San Bernardino Valley College Course Syllabus
NURSING
102
THEORY
SYLLABUS
INTRODUCTION
FALL, 2015
PROFESSOR HILL, MN, MSG, RN,
BELINDA LOWRY, MSN, RN, CCRN
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San Bernardino Valley College Course Syllabus
65 MINUTES ALLOWED ON ALL EXAMS
COMPUTERIZED TESTING
EXAM SCHEDULE – 102
FALL, 2015
EXAM I
EXAM II
V/S
AM CARE
PHYSICAL ASSESSMENT
NURSING PROCESS
INTEGUMENTARY
AGING
BODY MECHANICS
IMMOBILITY
TRANSFERS
EXAM III
EXAM IV
PATIENT SAFETY
INFECTION CONTROL
URINARY & BOWEL
COMMUNICATION
DOCUMENTATION
NUTRITION
CULTURE
FLUID/ELECTROLYTES
PAIN
FINAL EXAMINATION
(1.5 HOURS)
COMPREHENSIVE
IN ORDER TO BE PREPARED FOR QUIZZES, YOU MUST READ YOUR ASSIGNMENT BEFORE
COMING TO CLASS.
PROFESSOR JUNE HILL, MN, MSG, MN (909) 384-8929 jhill@sbccd.cc.ca.us(Office HLS 112)
BELINDA LOWRY, MSN, RN, CCRN
(909) 384-8628 blowry@sccd.cc.ca.us (Office HLS 113)
NICOLE WILLIAMS
MARY AVILA
(Secretary)
(Secretary)
(909) 384-8550 nwilliams@sbccd.cc.ca.us (Office HLS 119)
(909) 384-8931 mavila@sbccd.cc.ca.us (Office HLS 101)
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San Bernardino Valley College Course Syllabus
WEEK
TOPIC
Vital Signs
Body
Mechanics/Transfers
AUTHOR
READING
POTTER & PERRY CHAPTER 29
POTTER & PERRY CHAPTER 38
CHAPTER 47 (pg. 1145-1147)
1
Patient
Positioning/Hygiene
Immobility
POTTER & PERRY CHAPTER 39
TABLE 39-6 (pg. 794)
TABLE 30-2 (pg. 490)
POTTER & PERRY CHAPTER 47
Physical Assessment
POTTER & PERRY CHAPTER 30
Aging Adult
Nursing Process
POTTER & PERRY
IGNATAVICIUS
POTTER & PERRY
IGNATAVICIUS
POTTER & PERRY
Patient Safety &
Infection Control
POTTER & PERRY CHAPTER 27 & 28
IGNATAVICIUS
CHAPTER 23
Urinary & Bowel
POTTER & PERRY CH 45 (pg. 1042-1070)
CH 46 (pg. 1087-1114)
IGNATAVICIUS
CH 52, 65, & 66
POTTER & PERRY CHAPTER 24
CHAPTER 26
2
Integumentary System
3
4
5
Communication &
Documentation
Pain
6
Fluid & Electrolytes
Nutrition & Culture
POTTER & PERRY
IGNATAVICIUS
POTTER & PERRY
IGNATAVICIUS
POTTER & PERRY
7
IGNATAVICIUS
CHAPTER 13 & 14
CHAPTER 2
CHAPTER 48 (pg.1176-1199)
CHAPTER 24
CHAPTERS 15-20
CHAPTER 32, 43
CHAPTER 3
CHAPTER 41
CHAPTER 11
CHAPTER 9
CHAPTER 44 (OMIT pg. 1028-1035)
CHAPTER 60
8
Cultural Potluck & Presentations
9
Final Exam
Intro to NUR 104
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San Bernardino Valley College Course Syllabus
COURSE:
FUNDAMENTALS OF NURSING
HLS NURS 102 SECTION 01
PRE/COREQUISITES
MEETS:
PRE/NONE CO-REQUISITES NURS 100
MONDAYS THROUGH THURSDAYS
Mondays and Tuesdays 0800-1050, Wednesdays/Thursdays 6 hours of clinical
time each day beginning on campus (08/18/15-10/13/15) and ending at the
clinical sites.
PROFESSOR:
Professor June Hill MN, MSG, RN,
Ms. Belinda Lowry, MSN, RN, CCRN
E-MAIL
jhill@valleycollege.edu
blowry@valleycollege.edu
OFFICE:
HLS 112
HLS 113
PHONE:
(909) 384-8929
(909) 384-8628
DESCRIPTION:
The Fundamentals of Nursing course is an introduction to the nursing care of
adult and older adult clients with basic alterations in the physiologic variable. Includes
fundamental nursing concepts/skills and beginning application of the nursing process to
assist clients attain or maintain their optimum level of wellness.
REQUIRED
TEXTS:
Ackley, B. & Ladwig, G. (2013). Nursing diagnosis handbook. (10th ed.). Elsevier.
Curren, A. (2008). Math for meds; Dosage and solutions. (10th ed.). San Diego:
W.I. Publishing.
Deglin, J.H., Vallerand, A.H., & Sanoski, C.A. (2011). Davis’s drug guide for
nurses. (12th ed.). Philadelphia; F.A. Davis.
Doenges, M. (2013). Nurses pocket guide. (13th ed.). F.A. Davis.
Ignatavicius, D. & Workman, M.L. (2016). Medical-surgical nursing: Patient
centered collaborative care. (8th ed.). St. Louis, MO: Saunders/Elsevier.
McCance, K. & Huether, S. (2010). Pathophysiology: The biologic basis for
disease in adults and children. (6th ed.). Maryland Heights, MO, Mosby/Elsevier.
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San Bernardino Valley College Course Syllabus
Pagana, K. & Pagana, T. (2010). Mosby’s manual of diagnostics and laboratory
Tests. (4th ed.). Elsevier/Mosby.
Potter, P. & Perry, A. (2013). Fundamentals of nursing. (8th ed.). Philadelphia:
Mosby.
RECOMMENDED
TEXTS:
*Mosby's dictionary of medicine, nursing, & health professionals, (8thEd.). Mosby.
OR
Taber’s Cyclopedic Medical dictionary, (21st Ed.). Philadelphia: F A Davis.
Nursing 108 (Pharmacology) starts the second 9 weeks of the semester. Review Nursing
108 on Blackboard for reading assignment.
COLLEGE-WIDE
CORE
COMPETENCIES:
Read and retain information. Ability to find and interpret information using
critical thinking skills. Be able to write and speak clearly. Apply the nursing
process in the clinical setting. Utilize ethical skills and be sensitive to one’s
own and the client’s cultural diversity. Be responsible for their actions and utilize
personal, professional, and academic skills for successful learning experiences. Manage
time management skills effectively. Accept responsibility for own
actions. Demonstrate respect for diversity of ideas and the rights of others.
Ability to pass basic math problems.
STUDENT
LEARNING
OUTCOMES
SLO # 1-Students, with assistance, will be able to utilize the nursing process at a basic
level to assess and identify intrapersonal, interpersonal, and extra-personal stressors,
establish goals with clients, and safely implement nursing intervention
in the primary, secondary, and tertiary modalities through clinical experience, as
demonstrated by passing plan of cares with at least a 78% and developing and
implementing client care at a proficient level through continuous evaluation by a clinical
instructor.
SLO # 2- Students will be able to provide elementary patient care related to alterations in
cerebral-peripheral, neurological innervation, integumentary, circulatory, oxygenation,
digestive, bowel and urinary eliminations, metabolic
and musculoskeletal systems as demonstrated in the development of nursing care plans
and maintenance of client care standards.
OBJECTIVES:
A.
As a manager and provider of nursing care, the student will be able to:
1. Accurately discuss and safely demonstrate application of fundamental
nursing concepts.
2. With assistance, utilize the nursing process at a basic level to assess
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San Bernardino Valley College Course Syllabus
3.
OBJECTIVES:
(cont.)
4.
5.
6.
and identify intrapersonal, interpersonal and extra-personal stressors;
mutually establish goals with clients; and safely implement nursing
interventions in the primary, secondary and tertiary modalities, with
evaluation and revision as needed.
Identify theoretical concepts related to the physiological,
psychological, socio-cultural and developmental stressors that occur
in clients with alterations in cerebral-peripheral, integumentary,
circulatory, oxygenation, digestive, bowel and urinary elimination,
metabolic and musculoskeletal systems.
Identify and describe the normal physiological, psychological,
socio-cultural and developmental alterations that determine agerelated changes, longevity and death within the aging process,
including interventions to minimize stressors on the lines of defense.
Based on theoretical content, identify appropriate primary, secondary
& tertiary interventions to minimize stressors and maintain lines of
defense and to attain an optimal level of wellness.
With the utilization of the nursing process discuss the adult client's
psychosocial changes that result from illness and hospitalization that
may cause temporary or permanent changes in the individual's
personality and relationships with others.
B. Demonstrate beginning level therapeutic communication skills with clients,
significant others and with health team members in developing and
implementing client care.
C. Demonstrate beginning skills as a client educator by identification of client
learning needs and implementation of primary, secondary & tertiary teaching
plans which promote attainment and retention of an optimum level of
wellness.
COURSE
CONTENT:
A. Fundamental Nursing Concepts
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Introduction to health care and basic nursing skills
Vital signs
Principles of body mechanics
Communication theory
Nursing process
Charting
Environmental safety and stressors
Aging process
Nutrition
Pain
B. Physiological adaptation (Theory and Demonstration)
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San Bernardino Valley College Course Syllabus
COURSE
CONTENT:
(cont.)
1. Assessment of vital signs
2. Assessment of physiological subsystems
a. Oxygenation
b. Cerebral-peripheral neurological innervation
c. Digestion and bowel elimination
d. Urinary elimination
e. Integumentary
f. Circulation
g. Skeletal integrity and mobility
h. Metabolic
C. The following format will be followed for individual pathological
components of the physiological variable with regard to the psychological,
socio-cultural, and developmental variables.
1.
2.
3.
4.
5.
Assessment/response to stressors
Analyses and nursing diagnosis
Goal development
Primary, secondary, & tertiary interventions
Evaluation of effectiveness of interventions
D. The following subsystems will be addressed:
1. Skeletal integrity-mobility immobility
2. Cerebral-peripheral neurological innervations pain
3. Digestion and bowel elimination
a. Constipation
b. Diarrhea
c. Nutrition
4. Urinary elimination
a. Incontinence
b. Retention
5. Integumentary
a. Lesions
b. Pressure ulcers
c. Wound healing
d. Personal hygiene
6. Fluid and electrolytes
7. Circulatory-oxygenation
8. Environmental control, culture, and ethnicity
a. Infection control
b. Isolation
E. Assessment and management of common stressors/responses related to:
1. Culture and ethnicity
2. The young adult and aging adult
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San Bernardino Valley College Course Syllabus
METHOD OF
INSTRUCTION:
A. Lecture, case studies, collaborative learning, concept mapping, muddiest
point, one-minute paper, sharing/storytelling, posters, and role play/
simulation
B. Reading will come primarily from the required text. In addition,
selected articles may be handed out or posted on Blackboard. Reading
is to be completed prior to the day of the assigned topic. Class time may
not cover all topics from the assigned reading. It continues to be the
students’ responsibility to cover material not discussed during class time.
C. Independent study: the students are provided with specific objectives to
be met by reading and/or viewing specific audio-visual material, which
is available in the Health Science Resource Center. (HSRC) The student
will be tested on this material.
D. Demonstration with return demonstration in the HSRC.
E. Pre-clinical and post-clinical conferences: these conferences utilize the
hospital laboratory setting in order to provide the student with an
opportunity to integrate theory and principles learned. This setting also
will allow sharing of relevant experiences.
F. Students are to be assigned clients in the hospital setting. The assignments
will include application of specified laboratory skills, which must be reviewed
prior to caring for the client. The student will receive a set of laboratory
objectives for the nine week period with an outline of how these are to be met
and what the evaluation process will consist of.
G. Instruction in the hospital laboratory setting includes student demonstration of
procedures with immediate feedback to the individual student.
H. Visual or audio aids, video tapes, computer programs such as PowerPoint and
course handouts may be utilized during class time to assist the students in
meeting course objectives. Electronic devices may be used to access these
software programs during class time.
COURSE WEB
PAGE:
www.valleycollege.edu/Department/Academic/Nursing/index.phpwww
SBVC may be followed on twitter/facebook
Students can access any grades that have been submitted via Web Advisor, by following
the steps below:
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San Bernardino Valley College Course Syllabus
1.
2.
3.
4.
Go to http://www.valleycollege.edu/
Login (using the login box on the left menu)
Click on “Student Menu”
Click on “My Grades
Students can also get current grade on Blackboard.
MATH
REQUIREMENTS:
MATH COMPETENCY: It is essential that one have a clear and sound
understanding of basic math concepts and their practical application in order to
make a smooth transition into nursing math, which involves problem solving
related to medication dosages and solutions.
To assist students in strengthening this foundation, they are required to obtain a
Math for Meds, Dosage, and Solutions textbook.
Near the end of Nursing 102, all students will be given a Math Competency
Exam that will contain only math, with emphasis on medical application. There
is a 30 minute time limit on all three Math Exams There is a one hour time limit
on the Math Competency Exam.
This will not be incorporated in your class grade. These Math Exams are for
practice purposes and for providing the student with the opportunity for additional
math remediation prior to taking the Math Competency Exam during the 8th week
of the course.
During the 8th week of Nursing 102, the student must pass a Math Competency
Exam with 100% accuracy. Students who fail to pass the Math Competency Exam
with100% accuracy will be given another opportunity to take an exam containing
problems similar to those missed on the first competency exam.
A. Failure to pass the second exam with 100%, a N101 math seminar with a
plan to remediate this deficiency.
B. The student will again take a Math Competency Exam (also with one
repeat allowed) after completion of the N101 course.
C. Students who progress to N104 with a Math Deficiency in N102 will be
required to enroll in an additional N101 math seminar for N104 in order
to ensure ability to also pass the math competency of the current course.
D. The student should be aware that he/she will be taking two Math
Competency Exams during this nine week course: the N101 test for
N102 and the test for the current course N104.
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San Bernardino Valley College Course Syllabus
E. Failure to pass the Math Competency Exam after completion of the
N101 course will require the student to withdraw from the program.
ASSIGNMENTS:
Failure to turn in assignments on time will result in the lowering of the final course grade
by one letter or subtracting 10% for each late day. A deficiency notice will
be given. Also, Math Homework will result in the loss of one point per day and may be
accompanied with a Deficiency.
HOSPITAL LAB
ROTATION:
The first semester student will be assigned a hospital laboratory facility. The
facility selected for N102 will be the facility placement for N104 in most instances. Be
sure your registration is correct for proper matriculation documentation. See Hospital
Laboratory Experiences in the student handbook.
THE CLINICAL FACILITY REQUIRES THAT ALL STUDENTS HAVE
TURNED IN THEIR REQUIREMENTS BEFORE GOING TO THE CLINICAL
FACILITY. IT IS THE STUDENT’S RESPONSIBILITY TO TURN IN ALL
THEIR PAPERWORK BEFORE ATTENDING CLINICAL.
HEALTH
SCIENCE
RESOURCE
CENTER (HSRC)
The Health Science Resource Center (HSRC) or Skills Lab component provides an
opportunity for the student not only to learn how to perform selected nursing procedures
by repeated practice, but to develop performance skills as well.
Students will have the opportunity to learn and practice.
(SKILLS LAB)
Guidelines for the Skills Lab are as follows:
HOURS
0800-1600
1.
2.
3.
4.
5.
6.
There are skills labs hours available to students. These hours may be arranged at
your convenience provided the Skills Lab is scheduled to be open at that time.
It is necessary to log in and out on the computer each practice session and
responsibility for attendance lies with the student. If the student does not
log off the computer, only 15 minutes will be credited to the student.
Students obtain needed supplies from the faculty person, Health Science
Resource Center (HSRC) Lab Coordinator, or student worker. Students are
not allowed to get supplies or videos without signing them out with the
above persons.
Each student practices the designated procedure as instructed in class or as
presented in their text. Questions will be answered and help obtained from the
faculty person in attendance.
Each student is responsible for cleaning up the practice area and for placing
used or re-usable items in their proper storage place.
It is the student’s responsibility to have the supervising faculty person or HSRC
Lab Coordinator sign the student off on the checklist, indicating whether the
student has satisfactorily or unsatisfactorily completed each procedure. Each
student must complete each procedure satisfactorily in order to pass the skills lab
component of the course.
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San Bernardino Valley College Course Syllabus
CLINICAL
COMPETENCY:
In the event of problems or concerns beyond that considered "routine", regarding
student performance or student expectations in classroom theory or in clinical laboratory,
conferences for problem solving - resolution will be held.
A meeting may be held with the Dean and instructors of record to discuss concerns.
STUDENT
WITHDRAWAL/
DISMISSAL:
The Nursing Program will follow the guidelines that SBVC utilizes for disruptive
student concerns.
The faculty of record for the course and the student(s) will attend. Dependent upon
circumstances, the Director of the program or designee may be in attendance. The intent
of the conference(s) is to help the student in problem resolution. The Nursing Program
follows the SBVC procedure for dismissal of a student:
Should the student withdraw, there is an exit procedure that must be followed
by each student. This includes an exit interview with the Director who will
supply specific information regarding the required format for possible
readmission to the program.
Policies and procedures regarding course repetition and program re-admission
are addressed at that time. (See Procedures and Policies Affecting Retention,
Progression and Readmission to Nursing Courses in the Student Handbook).
CLASSROOM &
LABORATORY
CONDUCT:
Smoking is not permitted within the Health and Life Science (HLS) Building. Smoking
is not permitted in hospitals and other clinical facilities. Smoking in undesignated areas
is prohibited. No smoking, eating or drinking is allowed in the classrooms or lobby of
the Health and Life Science Division office. Students who are disruptive in class or
clinical that impinges upon the learning process may be requested to leave the class.
1. CONVERSATIONS: Conversations appropriate to the profession and
confidentiality of clients are to be fostered and maintained.
2. GIFTS: Students are discouraged from accepting gifts from clients
3. HEALTH STATUS: All students are expected to maintain a health status that
will allow performance of client care activities that will meet laboratory and
theory objectives.
4. GENDER STATUS: Students have the same learning objectives regardless of
sex and will be assigned to the same type of hospital laboratory experiences,
limited only by the policies of such facilities.
5. CLIENT RECORDS & STUDENT VISITS: Without their assigned instructor
present, a student may not have any interaction or contact with a client. NO
EXCEPTIONS!
6. All client records and information are confidential and examination of these is a
privilege extended to the student as a learner. This privilege must NOT be
abused. Students should examine client records only for the purpose of meeting
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San Bernardino Valley College Course Syllabus
CLASSROOM &
LABORATORY
CONDUCT:
(cont.)
the objectives of the subject matter being studied. The information is
confidential and should only be discussed in laboratory conference.
7. The use of the client's name should be avoided. Never look at records or
seek information from the health team about clients for your own benefit or to
accommodate relatives, friends or neighbors.
8. If the client assigned is a friend or relative of the student, the matter should
be discussed with the instructor before the assignment is undertaken. The
student must abide by the visiting policies of the facility and has no right to
special information. Never use the client's full name in conversation or
writing.
NO CLIENT RECORD OR ANY PART THEREOF MAY BE
REPRODUCED!
9. UNDER NO CIRCUMSTANCES will any computer printouts that
contain client information be removed from the lab facility. Removing such
information violates hospital (facility) policy, school policy, as well as client
confidentiality. This includes picture-taking in the clinical setting.
10. TAPE RECORDING: Taping of class sessions is permitted ONLY when a
request has been granted from that faculty member prior to each class period.
Videotaping or tape recording client interactions are not permitted unless
special permission from administration has been granted. No tape recorders/
cell phones allowed during test review.
11. CELL PHONES: During class time cell phones must be in the OFF not silent
mode. No cell phones, or other electronic devices allowed during testing time,
Five points will be deducted from examination if cell phones are confiscated
during testing.
12. DRESS CODE:
The faculty believes that the delivery of competent nursing care depends in part
on personal appearance standards of the profession. Nursing students are
expected to have a clean, neat appearance at all times. All students must follow
the dress code (aka Valley Sharp) below on scheduled clinical days
(Wednesdays, Thursdays, & maybe Fridays). No deviation from the approved
student uniform will be acceptable. Your ID badge is part of your uniform. You
must wear your badge every time the class meets and to enter the HSRC or Skills
Lab. You will lose one point per day if your badge isn’t visibly attached on the
left side of the uniform top.
CAPS, HOODIES & TANK TOPS ARE NOT TO BE WORN IN THE
CLASSROOM (EXCEPTION: SBVC JACKETS). NO GUM CHEWING
IN UNIFORM AND NO SUN GLASSES ON TOP OF HEAD.
1.
Fingernails must be clean and neatly trimmed. The nails may extend no
more than one-eighth (1/8) of an inch beyond the fingertip.
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San Bernardino Valley College Course Syllabus
2.
3.
CLASSROOM &
LABORATORY
CONDUCT:
4.
(cont.)
5.
6.
7.
8.
9.
10.
Nail polish must be clear. Artificial fingernails are not allowed.
Hair is to be clean, neat, and professional in appearance. The hair must
be shoulder-length or shorter, or be pulled back and secured
preventing it from impeding vision or from falling forward over the
face and shoulder.
Hair ornaments are prohibited except as necessary to keep hair in place.
If used, hair accessories need to match the color of the hair. Example:
dark brown hair - dark hair accessory.
Beards and moustaches if worn are to be clean, neat, and trimmed.
Moustaches are to be even with the upper lip. No “Handlebar”
moustaches allowed.
Side burns are to be well trimmed and no lower than the ear lobes.
Tattoos must be covered in the clinical setting. The dress code at the
clinical facility will be followed.
Uniform style is specified by the San Bernardino Valley College Nursing
Department. Uniforms must be ordered from approved supplier/vendor.
A complete student uniform includes:
a.
Clean, white, unwrinkled uniform dress (length: below the knee)
or white pants suit (length of top must come below the buttocks)
with SBVC emblem attached on right upper portion of the top
(bodice).
b.
A simple white turtleneck may be worn under the uniform. If
needed, a white sweater may be worn (EXCEPT in the Maternity
area). However, it must extend beyond the length of the uniform
top/tunic.
c.
Nursing shoes are to be white, closed toe and heel, low top and
low heel. Trade mark name or symbol should not be visible, it
must be discreet. Shoe laces, if part of the shoe, must be white.
d.
White or neutral color stockings or socks. Socks may only be
worn with pantsuits.
e.
SBVC school cap (Kay’s Cap #5182) for female students-optional
in the hospital lab setting EXCEPT in Nursing 211 (fourth
semester); mandatory for the pinning and striping ceremonies.
The cap will not be worn in route to hospital.
f.
A picture ID with the student’s name, S.N. and SBVC is visibly
worn on the upper left uniform top. The student will be assigned
a day to go and get their picture ID. The student must wear their
uniform for this picture (AKA Valley Sharp). Your badge holder
must be plain with no characters, no team logos, or jewels applied
and non retractable.
g.
Bandage scissors, penlight and stethoscope
h.
Watch with second hand measurement.
I.
Pen(s) (black and red ink).
Jewelry will not be worn when in uniform. It is acceptable to have a
single, small stud for each pierced ear in the lower earlobe. A necklace, if
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San Bernardino Valley College Course Syllabus
11.
12.
CLASSROOM &
LABORATORY
CONDUCT:
13.
(cont.)
not visible is acceptable. Only a smooth wedding band is permitted. No
tongue, nose or other visible piercing will be allowed. Pouches or “fannypacks” are prohibited.
Excessive make-up is in poor taste. Perfumes and colognes are not
acceptable in the hospital lab setting.
Registered nursing students are expected to have a clean, neat appearance
at all times. All first semester nursing students must wear their white
uniforms anytime they are in the hospital and blue/khaki uniforms when
on campus every Wednesdays & Thursdays. Lab coats and street clothes
are not permitted during assigned clinical time.
Electronic devices are permitted in the classroom or clinical facility.
Electronic devices must be placed in the OFF position in the clinical areas
and classroom. These devices are not allowed on the unit while
providing direct patient care. A student may be dismissed from the
class if any of these devices go off. If the student is dismissed from class
for this, the time the student misses in class will be counted as unexcused
theory absence. In the clinical setting, a student will be issued a
deficiency if they have their cell phones in the patient care areas.
If cigarette smoke or body odor can be smelled on a student, he/she
will be sent home immediately from the clinical facility.
DURING ASSIGNED CLINICAL TIME, A STUDENT MAY NOT LEAVE THE
FACILITY WITHOUT AN INSTRUCTOR’S PERMISSION. IF A STUDENT
LEAVES WITHOUT PERMISSION, HE/SHE WILL BE DROPPED
IMMEDIATELY.
The quizzes, exams and final exam grades will be computed by percentages.
There is no rounding, for example, e.g. 97.75% = 97%, or 97.43 = 97%.
GRADING/
EXAMS:
Exam I
Exam II
Exam III
Exam IV
Quizzes
Presentations
Final Exam
15%
15%
15%
15%
10%
10%
20%
Grading Scale: Final course letter grades will be computed on the following
percentages:
91 - 100 = A
83 - 90 = B
78 - 82 = C
70 - 77 = D
Less than 70 = F
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San Bernardino Valley College Course Syllabus
EXAM REVIEW:
Each student will have the opportunity to review the exams immediately after taking it.
The review will provide the student with the rationale for the correct answer including
the page numbers from the textbook. Should a student receive a non-pass grade on the
Final Exam or should a student receive a non-passing grade in the course, the exam will
be reviewed with the student on an individual basis.
Faculty will not discuss test questions and/or answers during the test time. Students may
schedule an appointment with faculty to review his/her test on an individual bases.
Finalized test scores will be posted within 72 hours following exam date. Tests are
available for review for 2 weeks after the respective test grades are posted.
Exam review is immediately following the exam. It is highly suggestive to review the
rationales given and make notations on scratch paper to be further investigated.
Make-up: There will be NO make-up exams for exams missed due to unexcused
absences. The grade for the exam will be recorded as a 0%. Missed exam due to
excused absences are to be made up as soon as the student returns to school. The
makeup exam may be both multiple choice and essay questions. It is the students’
responsibility to contact the faculty if the exam is missed explaining the reason and
requesting the make-up. If this is not done within one week the grade for the exam will
be recorded as 0%. It is not feasible to entertain make-up of missed lectures and lab
hours due to the unique nature of the curriculum and the clinical setting.
EVALUATION:
(THEORY
CLINICAL
SKILLS LAB)
Clinical Documents (CD’s) are required on every selected clients. The CD’s follows a
set of guidelines decided on by the nursing faculty. CD’s will be required daily when
caring for patients. In order to successfully pass the clinical component, a grade of 78%
or better is required.
Clinical Lab: the clinical practice evaluation forms are utilized by each instructor. Each
student is required to submit a self evaluation of clinical performance. The pass/fail
grading system is used in this portion of the course.
The Clinical Lab grade is based upon progressive development in skill, knowledge and
abilities in planning and implementation of client care. The grade will reflect evaluation
of laboratory performances, post clinical conference participation and written
assignments. A numerical value of 0 is required to pass clinical.
The Skills Lab grade will be determined by satisfactory performance of each skill as
identified on the skills performance sheet (Critical Elements) which must be turned into
the lab instructor at the time of the final evaluation conference. It is the student's
responsibility to make sure all skills are checked off as satisfactory by the evaluating
instructor at the time the skill is completed.
The evaluation tool for clinical is the Criteria for Evaluation of Clinical Practice, leveled
for Nursing 102. The student is expected to submit a clinical lab self evaluation in
concert with the instructor at the completion of the course. In addition, the CD’s have an
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San Bernardino Valley College Course Syllabus
evaluation tool that is used to grade CD’s.
Evaluations are done at the end of each clinical rotation and mid-term evaluations may
be done only as needed (indicated).
EVALUATION:
THEORY
CLINICAL
SKILLS LAB
Skills Lab: Students practice selected nursing procedures with instructor guidance.
In order to pass this portion of Nursing 102, all procedures must be completed with
a Satisfactory.
NURSING 102 CONSISTS OF THREE SEPARATE COMPONENTS: THEORY,
HOSPITAL LABS AND SCHOOL BASED SKILLS LAB.
(cont.)
EACH COMPONENT OF THE COURSE IS A DISTINCT ENTITY WHICH MUST
BE PASSED INDEPENDENTLY - THEORY WITH A “C” GRADE OR BETTER,
HOSPITAL AND SKILLS LABS WITH A SATISFACTORY.
HAVING SUCCESSFULLY PASSED ALL COMPONENTS, THE RECORDED
GRADE FOR NURSING 102 WILL BE THE LETTER GRADE EARNED IN THE
THEORY COMPONENT.
A PASSING GRADE IN ONE COMPONENT CAN NOT BE USED TO ELEVATE
ANOTHER COMPONENT TO PASSING.
IF ANY ONE OF THE THREE COMPONENTS IS NOT PASSED, THE ENTIRE
COURSE MUST BE REPEATED.
ATTENDANCE:
Attendance at all theory, skill practice and hospital lab sessions are expected.
Unexcused absences are not accepted. In the event an absence is unavoidable, students
are responsible for notifying instructors. Failure to attend class meeting(s) during the
first week of the class may result in the student being dropped from the class. After the
first week of class, a student may be dropped if:
►The student has more than two absences per unit
►The student fails to attend regularly without an excused absence
►Over five hours absence from lecture may result in an automatic drop.
►The student attends so irregularly that it is unlikely the student will be
successful in class.
It is the philosophy of this faculty that, in order for the student to learn and be
socialized into a new career, the student must be an active participant in that
learning process.
Non - active participation prevents the student from reaching the desired career
goals.
See attendance in student handbook and Failure to Meet Minimal Standards.
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San Bernardino Valley College Course Syllabus
ABSENCES &
TARDIES:
►2 THEORY ABSENCES = MAY BE DROPPED FROM THE PROGRAM
►4 TARDIES TO THEORY = 1 THEORY ABSENCE (3 HRS)
ABSENCES &
TARDIES:
(cont.)
►2 TARDIES = 2 POINTS OFF CUMULATIVE SCORE AT THE END OF
EACH NINE WEEK CLASS
►3 TARDIES = 3 POINTS OFF CUMULATIVE SCORE AT END OF
EACH NINE WEEK CLASS
►4 TARDIES = 4 POINTS OFF CUMULATIVE SCORE AT THE END OF
EACH NINE WEEK CLASS
►5 TARDIES -= 5 POINTS OFF ETC.
TARDIES = POINTS
IF QUIZZES ARE GIVEN FOR A LECTURE, THEY MAY BE GIVEN AT THE
BEGINNING OF CLASS. IF YOU ARE TARDY, YOU MAY NOT TAKE OR
MAKE-UP THE QUIZ.
CHEATING
POLICY:
Cheating constitutes academic dishonesty and, in general will be handled as part of the
course grading process. Penalty may range from no credit for the assignment up to and
including exclusion and/or an “F” grade for the course.
“It is the belief at San Bernardino Valley College that students are entitled to the best
education that the college can make available to them and that they, their instructors, and
their fellow students share responsibility for seeing that their education is honestly
attained. In keeping with the philosophy, each student is expected to exert an entirely
honest effort toward attaining an education. Every instructor has the responsibility and
authority for dealing with such instances of cheating or plagiarism as may occur in
class.” (Excerpt from SBVC Catalog.)
HONESTY IS MANDATORY IN ALL ASPECTS OF NURSING. Nursing faculty
believes cheating in the classroom or dishonesty is a serious matter. Such behavior
brings into question the integrity of the nurse caring for a client. Students are expected
to display honest behaviors at all times. Any student who does not meet the above
standard MAY BE DISMISSED from the nursing program. The SBVC catalog reviews
the process for cheating and plagiarism.
Honesty
"It is the belief at San Bernardino Valley College that students share a responsibility with
their instructors for assuring that their education is honestly attained. Every instructor
has the responsibility and authority to deal with any instances of plagiarism, cheating
and/or fabrication that occur in the classroom.” College Catalog
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San Bernardino Valley College Course Syllabus
Dishonesty includes, but is not limited to the following behaviors:
CHEATING
POLICY:
(cont.)
a.
b.
c.
d.
Cheating on examinations
Turning in someone else’s work as one’s own.
Allowing another student to copy from your paper.
Plagiarism - Copying material from a book or journal and turning it in
as one’s own work.
e. Obtaining, reproducing, or possessing any exams or exam questions used
in the program.
f. Obtaining information during testing either in written form, verbal/nonverbal/
electronic, looking at or copying from another student’s paper.
Falsifying Documents
a. Signing a roll sheet for another student.
b. Documenting patient care that has not been given or completed.
c. Misrepresenting application to the program and/or academic record i.e.
application form, transcripts, health exam form, grade tampering, etc.)
Failure to admit or report mistakes
a. Medication error or omission
b. Patient care error or omission
Failure to answer verbal or written questions truthfully.
a. Failure to admit or report mistakes
b. Medication error or omission
c. Patient care error or omission
ADA
Accommodations for a Student with a Disability
Accommodations:
If you require a disability-related accommodation please let me know as soon as
possible so that I can assist you in a timely manner. You should also contact
Disabled Student Programs and Services (DSPS) directly to make your request.
You will be required to provide DSPS with professional verification of your disabling
condition(s). DSPS is located in ADSS 105. The phone numbers are: Voice: 909-3844443; TTY: 888-2357.
LIBRARY:
Open Monday – Saturday. Call 384-8841 for information and current hours.
THE ACADEMIC
Provides access to computers, software, printers, and tutors.
current hours and additional information.
ADVANCEMENT
LAB:
COUNSELORS:
Call 384-4447 for
Available to assist students with career and curriculum planning decisions, as well as
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San Bernardino Valley College Course Syllabus
personal problems such as drug and alcohol dependency. Call 384-4404 for current hours
or additional information.
HELP DESK:
STUDENT
HEALTH
SERVICES:
Available for 24/7 Assistance with technical matters (e-mail, Blackboard, Registration,
Campus Central Log-in, etc.) (877) 241-1756.
The office is located in the Health Services building (SE corner of campus near the Child
Development Center). Open Monday through Thursday 0800 -1800 and Friday 0800
1200. Services include first aid, emergency care, health education, immunizations,
health screening, physical exams, and counseling. If students are injured while in the
hospital during clinical experience, they will be referred to another Provider for
treatment. If you go to the facility’s Emergency Department you be billed.
Located in the Campus Center. Hours: M-Th 0730 - 2030 and Friday 0730 –
1530.Vending machines are located around campus. Snack bar in the Physical Science
building. Per Administration, no microwaves or coffee pots allowed in the classroom.
Child Development Center - The Child Development Center is a licensed facility
designed to meet the developmental needs of children nine months through five years of
age. The Center is funded by the State Department of Education during the Fall
and Spring semesters. To participate, the child must apply and be accepted and the
parent, who is a full-time student at SBVC, must attend a parent education class and
participate in the Center for 3 volunteer hours per week. For further eligibility and
enrollment information, call 384-4440.
DIVISION:
Health and Life Science
DIVISION
OFFICE:
HLS 101
HLS 119
Mary Avila
Nicole Williams
DIVISION
SECRETARY:
DIVISION
PHONE
NUMBER:
(909) 384-8931
(909) 384-8550
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San Bernardino Valley College Course Syllabus
PROGRAM
OBJECTIVES:
On completion of the San Bernardino Valley College Registered Nursing Program,
graduates will demonstrate entry-level competency in the following:
ROLE AS A PROVIDER OF CARE
Assessment
Collects and contributes to a data base from available resources within the
physiological, psychological, developmental, and socio-cultural variables.
Identifies and documents intrapersonal, interpersonal, and extra-personal stressors
along the wellness-illness continuum that interfere with the client's lines of
defense or lines of resistance.
Assesses the patient's need for knowledge, considering developmental level and
adaptive mechanisms.
Determines congruence between the caregiver's and the client's perception of
stressors as a basis for implementing the Nursing Process.
Diagnosis
Formulates a list of individualized nursing diagnoses based on analysis of
assessment data from the physiological, psychological, developmental, and
socio-cultural variables affecting the client's response to stressors.
Planning
Mutually develops goals and primary, secondary, and tertiary interventions
based on the client’s and caregiver’s perceptions of needs. Identifies expected
outcomes criteria for use in the evaluation of the client's attainment of goals.
Complete Clinical Documents and establishes priorities for care in collaboration
with the client, family, healthcare team members, and community. Considers the
patient's ability to adapt to the changing environment.
Implementation
Implements and adapts individualized primary, secondary, and tertiary nursing
interventions and the prescribed medical regime according to an established
priority of needs.
Uses correct scientific principles, nursing knowledge, skills and abilities to ensure
an environment that is conducive to the protection, maintenance, and restoration
of the client's lines of defense and lines of resistance.
Uses therapeutic interpersonal communication skills with clients, significant
others, and health care team members.
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San Bernardino Valley College Course Syllabus
PROGRAM
OBJECTIVES:
(cont.)
Implements clinical nursing skills adhering to outlined principles and procedures,
integrating appropriate use of asepsis and safety measures.
Educates according to identified needs, and reinforces the teaching of other
healthcare professionals.
Evaluation
In conjunction with clients, significant others, and members of the healthcare
team evaluates the client’s adaptation to stressors and the response to individualized nursing care. Uses expected outcomes to determine the attainment of
client goals.
Revises and modifies the plan of care as needed.
Written communication/documentation reflects a relevant client data base,
changes in client status, plan of care, and the client's response to interventions.
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San Bernardino Valley College Course Syllabus
FUNDAMENTALS OF NURSING
COURSE OBJECTIVES
NURSING 102
LECTURE: VITAL SIGNS
Upon completion of reading as assigned, lecture content, audio-visual, independent study, and
class discussion, the student will be able to:
1. Perform body temperatures.
2. Discuss physiology of body temperature.
3. Identify and discuss physiological variables affecting body temperature.
4. Explain heat production.
5. Define basal metabolic rate.
6. Discuss factors that affect the metabolic rate.
7. Define heat loss methods.
8. Discuss thermoregulation system.
9. Identify other factors that affect body temperature.
10. Alteration in body temperature-identify and discuss variables altering body temperature.
11. Explain mechanisms that cause fever
12. Identify types of fever
13. Assessment and nursing management of body temperature
A. Normal temperatures and temperature measurement
B. Identify normal oral, axillary, rectal and tympanic membrane temperatures
C. Discuss selection of site for temperature measurement
D. Discuss types of thermometers
E. Describe procedures for temperature assessment, including oral, axillary, rectal, and
tympanic membrane
F. Discuss the following variations of body temperature and identify nursing interventions
1. Hyperthermia
2. Hypothermia
G. Discuss how normal body temperature regulation is affected by the aging process
14. Pulse assessment
A. List and locate anatomical sites of:
1. Peripheral pulses
2. Apical pulse
3. Carotid pulse
B. Identify factors that influence pulse rate, including changes found with a normal aging heart
C. Discuss five characteristics of a pulse
D. Identify and discuss the following variations in pulse rate
1. Normal ranges
2. Tachycardia
3. Bradycardia
E. Discuss the procedures for assessing
1. Radial pulse
2. Apical pulse
3. Pulse deficit
4. Carotid pulse
15. Respiration
A. Discuss the physiology of respiration
B. Physiological control of respiration
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San Bernardino Valley College Course Syllabus
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
C. Internal and external respiration
D. Mechanisms of respiration
Discuss the following common respiratory patterns
A. Eupnea
B. Cheyne-Stokes
C. Biots
D. Kussmaul’s
E. Tachypnea
F. Bradypnea
Identify observable characteristics of respiration
A. Rate, depth and rhythm
B. Dyspnea
C. Orthopnea
Discuss the procedure for assessment of the respiratory rate
Discuss alterations often seen in the lung performance of the aging patient resulting from
structural changes
Discuss the physiological mechanisms of blood pressure regulation
Discuss the physiological variables that affect blood pressure
A. Cardiac output
B. Peripheral vascular resistance
C. Blood volume
D. Blood viscosity
E. Elasticity of arteries
Identify other factors that alter blood pressure
A. Decreased cardiac output
B. Arteriosclerosis and other vascular changes
C. Autonomic nervous system changes
Identify factors in the aging process that alter blood pressure
Discuss the procedure for blood pressure assessment
Discuss correct use of blood pressure cuff, sphygmomanometer and stethoscope
Identify and discuss significance of Korotkoff sounds
Identify the various deviations in blood pressure as it relates to trans-cultural groups
LECTURE: HYGIENE/BED AND BATH
Upon completion of reading as assigned, lecture content, audio-visual, independent study, and
class discussion, the student will be able to discuss:
1.
2.
3.
4.
5.
Factors that influence personal hygiene practices
The role critical thinking plays in the provision of hygienic care
The components of a comprehensive assessment of a patient’s total hygiene need
The different approaches used in maintaining a patient’s comfort during hygiene care
How to successfully perform hygiene procedures for the care of the skin, perineum, feet,
nails, mouth, eyes, ears, and nose
6. How to successfully make an occupied and unoccupied bed
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San Bernardino Valley College Course Syllabus
LECTURE: CARE OF THE CLIENT WITH IMMOBILITY-MOBILITY PROBLEMS
Objectives: After completion of the lecture and required reading, the student will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Assess the musculoskeletal system.
Discuss skeletal integrity and mobility subsystem
Identify physiological stressors on the skeletal integrity
Discuss mobility complications related to bedrest
Explain and discuss osteoporosis and complications associated with it.
Discuss range of motion exercises and identify the reason for their implementation.
State the correct procedures for administering range of motion exercises.
Give examples of how to incorporate range of motion exercises into your client’s activities
of daily living (ADL).
Discuss the circulatory system
Identify circulatory complications related to bedrest
List three factors that contribute to the formation of deep vein thrombosis (DVT). Identify
primary nursing interventions.
Assess color, temperature, capillary filling time, and edema when performing a
peripheral vascular check.
Oxygenation system
A. Identify physiological stress on the oxygenation subsystem related to bedrest.
B. Identify the complications that arise as a result of these stressors.
C. Identify primary nursing measures utilized to prevent these complications.
Metabolic subsystem
A. Identify effects of physiological stress on the metabolic subsystem related to bedrest
and discuss nursing measures to prevent them.
Digestive and bowel elimination subsystems
A. Identify physiological stressors on the digestive and bowel elimination subsystems
related to bedrest.
B. Explain the mechanisms related to these stressors and identify primary nursing
measures used to prevent them.
Urinary elimination subsystems
A. Identify physiological stressors on the urinary elimination subsystem related to bedrest.
B. Explain the mechanisms behind them and the primary nursing measures to prevent them.
Psychosocial status
A. Identify psychosocial stressors to bedrest.
Discuss nursing measures to help maintain an alert, oriented and motivated mental state
in bedridden patients.
20. Identify the special considerations given to the elderly client in preventing the
complications of immobility
21. Decreased integrity of the musculoskeletal system
22. Decreasing skin elasticity and prolonged healing time
23. Discuss pulmonary structural changes
24. Discuss cardiovascular changes
25. Discuss nutritional factors
26. Discuss digestion and elimination
27. Identify the environmental factors related to the safety of the client
28. Describe the client’s mobility factors related to environmental safety
29. Describe the sensory deficits to environmental safety
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San Bernardino Valley College Course Syllabus
30. Describe orientation and disorientation to environmental stressors and client safety
31. Discuss sensory deprivation and sensory overload related to environmental stressors and
client’s safety
32. Discuss the alterations in the elderly that require special considerations in terms of safety
33. Discuss sensory impairment including visual and hearing
A. Loss of equilibrium
B. Slowed reaction time
C. Increased vulnerability to sensory deprivation and overload
D. Unfamiliar environment
34. Identify proper use of restraints and alternatives to using restraints
35. Identify fire prevention guidelines
36. Identify and discuss procedure-related accidents
37. Identify guidelines for prevention of electrical hazards
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San Bernardino Valley College Course Syllabus
LECTURE: NURSING PROCESS
LEARNING OBJECTIVES: Upon completion of reading assigned, lecture content, audio-visual independent study,
and class discussion related to the nursing process, the student will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Define critical-thinking and discuss important critical thinking skills used in nursing practice.
Discuss the relationship between critical-thinking and the nursing process.
Analyze the purpose of the nursing process.
Describe the nursing process and each of its 5steps.
Define the purpose of the nursing assessment.
Differentiate between subjective and objective data.
Define cues and inferences.
Identify the sources for gathering client data.
Utilize the Neuman Systems model to identify intra-personal, inter-personal, and extra-personal
client stressors when conducting a nursing assessment.
Discuss the purpose of a nursing diagnosis.
List and discuss the steps of the nursing diagnosis process.
Define the terms problem, etiology, and defining characteristics when formulating a nursing
diagnosis statement.
Determine the difference between a nursing diagnosis and a medical diagnosis.
Discuss the difference between an actual, risk for and wellness diagnosis.
Define collaborative problems and potential complications.
Identify the use of R/T (related to), 2° (secondary to), and AEB (as evidenced by)
when constructing a nursing diagnosis.
List and describe the components of the planning process.
Describe the purpose and benefits of planning.
Relate how the client goals/expected outcomes and nursing orders are derived from the nursing
diagnosis.
Define priorities, goals, and expected outcomes and discuss their relationship to
client progress towards adaptation.
Define guidelines for goal/expected outcome writing.
Review the use of timeframes and specific parameters when developing the goal and expected
outcome: reflective of the client's adaptive progress.
List and discuss the steps of the implementation process.
Utilizing the Neuman System model; identify primary, secondary, and tertiary nursing
interventions.
Differentiate between nurse-initiated interventions, physician-initiated interventions, and
collaborative interventions.
Explain the difference between direct care and indirect care nursing interventions.
Discuss utilizing see, do, teach, and record when writing nursing orders.
Describe evaluation, its purpose and its relation to the other steps in the nursing process.
List the steps of the evaluation process.
Complete a plan of care.
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San Bernardino Valley College Course Syllabus
SUBJECT: NURSING PROCESS
I.
The nursing process is a systematic method of giving humanistic care that focuses on
achieving desired outcomes (results) in a cost effect fashion.
A. Organize and prioritize client care.
B. Keep focus on what is important-The client's health status and quality of life.
C. Form thinking habits that help you gain confidence and skills you need to think
critically in the clinical setting.
D. Used to identify, diagnose, and treat human responses to health and Illness
II. The nursing process consists of 5 interrelated steps:
A.
B.
C.
D.
E.
Assessment
Diagnosis
Planning
Implementation
Evaluation
III. Why should we learn the nursing process?
A. Requirement by national practice standards (American Nurses Association)
B. Basis for state board questions
C. The nursing process serves as a critical-thinking model for nursing.
D. Critical-thinking-The primary purpose of the nursing process is to help nurses
manage each client's care scientifically, holistically and creatively. The nurse
needs cognitive, technical, interpersonal and ethical (legal) skills along with
the willingness to use them when working with clients to promote or restore
health, prevent illness, and to facilitate coping with altered functioning.
Critical-thinking is an active, organized cognitive process used to carefully
examine one's thinking and the thinking of others. It is purposeful, systematic,
humanistic, and outcome focused(results). It mandates judgment, decisions,
and actions based on best evidence.
.
It is important to ask the clients expectations (or what is important to the
client who is seeking health care).Examples: relief of pain, returning home.
E. Organizing data-leads to naming the client's problems in the form of nursing diagnoses:
F. Clustering-A critical-thinking principle that enhances your ability to get a
clearer picture of health status. You cluster data to body systems.
G. Maslow's Hierarchy of Needs
H. Final stage of assessment-includes reporting which expedites diagnosis and
treatment of urgent problems. Assessment is an ongoing process. The nurse
also documents or records the assessment data to promote continuity, accuracy,
and critical-thinking.
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San Bernardino Valley College Course Syllabus
IV. Diagnosis-(problem identification) It is the process of analyzing data and putting related cues
together to make judgments about health status. You analyze data and identify actual/potential
problems, which are the basis for the plan of care.
A. NANDA International-North American Nursing Diagnosis Association is the
official classification of nursing diagnosis. Learn NANDA nursing diagnosis
and then can branch out in future semesters.
B. Medical-identification of a disease or condition that a physician is licensed to
treat such as Congestive Heart Failure or a Fractured tibia
C. Nursing diagnosis-a clinical judgment about an individual, family, or community response
to actual or potential health problems of life processes.
(Life processes are events or changes that occur during one's lifetime such as aging, or
significant losses).
1. It is a statement that describes the client’s actual or potential response to a health
problem that the nurse is licensed and competent to treat.
2. It provides the basis for section of nursing interventions to achieve outcomes for
which the nurse is accountable.
3. Parts of a diagnosis
a. Problem-Diagnostic label or the name of the nursing diagnosis
b. The purpose of the problem statement is to describe the health state or health
problem of the client.
c. Wellness diagnosis-judgment about a patient in transition from a specific level of
wellness to a higher level of wellness.
Example:
Effective Breast Feeding
d. How to write a nursing diagnosisPRS Problem + Related to (risk factors)+defining characteristics(signs and symptoms)
PES Problem + Etiology + defining characteristics (signs and symptoms)
P-Problem identification
E-Etiology or (the cause, or related risk factors)
S-Signs and symptoms or defining characteristics. These are the assessment
findings that support an actual nursing diagnosis.
R/T- Related to. This links the problem and its etiology, the cause, or related risk factors
AEB – As evidenced by. These are the signs and symptoms that support that the
Diagnosis is present.
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San Bernardino Valley College Course Syllabus
2° - Secondary to. This is used to clarify other related factors.
Acute Pain RIT tissue trauma of surgical incision AEB client's verbalization that pain is
9/10 on a pain scale.
Acute Pain RIT tissue trauma of surgical incision 2° ORIF L tibia/fibula
Collaborative problems – physiological complications that need medical and nursing
interventions to achieve the client’s goal. PC means potential complication. It
is written as follows:
Intravenous Therapy
PC: Phlebitis related to IV
Collaborative problems are mentioned here only as a definition. These problems will be addressed
more in future semesters.
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San Bernardino Valley College Course Syllabus
LECTURE: AGING PROCESS
Objectives: After completion of the lecture and required reading, the student will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Discuss current demographics and trends relating to older adults
Differentiate between delirium, dementia, and depression
Identify biological and psychosocial theories of aging
Compare and contrast the types of community based and institutional health care services available
to the older adult
Describe the terms ageism, geriatrics, gerontology and gerontological nursing
Identify myths, attitudes and stereotypes regarding the aging process that may interfere with
effective health and nursing care of the adult client
Discuss the tasks for Erikson’s 6h, 7th and 8th stages of development in regards to the young,
middle, and older adult population
Relate differences in the elderly attributed to socio-cultural variation, needs, family and community
Summarize physiological, cognitive, and psychosocial development in the early, middle, and older
adult
Identify nursing interventions to promote health and prevent illness for the young, middle and older
adult
Describe the health care needs and stressors of the aging adult in terms of chronic illness, injuries,
and acute illness
Define adaptive and maladaptive responses that occur with aging
Identify initial assessment data used by the nurse in evaluating the older client’s response to
hospitalization as a major stressor
Define elder abuse and the nurse’s legal role in reporting abuse
Describe the four types of elder abuse
Discuss the signs of abuse, including common victim relations
Identify factors that may contribute to abusive behavior
Identify and describe self-concept as it applies to the young, middle, and older adult
Discuss nursing diagnoses that indicate disturbances in self-concept
Relate the nursing care that can assist in strengthening self-concept
Utilize the nursing process to develop a plan of care for the older population
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San Bernardino Valley College Course Syllabus
LECTURE: INTEGUMENTARY AND PERSONAL HYGIENE
Course Objectives: After completion of the lecture and required reading, the student will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Discuss the physiology and function of the integumentary system.
Identify and discuss the three layers of the skin.
Identify and discuss the normal characteristics and functions of the integumentary system.
Identify and discuss the normal skin changes with the older adult.
Discuss nursing assessment as it relates to the integumentary system in identifying normal vs. abnormal
findings in the normal line of defense related to:
A. Skin color
B. Skin lesions
C. Discuss types of lesions
D. Discuss general assessment of lesions
E. Hair, feet, and nails
Discuss assessment of edema
Perform an integumentary assessment
Discuss pressure ulcers
A. Identify the specific pathophysiological disturbance and the clinical manifestation of
pressure ulcer formation
B. Describe the pressure ulcer staging system according to the National Pressure Ulcer
Advisory Panel
C. List the major predisposing stressors related to pressure ulcer formation
D. Analyze reactive hyperemia as a compensatory mechanism to prevent potential alterations
in the integumentary system
E. Discuss nursing interventions
F. Discuss primary interventions and rationale for the prevention of pressure ulcers
a. Explain secondary treatments for management of pressure ulcers including reasons for
hydrocolloid, transparent, and gauze dressings
b. Discuss the appropriate documentation required in the management of pressure ulcers
Discuss personal hygiene
A. List nursing goals and expected outcomes when providing personal hygiene
B. Demonstrate the correct procedure with the rationale for handwashing
C. Identify any cultural concerns with personal hygiene
D. Discuss and demonstrate the correct procedure with the rationale for
a. Handwashing
b. Bathing a client
c. Administering a back rub
d. Nail, facial hair, and foot care
Discuss oral assessment and hygiene
A. Discuss assessment of the following when providing oral hygiene
a. Lips, mucous membranes, gums and teeth, and dentures
B. Discuss the following variations from normal:
a. Cheilosis
b. Glossitis
c. Gingivitis
d. Parotitis
e. Stomatitis
C. Demonstrate the correct procedure for oral hygiene
D. Identify the major complications that may occur when providing oral care to a comatose
client and explain how to prevent this problem
Analyze the Braden Scale and its application to the client
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San Bernardino Valley College Course Syllabus
LECTURE: INFECTION CONTROL AND ISOLATION TECHNIQUES
COURSE OBJECTIVES: Upon completion of reading as assigned, lecture content, audio-visual, independent study, and class,
the student will be able to describe:
1. Describe the chain of infection
2. Identify factors that increase the client’s susceptibility to infection.
3. Identify risk factors that can break the chain of infection
A. Reservoir
B. Portals of exit
C. Modes of transmission
D. Portals of entry
E. Susceptible host
F. Infectious agent
G. Body System Defenses
4. Discuss the normal inflammatory response
5. Identify the client who is susceptible to infection
6. Discuss the concept of medical asepsis
7. Identify practices of medical asepsis related to prevention of spread of microorganisms
8. Identify patient safety goals in regards to Hospital Acquired Infections, Isolation Precautions
and Techniques
9. Discuss current Center for Disease Control (CDC) recommendations related to blood and body
fluid precautions
10. Identify use of standard precautions
11. Relate the rationale for use of Hand Hygiene and alcohol based solutions
12. Discuss and apply the following category specific types of isolation and the diseases associated
with them:
A. Airborne
B. Contact
C. Droplet
D. Contact-Plus
E. Negative Isolation
13. Demonstrate the correct technique for:
A. Hand hygiene and use of alcohol based solution
B. Dressing appropriately for entering and exiting an isolation room
C. Application of gloves
D. Removing of soiled gloves
E. Use of a gown
F. Use of a mask
G. Use of a face shield/goggles
H. Use of personal protective equipment
I. Body Substance System
14. Differentiate between category/specific isolation precautions and body substance system
precautions
15. Discuss general body substance precautions for client care
16. Discuss specific precautions for the following situations:
Bathing a client
Suctioning a client
Inserting and IV and site assessment
Emptying urinary drainage bag
Sending specimens to lab
Handling soiled linens
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San Bernardino Valley College Course Syllabus
Disposal of needles and sharps
Discarding soiled dressings
17. Discuss psychosocial and socio-cultural implications for the client in isolation as it relates to
levels of control
18. Discuss special considerations for the aging client in infection control in regards to immune system
changes and alterations in wound healing
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San Bernardino Valley College Course Syllabus
LECTURE: PHYSICAL ASSESSMENT
COURSE OBJECTIVES
1. Identify purpose of obtaining a complete and thorough physical assessment on the patient
A. Identify components of the physical assessment
B. Differentiate between objective and subjective assessment data
2. Describe the four skills of physical assessment and the application of each:
A. Inspection
B. Palpation
C. Percussion
D. Auscultation
3. Discuss cultural, age, and gender sensitivities in obtaining a physical assessment
4. Describe and demonstrate the proper preparation of the client and environment in order to begin a
physical assessment.
5. Describe physical measurements and assessments made in assessing each subsystem physiological variable to include:
A. General survey
1. Inspection of the patient
2. Body structure, height and weight
3. Vital signs
4. Behavior and speech
B. Oxygenation
6. Review the anatomy of the oxygenation subsystem
7. Describe the following techniques for assessing the lungs:
A. Inspection: Discuss types of thoracic configuration & patterns of respiration.
B. Auscultation: locate correct auscultating landmarks and identify characteristics of
normal breath sounds and state their normal locations.
C. Identify adventitious lung sounds and discuss the patho-physiological alterations in
the oxygenation subsystem.
D. Circulation
1. Assess peripheral circulation to include inspection of extremities and palpation of
pulses
2. Cerebral and peripheral innervation
E. Correctly locate the 4 anatomical landmarks to auscultate heart sounds.
8. Define how to assess orientation status
9. Define how to assess attention and concentration
10. Define how to assess memory
11. Identify and discuss the varying levels of consciousness
12. Describe how to assess the level of consciousness
13. Describe how to correctly assess pupil reaction to light, consensual reaction to light and
accommodation
14. Correctly assess extra-ocular eye movement and identify the cranial nerves involved
15. Integumentary
A. Describe the assessment of the skin, hair, head and nails using the skills of inspection
and palpation throughout the assessment of the patient
B. Hematology
C. Immunological
D. Digestive and Bowel
1. List and locate the four abdominal quadrants
2. Discuss the correct sequence of the assessment skills when assessing the
abdomen
3. Identify the abdominal organs located in each of the four quadrants
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San Bernardino Valley College Course Syllabus
4. Explain the physiological basis for increased, decreased, high-pitched or absent
bowel sounds
F. Metabolism
G. Urinary
H. Musculoskeletal
1. Assess muscle tone and strength
2. Assess range of motion
I. The aging process
A. Describe normal changes in structure and function in all the subsystems of the aging client.
HEAD TO TOE PHYSICAL ASSESSMENT
Preparation for Assessment:
Hand hygiene
Gathers equipment, stethoscope, gloves, penlight, tongue blade
Identifies client using 2 patient identifiers.
Provides for privacy
Introduces self, states purpose, speaks to the level of understanding of client and validates client’s understanding
Raise height of bed to comfort level of nurse. Lower side rail.
Observed and assessed throughout entire physical assessment:
Assess skin for color, temperature, moisture, texture, turgor, lesions, vascularity
Appearance and Behavior:
Level of consciousness; awake, alert, lethargic, obtunded, stuporous, comatose
Use Glasgow Coma Scale if needed
Level of orientation (person, place, time& situation) AO x 4
Appropriateness & quality of speech
Memory recent & remote
Assessment:
Vital signs:
T, P, R, BP, O2 Sat, apical heart rate for 1 full minute
Pain: assess onset, duration, location, severity Use pain scale.
Head
Inspect and palpate skull for size, shape, symmetry
Assess hair for color, texture, distribution
Inspect scalp for dryness, scaliness, lesions, masses, lice
Inspect face for color, symmetry , edema around the eyes
Ears
Assess for size, symmetry & drainage. Check behind ears for any skin breakdown
Eyes
Ask if patient wears glasses, contacts or has any vision problem
Inspect external eye structures for inflammation, mucous, or ptosis
Pull down eyelid with thumbs to assess conjunctiva (use gloves)
Assess Pupils, Equal Round Reactive to Light and Accommodation
Focused assessment:
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San Bernardino Valley College Course Syllabus
Assess extra-ocular eye movement (6 fields)
Consensual response & Convergence
Nose
Assess for ulcerations, drainage, bleeding
Mouth
Assess tongue and oral cavity for moisture
Inspect lips, tongue, teeth, gums
Ask about appetite, any difficulties with swallowing and usual diet
Neck
Ask if they are having any pain or trouble swallowing
Palpate for lymph nodes
Assess neck for Range of Motion (ROM)
Upper extremities
Assess Range Of Motion (ROM)
Inspect skin for color, temperature, continuity, lesions, venous pattern and edema
Inspect nails for color & shape
Assess for turgor on forearm if not done on sternum
Palpate brachial, radial pulse on both arms for rate, rhythm, amplitude and symmetry Pulses should be strong and
equal bilaterally
Amplitude recorded as:
0= absent, 1+ diminished, weak, thready, 2+ normal, 3+ full, 4+ bounding
Check capillary refill, squeeze nails, response should be < 2 sec
Muscle tone, strength (push, pull) (2 finger hand grips) (Grade 0-5)
Wear gloves to check IV site for redness, swelling and tenderness
Heart Sounds
Listen for heart rate and rhythm. For first semester, just need apical pulse.
Thorax
Observe chest for shape, contour, symmetry
Assess skin color, assess for moisture and temperature
Assess for skin turgor on sternum or on forearm
Assess rate, rhythm, depth and quality of respirations
Appropriately gives direction to breathe in and out slowly through the mouth
Properly places stethoscope anteriorly to assess lung sounds. (follow handout landmarks)
If patient is able to sit up, assess posterior lung sounds here. (follow handout landmarks)
Abdomen
Inspect at level of abdomen- skin color, contour, symmetry, pulsations, and masses, venous pattern. (Lower HOB
to flat position ONLY if patient can tolerate it)
Auscultate abdomen for presence of bowel sounds in all 4 quadrants
RLQ, RUQ,LUQ,LLQ - note frequency and quality (present, hypoactive, hyperactive)
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San Bernardino Valley College Course Syllabus
Lightly palpate all 4 quadrants for distention, discomfort, rigidity, masses (look at patient’s face for indications of
tenderness or pain)
Ask questions to determine last time client had a BM, ask about character, consistency, color, amount
Ask patient if having difficulty passing flatus, voiding, nausea or vomiting
Lower extremities
Inspect skin for color, hair pattern, temperature, continuity, lesions, venous pattern and edema (0, +1, +2, +3, +4)
Palpate femoral, popliteal, dorsalis pedis, posterior tibial pulses for rate, rhythm , amplitude and symmetry
Assess for any calf tenderness or redness
Assess ROM
Inspect muscle tone, test strength, Push and pull
Assess capillary refill on toe nails, response < 2 sec
Posterior Examination
Position patient onto their side
Inspect skin integrity over entire back & over bony prominences, heels for redness, sacral edema, lesions, pressure
sores
Listen to posterior lung sounds over all landmarks here if patient unable to sit up.
Conclude the Assessment
Thank the patient
Leave the patient comfortably
Call light in place, bed in low position, side rails in up position
Hand hygiene
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San Bernardino Valley College Course Syllabus
LECTURE: CARE OF THE CLIENT WITH URINARY ELIMINATION PROBLEMS
COURSE OBJECTIVES:
Upon completion of reading as assigned, lecture content, audio-visual, independent study, and class discussion,
the student will be able to:
1. Identify the impact of intrapersonal, interpersonal and intrapersonal stressors on a client
with urinary elimination problems
2. List three common organisms seen in urinary tract infections
3. Discuss psychological stress related to urinary elimination problems
4. Interpersonal
A. Discuss psychosocial stressors related to problems with urinary elimination
5. Develop primary, secondary, and tertiary nursing interventions related to the following
physiological stressors
A. Urinary retention
1. Define urinary retention and list three causes
B. Discuss nursing measures that may be used to promote complete bladder emptying
C. Urinary urge and stress incontinence
D. Discuss teaching that will promote improved control of stress incontinence
E. Identify nursing interventions that will facilitate client control of urge incontinence
6. Urinary tract infection
A. Identify signs and symptoms of urinary tract infection
B. Identify and discuss nursing interventions for a client with a urinary tract infection
(UTI)
C. Identify signs and symptoms of urinary tract infection
7. Develop primary and secondary interventions related to the care of clients with urinary
drainage systems
8. State the correct position for taping a Foley Catheter for
A. A male client
B. A female client
9. Describe nursing interventions to promote urinary drainage for a client with a foley
catheter
10. Describe nursing responsibilities for a client with a 3-way Foley Catheter
11. List the steps that must be taken with closed urinary drainage systems to prevent UTI in
these clients
12. Identify the correct technique for application of a condom catheter
13. List and describe the normal age-related changes in the kidney, ureters, bladder, urethra
and prostate
14. Discuss the effect of these changes on urological function
15. Differentiate the common urological disorders associated with aging
A. Benign prostatic hypertrophy
B. Stress and urge incontinence
C. Urinary tract infections
D. Urinary retention
16. Identify routine urine tests and procedures and discuss nursing implications
17. Identify the various microscopic elements normally and abnormally found in the urine
18. Define the characteristics of normal urine with regard to color, clarity, odor, specific
gravity and protein content
19. State the relationship of specific gravity to the client’s hydration status
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San Bernardino Valley College Course Syllabus
20. Explain the procedure for obtaining a routine urine specimen, a urine specimen for culture
21.
22.
23.
24.
and sensitivity, collecting a 24 hour urine and obtaining a double voided specimen for
sugar and acetone (S & A)
Discuss the clinical significance of serum creatinine and BUN levels
Discuss the procedure for measuring urine glucose and ketones using Ketodiastix
Explain the purpose of the following procedures and identify the primary and secondary
nursing interventions before, during and after the procedures
Intravenous pyelogram
A. Renal scan
B. Cytoscopy
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San Bernardino Valley College Course Syllabus
LECTURE: CARE OF THE CLIENT WITH BOWEL ELIMINATION PROBLEMS
COURSE OBJECTIVES:
Upon completion of reading as assigned, lecture content, audio-visual, independent study, and class discussion,
the student will be able to:
1. Discuss normal bowel function
2. Review anatomy and physiology of the digestive-bowel elimination subsystem, focusing on
bowel elimination
3. Identify the areas of greatest absorption and secretion in the GI tract
4. Identify normal changes in structure and function of the gastric-elimination system with
aging
5. Discuss the following alterations:
A. Reduced gastric secretion
B. Changes in the large intestine
C. Alterations in the normal line of defense of the digestive-bowel elimination subsystem
related to constipation
6. Identify intrapersonal physiological, psychological, cultural and developmental variables
that may impair bowel elimination in the adult client
7. Identify defining characteristics of constipation
8. Discuss nursing implications
9. Identify primary and secondary nursing interventions that promote bowel elimination, giving
special attention to the needs of trans-cultural groups
10. Impaction
A. Identify defining characteristics of impaction
B. Discuss nursing interventions
11. Diarrhea
A. Identify stressors that cause diarrhea and discuss pathophysiology, including lactose
intolerance in the Asian, Latino and African American cultural groups
B. Identify defining characteristics of diarrhea
C. Discuss nursing implications
D. Identify nursing interventions that promote normal bowel function
12. Medications
A. Explain the mechanism of action of the following cathartics and laxatives and give an
example of each:
1. Stimulants
2. Saline or osmotic agents
3. Stool softeners
4. Bulk forming agents
5. Lubricants
13. Define the mechanism of action of the following anti-diarrhetics and give examples of each
A. Opiate derivatives
B. Absorbents
14. Explain the correct procedure for testing for occult blood
15. Explain the purpose of the following procedures and the reason for the nursing
interventions before, during and after the procedure
A. Endoscopy
B. Sigmoidoscopy
C. Upper GI series
D. Barium Enema
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San Bernardino Valley College Course Syllabus
LECTURE: THE ROLE OF THE NURSE IN CULTURE
COURSE OBJECTIVES:
Upon completion of reading as assigned, lecture content, audio-visual, independent study, and class discussion,
the student will be able to:
1. Discuss the concepts of culture and ethnicity.
2. Describe cultural and ethnic characteristics that influence healthcare, including gender roles,
language and communication, and orientation to space and time.
3. Identify cultural and ethnic characteristics that influence healthcare in regards to
socioeconomic factors, food and nutrition, family, physical and mental characteristics,
spiritualism, folk medicine, and illness perception.
4. Define culture, subculture, ethnicity, ethnocentrism, race, stereotyping, and assimilation.
5. Describe trans-cultural nursing.
6. Discuss three nursing diagnoses related to culture and ethnicity.
7. Analyze cultural variations in health concept and promotion.
8. Compare and contrast western and non-western cultures in regards to health and illness.
9. Discuss the guidelines for practicing culturally sensitive nursing care.
10. Complete a cultural assessment.
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San Bernardino Valley College Course Syllabus
LECTURE: THE ROLE OF COMMUNICATOR IN NURSING CARE
COURSE OBJECTIVES:
Upon completion of reading as assigned, lecture content, audio-visual, independent study, and class discussion
related to communication, the student will be able to:
1. Define the communication process, and identify factors that influence communication.
2. Describe the factors that promote effective communication.
3. Define impaired verbal communication and analyze ways to communicate with clients with
special needs.
4. Relate the basic elements of the communication process.
5. Identify and discuss components of professional communication.
6. Define territoriality and space.
7. Identify and describe components of verbal and non-verbal expression.
8. Discuss therapeutic and non-therapeutic verbal communication techniques.
9. List and analyze examples of therapeutic communication techniques.
10. Utilize therapeutic communication techniques in client-simulated situations.
11. Describe active listening and feedback.
12. Use effective communication techniques when interacting with clients from different
cultures.
13. Describe communication guidelines or nursing care for clients from different cultures.
14. Discuss and analyze the nurse-client relationship.
15. Describe the phases and tasks of the nurse-client helping relationship.
16. Describe the interrelation between communication and the nursing process.
17. Interview an individual on a selected topic and analyze/discuss the interview as to interview
phases, interview techniques, and communication strategies.
18. Describe the levels of communication and their use in nursing.
19. Discuss effective communication techniques for clients at various developmental levels.
20. Compare and contrast assertive and aggressive communication techniques, and provide
examples.
21. Discuss effective group interaction.
22. Write three nursing diagnoses in relationship to communication.
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San Bernardino Valley College Course Syllabus
LECTURE: UNDERSTANDING THE NUTRITIONAL NEEDS OF THE CLIENT
COURSE OBJECTIVES:
Upon completion of reading as assigned, lecture content, audio-visual, independent study, and class discussion
related to nutrition, the student will be able to:
1.
2.
3.
4.
Describe the anatomy and physiology of the digestive tract.
Discuss normal digestive function.
Define nutrition, nutrients, and energy balance.
List the sources, functions, and significance of energy nutrients: carbohydrates, protein, and
fats.
5. Describe the purpose, function, source, excess, and deficiency of vitamins and minerals.
6. Analyze the USDA’s My Plate and identify typical serving size for each group.
7. Identify factors that affect nutrition: physical, physiological and psychosocial.
8. Describe the food patterns and nutritional preferences among the various cultural groups.
9. Discuss the components of a nutritional assessment.
10. Utilize the nutrition assessment guide in assessing and planning care for clients.
11. Identify risk factors for poor nutritional status.
12. Develop nursing diagnoses, goals with expected outcomes, and interventions for providing nutrition to the
client.
13. State the role of nutrition in the aging process.
14. Identify nursing strategies for nutritional problems affecting older adults.
15. Differentiate between enteral and parenteral nutrition.
16. Discuss nursing care intervention for preventing complications in enteral feeding.
17. Describe the characteristics and purposes of the following diets:
A.
B.
C.
D.
E.
Regular
Soft
Clear liquid
Full liquid
Low residue
F. Restricted sodium
G. Bland diet
H. (ADA) American Diabetes Association
I. Pureed
J. High Fiber
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San Bernardino Valley College Course Syllabus
LECTURE: CHARTING/DOCUMENTATION
COURSE OBJECTIVES:
Upon completion of reading as assigned, lecture content, audio-visual, independent study, and class discussion
related to charting/documentation, the student will be able to:
1. Define documentation.
2. Discuss documentation guidelines in regards to content, timing, format, accountability, and
confidentiality.
3. Define the role of records and reports in health team communication.
4. Describe the purposes of the client’s medical record.
5. Identify abbreviations and symbols commonly used for charting.
6. Compare and contrast different methods of documentation: source record; problem-oriented
record; focus charting; charting by exception; case management model; computerized
records.
7. Identify advantages and disadvantages of different documentation formats: narrative notes;
SOAP notes; PIE; focus charting; charting by exception; case management model.
8. Describe the purpose and correct use of each of the following forms for nursing
documentation: admission nursing history; critical/collaborative pathways; flow sheets;
graphic record; acuity records; incident reports; and discharge summary.
9. Describe the purpose of the Kardex and Client Care Summary.
10. Demonstrate how to document on an intake and output form.
11. Identify the relationship between the phases of the nursing process and problem oriented
records.
12. Discuss potential legal problems in documentation.
13. State the legal guidelines in recording.
14. Relate the purpose and how to fill out an incident (occurrence) report.
15. Discuss the purpose and content of the following reports: change of shift report, telephone
report, telephone or verbal orders, and transfer report.
16. Explain how to verify telephone orders.
17. Identify elements to include when documenting a client’s discharge plan.
18. Relate the important aspects of home care and long-term documentation.
19. Give a change of shift report using SBAR and using client identifiers.
20. Identify the importance of referrals, nursing care conferences, and nursing care rounds to
communicate client needs.
21. Describe nursing’s role in communication with other healthcare professionals by reporting
and collaborating.
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San Bernardino Valley College Course Syllabus
LECTURE: CARE OF THE CLIENT WITH PAIN
COURSE OBJECTIVES:
Upon completion of reading as assigned, lecture content, audio-visual, independent study, and class discussion,
the student will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Define the concept of pain
Discuss pain as the 5th vital sign
Describe the components of a pain assessment
Differentiate types of pain and relate terms used to describe pain
List common responses to pain
Discuss barriers to the assessment and treatment of pain
Analyze the four stages of pain process: transduction, transmission, modulation, and
perception of pain
Identify intrapersonal, interpersonal and extrapersonal stressors affecting pain assessment
Obtain a pain assessment using appropriate interviewing and physical assessment skills
Differentiate objective and subjective responses to pain
Compare and contrast acute and chronic pain
Discuss chronic non-cancer and cancer pain management
Utilize a pain scale
A. Define and discuss the following terms:
1. Acute pain
15. Neuropathic pain
2. Acupressure
16. Neurotransmitters
3. Addiction
17. Nociceptive
4. Analgesic
18. Opioid
5. Breakthrough pain
19. Pain threshold
6. Chronic pain
20. Pain tolerance
7. Cutaneous pain
21. Phantom pain
8. Drug tolerance
22. Physical dependence
9. Dynorphins
23. Placebo
10. Endorphins
24. Prostaglandins
11. Exacerbation
25. Referred pain
12. Gate control theory
26. Remission
13. Intractable
27. Somatic pain
14. Neuromodulators
28. Visceral pain
14. Discuss how the following intrapersonal, interpersonal, and extra-personal variables
influence reception, perception, and reaction to pain:
15. Socio-cultural:
A. Identify individual socio-cultural group influences on pain
16. Psychological:
Discuss previous experience, cognitive processes, and personal characteristics
17. Developmental:
A. Relate the pain experience to Erikson’s 6th, 7th, and 8th stage of development
18. Physiological:
A. Discuss responses to the stressor of painful stimuli related to the gate control theory and
the sympathetic and parasympathetic nervous system
19. Differentiate between pain threshold and pain tolerance
20. Relate nursing interventions for non-pharmacologic pain relief measures
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San Bernardino Valley College Course Syllabus
21. Identify principles that guide administration of analgesics
22. Discuss common side effects associated with use of opioid analgesics
23. Differentiate between patient controlled analgesia (PCA), epidural analgesia, and local
anesthesia
24. Discuss and compare opioid analgesics, using an equi-analgesic chart
25. Develop nursing diagnoses for a client with pain
26. Develop a plan of care with primary, secondary, and tertiary interventions that strengthen the
client’s line of defense in resistance to pain
27. Discuss the attitudes and knowledge of nurses, physicians, and clients regarding pain
assessment and management
28. Describe the role of the nurse as an advocate in pain management
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San Bernardino Valley College Course Syllabus
LECTURE: CARE OF THE CLIENT WITH FLUID AND ELECTROLYTE IMBALANCE
COURSE OBJECTIVES:
Upon completion of reading as assigned, lecture content, audio-visual, independent study, and class discussion
related to fluid and electrolyte imbalance, the student will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Describe the distribution, composition, movement, and regulation of body fluids
Describe the regulation and movement of major electrolytes
Discuss signs and symptoms of electrolyte imbalances and fluid volume
Explain the relationship between weight gain or loss and fluid imbalances
Identify common intrapersonal stressors in fluid & electrolytes
Discuss the clinical assessment for a client regarding their fluid and electrolyte status
Describe laboratory studies associated with fluid and electrolyte imbalances
Recall electrolyte distribution in body fluid
Identify interventions for clients with fluid and electrolyte balance and imbalances
Apply knowledge of aging changes when assessing hydration status of an older adult
Identify foods that are used to correct or keep in balance fluid and electrolytes in the body
Identify three common nursing diagnoses for clients with fluid and electrolytes imbalances
47