NURS 206 Expanding and Developing Family and Community
Course Name:
Expanding and
Developing Family and
Community
NURS 206
Course Number:
Academic Program:
Campus:
Nursing
Section A
Instructor’s Name
Allan J. V. Cresencia, MSN, CPN, RN
Christine L. Dyer, MSN, CPN, RN
Elizabeth Hartman MSN, RNC-OB
I. Instructor’s Contact Information, Course Pre and Co-Requisites
Phone Number:
E-mail:
Office location:
Office hours:
Course Website:
Course Prerequisites:
Course Co requisites:
acresencia@westcoastuniversity.edu
ehartman@westcoastuniversity.edu
climann@westcoastuniversity.edu
Faculty Room 108
Ms. Hartman: Weds 12-2pm; Thurs 12-1 pm; and by appt.
Mr. Cresencia: by e-mail and appt.
Mrs. Dyer: by e-mail and appt.
wcunurs206and216.pbworks.com
NURS 201, NURS 211L
NURS 216L
II. Mission and Outcomes
University Mission
At West Coast University, we embrace a student-centric learning
partnership that leads to professional success. We deliver transformational
education within a culture of integrity and personal accountability. We
design market-responsive programs through collaboration between faculty
and industry professionals. We continuously pursue more effective and
innovative ways through which students develop the competencies and
confidence required in a complex and changing world.
College of Nursing
Mission
The mission of the College of Nursing is to provide evidence-based and
innovative nursing education to culturally diverse learners; preparing nurses
to provide quality and compassionate care that is responsive to the needs of
the community and the global society.
West CoastUniversity Course Syllabus
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NURS 206 Expanding and Developing Family and Community
College of Nursing
Philosophy
Program Learning
Outcomes
Term:
Class Meeting Dates:
Class Meeting Times:
Class Meeting Location:
Web Site:
Class Credit Hours
Class Credit Length
The philosophy of the College of Nursing is the education of nurses who
become lifelong learners and critical thinkers. The philosophy reflects
beliefs that education is a continuous process, occurring in phases
throughout an individual’s lifetime
1.
Synthesize knowledge derived from liberal arts and sciences with a
conceptual framework as a basis for professional nursing practice.
2. Utilize nursing process in health promotion, restoration, and disease
and illness prevention.
3. Apply evidence-based practice in providing therapeutic nursing
interventions for patients and families in a wide variety of health
care, and community setting.
4. Apply critical thinking skills in providing culturally sensitive and
developmentally appropriate nursing care to patients who are
experiencing simple and/or complex health problems in a variety of
settings.
5. Provide health care education to individuals, families, and
aggregates.
6. Develop measurable goals that demonstrate the willingness to
become a life-long learner in building expertise as a member of the
nursing profession.
7. Utilize effective communication to interact with patients, families,
and the interdisciplinary health team.
8. Assume responsibility for the delegation and supervision of the
delivery of nursing care to subordinates based on the subordinate’s
legal scope of practice and ability.
9. Demonstrate application of the AACN 9 Essentials.
10. Be eligible to apply for the registered nursing licensing examination
in order to be employed as a registered nurse in a variety of health
care settings.
III. Course Information
Summer I, 2011
June- August 2011
Weds 12:30- 5:30 pm
Room 126 (OB);Room 212 (Peds)
wcunurs206and216.pbworks.com
3 semester credits/5 contact hours per week/45 hours per term
9 weeks
West CoastUniversity Course Syllabus
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NURS 206 Expanding and Developing Family and Community
Class Required Texts,
Learning Resources
Assessment Technology Institute Inc. Content Mastery Series: Maternal
Newborn
Nursing
Review
Module.
Overland
Park
KSwww.atitesting.com
Boyd, D., Hinds, M., Hyland, J. Hyland &Saccoman, (2008) Evolve reach
comprehensive review for the NCLEX-RN examination (2nd ed.) St.
Louis, MO: Mosby Elsevier
Evolve Online Learning Center.
evolve.elsevier.com
Class Required Texts,
Learning Resources
(continued)
Case Studies & Practice Tests
Hockenberry, M. J., & Wilson, D. (2007). Wong’s nursing care of infants and
children (8thed.). St. Louis, MO: Mosby Elsevier.
Hockenberry, M. J., & Wilson, D. (2009). Clinical companion forWong’s
essentials of pediatric nursing. St. Louis, MO: Mosby Elsevier.
Ward, S. &Hisley, S. (2009) Maternal-Child Nursing Care Optimizing
Outcomes for Mothers, Children, and Families. Philadephica, PA: F.A.
Davis
West CoastUniversity Course Syllabus
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NURS 206 Expanding and Developing Family and Community
Class Recommended
Texts, Learning
Resources
American Psychological Association. (2002). Publication manual of the
American Psychological Association (5th ed.).Washington, DC:
American Psychological Association.
ATI. Content Mastery Series: Nursing care of children. Nursing Review
Module, Overland Park KS: www.atitesting.com
Hockenberry, M. J., & Wilson, D. (2007). Virtual clinical excursions for
Wong’s nursing care of infants and children (8thed.). St. Louis, MO:
Mosby Elsevier.
Knippa, A. (Ed.). (2008). Nursing Care of Children Version 7.0: Content
Mastery Series Review Module. Stilwell, KS: Assessment Technologies
Institute, LLC.
Pearson Hall Real Nursing Skills: Maternal-Newborn & Women’s Health
Nursing Skills online videos
Websites:
National Health Objectives: www.healthypeople.gov
www.hhs.gov, (Immunization schedule)
LIRN (Library Information Resources Network)
http://www.lirn.net/services.shtml
Patron Indentification #: 52516
(Available anywhere with Internet access)
Opposing Viewpoints; InfoTrac- magazine articles; Medical Encyclopedia
Medical Dictionary; Current information on dozens of topics
Ebsco Databases
http://search.ebscohost.com
UserID: west; Password: coast
(Available anywhere with Internet access); Full text periodical articles
Course Catalog
Description
EBRARY
http://site.ebrary.com/lib/westcoastu
(Only available on the WCU campus
This course focuses on nursing concepts in the therapeutic care of women,
mothers, infants, children, adolescents and their families. Included are
Gordon’s conceptual framework, major health promotion and disease
prevention, nursing process, therapeutic communication, evidenced based
practice, teaching/learning principles and role development in the area of
women, infants and children, and families.
West CoastUniversity Course Syllabus
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NURS 206 Expanding and Developing Family and Community
Course Learning
Outcomes
1. Interpret how the Healthy People 2020 Objectives and other major
health promotion and disease prevention concepts will improve the
health and welfare of women, children, and families.
2. Discuss current issues regarding women's health care as they transition
through the life cycle.
3. Describe significant aspects of human sexuality and reproduction and
apply this knowledge in planning nursing care and comprehensive
teaching plans for individuals and families throughout the life cycle.
4. Analyze the physiologic and psychosocial aspects of uncomplicated and
complicated pregnancy from conception to postpartum and plan
appropriate nursing interventions for actual and potential self-care
demands for each stage.
5. Discuss and apply the nursing process in conjunction with Gordon’s
Functional Health Patterns to the obstetrical client and neonates
suffering from a variety of acute and chronic disease states, assessing
health deviations, developing expected outcomes and identifying and
validating the effectiveness of nursing interventions.
6. Incorporate evidence-based nursing research from a variety of sources,
including pharmaceutical, biological, psychosocial and behavioral
sciences, in the nursing process when planning care for women, infants
and families.
7. Evaluate the impact of cultural, ethical, legal, gender, and economic
issues related to health care of women, newborns and their families.
8. Describe nutritional requirements for newborns and for women
throughout the life cycle, with emphasis on pregnant, breastfeeding,
and post-menopausal women, and plan nursing interventions for actual
and potential nutritional deficits for selected clients.
9. Identify and explore the role of the nurse as provider, manager and
coordinator of therapeutic care for women, neonates and their families.
10. Identify community resources and referrals appropriate for childbearing
women, their infants and families, with particular attention to families
facing major health problems and special health care needs.
Teaching Strategies
Lecture, group analysis of selected case studies, research studies, internet
search, evaluation of evidence-based practice, interactive software
programs, and independent study.
West CoastUniversity Course Syllabus
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NURS 206 Expanding and Developing Family and Community
Formative Assessment of
Student Learning:
 Will not count more
than 80% of final
grade
Summative Assessment
of Student Learning:
 Will not count more
than 20% of final
grade
Participation:
 Student Participation
will not account for
more than 10% of the
final grade.
IV. Evaluation Methods, Grading
Maternity: Formative Assessment
Assignment/Assessment Activity
Case Studies (2)
Homework Assignments
Participation
Examinations
Due Date
Points
5
2.5
2.5
30
Due Date
Points
5
2.5
2.5
30
Pediatrics: Formative Assessment
Assignment/Assessment Activity
Case Study Presentation
Homework assignments
Participation
Examinations
Summative Assessment:
Final Exam
20.0
Student must attain a score of at least 76% out of the 80% examinationoriented part of the total course grade. In other words, if the total
number of points available in a given class is 100, then a minimum of 80
of those points are earned by taking examinations, and a student must
earn at least 61 points of the 80 points (76%) out of those exam
questions in order to pass the course. Assuming the student attains the
minimum 76% (61 points), then the 20% non-examination activities (20
points) are added to calculate the final course grade. Note – A student
can attain 76% of the combined examinations and still fail the course if
not attaining enough points from non-examination assignments.
West CoastUniversity Course Syllabus
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NURS 206 Expanding and Developing Family and Community
V. Policies and Procedures
West Coast
University Grading
Scale (reflective of
final course grade.
See associated policy
in Catalog)
West Coast
University
Attendance Policy
Grade
Points
A
4
WCU Numerical
Scale
for non program
specific courses
90-100
B
3
80-89
84-90
C
2
70-79
76-83
D
1
60-69
64-75
F
0
59 and below
63 and below
TC
N/A
Transfer Credit
Transfer Credit
W
N/A
Withdrawal
Withdrawal
I
N/A
Incomplete
CR
N/A
Credit
Incomplete
Credit granted for 75% or
higher on a challenge exam or
Credit awarded for NURS 199
Nursing and Dental Hygiene
Specific Numerical Score
91-100
Satisfactory attendance in courses is a requirement of the university and linked
with student success. The percentage of attendance is calculated on the basis of
the clock hours identified and varies by the type of course or major. For
example, 30% of a three credit lecture course is 13.5 hours. Absences in excess
of 30% of any course will result in a grade of “F” and the student will be
required to repeat the course. Nursing students may not be absent for more
than 20% of a NURS lab or clinical course identified as “L”. Dental hygiene
students may not be absent for more than 20% of any DHYG course whether
theory or clinical.
If any student is absent from the University for more than 14 consecutive
calendar days, excluding holidays, and no contact has been made during that
period, the student will be withdrawn from the University.
Students must provide the Academic Dean or Dean of Nursing with written
documentation verifying the required military leave and length of time
requested.
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NURS 206 Expanding and Developing Family and Community
Course Completion
Requirements
Students are expected to participate in class. Participation includes being
present in the class, participation in discussions, and active engagement in the
lecture/learning activities.
Students must achieve a passing grade of C or better, submit all required
assignments, complete all required quizzes and examinations, and meet the
standards of the University attendance policy.
Unscheduled quizzes may be given periodically throughout the term. The quizzes
may include previously covered content and/or content to be covered during the
current day’s class session.
Unless designated as a group project by the instructor, all student papers and
assignments must be completed by the individual student and represent the
student’s own original work. Group projects are designated as such so that all
other assignments are individual assignments and are to be completed by the
student and NOT as a group assignment.
Each student is responsible for his or her own learning which includes all
aspects of the work required for a class. In order to maintain security and
confidentiality, student assignments must be submitted directly to the
instructor via the method(s) approved by the instructor. Do not fax papers to
the campus. Do not e-mail papers to instructors without written permission
from the instructor.
Students who do not successfully pass a course and therefore must repeat the
class are required to earn a minimum grade of ‘B’ on the course they retake.
Students who fail to earn a minimum grade of ‘B’ on a repeated course will be
academically disqualified from the University.
West Coast
University Make-up
Work Policy
In order to meet course outcomes students may be required to make up all
assignments and work missed as a result of absences. The faculty may assign
additional make-up work to be completed for each absence. Hours of make-up
work cannot be accepted as hours of class attendance.
Students are required to be present when an examination is given. If
unexpectedly absent for a documented emergency situation (i.e. death in the
immediate family), it is the student’s responsibility to arrange for a make-up
date by contacting the faculty member within 48 hours of the original
assessment date. The make-up work must be completed within five (5) school
days of the originally assigned date. Students who do not take the exam on the
scheduled make-up date or who do not contact the instructor within 48 hours
will receive a zero score for that assessment activity. The highest score possible
on a nursing or dental hygiene make-up examination is passing grade (e.g., if a
student obtained a perfect score (100%) in the make-up examination, the grade
will still be recorded as a passing grade). Lack of preparation at the scheduled
exam time is not an acceptable excuse for not taking an examination or quiz.
West CoastUniversity Course Syllabus
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NURS 206 Expanding and Developing Family and Community
Classroom Policies




Academic Integrity
Policy
Students are expected to dress professionally during class time, as they
will in their future roles and positions.
No children are allowed in class or unattended on campus.
Personal use of cell phones, Blackberries or any other electronic devises
in the classroom during class time is not permitted. Unauthorized use
may lead to faculty member confiscation of the device for the
remainder of the class. Consistent breaches of this policy will be
addressed by the University as a student conduct issue.
Behavior that persistently or grossly interferes with classroom activities
is considered disruptive behavior and may be subject to disciplinary
action. Such behavior inhibits other students' abilities to learn and the
instructor’s abilities to teach. A student responsible for disruptive
behavior may be required to leave class pending discussion and
resolution of the problem. Consistent breaches of this policy will be
addressed as a student conduct issue.
Academic honesty, integrity, and ethics are required of all members of the West
Coast University community. Students are expected to conduct themselves in a
manner reflecting the ideals, values, and educational aims of the University at
all times. Academic integrity and honorable behavior are essential parts of the
professionalism that will be required well beyond graduation from WCU. They
are the foundation for ethical behavior in the workplace.
A student who acts in an unethical or unprofessional manner on an assignment
will receive a grade of zero for that assignment. A second incident of unethical
or unprofessional behavior may result in administrative termination from the
university.
In its commitment to academic honesty and accurate assessment of student
work, West Coast University uses a plagiarism-detection web-service to help
prevent plagiarism. Consequently, instructors reserve the right to submit
student assignments to the website to check for similarities between student
submissions and the internet, various research databases, and the web-site’s
database of previous student submissions.
Students may be required to electronically submit their work to the instructor
or to the website, and by taking WCU courses, students agree that all
assignments are subject to plagiarism detection processes and Academic
Honesty policies. Assignments submitted to the website by the student or
instructor will become part of the service’s database and will be used for
plagiarism prevention and detection. Student papers, however, will remain the
intellectual property of the authors.
Any submitted papers that are not the student’s original work will be
considered plagiarism, in violation of the Academic Honor Code.
For
clarification of plagiarism, please refer to the WCU Catalog, Dean or Instructor
West CoastUniversity Course Syllabus
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NURS 206 Expanding and Developing Family and Community
Academic
Dishonesty
Testing and
Examination Policy
Reasonable
Accommodations
Changes to the
Course Schedule
The University considers plagiarism and falsification of documents, including
documents submitted to the University for other than academic work, a serious
matter that may result in a failure in the class or dismissal from the program. All
student work is to be submitted to faculty and represent the student’s original
work. All students are required to follow the American Psychological
Association (APA) writing guidelines. All sources used as references must be
properly identified
Students who violate university standards of academic integrity are subject to
disciplinarysanctions, including failure in the course and suspension from the
university. Since dishonesty in any form harms the individual, other students
and the university, policies on academic integrity will be strictly enforced.
Familiarize yourself with the Academic Integrity guidelines and the Academic
Honor Code in WCU catalog and program handbooks.
The university testing policy stipulates that no phones or other electronic
devices, food or drink, papers, hats or backpacks can be taken into the
examination area.
In specific courses the faculty may have additional
requirements. Talking during testing or sharing of information regarding the
test questions is not allowed. Please review the policy for the complete list of
testing requirements and the Academic Honor Code.
Once the exam results are available, the students will be offered a test review.
The student will be provided with a test copy (not applicable to HESI, ATI
exams), answer sheet, and a copy of his or her Scranton, which must all be
returned unchanged upon completion of review. No written or oral notes can
be taken when a student reviews his or her exam. The school encourages
students to review their test results as soon as the exam is completed. HESI (or
ATI) exam results are available for review on line through the Elsevier (or ATI)
website usually within 24 hours of completing the exam. Students are
encouraged to use this information to tailor their remediation in areas of
weakness as identified by subjects missed on the HESI or ATI exam. The HESI
and ATI testing policy require that you may not share any of the testing
information with anyone at any time. Please read it carefully as this is a legal
document you are signing and will be legally held accountable to uphold, when
taking these examinations. See Testing policy and Academic Honor Code in
WCU catalog and/or Nursing Student Handbook.
Any student requesting accommodations based on a verified disability is required
to register with the Director of Student Services each semester. A letter or clinical
evaluation form from a learning specialist showing proof of a learning disability
and what accommodations are required to assist the student, is required to be on
file with the Director of Student Services. A letter of verification for approved
accommodations can be obtained from that office. Please be sure the letter is
delivered to your instructors at the beginning of each term so they may
appropriately assist you.
Any changes to the course schedule as outlined in this syllabus will be thoroughly
discussed with students attending the class prior to implementation.
West CoastUniversity Course Syllabus
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NURS 206 Expanding and Developing Family and Community
Additional Program
or Accreditation
Requirements
The purpose of this section of the syllabus is to guide the student in
understanding how the AACN 9 Essentials are incorporated into their
education and to provide guidance to them in developing their individual
portfolios.
The Essentials that are met in NURS 206 Expanding and Developing Family and
Community include the following:
Essential I, Liberal Education for Baccalaureate Generalist Nursing Practice:
 Use in class presentations of ancient and classical artwork and artifacts
depicting the history and evolution of birthing throughout the ages.
 Discussion and case studies from Women’s Health involving exploration
of cultural, ethical, spiritual, psychosocial, anthropological and social
justice issues.
Essential II, Basic Organizational and Systems Leadership for Patient Safety and
Quality Care:
 Use of group and individual case studies, in class and assigned, that
explore issues involving clinical teamwork, delegation, leadership,
communication, and creative problem-solving to ensure patient safety.
 Discussion of RN role in patient care team responsible for ensuring
patient safety and quality of care.
Essential III, Scholarship for Evidence-Based Practice:
 Assigned research papers, care plans and case studies requiring the use
of library and internet research databases, professional journals and
texts.
 Group PowerPoint and poster projects/presentations of issues involved
in maternal/child /family nursing.
 Interpret how the Healthy People 2010 objectives will improve the
health and welfare of women, children, and families.
Essential IV, Information Management and Application of Patient Care
Technology
 Discussion and analysis of fetal monitoring technologies that promote
effective care management and patient safety.
 Discussion of ethical and legal issues related to the use of information
technologies as they relate to women’s health care.
 Promotion of information literacy and computer skills through on-line
and web-based research and testing programs, word processing and
presentation software such as PowerPoint.
West CoastUniversity Course Syllabus
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NURS 206 Expanding and Developing Family and Community
Additional Program
or Accreditation
Requirements
(continued)
Essential V, Health Care Policy, Finance and Regulatory Environments
 Discussion and exploration of ethics and cost/benefit analysis in
relation to access to and provision of healthcare for women, fetuses,
infants and children through programs such as Medicaid/Medi-Cal,
WIC, etc.
 Discussion of Healthy Families 2010 and role of early prenatal care in
promoting optimal outcomes in women’s reproductive health.
Essential VI, Interprofessional Communication and Collaboration for Improving
Patient Health Outcomes
 Case study discussions with peers and healthcare professionals focusing
on issues in women’s health.
 Role-play scenarios emphasizing role of interdisciplinary team with RN
in active role to promote patient safety and improve health outcomes.
Essential VII Clinical Prevention and Population Health for Optimizing Health
 Discussion and exploration of risk-identification and screening of
women for health deviations, complications, genetic-influenced
disorders and communicable diseases in women’s and obstetrical
health care.
 Discussion and case studies exploring how to obtain gynecological,
obstetrical, sexual, genetic and psychosocial health histories of women
for promotion of optimal health and disease prevention and planning of
effective interventions for women and infants.
 Family assessment written assignment for obtaining and analyzing
family and cultural structures/history that impact women’s and infants’
health.
Essential VIII: Professionalism and Professional Values
 Discussion and case studies touching on ethical, legal and moral
implications of patient care situations in maternal/child health care
areas such as: abuse, withdrawal of life support, maternal vs. fetal
rights, assistive reproduction, etc.
Essential IV: Baccalaureate Generalist Nursing Practice
 Individual and group case studies exploring prioritization of patient care
needs, decision making regarding patient care management and
analysis of patient’s medical condition, pathophysiology and
appropriate therapeutic interventions.
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NURS 206 Expanding and Developing Family and Community
Section B: Course Outline
Week /
Date
Class Objectives
Content Outline
Specific Course Activity
West CoastUniversity Course Syllabus
Revision Date:
Student Assignments
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April, 2011
NURS 206 Expanding and Developing Family and Community
Week /
Date
1
CLO 1, 2, 6
Class Objectives
Content Outline
Specific Course Activity
Discuss theories of caring and holism as they Contemporary nursing care and Review of Syllabus,
apply to the nursing care of women as they current health care issues
Learning Outcomes, and
transition through the life cycle.
- Family Centered Care
Assignments
-Complementary and Alternative
- Health care/medicine (CAM)
- Evidence-based nursing practice
(EBPs)
CLO 1, 2
Discuss the social, political, economic, and Healthy People 2010: Blueprint for
cultural trends that impact women’s and Action
newborns’ health.
-Increasing quality and years of
healthy life
CLO 7, 9, 10 Identify and explore the role of the nurse as -Eliminating health disparities
advocate, provider, manager, delegator and (WIC, Medicaid, Newborn and
coordinator of therapeutic care for women, Mothers Health Protection Act,
neonates and their families.
Family and Medical Leave Act)
CLO 3, 4, 6
CLO 4, 6
CLO 9
Assess and provide patients contraceptive Human Sexuality and Fertility
care.
-Medication Free Contraception
-Hormonal Methods
-Sterilization
-Surgical/Medical Termination of
Pregnancy
Analyze the nurse’s role in teaching and Assessments
and
Treatment
counseling clients about infertility and Options for Infertility
genetics.
Surrogacy and adoptions
Identify
potential
alternatives
to
childbearing for the infertile couple.
Women’s health:
Common infections
Social issues in women’s health
Violence against women
West CoastUniversity Course Syllabus
Revision Date:
Student Assignments
Ward &Hisley:
Maternal-Child
Nursing Care
Chapter 1- 3
Chapter 5 & 6,
Chapter 11, p. 315-322
Pearson Hall Real
Nursing Skills
Maternal-Newborn
and Women’s Health
Nursing Skills::
Health Assessment
Teaching Self-Breast
exam
Birth Control
Other student
Resources include:
Hesi Textbook
Tests online at ATI
or HesiEvlove
ATI Unproctored
Test
Homework: (due on
week 2 during class)
Develop a concept
map that shows how
nurses can improve
pregnancy outcomes
and reduce maternal
mortality.
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NURS 206 Expanding and Developing Family and Community
Week /
Date
1(cont)
CLO 4
CLO 1, 3,4
Class Objectives
Content Outline
Discuss fetal growth & development.
Specific Course Activity
Conception and development of
the embryo and fetus
Understand the nurse’s role in minimizing
threats to the developing fetus.
CLO 3, 4
Discuss developmental stages of adapting to Preparation for Parenthood
pregnancy and the taking on of parenting
roles within the family.
CLO 4, 5
Identify the importance of assessment, Nurse’s Role in Prenatal Evaluation
history taking and establishing a therapeutic
relationship in providing care to women in Physiological Changes During
the prenatal care setting.
Pregnancy
CLO 4, 8
Describe physiologicalchanges that occur Self Care during Pregnancy
during pregnancy and their etiologies
2
CLO 1, 2, 4,
5
Prenatal Assessment and Care
CLO 4, 5, 6,
7, 8
CLO 7,8,9
Ward &Hisley:
Chapter 7- 11
ASSIGNMENT:
Outline a prenatal schedule and describe the
importance of prenatal care.
Homework Case Study
#1
Due by class time
Evolve online :
Anticipatory Gestational Diabetes
Promoting a Healthy Pregnancy
CLO 1, 7, 8,
Student Assignments
Describe holistic approaches to achieve
optimal healthy pregnancy.
Early Signs
Identify the signs of pregnancy and methods Teachings
to manage the common associated
discomforts.
&
Discuss the special considerations in giving Adolescent
Pregnancy
care to the pregnant adolescent.
Nutritional Needs
and
West CoastUniversity Course Syllabus
Revision Date:
Maternal Tasks and
Role Transition (pg.
208- Table 8-5)
Paternal Adaptation to
Pregnancy (pg. 209)
Review Table 10-6 (pg.
282)-Example of a
Prenatal Care Map
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NURS 206 Expanding and Developing Family and Community
Week /
Date
2 (Cont)
CLO 4,5,8
CLO 3, 5, 6
CLO 4, 6
CLO 5, 7, 9
Class Objectives
Content Outline
Describe nutritional requirements for Maternal Nutrition
women during pregnancy, identify clients
with special nutritional needs and discuss
strategies for effective client teachings.
Recognize signs of impending complications Recognizing Signs and Symptoms
of pregnancy and discus interventions to of Danger During Pregnancy
decrease morbidity and mortality.
Identify complications of pregnancy and Caring for the Woman
describe fetal surveillance tests to evaluate Experiencing Complications During
fetal well being.
Pregnancy
-Prenatal Loss
Plan nursing assessments and interventions -Hemorrhagic Disorders
for the woman experiencing complications -Preterm Labor
of pregnancy.
-Premature Rupture of
Membranes
-Hypertensive Disorders of
Pregnancy
DIC
-Multiple Gestation
-Infections
-Inflammatory Diseases
-Rh Isoimmunization
-Cardiovascular
-Diabetes
Psychiatric Complications During
Pregnancy
Substance Abuse
Antepartum Nursing Assessment
-Chorionic Villus Sampling
-Percutaneous Umbilical Blood
Sampling
-Amniocentesis
Specific Course Activity
Student Assignments
Other student
Resources include:
1. Hesi Text book
2. ATI Videos
3. Case studies
online at
Evlolve.com
4. ATI
unproctored
test
Clinical Group 1:
Describe prenatal tests
done and rationale for
test:
(When are tests done?)
-Alpha FetoProtein
-Ultrasound
-Glucose screen
-Fetal fibronectin
Describe the following
tests, when they are done,
and the significance of the
results.
-Kick Count
-NST
-BPP
West CoastUniversity Course Syllabus
Revision Date:
Pearson Hall Real
Nursing Skills
Maternal-Newborn &
Women’s Health
Nursing Skills:
Prenatal Care Videos
Page 16
April, 2011
NURS 206 Expanding and Developing Family and Community
Week /
Date
Class Objectives
Content Outline
Specific Course Activity
Student Assignments
-Ultrasonography
2
(cont)
CLO 4, 5
CLO 2, 4,5,
7, 10
Identify
assessment
modalities
evaluating fetal well-being.
-Kick Counts
-Fetal Biophysical Profile
for -Nonstress Test
-Acoustic Stimulation
-Contraction Stress Test
Homework Reflection:
What are the
characteristics of
reassuring and nonreassuring FHR patterns
by EFM?
Discuss partner abuse common during Intimate Partner Violence During
pregnancy and plan nursing interventions Pregnancy
when abuse is suspected.
West CoastUniversity Course Syllabus
Revision Date:
Page 17
April, 2011
NURS 206 Expanding and Developing Family and Community
Week /
Date
3
CLO 3, 4
CLO 3, 4
CLO 4, 5
CLO 4, 5
Class Objectives
Content Outline
Discuss normal physiological processes of The Birth Experience: Intrapartum
labor and birth.
Nursing Care
Discuss the stages of labor and birth and Labor & Birth Processes (Four
common responses of women to the Stages of Labor)
birthing process.
Nursing Care During Labor
Identify nursing interventions and patient Ensuring Culture-Centered care
teachings to facilitate the birthing process.
Assessment of Fetal Heart Rate
Recognize reassuring and non-reassuring Birth-Related Procedures and
FHR patterns, and provide appropriate Cesarean Section
nursing interventions.
Uterine Medications:
CLO 4, 9, 10 Discuss the nurse’s role in conjunction with Oxytocics&Tocolytics
other care providers in providing care for
women in labor and during obstetric Pain Management During labor
emergencies.
-Nonpharmacological Measures
-Pharmacological Measures
CLO 4, 6
Analyze concepts and research findings in
regards to ensuring maternal-fetal safety
while promoting labor and comfort during
labor and birth.
Specific Course Activity
Student Assignments
Exam#1(covers
ASSIGNMENT:
week 1 & 2 lectures)
*Homework Case
Study #2 Due
Ward &Hisley:
Chapter 12, 13, 14
Evolve online:
Pre-Eclampsia
ATI Content Mastery
Series MaternalNewborn Nursing ATI
Clinical Group 2:
Describe labor pain relief
options, rationale for use,
and contraindications for
each.
1 -Epidural &Spinal
2 -General
3 -Local
4 -IV Medication
Describe the medication,
it’s indication, and
contraindications:
1 -Cervidil
2 -Pitocin
3 -Methergine
4 -Hemabate
5 -Duramorph
Other Student
Resources Include:
1. HESI Textbook
2. ATI Videos:
Intrapartum
3. Case Studies
online at
EVOLVE.com
4. ATI unproctored
test
Homework Reflection:
Describe Bishop’s score
and explain its
significance.
West CoastUniversity Course Syllabus
Revision Date:
Page 18
April, 2011
NURS 206 Expanding and Developing Family and Community
Week /
Date
3 (Cont)
CLO 4, 5
CLO 4, 5,6
Class Objectives
Content Outline
Specific Course Activity
Recognize intrapartal complications and Caring
for
the
Woman
provide the appropriate expected nursing Experiencing Complications During
management.
Labor and Birth
Maternal:
Demonstrate critical thinking abilities in -Hypertensive Disorders
synthesizing and applying knowledge in the -Diabetes
care of women and newborns.
Fetal:
-Fetal malpresentation
-Shoulder dystocia
-Cephalopelvic disproportion
Student Assignments
Homework:
What are the
characteristics of
reassuring and nonreassuring FHR
patterns by EFM?
-Multiple gestation
-Non-reassuring FHR patterns
Obstetrical Emergencies
-Placenta previa
-Placental abruption
-Rupture of uterus
-Umbilical cord prolapse
West CoastUniversity Course Syllabus
Revision Date:
Page 19
April, 2011
NURS 206 Expanding and Developing Family and Community
Week /
Date
4
CLO 4, 5
CLO 4, 5
CLO 4, 5
CLO 4, 5
Class Objectives
Content Outline
Ensuring Safety for the Mother
Discuss measures implemented to ensure and Infant
safety for mother and infant.
Care of the New Family:
Describe the physiological and psychological -Maternal Assessment
changes that occur in the postpartal woman. -Maternal
Physiological
Adaptations
Plan nursing interventions to prevent -Maternal Teachings to prevent
postpartum complications.
complications
Provide nursing interventions
postpartum emergencies.
Specific Course Activity
Clinical Group 3 :
Student Assignments
Exam 2(covers
weeks 3-4 lectures)
Describe tests done during
the neonatal hospital stay
Chapter 15, 16, 17, 18,
and rationale:
19
1
2
3
during
4
Bili screen&Bilirubin
lab test
Coombs lab test
Newborn metabolic
screen
Hearing screen
Describe the following
community resources:
1
2
ATI Review
Hesi Textbook
Pearson Hall Real
Nursing Skills
Maternal-Newborn &
Women’s Health
Nursing Skills:
Newborn Videos
WIC
Early Intervention
Programs
West CoastUniversity Course Syllabus
Revision Date:
Page 20
April, 2011
NURS 206 Expanding and Developing Family and Community
Week /
Date
4 (cont)
CLO 4, 5,
7,9, 10
CLO 8
Class Objectives
Content Outline
Plan a holistic nursing care for the postpartal Postpartum
Hemorrhage,
woman and her family including strategies Hematomas and Infection
for home follow-up care.
Recovery and Self-care During
Implement nursing plan to promote optimal Puerperium
breastfeeding or formula feeding outcomes
for the mother and her infant.
Postpartum Depression/Psychosis
CLO 8, 9,10
Design comprehensivepostpartal discharge Facilitating Infant Nourishment:
planning and teaching.
Making Informed Choices
CLO 4, 5
Identify and describe physical assessment Community Resources for the New
norms for neonates.
Family
CLO 4, 5
Discuss normal neonatal patterns of Newborn Physiologic Responses to
behavior during the first several hours after Birth
birth.
CLO 4,5, 6
CLO 4, 5
Specific Course Activity
Student Assignments
Other Student
Resources Include:
1. ATI Videos
2. Tests online at ATI
or HESI EVOLVE
Identify the components of the immediate Nursing Assessment of Newborn
newborn care to promote maternalnewborn bonding and prevent neonatal Newborn Care: Normal
complications.
Provide nursing care for high-risk newborns Newborn Care: High Risk
and newborn complications.
West CoastUniversity Course Syllabus
Revision Date:
Page 21
April, 2011
NURS 206 Expanding and Developing Family and Community
Week /
Date
5
CLO 1
CLO 9
CLO 4, 5,9
CLO 7
Class Objectives
Content Outline
Specific Course Activity
PEDS
Interpret how the Healthy People 2020
Objectives will improve the health and
welfare of the pediatric population and their
families.
Describe the role of the nurse, using Gordon’s
11 Functional Health Patterns, in the care of
the pediatric client and the expanding family.
Analyze the central role of therapeutic care
relationship in providing nursing care to
pediatric clients in all care settings and
situations.
Evaluate the impact of cultural, ethical,
legal, gender, and economic issues related
to the health care of pediatric populations
and their families.
Using
Gordon’s
conceptual
framework, the nursing process,
evidenced
based
practice,
therapeutic
communication,
teaching/learning
and
role
development in the therapeutic
care of pediatric patients:




Developing Child
Child in Hospital and
Community
Family across care setting
Child with Psychosocial or
Cognitive Condition
West CoastUniversity Course Syllabus
Revision Date:
Student Assignments
Ward &Hisley
Chapters 20, 21, 22
and 23
Other Student
Resources
Include:
HESI Textbook
Evolve Elsevier Case
Studies and Practice
Tests
Pearson Real Nursing
Clinical Videos
Clinical Companion
Resource
Page 22
April, 2011
NURS 206 Expanding and Developing Family and Community
Week /
Date
6
CLO 4, 5
CLO 1, 7
Class Objectives
Content Outline
Analyze potential and actual problems to
the health and well being of children and
families and plan age-appropriate nursing
interventions for selected cases, including
high risk cases.
Describe major health promotion and
disease prevention concepts for children
and families across the life cycle.
Specific Course Activity
Using Gordon’s conceptual
framework, the nursing process,
evidenced based practice,
therapeutic communication,
teaching/learning and role
development in the therapeutic
care of pediatric patients:




Child with a respiratory
condition
Child with gastrointestinal
condition
Child with immunological
or infectious condition
Child with cardiovascular
condition
West CoastUniversity Course Syllabus
Revision Date:
Student Assignments
Ward &Hisley
Chapters 24, 25, 26
and 27
HESI Case studies on :
1. Cystic Fibrosis
2. RSV
Bronchiolitis
3. Cleft lip and
cleft palate
4. Congenital
heart disease
Page 23
April, 2011
NURS 206 Expanding and Developing Family and Community
Week /
Date
6 (Cont)
CLO 6
CLO 9
Class Objectives
Content Outline
Identify principles, concepts, research and
evidenced based findings from a variety of
sources including the pharmaceutical,
biological, psychosocial, and behavioral
sciences for inclusion when planning nursing
care for pediatric populations and their
families.
Identify the role of the nurse in the care of
children and families in relation to the
provider, manager, and coordinator of
therapeutic care.
CLO 4, 5,7
Analyze family structures, coping
mechanisms, roles, relationships, and stages
for use in planning, implementing, and
evaluating nursing care.
CLO 10
Identify community resources and referrals
appropriate for children with major health
problems and special health care needs.
7
CLO 4, 5
CLO 1, 7
Specific Course Activity
Analyze potential and actual problems to
the health and well being of children and
families and plan age-appropriate nursing
interventions for selected cases, including
high risk cases.
Describe major health promotion and
disease prevention concepts for children
and families across the life cycle.
West CoastUniversity Course Syllabus
Revision Date:
Student Assignments
Exam # 1 (covers week
5 lecture) and
includes Peds Med
math problems
Other Student
Resources
Include:
HESI Textbook
Evolve Elsevier Case
Studies and Practice
Tests
ATI Unproctored Tests
Pearson Real Nursing
Clinical Videos
Clinical Companion
Resource
Ward &Hisley
Chapters 28, 29, 30
and 31
HESI Case studies on :
1. Burns
2. Compound
Fracture
ATI Practice Tests
Form A & B
Page 24
April, 2011
NURS 206 Expanding and Developing Family and Community
Week /
Date
7 (Cont)
CLO 6
CLO 9
CLO 4, 5,7
CLO 10
8
CLO 4, 5
CLO 1, 7
Class Objectives
Content Outline
Identify principles, concepts, research and
evidenced based findings from a variety of
sources including the pharmaceutical,
biological, psychosocial, and behavioral
sciences for inclusion when planning nursing
care for pediatric populations and their
families.
Specific Course Activity
Using Gordon’s conceptual
framework, the nursing process,
evidenced based practice,
therapeutic communication,
teaching/learning and role
development in the therapeutic
care of pediatric patients:
Identify the role of the nurse in the care of
children and families in relation to the
provider, manager, and coordinator of
therapeutic care.

Analyze family structures, coping
mechanisms, roles, relationships, and stages
for use in planning, implementing, and
evaluating nursing care.



Child with
endocrinological or
metabolic condition
Child with neurological or
sensory condition
Child with musculoskeletal
condition
Child with integumentary
condition
Student Assignments
Exam #2 (covers week
6 lecture) and includes
Peds Med math
problems
Other Student
Resources
Include:
HESI Textbook
Evolve Elsevier Case
Studies and Practice
Tests
ATI Unproctored Tests
Pearson Real Nursing
Clinical Videos
Clinical Companion
Resource
Identify community resources and referrals
appropriate for children with major health
problems and special health care needs
Analyze potential and actual problems to
the health and well being of children and
families and plan age-appropriate nursing
interventions for selected cases, including
high risk cases.
Describe major health promotion and
disease prevention concepts for children
and families across the life cycle.
West CoastUniversity Course Syllabus
Revision Date:
Ward &Hisley
Chapters 32, 33, 34
and 35
HESI Case studies on :
1. Sickle Cell
Anemia
HESI Practice QUIZ or
EXAM
Page 25
April, 2011
NURS 206 Expanding and Developing Family and Community
Week /
Date
8 (Cont)
CLO 6
Class Objectives
Content Outline
Identify principles, concepts, research and
evidenced based findings from a variety of
sources including the pharmaceutical,
biological, psychosocial, and behavioral
sciences for inclusion when planning nursing
care for pediatric populations and their
families.
Using Gordon’s conceptual
framework, the nursing process,
evidenced based practice,
therapeutic communication,
teaching/learning and role
development in the therapeutic
care of pediatric patients:

CLO 9
Identify the role of the nurse in the care of
children and families in relation to the
provider, manager, and coordinator of
therapeutic care.
CLO 4,5 ,7
Analyze family structures, coping
mechanisms, roles, relationships, and stages
for use in planning, implementing, and
evaluating nursing care.
CLO 10
Identify community resources and referrals
appropriate for children with major health
problems and special health care needs
Final Exam (Covers weeks 1-8 )
9
Specific Course Activity



Child with renal, urinary
tract or reproductive
condition
Child with hematological
condition
Child with cancer
Child with chronic
condition or the dying
child
West CoastUniversity Course Syllabus
Revision Date:
Student Assignments
Exam #3 (covers week
7 lecture) and includes
Peds Med math
problems
Other Student
Resources
Include:
HESI Textbook
Evolve Elsevier Case
Studies and Practice
Tests
ATI Unproctored Tests
Pearson Real Nursing
Clinical Videos
Clinical Companion
Resource
Study for NURS 206
week 1-8 lectures
Page 26
April, 2011