NURS 3500: Syllabus
Winter – 2013
1
BACCALAUREATE DEGREE PROGRAM DAY SECTION
NURS3500
PROMOTION OF CLIENT HEALTH IN ACUTE CARE
Spring 2013
I.
COURSE NUMBER
NURS 3500 (CRN: 20741 & 20742)
II.
COURSE TITLE
Promotion of Client Health in Acute Care
III.
COURSE CREDITS
4 credits (Theory: 3 credits, Lab/Field Experiences: 1 credit)
IV.
PLACEMENT IN
CURRICULUM
Level II
Spring 2013
V.
CLASS TIME
See course calendar for dates and times
General Guide: Full Class: Monday, 0800-1200
Campus Lab: Monday, 1230-1430 or
1500-1700
Clinical: Wednesday, 0630-1530
(Tues prep 2 hours)
or
Clinical: Friday, 0630-1530
(Thurs prep 2 hours)
VI.
PLACE
VII.
COURSE FACULTY
Linda Blazovich (Course Co-coordinator) WH 313
Class: Whitby Hall 121
Lab: start in J111
651-690-6694
lmblazovich@stkate.edu
651-690-6584
kdudley@stkate.edu
Kathleen Dudley
WH 310
Melanie Smerillo (Lab)
WH J204
651-690-6869
mrsmerillo@stkate.edu
Scott Eddy
WH G6B
Anna Engelhart
WH 315
Nan Hoerr (Lab)
WH J206
Sr. Vicky Larson
WH 320
John Menez
WH 315
Krista Ollom-Klein
WH 319
Chris Purfeerst
WH 308
651-690-6944
sfeddy@stkate.edu
651-690-6967
aeengelhart@stkate.edu
651-690-6818
nehoerr@stkate.edu
651-690-6588
vjlarson@stkate.edu
651-690-8627
jgmenez@stkate.edu
612-987-1604
klollom@stkate.edu
651-690-6943
crpurfeerst@stkate.edu
NURS 3500: Syllabus
Winter – 2013
Val Steussy (Co-coordinator)
2
WH 322
651-690-6099
vrsteussy@stkate.edu
VIII. COURSE DESCRIPTION
This course provides learning opportunities that analyze and apply concepts and skills essential to
intervening with clients. The patterns of knowing in nursing are used as the theoretical framework for the
nursing process. Emphasis is placed on the development of cognitive, interactive, and psychomotor skills
in all the phases of the nursing process. You will assume the role of collaborator, client advocate, and
research consumer in addition to the role of caregiver and educator while interacting with adult clients in
acute care settings. Learning opportunities in lab facilitate your analysis and application of concepts and
skills essential to intervening with clients. The course has classroom, lab, and clinical components
involving synthesis of concepts and processes.
Prerequisites: NURS 3100, 3250, 3270
Co-requisites: NURS 3400
IX.
COURSE OBJECTIVES
Upon completion of the course and the assigned learning activities, students will be able to:
1. Apply the four patterns of knowing in nursing to support a holistic view of the client in acute care
settings. (Phenomena of Nursing (PHEN); Discipline Based Competence)
2. Use the processes of critical and creative thinking to develop and implement a plan for nursing
care to promote health and wellness. (Critical Thinking (CT); Ethics and Social Justice; Critical
and Creative Inquiry)
3. Engage in effective professional communication with faculty, peers, and healthcare team.
(Communication (COMM); Effective Communication in a Variety of Modes)
4. Demonstrate the ability to collaborate with other team members in the health care system to
achieve specific outcomes. (Systems (SYS); Diversity and Global Perspectives)
5. Enact independent and interdependent nursing roles including caregiver, care manager, educator,
counselor, advocate, and collaborator based on knowledge of personal strengths and limitations.
(Role (ROLE); Leadership and Collaboration; Ethics and Social Justice; Purposeful Life-Long
Learning)
6. Demonstrate competency, caring and therapeutic communication in the implementation of the
care plan for the client. (Therapeutic Interventions (TI); Discipline Based Competence)
X.
TEACHING-LEARNING ACTIVITIES
Students are referred to the SCU Nursing Student Handbook, “Teaching-Learning
Process: Respective Roles”.
Teaching-Learning strategies include use of the Thinking Nursing Careplan (TNC), Clinical Learning Tool,
preparation for client care, nursing care of client, post-clinical conferences, student/instructor conferences,
small group discussion and activities, lecture, required readings, assignments, audio-visual materials, lab
demonstrations and practice, simulations, performance examinations, and written exams.
Classroom
Application of theoretical knowledge is a goal of this course. You are expected to prepare to
actively participate in classroom, small groups and seminar activities by completing assigned
readings and written assignments in advance of specified classes. The learning activities provide
for integration of classroom and clinical learning.
Lab and Simulation Sessions
NURS 3500: Syllabus
Winter – 2013
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Students will meet in small groups in the nursing lab for Skills Lab which includes supervised
practice of selected psychomotor skills. In addition, students are expected to practice these skills
independently prior to performance testing. Students are assigned a two-hour lab on Monday
from 12:30 pm to 2:30 pm or from 3:00 pm to 5:00 pm. Students are expected to prepare by
viewing the assigned video/s and completing the reading assignment. Skills may be demonstrated
by faculty, and students will be practicing with faculty assistance. The content of the lab
experiences correlates with the theory presented in lecture.
In addition to skills performances, there is a series of short, open book skills quizzes that are
completed online. They are due throughout the course.
Near the end of the semester, students from both NURS3400 and NURS3500 will participate in a
simulation. Further information regarding this experience will be provided at a later date.
Clinical Seminars (Clinical Thinking Week)
All students will meet on campus on Feb 20 (Group 1) or on Apr 17 (Group 2). Friday clinical
students please note this is a Wednesday. Students will first participate in a simulation and
debriefing, and then with their clinical group and instructor complete an analysis of the
simulation client and develop a care plan. This is a clinical experience and all students are
required to attend.
Reflective Clinical Seminar
At the completion of the clinical rotation, each student will write a story about a clinical
experience. Students will meet and share this story with their clinical group and instructor.
Scheduling of reflective seminar will be arranged for each clinical group by the instructor.
Clinical Learning
Clinical Experiences: Students must satisfactorily complete all learning activities associated
with the following group of clients in this course:

Acute medical surgical clients 18 and older in one of these facilities: Abbott
Northwestern Hospital, Fairview Southdale Hospital, Hennepin County Medical
Center, North Memorial Medical Center, United Hospital and Woodwinds Health
Campus.
There are a total of six weeks of clinical experience. Five weeks occur in an acute care setting
during which students work with adult clients who are experiencing an acute/chronic illness.
Students will pick up their client assignment at the hospital the afternoon or evening before
clinical. One week is spent on campus in the classroom and nursing lab (Clinical Thinking
Week).
XI.
COURSE OUTLINE (SEE TOPICAL OUTLINE ATTACHED TO SYLLABUS)
XII.
GRADING POLICIES: EXAMS AND ASSIGNMENTS
A. Grading Scale:
The grading scale for NURS3500 is outlined below. Grades are determined as follows:
A 96 and over
(288-300)
A- 93-95
(279-287)
B+ 90-92
(270-278)
B 87-89
(261-269)
B- 84-86
C+ 81-83
(243-252)
C 78-80
(234-242)
C- 75-77
D+ 72-74
(216-224)
D 69-71
(207-223)
D- 65-68
NURS 3500: Syllabus
Winter – 2013
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(252-260)
(225-233)
(<207)
Students are awarded their course grade based on total points achieved not percentages.
Grading Policy:
You are referred to the Baccalaureate Degree Program Student Handbook, “Progression in the Nursing
Major.” Each nursing course/course components must be satisfactorily completed with a grade of C
(78%) for you to progress in the nursing major. **In order to satisfactorily complete this course, you
must:
1. Achieve a passing grade in the clinical portion of this course. This includes meeting the criteria
for “Safe Nursing Practice” as outlined in the SCU Nursing Student Handbook; and satisfactorily
meeting the educational outcomes of clinical performance.
2. Achieve a minimum grade of C (78%) in each of the lab practicums and lab/clinical
coursework assignments for this the course.
3. Achieve a minimum grade of C (78%) in the theory portion of the course. This includes
written exams, quizzes and assignments related to class.
4. Achieve 80% on Medication Calculation Test.
5. Achieve the benchmark or satisfactory remediation for the Kaplan Integrated Test,
Fundamentals of Nursing.
6. Complete all assignments required for the course.
**Students who meet the above criteria will not receive a grade lower than C
B. Exam Policies:
1. Course Exams
Three NCLEX-style exams will be given during the term and a final exam at the end of the
course. The expectation is the exams are taken at the assigned times.
Students for whom English is not their primary language are encouraged to talk with
the course coordinator and with Thelma Obah, Director of the O'Neill Center, to
determine if they are eligible to take course exams in the O'Neill Center.
EMERGENCIES: You are required to notify the course coordinator prior to the exam time
for any extraordinary emergent circumstances that will interfere with taking the exam at the
scheduled time. You must talk to the coordinator in person rather than leaving a message on
voice mail or email if it is necessary to miss an exam to discuss the plan for a make-up exam.
Documentation of the event or illness may be required. Make-up exams may take an
alternative form. Failure to comply with this policy will result in forfeiture of exam points.
Students with disabilities who are seeking accommodations should contact the O’Neill Center
for Academic Development (please refer to the College student policy in LeGuide: Services
for Students with Disabilities). All make-up examinations will be taken in the O’Neill
Learning Center. This must be scheduled by the student in coordination with the course
coordinator.
2. Medication Calculation Exam
Students who score less than 80% on this exam will have 2 more opportunities to retake the
exam to achieve an 80% score. A score of 80% is required to progress in the course to the
clinical component. NOTE: If you are having difficulty completing the medication
calculation worksheets and/or the Kaplan math skills tutorials you should plan to
follow-up with the O’Neill center to make arrangements for math tutoring in
preparation for the medication calculation exam.
3. Skills Testing
NURS 3500: Syllabus
Winter – 2013
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Students successfully complete the psychomotor skills performance tests by completing all
items correctly.
a. Satisfactory completion of the performance test = 5 points.
b. Missing one or more essential steps requires retesting following more practice
during a supervised practice lab.
c. Satisfactory completion on the second try = 3 points.
d. If, on the second try, a student misses one or more essential steps, the test must be
retaken again following consultation and further practice with lab faculty.
e. Satisfactory completion the third try= Pass/Fail; no points are given.
f.
The performance exams must be satisfactorily completed to pass the course. If
more than two re-takes are required for two separate skills, the student’s
performance will be reviewed by the course faculty group. This may result in
failure of the course.
4. Kaplan Integrated Testing
Kaplan Integrated Exams: The integrated exams are secured exams and must be completed
in a campus computer lab. If you meet the benchmark score on your initial attempt for the
exam, you will receive the assigned points as indicated below. If you do not meet the bench
mark score, you must remediate according to the guidelines below. No points will be
awarded for the remediation. Failure to remediate by the date outlined below will result in a
U for this component of the course.
In preparation for this test it is expected that students complete the Kaplan focused review
tests Fundamentals of Nursing 1 and 2. These are not secure tests and can be taken on any
computer at student convenience to prepare for the Fundamentals of Nursing Test. It is
required these tests be completed by Feb 18 (Group 1) or by Apr 15 (Group 2).
Exam
Date Number BENCHMARK POSSIBLE *Minimum REMEDIATION
of
of
score
POINTS
Remediation
Completed by
exam questions
TIME
Fundamentals 2/20 75
Raw score 49
10
75 min
11:59pm 3/15
of Nursing
or
Raw Percent
or
4/17
65.3%
11:59pm 5/17
*Includes reviewing both correct and incorrect items.
NURS 3500: Syllabus
Winter – 2013
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Course Exam/Assignment Schedule
Assignments by Major Course Components
Points
Learning Outcome
Classroom/Exams – 135points (78% for progression)
Course Exams
Obj. 2
 Exam 1: 35 points
35

Exam 2: 35 points
35

Exam 3: 35 points
35

Final Exam: 30 points
30
Med Calc Exam: passing score of 80%
S/U
required to progress in course
Lab – Field Experience Coursework/Testing – 155 points (78% for progression)
TNC and Clinical Learning Tool
Obj. 1, 2,
25
 Group Prep
25
 Clinical 1 (TNC – Functional Health Patterns,
Concept Map and Explanation, and Nursing
Diagnostic Statements)
25
 Clinical 2 (TNC – Intervention Plan for Physiologic
and Psychosocial and Self Evaluation/Self
Reflection Across Patterns of Knowing)
5
 Clinical 3 (Clinical Learning Tool)
10
 Clinical 4 (Clinical Learning Tool)
10
 Clinical 5 (Clinical Learning Tool)
25
 Full TNC with Simulation day 1 & 2 (week 5 & 6)

Online Skills Exams
Obj. 2
16
Self evaluations
Obj. 5, 6
2
 Administering a controlled substance
2
 Colostomy care
Peer evaluations
Obj. 3, 4, 5, 6
Pass/fail
 Wound care
Pass/fail
 NG tube insertion and removal
Skills Check-off
Obj. 5, 6
5
 IV med administration
5
 Foley catheter insertion
Clinical Experience (“S” required for progression)
Meet or exceed standards for competency as stated on the
Obj. 3, 4, 5, 6
Clinical Evaluation Tool
S/U
Kaplan Integrated Exam –10 points
Kaplan Integrated Exam: Fundamentals of Nursing
Obj. 2
Meet Benchmark
10
Total Course Points Possible
300
NURS 3500: Syllabus
Winter – 2013
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XIII. COURSE POLICIES
Students are responsible for all learning activities of the course and are held accountable for all
content presented.
A. Academic Integrity:
You are referred to the “Academic Integrity Policy” in the St. Catherine University
Undergraduate Academic Catalog: 2009-2011.
B. Accommodations:
Saint Catherine University is committed to equal access for all and recognizes that
disability is an aspect of diversity. The University’s goal is to create learning
environments that are usable, equitable, inclusive and welcoming. If there are aspects of
the instruction or design of this course that result in barriers to the learning environment,
accurate assessment or your achievement, please contact the Resources for Disabilities
office as soon as possible. Access Consultants can be reached in the O’Neill Center at
651-690-6563 to discuss academic adjustments or accommodations.
Please refer to the College student policy in LeGuide: Services for Students with
Disabilities.
C. Professional Accountability
Admission to the nursing major constitutes the first step toward professional practice, and
therefore you are accountable for your behavior in class, lab and clinical.
Behavioral expectations: No smart phone, cell phone, I-touch, I-pod use and/or
texting will be allowed in clinical, class, or seminar. You may use a laptop,
electronic notebook or i-pads for note taking only. Use of any electronic devices
outside of authorized class activities (e.g. Facebook, email, gaming, etc.) will
result in loss of use during class/lab/clinical time for remainder of course.
Children & Pets: Children and pets are not allowed in the classroom or
lab/simulation/skills testing sessions.
D. Attendance:
St. Catherine University defines attendance as participating in the faculty and student
interaction required by the course. The manner of participation used for attendance is
defined by the format of the course. For online courses, attendance means following the
communication requirements and due dates on the syllabus. For in-class learning,
attendance means that (1) you are expected to arrive at class on time and stay for the
duration of the class; and (2) you, whether present or not, are responsible for in-class
content. Failure to attend, for any reason, may be taken into account in the evaluation of
the student's work.
It is required that registered students attend the first day of class, or first week for
online/individualized study/off campus courses that do not meet on a specific day.
Regular class attendance (for in-class), or online communication (for online learning) is
expected of you.
If you do not attend the first day/first week of class you will be withdrawn from the
course by the Registrar’s Office. Faculty who elect to take attendance have the option to
NURS 3500: Syllabus
Winter – 2013
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request course withdrawal for you if you do not attend the class for 14 consecutive
calendar days. Under all other circumstances, you must initiate withdrawal from a
course. Even if you do not attend class meetings or do not log into the online course, you
remain financially responsible for paying tuition for the course, up to the date of formal
withdrawal. The academic calendars on the University's website contain the add, drop,
and withdrawal deadlines.
You are referred to the SCU Department of Nursing Student Handbook, “Policy on
Attendance”. The most significant learning activity is the attendance at, and the active
participation in all class sessions. Being accountable for the knowledge presented in class
is an important aspect of professional nursing practice. Therefore, attendance will be
taken at all classes. If a student will be late or absent for theory class the student
must notify the course coordinator (class) by phone or voice mail prior to 8:00 am
providing the reason for absence or lateness. Excessive absences will be handled on
an individual basis. Individual clinical instructors must be notified of absences from
clinical.
If you do miss class/seminar you will be responsible for obtaining any handouts
distributed in class or seminar and to obtain information about announcements made in
class or seminar.
There is no provision for making up clinical at the hospital. Therefore, absences and
tardiness are unacceptable. If an illness necessitates an absence, students must contact
their clinical instructor before the clinical experience. Failure to do so may result in the
student not being allowed to continue in NURS3500. Documentation of illness may be required.
Since St. Catherine University is committed to the healthy well-being of our community,
we support The Centers for Disease Control and Prevention’s recommendations related
to communicable diseases that could be transferred during class activities. In the event
that you are unable to attend classes due to self-isolation (i.e. Anyone with flu-like
symptoms, including fever (above 100°F), cough, sore throat, stuffy nose and in some
cases diarrhea and vomiting should isolate themselves at home or in your residence hall
room until 24 hours after fever has abated without the use of medication and you are no
longer infectious) – please contact the course coordinator or your clinical faculty to
discuss alternative arrangements.
E. General Policies Related to Skills Lab Experience:
Attendance will be taken at all lab sessions. If a student will be late or absent for lab, the student
must notify the lab faculty or course coordinator by phone or voice mail prior to 8:00 am
providing the reason for absence or lateness. If you miss your scheduled lab, you will be
required to make-up the lab. Missed labs must be completed within 7 calendar days of the
initial absence.
In order to be eligible for skills testing, it is required that students attend assigned Skills Lab
sessions. Students who miss scheduled skills testing time without prior notification of lab
faculty will automatically lose all points associated with that skill. The test will instead be
administered pass/fail and students must pass to satisfy course requirements.
F. Course Assignment Policies:
NURS 3500: Syllabus
Winter – 2013
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PLEASE NOTE: Both clinical performance and written work will be evaluated. All assignments,
clinical, and labs experiences for the course must be completed. Late assignments will receive an
automatic deduction of 10% of the total points PER DAY. In-class assignments or quizzes
cannot be made up. Extenuating circumstances will be considered on a case by case basis.
G. Committees:
Student representatives are invited to attend department (Committee on Students, and Committee
on Curriculum) and special college committees.
H. Communication:
Keeping informed of course activities is the student’s responsibility. D2L and St. Kate’s email are
the main sources of information and students are expected to check them daily.
Students are responsible for communicating consistently and immediately with clinical faculty
regarding the any safety issues during the clinical experience. Any clinical situation that affects
client or student safety must be reported to the clinical instructor immediately regardless of the
day or time.
I. Evaluation:
Evaluation is an essential component of this course. Informal and formal evaluations will be
conducted during the course and evaluative data will be used by faculty to improve the course and
ensure that learning is being facilitated through teaching-learning activities and course
assignments. Online course and faculty evaluations are completed at the end of this course.
Information about how to complete these online evaluations will be sent by the Department of
Nursing staff, usually during the final week of the term or before the final class session.
Please note. Final course evaluations are confidential, only the Department of Nursing staff have
access to individual responses; only aggregated data are reported to faculty.
J. Inclusivity:1
Nurses are called to promote human dignity. In order to be aware of the ever changing
environment in nursing and health care, an open dialogue must be able to occur in a nonthreatening environment in which students and faculty can engage in discussions that are taking
place, challenge comments that are made, and evaluate aspects of the structural environment that
support injustice. Bringing attention to expressions of cultural bias is a way to model against
stereotyping. At any time, a moment of consideration can be called. This can and should be called
by anyone, student or faculty, in order to facilitate needed conversation around sensitive issues.
These moments are times for all of us to learn how to become more sensitive in our language and
actions. Such dialogues may pertain to stereotypes related to “race,” sex, religion, gender identity,
sexual preference, weight, economic status, and anything that can impact the dignity of persons,
including equitable treatment of patients and students. These moments of consideration should be
freely addressed in the classroom and are an essential aspect of learning in this course.
K. Uniforms/Equipment:
Student's will wear SCU baccalaureate program uniform top, SCU patch, white pants, white
shoes and name pin to all clinical experiences including the clinical preparation time on the unit
the evening before clinical, and when participating in simulations on campus.
XIV. PROFESSIONAL STANDARDS, ABILITIES, AND COLLEGE REQUIREMENTS
1
This statement is based on a statement written by NURS 6790 student, Maria Kludt (Spring 2009).
NURS 3500: Syllabus
Winter – 2013
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PROFESSIONAL STANDARDS
Faculty members in the Department of Nursing are committed to using professional nursing
standards in the development, implementation, and evaluation of curricula. Professional
standards are used by nursing faculty to promote and evaluate student learning. In the
Baccalaureate Degree Program, these professional standards include:






Code of Ethics for Nurses with Interpretive Statements (ANA, 2001)
Nursing Rules (Minnesota Board of Nursing, 2003)
Nursing Laws (Minnesota Board of Nursing, 2011)
Nursing: Scope and Standards of Practice (ANA, 2010)
Nursing’s Social Policy Statement: The Essence of the Profession (ANA, 2010)
The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN,
2008)
Other standards may be included as deemed necessary by course coordinator/faculty. These may
include:





Minnesota Board of Nursing Abilities (Chapter 6301, MBN, 2003)
Hospice and Palliative Nursing: Scope and Standards of Practice, (ANA, 2007)
Home Health Nursing: Scope and Standards of Practice (ANA, 2008)
Public Health Nursing: Scope and Standards of Practice (ANA, 2007)
Psychiatric-Mental Health Nursing: Scope and Standards of Practice (ANA,2007)
NLNAC Accreditation Standards and Criteria: Bachelor’s Degree Programs (NLNAC,
2008)
List of professional standards which are included in curriculum map of student handbook:
 Centers for Medicare and Medicaid Services Requirements
(cms.gov/home/regsguidance.asp)
 Essentials of Baccalaureate Nursing for Entry-Level Community/Public Health Nursing
(ACHNE, 2010)
 Joint Commission Standards and National Patient Safety Goals (The Joint Commission)
 National Database of Nursing Quality Indicators (nursingquality.org/)
 National Quality Forum Endorsed Measures and Standards
(qualityforum.org/Home.aspx)
NCLEX-RN Test Plan (NCSBN, 2010)
Nursing Rules (Minnesota Board of Nursing, 2003)
Nursing: Scope and Standards of Practice (ANA, 2010)
Quality and Safety Education for Nurses (QSEN) (Cronenwett et al., 2007)
Recommended Baccalaureate Competencies and Curricular Guidelines for the Nursing
Care of Older Adults (AACN, 2010)
 The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN,
2008)





Writing and Technology Requirements:
This course integrates the University’s requirements on Information/Technology and Writing.
NURS 3500: Syllabus
Winter – 2013
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A. Information Technology Plan
The following learning activities, included in the course, are identified as part of the Nursing
Department’s plan for implementing the college’s Information and Technology Plan: Tools
Use and Information Use.
1. Students are required to access library computer resources, databases, and the Worldwide
Web to find and integrate pertinent information in the identification of a nursing research
article (from a peer-reviewed journal) that is applied to a current clinical experience. Use of
these same resources is incorporated into classroom and lab activities. All written
assignments will be word-processed. Students participate in classroom discussions regarding
data sources and how to effectively use data to analyze the health of individuals.
2. TNCs are submitted by students to their clinical instructors via D2L, the Course Management
System (CMS). Instructors return TNCs with feedback via the CMS. The CMS is used to
exchange information in the course, including schedules, outlines, skills checklists,
assignments, etc. Students are responsible to access the CMS and their SCU email daily and
print documents they need for class or lab.
3. Electronic health records are used by students in clinical to access information about clients
and to document assessment and intervention data.
B. Writing Plan
The following learning activities, included in the course, are identified as part of the Nursing
Department’s plan for implementing the college’s Writing Plan.
1.
2.
CLASSROOM/LAB/SIMULATION
Students’ theoretical knowledge development will focus on the continued building of
pathophysiology foundation with a focus on nursing interventions surrounding disease
processes.
Students will develop and apply the nursing process of assessment, analysis, diagnosis and
nursing interventions through the use of standardized patients to complete the TNC.
a. Obtaining and organizing assessment data is focused on:
i. Data collection across all patterns
b. Concept Map Development
i. Prioritization of data across all patterns
c. Explanation of the Concept Map
i. Completion of key explanations addressing each pattern.
d. Creating Diagnostic Statements
i. Priority diagnostic statement – one each for physiologic pattern and
psychosocial pattern
e. Intervention Plan
f. Grading of TNC through use of TNC rubric and course group KEY for standardized
patient.
CLINICAL
Clinical Application
a. Group prep will focus on identification of patients that have oxygenation, neurological,
and hypo/hypervolemic medical diagnosis.
b. Clinical learning is demonstrated on clinical patients with the use of the TNC and the
Clinical Learning Tool:
i. Clinical 1: TNC – Functional Health Patterns, Concept Map and Explanation,
and Nursing Diagnostic Statements
NURS 3500: Syllabus
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ii. Clinical 2: TNC – Intervention Plan and Self Evaluation/Self Reflection
Across Patterns of Knowing
iii. Clinical 3-5: Completion of Clinical Learning Tool
c. Grading of the TNC and Clinical Learning Tool through use of the TNC Rubric and
Clinical Tool evaluation.
In addition, during one week of the acute care clinical experience, each student will
incorporate the findings of a research article from a peer-reviewed nursing journal into
the TNC or Clinical Learning Tool. When this will occur will be determined by each
clinical instructor. A copy of the research article used should be sent with that week’s
TNC. If there is no electronic copy of the article, a hard copy should be given to the
clinical instructor.
Report Writing - Legal Documentation
Clinical orientation to agency documentation methods is provided, as well as the
opportunity to practice documentation in the clinical setting. Evaluation criteria include:
documentation is responsible, accountable, and ethical.
XV.
TEXTBOOKS AND COURSE MATERIALS
Required Textbooks:
Touhy, T. A., & Jett, K. F. (2010). Ebersole and Hess' Gerontological nursing & healthy aging
(3rd ed.). St. Louis, MO: Mosby Elsevier.
Young, C., & Koopsen, C. (2011). Spirituality, health, and healing: An integrative approach (2nd
ed.). Sudbury, MA: Jones and Bartlett Publishers.
Lab supply bag available in bookstore.
In addition, all required texts from previous or concurrent courses are required. See list
below. They may have pages assigned for class and are expected to be used as references on TNCs.
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author. (recommended)
American Nurses Association. (2001). Code of ethics for nurses with interpretive statements.
Washington, DC: Author. (Also available at
http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforN
urses/Code-of-Ethics.aspx )
American Nurses Association. (2010). Social policy statement: The essence of the profession.
Silver Spring, MD: Author.
American Nurses Association. (2010). Nursing: Scope and standards of practice (2nd ed.). Silver
Spring, MD: Author.
Braun, C. A., & Anderson, C. M. (2011). Pathophysiology: A clinical approach (2nd ed.).
Philadelphia, PA: Wolters Kluwer Health Lippincott Williams & Wilkins.
Braun, C. A., & Anderson, C. M. (2011). Study guide to accompany pathophysiology: A clinical
approach (2nd ed.). Philadelphia, PA: Wolters Kluwer Health Lippincott Williams &
Wilkins.
Carpenito-Moyet, L. J. (2013). Handbook of nursing diagnosis (14th ed.). Philadelphia, PA:
Wolters Kluwer Health Lippincott, Williams & Wilkins.
NURS 3500: Syllabus
Winter – 2013
13
Castillo, S. (2010). Strategies, techniques, and approaches to thinking: Critical thinking cases in
nursing (4th ed.). St. Louis, MO: Saunders Elsevier.
Hacker, D., & Sommers, N. (2010). The Bedford handbook (8th ed.). Boston, MA: Bedford/St
Martin’s.
Lehne, R. A. (2013). Pharmacology for nursing care (8th ed.). Philadelphia, PA: Saunders
Elsevier.
Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., Bucher, L., & Camera, I. M. (2011). Medicalsurgical nursing: Assessment and management of clinical problems (8th ed). St. Louis,
MO: Elsevier Mosby.
Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., Bucher, L., & Camera, I. M. (2011). Study
guide for medical surgical nursing: Assessment and management of clinical problems
(8th ed). St. Louis, MO: Elsevier Mosby.
Morris, D. G. (2010). Calculate with confidence (5th ed.). St. Louis, MO: Mosby Elsevier. (
Mosby. (2009). Mosby’s medical, nursing, and allied health dictionary (6th ed.). St. Louis, MO:
Author.
Vallerand, A. H., Sanoski, C. A., & Deglin, J. H. (2013). Davis’s drug guide for nurses (13th
ed.). Philadelphia, PA: F. A. Davis Company.
Wilkinson, J. M., & Treas, L. S. (2011). Fundamentals of nursing: Theory, concepts &
applications (Vol. 1) (2nd ed.). Philadelphia, PA: F.A. Davis Co.
Wilkinson, J. M., & Treas, L. S. (2011). Fundamentals of nursing: Thinking & doing (Vol. 2)
(2nd ed.). Philadelphia, PA: F.A. Davis Co.
Wilkinson J.M., & Treas, L. S. (2011). Skills videos to accompany Wilkinson & Treas
fundamentals of nursing (2nd ed.). Philadelphia, PA: F. A. Davis Company.
XVI. LEARNING RESOURCES
Students are encouraged to use the lab practice rooms to gain psychomotor skill proficiency. There
will also be opportunities to use the nursing computer lab simulations to develop student’s critical
thinking skills. Throughout the semester web-based learning opportunities are posted on the
NURS3500 D2L site as concurrent learning resources.
E-mail and the Course Management System will be used for communication among faculty and class
participants and for distribution of class materials.
Please contact Linda Blazovich if you have any questions about the course syllabus.
The following pages contain a topical outline to assist you in organizing your studies and managing
your time. Additionally there is a course calendar posted on D2L that provides the schedule for course,
laboratory, and clinical dates throughout the term. Please utilize these resources which are intended to
help guide you in planning your activities related to the course.
We welcome you to Nurs3500 and look forward to working with each of you!
NURS 3500: Syllabus
Winter – 2013
14
NURS3500 Topic Outline
Week I
Session 1
Monday, February 4th
Session 2
Wednesday, April 3rd
Topics
Required Reading
Intro to Course, TNC Level 2, Med Calc Review,
Administration of Parenteral Medications
Preparation for the Math Calculation Class:
Kaplan Online Dosage Calculation Workshop
- Log in at kaplanlwwtesting.kaplan.com/s_login.aspx
- Click on Dosage Calculation Workshop
- Click on boxes at the bottom of the screen to choose
lessons
- Part 1 Review Basic Math
- Then view either Part 2 Dimensional Analysis OR Part 3
Ratio Proportion
Morris, D. G. (2010). Calculate with confidence
- Review either Chapter 14 on Ratio Proportion Method or
Chapter 16 on Dimensional Analysis, depending on your
preferred method
- Chapter 17, Oral Medications
- Chapter 18, Parenteral Medications
- Chapter 19, Reconstitution of Solutions, p. 366-382
- Chapter 20, Insulin
- Chapter 25, Dosage Calculation Based on Weight, pp.
538-557
Preparation for Class:
Vallerand, A. H., Sanoski, C. A., & Deglin, J. H. (2013).
Davis’s drug guide for nurses (13th ed.).
- p. 12-15 (Medication Errors: Improving Practices and
Patient Safety),
- p. 18-20 (Detecting and Managing Adverse Drug
Reactions),
- p. 23-25 (Special Dosing Considerations)
- p. 26-27 (Educating Patients about Safe Medication Use).
Morris, D. G. (2010). Calculate with confidence
- Chapter 18, Parenteral Medications
- Chapter 19, Reconstitution of Solutions, p. 366-382
Touhy, T. A., & Jett, K. F. (2010). Ebersole and Hess'
gerontological nursing & healthy aging
- Review Chapter 14
Wilkinson, J. M., & Treas, L. S. (2011). Fundamentals of
nursing
- Volume 1: p. 528-540;
- Volume 2: p. 471-496; 512-521
NURS 3500: Syllabus
Winter – 2013
Required Viewing
Lab Activities
Independent Activities
15
Recommended:
Davis’s Drug Guide CD: Tutorial on Preventing Medication
Errors. Complete the practice test.
Wilkinson J.M., & Treas, L. S. (2011). Skills videos to
accompany Wilkinson & Treas, Fundamentals of
nursing
o Drawing Medications: Ampules
o Drawing Medications: Mixing From Two Vials
o Filter Needle
o Intradermal Injections: Locating Sites and
Administering
o Intramuscular Injections: Locating Sites
o Intramuscular Injections: Traditional
o Intramuscular Injections: Z-Track
o Recapping Contaminated Needles
o Subcutaneous Injections: Locating Sites
o Subcutaneous Injections: Administering
 Withdraw medication from a vial and ampule
 Change a filtered needle
 Mix insulins
 Reconstitute a medication and draw up correct dose
 Locate anatomical sites for injection
 Administer an injection
 Practice in lab to prepare for peer injection Wed., Feb 6th
/Fri., April 5th
 Practice dosage calculation problems to prepare for
Medication Calculation Test Wed., Feb 6th /Fri., April 5th
NURS 3500: Syllabus
Winter – 2013
Week 1
Session 1
Session 2
Wednesday, February 6th
Friday, April 5th
Topics
Required Reading
Required Viewing
Lab Activities
Independent Lab
Activities
Clinical orientation
Week II
Session 1
Session 2
16
Peer Injection, Med Calc Test, TNC Development, IV
Administration,
Morris, D. G. (2010). Calculate with confidence
- Chapter 21, Intravenous Solutions and Equipment
- Chapter 22, Intravenous Calculations, p. 453-490
Wilkinson, J. M., & Treas, L. S. (2011). Fundamentals of
nursing
Vol. 1:
- p. 932-934
- p. 937-943
- p. 740-742
Vol. 2:
- p. 496-498
- p. 904-905
- p. 909-912
- p. 926-927
- p. 702-705
Wilkinson J.M., & Treas, L. S. (2011). Skills videos to
accompany Wilkinson & Treas fundamentals of nursing
o Infusion Pump
o Peripheral IV: Initiating and Regulating
 Prepare injections for ID, SQ, and IM sites
 Self-inject SQ; administer ID /IM to partner
 Prepare IV solution for administration
o Spike bag and flush tubing
o Calculate drip rate
o Change gown of patient with running IV
 Practice dosage calculation, injections, IV administration


Session 2 – Friday, February 8th
Session 2 – Monday, April 8th
Monday, February 11th
Monday, April 15th
Topics
Required Reading
Complex IVs: TPN, Lipids, Blood; IV meds
Castillo, S. (2010). p. 123-124, 167-168.
Read and fill out the pages assigned and bring to class.
Lewis et al. (2011). Medical-surgical nursing: Assessment
NURS 3500: Syllabus
Winter – 2013
17
and management of clinical problems (8th ed).
Vol. 1:
- p. 935-940 (Parenteral Nutrition),
- p. 643-645 (Blood Components),
- p. 655-656 (Blood Typing),
- p. 705-712 (Blood Transfusions).
Morris, D. G. (2010). Calculate with confidence
- Chapter 22, Intravenous Calculations, p. 491-495
Mitsiou-Tzortzi, M. and Koutelekos, I. (2008). Finding the
evidence for keeping the patency in peripheral
intermittent intravenous devices. Health Science
Journal 2(3), 121-128.
Required Viewing
Lab Activities
Wilkinson, J. M., & Treas, L. S. (2011). Fundamentals of
nursing:
Vol. 1:
- p. 540-543 (IV Meds)
- p. 642-644 (Parenteral Nutrition)
- p. 943-949 (Blood Transfusion)
- Review: p. 932-934 (CVAD)
Vol. 2:
- p. 496-511 (IV Med Administration)
- p. 575-581; 588-589 (Parenteral Nutrition)
- p. 928-932 (Blood Transfusion)
- Review: p. 939-940 (CVAD)
Wilkinson J.M., & Treas, L. S. (2011). Skills videos to
accompany Wilkinson & Treas fundamentals of nursing
o Administration Sets: Piggyback
o Central Venous Access Device: Administering Meds
o IV Push through an IV Lock
o IV Push through a Primary Line
o Peripheral IV: Discontinuing
o Peripheral IV: Dressing Change
o Blood Transfusion
Skills Lab:
o IV Med Administration (IVPB, IV push)

Independent Lab
Activities



Week III
Group 1
Group 2
Monday, February 18th
Monday, April 22nd
Sign up for IV med Skills check-off today via Sign-up
genius
Online tests due Feb 19th/April 23rd:
o Implement Treatment r/t GI Function
o Promote Nutrition and Fluid Balance
Prep for Sim Wednesday Feb 20/ April 17
Prep for Kaplan Wednesday Feb 20/ April 17
NURS 3500: Syllabus
Winter – 2013
18
Exam #1
Parenteral and IV Therapy, Complex IV Therapy,
Administration of IV meds
Topics
Pre, Intra and Post Operative Nursing Care
Castillo, S. (2010). Strategies, techniques, & approaches to
thinking
Complete these pages:
- p. 61-64 (Caring for the Surgical Patient),
- p. 65-68 (Wound Assessment),
- p. 69-70 (Wound Dressings),
- p. 107-110 (The Patient Undergoing Surgery).
Required Reading
Required Viewing
Lab Activities
Independent Lab
Activities
Lewis et al. (2011). Medical-surgical nursing: Assessment
and management of clinical problems (8th ed).
- Vol. 1: Chapters. 18, 19, & 20.
Read and Bring to Class:
Wilkinson, J. M., & Treas, L. S. (2011). Fundamentals of
nursing
- Vol. 1: Chapter 37 & p. 834-840
- Vol. 2: Chapters 34 & 37
Wilkinson J.M., & Treas, L. S. (2011). Skills videos to
accompany Wilkinson & Treas fundamentals of nursing
o Anti-embolism Stockings
o Sequential Compression Device
o Teaching: Coughing and Deep Breathing
o Teaching: Leg Exercises
o Teaching: Moving in Bed
o Gastrointestinal Suction
o Nasogastric Tubes: Inserting and Checking
Placement
o Nasogastric Tubes: Removing
o Tube Feeding
o Dressings: Wet-to-Damp
Skills Lab:
o Wound care, wet-to-damp drsg change
o Drains
o Gastric Tubes; feeding, med administration; NG
tubes and suctioning
 Kaplan focused review tests Fundamentals of Nursing 1
& 2 due Feb 18th /April 15th
 Controlled Substance Self-Assessment due March 4th/
Apr 29th
 Peer-Eval checklists due Feb 25th/April 29th
o Wound Care
o NG Tube Insertion and Removal
Session 1
Wednesday, February 20th
Session 2
Wednesday, April 17th
NURS 3500: Syllabus
Winter – 2013
ALL NURS3500
STUDENTS
on campus
Feb. 20/Apr 17
Topics
Independent Lab
Activities
19
Clinical Thinking Simulation/Seminar
o Prep will be posted on D2L
Kaplan Integrative Exam
o Schedule for Simulation and Exam times will be
posted on D2L
 Online Tests due March 4th/May 6th
o Provide for Pain Relief
o Promote Circulatory Function
NURS 3500: Syllabus
Winter – 2013
20
Week IV
Session 1 Monday, February 25th
Session 2 Monday, April 29th
Topics
Respiratory Care
Lewis et al. (2011). Medical-surgical nursing: Assessment
and management of clinical problems (8th ed).
Vol. 1:
- p. 528-535 (Tracheostomy)
- p. 569-571 (Closed Chest Drainage)
Required Reading
Required Viewing
Lab Activities
Independent Lab
Activities
Wilkinson J.M., & Treas, L. S. (2011). Fundamentals of
nursing
Vol. 1:
- Chapter 35 p. 867-899
Vol. 2:
Chapter 35
Bring to class:
Castillo, S. (2010). Strategies, techniques, & approaches to
thinking
Wilkinson J.M., & Treas, L. S. (2011). Skills videos to
accompany Wilkinson & Treas fundamentals of nursing
o O2 Administration: Cannula
o O2 Administration: Face Mask
o O2 Administration: Face Tent
o Chest Tube Care
o Pulse Oximetry
o Suctioning: Nasopharyngeal, Inline Open System
o Suctioning: Orotracheal, Inline Closed System
o Suctioning: Tracheostomy. Portable Open system
o Tracheostomy Care (Passy Muir Valve): Disposable
o Inner Cannula Change, Dressing Change, Stabilizer
Change
Skills Lab:
Tracheostomy care
o Trach suctioning
o Cleaning and site care
o Dressing change
 Practice trach cares
NURS 3500: Syllabus
Winter – 2013
21
Week V
Session 1 Monday, March 4th
Session 2 Monday, May 6th
Exam #2
Pre, Intra & Post-op Nursing, Respiratory Nursing Care
Topic
Simulation Case Study and TNC (Class)
Urinary Catheter, central line, and colostomy cares (Lab)
Required Readings and
Activities
Required Viewing
Lab Activities
(Class)
Simulation Day 1 (Class prep)
Complete Background and Preparation (Interpreted
pathophysiology, collaborative problem and standard
of care, and medications) of TNC for case study
Prioritization, Time Management, Case Management
Wilkinson, J. (2011). Fundamentals of nursing: Theories,
concepts, and applications
Vol. 1:
- Chapter 2 (Critical Thinking and the Nursing Process)
- P. 115 (Reflecting Critically About Nursing Orders)
- P. 997-1000 (Time Management)
- Chapter 39 (Nursing Informatics)
- online (Roles of health care providers)
Lewis et al. (2011). Medical-surgical nursing: Assessment
and management of clinical problems (8th ed.).
Vol 1:
- P. 82 (Case Management)
(Lab)
Wilkinson, J. (2011). Fundamentals of nursing: Theories,
concepts, and applications
Vol. 1:
- P, 662-668 (Managing Urinary Retention)
- P. 934-936 (Central Venous Access Devices)
- P. 684-686 (Bowel diversions)
Vol. 2:
- Chapter 27 (Urinary elimination)
- P. 921-922; 939-940; (Central Line care)
- P. 663-670 (colostomy)
Wilkinson J.M., & Treas, L. S. (2011). Skills videos to
accompany Wilkinson & Treas fundamentals of nursing
o Catheterization: Female Indwelling, Inserting
o Catheterization: Female Indwelling, Removing
o Catheterization: Male, Straight
o Colostomy Appliance, changing
o Colostomy Appliance, Emptying
o Central Venous Access Device: Dressing Change
Skills Lab:
o Urinary catheter insertion
NURS 3500: Syllabus
Winter – 2013
22
o
o

Independent Lab and
Class Activities




Week VI
Session 1
Session 2
Central line care and dressing change
Colostomy care
Sign up for Catheter Insertion Check-off today via
Sign-up genius
Practice catheter insertion for test-out
Complete TNC prep section for Week 6 simulation
Colostomy Care Self-Assessment due March 11th/May
13th
TNC due for Simulation March 13th/May 15th
Monday, March 11th
Monday, May 13th
Topics
Required Reading
End of Life Planning and Care
Lewis et al. (2011). Medical-surgical nursing.
Vol. 1:Chapter 11
Wilkinson, J. (2011). Fundamentals of nursing: Theories,
concepts, and applications
Vol. 1:Ch. 15
Vol. 2:Chapter 15, p. 158-173
Young, C. (2011) Spirituality, health and healing.
- p. 242-279
End of Life Folder on D2L
o POLST Brochure and Fact Sheet
o MN Advance Healthcare Directive
Lab Activities
Week VII
Session 1
Simulation (Come with TNC completed up to intervention
section)
Monday, March 18th
Exam #3
End of Life Nursing Care, Simulation content
Group 1 Final Exam
Comprehensive
Session 1
Monday, May 20th
Session 2
Friday, May 17th or
Monday, May 20th
Topics
Required Reading
Integrative Simulation (NURS3500 and NURS 3400)
TBD; posted on D2L
NURS 3500: Syllabus
Winter – 2013
Lab Activities
Week VIII
Finals week
Session 2
23
TBD; Posted on D2L
Wednesday, May 22nd
Exam #3
End of Life Nursing Care, Simulation content
Group 2 Final Exam
Comprehensive