1
TQF 3
Course Specification
Institution´s name
Faculty
Rangsit University
Nursing
หมวดที่ 1 ข้ อมูลโดยทัว่ ไป
(Section 1 General Information)
Course Number and Course Title BNP 226 Conceptual Bases of Adult and Elderly Nursing II
Number of Credit
3 credits (3-0-6)
Curriculum
Nursing
Type of Subject
Professional
Course Coordinator
Aj. Orathai Reantippayasakul, Aj. Eliaho U. Salarda
Course Instructor
Aj. Orathai Reantippayasakul, Aj. Eliaho U. Salarda Aj. Anna Jonsson
Semester
 First
 Second
 Summer
Year
 First year
 Second year  Third year  Fourth year
Pre-requisite
None
Co-requisite
None
Study Place
School of Nursing, Rangsit University
Date of updated course description January 5 , 2016
หมวดที่ 2 จุดมุ่งหมายและวัตถุประสงค์
(Section 2 Purposes and Objectives)
1. Purpose
To enable students understanding concepts of adult health nursing; describing pathology,
developing nursing problems, and selecting appropriate nursing cares of adults with common
disorders by using nursing process approach covering health promotion, illness prevention, care,
and rehabilitation.
2. Purpose in Course Development/ Improving subject
2.1 To prepare students’ knowledge before practicing adult nursing in the setting.
2.2 To adjust teaching and learning method by using principle of Self-Directed Learning
as a tool in order to achieve learning outcomes.
หมวดที่3 การพัฒนาผลการเรียนรู้ ของนักศึกษา
(Section 3 Student’s Learning Outcome Development)
1. Course Description
Bio-psychosocial nursing care of adults and older adults with acute , critical, and chronic
health problems of fluid, electrolyte and acid-base balance , respiratory system, cardiovascular
system, neurological system, sensory system, gastrointestinal system, urinary system,
hematological system, hormone and endocrinology system. A nursing process approach for the
promotion, prevention, care, and rehabilitation of health is focused.
2
2. Teaching hours/ semester
Lecture & Self study
Group discussion
Total
35
10
45
3. Contact hours for students/ week
1) The space time table of course coordinators and course instructors are declared for
students to make an appointment.
2) Individual or group consultation 1 hour/week is depended on student requirements.
หมวดที่ 4 การพัฒนาผลการเรียนรู้ ของนักศึกษา
(Section 4 Student’s Learning Outcome Development)
Learning Outcome
1. Moral and Ethical Development
1.1 To understand human (client)
rights and professional ethics
in the selected client.
1.2 To show responsibility for
own actions (e.g.
Responsibility for work
assignment which is
submitted on schedule).
2. Knowledge
2.1 To understand the following
core concepts:
o Nursing care of adults and
older adults with alteration in
pattern of health
o Nursing cares of adults and
older adults with common
disorders in acute and chronic
conditions including
electrolyte and acid-base
balance, respiratory system,
cardiovascular system,
neurological system, sensory
system, gastrointestinal
system, urinary system,
hematological system,
hormone and endocrinology
system.
2.2 To understand the nursing
process and can apply to use
Learning Process
1. Group tutorial is done in order to
examine the topic of client right
and professional ethics as the
following:
1.1 In case of handling client with
ESRD.
1.2 Confidential topic in client with
AIDS etc.
2. Reflect students’ behaviors and
admire good students as a role
model in self discipline and
responsibility.
3. Individual conference is done in
case of inappropriate behavior of
the students.
1. In each topic, provide information
resources, guideline of learning,
and exercises for students to
prepare themselves before a group
tutorial starts.
2. At the beginning of each topic,
perform a group tutorial focusing
on main concepts by using nursing
process approach.
3. Offer space time for students to
brainstorm and search the answer
of students’ exercise.
4. Instructors and all students
participate in a group discussion in
order to discover appropriate
answers for the exercise.
5. After finishing a group tutorial,
self- evaluation is done by each
student focusing on participation
within a group. Furthermore,
entire student’s exercise needs to
Evaluation
1. Represent understanding
during participation in a
group.
2. Self reflection within a
group and/ or with a course
instructor
1. Self-evaluation form
focusing on participation
and case assignment (10%)
2. Examination result: Midterm (30%) and Final exam
(50%)
3. Test (10%)
3
Learning Outcome
appropriate nursing care.
3. Intellectual skills
3.1 To realize self capability,
weakness and strength, in
order to develop individual
self.
3.2 To solve the problems of
selected clients based on
knowledge of adult health
nursing that is obtained from
text reading and/or other
nursing resources.
1.
2.
3.
4. Interpersonal Skills and
responsibility
4.1 To make the relationship with
other student during group
discussion
4.2 To response and complete a
task that the student was
assigned .
5. Analytical and numerical skills,
communicable skills, and using
information and technology
5.1 To calculate quantity of burn
severity, heart rate based on
ECG, concentration of drug
that is used in critical ill adults
as prescription such as
dopamine, dobutamine, NTG,
etc.
5.2 To contribute effective
communication (i.e. clear,
easy understanding etc.)
when giving opinion within a
group tutorial.
1.
2.
Learning Process
complete before the next session.
Analyze own self by using selfevaluation form focusing on
knowledge gain, weakness and
strength, and self-development
plan on the next topic.
Retrieve nursing information and/
or video from text reading, CD, or
internet, which are accordable to
learning resources in each topic so
as to resolve problems in case
studies.
Brain storm and discuss on
exemplar situation in student’s
exercises and summarize suitable
answers.
Devide the students into 3-4
groups and give case assignment to
them.
Encourage the student to
participate in group discussion.
1. Provide student’s exercise
including evaluating percent of
burn, computing heart rate from
ECG, and calculating drugs
concentration as doctor’s order.
2. Encourage students to offer their
opinions when they participate in a
group tutorial.
3. Reflect positively when student’s
opinion is unclear and not hitting
the point.
Evaluation
1. Record of self analysis on
each topic (regarding
weakness and strength and
self-development plan)
2. Student opinion during brain
storm and discussion as
evidence on the result of
participation 10%.
3. Result of Mid-term and Final
examination
1. Self evaluation
2. Group evaluation
1. correct student’s exercise
2. obvious and concise
opinions while joining in a
group tutorial
4
หมวดที่ 5 แผนการสอนและการประเมินผล
(Section 5 Lesson Plan and Evaluation)
1. Teaching plan
Week
1-5
Topic
Unit 1 Nursing Care of the patients with Fluid, electrolyte, acid-base
imbalance.
Unit 2 Nursing Care of the patient with Burn.
Unit 3 Nursing Care of the patient with Oxygenation Disorders.
Unit 4 Nursing care of the patients with Cardiovascular Disorders.
Unit 5 Nursing care of the patients with Neurologic Disorders.
Unit 6 Nursing care of the patients with Sensory perception Disorders.
Unit 7 Nursing care of patients with Gastrointestinal Disorders.
Unit 8 Nursing care of patients with Genitourinary Disorders.
Unit 9 Nursing care of patients with Hematological Disorders.
Unit 10 Nursing care of patients with Hormone and endocrinology Disorders.
Number
of hours
35
Learning and Teaching Process
Learning process
1. Study information from the learning
resources focusing on a guideline in a
student’s assignment.
2. Answer questions in a student’s exercise
based on individual understanding as
much as possible.
3. Participate in a group tutorial, discuss, and
learn the core concepts such as.
*In the topic of burn adds up how to
calculate burn severity.
*In the topic of Cardiovascular disorders:
Computing heart rate from ECG graph,
dose calculation in NTG, dopamine,
dobutrex, etc .
*In the topic of Genitourinary Disorders:
Learning of caring the client who has
Acute / Chronic kidney disease , renal
transplantation etc.
*In the topic of endocrinology disorders :
assess about the blood glucose level and
provide individualized care for the DM
client etc.
4. Brain storm to find out the answers of a
student’s exercise.
5. The instructor summarizes the key
concepts and suitable answers for selected
Teacher
Aj. Orathai
Aj. Eliaho U.
Salarda
Aj. Anna
Jonsson
5
Week
Topic
Number
of hours
Learning and Teaching Process
situations and student’s exercises.
6. Reflect student’s responsibility in complete
work assignment on time every a couple of
topic.
Teacher
6
2. Evaluation plan
Order
1.
2.
3.
Evaluation method
week
Examination
o Mid-term
o Final
2
3,5
Evaluation
proportion
80%
30%
50%
Test
Case assignment
1-5
1-5
10%
10%
หมวดที่ 6 ทรัพยากรประกอบการเรียนการสอน
(Section 6 Learning and Teaching Resource)
1. Main text & VCD
o LeMone, P., Burke, K., & Bauldoff, G. (2011). Medical-Surgical Nursing: Critical thinking
in Patient Care. 5th Edition. Upper Saddle River, New Jersey: Pearson.
o Elipoutos,C. (2014). Gerontological Nursing .8th ed. Wolters Kluwer / Lippincott
Williams.
o Companion website of Medical-Surgical Nursing, 4th edition (2008), of LeMone, P. and
Burke, K. retrieve from
http://wps.prenhall.com/chet_lemone_medicalsurg_4/58/15103/3866433.cw/index.
html (the students are able to learn about core concept of each topic, practicing audio
glossary, NCLEX review examination, developing a nursing care plan from case study, etc.)
2. Documentation and Essential information
2.1 Documentations
o Christensen, B.L & Kockrow, E.O. (2011). Adult Health Nursing. 6th Edition. St. Louis:
Mosby.
2.2 Web sites
o Learn about definition of technical terms used in Medical-Surgical Nursing and listen
how to pronounce technical terms in each topic at
http://quizlet.com/subject/medical-surgical-nursing
o Free download nursing e-book, Nursing Diagnosis Manual: Planning, Individualize, and
Documenting Client Care retrieve from http://www.ebook3000.com/NursingDiagnosis-Manual--Planning--Individualizing-and-Documenting-ClientCare_58349.html
3. Documentation and Suggested information
3.1 Documentations
o Ignavicius, D.D & Workman, M.L. (2010). Medical-Surgical Nursing: Patient-Centered
Collaborative Care. 6th Edition. St. Louis: Saunders/ Elsevier.
o Black, J.M & Hawks, JH. (2009). Medical-Surgical Nursing: Clinical Management for
Positive Outcomes. 8th edition. St. Louis: Saunders/ Elsevier.
3.2 Web sites
o Web sites resources related to nursing diagnosis, nursing care plan and nursing
intervention classification are followed:
- NIC: definition and activities is on:
http://www.doe.k12.de.us/infosuites/schools/files/de_schoolnursemanualappb1.pdf
- Nursing diagnosis online can retrieve from:
http://nandanursingdiagnosis.blogspot.com/2011/07/nursing-diagnosis-for-impairedphysical.html (key the nursing label in a search bar)
- Nursing care plan online can retrieve from following web sites.
7
http://free-nursingcareplan.blogspot.com/2011/02/nursing-care-plan-for-self-caredeficit.html (key the nursing label in a search bar)
http://www.rncentral.com/nursing-library/careplans
o NCLEX practice test retrieve from http://nclexreviewers.com/nclex-practice-tests
o Nursing resources on the internet retrieve from http://www.nurse.nu.ac.th/newnurse/Nursing%20Resources/html/nursing%20care.html
หมวดที่ 7 การประเมินและปรับปรุ งการดาเนินการของรายวิชา
(Section 7 Evaluation and Improvement Plan)
1. Effective Evaluation Strategy by Students
o Self reflection within a group, including an instructor and students, focusing on
students’ knowledge, responsibility, weakness and strength, understanding on client
right and professional ethics, and self development plan
o Unit evaluation & Course evaluation
2. Teaching Evaluation Strategy
o Observation of teaching strategy by team-teaching, head of bilingual nursing program,
and head of Bachelor of Nursing Science Program.
o Results of examination & student report
3. Teaching Improvement
o Develop teaching strategy based on reflection of teaching team, head of bilingual
nursing program, head of Bachelor of Nursing Science Program ,students, and results
of unit and course evaluation
4. Re-evaluation of student’s achievement
o Randomize interview some students by course coordinator & head of bilingual nursing
program.
o All course instructors meet & verify student’s learning outcome, scores, and grade
o Defend students’ grade and re-adjust in the committee of nursing program and in the
faculty committee.
5. Verification and Planning of Course Improvement
o Improve learning strategies based on all evaluation every year