later date.
4.All practice supplies will be repackaged and stored in their appropriate place prior to leaving the
campus lab.
5.Individual practice time is to be scheduled with the Lab Specialist.
6.Review of video tapes may be scheduled with the Lab Specialist. All tapes are to be
viewed in the campus lab. Students will not be allowed to take tapes out of the lab
and will be held responsible for their replacement if lost.
7. Specific equipment, such as B/P cuffs may be checked out with the Lab Specialist for
practice at home. The student must return the equipment at the specified time. The
student will be held responsible for the replacement of lost or damaged equipment.
8. Books available in the campus lab may be checked out with the Lab Specialist. The
student must return books at the specified time and will be held responsible if lost or damaged.
9. The student is expected to be familiar with campus lab policies for grading and
attendance in the Course Syllabus.
10. Campus lab is considered part of the clinical component of the course. Campus lab
evaluations will be included in the final clinical grade.
11. The faculty reserves the right to deal individually with students in the event of
emergencies or catastrophic occurrences.
SKILLS PRACTICE
1.Skills will be demonstrated on the ATI DVDs to be reviewed by the students prior to coming to
lab. Additional demonstrations may be by videos, the clinical instructor and/or students.
2.Practice time will be provided; however scheduling of additional practice time is the
responsibility of the student.
3.The student is expected to read the assigned content and study the skill procedure prior to the
lab. The student will be prepared to practice the skill during the assigned lab time.
4.Students are expected to practice each skill until proficiency is attained.
5.Students will be expected to practice non-check-off skills individually. Proficiency in these skills
will be evaluated in the clinical setting.
SKILLS CHECK-OFF
1.Students will be prepared to demonstrate proficiency in the assigned skill at the check-off time.
2.Proficiency will be evaluated according to the Essential Skills Critical Criteria provided to
student for each skill.
3.The student will be expected to:
A.…assess simple nursing situations
B.…apply knowledge of principles in nursing actions
C.…perform specific nursing skills utilizing all stated critical criteria
D.…report and/or document relevant data using accepted terminology for each
skill
4.The student will demonstrate and/or verbalize the appropriate safety practices for each skill
during check-off and in the clinical setting (See "Critical Criteria: Safety Practices")
5.The student will perform the skill without verbal or non-verbal cues from the instructor or from
other students.
6.Successful performance of each skill will allow the student to perform the skill in the clinical
setting with supervision as indicated.
7.(See Campus Lab section in the course overview for specific guidelines.)
ESSENTIAL SKILLS CRITICAL CRITERIA
In addition to the critical criteria identified for each skill, the following will be used in the evaluation
of the student's performance:
General Principles
1.Body substance isolation precautions must be utilized and appropriate asepsis must be
maintained.
2.Correct supplies/equipment must be assembled and organized.
3.The nursing process must be used.
4.Client instruction must be provided.
5.The client must not be placed in physical jeopardy.
6.The client must not be placed in emotional jeopardy.
7.Pertinent information must be reported and/or documented.
Safety Practices
1.Verifies care/order for client.
2.Washes hands before and after performing any client care or gathering supplies.
3.Assembles appropriate equipment or supplies.
4.Identifies client and assesses overall condition.
5.Explains procedure to client.
6.Elevates bed to appropriate working level.
7.Practices body substance isolation precautions.
8.Lowers bed, raises side rails and places call system within reach as appropriate.
9.Reassesses any abnormal reading and if still abnormal, reports and records immediately.
The student is expected to utilize safety practices and provision for privacy when performing all
essential skills. Documentation for all skills must include date, time, signature and other
appropriate data. Any action or inaction on the part of the student which jeopardizes the
emotional or physical well being of the client will result in an unsatisfactory grade for the skill.
Tentative Schedule
Session
Target Competencies
09/21/2007
Begin NIP 115 Orientation to Mental
Health Nursing
Utilize the Neuman Systems Model and Lecture 8:00am-11:00am: Concepts of
the Maslow Hierarchy, at a beginning
Mental Health
level, in applying the nursing
Videbeck Ch. 1-4
process/critical thinking as a basis for
decision making in providing care for the
client experiencing psychosocial
09/24/2007
Notes
stressors and threats to body defenses.
09/25/2007
Upon completion of this course, the
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize therapeutic communication
techniques in providing client care.
Lecture 8:00am-11:00am: Concepts of
Mental Health
Videbeck Ch. 5-6
Lab: 1:00pm-3:00pm for groups 1,2,3,4
Therapeutic communication
Videbeck Ch. 5-6
09/27/2007
Utilize therapeutic communication
techniques in providing client care.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Utilize the Neuman Systems Model and
the Maslow Hierarchy, at a beginning
level, in applying the nursing
process/critical thinking as a basis for
decision making in providing care for the
client experiencing psychosocial
stressors and threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Upon completion of this course, the
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
Lecture 8:00am-11:ooam: Mental Health
Assessment
Videbeck Ch. 7-9
09/28/2007
10/01/2007
Lab: 1:00-3:00pm for groups 5,6,7,8
Therapeutic communication Videbeck
Ch. 5-6
Mental Health Clinicals 8:00am-3:00pm
Mini Mental Status Exam to be done
Lecture 8:00am-11:00am: Anxiety &
Stress Related Illnesses
Videbeck Ch. 13
10/02/2007
10/04/2007
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Upon completion of this course, the
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate knowledge of legal and
ethical issues related to client's
experience of physiological and
psychosocial stressors.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Upon completion of this course, the
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
Lecture 8:00am-11:00am: Exam 1
Lab: 1:00pm-3:00pm for groups 1,2,3,4
Abuse/violence Videbeck Ch. 11
Lecture 8:00am-11:00am:
Child/Adolescent & Cognitive Disorders
Videbeck Ch. 20-21
Lab: 1:00pm-3:00pm for groups 5,6,7,8
Abuse/violence
Videbeck Ch. 11
10/05/2007
10/08/2007
10/09/2007
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate knowledge of legal and
ethical issues related to client's
experience of physiological and
psychosocial stressors.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Demonstrate the use of evidence-based
practice in the performance of nursing
skills according to critical criteria with an
emphasis on safety.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Upon completion of this course, the
Mental Health Clinicals 8:00am-3:00pm
student will be able to: Utilize the
Process Recording to be done
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
FALL BREAK-NO CLASSES
FALL BREAK-NO CLASSES
10/11/2007
10/12/2007
10/15/2007
10/16/2007
10/18/2007
Upon completion of this course, the
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Upon completion of this course, the
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Upon completion of this course, the
student will be able to: Utilize the
FALL BREAK-NO CLASSES
FALL BREAK-NO CLASSES
Lecture 8:00am-11:00am: Mood
Disorders
Videbeck Ch. 15
Lecture 8:00am-11:00am:
Schizophrenia
Videbeck Ch. 14
Lab: 1:00pm-3:00pm for groups 1,2,3,4
Grief/Loss
Videbeck Ch. 12
Lecture 8:00am-11:00am: Personality
Disorders
10/19/2007
10/22/2007
10/23/2007
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Upon completion of this course, the
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Videbeck Ch. 16
Lab: 1:00pm-3:00pm for groups 5,6,7,8
Grief/Loss
Videbeck Ch. 12
Mental Health Clinicals 8:00am-3:00pm
Process Recording to be done
Lecture 8:00am-11:00am: Exam 2
Upon completion of this course, the
Lecture 8:00am-11:00am: Eating
student will be able to: Utilize the
Disorders
Neuman Systems Model and the
Videbeck Ch. 18
Maslow Hierarchy, at a beginning level, Lab: 1:00pm-3:00pm groups 1,2,3,4
in applying the nursing process/critical Substance Abuse
thinking as a basis for decision making Videbeck Ch. 17
10/25/2007
10/26/2007
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Upon completion of this course, the
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Upon completion of this course, the
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
Lecture 8:00am-11:00am: Treatment
Modalities
Videbeck
Lab: 1:00pm-3:00pm for groups 5,6,7,8
Substance Abuse
Videbeck Ch. 17
Mental Health Clinicals 8:00am12:00pm
Process Recording to be done
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
10/29/2007
10/30/2007
10/31/2007
11/01/2007
11/02/2007
Mental Health ATI
Exam 3 Mental Health
10:00-12:00 for groups 5,6,7,8
1:00-3:00 for groups 1,2,3,4
Mid-term conferences
Upon completion of this course, the
Lecture 8:00am-11:00am: Infection
student will be able to: Utilize the
Potter & Perry Ch. 11
Neuman Systems Model and the
Lab: 1:00pm-3:00pm for groups 5,6,7,8
Maslow Hierarchy, at a beginning level, Sterile Field I
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Identify normal lines of defense in
microbial and trauma stressors.
Upon completion of this course, the
Med-Surg Clinicals 8:00am-3:00pm
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Demonstrate the use of evidence-based
practice in the performance of nursing
skills according to critical criteria with an
emphasis on safety.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Identify normal lines of defense in
microbial and trauma stressors.
11/05/2007
Upon completion of this course, the
Lecture 8:00am-11:00am: Skin Integrity
student will be able to: Utilize the
and Wound Care
Neuman Systems Model and the
Potter & Perry Ch. 35
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Demonstrate the use of evidence-based
practice in the performance of nursing
skills according to critical criteria with an
emphasis on safety.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Identify normal lines of defense in
microbial and trauma stressors.
11/06/2007
Upon completion of this course, the
Lecture 8:00am-11:00am: Exam 4
student will be able to: Utilize the
Lab: 1:00pm-3:00pm for groups 1,2,3,4
Neuman Systems Model and the
Sterile Field I
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Demonstrate the use of evidence-based
practice in the performance of nursing
skills according to critical criteria with an
emphasis on safety.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Identify normal lines of defense in
microbial and trauma stressors.
11/08/2007
Upon completion of this course, the
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate knowledge of legal and
ethical issues related to client's
experience of physiological and
psychosocial stressors.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Demonstrate the use of evidence-based
practice in the performance of nursing
skills according to critical criteria with an
emphasis on safety.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Identify normal lines of defense in
microbial and trauma stressors.
Lecture 8:00am-11:00am: Surgical
Patient
Potter & Perry Ch. 37
Lab: 1:00pm-3:00pm for groups 5,6,7,8
Foley Cath I
11/09/2007
Upon completion of this course, the
Med-Surg Clinicals 8:00am-3:00pm
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate knowledge of legal and
ethical issues related to client's
experience of physiological and
psychosocial stressors.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Demonstrate the use of evidence-based
practice in the performance of nursing
skills according to critical criteria with an
emphasis on safety.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Identify normal lines of defense in
microbial and trauma stressors.
11/12/2007
Upon completion of this course, the
Lecture 8:00am-11:00am: Promoting
student will be able to: Utilize the
Comfort/pain
Neuman Systems Model and the
Potter & Perry Ch. 30
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate knowledge of legal and
ethical issues related to client's
experience of physiological and
psychosocial stressors.
Demonstrate professional and caring
11/13/2007
11/15/2007
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Upon completion of this course, the
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Demonstrate the use of evidence-based
practice in the performance of nursing
skills according to critical criteria with an
emphasis on safety.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Identify normal lines of defense in
microbial and trauma stressors.
Upon completion of this course, the
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
Lecture 8:00am-11:00am: Urinary
Elimination
Potter & Perry Ch. 32
Lab: 1:00pm-3:00pm for groups 1,2,3,4
Foley Cath I
Lecture 8:00am-11:00am: Bowel
Elimination
Potter & Perry Ch. 33
Lab: 1:00pm-3:00pm for groups 5,6,7,8
Sterile Field checkoff
managing care for the client.
Demonstrate the use of evidence-based
practice in the performance of nursing
skills according to critical criteria with an
emphasis on safety.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Identify normal lines of defense in
microbial and trauma stressors.
11/16/2007
Upon completion of this course, the
Med-Surg Clinicals 8:00am-3:00pm
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate knowledge of legal and
ethical issues related to client's
experience of physiological and
psychosocial stressors.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Demonstrate the use of evidence-based
practice in the performance of nursing
skills according to critical criteria with an
emphasis on safety.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Identify normal lines of defense in
microbial and trauma stressors.
11/19/2007
11/20/2007
Exam 5 8:00am-11:00am
Upon completion of this course, the
Lecture 8:00am-11:00am: Patient
student will be able to: Utilize the
Teaching
Neuman Systems Model and the
Potter & Perry Ch. 10
Maslow Hierarchy, at a beginning level, Lab: 1:00pm-3:00pm for groups 1,2,3,4
11/22/2007
11/23/2007
11/26/2007
in applying the nursing process/critical Sterile Field checkoff
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate knowledge of legal and
ethical issues related to client's
experience of physiological and
psychosocial stressors.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Demonstrate the use of evidence-based
practice in the performance of nursing
skills according to critical criteria with an
emphasis on safety.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Thanksgiving Holiday-No Classes
Thanksgiving Holiday-No Classes
Upon completion of this course, the
Lecture 8:00am-11:00am: Exercise,
student will be able to: Utilize the
Activity & Sleep
Neuman Systems Model and the
Potter & Perry Ch. 25
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Demonstrate the use of evidence-based
practice in the performance of nursing
skills according to critical criteria with an
emphasis on safety.
Recognize and report situations that
11/27/2007
11/29/2007
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Upon completion of this course, the
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Demonstrate the use of evidence-based
practice in the performance of nursing
skills according to critical criteria with an
emphasis on safety.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Upon completion of this course, the
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Demonstrate the use of evidence-based
practice in the performance of nursing
Lecture 8:00am-11:00am: Immobility
Potter & Perry Ch. 34
Lab: 1:00pm-3:00pm for groups 1,2,3,4
Foley Cath checkoff
Lecture 8:00am-11:00am: Oxygenation
Potter & Perry Ch. 28
Lab: 1:00pm-3:00pm for groups 5,6,7,8
Foley Cath checkoff
11/30/2007
12/03/2007
12/04/2007
skills according to critical criteria with an
emphasis on safety.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Upon completion of this course, the
Med-Surg Clinicals 8:00am-3:00pm
student will be able to: Utilize the
Neuman Systems Model and the
Maslow Hierarchy, at a beginning level,
in applying the nursing process/critical
thinking as a basis for decision making
in providing care for the client
experiencing psychosocial stressors and
threats to body defenses.
Utilize the nursing process in the multidisciplinary development of a primary,
secondary, and tertiary plan of care as a
basis for health promotion.
Utilize therapeutic communication
techniques in providing client care.
Demonstrate knowledge of legal and
ethical issues related to client's
experience of physiological and
psychosocial stressors.
Demonstrate professional and caring
behaviors, according to the standards of
nursing practice, in providing and
managing care for the client.
Demonstrate the use of evidence-based
practice in the performance of nursing
skills according to critical criteria with an
emphasis on safety.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Identify normal lines of defense in
microbial and trauma stressors.
Demonstrate knowledge of legal and
ethical issues related to client's
experience of physiological and
psychosocial stressors.
Demonstrate the use of evidence-based
practice in the performance of nursing
skills according to critical criteria with an
emphasis on safety.
Recognize and report situations that
require collaboration with the client and
Exam 6 8:00am-11:00am
8:00am-11:00am ATI Comprehensive
Exam for groups 5,6,7,8
IV Maintenance for groups 1,2,3,4
Lab: 1:00pm-3:00pm for groups 1,2,3,4
IV Maintenance check off
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Identify normal lines of defense in
microbial and trauma stressors.
12/05/2007
12/06/2007
12/07/2007
12/11/2007
Final Conferences
Demonstrate knowledge of legal and
8:00am-11:00am ATI Comprehensive
ethical issues related to client's
Exam for groups #1,2,3,4
experience of physiological and
groups #5,6,7,8 IV Maintenance
psychosocial stressors.
1:00pm-3:00pm groups #5,6,7,8 IV
Demonstrate the use of evidence-based Maintenance check off
practice in the performance of nursing
skills according to critical criteria with an
emphasis on safety.
Recognize and report situations that
require collaboration with the client and
other members of the health care team.
Apply teaching and learning strategies,
at a beginning level, in the clinical
settings.
Identify normal lines of defense in
microbial and trauma stressors.
Last Day to Withdraw
Final Exam 8:00am-12:00pm
Course Overview Acknowledgement
MADISONVILLE COMMUNITY COLLEGE INTEGRATED
NURSING PROGRAM
NURSING FOUNDATIONS - NIP 110
I hereby acknowledge that I have read the Course Overview
for NIP 110 and agree to periodically review the overview
during the course of the semester.
I understand the contents of the Course Overview, have had
an opportunity to ask questions and agree to abide by the
policies and guidelines therein.
____________________________
Signature
____________________________
Date
*This acknowledgement will be placed in the student's file.