International Institute For Health Care Professionals, Inc
COURSE SYLLABUS
Course Title:
Course Number:
Course Length:
Credit Hours:
Course Length:
Fundamentals of Nursing Theory
NUR 1025
45 lecture hrs
3 semester credits
15 weeks
INSTRUCTOR INFORMATION
Professor: Christene Johnson
Phone: 561-394-5822
E-mail: christenejohnson@embarqmail.com
Campus Director: Dr. Emilie Razafikely
Nursing Director: Dr. Romaine Martin
COURSE SCHEDULE
Start Date: 02/25/2014
End Date: 06/16/2014
Class Days: Online
Class Time:
Classroom:
Campus: Boca Raton
Required Textbooks
FUNDAMENTALS OF NURSING: (2 VOLUME SET), 2nd Edition
Judith M. Wilkinson | Leslie S. Treas
ISBN: 978-0-8036-2354-5
IF BUYING A USED BOOK: STUDENTS MUST PURCHASE THE RESOURCES OR
CD FOR THIS COURSE
Course Description
Fundamentals of Nursing is a foundation course in the nursing process which introduces the Neuman
systems Model with its emphasis on holistic health of culturally diverse clients. The Systems Model provides
an integrated understanding of the client, the environment, health and nursing. Basic skills necessary for
implementation of the nursing process will be included.
Course Objective
This course Introduces students to foundational concepts of person, health environment, and nursing. Focuses on the
nursing process, basic nursing care, therapeutic communication skills, and the role of the nurse as a member of the
health care team.
Pre-Requisites
CHM 1033, CHM 1033L, BSC 1085, BSC 1085L, BSC 1086, BSC 1086L, NUR 1889
Co-Requisites
NUR 1025L, NUR 1025C, NUR 1141
Attendance
Attendance is essential to achieve program requirements and will be regulated in accordance with the Institute’s
attendance policy as outlined in the school catalog. Students are encouraged to attend all classes.
Methods of Instruction
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The instructor will develop practical integrated student-centered lessons, organized under the basic principles of adult
learning and motivation. During this course, the student will be motivated to learn about Human Nutrition with the use
of various methods, and activities. The interactive activities developed in class will be supported with lecture,
discussion, videos, and computer software, along with sample questions. The lessons will emphasize individual and
creative learning, as well as independent and group work. Activities will be planned in a logical sequence to develop
well-organized lessons and to facilitate the learning of growth and development.
WEEK 1 ( Unit 1)
CHAPTER 1: Evolution of Nursing Thought & Action.
Skills/Objectives (at the end of this portion of the course the student has acquired the ability to)
1. Describe the role of religion in the development of nursing.
2. Identify the factors that led to the change of nursing from a vocation of men and women to a
predominantly female profession.
3. Explain the role of the military in the development of the nursing profession.
4. Define nursing in your own words.
5. Discuss the transitions nursing education has undergone in the last century.
6. Differentiate among the various forms of nursing education.
7. Explain how nursing practice is regulated.
8. Give four examples of influential nursing organizations.
9. Name and recognize the four "purposes" of nursing care.
10. Delineate the forces and trends that are affecting contemporary nursing practice.
11. Describe the healthcare delivery system in the United States, including sites for care, types of
workers, regulation, and financing of healthcare.
12. Name nine expanded roles for nursing.
13. Discuss issues related to healthcare reform.
Bibliographic Reference
1. Textbook: Chapter 1
ACTIVITIES/ASSESSMENTS
1. Homework/Quiz 1
Type of Activity: 25-50 Multiple Choice Questions
Instructions: Final answers must be submitted by the due date to receive full points.
Learning Objective: Assess Objectives for Competencies 1
Documentation Demonstrating Completion: Research Paper
Points toward Grade:
Time Required for Completion: 60-90 minutes
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WEEK 2
CHAPTER 2: Critical Thinking & the Nursing Process.
CHAPTER 3: Nursing Process: Assessment.
Skills/Objectives (at the end of this portion of the course the student has acquired the ability to)
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Give one definition and one example of critical thinking.
List at least six critical-thinking skills.
Review seven attitudes of the critical thinker.
Explain ways in which nurses use critical thinking.
List the six overlapping and interdependent phases of the nursing process.
Describe what the nurse is doing in each phase of the nursing process.
Explain how critical thinking is used in the nursing process.
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• Discuss and give examples of the difference between practical/procedural knowledge and
theoretical knowledge.
• Name the main concepts of the full-spectrum nursing model.
Explain how nursing knowledge, the nursing process, and critical thinking work together in
full-spectrum nursing.
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Define nursing assessment, including the four features common to all definitions.
Explain how assessment is related to each of the other steps of the nursing process.
State the ANA position on delegating assessment.
Name three requirements of the Joint Commission regarding patient assessment.
Use assessment skills to gather data during a nursing assessment.
Define initial, ongoing, comprehensive, and focused assessment.
Explain the importance of discharge planning assessment.
List five special needs assessments, and state when or why you would use them.
Identify the following types of data: subjective, objective, primary source, secondary
source.
Identify at least four components of a nursing health history, and state the purpose of
each.
Describe the differences between directive and nondirective interviewing.
Compare and contrast open-ended and closed questions, including definitions, uses,
advantages, and disadvantages.
Discuss how to prepare for and conduct an interview.
Describe three circumstances in which you should validate data.
Describe two frameworks for organizing data.
State four guidelines for documenting data.
Compose three questions to ask yourself when you are evaluating the quality
of your assessment
Bibliographic Reference
1. Textbook: Chapters 2 -3
ACTIVITIES/ASSESSMENTS
1. Homework/Quiz 2
Type of Activity: 50-100 Multiple Choice Questions
Instructions: Final answers must be submitted by the due date to receive full points.
Learning Objective: Assess Objectives for Competencies 2 and 3
Documentation Demonstrating Completion: Research Paper or quiz
Time Required for Completion: 90 minutes
WEEK 3
CHAPTER 4: Nursing Process Diagnosis
CHAPTER 5: Nursing Process: Planning Outcomes.
CHAPTER 6: Nursing Process: Planning Interventions
Chapter 7: Nursing Process: Implementation & Evaluation
Chapter 8:Nursing Theory & Research
Skills/Objectives (at the end of this portion of the course the student has acquired the ability to)
• Define the following terms: diagnosis, nursing diagnosis, diagnostic reasoning, diagnostic label, defining
characteristics, related factors, risk factors, health problem.
• Explain how nursing diagnosis is related to the rest of the nursing process.
• Relate the history of nursing diagnosis since the 1950s, including the role of the American Nurses Association and
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NANDA.
• Differentiate between nursing diagnoses, medical diagnoses, and collaborative problems.
• Explain the differences between actual, risk, possible, syndrome, and wellness nursing diagnoses.
• Describe a process for determining a nursing diagnosis.
• Explain why an etiology is always an inference.
• Describe at least two frameworks for prioritizing nursing diagnoses.
• Describe errors of theoretical and self-knowledge that may occur in diagnostic reasoning.
• Use standardized nursing language to write nursing diagnoses.
• Write nursing diagnosis statements and collaborative problem statements in correct format.
• Explain the relationship between nursing diagnoses and goals/interventions.
• State at least five criteria for judging the quality of a diagnostic statement.
Discuss issues associated with the NANDA diagnostic labels and with standardized language in gene
• Describe formal, informal, initial, ongoing, and discharge planning.
• Identify patients who need a comprehensive, formal discharge plan.
• Explain the importance of a written plan of care.
• Describe the information contained in a comprehensive nursing care plan, regardless of format or approach.
• Compare critical pathways to integrated plans of care (IPOCs) and other standardized care-planning documents.
• Discuss the advantages and disadvantages of computerized care planning.
• Describe a process for writing an individualized care plan, making use of available standardized care-planning
documents.
• Define the following terms: goal, outcome, expected outcome, nursing-sensitive outcome.
• Differentiate between short-term and long-term goals.
• List and give examples of the components of a goal statement.
• Recognize action (active) verbs.
• Explain how a goal is derived from a nursing diagnosis.
• Differentiate between essential and nonessential goals.
• Write appropriate goals for actual, risk, and possible nursing diagnoses.
• Use standardized terminology to state patient goals.
Write realistic specific, concrete, and observable goals that do not conflict with the medical plan of care and are
stated in terms of patient responses/behaviors
• Define the term nursing intervention.
• Compare and contrast independent, dependent, and interdependent (collaborative) nursing interventions.
• Explain how theories and research influence the choice of nursing interventions.
• Explain how nursing interventions are determined by problem status (i.e., actual or potential problem).
• Describe a process for generating nursing interventions for a client. Explain how to use a standardized vocabulary
for nursing interventions and activities.
• Give one example of a standardized wellness (health promotion) intervention and one individualized nursing order
for performing that intervention.
• Give one example of a standardized spirituality intervention and one individualized nursing order for performing
that intervention.
• Write complete, detailed nursing orders, in correct format, for patients. Define implementation.
• Explain how to prepare the nurse, the patient, and supplies or equipment before implementing nursing orders.
• Describe nursing activities that occur in the implementation phase of the nursing process.
• Define the terms delegation and supervision. Identify and describe the "five rights" of delegation.
• Define evaluation. Explain how standards and criteria are used in evaluation.
• Explain how structure, process, and outcomes evaluation are related.
• Distinguish among ongoing, intermittent, and terminal evaluation.
• Describe a process for evaluating client health status (outcomes).
• Describe a process for evaluating the effectiveness of the nursing care plan.
• List variables that may influence the effectiveness of a nursing intervention; state which ones the nurse can and
cannot control.
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Discuss the importance of nurses' involvement in evaluating the quality of care in an organization.
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Define nursing theory.
List four components of a theory.
Describe how a nursing theory is developed.
List the four essential concepts in a nursing theory.
List three ways nurses can use nursing theory.
Discuss the relevance of Florence Nightingale's nursing theory to contemporary nursing practice.
Name three predominant thinkers who proposed theories of caring.
Describe three non-nursing theories and their contributions to nursing.
Define nursing research.
Describe the significance of evidence-based nursing practice.
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Describe the history of nursing research in the United States.
Compare and contrast quantitative and qualitative nursing research.
List three components of the research process, and explain their importance.
Name three priorities in the process of protecting research participants, and explain the significance of these to
the nursing research process.
• Describe the PICO method of formulating a question to guide a literature search.
List at least four steps in the process of analytic reading of research reports, and explain their significance to the
appraisal of research.
Bibliographic Reference
1. Textbook: Chapters 4-8
ACTIVITIES/ASSESSMENTS
1. Homework/Quiz 3
Type of Activity: 50-100 Multiple Choice Questions
Instructions: All final answers must be submitted by the due date for full points
Learning Objective: Assess Objectives for Competencies 4-8
Documentation Demonstrating Completion: Test or Research Paper
Points toward Grade:
Time Required for Completion: 90 minutes
End of unit 1
WEEK 4 (Unit 2)
CHAPTER 9: Growth & Development Across the life Span
CHAPTER 10: Experiencing Health & Illness
CHAPTER 11 : Psychosocial Health and Illness
Skills/Objectives (at the end of this portion of the course the student has acquired the ability to)
Bibliographic Reference
1. Textbook: Chapters 9-10
ACTIVITIES/ASSESSMENTS1. Homework/Quiz 4
Type of Activity: 50-100 Multiple Choice Questions
Instructions: All final answers must be submitted by the due date for full points
Learning Objective: Assess Objectives for Competencies 9-10
Documentation Demonstrating Completion: Research Paper
Points toward Grade:
Time Required for Completion: 30 minutes
CHAPTER 6: Nursing Process: Planning Interventions.
Skills/Objectives (at the end of this portion of the course the student has acquired the ability to)
Part I
• Discuss the principles of growth and development.
• Compare and contrast developmental task theory, psychoanalytic theory, cognitive theory, and the
psychosocial theory of growth and development.
• Outline the major principles involved in moral and spiritual development.
• Identify conditions that influence growth and development at all ages.
Part II
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• Discuss the cognitive and psychosocial challenges for each age group, infant through middle age.
• Identify common health problems seen in each stage of development.
• Describe any special assessments unique to each age group.
• Discuss age-appropriate interventions for each age group.
• Incorporate developmental principles into nursing care.
Part III
• Discuss the relationship of life expectancy and livable communities.
• Discuss the developmental challenges for each older adult age group.
• Identify common health problems seen in each group and for all older adults.
• Describe any special assessments unique to each group or older adults.
• Discuss age-appropriate interventions for older adults and for each group.
Incorporate developmental principles of aging into nursing care.
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Explore the concepts of health and illness from a holistic perspective.
Compare and contrast three models of health and illness.
Describe the various ways that people experience health and illness.
Identify factors that disrupt health.
Describe the five stages of illness behavior.
Differentiate between acute and chronic illness.
Identify factors that influence individuals' responses to illness.
Apply the concepts presented in this chapter to a variety of patient care situations.
Explain what the concepts in this chapter mean to you as you work toward becoming a full-spectrum nurse.
Explain the relationship of psychosocial factors to overall health and development.
Identify the factors that influence the development and stability of self-concept.
List the four interrelated components of self-concept.
Identify 10 general categories to include in a comprehensive psychosocial assessment.
Perform an assessment using the domains of self-concept, self-esteem, self-identity, and body image.
Develop a nursing care plan for patients exhibiting disturbances in self-concept and self-esteem.
Identify nursing diagnoses, outcomes, and interventions specific to body image disturbance.
Describe interventions for preventing depersonalization.
Describe the anxiety continuum.
List the psychological and physiological effects of anxiety.
Recognize the levels and symptoms of anxiety that are severe enough to merit referral to a mental health
professional.
• Devise a nursing care plan for the nursing diagnosis of Anxiety.
• Identify several ways in which clients manifest depression.
• Differentiate between mild depression and that which should be referred to a mental health professional.
• Recognize depression in older adults.
• Describe nursing interventions for patients who are depressed.
Identify nursing interventions for patients with a diagnosis of Risk for Suicide.
Bibliographic Reference
2. Textbook: Chapters 9-11
Time Required for Completion: 90 minutes
WEEK 5
CHAPTER 12: The Family
CHAPTER 13: Culture & Ethnicity
CHAPTER 14: Spirituality
Chapter 15: Loss, Grief, and Dying
Skills/Objectives (at the end of this portion of the course the student has acquired the ability to)
• Explain the relationship of psychosocial factors to overall health and development.
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Identify the factors that influence the development and stability of self-concept.
List the four interrelated components of self-concept.
Identify 10 general categories to include in a comprehensive psychosocial assessment.
Perform an assessment using the domains of self-concept, self-esteem, self-identity, and body image.
Develop a nursing care plan for patients exhibiting disturbances in self-concept and self-esteem.
Identify nursing diagnoses, outcomes, and interventions specific to body image disturbance.
Describe interventions for preventing depersonalization.
Describe the anxiety continuum.
List the psychological and physiological effects of anxiety.
Recognize the levels and symptoms of anxiety that are severe enough to merit referral to a mental health
professional.
• Devise a nursing care plan for the nursing diagnosis of Anxiety.
• Identify several ways in which clients manifest depression.
• Differentiate between mild depression and that which should be referred to a mental health professional.
• Recognize depression in older adults.
• Describe nursing interventions for patients who are depressed.
Identify nursing interventions for patients with a diagnosis of Risk for Suicide.
• Explain why cultural competence is important for nurses.
• Explain what is meant by "culture."
• Discuss concepts pertaining to cultural diversity in nursing.
• Identify the characteristics of culture, including their relationship to acculturation.
• Discuss patterns of behavior that can reflect cultural and ethnic influences.
• Identify vulnerable populations in the United States.
• Define and give an example of culture universals and of culture specifics.
• Differentiate between cultural archetypes and cultural stereotypes.
• Describe the culture of the North American healthcare system, including professional subcultures.
• Identify the phenomena of culture, including how they can affect the nursing care needs of clients and families.
• Discuss the differing views of culturally diverse clients, including biomedical, holistic, and alternative health
systems, such as folk medicine.
• Discuss the definitions, theories, and models relating to the provision of culturally competent care.
• Explain guidelines for performing a transcultural assessment, including a cultural assessment model.
• Recognize the cultural implications inherent in nursing diagnoses.
• Describe nursing strategies that promote delivery of culturally competent care to clients and their families.
State some techniques for communicating with clients when there is a language barrier.
• Describe the differences and similarities between religion and spirituality.
• Discuss what is meant by spirituality.
• For each of the religions briefly covered in this chapter, describe its major beliefs and their implications for nursing
care.
• Identify five barriers to spiritual care.
• Perform a spiritual assessment.
• Plan nursing interventions based on the data obtained in a spiritual assessment.
• Distinguish the differences between spiritual care diagnoses and those that may serve as etiologies of other
nursing diagnoses.
• Describe various spiritual interventions and examine your own level of comfort in terms of performing the
interventions.
• Name and describe at least four types of loss.
• Identify the stages of grief as described by Engel, Worden, Rando, and Bowlby.
• Compare and contrast four different types of grief.
• List and discuss at least five factors that affect grieving.
• Define death according to the Uniform Determination of Death Act.
• Give a definition of higher-brain death.
• Create a timeline of the dying process, indicating the physiological signs and symptoms common to each stage.
• List and describe the Kübler-Ross stages of dying and grief.
• Define end-of-life care, hospice care, and palliative care.
• Identify the legal and ethical issues involved in death and dying.
• Assess, diagnose, plan, and implement care of dying patients and their families.
• Describe the responsibilities of the nurse regarding postmortem care.
Identify nursing interventions to help clients who are grieving.
Bibliographic Reference
1. Textbook: Chapters 12-15
ACTIVITIES/ASSESSMENTS
1. Homework/Quiz 5
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Type of Activity: 100-200 Multiple Choice Questions
Instructions: Final answers must be submitted by the due date for full points
Learning Objective: Assess Objectives for Competencies 7
Documentation Demonstrating Completion: Hard Copy
Time Required for Completion: 90-180 minutes
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End of Unit 2
WEEK 6 (Unit 3)
CHAPTER 16: Documenting & Reporting
CHAPTER 17: Measuring Vital Signs
CHAPTER 18: Communicating & the Therapeutic Relationship
CHAPTER 19: Health Assessment: Performing a Physical Examination
Skills/Objectives (at the end of this portion of the course the student has acquired the ability to)
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Explain the purposes of documentation.
Compare the differences between electronic and written documentation.
Identify a variety of charting formats and their purposes.
Use paper and electronic documentation in the clinical setting.
Describe guidelines for documentation.
Identify approved abbreviations to use in charting.
Follow documentation guidelines to accurately record patient health status, nursing interventions, and patient
outcomes.
• Discuss the key elements of giving an oral patient report.
• Explain the process for verifying or questioning a medical prescription.
Critique samples of charting.
• tate at least one nursing diagnosis that might be used to describe a problem for each of the four vital signs:
temperature, pulse, respirations, and blood pressure.
• Describe the process of thermoregulation in the body.
• Describe the process for taking oral, rectal, axillary, tympanic membrane, and temporal temperatures.
• Convert between the Fahrenheit and centigrade temperature scales.
• For different patient situations, choose the best way to take the temperature, including site and equipment.
• Discuss the concept of a "normal" temperature.
• Explain the physiological mechanisms of fever.
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Describe at least four nursing interventions for the patient with a fever.
• Describe at least six nursing interventions for the patient with temperature alterations.
• Describe methods for obtaining peripheral and apical pulses.
• Given a client's age and pulse rate, rhythm, quality, and equality, differentiate between normal findings and those
that should be referred to the primary healthcare provider.
• Explain how respirations are regulated in the body.
• Given a client's age and respiratory rate, depth, and rhythm; chest movement; and associated clinical signs,
differentiate between normal findings and those that should be referred to the primary healthcare provider.
• Define arterial oxygen saturation, hypoxia, hyperventilation, and hypoventilation.
• Discuss at least five nursing interventions for the client with impaired respiratory status.
• Describe the physiology of blood pressure, including references to systolic, diastolic, pulse pressure, and mean
arterial pressure.
• State the normal blood pressure range for the average adult.
• Explain why it is important to interpret a client's blood pressure pattern rather than relying on a single reading.
• Describe the process of obtaining a brachial blood pressure reading.
• Discuss the importance of cuff size when obtaining a blood pressure reading.
• Define hypotension, hypertension, essential hypertension, and secondary hypertension.
Identify at least three nursing interventions for the client with hypertension.
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Define communication.
Identify the three basic levels of communication.
Discuss the elements of the communication process.
List the characteristics of verbal and nonverbal communication.
Analyze factors that influence the communication process.
Describe the elements of collaborative professional communication.
Explain how relationships and roles influence communication.
Describe the role of communication in each of the four phases of the therapeutic relationship.
Compare and contrast techniques that enhance communication to techniques that hinder communication.
Communicate with clients who have impaired hearing, speech, or cognition.
Communicate with clients whose culture or language is different from yours.
Write a nursing care plan for a client experiencing impaired communication.
Identify the purposes and components of a physical examination.
Discuss the differences among a comprehensive, focused, and ongoing physical examination.
Describe how to prepare for a physical examination.
Demonstrate the skills used in physical examination.
Explain adaptations that may be required when you examine clients of various ages.
Identify the components of the general survey.
Conduct a full physical examination of a client.
Discuss the expected findings of a physical examination.
Document the findings of a physical examination.
Perform a brief bedside physical examination .
Bibliographic Reference
1. Textbook: Chapters 16-19
ACTIVITIES/ASSESSMENTS
1. Homework/Quiz 6
Type of Activity: 100-200 Multiple Choice Questions
Instructions: Final answers must be submitted by the due date for full points
Learning Objective: Assess Objectives for Competencies 16-19
Documentation Demonstrating Completion: Hard Copy
Time Required for Completion: 100-180 minutes
MIDTERM EXAMINATION: CHAPTERS 1-19
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WEEK 7
CHAPTER 20: Promoting Asepsis & Preventing Infection
CHAPTER 21; Promoting Safety
CHAPTER 22: Facilitating Hygiene
CHAPTER 24: Teaching Clients
Skills/Objectives (at the end of this portion of the course the student has acquired the ability to)
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Discuss the six links in the chain of infection.
Describe the stages of a typical infectious process.
Summarize the roles of the various barriers involved in the body's primary defenses.
Describe four processes involved in secondary defense.
Compare and contrast humoral and cell-mediated immunity.
Identify activities that promote immune function.
Discuss the factors that place an individual at increased risk for infection.
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Explain why it is important to be aware of emerging infectious diseases.
Explain why multidrug-resistant pathogens are of special concern in healthcare.
Identify standard precautions to prevent transmission of infection through blood and body fluids.
Describe additional precautions that must be taken when there is concern about contact, droplet, or airborne
disease transmission.
• Compare and contrast methods of preventing infection by breaking the chain of infection.
• Implement measures to prevent healthcare-related infections.
• Use medical asepsis when providing care to clients.
• Discuss infection control measures in the home and community.
• Implement sterile technique in selected patient care activities.
Discuss the nurse's role in recognizing, preventing, and helping to contain the spread of a biological epidemic.
• List the three leading causes of accidental death in the United States.
• Identify factors that create safety risks.
• Identify at least five safety hazards in the home environment and interventions to prevent injury from them.
• Discuss the steps to follow when you suspect that a client has ingested a poisonous substance.
• Describe the choking rescue maneuver, and identify instances when it is appropriate to use it.
• Describe the four main physical hazards that are found in the community and interventions to prevent injury from
them.
• Describe and give examples of hazards that we encounter in the healthcare agency.
• Identify four interventions to prevent falls in the healthcare agency.
• Discuss when it is appropriate to use side rails in the healthcare agency.
• Properly apply restraints and discuss measures to prevent injury in clients who are restrained.
• Discuss at least one data-collection instrument that is used to assess the client who is at risk for falls.
• Formulate a nursing diagnosis in relation to preventing injury in the environment.
Write an individualized goal for clients with a nursing diagnosis of Risk for falls.
• Explain how personal hygiene relates to health and well-being.
• Identify factors influencing personal hygiene practices.
• Discuss delegation of hygiene activities to nursing assistive personnel (NAP).
• Discuss the nurse's role in determining a client's self-care ability.
• Identify nursing diagnoses related to self-care ability and hygiene practices.
• Describe normal and abnormal assessment findings of the skin, feet, nails, mouth, hair, eyes, ears, and nose.
• State the importance and purpose of bathing.
• Describe the following types of baths: complete, assist, partial, towel, bag, shower, tub, and therapeutic.
• Apply the nursing process to common hygiene-related problems of the skin, feet, nails, mouth, hair, eyes, ears,
and nose.
• Demonstrate nursing skills to promote patient hygiene, such as bathing, foot care, and bed making.
• Demonstrate care of the eyes, ears, and teeth, including glasses, contacts, hearing aids, and dentures.
Discuss the relationship between a patient's overall well-being and the immediate environment.
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Explain how personal hygiene relates to health and well-being.
Identify factors influencing personal hygiene practices.
Discuss delegation of hygiene activities to nursing assistive personnel (NAP).
Discuss the nurse's role in determining a client's self-care ability.
Identify nursing diagnoses related to self-care ability and hygiene practices.
Describe normal and abnormal assessment findings of the skin, feet, nails, mouth, hair, eyes, ears, and nose.
State the importance and purpose of bathing.
Describe the following types of baths: complete, assist, partial, towel, bag, shower, tub, and therapeutic.
Apply the nursing process to common hygiene-related problems of the skin, feet, nails, mouth, hair, eyes, ears,
and nose.
Demonstrate nursing skills to promote patient hygiene, such as bathing, foot care, and bed making.
Demonstrate care of the eyes, ears, and teeth, including glasses, contacts, hearing aids, and dentures.
Discuss the relationship between a patient's overall well-being and the immediate environment.
Present three factors contributing to the expanding role of teaching in professional nursing.
Describe concepts of teaching and learning.
Name, define, and give one example of each of Bloom's three domains of learning.
Discuss how each of the following factors can affect learning: motivation, readiness, physical condition, emotions,
timing, active involvement, feedback, repetition, environment, scheduling of the teaching session, amount
and complexity of the content, communication, special needs (e.g., learning disability), developmental stage,
culture, and literacy.
List at least six barriers to teaching and learning.
Describe some strategies for motivating learners.
Develop strategies for working with clients with cultural or learning differences.
Describe the content of a learning assessment.
Discuss correct and incorrect uses of the nursing diagnosis Deficient Knowledge.
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• Develop teaching plans for clients.
• List four methods for evaluating the outcomes of teaching and learning.
• Document teaching content, methods, and patient responses to learning.
3. Textbook: Chapters 20, 21, 22, 24
ACTIVITIES/ASSESSMENTS
2. Homework/Quiz 7
Type of Activity: 100-200 Multiple Choice Questions
Instructions: All final answers must be submitted by the due date for full points
Learning Objective: Assess Objectives for Competencies 20, 21, 22, 24
Documentation Demonstrating Completion: Test and Research Paper
Time Required for Completion: 100-180 minutes
WEEK 8
CHAPTER 23: Administering Medications
Skills/Objectives (at the end of this portion of the course the student has acquired the ability to)
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Name at least five sources of medication information.
Distinguish among various systems for naming and classifying medication
Review various systems for storing and distributing medications.
Examine the factors affecting drug absorption.
Present three modes of drug distribution throughout the body.
Determine what factors affect pharmacokinetics.
List the types of medication orders, including the methods for communicating prescriptions.
Describe appropriate steps you would take if communicating a medication error.
Discuss the agencies and legislation that help to ensure drug quality and safety.
Discuss the routes by which medications are absorbed in the body, including each one's advantages and
disadvantages.
State the primary site of drug metabolism (biotransformation) in the body.
Explain how drug excretion occurs at each of the following sites: kidneys, liver, gastrointestinal tract, lungs, and
exocrine glands.
Define onset, peak, and duration of drug action; therapeutic level, peak level, and trough level; and biological halflife.
Compare and contrast primary, secondary, and cumulative effects; and adverse, toxic, allergic, anaphylactic, and
idiosyncratic reactions.
Define drug–drug interaction, antagonistic drug relationship, synergistic drug relationship, drug incompatibility, and
medication contraindications.
Correctly calculate drug dosages, including (a) conversion among the metric, apothecary, and household
measurement systems and (b) working with units and milliequivalents (mEq).
Describe nursing assessment before, during, and following the administration of a drug.
Plan care for clients with problems of Risk for Injury and Noncompliance related to medications.
Administer medications using the "checks and rights of medication." Demonstrate the correct procedure for
administering medications by the oral, enteral, inhalant, and parenteral routes.
Perform proper technique for use of a metered-dose inhalant (MDI).
Demonstrate intramuscular injection procedure at the following sites: ventrogluteal, deltoid, and vastus lateralis.
Explain why the dorsogluteal site is no longer recommended for intramuscular injections.
List five steps you can incorporate in your practice to ensure safe medication administration and prevent a
medication error.
Bibliographic Reference
1. Textbook: Chapter 23
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Fundamentals of Nursing
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ACTIVITIES/ASSESSMENTSType of Activity: 50-100 Multiple Choice Questions
Instructions: Final answers must be submitted by the due date for full points
Learning Objective: Assess Objectives for Competencies 13
Documentation Demonstrating Completion: Hard Copy
Time Required for Completion: 90 minutes
Documentation Demonstrating Completion: Test
Points toward Grade:
Time Required for Completion: 100-180 minutes
WEEK 9 (Unit 4)
CHAPTER 25: Stress & Adaptation
CHAPTER 26: Nutrition
CHAPTER 27: Urinary Elimination
CHAPTER 28: Bowel Elimination
Skills/Objectives (at the end of this portion of the course the student has acquired the ability to)
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Define stress.
Explain the difference between adaptive and maladaptive coping strategies.
Explain the relationship between stressors, responses, and adaptation.
Describe physical changes occurring during the three stages of Selye's general adaptation syndrome (GAS).
Explain how Selye's local adaptation syndrome (LAS) is different from GAS.
Discuss the inflammatory response: What triggers it, and what physiological changes occur?
Explain how anxiety, fear, and anger relate to stress.
Provide examples and definitions of specific ego defense mechanisms.
Describe the effects of prolonged stress and unsuccessful adaptation on the various body systems.
Briefly describe hypochondriasis, somatization, somatoform pain disorder, and malingering.
Compare and contrast crisis and burnout.
State three ways in which you could assess for each of the following: (a) stressors and risk factors, (b) coping
methods and adaptation, (c) physiological responses to stress, (d) emotional and behavioral responses to
stresses, (e) cognitive responses to stress, and (f) adequacy of support systems.
Describe several interventions or activities for preventing and managing stress.
• Identify the types, functions, metabolism, and major food sources of (a) the energy nutrients, (b) vitamins, (c)
minerals, and (d) water.
• Differentiate among the various sources of nutritional information (e.g., USDA dietary guidelines, food guide
pyramids, DRIs, nutrition facts labels).
• Calculate a client's basal metabolic rate.
• Identify the primary nutritional considerations of various developmental stages.
• Discuss how each of the following affects and is affected by nutritional status: lifestyle choices, vegetarianism,
dieting for weight loss, culture and religion, disease processes, functional limitations, and special diets.
• Describe tools and techniques for gathering subjective data about nutritional status.
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Compare the effectiveness of various anthropometric measurements .
Explain the significance of body mass index.
List at least five physical assessment findings that indicate nutritional imbalance.
Identify laboratory values that are indicators of nutritional status.
Discuss the need for and advisability of vitamin and mineral supplementation.
Describe nursing interventions for patients with special needs: Impaired Swallowing, NPO, older adults, and
Nausea.
Describe techniques for assisting patients with meals.
Identify and discuss six nursing interventions for Imbalanced Nutrition: Less Than Body Requirements and six
interventions for Imbalanced Nutrition: More Than Body Requirements.
Safely provide enteral and parenteral nutrition for patients.
Describe the normal structure and function of the organs in the urinary system.
Describe the processes of urine formation and elimination.
Discuss factors that affect urinary elimination.
Describe the contents of a nursing assessment and physical examination focused on urinary elimination.
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Accurately measure urine output.
Describe procedures for collecting various types of urine specimens.
List and describe diagnostic tests used in identification of urinary elimination problems.
Discuss common elimination problems: urinary tract infection, urinary retention, and urinary incontinence.
Identify nursing diagnoses associated with altered urinary elimination.
Describe nursing interventions that promote normal urination.
Provide care for clients experiencing urinary problems.
Perform urinary catheterizations following accepted procedures.
Discuss nursing care appropriate for clients who have a urinary diversion.
Identify the basic structures and functions of the gastrointestinal system.
Discuss factors that affect bowel elimination.
Describe normal bowel elimination.
Differentiate among the various types of bowel diversions.
Discuss common bowel elimination problems.
Identify appropriate nursing history questions to assess bowel elimination problems.
Perform a physical examination focused on bowel elimination.
List and describe diagnostic tests used to identify bowel elimination problems.
State nursing diagnoses associated with altered bowel elimination.
Describe nursing interventions that promote normal bowel elimination.
Provide care for clients experiencing alterations in bowel elimination.
Discuss nursing care associated with the use of bowel diversions.
ACTIVITIES/ASSESSMENTS
1. Homework/Quiz 8
Type of Activity: 100-200 Multiple Choice Questions
Instructions: Final answers must be in ink only.
Learning Objective: Assess Objectives for Competencies 25-28
Documentation Demonstrating Completion:
Time Required for Completion: 100-180 minutes
WEEK 10
CHAPTER 29: Sensory Perception
CHAPTER 30: Pain Management
CHAPTER 31: Activity & Exercise
CHAPTER 32: Sexual Health
Skills/Objectives (at the end of this portion of the course the student has acquired the ability to)
• Identify the components of the sensory experience.
• Compare and contrast sensory deprivation and sensory overload.
• List factors placing clients at risk for altered sensory perception.
• Discuss the hazards of sensory deficits in vision, hearing, taste, smell, touch, and proprioception.
• Identify factors that affect sensory stimulation.
• Assess clients for signs and symptoms of altered sensory perception.
• State nursing diagnoses and outcomes appropriate for clients with problems of sensory perception.
• Describe nursing interventions to prevent sensory deprivation and sensory overload.
• Describe nursing interventions for clients with sensory deficits.
Discuss strategies to enhance communication with clients with sensory deficits.
• Define pain.
• Classify pain according to origin, cause, duration, and quality.
• Describe the physiological changes that occur with pain.
• Discuss two physiological mechanisms involved in pain modulation.
• Discuss factors that influence pain.
• Identify the effect of unrelieved pain on each of the body systems.
• Discuss nonpharmacologic pain-relief measures.
• Describe pharmacologic measures, including nonopioid analgesics, opioid analgesics, and adjuvant analgesics.
• Describe chemical and surgical pain-relief measures.
• Explain why pain should be considered the fifth vital sign.
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Fundamentals of Nursing
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• Identify the steps involved in creating a pain-management program for a client.
• Write an individualized goal for a client with a nursing diagnosis of Acute Pain.
• Write an individualized goal for a client with a nursing diagnosis of Chronic Pain.
• Explain how to use a patient-controlled analgesia (PCA) system.
Describe a method for evaluating a pain-management program.
• Discuss the physiology of movement.
• Use proper body mechanics when providing patient care.
• Describe the five forms of exercise discussed in this chapter.
• Compare the effects of exercise and immobility on the body.
• Describe the physical activity recommended for health promotion, cardiovascular fitness, and maintenance of
healthy weight.
• Discuss factors that affect body alignment and activity.
• Identify patients who are at risk for immobility concerns or activity intolerance.
• Develop a plan of care for patients with decreased activity tolerance.
Implement care related to a patient's mobility problems.
• Identify the female and male reproductive organs.
• Describe the physical, emotional, social, and spiritual aspects of human sexuality.
• Explain how gender, gender identity, and sexual orientation contribute to expression of sexuality throughout the
lifecycle.
• Differentiate between typical and atypical forms of sexual expression.
• Explore physical and psychological issues that affect sexuality and sexual functioning.
• Complete a sexual history as part of a comprehensive nursing assessment.
• State nursing diagnoses to describe sexuality problems.
• Explain how sexual health is challenged by high-risk sexual behaviors, sexually transmitted infections (STI),
menstrual problems, infertility, negative intimate relationships, sexual harassment, rape, and disorders of the
sexual response cycle.
• Provide nursing interventions that enhance sexual well-being.
• Discuss strategies to increase your personal comfort and confidence in providing holistic nursing care.
Describe approaches for dealing with inappropriate sexual behavior from patients or in the work environment.
ACTIVITIES/ASSESSMENTS
1. Homework/Quiz 9
Type of Activity: 100-200 Multiple Choice Questions
Instructions: Final answers must be in ink only.
Learning Objective: Assess Objectives for Competencies 29-32
Documentation Demonstrating Completion:
Time Required for Completion: 100-180 minutes
WEEK 11
CHAPTER 29: Sensory Perception
CHAPTER 30: Pain Management
CHAPTER 31: Activity & Exercise
CHAPTER 32: Sexual Health
Skills/Objectives (at the end of this portion of the course the student has acquired the ability to)
• Identify the components of the sensory experience.
• Compare and contrast sensory deprivation and sensory overload.
• List factors placing clients at risk for altered sensory perception.
• Discuss the hazards of sensory deficits in vision, hearing, taste, smell, touch, and proprioception.
• Identify factors that affect sensory stimulation.
• Assess clients for signs and symptoms of altered sensory perception.
• State nursing diagnoses and outcomes appropriate for clients with problems of sensory perception.
• Describe nursing interventions to prevent sensory deprivation and sensory overload.
• Describe nursing interventions for clients with sensory deficits.
International Institute For HealthCare Professionals, Inc. – Syllabus - Revised February 21, 2014 by G.M.
Fundamentals of Nursing
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Discuss strategies to enhance communication with clients with sensory deficits.
• Define pain.
• Classify pain according to origin, cause, duration, and quality.
• Describe the physiological changes that occur with pain.
• Discuss two physiological mechanisms involved in pain modulation.
• Discuss factors that influence pain.
• Identify the effect of unrelieved pain on each of the body systems.
• Discuss nonpharmacologic pain-relief measures.
• Describe pharmacologic measures, including nonopioid analgesics, opioid analgesics, and adjuvant analgesics.
• Describe chemical and surgical pain-relief measures.
• Explain why pain should be considered the fifth vital sign.
• Identify the steps involved in creating a pain-management program for a client.
• Write an individualized goal for a client with a nursing diagnosis of Acute Pain.
• Write an individualized goal for a client with a nursing diagnosis of Chronic Pain.
• Explain how to use a patient-controlled analgesia (PCA) system.
Describe a method for evaluating a pain-management program.
• Discuss the physiology of movement.
• Use proper body mechanics when providing patient care.
• Describe the five forms of exercise discussed in this chapter.
• Compare the effects of exercise and immobility on the body.
• Describe the physical activity recommended for health promotion, cardiovascular fitness, and maintenance of
healthy weight.
• Discuss factors that affect body alignment and activity.
• Identify patients who are at risk for immobility concerns or activity intolerance.
• Develop a plan of care for patients with decreased activity tolerance.
Implement care related to a patient's mobility problems.
• Identify the female and male reproductive organs.
• Describe the physical, emotional, social, and spiritual aspects of human sexuality.
• Explain how gender, gender identity, and sexual orientation contribute to expression of sexuality throughout the
lifecycle.
• Differentiate between typical and atypical forms of sexual expression.
• Explore physical and psychological issues that affect sexuality and sexual functioning.
• Complete a sexual history as part of a comprehensive nursing assessment.
• State nursing diagnoses to describe sexuality problems.
• Explain how sexual health is challenged by high-risk sexual behaviors, sexually transmitted infections (STI),
menstrual problems, infertility, negative intimate relationships, sexual harassment, rape, and disorders of the
sexual response cycle.
• Provide nursing interventions that enhance sexual well-being.
• Discuss strategies to increase your personal comfort and confidence in providing holistic nursing care.
• Describe approaches for dealing with inappropriate sexual behavior from patients or in the work environment.
ACTIVITIES/ASSESSMENTS
2. Homework/Quiz 10
Type of Activity: 100-200 Multiple Choice Questions
Instructions: Final answers must be in ink only.
Learning Objective: Assess Objectives for Competencies 29-32
Documentation Demonstrating Completion:
Time Required for Completion100-180
WEEK 12
CHAPTER 33: Sleep & Rest
CHAPTER 34: Skin Integrity & Wound Healing
CHAPTER 35: Oxygenation
CHAPTER 36: Fluids, Electrolytes, & Acid-Base Balance
CHAPTER 37: Perioperative Nursing
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Fundamentals of Nursing
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Skills/Objectives (at the end of this portion of the course the student has acquired the ability to)
• Explain why rest and sleep are important.
• Describe the functions and physiology of sleep.
• Explain circadian rhythms and how they relate to sleep.
• Identify factors that influence rest and sleep.
• Describe nursing implications for age-related differences in the sleep cycle.
• Identify at least five common sleep disorders.
• Perform a comprehensive sleep assessment using appropriate interview questions, a sleep diary, and a sleep
history.
• Formulate nursing diagnoses that identify sleep problems that may be treated through specific nursing
interventions.
• Plan, implement, and evaluate nursing care related to specific nursing diagnoses addressing sleep problems.
• Discuss the factors that affect skin integrity.
• Identify wounds based on accepted classification schemes.
• Describe the three phases of wound healing.
• Distinguish primary intention healing, secondary intention healing, and tertiary intention healing.
• Describe three types of wound drainage.
• Review the major complications of wound healing.
• Explain the factors involved in the development of pressure ulcers.
• Use the Braden scale to assess risk for pressure ulcers.
• Assess and categorize pressure ulcers based on the pressure ulcer staging system.
• Provide nursing care that limits the risk of pressure ulcer development.
• Differentiate the kinds of chronic wounds.
• Accurately chart assessment of a wound.
• Demonstrate appropriate technique for irrigating a wound.
• Describe care of a wound with a drain.
• Differentiate the five forms of wound débridement.
• Discuss the different kinds of tissue found in wounds.
• Discuss when and how to use absorbent, alginate, collagen, gauze dressings, transparent films, hydrocolloids,
hydrogels, foam, and antimicrobial dressings.
• Describe guidelines to follow when applying heat or cold therapy.
Demonstrate bandage and binder application.
• Describe the structure and function of the respiratory and cardiovascular systems.
• Identify individual, environmental, and pathological factors that influence oxygenation.
• Assess oxygenation, breathing, circulation, and gas exchange.
• Interpret diagnostic testing related to oxygenation, breathing, circulation, and gas exchange.
• Develop nursing diagnoses related to oxygenation, breathing, circulation, and gas exchange.
• Plan outcomes and care for maintaining and improving oxygenation.
• Safely and correctly perform common nursing procedures related to oxygenation, breathing, perfusion, and gas
exchange.
• Evaluate adequacy of oxygenation, breathing, perfusion, and gas exchange, and modify nursing activities
appropriately based on outcomes.
• Describe a procedure for safe oxygen administration.
• Describe measures for mobilizing airway secretions.
• Implement measures for promoting optimal respiratory function (e.g., positioning).
• Explain how to suction the upper and lower airways.
• Provide care for patients requiring artificial airways.
• Provide care for patients requiring mechanical ventilation.
• Provide care for patients requiring chest tubes.
• Provide measures to promote peripheral circulation.
• Recognize medications used to enhance pulmonary and cardiovascular function.
• Use identified outcomes to evaluate care for patients with oxygenation and circulation problems.
• Identify the fluid compartments within the body.
• Describe the location and function of the major electrolytes of the body.
• Differentiate between active and passive transport, osmosis, diffusion, and filtration.
• Describe the body mechanisms for maintaining fluid and electrolyte balance.
• Summarize the major fluid and electrolyte balance disorders.
• Describe respiratory and metabolic acidosis and alkalosis.
• Describe compensatory mechanisms for acid–base imbalances.
• Provide nursing interventions for clients with fluid, electrolyte, and acid–base imbalances.
• Discuss the importance of perioperative safety.
• List "never events" associated with surgery.
• Name and differentiate the three phases of the perioperative period.
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Fundamentals of Nursing
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Describe the ways in which surgeries can be classified.
Discuss factors that affect the degree of risk of surgery.
Identify nursing actions associated with the preoperative phase, including physical preparations for surgery.
Overview preoperative teaching.
Describe the nurse's responsibilities with regard to surgical consent forms.
Compare and contrast the roles of the circulating and scrub nurse.
Compare and contrast general anesthesia, local anesthesia, regional anesthesia, and conscious sedation.
Discuss common nursing interventions during the intraoperative phase, including skin preparation, positioning for
surgery, and intraoperative safety measures
• Describe nursing assessments appropriate for surgical clients on admission to the nursing unit.
• Identify potential postoperative complications.
• Provide nursing care to prevent postoperative complications, including application of sequential compression
devices, use of incentive spirometry, and management of gastrointestinal suction.
Use nursing diagnoses appropriately to describe a patient's unique needs during the preoperative, intraoperative, and
postoperative periods.
ACTIVITIES/ASSESSMENTS
3. Homework/Quiz 11
Type of Activity: 100-200 Multiple Choice Questions
Instructions: Final answers must be in ink only.
Learning Objective: Assess Objectives for Competencies 33-37
Documentation Demonstrating Completion:
Time Required for Completion100-180
WEEK 13 (Unit 5)
CHAPTER 38: Leading & Managing
CHAPTER 39: Nursing Informatics
CHAPTER 40: Holistic Healing
CHAPTER 41: Promoting Health
Skills/Objectives (at the end of this portion of the course the student has acquired the ability to)
• Distinguish leadership, followership, and management.
• Compare and contrast authoritarian, democratic, and laissez-faire leadership styles.
• Explain the differences between transactional and transformational theories.
• Discuss the qualities and behaviors that contribute to effective leadership and followership.
• Discuss the qualities and activities that contribute to effective management.
• Explain how a SWOT analysis or a SOAR analysis can help you prepare to become a leader and manager.
• Discuss the qualities of preceptors and mentors.
• Present strategies for effective followership.
• Describe the challenges presented to nurse managers by the economy and the nursing labor market.
• Define power andempowerment.
• Describe several ways in which nurses can be empowered.
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Explain why communication skills are important to nurse leaders and managers.
• Describe the change process.
• Identify methods of dealing with change.
• Describe the major concepts of conflict, conflict resolution, and informal negotiation.
• Describe the major concepts of safe and effective delegation.
• Set short- and long-term personal and career goals.
Organize your work to make effective use of time.
• Define informatics and its four components.
• Describe the importance of computers in evidence-based nursing practice.
• Discuss the benefits of the electronic health record.
• Discuss the impact of legislative efforts to encourage EMR adoption.
• Describe the importance of protecting personal health information.
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• Explain the relationship between computers and standardized nursing languages.
• Identify at least two ways that automation decreases errors in healthcare.
• Explain how computers can reduce some of the barriers to evidence-based practice.
• Identify at least four online sources of nursing research.
• Describe the process of searching literature databases.
Outline a process for evaluating evidence and determining a solution.
• Explain holism and holistic care.
• Recognize the beliefs that form the basis of holistic care.
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Compare and contrast complementary, alternative, integrative, and allopathic healthcare.
• Explain how the placebo response relates to holistic care.
• Discuss the trends in use of complementary and alternative modalities (CAM).
• Differentiate the five types of CAM as categorized by the National Center for Complementary and Alternative
Medicine.
• Discuss the most commonly used CAM therapies.
• Discuss the importance of a holistic nursing assessment.
• Identify ways to integrate CAM into nursing care.
• Define health, health promotion, and health protection.
• Identify health prevention activities and categorize them as primary, secondary, or tertiary levels of prevention.
• Discuss the Healthy People 2020 report in relation to leading causes of death and to health-promotion strategies:
nutrition, exercise, lifestyles, and environment.
• Apply Pender's Health Promotion Model to plan activities designed to change unhealthy behavior.
• Identify Prochaska and DiClemente's four stages of change.
• Identify health-promotion strategies (include immunizations and screenings) across the life span.
• Discuss nurses' roles in health promotion, and list health-promotion activities that a nurse may conduct in acute
care facilities, in the workplace, in local communities, and in schools.
• Identify the areas of assessment in relation to developing a health-promotion plan.
• Assess a client's cardiorespiratory function, muscle strength and endurance, joint flexibility, and nutrition (body
mass index or body fat percentage).
Construct a health-promotion plan of care using the nursing process, NANDA taxonomy, Nursing Outcomes
Classifications, and Nursing Interventions Classifications.
ACTIVITIES/ASSESSMENTS
1. Homework/Quiz 12
Type of Activity: 100-200 Multiple Choice Questions
Instructions: Final answers must be in ink only.
Learning Objective: Assess Objectives for Competencies 38-41
Documentation Demonstrating Completion:
WEEK 14 (Unit 6)
CHAPTER 42: Community Nursing
CHAPTER 43; Nursing in Home Care
CHAPTER 44: Legal Issues
Skills/Objectives (at the end of this portion of the course the student has acquired the ability to)
• Define a community.
• Identify at least four factors that make populations healthy.
• Identify at least four factors that make populations vulnerable.
• Identify the major differences between community nursing and acute care nursing.
• Compare and contrast community-based nursing, community health nursing, public health nursing, and
community-oriented nursing.
• Distinguish primary, secondary, and tertiary interventions in regard to a community health scenario.
• Discuss the dimensions of a community that are included in a nursing assessment.
• Describe the roles of nurses in the community setting.
• Identify at least five career opportunities for community nurses.
• Discuss at least three strategies that nurses use to gather community data.
• Explain how NANDA, NIC, and NOC taxonomies are used when the client is a community.
Describe how the Omaha classification system is used for community health nursing.
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Fundamentals of Nursing
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• Identify the primary goal of home care.
• Describe ways in which home healthcare differs from hospital nursing.
• Categorize the various agencies that deliver home healthcare according to purpose, client served, and funding
source.
• Identify four key roles of the nurse in home healthcare.
• Describe the how the nurse's emphasis differs in hospice nursing compared to home health nursing.
• List at least four criteria clients must meet for home care to be reimbursed by Medicare.
• Explain how clients are referred to home healthcare.
• Outline the steps required to prepare for a home visit. Include considerations for the nurses's safety.
• Discuss ways in which the assessment process is unique in home care. State two standardized terminologies that
can be used for stating home care nursing diagnoses.
• Explain the role of the nurse in helping clients and families manage medications.
• Describe how infection-control measures differ in the home and in the hospital.
• Cite at least five examples of how care may be modified in the home setting.
• Describe the process for evaluating a home environment.
State two important safety concerns in home care that arise out of the Joint Commission 2009 home care safety
goals. Describe the nurse's role in treating caregiver strain.
• After completing this chapter, you should be able to:
• Define morals, ethics,bioethics, and nursing ethics.
• Discuss what is meant by ethical agency.
• Identify at least four factors that contribute to the frequency of nurses' moral problems.
• Differentiate personal values and morality from professional values.
• Explain how developmental stages, values, moral frameworks, professional guidelines, and moral principles affect
moral decisions.
• Describe five major ethical principles that are used in reasoning about healthcare.
• Compare and contrast four moral frameworks: consequentialism (e.g., utilitarianism), deontology, an ethics of care,
and feminist ethics.
• Identify the moral issues and principles involved in a given ethical situation.
• Identify at least eight contemporary ethical issues in healthcare.
• Explain how nurses can use knowledge of values transmission and values clarification to facilitate the ethical
decision making of clients.
• Describe a systematic approach for resolving ethical dilemmas.
• Discuss the concept of an integrity-producing compromise.
• Describe the nurse's obligations in ethical decisions.
• Discuss the roles of the nurse as client advocate in the delivery of ethical nursing care.
Apply the steps identified in the MORAL model for ethical decision making to issues nurses encounter in patient
care.
ACTIVITIES/ASSESSMENTS
2. Homework/Quiz 13
Type of Activity: 100-200 Multiple Choice Questions
Instructions: Final answers must be in ink only.
Learning Objective: Assess Objectives for Competencies 42-45
Documentation Demonstrating Completion:
WEEK 15 ( NCLEX STYLE REVIEW QUESTIONS)
STUDENTS MUST COMPLETE AND PASS THE NCLEX RREVIEW QUESTIONS BEFORE
COMPLETION OF THIS COURSE.
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Required Textbooks
Wilkinson, J.M, Treas, H. (2011); Fundamentals Of Nursing; 2nd Edition; Published by MCGraw Hill, ; ISBN-10: 08036-2354-2
Supplementary Textbooks and Materials:
Venes, D. et al (2009); Taber’s Cyclopedic Medical Dictionary; 21st Edition; Published by F. A. Davis; ISBN: 978-0803-61560-1
Electronic Resources
www.mydevelopmentlab.com
www.pearsonhighered.com/nursing
http://iihcp.edu20.org/
All students enrolled in any program at International Institute For HealthCare Professionals, Inc. will receive a user ID
and password to login to http://iihcp.edu20.org/ and will have access to this learning environment throughout the
duration of their program. Instructors may require that some assignments be submitted via http://iihcp.edu20.org/
Written work will be evaluated on the basis of content, grammar, and spelling. In addition, students will receive an email address fromhttp://iihcp.edu20.org/ to maintain a fluid communication with their instructors and other student
support services.
Final Grade Determination
The final grade will reflect proficiency in the knowledge and skills covered during this course. The final course grade
is a result of the combination of Homework, Quizzes, Research Papers, Mid-term Examination and Final
Examination.
The evaluation system will comprise the following elements:
1.
2.
3.
4.
Systematic evaluation: This will include 2 (two) quizzes which will help the instructor evaluate the
students for acquired knowledge and comprehension of course content. ( 10 points per quiz)
Midterm Examination: This examination will be given on Week 8 and will help the instructor evaluate
the students for acquired knowledge of Competencies 1 through 11 (30 points)
Final Examination : This examination will be given on Week 15 and will help the instructor evaluate the
students for acquired knowledge of Competencies 1 through 19 (30 points)
Homework assignments: 4 homework assignments provided by the instructor (5 points each)
Grading Scale and Incomplete Policy
Points Earned
Grade
90-100
A
80-89
B
75-79
C
80 and below
(must repeat course)
A passing grade is 80 or greater.
Instruction/Learning Support Center
Students who need help completing assignments or with class work are encouraged to request a counseling session
with their instructors and/or seek help in the Nursing Department.
International Institute For HealthCare Professionals, inc. Policies, Rules and Regulations
Students are required to review the policies, rules and regulations described in the school catalog available at
www.managementresourcesinstitute.com/catalog.pdf.
International Institute For HealthCare Professionals, Inc. – Syllabus - Revised February 21, 2014 by G.M.
Fundamentals of Nursing
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Course – Fundamentals of Nursing
NUR 1025
Please print this form and bring it completed and signed, and provide to the instructor before
leaving the first class meeting.
Name: ……………………………………………………………………………………………………………
E-mail Address: ……………………………………………………………………………………………….
Phone numbers where you can be reached:
Home: …………………………………………………………………………………………………
Work: ………………………………………………………………………………………………….
Cell: ……………………………………………………………………………………………………
Emergency contact name and number: ………………………………………………………..
I have read the syllabus for Fundamentals of Nursing and understand the requirements,
expectations, and objectives of the course.
Student’s Name
Student’s Signature
International Institute For HealthCare Professionals, Inc. – Syllabus - Revised February 21, 2014 by G.M.
Fundamentals of Nursing
Page 21 of 21
Date