WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
WALLA WALLA COMMUNITY COLLEGE
NURSING EDUCATION
FUNDAMENTALS OF NURSING
NURS 101
Winter Quarter 2015
Accommodations for Students with Disabilities
WWCC complies with Section 504 of the Rehabilitation Act and the Americans with Disabilities
Act (ADA) of 1990 as amended in 2008. Information regarding student accommodations may be
obtained by contacting Claudia Angus, Coordinator of Disability Support Services, Walla Walla
Community College, 500 Tausick Way, Walla Walla, WA 99362. Walla Walla campus:
509.527.4262, TDD 509.527.4412, claudia.angus@www.wwcc.edu; or Carol Bennett, Clarkston
campus: 509.758.1718, TDD 509.758.1714, carol.bennett@www.wwcc.edu.
Equal Opportunity Statement
Walla Walla Community College District No. 20 (WWCC) is committed to provide equal
opportunity and nondiscrimination for all educational and employment applicants as well as for
its students and employed staff, without regard to race, color, creed, national origin, sex, sexual
orientation, including gender expression/identity, genetic information, marital status, age (over
40), the presence of any sensory, mental, or physical disability, the use of trained guide dog or
service animal by a person with a disability, or status as a Vietnam and/or disabled veteran,
National Guard member or reservist in accordance with the Civil Rights Act of 1964, Title IX of
the Education Amendments of 1972, the Federal Rehabilitation of 1973, the Americans with
Disabilities Act of 1990 and any other applicable Federal and Washington State laws against
discrimination. Overall Affirmative Action/Equal Opportunity program responsibility is assigned
to Sherry Hartford, Human Resources Director (509)527-4382. The College’s Title IX and
Section 504 Officer is Wendy Samitore, (509)527-4300.
Every effort is made to ensure accuracy in the syllabus at the time of printing. However, the Walla
Walla Community College Nursing Education Program reserves the right to change any provision or
requirement that is necessitated by circumstances arising during the course. All changes will be
provided in writing.
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WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
COURSE OUTLINE
Course Identifier:
NURS 101
Title:
Beginning Nursing Concepts I
Credits:
6
Class Hrs Per Wk: 6
Catalog Description: A continuation of the principles of nursing care introduced in NURS 100.
The focus is on providing care for clients of all ages who are experiencing
normal life processes or common/chronic disease processes in selected
systems.
Prerequisites:
NURS 100 and 110
Corequisite:
NURS 111
Teaching Format:
Lecture/Discussion
Critical Thinking Activities
Small Group Activities
Audio-visual
Computer-based Learning Activities
Location:
Walla Walla Campus – Room 1706
Clarkston Campus – Room 2107
Course Topics:
Introduction to Care of the Child
Perioperative Nursing
Fluid, Electrolytes, Acid-Base Balance I
Cancer I
Men's Health
Integumentary
Musculoskeletal
Diabetes
Respiratory I
Immune I
Evaluation Devices: Activities
Unit Tests
Comprehensive Final
ATI Tests
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WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
Course Competencies:
Critical Thinking
1.
2.
Demonstrate critical thinking in the use of the nursing process.
Demonstrate use of management/leadership principles in the delivery of client/patient
care.
Caring
3.
4.
Perform interventions in a safe and effective manner.
Use therapeutic communication.
Professional Behaviors
5.
Demonstrate professional behaviors.
FACULTY CONTACT LIST
NOTE: Students are encouraged to contact the faculty member responsible for the content area or clinical
experience that they have a question about. Contact your faculty advisor for academic concerns and
advising.
Walla Walla Campus: Nursing Office:
Clarkston Campus: Nursing Office:
509-527-4240
509-758-1702
Director of Nursing Education: Kathy Adamski, MN, RN
Walla Walla-based Instructors
Office
Number
527-4421
Email addresses
527-4327
brenda.anderson@wwcc.edu
527-4244
ilona.verwer@wwcc.edu
Susan Rammelsberg, MSN, RN
(Nursing Education Coordinator
Clarkston Campus)
Genevieve Bross, MSN, RN, NP-C
758-1705
susan.rammelsberg@wwcc.edu
758-1787
genevieve.bross@wwcc.edu
Stephanie Macon-Moore, MSN, RN-BC
758-1786
stephanie.maconmoore@wwcc.edu
Kerry Joyce, MSN, RN
758-1722
kerry.joyce@wwcc.edu
Grace Hiner, MSN, RN, NNP-BC
(Lead Faculty, Level I)
Brenda Anderson, MSN, RN
Ilona Pease-Verwer, MSN, RN
grace.hiner@wwcc.edu
Clarkston-based Instructors
Office Hours for instructors may be found on the Canvas classroom website for this class.
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WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
BEGINNING NURSING CONCEPTS I
NURS 101
Grading Criteria: Students must attain 75% or greater cumulative score on tests to achieve a passing
grade in NURS 100. Activity points will accumulate as achieved, however, they will not be added to the
grade until the end of the quarter and will be added only if the test score is a minimum of 75%.
 Group testing - following each of the four (4) unit tests, a small-group test will be given. If a
90% is achieved on this group test, the members of the group shall receive 2 additional points. If
the group receives a score of 81-89% each member shall receive 1 additional point. Any group
scoring 80% or below shall receive no points. All points achieved through group testing shall be
documented as bonus activity points.
Distribution of Points:
CONTENT
Perioperative Nursing
Fluids, Electrolytes, Acid-Base Balance I (2 classes)
Men's Health
Diabetes (3 classes)
Cancer I
Respiratory I (4 classes)
Musculoskeletal (2 classes)
Integumentary
Introduction to Care of the Child
Immune I
Sub-Total: Class Activities
4 unit tests (9 questions per 3-hour lecture period)
Comprehensive Final Test (5 questions per 3-hour lecture period)
ATI PN Fundamentals of Nursing comprehensive test
Sub-Total: Tests Only
Total Points available
POINTS
3
6
3
9
3
12
6
3
3
3
51
153
42.5
15
210.5
261.5
(Content will be taught via ITV. Faculty will travel part of the time weather permitting.)
Course Expectations:
1. Follow all policies as outlined in Nursing Student Handbook
2. Grading Scale – See Nursing Student Handbook
3. Attend all scheduled learning activities. Attendance is taken; tardies are also tracked.
4. Clicker technology will be used regularly in the classroom. Students are expected to bring
their assigned/purchased clickers to every class. Lost, damaged, or stolen clickers must be
replaced at the student’s expense; temporary replacements (for that class period only) may be
obtained from the instructor (or designee) and must be returned immediately upon the close of
class
5. If absent from class, no points shall be awarded for missed in-class learning activities.
6. Any pre-class assignments where answers are reviewed in class are due at the beginning of
that class. No points shall be awarded for late pre-class assignments where answers are
reviewed in class.
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WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
7. Written assignments are to be considered professional documents. Students must use proper,
professional terminology, spelling, grammar, punctuation, and sentence structure. Slang is not
permitted. Grade reductions should be expected if these instructions are not followed.
8. All assignments must be accounted for before progression regardless of score achieved.
9. Students are held accountable for any content in assigned reading.
10. Academic integrity will be strictly enforced. Copying work from another student and
presenting it as your own is unethical and will result in a score of zero for the
paper/assignment. (Note that all papers/assignments are to be completed individually unless
specifically stipulated by the instructor that it is a group paper/assignment.) Plagiarized papers
will also receive a score of zero. Any issues of suspected plagiarism or cheating will be
referred to the Level I faculty group for consideration of disciplinary action including but not
limited to Special concern with course grade drop.
11. Professional behaviors in the lecture environment are expected. Come to class on time and
return to classroom after a break on time. No talking, texting, e-mailing, etc. during lecture
sessions.
12. The Computer Lab environment is considered equivalent to a library environment and
students should maintain quiet. Refrain from cell phone use in the Computer Lab and only
talk quietly. Respect your fellow students who are studying in the Computer Lab.
13. Inclement Weather and School Closures: Please note, the Walla Walla campus may be
closed due to inclement weather while the Clarkston campus remains open and vice
versa. Communication between faculty and students during inclement weather is essential.
Students are expected to frequently check the WWCC website and Canvas if school closure or
cancellation of clinical is a possibility. As soon as school closures are official, faculty will
notify students by posting closure announcements via Canvas and/or email. Students are
encouraged to sign up for emergency notifications via the college website: www.wwcc.edu.
Select “Campus Safety & Security” from the Quicklinks drop down menu and then click on
the gold “Sign up to get emergency notifications” button.
Testing:
 Students should not expect or demand “study guides” to be provided in addition to the lecture
notes.
 Unit tests are timed. Students will have 2 minutes per question. The time frame for each test
will be clearly identified prior to the start of the test.
 During testing, one basic Merriam-Webster English dictionary will be provided in the
classroom, and one at the Testing Center. No other dictionaries may be used during testing.
Unless otherwise instructed, raise your hand during testing and the proctor will bring the
dictionary to you where you are seated.
 Failure to take a test at the scheduled time will result in an automatic reduction of 5% of the
available score from the earned score. (See Nursing Student Handbook)
 A test missed due to an excused absence must be taken within 2 working days from the last date
of excused absence. If a test is not completed within the specified time frame, the student will
receive a score of zero (0) for the test. (Students are responsible to schedule a time for testing.)
 A test missed due to an unexcused absence will receive a score of zero(0).
 A student arriving late for a written test, including tests at testing center for ADA
accommodations, must take the test at a later time and will receive a 5% reduction, per the
WWCC Nursing Handbook policy. The student must report to the Nursing Department, during
the testing time, to be considered tardy. Any test missed due to tardiness must be taken within 2
working days from the date of the test. (Exceptions may be made per program scheduling
availability.) Classroom doors will be locked when testing starts. In light of this, students are
highly encouraged to arrive early on test days.
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WWCC Nursing Education: Winter 2015
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
NURS 101 Syllabus: Final 12/18/15
Test grades will usually be posted via Canvas within 48 hours from the time the test was
administered. Students are not to contact faculty to try to obtain their test score during this time.
Any anxiety generated during that period related to posting of grades is the sole responsibility of
the student.
If there is any discrepancy between answers marked on test hardcopy and scantron, the scantron
rules.
Testing Environment:
At WWCC, we strive to implement the very best practices in test proctoring. The testing environment
will be monitored closely and maintained carefully by faculty. When a test is being administered the
following standards will be enforced to ensure honesty and courtesy to others:
 The classroom, during the time prior to a test, is considered a quiet environment. There will be
no socializing in the classroom during this time.
 All backpacks and belonging are placed at the front or sides of the room as instructed.
 Please turn cell phone ringers off (NOT on vibrate – OFF!).
 Students are encouraged to wear earplugs during testing to reduce distractions from extraneous
noise.
 Only the following may be present on the desk: test, scantron, #2 pencil(s), an eraser, a nonprogrammable calculator.
o Students are required to provide their own scantron forms
o Bring your calculator to every test; calculators must be non-programmable (no cell
phones) and may not be shared between students.
o Scratch paper/blank 4x4 may be used at any test. However, these may only be provided
by the test proctor and must be returned to the proctor at the end of the test.
 No drinks, food, gum, etc. will be allowed on the desk.
 No hats or caps may be worn during testing; no dark glasses (without medical justification), no
talking.
 When leaving the testing environment, please be respectful of your peers and be as quiet as
possible; please DO NOT open/close backpacks in the testing environment. Please DO NOT
allow the door to slam behind you as you leave.
 Once you leave the testing environment, you may NOT return to the classroom until after the
testing time is over.
Test Reviews:
 Test review attendance, though optional, is highly encouraged.
 Test reviews start on time. At the scheduled start time the classroom doors will be closed and no
further admittance to the classroom will be allowed during the period of the test review.
 All tests must be returned to the instructor at the end of a test review session. The absence of a
student’s test following a test review (i.e., failure to return a test) does not reflect well on the
student. It is a policy violation and may result in disciplinary action.
 Please note that test reviews are a learning opportunity for students and are presented as a
courtesy by faculty. Professional behaviors are expected; this includes demonstrating courtesy
and respect for faculty. Although asking questions to clarify concepts is encouraged, challenging
and arguing with instructors is inappropriate and unprofessional.
 Should students have questions, comments or concerns regarding theory tests, the students should
speak directly with the theory instructor responsible for the content. Complaining to persons
other than the responsible instructor is non-productive and unprofessional.
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WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
Viewing of Recorded Lectures:
 Recordings of Level I lectures may be available on the Canvas web site via a technology called
Panopto. Instructions on how to view the lectures were provided during orientation on the first
day of Fall quarter. There is also a Panopto tutorial on Canvas. If you require further assistance
in Winter quarter, please contact your advisor.
 Please note: We cannot be responsible for the quality of the video presentations of class lectures
on your home computers. Every effort has been made to assure reasonable audio-visual quality
of the recordings. However, as with any technology, one may expect to encounter the occasional
glitch. If you are having difficulty with watching the videos at home, you may watch them in the
Computer Lab.
 Please be aware that IT help is not available on weekends; therefore, it would behoove you to
make every effort to watch the videos during the week when IT is available.
Instructor Class Handouts On Canvas: Instructors endeavor to have lecture handouts and assignments
for their respective content posted on Canvas in a timely fashion—3 to 5 days before the day of class.
However if time constraints are prohibitive, the instructor will make an announcement on Canvas
communicating to students when the handouts will be posted. If lecture handouts are not posted on
Canvas at least 2 days prior to a specific class, the instructor will provide the printed handouts on the day
of the class.
Assessment Technologies Institute (ATI) Testing:
One (1) computerized ATI Content Mastery proctored assessment will be administered this quarter: PN
Fundamentals for Nursing Practice.

Mandatory Online Practice Assessments:
o Before being allowed to take the ATI Content Mastery proctored assessment, the student must
achieve a minimum score of 90% on both versions (A & B) of the content-specific, online
practice assessments (which may be taken multiple times).
o Failure to achieve a 90% on BOTH online practice assessments by the date and time stipulated
will result in a 1 point deduction from the earned score of the proctored Content Mastery
Examination.
o Student scores on the online practice assessments will be verified by a designated instructor on
the due date.
o If a student fails to achieve a 90% score on both online practice assessments prior to the start of
the scheduled test, he/she will receive a further automatic reduction of 5% of the available score
from the earned score on the ATI Content Mastery proctored assessment.

Proficiency Level Required:
o On the ATI Content Mastery proctored assessment, an ATI Proficiency Level Two score must be
achieved. This is a proficiency level that is determined by ATI for each content mastery test and
is considered minimum proficiency. On ATI Content Mastery proctored assessments, a student
score at or above Proficiency Level Two is considered passing.
o The student’s score is allocated on a curved scale basis with the lowest ATI Proficiency Level
Two receiving 75% of the possible points for the test (eg. If a content mastery proctored
assessment is worth 15 points, the lowest ATI Proficiency Level Two score will receive 11.25
points).
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WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15

Mandatory Remediation to Achieve an ATI Proficiency Level Two Score:
o Failure to achieve an ATI Proficiency Level Two score will require content-specific remediation.
Remediation (active learning) must be completed prior to retaking any ATI Content Mastery
proctored assessment.
a. Remediation (active learning) is a process of reviewing content in an area that was not
learned or not fully understood as demonstrated on a proctored assessment. It is intended to
help the student review important information to be successful in courses and on the NCLEX
examination.
b. To remediate the student must complete a Focused Review of the ATI proctored assessment
for which they did not achieve Proficiency Level Two.
c. The student’s test report, called their “individual performance profile,” will contain a listing
of the Topics to Review. From their test results the student can remediate these Topics to
Review by using a Focused Review which contains links to ATI review modules, media clips
and active learning templates.
d. The student must log a minimum of one and a half (1.5) hours demonstrating active
learning/remedial time spent in Focused Review
e. Prior to taking a retake of the assessment, students must provide documentation that the
remedial ATI work was completed. To do this, use the “My Transcript” feature under “My
Results” of the ATI Student Home Page. Submit the hardcopy to the designated instructor.
f. Should a student fail to demonstrate that he/she has completed the required remediation
(active learning), with documentation that a minimum of 1.5 hours has been spent in Focused
Review, 2 points will be deducted from the student’s earned score on the designated ATI
proctored assessment.

Retake of ATI Content Mastery Assessment:
o Should the student fail to achieve an “ATI Proficiency Level 2” score on the ATI Content
Mastery assessment, he/she will be required to retake the designated test one time. This provides
the student with an opportunity to: 1) demonstrate mastery of the content, and 2) raise their test
score up to (but not higher than) 75% of the available points.
o If an “ATI Proficiency Level 2” score or higher is achieved on the retake, the student’s score will
be raised to 75% of the available points. If the student does not achieve an “ATI Proficiency
Level 2” score or higher on the retake, the student’s score will remain unchanged.
o Students will not be allowed to retake any ATI Content Mastery proctored assessment within 48
hours of test failure.
o Retake ATI test date and time is set by the Level I faculty.


Each student will be required to have an ATI contract on file.
Students MUST wear their Nursing Education picture ID name badges for all proctored ATI
assessments (including retakes). If the student does not present with their name badge, the student
will not be admitted to the testing environment, will receive a 5% reduction on the proctored test
score, and will reschedule the assessment per the WWCC Nursing Student Handbook tardy protocol.
The ATI Coordinator is Rob Becker. Questions and issues regarding ATI should be directed to him
first. Office: 527-4334; E-mail: Robert.becker@wwcc.edu
Walla Walla Students: The initial ATI mastery examination is administered in the Computer Lab.
However, ATI retake assessments are administered in the Testing Center. The Testing Center is
requiring that you:
 Arrive EARLY to check-in
 Provide government issued photo ID (driver’s license, etc.)
 WWCC Student ID badge
 Store your backpack, etc., in lockers provided


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WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
PERIOPERATIVE NURSING
Date: See Winter Calendar
TOPIC
LEARNING OBJECTIVES
Perioperative Nursing
1. Explain the goals of perioperative nursing care ( 1a,b)
Preoperative Nursing
Care
2. Describe essential components of preoperative nursing
(Assessment, relevant diagnostic tests, teaching, informed consent, etc.) (1a,c)
Instructor: Stephanie Macon-Moore
ASSIGNMENTS
tive Nursing C
ute
Lewis et al (9th ed.)
Ch. 18, pp.317-330
Silvestri (6th ed.)
Ch. 19 pp. 207-218
3. Develop a preoperative teaching plan for a client undergoing open abdominal surgery.
(1c)
4. Describe the action, therapeutic effect, and nursing implications of medications
administered during the preoperative period. (1a, b, 3a)
Intraoperative Nursing
Care
5. Identify the surgical team and describe their role in client safety.* (2b)
Lewis et al (9th ed.)
Ch. 19, pp. 333-346
6. Compare and contrast types of anesthesia. (1a,3a)
7. Describe the role of the nurse related to conscious sedation and explain potential risk
factors. (1b,2b,3a
8. Discuss measures used to maintain client safety during the intraoperative
phase.* (1b)
Postoperative Nursing
Care
9. Explain the role of the PACU nurse related to patient safety immediately after surgery
(assessment/interventions). (1a,b 2b)
10. Describe the role of the nurse caring for hospitalized surgical clients, including
assessment, potential complications, interventions, and evaluation. (1a,b 2b)
Acute Pain
11. Differentiate acute pain from chronic pain in the care of the surgical patient. (1b)
12. Review methods of assessing acute pain and describe common responses to pain. (1a)
13. Explain the mechanisms whereby non-narcotic and narcotic analgesics relieve pain.
(1b)
14. Discuss rationale and teaching requirements for the use of a PCA. (1b,c 3a)
Lewis et al (9th ed.)
Ch. 20, pp. 349-364
OPTIONAL
ATI Adult Medical-Surgical Nursing
(version 9.0)
Unit 14 Ch. 95-97
Perioperative Nursing Care
pp. 1082-1117
[Objectives marked with (*) are also
covered in the Perioperative
Experience Reaction Paper, NURS
111].
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WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
FLUIDS, ELECTROLYTES, ACID-BASE BALANCE I: CLASS #1
Date: See Winter Calendar.
TOPIC
Fluid and Electrolyte
Imbalances
Laboratory & Diagnostic
Testing
LEARNING OBJECTIVES
1. Describe the normal physiology of fluid balance (1b)
 Fluid compartments
 Functions of body fluids
 Types of electrolytes
 Role of proteins
2.
Identify the significance of abnormal laboratory values related to fluid imbalances: (1b)
 Serum electrolytes
 Serum albumin
 Hematocrit
 Blood Urea Nitrogen (BUN)
Instructor: Grace Hiner
ASSIGNMENTS
Kozier & Erb’s (9th ed.)
Ch. 52, pp.1449-1480
Silvestri (6th ed.),
Ch.9, pp. 85-90
Kozier & Erb’s (9th ed.)
Table 52-10 (p. 1480)
3. Describe the etiology, clinical manifestations and nursing management of clients at risk
for or with: (1a, b)
 Fluid volume deficit/shock
 Fluid volume excess
 Fluid volume shifts
IV Fluid Therapy
4.
Compare the actions of IV solutions in the body (1b, 3a)
 Hypotonic
 Isotonic
 Hypertonic
ATI Fundamentals Review Module
(version 8.0):
Ch. 49: Intravenous therapy, pp.
516-528 (omit starting IV’s)
5. Identify legal/ethical principles that guide the practice of IV therapy in providing care for
children and adults. (1d, 3b, 5c)
 Assessments
o Site
o Rate
o Solution
 Documentation
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WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
FLUIDS, ELECTROLYTES, ACID-BASE BALANCE I: CLASS #2
Date: See Winter Calendar.
TOPIC
LEARNING OBJECTIVES
Assessment and
1. Describe the etiology, clinical manifestations, medical management and
Management of the
nursing interventions for the following imbalances: (1a, b)
Client with Electrolyte
 Sodium (Na)
Imbalances
 Chloride (Cl)
 Potassium (K)
 Calcium (Ca)
 Phosphorus (P)
2. Describe the role of the chemical buffers in the lungs and kidneys in the
maintenance of acid-base balance. (1b)
Instructor: Grace Hiner
ASSIGNMENTS
Kozier & Erb’s (9th ed.)
Ch. 52, pp. 1449-1480
Silvestri (6th ed.),
Ch.9, pp. 90-103
Ch. 10, pp. 104-109
3. Describe laboratory test results indicating acid base imbalance. (1b)
 Arterial Blood Gases (ABGs)
 Serum CO2
Assessment and
Management of the
Client with Acid-Base
Imbalances
4. Identify the four types of acid-base imbalances by ABG analysis. (1b)
 Metabolic acidosis and alkalosis
 Respiratory acidosis and alkalosis
5. Describe the etiology, risk factors, clinical manifestations, medical
management and nursing interventions for the client with metabolic acidosis
/alkalosis (1a,b)
Kozier & Erb’s (9th ed.)
Table 52-7 (p. 1469)
OPTIONAL
ATI Adult Medical Surgical Nursing
RN Review Module (version 9.0)
Chapters 43 through 45: pp 472-509.
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WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
Respiratory I: Class # 1
Date: See Winter Calendar
TOPIC
LEARNING OBJECTIVES
Anatomy &
1. Discuss the anatomy and physiology (A & P) of the respiratory
Physiology
system in relation to care of the client with respiratory
disorders. (1b)
 ventilation
 neural control of respiration
 differences between the child and adult respiratory systems
 effects of aging on the respiratory system.
Assessment
2. Describe the nursing assessment for a client with a respiratory
problem. (1a,3b)
 history
 examination of the respiratory system
Instructor: Genevieve Bross
ASSIGNMENTS
Lewis et al. (9th ed.)
Chapter 26
Pages 475-481 of assigned reading are a review of
A & P. You are responsible for the material.
Concepts that will be discussed in class require that
you understand the A & P reviewed in these pages
before coming to class.
Kozier and Erb pp. 619-626
3. Describe the clinical manifestations of a client with respiratory
dysfunction (1a,b)
 normal versus abnormal breath sounds
 assessment abnormalities and chest examination
findings in common pulmonary problems
Laboratory &
diagnostic studies
Nursing Interventions
4. Describe the nursing responsibilities for preparing and caring
for the client receiving the following laboratory and diagnostic
studies; also describe the significance of the results of the
following laboratory and diagnostic studies: (1b,c 3a)
 RBC, Hgb, Hct
 ABGs (Arterial Blood Gases)
 Pulse oximetry
 Sputum studies
 Skin test for tuberculosis (Mantoux Test)
 Radiographic studies
 Endoscopic examination
 Pulmonary Function
Page 12 of 25
WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
Respiratory I: Class # 2
Date: See Winter Calendar
TOPIC
LEARNING OBJECTIVES
Obstructive Pulmonary
Diseases:
Asthma
1.
Pharmacology
2.
Describe the actions, therapeutic effects, and nursing implications of
pharmacological therapies used to treat and prevent asthma attacks.
(1b,3a)
 Bronchodilators (short and long acting)
 Corticosteroids
 Methylxanthines
 Mast Cell Stabilizers (Cromolyn Sodium)
 Leukotrienne Modifiers
3.
Discuss risk factors, etiology, pathophysiology, clinical manifestations
and nursing management for the client with Chronic Obstructive
Pulmonary Diseases (COPD). (1a,b)
 Chronic Bronchitis
 Emphysema
4.
Describe the actions, therapeutic effects, and nursing implications of
pharmacological therapies used to manage COPD (1b,3a)
COPD
Health Maintenance
& Restoration
Cystic Fibrosis
Discuss the etiology, pathophysiology, clinical manifestations, and
nursing management of the client with asthma. (1a,b 3b)
 Triggers
 Peak flow monitoring
Instructor: Genevieve Bross
ASSIGNMENTS
Leifer (7th ed.) pp. 589-595
Lewis et al. (9th ed.)
Ch. 29
Leifer (7th ed.) pp. 595-602
5. Discuss risk factors , etiology, pathogenesis, clinical manifestations and
nursing management for the client with Cystic Fibrosis (1a,b)
Page 13 of 25
WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
Respiratory I: Class #3
Date: See Winter Calendar
TOPIC
Care of the Client with a
Tracheostomy:
Nursing Interventions
Disorders of the Lower
Respiratory System
Nursing Interventions
Pharmacology
LEARNING OBJECTIVES
1. Describe nursing interventions to maintain or restore health for the client with a
tracheostomy (1a,b,3b)
 Assessment
 Suctioning: Complications (Hypoxia, Trauma, Infection, Vagal Stimulation)
 Swallowing; Nutrition
 Communication; Psychosocial considerations
2. Describe the etiology, pathogenesis, clinical manifestations, and nursing management
of the client with: (1a,b)
 Acute Bronchitis; Bronchiolitis (Respiratory Syncytial Virus- RSV)
 Pneumonia
 Atelectasis
3. Describe nursing precautions and interventions in caring for the client with a
respiratory infection (1b)
 Transmission based guidelines and best practices for drug resistant
infections (Isolation Precautions)
 Laboratory assessment: CBC—focus on WBC & differential;
Culture, Gram stain, & Sensitivity
4. Describe the action, therapeutic effects, side effects and nursing implications of
medications used for the treatment of infections. (1b,3a)
 Antipyretics
 Antimicrobial therapy
5.
Develop a plan for providing information about continuing with antibiotic
therapy after discharge (1a,3a)
6.
Describe the nursing responsibilities in relation to the use of oxygen therapy,
including the assessment for complications. (1a,b)
 Goals of oxygen therapy
Hazards and complications of oxygen therapy
Types of oxygen delivery systems


Instructor: Genevieve Bross
ASSIGNMENTS
Lewis et al. (9th ed.)
pp. 507-519
Lewis et al. (9th ed.)
pp. 521-528
Leifer (7th ed.) pp. 583-587
Kozier and Erb pp. 692-695
Lewis pg. 176,177 and pp. 226-231
(through infection precautions)
Page 14 of 25
WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
Respiratory I: Class # 4
Date: See Winter Calendar
TOPIC
LEARNING OBJECTIVES
Disorders of the Upper
1. Review the structures of the upper respiratory system (1b)
Respiratory system
 differences between child and adult
 effects of aging on the upper respiratory tract
Instructor: Genevieve Bross
ASSIGNMENTS
Lewis et al (9th ed)
pp. 497-507
2. Discuss considerations in the care of the pediatric client with
disorders of the upper respiratory system (1b)
Assessment and
Management of the
client with disorders of
the Upper Respiratory
System
Pharmacology
3. Describe the pathophysiology (etiology, pathogenesis, and
clinical manifestations) nursing interventions, and client
learning needs of upper airway disorders.(1a,b,c)
 Nasal Fracture
 Epistaxis
 Sinusitis
 Otitis Media
 Tonsillitis
 Allergic Rhinitis, Acute Viral Rhinitis
 Influenza; H1N1, SARS; West Nile Virus
 Acute Pharyngitis
 Peritonsillar Abscess
 Obstructive Sleep Apnea (OSA)
 Epiglottitis
 LTB (laryngotracheo-bronchitis)—Croup
Leifer (7th ed.) pp. 577-583
pp. 587-589
Lewis pp. 107-109
4. Identify the action, therapeutic effects, drug interactions and
nursing implications of medications used to treat upper
respiratory problems. (1a,b,3a)
 nose drops/nasal steroids
 antihistamines
 decongestants
 expectorants & mucolytic agents, antitussives etc.
Page 15 of 25
WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
INTRODUCTION TO CARE OF THE CHILD
Date/Time: See Winter Calendar
Instructor: Stephanie Macon-Moore
TOPIC
LEARNING OBJECTIVES
ASSIGNMENTS
Nurse’s Role
1. Discuss the nurse’s role in health maintenance and health promotion for children Leifer (7th ed.):
(2b,5e)
SCAN Ch. 15, pp. 350 - 384
Health Maintenance &
Health Promotion
Learning Needs
Assessment
Care of Child in
Hospital
The Child with a
Communicable
Disease
2. Discuss the use of the nursing process in health maintenance and health
promotion activities for children of each age group (1a)
 Assessment of normal growth & development
 Erikson and Piaget Theory of Growth & Development
 Play, toys or activities
3. Discuss common learning needs for parents in regards to health promotion and
maintenance for children of each age group (1c)
4. Describe variations in techniques of physical assessment based on the child’s
age and level of development (1a,3b)
5. Describe nursing interventions to provide age appropriate care to the ill child
and family in the hospital (1a)
6. Describe the child with a communicable disease and the nursing interventions
used to treat the disease process. (1a,b)
Ch. 16 (Infants), “Key Points”,
pp. 404-405
Ch. 17 (Toddlers), “Key Points”,
pp. 418-419
Ch. 18 (Preschooler), “Key Points”,
pp. 433
Ch. 19 (School-Age), “Key
Points” pp. 448
Ch. 20 (Adolescent), “Key Points”,
pp. 467
Ch. 21 (Hospitalization), pp. 469485
SCAN Ch. 32 (Communicable
Diseases)
pp. 721-745
Immunizations Schedule
Ch. 32 pp.732
Appendix H, “Normal Vital Signs
of Infants and Children”, p. 783
OPTIONAL
Silvestri (6th ed.) Ch. 22 & 23
Page 16 of 25
WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
DIABETES: CLASS #1
Date/Time: See Winter Calendar
TOPIC
Laboratory &
diagnostic testing
LEARNING OBJECTIVES
1. Describe the significance of findings from laboratory and diagnostic testing in
caring for the patient with diabetes. (1a, 1b, 2a)
- Blood glucose self-monitoring
- Fasting glucose
- Oral glucose tolerance test
- Glycosylated hemoglobin (A1C) (Glycosylated hemoglobin)
- C-Peptide level
- Ketonuria/Proteinuria
Instructor: Brenda Anderson
ASSIGNMENTS
Lewis et al (9th ed.)
Ch. 49 for all learning outcomes
Kee (9th ed.) See select pages for
each lab.
Silvestri (6th ed.)
Ch. 11, pp. 121
Ch. 54, pp. 649-657
2. Describe the diagnostic criteria for Type I & Type II Diabetes. (1a, 1b)
Pharmacology
3. Insulin: (1a, 1b, 3a, 3b)
a) Identify the action, therapeutic effect, and nursing implications for the
use of insulin in Type I and Type II Diabetes
b) Review the steps of safe insulin administration including mixing
insulin
4. Demonstrate knowledge of medication, other than insulin, used to treat
diabetes. (1a, 1b, 3a, 3b)
a) Review the action, therapeutic effect, and nursing implications of oral
anti-diabetic medications
Acute Complications
5. Identify the clinical presentation and the s/s of a patient with diabetic
ketoacidosis (DKA) (1a, 1b)
6. Interpret ABG results r/t DKA. (1a, 1b)
Nursing Assessment
and Interventions
Davis Drug Guide (14th ed.)
p. 1418-1419 and pgs. for specific
insulin
The 3 points for today’s class will
by the ATI Skills Module –
Diabetic Management assignment.
Complete the module and take the
test. You must complete and earn
100% on the post-test by Monday,
February 16th, 0900 for the 3
points.
7. Differentiate differences in initial presentation between a Type I and Type II
Diabetic (1a, 1b)
8. Discuss assessment and nursing interventions for a patient with Type I & Type
II Diabetes in the acute care setting. (1a, 1b, 2a, 3a, 3b)
Optional Readings/Study Tools:
ATI Books: Med-Surg, Nutrition,
and Pharmacology
Page 17 of 25
WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
Diabetes: Class # 2
Date: See Winter Calendar
TOPIC
Long Term
Complications
LEARNING OBJECTIVES
1. Discuss the etiology and pathophysiology of the long term complications of
Diabetes. (1b)
- Macrovascular
- Microvascular
- Nephropathy
- Neuropathy
Health Promotion,
Maintenance, and
Restoration
2. Discuss health promotion, maintenance, and restoration activities to prevent the
long term complications of diabetes. (1a, 1b, 1c, 2a, 2b, 3a, 3b)
Collaborative Care
and Management of
Type I and Type II
Diabetes Mellitus
3. Discuss the medical/nursing management of the patient with diabetes (1a, 1b, 1c)
- Undergoing procedures, surgery, and during sick days
Nutrition
Exercise
Instructor: Brenda Anderson
ASSIGNMENTS
Lewis et al (9th ed.)
Ch. 49 For all outcomes
Silvestri (6th ed.)
Ch. 54, pp. 649-657
4. Discuss the interdisciplinary team approach to the care of the diabetic patient. (2a, 2b)
Diabetes: Class # 3
Date: See Winter Calendar
TOPIC
LEARNING OBJECTIVES
1. Identify priority nursing diagnoses in a diabetic client. (1a, 1b)
2. Participate in the development of a nursing care for a client with diabetes.
Application
(1a, 1b, 1c, 2a, 2b, 3a, 3b)
3. Analyze lab values pertinent to pathology in a client with diabetes.
(1a, 1b)
4. Explain the pathogenesis of Type I and Type II Diabetes. (1a, 1b)
Instructor: Brenda Anderson
ASSIGNMENTS
Page 18 of 25
WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
CANCER I
Date: See Winter Calendar
TOPIC
LEARNING OBJECTIVES
Introduction to Cancer 1. Describe the biology of cancer. (1b)
Concepts
2. Compare and contrast benign and malignant tumor. (1b)
3. Explain how a diagnosis is made and the importance of the various
classification systems related to diagnosis and outcome. (1b)
4. Describe prevalence, incidence, survival rates and mortality rates of common
cancers in the US. (1b)
5. Describe the role of the nurse in prevention and/or early detection of cancer.
(2a,5e)
6. Discuss the psychological responses and coping mechanisms related to a
diagnosis of cancer. (4b)
7. Differentiate between treatment modalities and the ethical role of the nurse
while clients are making care choices. (1b,5c)
8. Describe nursing management for clients undergoing cancer treatment.
 Patient and environmental safety
 Potential side effects or complications (1a)
Instructor: Ilona Pease-Verwer
ASSIGNMENTS
Lewis et al (8th. Ed.)
Ch. 16, pp. 260-297
Silvestri (6th ed.)
Ch. 52, pp. 591-597
Be sure to review:
Box 52.2 Grading and Staging (p.
594)
Box 52-3 Seven Warning Signs of
Cancer (p. 594)
Box 52-4 Diagnostic Tests (p. 594)
Box 52-5 Client Education Guide:
Radiation Therapy for Cancer (p.
596)
Box 52-6 Care of the Client with a
Sealed Radiation Source (p. 597)
p. 596 PRIORITY NURSING
ACTIONS Actions to Take if a
Sealed Radiation implant Becomes
Dislodges
Box 52-8 Mouth Care for the
Client with Mucositis (p. 599)
Doenges et al (13th ed.)
pg. 1069-1070
Page 19 of 25
WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
IMMUNE I
Date: See Winter Calendar
Instructor: Ilona Pease-Verwer
TOPIC
LEARNING OBJECTIVES
ASSIGNMENTS
Anatomy and
Physiology: Immune
System
1.
Describe the normal A&P of the immune system. (1b)
Lewis et al (8th ed.)
Ch. 14, pp. 211-221 (normal immune
response)
Inflammation &
Immunity
2.
Describe the normal pathogenesis of the inflammatory process. (1b)
Ch. 13, pp. 186-191 (inflammatory
response)
3.
Describe the difference and relationship between specific and non-specific
immunology. (1b)
4.
Be able to discuss nursing care of the immune-compromised patient. (1a,b)
5.
Apply knowledge regarding anti-inflammatory medications to individual
clients. (3a)
6.
Identify the different classifications of antibiotics and apply nursing/safety
issues with these medications. (3a)
7.
Discuss nursing considerations pertinent to the assessment and care of clients
receiving antibiotic treatment. (1a,3a)
Pharmacology
 NSAIDS
 Steroids
 Antibiotics
o Aminoglycosides
o Penicillins
o Cephalosporins
o Tetracyclines
o Sulfonamides
o Macrolides
o Fluoroquinolones
o Vancomycin
Kozier & Erb (9th ed.).
Ch. 31, pp. 675-691
Page 20 of 25
WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
MUSCULOSKELETAL: CLASS #1
Date: See Winter Calendar
TOPIC
Anatomy & Physiology
Assessment
Osteoarthritis
LEARNING OBJECTIVES
1. Review the anatomy and physiology of the musculoskeletal system in relation to care
of the client with disorders in the musculoskeletal system. (1b)


2. Describe assessment related to musculoskeletal function: (1a,3b)
Physical assessment/examination
Diagnostic testing
Lewis et al (8th ed.)
Ch. 62, pp.1568-1581
3. Discuss Osteoarthritis (OA) (1b,3b)
 Etiology
 Pathogenesis
 Clinical Manifestations
 Medical Management
 Medications
Lewis et al (8th ed.)
Ch. 65, pp. 1641-1649
(osteoarthritis)
4. Develop a nursing care plan for patients experiencing surgical intervention for OA
 Total Hip Arthroplasty
 Total Knee Arthroplasty (1a)
Metabolic Bone
Disorders
Instructor: Ilona Pease-Verwer
ASSIGNMENTS
5. Compare and contrast the etiology, pathogenesis, clinical manifestations of the
metabolic bone disorders (1b)
 Osteoporosis
 Paget’s Disease
 Osteomalacia
 Gout and Gouty Arthritis
6. Describe health promotion measures to reduce the incidence and progression of
osteoporosis (1a,5e)
7. Describe the actions, therapeutic effects and nursing implications for the medications
used in the treatment of metabolic bone disorders (3a)

Calcium Supplementation

Estrogen Replacement

Calcitonin

Bisphosphonates (Fosamax ®)

Estrogen receptor Modulators (Evista ®)
 Human parathyroid hormone (Forteo ®)
Lewis et al (8th ed.)
Ch. 63, pp. 1614-1617 (arthroplasty)
Lewis et al (8th ed.)
Ch. 64, pp. 1634-1638
(metabolic bone disease)
Ch. 65, pp. 1662-1664
(gout)
Silvestri (6th ed.)
Ch. 69, pp. 989-992
Page 21 of 25
WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
MUSCULOSKELETAL: CLASS #2
Date: See Winter Calendar
TOPIC
Instructor: Ilona Pease-Verwer
LEARNING OBJECTIVES
Spinal Cord deformities
1. Discuss assessment of and interventions for spinal deformities (1a,b)
Bone infections
2. Explain the etiology, pathogenesis and management of bone infections (1b)
Bone Tumors
3. Discuss the manifestations of bone tumors (1b)
Disorders of the foot
4. Discuss nursing care for clients with disorders of the foot:
 Bunion/ Hammer toe
 Morton’s neuroma
5. Explain the pathophysiology of myotonic dystrophy (1b)
Management of clients
with fractures





6. Identify nursing management for patients being treated for a fracture (1a)
Reduction/Immobilization
Casts/cast care
Open reduction/internal fixation (ORIF)
External fixation
Traction
ASSIGNMENTS
Lewis (8th ed.)
Ch. 64, pp. 1620-1625
Lewis (8th ed.)
Ch. 34, pp. 1632-1634
Lewis (8th ed.),
Ch. 64, pp. 1625-1626 (muscular
dystrophy)
Lewis (8th ed.)
Ch. 63, pp. 1583-1614 (soft tissue
injury, fractures and complications)
7. Describe assessments and nursing interventions for complications of fractures (1a)
 Nerve injury
 Compartment syndrome
 Fat embolism
 Venous thrombosis
 Malunion/non union /Avascular necrosis
8. Discuss causes and management of soft tissue injuries (1b)
 Dislocation/subluxation
 Overuse injuries
Congenital Anomalies
9. Describe the clinical manifestations, nursing assessment for and treatment of common
congenital anomalies (1a)
 Dysplasia of the hip
 Talipes equinovarus (clubfoot)
Page 22 of 25
WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
MEN’S HEALTH
Date/Time: See Winter Calendar
TOPIC
Anatomy and
Physiology: Male
Reproductive System
Instructor: Stephanie Macon-Moore
LEARNING OBJECTIVES
1. Describe anatomy and physiology of the male reproductive system
(1a)
ASSIGNMENTS
Lewis et al (9th ed.)
Ch. 51, pp. 1218-1220, 12241230
2. Identify psychological and emotional implications related to
disorders/dysfunction of the male reproductive system (4a,b,5a)
Male Reproductive
Problems
3. Describe historical data, physical examination procedures used to
diagnose dysfunction of the male reproductive system. (1a,b,4a,5a)
4. Describe health promotion/maintenance measures for males across
the life span. (1a,c,2c)
Lewis et al (9th ed.)
Ch. 55, pp. 1307-1330
5. Discuss the laboratory and diagnostic test findings used in diagnosing
dysfunction of the male reproductive system (1b)
6. Discuss pathophysiology, clinical manifestations, and collaborative care
of benign prostatic hyperplasia (BPH) (1b)
7. Describe the mechanisms of action, side effects, and nursing
implications for pharmacologic management of benign prostatic
hyperplasia (BPH). (1a, b, 3a)
8. Discuss nursing management of clients with infection/inflammation of
the male reproductive system. (1a,c)
ATI Pharmacology Made Easy
3.0:
- Reproductive and
Genitourinary System Male Reproductive
System -- Male
Reproductive Drugs
9. Briefly discuss cancers of the male reproductive system (1b)
10. Discuss nursing management of problems related to male sexual
function/dysfunction (1a)
Page 23 of 25
WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
MEN’S HEALTH
Date/Time: See Winter Calendar
TOPIC
Instructor: Stephanie Macon-Moore
LEARNING OBJECTIVES
11. Discuss nursing care for clients with common problems affecting the
penis, scrotum, and testes (1a,b)
 Hydrocele
 Scrotal trauma
 Priapism
 Cryptorchism
 Phimosis
12. Formulate a nursing plan for the post-surgical client following male
reproductive surgery. (1a)
ASSIGNMENTS
Doenges (13th ed.)
Review Nursing Diagnoses’
for:
*General Surgery (pp.1171)
*Postoperative Recovery
Period (pp. 1148)
Page 24 of 25
WWCC Nursing Education: Winter 2015
NURS 101 Syllabus: Final 12/18/15
INTEGUMENTARY (SKIN DISORDERS)
Date: See Winter Calendar
TOPIC
LEARNING OUTCOMES
Instructor: Stephanie Macon-Moore
ASSIGNMENTS
Anatomy & Physiology
1.
Discuss the anatomy and physiology of the skin in relation to care of the client with
integumentary disorders. (1b)
Assessment/
Documentation
2.
Describe assessments to identify integumentary dysfunction and documentation of
assessment findings: (1a)
History & physical examination
 Clinical manifestations & types of lesions
 Diagnostic procedures

3.




Pharmacology
Describe the risk factors, etiology, and clinical manifestations of the major skin
disorders: (1b)
 Infections (Bacterial, fungal, viral)
Inflammations (Dermatitis)
Eruptions/Allergic reactions
Structural Disorders
Infestations, bites, stings
4.
Describe the actions, therapeutic effect and nursing implications for medications
used to treat integumentary problems (3a)
 Oral and parental medications
 Topical medications
 Baths
5.
Discuss the nursing responsibility in care of the client undergoing: (1a,3b)
 Ultraviolet radiation
 Dermatologic surgical procedures
6.
Discuss nursing interventions and common learning needs for the client and family
with skin disorders. (1a,c)
Lewis et al (9th ed.)
Ch. 23, pp. 414-425
Ch. 24, pp. 427-447
Silvestri (6th ed.)
Ch. 50 pp. 559 -564
Silvestri (6th ed.)
Ch. 51 pp. 582 – 587 (Integumentary
medications)
Learning Needs
Health Promotion
7.
Discuss health promotion measures to prevent integumentary system disorders in
children, adults, and older adults. (1a,5e)
Doenges et al (13th ed.)
Review the nursing diagnoses:
“Body Image, Disturbed” (p. 137)
“Skin Integrity, Impaired” (p. 857)
Page 25 of 25