Carroll University Nursing Program
N315 – Family Centered Nursing Care of the Adult-Chronic
Fall 2009
Course Number and Title:
N315 Family Centered Nursing Care of the Adult
Number of Credits:
Three credits
Placement/Prerequisites:
Co-requisite
Nursing major, junior standing, Che208, NRS 232, 234, 236, PSY221
NRS 317
Instructor:
Angie Brindowski RN, MSN, BSN
Office: Otteson NC 06
Phone: 262.650.4927
abrindow@carrollu.edu
Office Hours: Monday: 2:00-4:00 & Tuesday: 11:00-1:00 or by appointment
Nursing Program Mission:
The Carroll U. nursing program builds on Carroll University's mission of providing a superior educational opportunity to our students,
one grounded in the liberal arts tradition and focused on career preparation and lifelong learning. Nursing practice is built on nursing
knowledge, theory, and research. Nursing practice derives knowledge from a wide array of other fields and disciplines, adapting and
applying this knowledge as appropriate to professional practice. It is the mission of the Carroll University nursing program to prepare
nurses for professional practice in a variety of settings, preparing them to take on characteristics that will allow them to function in the
generalist professional nursing role.
Nursing Program Vision:
Be a leader of Baccalaureate Nursing education among liberal arts Universities in Wisconsin
Course Description:
This course is designed, in conjunction with N318, to provide the student with an understanding of the effects of selected physiologic
problems on adults in inpatient care settings, and the relevant nursing interventions to care for those problems. The content explores
ways to promote physical and emotional health in the ill individual, maintaining the family structure as a variable in the response of
the individual.
Course Objectives - The Student:
1.
Chooses appropriately among alternative measures that are designed to maintain the worth and dignity of the patients and
family members with whom they interact.
2. Evidences understanding of the decision-making necessary to provide optimal nursing care for individuals experiencing
ineffective health responses in acute care settings.
3. Examines health care needs across the life span in acute care settings within the context of assisting individuals and families
to adapt to alterations in health.
4. Hypothesizes the nursing interventions necessary to obtain desired health responses gained in liberal arts and support courses
5. Critiques patient data in a given situation and relates conclusions made to the knowledge gained in liberal arts and support
courses.
6. Interprets and explains laboratory values and other diagnostic data and relates the analysis of the data to the given client
situation.
7. Identifies the moral/legal/ethical issues which have implications for nursing practice within the selected areas of this course.
8. Uses written and oral communication strategies that evidence the transmission of coherent professional information for this
level of practice.
9. Interprets and explains the use of medications for specific patient populations or disease processes.
10. Integrates knowledge about using evidence-based literature to resolve everyday patient care issues/practices.
Course Overview:
This course fits the conceptual framework and assists the student to acquire the expected program outcomes as follows:
Liberal education – These courses provide the material necessary for the student to begin upper division practice within acute care
settings. Liberal education concepts must be applied to the planning and choice of interventions for patients and their families.
Knowledge of the natural world and of the scientific method, understanding human behavior and culture are foundations of clinical
practice. The course requires that the student appropriately apply knowledge from other disciplines to the understanding and
application of patient care.
Professional values – Patient advocacy is a hallmark of the professional role, in this role it is important to understand patients and the
values they bring to the health care relationship. In this series of courses students will be expected to advocate for patients as they
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make, and assist others in making, ethical decisions within a professional ethical framework for selected areas of patient care. Clinical
judgments have as much to do with values and ethics as they do with science and technology. This course presumes that, in order to
consider human responses of the individual, those closest or most significant to the person who is ill must also be considered as a
constant factor in the individual’s adaptation to disease. An understanding that the ill individual maintains his/her autonomy and
human dignity regardless of the dependency of the illness situation is critical to quality nursing care.
Core competencies – Professional nursing requires critical thinking, communication and assessment skills, students are expected to
cultivate the attitudes and skills necessary to think critically, manage information, and exhibit the self-direction necessary to transfer
new behaviors into the clinical arena. The assessment skills and the knowledge of pathophysiology learned previously will also be
applied in these courses. Skill in interpretation of laboratory values and use of medications will be refined and augmented in these
courses. Students will be expected to transmit coherent professional information regarding patient status and needs, appropriate to this
level of practice. Technical nursing skills are learned in the safety of the skills lab or simulation and are applied in patient situations.
Core knowledge – These courses will assist the student to understand health promotion, risk reduction and disease prevention
strategies from the context of the ill individual through the focus of illness and disease management. Students will refine and apply
knowledge of biotechnology and information technology as these relate to direct nursing care, health education and the management
and coordination of care. Students will begin to evaluate nursing care outcomes for hypothetical nursing interventions in the didactic
setting and transfer and apply that knowledge to the clinical arena. Students are reminded of the connections among ethical and
clinical judgments, and are expected to begin the synthesis of knowledge gained in the lower division into their beginning professional
nursing practice. Knowledge of illness and disease management concepts are enhanced and applied in this course as the student
applies nursing theory to assist individuals and families to adapt to alterations in health.
Professional Conduct of the Student:
1. Attendance – Attendance is mandatory for all classroom/clinical/skills days sessions. Absence(s) must be approved. Absence(s)
may result in the forfeit of an alternative experience, an extra project (and/or presentation), and/or a make up clinical day at the
students expense (time and financial).
2. Attentiveness – The students is alert, attentive and asks appropriate questions.
3. Authority – A student shows appropriate respect for those placed in authority over him/her both within the University and in
society.
4. Communication – The student demonstrates an ability to communicate effectively verbally, nonverbally, and in writing with peers,
teachers, patients, and others.
5. Cooperation – The student demonstrates his/her ability to work effectively in large and small groups with other members of the
health team, giving and accepting freely the interchange of information.
6. Demeanor – The student has a positive, open attitude towards peers, teachers, and others during the course of nursing studies. The
student maintains a professional bearing in interpersonal relations. The student functions in a supportive and constructive fashion in
group situations and makes good use of feedback and evaluations.
7. Ethics – The student conducts self in compliance with the ANA Code of Ethics.
8. Inquisitiveness – The student acquires an interest in his/her courses and curricular subjects, demonstrating individual pursuit of
further knowledge.
9. Judgment – The student shows ability to think critically regarding options, reflecting his/her ability to make intelligent decisions in
his/her personal and academic life.
10. Maturity – The student functions as a responsible, ethical, law-abiding adult.
11. Moral Standards – The student respects the rights and privacy of other individuals and does not violate the laws of our society.
12. Personal Appearance – The student’s personal hygiene and dress reflect the high standards expected of a professional nurse.
13. Professional Role – The student conducts self as a professional role model at all times and in compliance with ANA Standards of
Practice and the Wisconsin State Board of Nursing Rules and Regulations regarding professional conduct. The student demonstrates
the personal, intellectual, and motivational qualifications of a professional nurse.
14. Responsibility – The student has nursing school performance as his/her primary commitment. Student – student and studentfaculty academic interchanges are carried out in a reliable and trustworthy manner.
15. Safety - Safety in practice is basic to the delivery of nursing care. Therefore, to pass this course a student must consistently
demonstrate safe practice. If a student’s performance indicates poor judgment and/or unsafe behaviors, the student will not pass the
class, regardless of the level of achievement in other areas being evaluated.
Methods of Instruction:
Lecture, discussion, and case studies will be used along with audiovisual aids. Students are encouraged to present clinical examples
for class discussion. The ultimate objective of the instructor is to facilitate communication and to help students to further their
understanding of the complex clinical topics that make up the course content.
Textbooks Required:
Lewis, S.M., Collier, I.C., Heitkemper, M.M. (2007). Medical surgical nursing. 7th Ed. St. Louis: Mosby.
Edelman, C. L., and Mandle, C. L. (2006) Health Promotion throughout the life span, 6th Ed. St. Louis: Mosby.
Evolve Apply 2 year access code
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Fowler, D.M. (2008). Guide to the code of ethics for nurses. ANA: Maryland.
Pagana & Pagana, (2006). Mosby’s manual of diagnostic and laboratory tests. 3rd Ed. St Louis: Mosby.
ANA. (2003). Nursing’s Social Policy Statement. 2nd Ed. ANA: Maryland.
ANA. (2004). Nursing: Scope and Standards of Practice. ANA: Maryland
Saxton, D.F., O'Neill, N. E., Glavinspiehs, C. (2005). Math & Meds for Nurses. 2nd Ed. Thompson-Delmar: New Jersey.
Silvestri, L.A. (2005). Comprehensive Review for the NCLEX-RN Examination, 4thEd. St. Louis: Saunders.
Other current texts are also required, e.g.: Fundamental text; Pharmacology text; Nutrition text; Physical Assessment text; Drug
Guide, Pathophysiology text, & APA manual.
Course Requirements:
1.
Students are expected to attend and participate in all classes. Any more than an absence of 2 class periods may result in
the lowering of the student’s overall course grade by ½ of a grade (example B to a B/C).
2.
No cell phones, pagers, or headgear are allowed during class.
3.
Students will be held accountable for meeting all designated deadlines.
4.
Students are responsible for ALL reading assignments.
5.
There will be no makeup quizzes. NO EXCEPTIONS.
6.
Exams will be primarily multiple choice and based on the required readings, the lecture content, case studies, and
speakers. Dates listed in class schedule.
7.
Permission to take a make-up examination is not automatic and is at the discretion of the instructor. Arrangements must
be made prior to the exam. The make-up exam will be different from the original.
8.
If a student turns in a written assignment late the grade will be lowered by 10%.
9.
The course has a Blackboard site where important materials/messages will be posted. It is the responsibility of the
student to check the Blackboard website at least 2 times per week for class information.
Student Learning Activities:
Students are expected to read the assigned content in the textbook and complete the case studies as preparation for the work to be done
in class. Nursing is a practice discipline; students learn by doing. Students will be expected to discuss clinical learning in the
classroom as evidence that learning is occurring and as evidence that students have the ability to clearly and concisely communicate at
a beginning professional level. Students’ examination scores, written work, and class participation will provide evidence of the
expected learning behaviors that validate accomplishment of the course objectives. The reading assignments and unit objectives at the
end of the syllabus will provide specific direction for the learning necessary to successfully achieve the course outcomes. The reading
assignments are from the course text unless otherwise identified.
Case Studies due by Friday of the assigned week (assigned Sept. 9 due by Sept 11)
Students will complete Evolve Apply case studies as an assignment. The case studies are assigned weekly. Case studies provide a real
world patient situation and critical thinking questions. The questions cover nursing care for patients with a wide range of physiological
and psychosocial alterations, as well as related management, pharmacology, and nursing concepts. Included below is the student
information guide for the case study assignments. It is critical that you read the information guide to understand how you interact in
the case study and answer questions. Your first answer choice is used in scoring your assignment grade.
I encourage you to view the short learning videos on study and test taking skills. The learning videos are available on the Evolve
Apply Web site.
Case study assignments are identified on the weekly calendar at the end of the syllabi.
To get started, go to http://evolve.elsevier.com/student , login to evolve apply using the username and PW you created last
semester.
Course name is 2011A 0956_lkunkeljordan_0004
Evolve® Case Studies Student QuickStart Guide
Introduction
Welcome to the Evolve Case Studies. This guide is designed to provide you with a basic understanding of how to use the Evolve Case
Studies.
You will first see a scenario that introduces the client, and then be presented with a series of small sets of questions. After answering
the questions, you will see rationale statements explaining why your answer was correct or incorrect. Keep in mind that you must get a
correct answer on each question on a screen before you can move to the next set of questions. Only your first attempt on each
question will be recorded in the grade book. At the end of the case study, you will see a summary screen with all of the rationales for
each question. Use your textbook and other resources to answer questions in case.
If you leave a case study before completing it, you can come back and finish it at a later time. Your score is not recorded in the grade
book until the case study is finished, but you will not be able to go back and see questions you answered in the previous session.
When you return to the Evolve Case Studies course, you can resume the case study by clicking its Resume button. You will see the
page of questions where you left off before closing the case study.
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Important Note — Please read this before taking your first case study!
While taking Evolve Case Studies, all questions on a screen must be answered correctly before you will be able to proceed to the next
screen, and only your first attempt at each question counts toward your case study grade. This may sound confusing, so please review
the following steps.
• On the first screen of questions, select an answer for each question and then click the Next button at the bottom of the screen to see
how you did.
• If you do not select an answer to all questions, you will see this warning message:
You have not completed a question
When you click the OK button, you will need to select an answer for each question and then click the Next button. You will not be
able to move on to the next set of questions until you answer all questions on this page.
• once a page has been submitted, your score for that page is recorded and you will see feedback on how you did.
• For each question answered correctly, you will see the rationales for all answer options, both correct and incorrect. For each question
answered incorrectly, you will see only the rationale for the incorrect answer you selected.
• Before clicking the Next button, you will need to select a new answer for all the questions that you missed on this screen. Once
you’ve selected new answers, click the Next button again to submit your responses. Since this is not your first attempt
on this screen, your answers on this attempt do not count toward your grade. Only your first attempt at each question counts.
• This cycle continues until you have answered all questions on the screen correctly. Clicking the Next button will now take you to the
next set of questions.
Professional Nursing Assignment 50 points
Students will continue to develop knowledge of the scope, standards, and practice ethics of nursing practice.
Use the American Nurses Association books, Nursing: Scope and Standards of Practice and the Code of Ethics for Nurses to expand
knowledge on professional nursing practice.
Watch the movie Wit (multiple copies on reserve in the library); Check the movie out at circulation desk, Nursing 315
Prepare a 1-2 page paper that describes good nursing care.
Reflect and report on the nursing interventions and professional characteristics used by the nurse in the movie Wit.
Consider the consequences of the relationship, between the nurse and the patient, to the patient’s emotional and physical health.
Grading Criteria:
 The paper makes clear and consistent inferences related to the scope, standards, and ethics of nursing practice.
o ANA reference
o Identify personal definition of good nursing care
o Identify good nursing care provided by Susi in the film
 The paper demonstrate evidence of logical reasoning
 The paper demonstrates awareness of key concepts and ideas
 The paper presents conclusions that are reasonable, given the information in the paper
 10 points will be deducted for English and formatting errors.
o Use APA format, include a title page
o Check your spelling, sentence, and paragraph structure
 Late assignments will be deducted by 10% for each day the assignment is late
Instructions for the Evidence Based Practice (EBP) Assignment
Instructions for Part 1: The purpose of part 1 of the assignment is to provide you with an opportunity to develop a research question
from the Practice Guideline in CINAHL The research question will be in PICO format. Once the PICO statement is formulated you
will access and search databases to find research articles that present evidence for you to review about your research question. You
will retrieve 4 research articles that address your PICO statement. Two of the research articles are cited on the Evidence Based Care
Sheet and the other two articles are more current research, not cited in the care sheet, about your topic.
Part 1 of the paper must reference a minimum of four references from peer-reviewed journals. You will describe the practice
guideline and clearly explain your PICO statement. You will identify and explain the Problem (P), Intervention (I), Comparison(C),
and Outcome (O) in your paper. Next you will describe your database search strategy. Include the search terms you used and how
relevant research reports were identified.
Getting Started: Choose a practice guideline from the evidence-based care sheet list on LMS for the project focus.
Submit your choice to Angie Brindowski MSN, BSN, RN by September 16th. Only 1 student per guideline
After you receive confirmation from me that you can use the evidence based care sheet, print the Evidence-based care sheet from
Cinahl. Bring the evidence based care sheet to your laboratory session with Susan Heffron, Health Science Librarian. After the library
session you will be ready to complete part 1 of the assignment.
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Deliverables and Due Date: Part 1 is due October 7th at the start of class. Submit a 2-3 page paper that describes the practice
guideline, your PICO statement, and your database search strategy. Along with your paper submit the four research articles you are
using to address your PICO statement.
All papers must be typed, double-spaced, have 1-inch margins and APA format. The paper constitutes 40 points in the assignment
part of your course grade. Include a title and reference page. If you are in doubt about APA format use the American Psychological
Association’s Publication Manual that you purchased at the bookstore.
Instructions for Part 2: The purpose of part 2 of the assignment is to provide you with an opportunity to explore an area of evidence
based medical surgical nursing practice. You will be completing a literature review. A literature review is a review, evaluation, and
critique of the research related to your PICO statement. Part 2 is to be a 4-6 page literature review of the PICO statement. The paper
constitutes 60 points in the assignment part of your course grade.
All papers will reference the four peer reviewed articles you retrieved to complete part one of the assignment. Do NOT take the bulk
of you paper from one source or from secondary sources. The paper is to be an integration, analysis, and critique of the current
research literature relevant to your PICO statement.
All papers must be typed, double-spaced, have 1-inch margins and APA format.
Literature Review Basic Information
Do:
Develop a reference list of the key research related to your topic
Critically evaluate the research
Draw connections and correlations between the research studies
Examine points of contradiction and hypothesize the reasons for the discrepancies
Organize your paper
Provide transitions between ideas
Reference appropriately (Publication Manual provides necessary information concerning referencing and writing style for a literature
review).
http://www.webster.edu/~woolflm/lifereview.html This is a link to a sample literature review. Use the sample to help you organize
and write the literature review.
http://www.kevinschoepp.ca/APAtutorial/ This is a link to an online tutorial about APA formatting.
Do NOT:
Paraprase an existing literature review
Rely heavily on secondary sources (no textbooks or magazines should be used)
Include anecdotal information from your personal life or stories you heard from someone else
Discuss each article separately as if writing an abstract on each.
Deliverables and Due Date: Part 2 is due November 11 at the start of class. Also submit paper in the Turn It In program
(turnitin.com). Turn It In Codes are as follows.
Course ID: 2476777
Class: NRS 318
Password: chronic15
Ostomy Assignment
Ostomy reflection (20 points)
Write a short, 1 page at the most, reflection on your experience with living with an ostomy. Discuss comfort, clothing, and
participation in a variety of activities, to name a few, and identify what you will include when you develop a teaching plan with your
patients who will be living with an ostomy.
ATI Testing
All 2nd semester junior level students will take the Proctored Medical Surgical nursing ATI test. Students will earn 5% of the total
course points if they achieve a Level 2 or above on the ATI test. Students will receive 2.5% of course points if they achieve a Level 1
and 0 points if they achieve less than level 1 on the proctored ATI test. There will be no rounding of results in determining if the
student has achieved a level 2 score. First semester juniors will receive a comparable assessment that covers all course content to date.
Points earned will be based on test score. Students scoring a 90% or greater on the test will receive 5% of course points and students
receiving a 80%-89.99% will receive 2.5% of course points. Students earning less than an 80% will receive a 0.
ATI assignments and focused assessments are included in the course grade throughout the semester.
Course Evaluation: Approximate Point Distribution
Quizzes
Exams
100 points
200 points (50 pts each)
6
ATI focused exams
Final exam
90 points (3 tests, each worth 30 points)
125 points
515 points
Prof. Nurse assign
Ostomy Assignment
Evolve Case Studies
EBP assignment part 1
EBP assignment part 2
Total Course Points
50 points
20 points
140 points
40 points
60 points
310 points
825 points
Extra Credit Assignments
ATI or alternative test
20 points
5% course points L2 (41 points), 2.5% course points L1 (21 points)
Grades will be determined at the end of the semester according to the percent of total points accrued. Students MUST have a quiz
and exam average of 78% or better to pass the class.
If the quiz and exam grade is 78% all other assignment points are added to determine the final student grade. Based on above quiz
and exam point value you must have 401 points accumulated in your quiz/exam total to ahieve a 78%.
If the quiz/exam grade average is below 78% grade calculation stops and the student does not pass the class.
If the quiz/exam grade average meets or exceeds 78% assignment points will be added to your quiz/exam grade to determine your
final course grade.
There will be no rounding of exam/quiz grades. There will be no extra credit assignments to earn back points for your exam/quiz
grade total.
Grading Scale
A
AB
B
C
D
F
93% - 100%
88% - 92.99%
83% - 87.99%
78% - 82.99%
60% - 77.99%
59.99% and below
Outline of course content:
Unit one: Concepts in nursing practice: the role of the medical-surgical nurse.
Readings:
Chapters 3,5, & 10
Unit Objectives - The student will:
1.
2.
Describe strategies for successfully communicating with a person who speaks a language that the nurse does not understand
Identify strategies for incorporating cultural information in the nursing process when providing care for patients from
different cultural and ethnic groups.
3. Identify physiologic and psychologic aspects of culture and ethnicity to consider when providing nursing care
4. Identify ways that the nurse's own cultural background may influence nursing care when working with patients from different
cultural and ethnic groups.
5. Identify strategies to manage barriers to nurse-teacher effectiveness
6. Discuss the role of the family in patient teaching
7. Explain the basic steps in the teaching-learning process
8. Identify physical, psychologic, and sociocultural characteristics of the patient that affect the teaching-learning process.
9. State the variables that must be understood with respect to setting goals for discharge planning, including the role of the
family in patient teaching.
.
Unit Two:
Providing therapeutic interventions for patients with pathology of the nervous system
Readings:
Chapter 56
Nursing Assessment: Nervous System
Chapter 57
Nursing management: Acuter Intracranial Problems
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Chapter 58
Chapter 59
Chapter 60
Chapter 61
Nursing Management: Stroke
Nursing Management Chronic Neurological Problems
Nursing Management Alzheimer's Disease, and Dementia
Nursing Management Peripheral Nerve and Spinal Cord Problems
Review:
1. Review structure and function of the nervous system
2. Describe appropriate techniques used in the physical assessment of the neurological system
3. Identify risk factors for stroke
Unit Objectives:
1. Describe the purpose, significance of results, and nursing responsibilities related to diagnostic studies of the nervous system.
2. Identify the etiology, clinical manifestations and collaborative care of the patient with increased intracranial pressure.
3. Describe the different types of head injuries and nursing management of the patient with a head injury.
4. Describe the nursing management of the patient undergoing cranial surgery.
5. Describe the nursing management of patients with meningitis, encephalitis and brain abscesses.
6. Correlate the clinical manifestations of stroke with the underlying pathophysiology.
7. Describe the collaborative and nursing care for the patient post stroke including rehabilitation.
8. Compare and contrast the different types of headaches in terms of etiology, clinical manifestations, collaborative care, and
nursing management.
9. Describe the risk factors, clinical manifestations, collaborative care, and nursing management of patients with neurological
disorders. i.e. epilepsy, MS, Parkinson's and myasthenia gravis.
10. Describe the clinical management of patients with amyotrophic lateral sclerosis and Huntington’s chorea.
11. Describe the clinical management for patients with trigeminal neuralgia, Bell's palsy, Guillain-Barre syndrome, botulism,
tetanus and neurosyphilis.
12. Describe the classification of spinal cord injuries.
13. Define the clinical manifestations, collaborative care and nursing management of spinal cord shock.
14. Define the clinical manifestations of spinal cord injury with the level of disruption and rehabilitation potential.
15. Describe the nursing management of the major physical and psychological problems of the patient with a spinal cord injury.
Unit Three:
Providing therapeutic interventions for patients with musculoskeletal disorders
Readings:
Chapter 62
Nursing Assessment: Musculoskeletal system
Chapter 63
Nursing Management: Musculoskeletal Trauma and Orthopedic Surgery
Chapter 64
Nursing Management: Musculoskeletal Problems
Chapter 65
Nursing Management: Arthritis and Connective Tissue Diseases
Review:
1. Structure and Function of the musculoskeletal system including joints, muscles, cartilage, ligaments, tendons and bursae
2. Assessment of the Musculoskeletal System
3. Age related changes in the musculoskeletal systems
Unit Objectives:
1. Describe nursing responsibilities related to the diagnostic studies of the musculoskeletal system
2. Define the etiology, pathophysiology and clinical manifestations and collaborative care for soft tissue injuries including
strains, sprains, dislocations, subluxations, bursitis, repetitive strain injury, Carpal tunnel syndrome, rotator cuff injury,
meniscus injury and muscle spasms.
3. Describe the therapeutic interventions for fractures and bone healing
4. Understand the common complications associated with fractures and fracture healing
5. Describe the nursing and collaborative interventions for amputation, including phantom pain management
6. Describe the types of joint replacement surgery and the preoperative and postoperative care of patient with joint
replacements.
7. Identify the pathophysiology, clinical manifestations, collaborative and nursing management of osteomyelitis
8. Identify the pathophysiology, clinical manifestations, collaborative and nursing management of bone cancer
9. Differentiate between causes and characteristics of acute and chronic low back pain
10. Describe conservative and surgical therapy of herniated intervertebral disk
11. Describe the nursing management of the patient who has undergone spinal surgery
12. Describe the nursing and collaborative management of osteoporosis, osteomalacia and Paget’s disease
13. Understand the sequence leading to joint destruction in osteoarthritis and rheumatoid arthritis.
14. Describe the clinical manifestations, collaborative and nursing management of patients with osteoarthritis and rheumatoid
arthritis
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15. Describe the clinical manifestations, collaborative and nursing management of ankylosing spondylitis, psoriatic arthritis and
Reiter syndrome, septic arthritis, Lyme disease and gout.
16. Describe the pathophysiology, clinical manifestations, collaborative and nursing management of systemic lupus
erythematous, polymyositis, dermatomyositis and Sjogren syndrome
17. Describe the drug therapy and related nursing management associated with arthritis and connective tissue diseases.
18. Describe the pathophysiology, clinical manifestations, and collaborative and nursing management of myofacial pain
syndrome, fibromyalgia syndrome, and chronic fatigue syndrome.
Unit four: Fluids Electrolytes & Acid-Base Imbalance; Inflammation and would healing
Readings:
Chapter 17 & 13
Review:
1. The composition of the major body fluid compartments
2. Define the processes involved in the regulation of movement of water and electrolytes between the body fluid compartments.
3. Review the processes to maintain acid base balance
Unit Objectives
1. Describe the etiology, laboratory findings, clinical manifestations, and nursing and collaborative management of:
a. Extracellular fluid volume imbalances: fluid volume deficit and fluid volume excess
b. Hypernatremia and hyponatremia
c. Hyperkalemia and hypokalemia
d. Hypermagnesemia and hypomagnesemia
e. Hypercalcemia and hypocalcemia
f. Hyperphosphatemia and hypophosphatemia
2. Describe the etiology, laboratory findings, clinical manifestations, and nursing and collaborative management of:
a. Metabolic acidosis
b. Metabolic alkalosis
c. Respiratory acidosis
d. Respiratory alkalosis
3. Describe the inflammatory response
4. Differentiate among healing by primary, secondary, and tertiary intention
5. Describe complications of wound healing
6. Describe the drug therapy, nutrition therapy, an nursing management of inflammation
7. Describe the nursing management of wound healing
8. Describe a patient risk assessment for pressure ulcers and measures to prevent the development of pressure ulcers
9. Discuss nursing management of a patient with pressure ulcers
Unit five:
Providing therapeutic interventions for persons with sensory disorders (vision/hearing)
Readings:
Chapter 21
Nursing Assessment: Vision and Auditory Systems
Chapter 22
Nursing Management: Visual and Auditory Problems
Review:
1. The assessment of vision and hearing.
2. The structure and function of the eye and ear.
3. The hearing and visual changes associated with aging.
Unit Objectives:
1. Describe the nursing measures to promote the health of the eye and ears.
2. Identify the risk factors across the life span for vision, hearing and sleep disorders.
3. Describe the general preoperative and postoperative care of the patient undergoing surgery of the eye or ear.
4. Explain the pathophysiology, clinical manifestations and nursing and collaborative management of common visual problems
including glaucoma, cataracts, retinopathy, retinal detachment and corneal disorders
5. Explain the pathophysiology, clinical manifestations and collaborative and nursing management of common ear problems
including external otitis, otitis media, and inner ear dysfunction.
6. Describe the common causes and assistive measures for uncorrectable visual impairment and deafness
7. Describe the measures used to assist the patient in adapting psychologically to decreased vision and hearing
Providing therapeutic interventions for patients with integumentary disorders and burns
Readings:
Chapter 23
Nursing Assessment: Integumentary System
Chapter 24
Nursing Management: Integumentary Problems
Chapter 25
Nursing Management: Burns
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Review:
1. Structure and function of the integumentary system
2. Age related changes of the skin hair and nails
3. Subjective and Objective assessment data related to the integumentary system
4. Structural and assessment differences in dark skin color individuals
Unit Objectives
1. Describe the health promotion practices related to the integumentary system
2. Describe the etiology, clinical manifestations, nursing and collaborative management of acute and chronic integumentary
conditions
3. Describe the dermatologic manifestations of common systemic diseases.
4. Explain the indications and nursing management related to plastic surgery and skin grafts.
5. Define the causes and prevention of burn injuries
6. Describe the classification of burn injuries including partial and full thickness burns and parameters used to determine burn
severity
7. Describe the pathophysiology and clinical manifestations, complications and nursing and collaborative management for the
three phases of burns
8. Understand the fluid and electrolyte shifts during the emergent and acute burn phases and the interventions used.
9. Describe the interventions the nurse may use in the management of pain in the burn patient
10. Explain the physiologic and psychosocial aspects of burn rehabilitation and nursing interventions
Unit Six:
Provide therapeutic interventions for patients with altered immune responses and Human Immunodeficiency Virus .
Readings:
Chapter 14
Genetics and Altered Immune Responses
Review:
1. Humeral and cell-mediated immunity and effects on antigens
2. Types of immunoglobulins
3. Types of hypersensitivity reactions
4. Standard Precautions in caring for patients
Unit Objectives:
1. Describe the manifestations and emergency management of systemic anaphylactic reaction
2. Describe the etiology, clinical manifestations ad treatment of autoimmune diseases
3. Describe the categories and etiology of immunodeficiency disorders
4. Identify the types and side effects of immunosuppressive therapy
Unit Seven:
Providing therapeutic interventions for women & men with disorders of the reproductive system and breasts
Readings:
Chapter 51
Nursing Assessment: Reproductive System
Chapter 52
Nursing Management: Breast Disorders
Chapter 53
Nursing Management: Sexually Transmitted Diseases
Chapter 54
Nursing management Female Reproductive Problems
Chapter 55
Nursing Management Male Reproductive Problems
Review:
1. Structure and function of the reproductive system and major hormones
2. Age related changes in the reproductive system
3. Subjective and Objective assessment of the reproductive system and breast
4. Risk factors for breast cancer
5. Self breast examination
Unit Objectives:
1. Explain the physical and psychological preoperative and postoperative aspects of nursing management for the patient
undergoing a mastectomy
2. Explain the etiology, clinical manifestations, complications and diagnostic abnormalities of gonorrhea, syphilis, Chlamydia,
genital herpes, and genital warts
3. Explain the collaborative care and drug therapy for STD’s
4. Describe the nursing role in prevention, management and control of STD’s
5. Describe the etiology, clinical manifestations and collaborative and nursing management of menstrual problems and irregular
vaginal bleeding.
6. Discuss the changes associated with menopause and the collaborative and nursing management of menopausal symptoms.
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Describe the etiology, clinical manifestations and collaborative and nursing management of pelvic inflammatory disease,
endometriosis, and tumors of the female reproductive system
8. Define nursing interventions for changes in body image, including menopause responses.
9. Nursing interventions for the physical and psychological effects of GYN cancer and treatment
10. Identify the psychologic and emotional implications related to male reproductive problems
11. Discuss the nursing management of benign prostatic hyperplasia (BPH), prostate cancer, and problems related to male sexual
functioning
7.
Unit Eight:
Manage and provide therapeutic interventions for patients with cardiovascular disease.
Readings:
Chapter 32
Nursing Assessment Cardiovascular
Chapter 33
Nursing Management Hypertension
Chapter 34
Nursing Management CAD and ACS
Chapter 35
Nursing Management Heart Failure
Chapter 36
Nursing Management Dysrhythmias
Chapter 37
Nursing Management Inflammatory and Structural Heart Disorders
Chapter 38
Nursing Management Vascular Disorders
Review:
1. Describe anatomy and physiology of the cardiovascular system
2. Describe appropriate techniques used in the physical assessment of the cardiovascular system
3. Define blood pressure and the mechanisms involved in blood pressure regulation
Unit Objectives:
1. Describe the risk factors, clinical manifestations, collaborative care, and nursing management of patients with cardiovascular
disease
2. Describe the purpose, significance of results, and nursing responsibilities related to lab and diagnostic studies of the
cardiovascular system.
3. Identify the etiology, clinical manifestations and collaborative care of the patient with hypertension.
4. Describe the nursing management of the patient with hypertension
5. Correlate the clinical manifestations of CAD and ACS with the underlying pathophysiology.
6. Describe the collaborative and nursing care for the patient with CAD and ACS
7. Describe the collaborative and nursing care of patients with heart failure
8. Describe the collaborative and nursing care of patients with Dysrhythmias, inflammatory, and structural heart disorders.
9. Describe the clinical manifestations, collaborative care and nursing management of vascular disorders
Unit Nine:
Nursing care in specialized settings
Unit Objectives:
a. Select nursing interventions to manage common problems and needs of critically ill patients
b. Develop effective strategies to manage issues related to the families of critically ill patients
c. Discuss the principles of hemodynamic monitoring and nursing management of the patient receiving hemodynamic
monitoring
d. Describe types of artificial airways and nursing interventions to manage the care of an intubated patient
e. Describe the principles of mechanical ventilation and nursing management of a patient receiving mechanical ventilation
f. Describe the pathophysiology and clinical manifestations of the different types of shock.
g. Compare and contrast the effects of shock, systemic inflammatory response syndrome (SIRS), and multiple organ
dysfunction syndrome (MODS) on the major body systems
h. Describe the nursing manage of a patient experiencing MODS
Statement on Academic Integrity – The Carroll University Academic Integrity Policy is located in your student handbook. I
encourage you to familiarize yourself with it. If a student violates this policy in any way, I reserve the right to impose a sanction of
failure on the assignment/assessment or failure in the course. If you have questions about appropriate citations, please ask.
Accommodation for Disabilities – Students with documented disabilities who may need accommodations, or any student considering
obtaining documentation, should make an appointment with Ms. Martha Bledsoe, the Carroll University disabilities coordinator, no
later than the first week of class. Mrs. Bledsoe may be reached by calling 524-7335 or contacting her via e-mail –
mbledsoe@carrolu.edu.
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Modifications to the syllabus: The instructor and the College reserve the right to modify, amend, or change the syllabus (schedule,
course requirements, grading policy, etc.) as the curriculum and/or program require(s).
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Spring 2009 Nursing 315 Lecture Schedule and Readings:
Readings from Lewis et al. or Edelman & Mandel
Case Studies Evolve Apply online
Date
September 2
Topic
Course Introduction
Culturally Competent Care,
Patient & family teaching, Pain
September 9
Quiz 1
Care of Central Nervous System
Head Trauma / ICP /
Stroke/Alzheimer’s
September 16
Quiz 2
Spinal Cord Injury (SCI)
Care of Peripheral Nervous
Disorders
Chronic Neurological Problems
Ch 59 & 61
September 23
Exam 1 (50
points) 08000900
Lecture begins at 0915:
Care of Musculoskeletal –
Orthopedics/Arthritis
Review Ch 62
Read Ch 63, & 64
September 30
Quiz 3
Musculoskeletal
Sensory Problems
WIT paper due at 0800
Read Ch 65, and 22
October 7
Quiz 4
Inflammation and wound healing Read Ch 17
Integumentary Problems, & Burns Review CH 21&23
Read Ch 24, & 25
ATI Neurosensory Focused Test
due
Part 1 EBP assignment due
Attend Health Care Reform
presentation, details to follow.
October 14
Exam 2(50
points) 08000900
October 21
Genetics, altered immune
Readings
Cultural Competence:
Lewis et al -Ch 3 &
Edelman & Mandle – Ch 2
Teaching: Lewis et al –Ch 5
Edelman & Mandle Ch 10
Pain: Lewis et al – Ch -10
Review Ch 56
Read Ch 57, 58, & 60
Read Ch 14
Assignments
Cases: Head injury &
Cerebrovascular accident
Extra Credit: ATI chapters
78, 81, 83. Submit answers
to application exercise 2.5
points
Cases: Guillain Barre &
Myasthenia Gravis
Extra Credit: ATI chapters
86, 88, 89. Submit answers
to application exercise 2.5
points
Case: Parkinsons
Extra Credit: ATI chapters
98, 99, 100, 101. Submit
answers to application
exercise 2.5 points
Case: Osteoporosis &
Rheumatoid Arthritis with
joint arthroplasty
Extra Credit: ATI chapters
93, 94, 95, 96, 97. Submit
answers to application
exercise 3.5 points
Extra Credit: ATI chapters
111, 112, 113, 114, 115,
116. Submit answers to
application exercise 4
points
Health Care Reform
Assignment
ATI practice exam 1 due
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Quiz 5
responses, & transplantation
October 28
Quiz 6
Breast Disorders, STD’s, Female
& Male reproductive problems
Review Ch 51
Read Ch 52, 53, 54 & 55
Cases: Breast cancer &
BPH
November 4
Exam 3(50
points) 08000900
Lecture begins at 0915:
HTN
Review Ch 32
Read Ch 33
Case: Hypertension
Extra Credit: ATI chapters
20, 22, 23, 24. Submit
answers to application
exercise 2.5 points
ATI practice exam 1 due
November 11
Quiz 7
CAD, ACS, & Heart Failure
Read Ch 34, 35
2 Cases: Coronary Artery
Disease and Heart failure
Part 2 EBP assignment due
November 18
Quiz 8
Inflammatory & Structural heart
disorders, Vascular disorders
Read Ch 37 & 38
November 25
Exam 4(50
points) 08000900
Lecture begins at 0915:
Fluid, Electrolytes and Acid Base
Read Ch 17
December 2
Critical Care, Shock, SIRS, &
MODS
December 9
December 12
Review for Final Exam
Final Exam 8:00 AM
ATI Cardiovascular Focused
Test Due
Read Ch 66 & 67
Main 301
ATI practice exam 1
retake due
Cases: Deep Vein
Thrombosis and Peripheral
Vascular disease with
amputation
ATI practice exam 2 due
Submit Fluid. Electrolyte
and Acid Base Focused
assessment. Submit
transcript at beginning of
class December 2.
20 points in quiz grade.
Extra Credit: ATI chapters
10, 21, 35, 36 Submit
answers to application
exercise 2.5 points
ATI practice exam 2
retake due