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DIXIE STATE COLLEGE
OF UTAH
ASSOCIATE DEGREE NURSING PROGRAM
NUR 2200
MATERNAL/NEWBORN II
FALL 2008
Kathy Rasmussen MSN RN
Office, Room 364, Taylor Building
Office Hours: Tues. 1300 to 1700
Office Phone: 435-879-4805
Cell: 435-773-7441
Email: rasmussen@dixie.edu
Office Hours: Tuesdays 1330 to 1530 and Fridays 1330 to 1530
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Dixie State College of Utah
ADN Program
COURSE NAME AND NUMBER:
Maternal/Newborn II NUR 2200 CRN 42575
CREDIT AND CONTACT HOURS:
1.5 credit hours
11 classroom theory hours
Prerequisites: NUR 1200
Co-requisites: NUR 2250, 2260, 2220, 2230, and 2300
Course Description
This nursing course uses theory to focus on meeting complex human needs of the
family and the newborn throughout the childbearing cycle. Emphasis is placed on the
role of the registered nurse in caring for high-risk adult/newborn clients during the
antepartum, labor/delivery and postpartum periods including facilitation and
understanding of diagnostic testing. The course work encourages the development of
critical thinking, therapeutic communication, technical skills, leadership/management
skills, effective time management, professional behavior, and caring.
Required Texts
Wong, D.L., Perry, S.E., Hockenberry, M.J, Lowdermilk, D.L., & Wilson, D.
(2006). Maternal child nursing care (3rd ed.). St. Louis: Mosby-Year
Book, Inc.
Wong, D.L., Perry, S.E., Hockenberry, M.J., M.J, Lowdermilk, D.L., & Wilson,
D. Maternal child nursing care study guide (3rd ed.). St. Louis: MosbyYear Book, Inc.
Wissmann, J. (2006). ATI Maternal newborn nursing RN (7th ed.). Overland Park,
KS: Assessment Technologies Institute.
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Highly Recommended Texts
Carpenito-Moyet, L. J. (2008). Handbook of nursing diagnosis (12th ed.). Philadelphia:
Lippincott Williams & Wilkins.
Nursing 2009: Drug Handbook (29th ed.). (2009). Philadelphia: Lippincott, Williams &
Wilkins.
Pagana, K. D. & Pagana, T. J. (2007). Mosby’s diagnostic and laboratory test reference
(8th ed.). St. Louis: Mosby.
Publication manual of the American psychological association APA (5th ed.). (2001).
Washington, DC: American Psychological Association.
Treas, L. S. (Ed.). (2006). ATI fundamentals for nursing (5th ed.). Overland Park, KS:
Assessment Technologies Institute.
Wissmann, J. (2006). ATI Adult medical surgical nursing RN (7th ed.). Overland Park,
KS: Assessment Technologies Institute.
Supplemental Learning Opportunities
The following are intended to provide the student with learning opportunities that
will supplement and enhance the required readings and assignments of this course.
Supplemental learning opportunities include maternal/newborn nursing readings,
videotapes, and online information that can be acc Videotapes (available at DRMC):
Gestational Diabetes
DIA00012
Living with Grief after Sudden Loss PSY00043
Web Sites:
Ob/Gyn Nursing:
www.awhonn.org (Association of Women’s Health, Obstetric, and Neonatal Nursing,
lists available resources)
Breastfeeding:
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www.lalecheleague.org (organizational information, breastfeeding information reprinted
from publications, great site for health care professionals and consumers)
Pregnancy:
Any of the consumers oriented Web sites sponsored and maintained by well
known consumer organizations, e.g. Down Syndrome Association, Mothers of Twins,
Compassionate Friends, are great sources of high risk pregnancy information helpful to
consumers and health care providers. They are to be accessed at the student’s discretion.
Readings and online resources have been used by the instructor and judged to be credible,
reliable, interesting, and helpful.
Goals of the Course
The goals of this course are to address the Eight Threads or Competencies of
the nursing program as follows:

Critical thinking is addressed throughout the course via critical thinking test
items, class discussions, and reading material including material outside the
textbook such as peer reviewed journal articles.

Technical skills are addressed and learning reinforced during class
lecture/discussion, as well as through application of classroom principles in the
last class day teamwork activity.

Therapeutic communications are emphasized during the reading assignments
and classroom discussion/lecture and through assigned written work, particularly
the cover letter and resume.

Safety is addressed throughout the course in lecture/discussion, test items, and the
assigned reading material.

Nursing process is emphasized during each lecture/discussion, reading materials
assigned, and testing.

Time Management/Organization is fostered by encouraging attendance at each
class, assignments during lecture/discussion, as well as outside classroom
assignments such as the resume.

Leadership and Management are cultivated as students develop teams and
prepare in-class assignments and presentations.

Caring is emphasized in the development of acute care critical thinking exercises
and during the student/client interactions.
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Disabled Students
In compliance with the Americans with Disabilities Act-1990, and in support of
the Dixie State College Disabled Student, if you are a student with a medical,
psychological, or learning disability or think you might have a disability and would like
accommodations, contact the Disability Resource Center (652-7516) in the Student
Services Center. The Disability Resource Center will determine eligibility of the student
requesting special services and determine the appropriate accommodations related to your
disability.
Rebelmail
Important class and college information will be sent to your email account. This
information includes your DSC bill, financial aid/scholarship notices, and notification of
dropped classes, reminders of important dates and events, and other information critical
to your success in this class and at DSC. If you do not know your user name and
password, go to www.dixie.edu and select “Rebelmail,” for complete instructions. You
will be held responsible for information sent to your Rebelmail email, so please
check it often.
Academic Integrity/Student Conduct
A fundamental quality of all successful nurses is integrity and a genuine concern
for the well being of the patient. Quality professional patient care requires a relationship
built on trust, trust requires honesty, and honesty is the foundation of integrity.”
Academic Integrity is expected of students and faculty at Dixie State College.
Students are expected to abide by the Dixie State College of Utah (DSC) student code
available at http://www.dixie.edu/humanres/polstu.html. Dixie State College takes a very
serious view of violations of academic integrity. As members of the academic
community, the College’s administration, faculty, staff, and students are dedicated to
promoting an atmosphere of honesty and are committed to maintaining the academic
integrity essential to the educational process. Inherent in this commitment is the belief
that academic dishonesty in all forms violates the principles of integrity and impedes
learning.
Students in DSC Nursing Programs have a responsibility to the public and to the
nursing profession; thus, it reserves the privilege of retaining only those students who, in
the judgment of the faculty, demonstrate high academic standards. These academic
standards include honesty, accountability, and responsibility for one’s own work.
Academic dishonesty is an unacceptable mode of conduct and will not be tolerated in any
form. Academic dishonesty includes, but is not limited to, plagiarism, cheating, collusion,
falsification, copying another student’s work, and soliciting unauthorized information
about an exam. Students who know about any form of cheating or academic dishonesty
and do not report it to appropriate individuals are equally guilty of academic dishonesty
and may face the same consequences. Students who violate the student code of conduct
or rules of academic integrity may be subject to dismissal from DSC Nursing Programs
and the college according to college policy.
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Student Performance Expectations/Classroom Civility
Students are expected to come to each class prepared with the assigned readings
and assignments completed and ready to make valuable contributions to functional class
learning.
As well, respect for others within the classroom including fellow students and the
instructor is essential. Academic incivility is defined as any action by a student or faculty
member, which interferes with a harmonious and cooperative learning environment.
Actions that are examples of academic incivility and/or disrespect include but are not
limited to:
 Cell phone/pager not on vibrate or mute
 Leaving the class to take a page or phone call except in true emergency situations
 Sleeping during class
 Arriving late or leaving early
 Coming unprepared
 Not taking notes during class
 Carrying on side conversations
 Browsing the web, text messaging, playing games, etc. on laptop or cell phone
 Dominating discussions
 Belittling, taunting, or harassing comments toward other students and the
instructor
Uncivil or disrespectful behavior will not be tolerated and if it occurs, the
student most likely will be asked to leave the classroom.
Attendance and Tardiness Policy
Attendance is essential because of the demanding nature of the nursing program.
The instructors will adhere to the guidelines regarding attendance and tardiness that are
described in the Nursing Student Handbook. Excessive and/or consecutive absences
and/or tardiness may result in a grade reduction or dismissal from the program. It is to
your advantage to notify the instructor in advance if you must miss a class.
Late Assignment Policy
All assignments must be submitted to the instructor on or before the due date,
unless the student has negotiated a different due date with the instructor at least 24 hours
before an assignment is due. If no negotiation is made with the instructor, a late
assignment will receive a 10% reduction in grade for each day that it is late. If an
assignment is more than four days late, it will not be accepted and the assignment
will be given a zero.
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ATI Testing
The Dixie State College Nursing Program is implementing ATI testing resources in
each course. The purpose of ATI is to help supplement the student’s education
throughout the nursing program. The main objective of ATI testing is to identify the
strengths and weaknesses of each student. Consequently, the key to success is
remediation in the weak areas identified by the testing as follows:
1. Take the proctored exam.
2. Identify items in the Topics to Review section.
3. Create a focused review for topics identified. (See handout for specific
instructions.)
4. While reviewing your personalized Focused Review, create an outline or concept
map for each item in the Topics to Review section.
5. Submit a copy of Topics to Review list and outlines or concept maps of items to
the instructor.
After a student has taken a proctored assessment, and has completed the above
remediation plan, points will be given as described below:
Courses that Offer the Proctored Assessment Twice
Proctored Exam
Level 3=100 points
Level 2=60 points
Level 1=50 points
Below Level 1=30 points
Remediation
None
15 points for remediation and 15 points for
the retake of the proctored assessment
15 points for remediation and 15 points for
the retake of the proctored assessment
Make appointment with the instructor
15 points for remediation and 15 points for
the retake of the proctored assessment
Courses that Offer the Proctored Assessment Once
(Pediatrics, Psych, and Maternal-Newborn)
Proctored Exam
Level 3=100 points
Level 2=60 points
Level 1=50 points
Below level 1= 30 points
Remediation
None
30 points for remediation
30 points for remediation
Make appointment with the instructor
30 points for remediation
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Class Presentations
Eight groups of five students will present information of a specific disease or
disorder of a client. The main purpose of this presentation is to demonstrate patient
teaching. Each presentation should take exactly 15 minutes. All members are to
collaborate and participate in this assignment. Creativity is encouraged. This presentation
should include nursing diagnoses. The oral presentation rubric is found on page 14. See
the list on page 13 for your assigned groups .
Participation Points
During each class period, five points will be given for various activities provided
by the instructor. The activities may be planned at anytime during the class period and
will encompass a variety of learning methods.
Attendance and Tardiness Policy
Attendance is essential because of the demanding nature of the nursing program. The
instructors will adhere to the guidelines regarding attendance and tardiness that are
described in the Nursing Student Handbook. Excessive and/or consecutive absences
and/or tardiness may result in a grade reduction or dismissal from the program. It is to
your advantage to notify the instructor in advance if you must miss a class.
Testing
Exams must be taken on the specific day(s) and/or class period. ATI testing will occur at
regular intervals throughout the program. Any exception to this will be at the discretion
of the nursing faculty administering the test. It will be the responsibility of the student to
talk in person with the faculty member who is administering the exam about necessary
exceptions. This exception may result in an automatic reduction of points. The dean is the
only person with authority to allow students to take a final exam at an alternate time.
Exam Remediation Policy
As stated in the Nursing Student Handbook, students are required to maintain at least a
74% exam average to pass the course. This means that it is possible to have a passing
average on written assignments yet earn a failing grade, an F, in the course because of a
less than 74% exam average. Failing this course or any other nursing course this semester
means that the student has not successfully completed the nursing program and cannot
take the RN licensing exam. There are three interval exams in this course and a
comprehensive final exam. If a student receives less than a 74% on the first interval
exam, he or she will be asked to make an appointment with the instructor to review exam
questions, identify areas of weakness, and plan strategies for improved learning and testtaking. The student will be referred to the Tutoring Center and/or Advisement and
Counseling Office for further assistance as needed.
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GRADING CRITERIA
QUIZZES/EXAMS (50% of Grades):
Quizzes (5%)
A10-point quiz will be given at the beginning of each class (10 totals). The
content for the quizzes will come from the assigned readings and study guide exercises
for the day. Use the objectives in the supplemental syllabus to help you prepare for the
quizzes as you do your pre-class assignments
DATE
Score
DATE
Score
Tues. Aug 26
Fri. Aug 29
Tues. Sep 2
Fri. Sep 5
Ch. 9
Ch. 13
Ch. 14
Ch. 14
Tues. Sep. 9
Fri. Sep 12
Tues. Sep 16
Fri. Sep 19
Ch. 17
Ch. 19
Ch. 19
Ch. 23
DATE
Score
Tues. Sep 23
Fri. Sep 26
Tues. Sep 30
Total
Ch. 27
Ch. 28
Ch. 28
TOTAL for quizzes
__________________/100 X .05 = _______
Exams (45%)
Maternal/Newborn II will have five exams whose scores will account for 45% of
the total grade: three interval exams worth 8% each, the Final Exam worth 12%, and the
ATI proctored Maternal/Newborn Nursing exam worth 9%. The Final Exam will include
random content from all chapters covered in this course.
INTERVAL EXAM 1 (Lessons 1-4)
Sep 5 thru Sep 8
INTERVAL EXAM II (Lessons 5-8)
Sep 19 thru Sep 23
INTERVAL EXAM III (Lessons 9-11)
Sep 30 in-class
FINAL EXAM
Sep 30 thru Oct 3
ATI Proctored Exam
(Dates to be announced)
_________/100 X .08 = _______
_________/100 X .08 = _______
_________/100 X .08 = _______
_________/100 X .12 = _______
_________/100 X .09 = _______
TOTAL POINTS FOR QUIZZES AND EXAMS
________
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WRITTEN ASSIGNMENTS/PRESENTATIONS (50% OF GRADE)
This course has three written assignment segments: 1) resource guide for
parents/families experiencing a high-risk pregnancy, 2) worksheets/case studies,; and 3)
student presentation.
1. Resource Guide for Parents/Families Experiencing a High Risk Pregnancy (20%)
You are to develop a guide that can be used by you to refer a client/family to
appropriate community resources for their high-risk pregnancy needs. The guide should
be in outline form listing the resources with a concise statement describing each resource
and how the client/family accesses that resource. Include community health services,
support groups, home care agencies, counseling facilities, and Internet sites if available
with at least six but no more than twelve resources listed. At the first class each student
will choose a topic for their resource guide from the following: Substance Abuse,
Pregnancy Loss, Multiple Pregnancy, Maternal Home Care, Pregnancy Termination
Counseling, Psychiatric Disorders, Domestic Violence, Medically Disadvantaged or
Indigent Families, Newborn with Down syndrome, Newborn with a Neural Tube Defect,
and Premature Newborn. Please refer to the specific grading criteria included in the
syllabus. The resource guide is due Friday Sept.19, 2008.
TOTAL
_________/20 X .20 = _____
2. Pregnancy, Intrapartal, and Postpartal-Family at Risk Case Studies/Worksheets
Case studies or work sheets, a total of 5 assignments worth 10 points each, will account
for 15% of your grade. The worksheets and/or case studies are intended to help you
review concepts and principles related to nursing care of the client/family experiencing a
high risk pregnancy, either intrapartum or postpartum. Use your textbook or other
maternal newborn resources to complete the assignments. You will have time allotted
during class to complete some of these assignments.
TOTAL
_________/50 X .15 = _____
3. Student Presentations (15%)
Students will be divided into 8 groups of 5 and each group will present a 15minute oral presentation. (See the list of groups and assigned topics on page 9). Topics
for the presentation will be related to nursing interventions for the mother, or newborn,
with complications. Presentations should include: nursing diagnoses, expected out-come,
rationale, and nursing interventions Use at least three references other than your
textbook. You are to hand in a typed outline of your presentation and a list of references
typed in an APA format. Please refer to the specific grading criteria included in this
syllabus.
TOTAL
_________/35 X .15 = _____
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TOTAL FOR WRITTEN ASSIGNMENTS
__________
TOTAL FOR COURSE
__________
CLINICAL
No concurrent clinical component is in place for this course as clinical facilities
providing high-risk maternal/newborn care are limited locally. Some opportunities were
offered for slots in maternal/newborn areas providing newborn intensive care (NICU)
during NURS 2105, the previous semester. Guest lectures with expertise in the critical
care in maternal newborn also share in the classroom teaching. The instructor regrets the
minimal clinical component as a learning opportunity for students and will try to
emphasize clinically relevant instruction during the theory portion of the course.
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NURS 2200 MATERNAL/NEWBORN II
RUBRIC for GRADING PARENTS/FAMILY RESOURCE GUIDE
Specific Criteria
1. Concisely utilizes at least 6 but
no more than 12 resources
appropriate to topic; and lists
these in the resource guide and on
a separate APA-style reference
page.
2. Includes community health
services, support groups, and Web
sites.
Possible
Points
6
Points
Instructor Comments
Received
4
3. Describes how parents/family
access resources.
5
4. Typed, appearance, neatness,
grammar, punctuation, and
spelling.
5
TOTAL
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Group Presentation Assignments
DATE
TOPIC
GROUP MEMBERS
Group #1
Intrauterine Growth Restriction
Aug. 29
Nanette Day, Emilee Gessel, Amanda
Gillespie, Keith Hansen, Tiffany Zajacs
Group #2
Sept. 2
Severe Pre-eclampsia
Group #3
Sept. 5
Trauma During Pregnancy
Group #4
Sept. 12
Pre-term Labor
Group #5
Active Management of Labor
Sarah Morwood, Mason Watts, Staci
Despain, Emily Wright, Rory
McDonald
Heather Bringhurst, Tammy Branch,
Alberto Souza, Stephany Paine, Katie
Lewis
Paula Adamco, Rachel Crawford,
Daniel Hutchinson, Christen Wilkin,
Venessa Albrecht
Gina Jensen, Eric Hansen, Kristy
Avery, Jesse Jones, Joann Anderson,
Sept. 16
Group #6
Postpartum Hemorrhage
Sept. 19
with DIC
Group #7
Sept. 23
Infants of Diabetic Mothers
Group #8
Sept. 30
Jason Larsen, Natalie Broadbent,
Virginia Fischer, Jill Chappell, Susan
Grisier
Christine Carter, Nicole Parkinson,
Scott Stagg, Angela Sadovich, Hilary
Curtis
Shane Jones, Milea, Hunt, Jackie Bell,
Lydia Hench, Megan Mott
Neonatal Infections
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RUBRIC for GRADING MATERNAL NEWBORN II PRESENTATION
Specific Criteria
1. Describes chosen topic including
potential implications for mother or
newborn.
2. Includes nursing assessment of
mother or newborn that is related to
specified problem.
3. Includes nursing diagnoses
appropriate to problem.
.
4. Describes expected outcomes for
the mother or newborn with the
specified problem.
5. Provides explanation of nursing
interventions to achieve outcomes
with rationale for each intervention.
Possible
Points
5
Points
Received
Instructor Comments
5
5
5
5
6. Gives a succinct summary at
conclusion of presentation.
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7. Presents within 15-minute time
frame with confidence, clarity, using
eye contact, effective projection of
voice.
8. Completes outline with maximum
of 3 pages in APA format.
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9. Cites three references other than
course textbook in APA format.
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TOTAL POINTS
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NURS 2200 FALL 2008 COURSE SCHEDULE
Week
Tuesday 0800 to 0930
Friday 0800 to 0930
1
#1 Aug. 26 Ch. 9
Maternal/ NB Assessment for
Risk Factors
#2 Aug. 29 Ch. 13
Pregnancy at Risk:
Preexisting Conditions
Presentation-IUGR
2
#3 Sept. 2 Ch. 14
Pregnancy at Risk:
Gestational Conditions
Presentation-Severe Pre-eclampsia
#5 Sept. 9
Ch. 17
3
Fetal Assessment during Labor
Resource Guide Due
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6
#4 Sept. 5 Ch. 14 (cont.)
Gestational Conditions
Presentation: Trauma During
Pregnancy
EXAM #1
#6 Sept. 12 Ch. 19
Labor & Birth at Risk
Presentation- Pre-term Labor
#7 Sept. 16 Ch. 19 (cont.)
Labor & Birth at Risk
Presentation- Active Management
of Labor
#8 Sept. 19 Ch. 23
Postpartum Complications
Presentation-Postpartum Hemorrhage
EXAM #2
#9 Sept. 23 Ch. 27
Infants with Gestational AgeRelated Problems
Presentation- Infants of DM
Mothers
#10 Sept. 26 Ch. 28
Acquired & Congenital Problems
Guest Lecture: Dr. Larry Eggert,
Neonatalogist
#11 Sept. 30 Ch. 28 (cont.)
Acquired & Congenital Problems
Presentation-Neonatal Infections
EXAM #3
FINAL Sept 30 thru Oct. 5
ATI Proctored Examto be announced later
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Dixie State College
ADN Program
NUR 2200
Maternal/Newborn Nursing II
August 26, 2008
Kathy Rasmussen MSN RN
LESSON #1
Care of the High Risk Woman during Pregnancy: Part I
Class Objectives: Upon completion of the readings, assignments, and class activities, the
student will be able to:
1. Describe the implications of high risk pregnancy, regionalization of health
care services, and categories of risk factors.
2. Examine history of client and assessment data to identify signs and symptoms
of antepartum complications.
3. Examine the purpose, nursing responsibilities, normal parameters and
significance of variation from those parameters for the following diagnostic tests:
daily fetal movement count, ultrasonography, amniocentesis, percutaneous
umbilical blood sampling, chorionic villus sampling, alpha-fetoprotein, nonstress
test and contraction stress test.
Readings:
Wong, D.L., Perry, S.E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D.
(2006). Maternal child nursing care (3rd ed.) St. Louis: Mosby-Year Book, Inc.
(Chapter 9)
Assignments:
Complete Chapter 9 in the study guide. Study guide exercises are non-graded but
most of the quiz questions will come directly from the study guide.
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Dixie State College
ADN Program
NURS 2200
Maternal/Newborn Nursing II
August 29, 2008
Kathy Rasmussen MSN RN
LESSON #2
Care of the High Risk Woman during Pregnancy: Part I
Class Objectives: Upon completion of the readings, assignments, and class
activities, the student will be able to:
1.
Interpret the assessment findings, pathophysiology, etiology, medical
management, and nursing management for pre-existing antepartum complications:
diabetes mellitus, cardiovascular disorders, and substance use.
2. Utilize the nursing process in caring for a woman with an antepartum
complication.
Readings:
Wong, D.L., Perry, S.E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D. (2006).
Maternal child nursing care (3rd ed.) St. Louis: Mosby-Year Book, Inc.
(Chapter 13)
Assignments:
Complete Chapter 13 in the study guide. Study guide exercises are non-graded but
most of the quiz questions will come directly from the study guide.
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Dixie State College
ADN Program
NUR 2200
Maternal/Newborn Nursing II
September 2, 2008
Kathy Rasmussen MSN RN
LESSON #3
Care of the High Risk Woman during Pregnancy: Part II
Class Objectives: Upon completion of the readings, assignments, and class activities, the
student will be able to:
1. Interpret the assessment findings, pathophysiology, etiology, medical
management, and nursing management for the gestational antepartum
complication: maternal hemorrhagic disorders.
2. Utilize the nursing process in caring for a woman with this antepartum
complication.
Readings:
Wong, D.L., Perry, S.E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D. (2006)
Maternal child nursing care (3rd ed.) St. Louis: Mosby-Year Book, Inc.
(Chapter 14)
Assignments:
Complete the following areas in Chapter 14 in the study guide: “Reviewing Key
Concepts and Content” #40 thru 85; and be prepared to discuss “Thinking Critically” #4
through #8. (Also will be included in next week’s lecture)
NOTE: These readings and assignments apply to Lesson #4, as well.
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Dixie State College
ADN Program
NUR 2200
Maternal/Newborn Nursing II
September 5, 2008
Kathy Rasmussen MSN RN
LESSON #4
Care of the High Risk Woman during Pregnancy: Part II (cont.)
Class Objectives: Upon completion of the readings, assignments, and class activities, the
student will be able to:
1. Interpret the assessment findings, pathophysiology, etiology, medical
management, and nursing management for gestational antepartum
complications: maternal infections, trauma during pregnancy.
2. Utilize the nursing process in caring for a woman with an antepartum
complication.
Readings:
Wong, D.L., Perry, S.E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D.
(2006). Maternal child nursing care (3rd ed.) St. Louis: Mosby-Year Book, Inc.
(Chapter 14)
Assignments:
Complete the following areas in Chapter 14 in the study guide: “Reviewing Key
Concepts and Content” #40 thru 85; and be prepared to discuss “Critical Thinking” #4
through #8. (This assignment is also included in the previous lecture.)
NOTE: These readings and assignments apply to Lesson #3, as well.
INTERVAL EXAM # 1 Includes Lessons 1 through 4; at testing center
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Dixie State College
ADN Program
NUR 2200
Maternal/Newborn Nursing II
September 9, 2008
Kathy Rasmussen MSN RN
LESSON #5
Care of the High Risk Woman with Complications during Labor
Class Objectives: Upon completion of the readings, assignments, and class activities, the
student will be able to:
1. Describe the purpose, nursing responsibilities, normal parameters, and
significance of variation from those parameters of testing for fetal well-being:
intermittent auscultation, electronic fetal monitoring, fetal blood sampling,
fetal pulse oximetry.
2. Implement nursing interventions for intrauterine resuscitation.
3. Utilize the nursing process in caring for the woman with complications
during labor.
Readings:
Wong, D.L., Perry, S.E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D.
(2006). Maternal child nursing care (3rd ed.) St. Louis: Mosby-Year Book, Inc.
(Chapter 17)
Assignments:
Complete Chapter17 in the study guide.
Note: Resource Guide Due (9-907)
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Dixie State College
ADN Program
NUR 2200
Maternal/Newborn Nursing II
September 12, 2008
Kathy Rasmussen MSN RN
LESSON #6
Care of the High Risk Woman with Complications during Labor (cont.)
Class Objectives: Upon completion of the readings, assignments, and class activities, the
student will be able to:
1. Interpret the assessment findings, pathophysiology, etiology, medical
management and nursing management for labor complications: preterm
labor and birth; premature rupture of membranes; dystocia; postdate
pregnancy, labor, and birth; and obstetric emergencies. (Chapter 19)
2. Utilize the nursing process in caring for the woman with complications
during labor.
Readings:
Wong, D.L., Perry, S.E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D.
(2006). Maternal child nursing care (3rd ed.) St. Louis: Mosby-Year Book, Inc.
(Chapter 19)
Assignments:
Complete Chapter 19 in the study guide.
Note: These readings and assignments apply to Lesson #7, as well.
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Dixie State College
ADN Program
NUR 2200
Maternal/Newborn Nursing II
September 16, 2008
Kathy Rasmussen MSN RN
LESSON #7
Care of the High Risk Woman with Complications during Labor (cont.)
Class Objectives: Upon completion of the readings, assignments, and class activities, the
student will be able to:
1. Interpret the assessment findings, pathophysiology, etiology, medical
management and nursing management for labor complications: dystocia;
postdate pregnancy, labor, and birth; and obstetric emergencies.
2. Utilize the nursing process in caring for the woman with complications
during labor.
Readings:
Wong, D.L., Perry, S.E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D.
(2006). Maternal child nursing care (3rd ed.) St. Louis: Mosby-Year Book, Inc.
(Chapter 19)
Assignments:
Complete Chapter 19 in the study guide.
Note: These readings and assignments apply to Lesson #6, as well.
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Dixie State College
ADN Program
NUR 2200
Maternal/Newborn Nursing II
September 19, 2008
Kathy Rasmussen MSN RN
LESSON #8
Care of the High Risk Postpartum Woman With or Without Complications
Class Objectives: Upon completion of the readings, assignments, and class activities, the
student will be able to:
1. Describe the pathophysiology, etiology, assessment findings, medical
management, and nursing management of postpartum complications:
hemorrhage, thromboembolic disease infections, sequelae of childbirth
trauma, and psychologic disorders.
2. Utilize the nursing process in caring for a woman with a postpartum
complication.
3. Describe stages of bereavement, signs and symptoms of grief, and tasks
of mourners for a client and family with a pregnancy loss.
4. Create emotional support for the client and family with a pregnancy loss
Readings:
Wong, D.L., Perry, S.E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D.
(2006). Maternal child nursing care (3rd ed.) St. Louis: Mosby-Year Book, Inc.
(Chapter 23)
Assignments:
Complete Chapter 23 in the study guide
INTERVAL EXAM #2 Includes Lessons 5 through 8; at testing center
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Dixie State College
ADN Program
NURS 2200
Maternal/Newborn Nursing
September 23, 2008
Kathy Rasmussen MSN RN
LESSON #9
Care of the Critically Ill Newborn: Part I
Class Objectives: Upon completion of the readings, assignments, and class activities, the
student will be able to:
1. Describe the pathophysiology, etiology, and assessment findings, medical
management, and nursing management of specific problems of the
newborn: prematurity; postdate and postmaturity; SGA, IUGR and LGA
infants; and infants of diabetic mothers.
2. Utilize the nursing process in caring for the critically ill newborn.
Readings:
Wong, D.L., Perry, S.E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D.
(2006). Maternal child nursing care (3rd ed.) St. Louis: Mosby-Year Book, Inc.
(Chapter 27)
Assignments:
Complete Chapter 27 in the study guide.
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Dixie State College
ADN Program
NUR 2200
Maternal/Newborn Nursing
Guest Lecturer: Dr. Larry Eggert, Neonatologist
September 26, 2008
Kathy Rasmussen MSN RN
LESSON #10
Care of the Critically Ill Newborn: Part I
Class Objectives: Upon completion of the readings, assignments, and class activities, the
student will be able to:
1. Describe the pathophysiology, etiology, assessment findings, medical
management, and nursing management of specific problems of the newborn:
birth trauma; neonatal infections; substance abuse; hyperbilirubinemia; and
congenital anomalies.
2. Utilize the nursing process in caring for the critically ill newborn.
3. Summarize the interventions used in the care of the high-risk neonate to
maintain thermoregulation, maintain optimal hydration and nutrition, promote
adequate urinary and bowel elimination, provide hygienic care, prevent and
detect complications, ensure environmental safety, and promote bonding.
4. Describe the assessment by systems of the high risk newborn.
5. Formulate a plan of nursing care for the high risk newborn and family.
Readings:
Wong, D.L., Perry, S.E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D.
(2006). Maternal child nursing care (3rd ed.) St. Louis: Mosby-Year Book, Inc.
(Chapter 28)
Assignments: Complete Chapter 28 in the study guide.
Note: These readings and assignments apply to Lesson #11, as well.
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Dixie State College
ADN Program
NUR 2200
Maternal/Newborn Nursing II
September 30, 2008
Kathy Rasmussen MSN RN
LESSON #11
Care of the Critically Ill Newborn: Part II
Class Objectives: Upon completion of the readings, assignments, and class activities, the
student will be able to:
1. Summarize the interventions used in the care of the high-risk neonate to
maintain thermoregulation, maintain optimal hydration and nutrition, promote
adequate urinary and bowel elimination, provide hygienic care, prevent and
detect complications, ensure environmental safety, and promote bonding.
2. Describe the assessment by systems of the high risk newborn.
3. Formulate a plan of nursing care for the high risk newborn and family.
Readings:
Note: These readings and assignments apply to Lesson #10, as well.
TESTING: Interval Exam 3 in class; includes Lessons 9, 10 &11
FINAL EXAM: September 30 to October 5 in the Testing Center.
ATI Maternal/Newborn Nursing Proctored Exam: (Time to be announced)
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