NURSING DEPARTMENT
Date
Course Title
Credits
Course Number
3
NUR 2212
Advanced Medical
Surgical Nursing
Pre-requisite (s) NUR 1141, 1060L,
Co-requisite (s) NUR 2212L, 2212
1211, 1211L, 1214L
Hours
45 theory hours/45
Total
outside 100 hours
clock hours
hours
Note: A minimum of 2 hours of outside work is assigned per clock hour.
Place and Time of Class Meeting
Institute of Healthcare Professions
2100 45th Street, Suite A2A
West Palm Beach, Fl. 33407
Hybrid
Name and Contact Information of Instructor
Instructor:
Kali Vaccarella, MSN
E-mail: Kvaccarella@ihcpedu.com
Office Hours: Tuesday and Thursday, 7-9pm
Campus Telephone:
(561) 202-6333
Delivery Method:
Online
Book required
(The institution recognizes the use of the textbook in the classroom as part of the educational
methodology and strategy applied in diverse materials. The textbook is part of the curriculum and is used
to reach the student in an effective manner in the classroom. Every student is expected to use the
textbook.)
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NURSING DEPARTMENT
Medical Surgical Nursing: Critical Thinking in Patient Care, 5/e, P. Lemone, K. Burke, & G.
Bauldoff
©2011 | Pearson | Published: 12/22/2010
ISBN-10: 0-13-507594-7 | ISBN-13: 978-0-13-507594-4
Classroom expectations for students
Attendance Policy
Students are expected to participate in all required instructional activities in their courses.
Online courses are no different in this regard; however, participation must be defined in a
different manner.
1. Student “attendance” in an online course is defined as active participation in the
course as described in the course syllabus. Instructors in online courses are responsible for
providing students with clear instructions for how they are required to participate in the course.
Additionally, instructors are responsible for incorporating specific instructional activities within
their course and will, at a minimum, have weekly mechanisms for documenting student
participation. These mechanisms may include, but are not limited to, participating in a weekly
discussion board, submitting/completing assignments in the online platform, or communicating
with the instructor.
2. Students aware of necessary absences must inform the professor with as much
advance notice as possible in order to make appropriate arrangements.
3. Any student absent 20 percent or more of the online course, i.e., non-participatory
during 3 or more weeks of an 11 week term, may receive an F for that course.
4. Any student who has not actively participated in an online class prior to the census
date for any given term is considered a "no-show" and will be administratively withdrawn from
the class without record. To be counted as actively participating, it is not sufficient to log in and
view the course. The student must be submitting work as described in the course syllabus.
5. Additional attendance and participation policies for each course, as defined by the instructor
in the course syllabus, are considered a part of the attendance policy
Termination may occur for any of the following attendance situations:
1. Eight (8) consecutive absences per semester.
2. Absence in excess of 20 percent (20%) of available course hours.
3. Absence in excess of 20 percent (20%) of laboratory hours.
4. Absence in excess of 20 percent (20%) of externship hours.
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NURSING DEPARTMENT
Student Tardiness Policy
Tardiness for didactic, laboratory or clinical education will not be tolerated. Anytime beyond the
scheduled reporting time will be considered late or tardy. When attending clinical externship, if
a student is to be late, he or she must notify the clinical instructor at the facility and the program
clinical coordinator. If a student must miss class, he or she must contact the program director or
instructor at least 30 minutes prior to the class beginning for didactic education. Five episodes of
tardiness or leaving IHP early per semester will result in an absence.
NOTE: Plagiarism is defined as the use, without proper acknowledgment, of the ideas, phrases,
sentences, or larger units of discourse from another writer or speaker. Plagiarism includes the
unauthorized copying of software and the violation of copyright laws. Students who commit
plagiarism will obtain a grade of “Failure” on their exam or assignment.
Course Description (must correspond exactly to Catalog description)
This course focuses on in-depth care for hospitalized patients using advanced concepts in nursing
care of the medical-surgical adult and geriatric patient experiencing chronic physical and
psychological changes related to cardiovascular, respiratory, endocrine-protective, digestive,
elimination, and multi-system disorders. Ethical and legal aspects of nursing practice in addition
to cultural competency will be discussed. Students are introduced to the nursing role with the
preoperative, intra-operative, and post-operative patient.
Learning Objectives
Upon successful completion of this course, the student will be able to:
 Apply the nursing process when providing comprehensive nursing care for adults and
families in acute, chronic, community and restorative care settings.
 Define the components of the theories of caring, the environment and the nurse-patient
relationship as it pertains to evidence based nursing practice principals in adult clients
experiencing alterations in health patterns
o Compassion
o Competence
o Confidence
o Conscience
o Commitment, and
o Comportment
 Demonstrate understanding of the core concepts of medical-surgical nursing in a variety
of settings, which enables students to develop outcome driven nursing diagnosis and
develop plans of nursing care and interventions, which focus on health promotion.
 Analyze the effects of personal; intrapersonal and multidisciplinary team communication
within the context of diverse acute, rehabilitative and restorative adult patient care
settings.
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NURSING DEPARTMENT






Define underlying pathophysiology, pharmacology, disease management, and health
promotion and prevention strategies with adults experiencing common physiological
disorders encountered in medical-surgical nursing care settings.
Apply and develop critical thinking and problem solving skills to prioritize and organize
care for clients with common health care needs utilizing case studies and group
discussion-project sessions.
Develop and implement a holistic, scientific and evidence based caring approach to
professional nursing practice as a student in preparation for the role of the registered
professional nurse.
Demonstrate leadership and management principles within the context of diverse settings
for adults and families experiencing acute and chronic alterations in health.
Adapt nursing care to address health promotion and illness prevention strategies towards
specific and broad health practices and beliefs to a diverse community of adults and
families in acute and chronic care settings.
Apply current research and evidence based practice findings from various resources and
technology to guide and address care needs of adults and families in acute and chronic
care settings.
Nursing Program Educational Outcomes







Utilize previous course and core knowledge, critical thinking and decision making
through utilization of the nursing process of assessment, analysis, planning,
implementation and evaluation to meet basic to complex health care needs of the client
and family, in a variety of settings.
Utilize nursing theories and evidence based clinical practice standards to advance and
support critical thinking; clinical expertise and human caring concepts that treat all clients
and families with honor, respect, cultural sensitivity and dignity.
Apply knowledge from specific concepts of health and illness, as they relate to client
medications, treatments, diagnosis and self-care strategies to maintain and restore the
highest level of wellness of the client and family throughout the life span.
Assess the continuum of health needs and implement methods of health promotion and
education to facilitate informed decision-making, achieve positive outcomes, and support
self-care activities. Provide effective client and family communication and education and
evaluate the response to communication and teaching within context of a therapeutic
nurse-client relationship.
Provide safe and competent, evidence based care practices that utilize acquired
knowledge, skills, resources and information technology in an interactive process
between the client and the nurse which promote effective communication towards clients,
families and health care team members from various socio-economic-cultural-customs
and language backgrounds.
Assess family system structures and collaborate planning, decision- making, problem
solving and goal setting to meet the client's health care needs within the family structure.
Demonstrate professional nursing standards, and ethical, legal and professional nursing
values within the context of community and care environments.
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NURSING DEPARTMENT



Demonstrate awareness of one’s own capabilities and limitations by actively seeking
opportunities for continued professional and personal growth by a commitment to
lifelong learning.
Function as a Registered Nurse within various health care settings by comprehending and
applying principals of management and leadership, accountability, decision-making, and
the demonstration of laws and ethics as a basis for nursing practice.
Describe the dynamic aspects of health care delivery in the United States and the role of
the professional Registered Nurse in this system by evaluating information, solving
problems, and assisting others to make choices for the best health outcomes or
gain/maintain access for primary-secondary and tertiary health promotion or prevention
care needs.

Academic Honesty: When learners fail to complete their own work, they are cheating
themselves out of their education and are committing plagiarism. Plagiarism, or failing
to meet the academic honesty policy, will result in disciplinary actions by the institution.

Late work & Educational Responsibility: All assignments must be completed by the
last day of the schedule (Friday) unless an alternate due date has been previously
approved by your instructor or documentation has been provided regarding extreme
circumstances. It is the learner's responsibility to communicate with the instructor about
extreme circumstances or ask questions concerning the assignment and their due dates.
No late work will be accepted if previous arrangements have not been made.

Math Competency: A basic math competency exam will be given at the end of the first
part of medical-surgical (basic) nursing theory course.
Assessment Testing for Nursing Program Requirement:
As part of certain nursing courses, students are required to take third-party computerized
assessments, These assessments are intended to provide students with the tools they need
to be successful in the Nursing program and on the NCLEX; as well as. Increase
confidence and familiarity with computerized testing, The assessments typically include
various types of formats, including multiple choice items, multiple response items, fill-inthe-blank items, drag-and drop items, hot spots items, chart/exhibit items, and other
items,. The assessments help identify deficit areas and provide students opportunities to
practice and learn. Each assessment can represent up to the percent (20%) of a student's
course grade. Failure to achieve the minimum assessment score may result in a loss of
points on an examination, or required remediation or retesting (as outlined in the course
syllabus). Students who do not successfully complete the remediation or retest associated
with an assessment examination (as outlined in the course syllabus) may receive an
incomplete in a course and may be required to repeat the course in its entirety. An
incomplete due to failure to successfully complete the assessment testing remediates or
successfully retest is considered a failure for the course.
The Accelerated Nursing Program is exempt from this assessment.
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NURSING DEPARTMENT
Topical Outline and Schedule
DATE
WEEK 1
Describe the course.
SPECIFIC
OBJECTIVES Discuss the library and library resources.
At the end of this lesson, you will be able to:
 Identify the steps using the library resources for research.
 Discuss the role of genetic concepts in health promotion and health
maintenance.
 Apply knowledge of the principles of genetic transmission and risk
factors for genetic disorders.
 Describe the significance of delivering genetic education and
counseling follow-up in a professional manner.
 Explain the implications of genetic advances on the role of nurses with
particular attention to spiritual, cultural, ethical, legal, and social
issues.
 Identify the significance of recent advances in human genetics and the
effect on healthcare delivery.
 Describe the neurophysiology of pain.
 Compare and contrast definitions and characteristics of acute, chronic,
central, malignant, phantom, and psychogenic pain.
 Discuss factors affecting individualized responses to pain.
 Discuss interdisciplinary care for the patient in pain, including
medications, surgery, transcutaneous electrical nerve stimulation, and
complementary therapies.
 Use the nursing process as a framework for providing individualized
nursing care for patients experiencing pain.
 Explain the components and functions of the immune system and the
immune response.
 Compare antibody-mediated and cell-mediated immune responses.
 Describe the pathophysiology of wound healing, inflammation, and
infection.
 Identify factors responsible for nosocomial infections.
 Discuss the purposes, nursing implications, and health education for
medications and treatments used to treat inflammations and infections.
 Explain the nursing care necessary to prevent and/or monitor the status
of infections.
Introduction
TOPIC (S)
Syllabus
Discuss Library Orientation Course, Instructor to verify completion
Pathophysiology and patterns of health
 Genetic implications of nursing care of adults
 Nursing care of patients in pain.
 Nursing care of patients with infections.
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NURSING DEPARTMENT
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
READING ASSIGNMENTS
Chapter 8: Genetic implications of nursing care of adults – pp 144-158
Chapter 9: Nursing care of patients in pain – pp 159 - 185
Chapter 12: nursing care of patients with infections – pp 269 - 305
DISCUSSION
Discussion of Syllabus
Discussion topic (300 words with APA references, initial post by Wednesday
at 11:59 pm EST):

Identify the significance of recent advances in human genetics and the
effects on healthcare delivery.
*Respond to 2 classmates (by Friday at 11:59 pm EST)
ASSIGNMENT
Review the Syllabus and sign acceptance, send to Michelle Flint
Read assignments
Post discussion (300 words)
Complete the Library Orientation Course and write the 500 word paper (due
Friday at the end of week 2 by 11:59 pm EST
ASSESSMENTS
Discussion post and response to two classmates (150 words each)
DATE
WEEK 2
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 Review the normal anatomy and physiology of the immune system
 Compare and contrast the four types of hypersensitivity reactions.
 Identify laboratory and diagnostic tests used to diagnose and monitor
immune response.
 Describe interdisciplinary therapies and medications used to treat
patients with altered immunity.
 Correlate the pathophysiologic alterations with the manifestations of
HIV/AIDS infection.
 Define cancer and differentiate benign form malignant neoplasm.
 Describe the theories of carcinogenesis.
 Explain known carcinogens and identify risk factors for cancer.
 Compare the mechanisms and characteristics of normal cells with those
of malignant cells.
 Describe physical and psychological effects of cancer.
 Describe and compare laboratory and diagnostic tests for cancer.
 Discuss the role of chemotherapy in cancer treatments and classify
chemotherapeutic agents.
 Compare and contrast the role of surgery, radiation therapy, and
biotherapy in the treatment of cancer.
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NURSING DEPARTMENT

TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
Explain causes and discuss the nursing interventions for common
oncologic emergencies.
 Design and appropriate care plan for patients with cancer and their
families regarding cancer diagnosis, treatment and coping strategies.
Pathophysiology and patterns of health
 Nursing care of patients with altered immunity
 Nursing care of patients with cancer
READING ASSIGNMENTS
Chapter 13: Nursing care of patients with altered immunity. – pp 306 –
340
Chapter 14: Nursing care of patients with cancer – pp 341 - 385
DISCUSSION
Discussion topic (300 words with APA references, initial post by Wednesday
at 11:59 pm EST)
 Discuss nursing interventions included in caring for patients with
altered immunity or cancer
*Respond to 2 classmates (by Friday at 11:59 pm EST)
ASSIGNEMNTS
Read assignments
Complete discussion question
Post responses
ASSESSMENT
Library paper due by Friday at 11:59 pm EST
Discussion post
Test #1 on Chapters 8, 9, 12, 13 14
DATE
WEEK 3
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 Describe the functions and regulatory mechanisms that maintain water
and electrolyte balance in the body.
 Compare and contrast the causes, effects, and care of the patient with
fluid volume or electrolyte imbalance.
 Explain the pathophysiology and manifestations of imbalances of
sodium, potassium, calcium, magnesium, and phosphorus.
 Describe the causes and effects of acid-base imbalances.
 Describe the anatomy and physiology of the endocrine glands.
 Summarize the functions of the hormones secreted by the endocrine
glands.
 Describe specific topics to consider during a health history interview of
the patient with health problems involving endocrine functions
 Explain techniques for assessing the thyroid gland and the effects of
altered function of thyroid hormones.
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NURSING DEPARTMENT
TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
 Describe normal variations in endocrine assessment findings for the
older adult.
 Identify abnormal findings that may indicate malfunctions of the
glands of the endocrine system.
Alterations in fluid, electrolyte and acid-base balance, and endocrine function.
 Nursing care of patients with altered fluid, electrolyte, and acid-base
balance
 Assessing the endocrine system.
READING ASSIGNMENTS
Chapter 10: Nursing care of patients with altered fluid, electrolyte, and
acid-base balance– pp. 186 - 237
Chapter 18: Assessing the endocrine system - pp. 478 - 492
DISCUSSION
Discussion topic (300 words with APA references, initial post by Wednesday
at 11:59 pm EST)
 Explain how the body maintains acid base balance and how ABG’s are
interpreted and treatment of identified imablances.
*Respond to 2 classmates (by Friday at 11:59 pm EST)
ASSIGNMENTS
Read assignments
Complete discussion question
Post response
ASSESSMENT
Discussion post
DATE
WEEK 4
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 Assess functional health status of patients with endocrine disorders and
monitor, document, and report abnormal manifestations.
 Use assessed data, patient values, clinical expertise, and evidence to
determine priority nursing diagnoses and select and implement nursing
interventions.
 Effectively communicate with and function within the interdisciplinary
team to plan and provide patient care.
 Administer medications knowledgeably and safely.
 Plan and provide patient and family teaching to promote, restore, and
maintain functional health status.
 Monitor for respiratory problems and tetany in patients having a
thyroidectomy.
 Adapt individual and cultural values and variations as well as
expressed needs and preferences into the plan of care.
 Evaluate responses to care and use data to revise plan
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NURSING DEPARTMENT

TOPIC (S)
Assess blood glucose levels and patterns of hyper- and hypoglycemia
in patients with DM.
 Provide individualized care to patients with hypoglycemia, diabetic
ketoacidosis and hyperosmolar hyperglycemic state.
Alterations in fluid, electrolyte, and acid-base balance
 Nursing care of the patient with endocrine disorders.
 Nursing car of the patients with Diabetes Mellitus.
LEARNING
ACTIVITIES
READING ASSIGNMENTS
Chapter 19: Nursing care of the patient with endocrine disorders – pp. 493
– 519
Chapter 20: Nursing care of patients with Diabetes Mellitus – pp.520 558
OUTCOME
WORK &
ASSIGNED
READINGS
DISCUSSION
Discussion topic (300 words with APA references, initial post by Wednesday
at 11:59 pm EST)
 Explain the pathophysiology, risk factors, manifestations, and
complications of type 1 and type 2 DM.
*Respond to 2 classmates (by Friday at 11:59 pm EST)
ASSIGNMENTS
Read assignments
Complete discussion question
Post responses
ASSESSMENT
Discussion post
Test #2 on Chapters 10,18, 19, 20
Homework: Diabetes Case Study
DATE
WEEK 5
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 Describe the anatomy, physiology, and functions of the male and
female reproductive systems, including the breasts.
 Identify specific topics for consideration during a health history
interview of the patient with health problems of the reproductive
system and breasts.
 Give examples of genetic disorders of the male and female
reproductive system and breasts.
 Describe normal variations in reproductive assessment findings for the
older adult.
 Identify manifestations of impairment in the male and female
reproductive system and breasts.
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NURSING DEPARTMENT

TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
Explain the pathophysiology, manifestations, complications,
interdisciplinary care and nursing care of disorders of the male
reproductive system including disorders of sexual function, the penis,
the testes, and scrotum, the prostate gland and the breasts.
 Compare and contrast the risk factors for cancer of the penis, testes,
and prostate gland.
 Discuss the purposes, nursing implications, and health education for
medications and treatments used to treat disorders of sexual function,
the penis, the testes and scrotum, the prostate and the breasts.
 Describe the various surgical procedures used to treat disorders of the
male reproductive system.
Alteration in sexual reproductive function.
 Assessing male and female reproductive systems
 Nursing care of man with reproductive and breast disorders.
READING ASSIGNMENTS
Chapter 47: Assessing male and female reproductive systems – pp. 1629 –
1649
Chapter 48: Nursing care of man with reproductive and breast disorders
– pp. 1650 – 1675
DISCUSSION
Discussion topic (300 words with APA references, initial post by Wednesday
at 11:59 pm EST)
 Compare and contrast the risk factors for cancer of the penis, testes,
and prostate gland.
*Respond to 2 classmates (by Friday at 11:59 pm EST)
ASSIGNMENTS
Read assignments
Complete discussion topic
Post responses
ASSESSMENT
Discussion post
Homework: Hormonal Imbalance Case Study
DATE
WEEK 6
At
the
end
of
this
lesson,
you
will
be
able to:
SPECIFIC
OBJECTIVES
 Explain the pathophysiology, manifestations, complications,
interdisciplinary car and nursing car of disorders of female sexual
function, menstrual disorders, structural disorders reproductive tissue
disorders, and breast disorders.
 Describe the physiologic process of the perimenopause
 Compare and contrast the incidence, risk factors, pathophysiology,
manifestations, diagnosis, treatment and nursing care for cancer of the
cervix, endometrium, ovary, vulva, and breasts.
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NURSING DEPARTMENT

TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
Explain the purposes, nursing implications, and health education for
women and their families for cancer screening, medications, an
treatments for disorders of the reproductive system and breasts.
 Discuss alternative and complementary therapies used by women to
relieve manifestations associated with menopause and menstrual
disorders.
Alterations in sexual-reproductive function
 Nursing care of the women with reproductive and breast disorders
 Nursing care of patients with sexually transmitted infections.
READING ASSIGNMENTS
Chapter 49: Nursing care of the women with reproductive and breast
disorders– pp. 1676 - 1716
Chapter 50: Nursing care of patients with sexually transmitted infections.–
pp. 1717 – 1738
DISCSSION
Discussion (300 words with APA references, initial post by Wednesday at
11:59 pm EST):
 Discuss alternative and complementary therapies used by women to
relieve manifestations associated with menopause and menstrual
disorders.
*Respond to 2 classmates (by Friday at 11:59 pm EST)
ASSIGNMENTS
Read assignments
Complete discussion question
Post responses
ASSESSMENT
Discussion post
Mid-term Exam: All course material from weeks 1 thru 6
Homework: Dysmenorrhea Case Study
DATE
WEEK 7
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 Relate the physiology and assessment of the hematologic system and
related systems to commonly occurring hematologic disorders.
 Describe the pathophysiology of common hematologic disorders
 Explain nursing implications for medications and other treatments
prescribed for hematologic disorders
 Discuss indications for and complications of bone marrow or stem cell
transplantation, as well as related nursing care.
 Compare and contrast the pathophysiology, manifestations, and
management of bleeding disorders.
 Describe the major types of leukemia and the most common treatment
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NURSING DEPARTMENT
TOPIC (S)
modalities and nursing interventions.
 Differentiate Hodgkin’s disease from non-Hodgkin’s lymphomas.
Alterations in Hematologic function
 Nursing care of patients with hematologic disorders
LEARNING
ACTIVITIES
READING ASSIGNMENTS
Chapter 33: Nursing care of patients with hematologic disorders – pp.
1068 – 1121
OUTSIDE
WORK &
ASSIGNED
READINGS
DISCUSSION
 Discussion (respond to both) (300 words with APA references, initial
post by Wednesday at 11:59 pm EST)
 Describe the pathophysiology of common hematologic disorders
 Explain nursing implications for medication and other treatments
prescribed for hematologic disorders.
*Respond to 1 classmates (by Friday at 11:59 pm EST) (less responses to
classmates because you are required to have two original posts)
ASSIGNMENTS
Reading assignments
Complete discussion question
Post responses
Clinical essay paper due
ASSESSMENT
Discussion post
Homework: Hemophilia Case Study
DATE
WEEK 8
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 Describe the anatomy, physiology, and functions of the eye and the
ear.
 Identify specific topics for consideration during a health history
interview of the patient with health problems involving the eye and ear.
 Give examples of genetic disorders in vision and hearing.
 Describe normal variations in assessment findings for the older adult.
 Identify abnormal findings that may indicate impairment in the
function of the eye and the ear.
 Relate knowledge of normal anatomy, physiology, and sensory
functions of the eye and ear to the effects of disorders of these organs
on the cognitive/perceptual health pattern.
 Describe the pathophysiology of commonly occurring disorders of the
eyes and ears, relating their manifestations to the pathophysiologic
process.
 Explain the risk factors for selected disorders of the eyes and ears,
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NURSING DEPARTMENT




TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
identifying the nursing implications for these risk factors.
Identify diagnostic tests used for specific eye and ear disorders.
Discuss the effects of and nursing implications for medications
prescribed to treat eye and ear disorders.
Describe surgical and other invasive procedures used to treat eye and
ear disorders, identifying their implications for nursing care.
Discuss the nurse’s role in caring for patients with impaired vision or
hearing loss.
Alterations in eye and ear function
 Assessing the eye and ear.
 Nursing care of patients with eye and ear disorders
READING ASSIGNMENTS
Chapter 45: Assessing the eye and ear - pp. 1556 - 1575
Chapter 46: Nursing care of patients with eye and ear disorders - pp. 1576
- 1625
DISCUSSION
Discussion topic (300 words with APA references, initial post by Wednesday
at 11:59 pm EST):
 Describe the pathophysiology of commonly occurring disorders of the
eye and ears, relating their manifestations to the pathophysiologic
process.
*Respond to 2 classmates (by Friday at 11:59 pm EST)
ASSIGNMENTS
Read assignments
Complete discussion topic
Post responses
ASSESSMENT
Discussion post
Test # 4 on Chapters 33, 45, 46
Homework: Corneal ulcerations Case Study
*Extra Credit Essay Deadline.
DATE
WEEK 9
At
the
end
of
this
lesson,
you
will
be
able to:
SPECIFIC
OBJECTIVES
 Define the word trauma
 Define the components and types of trauma
 Describe the result of energy transfer to the human body.
 Discuss causes, effects, and initial management of trauma.
 Discuss diagnostic tests used in assessing patients experiencing trauma
and shock.
 Describe collaborative interventions for patients experiencing trauma
and shock, including medications, blood transfusion, and intravenous
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NURSING DEPARTMENT
fluids.
Discuss cellular homeostasis and basic hemodynamics.
Discuss the risk factors, etiologies, and pathophysiology’s of
hypovolemic shock, cardiogenic shock, obstructive shock and
distributive shock.
 Use the nursing process as a framework for providing individualized
care to patients experiencing trauma and shock.
Alterations in emergency and trauma function
 Nursing care of patients experiencing trauma and shock


TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
READING ASSIGNMENTS
Chapter 11: Nursing care of patients experiencing trauma and shock - pp.
238 - 268
DISCUSSION
Discussion topic (300 words with APA references, initial post by Wednesday
at 11:59 pm EST)
 Discuss cause, effects and management of trauma.
 Discuss organ donation and forensic implications of traumatic injury or
death.
*Respond to 2 classmates (by Friday at 11:59 pm EST)
ASSIGNMENTS
Read assignments
Complete discussion topic
Post responses
ASSESSMENT
Discussion post
Homework: Concussion Case Study
DATE
WEEK 10
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 Discuss organ donation and forensic implications of traumatic injury
or death.
 Identify the patient’s rights as indicated by documents that address
end-of-life issues.
 Discuss guidelines related to the Uniform Anatomical Gift Act.
TOPIC (S)
Alterations in emergency and trauma function
 Organ donation
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NURSING DEPARTMENT
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
READING ASSIGNMENT
Chapter 11: Nursing care of patients experiencing trauma and shock - pp.
238 – 268
VIEW
Organ donation in the state in which the student lives
DISCUSSION:
No discussion post
ASSIGNMENTS
Read assignments
Completed clinical case study paper due
Homework: Seizure Case Study
DATE
WEEK 11
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 Distinguish the difference between an emergency and a disaster.
 Describe the types of injuries and manifestations associated with
biologic, chemical, or radiologic terrorism
 Discuss the nursing interventions for the treatment of injuries related to
biologic, chemical, or radiologic terrorism
 Explain the rational for reverse triage in disasters versus conventional
triage in emergencies.
 Discuss situations requiring the need for patient isolation or patient
decontamination.
 Discuss the role of the nurse in disaster planning, response, and
mitigation.
Disaster: Assessment and strategies
TOPIC (S)
 Nursing care of patients experiencing disasters
LEARNING READING ASSIGNMENTS
Chapter 7: Nursing care of patients experiencing disasters – pp. 124 - 142
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
DISCUSSION
No discussion posting
ASSIGNMENTS
Read assignments
ASSESSMENT
Comprehensive Final Exam: all material from weeks 1 thru 10.
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*All exams are available Tuesday through Friday of their respective week. Case studies are
open Monday through Friday and you are allowed 3 attempts. Case study topics are described
on the syllabus. Extra Credit Essay (information under week 6) is to be submitted to the
Instructor via email by Friday of Week 8- no exceptions on late submission.
**Schedule is subject to change as per instructor deems necessary.
Topical Outline:
Pathophysiology and Patterns of Health
o Care of the patient with: Genetic disorders
o Care of the patient with: Pain disorders
o Care of the patient with: Infections
o Care of the patient with: Altered Immunity
o Care of the patient with: Cancer
Fluids and Electrolytes Assessment-Pathophysiology
o Care the patient with Altered Fluid-Electrolyte, and Acid-Base disorders
Endocrine Disorders Assessment-Pathophysiology
o Care of the patient with: Endocrine disorders
o Care of the patient with: Diabetes
Reproductive System Disorders Assessment-Pathophysiology
o Care of the Male patient with: Reproductive and Breast disorders
o Care of the Female patient with: Reproductive and Breast disorders
o Care of the Patient with Sexually Transmitted Disorders
Hematological Disorders: Assessment and Pathophysiology
o Unit 8 Chapter 33
o Care of the patient with: Blood disorders
Eye and Ear Disorders Assessment-Pathophysiology
o Care of the patient with: Eye and Ear disorders
o Care of the patient with: Neuro-sensory disorders
Emergency and Trauma-Shock: Assessment-Pathophysiology
o Care of the patient with Trauma and Shock Unit 3 Chapter 11
Disaster: Assessment and Strategies
o Care of the patient experiencing disasters (Unit 2 chapter 7)
Outpatient Care Center Nursing Clinic and treatment center Nursing
o Clinical experience and Research paper
Advanced Integration of Pharmacology and Pathophysiology Concepts
o Case Studies and Integration of advanced concepts and care
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Instructional Methods
The following strategies may be used in this class:
1. Lectures
2. Reading assignments
3. Discussion threads
4. Case studies
5. Practice tests
6. Unit exams
7. Midterm exam
8. Final exam
9. Internet research
10. Critical thinking assignments
11. Student evaluation of course
References and Resouorces
Medline Plus http://www.nlm.nih.gov/medlineplus/
Health information from the National Library of Medicine National Institutes of Health.
Easy access to health topics, medical dictionaries, directories, drug information, videos
and more.
Full-text electronic journal articles at lirn.net
Click on “Databases”
access code 40149
select “Connect to ProQuest”
There you will find full text health and medical information from Joanna Briggs Institute,
the Nursing and Allied Health Collection, Health & Medical Complete, and Psychology
Journals.
PALM BEACH COUNTY LIBRARY ONLINE RESOURCES
You need a free Palm Beach County Library card to access, or register for a free
“Temporary Research Access Code” at http://edb.pbclibrary.org/TRAC/
If you need help using any of the library websites, click on the
“Ask a Librarian” icon and “chat” with a librarian.
Consumer Health
http://www.pbclibrary.org/consumer-health.htm
CINAHL® with Full Text - full text articles for more than 610 nursing and allied health
journals as well as health care books, nursing dissertations, selected conference
proceedings, and more.
http://www.pbclibrary.org/online-research
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NURSING DEPARTMENT
LearningExpress - Take online practice tests for Health Careers, Radiography, NCLEXPN and NCLEX-RN. Learn techniques for job searching, resumes, interviewing and
workplace skills. http://www.pbclibrary.org/online-research
Health and Wellness Resource Center http://www.pbclibrary.org/online-research
Assessment Criteria and Methods of Evaluating Students
90 – 100%
80 – 89%
70 – 79%
< 75%
A
B
C
F
Do not count on a curve!
Generally, the grades “A” through “C-” are considered passing grades. Grades "W" and "I" indicate that
no grades were earned for the course. A "W" grade indicates that the student withdrew from the course. An
"I" grade indicates that the student was passing the course, but failed to complete all the required course
work. The instructor, in his/her discretion may grant an "I" grade instead of an "F", pending completion of
the course work by the student within a specified time arranged by the instructor and told to the student. It
is the student's responsibility to follow-up with the instructor to complete the course work. If the course
work is not completed by the arranged time, the “I” grade becomes an “F".
Distribution of Grade Elements
Discussion:
20%
Chapter exams (exam 1, 2, 4)
20%
Case Studies: (Case study paper)
20%
Midterm: (test 3..week 6)
20%
Final exam: (test 5…week 11)
20%
Total:
100 %
Date Syllabus Was Last Reviewed: May 14, 2015
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