NURS 196 - Walla Walla Community College · Web viewA continuation of the principles of...

WALLA WALLA COMMUNITY COLLEGENURSING EDUCATION

BEGINNING NURSING CONCEPTS I

NURS 101

Winter Quarter 2010

NURS 101 Syllabus Winter 2010 Final 12.15.09

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Every effort is made to ensure accuracy in the syllabus at the time of printing. However, the Walla Walla Community College Nursing Education Program

reserves the right to change any provision or requirement that is necessitated by circumstances arising during the course. All changes will be provided in writing.


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COURSE OUTLINE

Course Identifier: NURS 101

Title: Beginning Nursing Concepts I

Credits: 6

Class Hrs Per Wk: 6

Catalog Description: A continuation of the principles of nursing care introduced in NURS 100. The focus is on providing care for clients of all ages who are experiencing normal life processes or common/chronic disease processes in selected systems.

Prerequisites: NURS 100 and 110

Corequisite: NURS 111

Teaching Format: Lecture/DiscussionCritical Thinking ActivitiesSmall Group ActivitiesAudio-visualComputer-based Learning Activities

Location: Walla Walla Campus – Room 1706Clarkston Campus – Room 2107

Course Topics: Introduction to Care of the ChildPerioperative NursingFluid, Electrolytes, Acid-Base Balance ICancer IMen's HealthIntegumentaryMusculoskeletalDiabetesRespiratory I

Evaluation Devices: ActivitiesUnit TestsComprehensive FinalATI Tests


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COURSE COMPETENCIES:

Critical Thinking

1. Demonstrate critical thinking in the use of the nursing process.2. Demonstrate use of management/leadership principles in the delivery of

client/patient care.

Caring

3. Perform interventions in a safe and effective manner.4. Use therapeutic communication.

Professional Behaviors

5. Demonstrate professional behaviors.

FACULTY CONTACT LIST

NOTE: Students are encouraged to contact the faculty member responsible for the content area or clinical experience that they have a question about. Contact your faculty advisor for academic concerns and advising.

Walla Walla Campus: Nursing Office: 509-527-4240Clarkston Campus: Nursing Office: 509-758-1702

Director of Nursing Education: Marilyn D. Galusha, RN, MSN

Walla Walla-based Instructors Office Number

Email addresses

Kathy Adamski, RN, MN(Level I Lead Instructor)

527-4244 [email protected]: 200-0904

Brenda Anderson, RN, MSN 527-4327 [email protected]: 240-4084

Grace Hiner, RN, MN 527-4421 [email protected]

Clarkston-based Instructors

Carol McFadyen, RN, Ph.D.(Clarkston Lead Instructor)

758-1728 [email protected]

Todd Carpenter, RN, BSN 758-1787 [email protected]

Office Hours for instructors may be found on the Level I Bulletin Board


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mailto:[email protected]





BEGINNING NURSING CONCEPTS INURS 101

Grading Criteria & Distribution of Points:

CONTENT POINTS

Perioperative Nursing 3Fluids, Electrolytes, Acid-Base Balance I (2 classes) 6Introduction to Care of the Child 3Diabetes (3 classes) 9Cancer I 3Respiratory I (4 classes) 12Integumentary 3Musculoskeletal (3 classes) 9Men's Health 34 unit tests (9 questions per 3-hour lecture period) 153Final Test (5 questions per 3-hour lecture period) 85ATI PN Fundamentals of Nursing comprehensive test 30

Total Points available 319

(All content will be taught via ITV. Faculty will travel part of the time weather permitting.)

**Students must attain 75% or greater cumulative score on tests to achieve a passing grade in NURS 101. Activity points will accumulate as achieved, however, they will not be added to the grade until the end of the quarter and will be added only if the test score is a minimum of 75%.

Group testing - following each of the four (4) unit tests, a small-group test will be given. If a 90% is achieved on this group test, the members of the group shall receive 2 additional points. If the group receives a score of 81-89% each member shall receive 1 additional point. Any group scoring 80% or below shall receive no points. All points achieved through group testing shall be documented as bonus activity points.

Course Expectations:

1. Follow all policies as outlined in Nursing Student Handbook2. If absent from class, no points shall be awarded for missed in-class learning

activities3. All assignments must be accounted before progression regardless of score

achieved.4. Late papers will receive a one-point deduction per school day when turned in after

the due date and /or time (i.e. beginning of class or as stated).

Testing: Failure to take a test at the scheduled time will result in an automatic reduction of 5% of the available score from the earned score. (See p. 18 of the WWCC Nursing Student Handbook).

Grading Scale – See Nursing Student Handbook


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Assessment Technologies Institute (ATI) Testing

One (1) proctored computerized mastery examination will be administered this quarter: PN Fundamentals for Nursing Practice.

Prior to taking this content mastery examination, each student must complete a non-proctored, online practice test and achieve a score of 90%. This non-proctored, online practice test can be taken more than once however, a 90% must be achieved. You will not be allowed to take the proctored exam if you do not complete the online practice exam by the due date. Access and Test ID codes will be provided.

In order to be admitted to the proctored exam, you will need to submit a copy of your non-proctored, online practice test individual score to Kathy/Carolyn/Carol (front page only).

An ATI “Proficiency Level II” must be achieved. This is considered minimum competency.

Failure to achieve a “Proficiency Level II” on the first proctored exam shall require remediation prior to retesting. A student has a maximum of five (5) attempts to meet the minimum proficiency on the proctored exam.

Failure to achieve a “Proficiency Level II” prior to the end of winter quarter will result in an Incomplete “I” grade contract.

Failure to clear the “I” grade contract by the end of the first two weeks of the next quarter will result in the conversion of the “I” grade to a C- and the student will not be allowed to progress.

The points available on the ATI Content Mastery Test will be allocated on a curved scale basis. Points will be prorated with the highest percentage score earning 100% of the available points.


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PERIOPERATIVE NURSING

Topic Objectives Assignments/CommentsPerioperative Nursing

Preoperative Nursing C

Intraoperative Nursing Care

Postoperative Nursing Care

Acute Pain

1. Explain the concept of perioperative nursing

2. Describe essential components of preoperative nursing(assessment, relevant diagnostic tests, teaching, informed consent, etc.)

3. Develop a preoperative teaching plan for a client undergoing open abdominal surgery.

4. Describe the action, therapeutic effect, and nursing implications of medications administered during the perioperative period.

5. Identify the surgical team and describe their role in client safety.*

6. Compare and contrast types of anesthesia.

7. Describe the role of the nurse related to conscious sedation and explain potential risk factors.

8. Discuss measures used to maintain client safety during the intraoperative phase.*

9. Explain the role of the PACU nurse related to patient safety immediately after surgery (assessment/interventions).

10. Describe the role of the nurse caring for hospitalized surgical clients, including assessment, potential complications, interventions, and evaluation.

11. Differentiate acute from chronic pain.

12. Review methods of assessing acute pain and describe common responses to pain.

13. Explain the mechanisms whereby non-narcotic and narcotic analgesics relieve pain. Discuss rationale and teaching requirements for the use of a PCA.

Lewis, et al (7th ed.)Ch. 18, pp. 343-357

Lewis, et al (7th ed.)SCAN Ch. 19, pp. 359-373

[Objectives marked with (*) are also covered in the Perioperative Experience Reaction Paper, NURS 111].




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FLUID AND ELECTROLYTES, ACID-BASE BALANCE I (CLASS #1)

Topic Objectives Assignment/CommentsFluid and Electrolyte Imbalances

Laboratory & Diagnostic Testing

IV Fluid Therapy

1. Describe the normal physiology of fluid balance Fluid compartments Functions of body fluids Types of electrolytes Role of proteins

2. Identify the significance of abnormal laboratory values related to fluid imbalances:

Serum electrolytes Serum albumin Hematocrit Blood Urea Nitrogen (BUN)

3. Describe the etiology, clinical manifestations and nursing management of clients at risk for or with: Fluid volume deficit/shock Fluid volume excess Fluid volume shifts

4. Compare the actions of IV solutions in the body Hypotonic Isotonic Hypertonic

5. Identify legal/ethical principles that guide the practice of IV therapy in providing care for children and adults.

Assessments o Siteo Rateo Solution

Documentation

Potter. & Perry (7th ed.) Ch. 41, pp. 966-970, 981-992, 1004-1021 (unexpected outcomes)- stop at Blood Replacement

Silvestri (4th ed.), Ch. 11, pp. 100-104 and 107 Albumin, Protein, Electrolytes, Renal function studies, Hemoglobin and hematocrit

Silvestri, (4th ed.)Ch. 9, pp 74 - 89


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FLUID AND ELECTROLYTES, ACID-BASE BALANCE I (CLASS #2)

Topic Objectives Assignment/CommentsAssessment and Management of the Client with Electrolyte Imbalances

Assessment and Management of the Client with Acid-Base Imbalances

1. Describe the etiology, clinical manifestations, medical management and nursing interventions for the following imbalances: Sodium (Na) Chloride (Cl) Potassium (K) Calcium (Ca) Phosphorus (P)

2. Describe the role of the chemical buffers in the lungs and kidneys in the maintenance of acid-base balance.

3. Describe laboratory test results indicating acid base imbalance. Arterial Blood Gases (ABGs) Serum CO2

4. Identify the four types of acid-base imbalances by ABG analysis. Metabolic acidosis and alkalosis Respiratory acidosis and alkalosis

5. Describe the etiology, risk factors, clinical manifestations, medical management and nursing interventions for the client with metabolic acidosis /alkalosis

Potter & Perry (7th ed.)Ch. 41, pp. 970-981

Silvestri, (4th ed.)Ch. 10, pp 90-99


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INTRODUCTION TO CARE OF THE CHILD

Topic Objectives Assignment/CommentsNurse’s Role

Health Maintenance & Health Promotion

Learning Needs

Assessment

Care of Child in Hospital

1. Discuss the nurse’s role in health maintenance and health promotion for children

2. Discuss the use of the nursing process in health maintenance and health promotion activities for children of each age group Assessment of normal growth & development Erikson and Piaget Play, toys or activities

3. Discuss common learning needs for parents in regards to health promotion and maintenance for children of each age group

4. Describe variations in techniques of physical assessment based on the child’s age and level of development

5. Describe nursing interventions to provide age appropriate care to the ill child and family in the hospital

Leifer (5th ed.)SCAN Ch. 15, pp. 345-379

Leifer (5th ed.)Ch. 16 (Infants), “Key Points”, p. 397

Ch. 17 (Toddlers), “Key Points”, p. 412

Ch. 18 (Pre-Schooler), “Key Points”, pp. 426-427

Ch. 19 (School-Age), “Key Points”,p. 442

Ch. 20 (Adolescent), “Key Points”, pp. 461-462

Ch. 21 (Hospitalization), pp. 472-479

Appendix K, “Normal Vital Signs of Infants and Children”, p. 773


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DIABETES (CLASS #1)

Topic Objectives Assignment/CommentsPathophysiology and Etiology

Laboratory & diagnostic testing

Management

1. Differentiate between the etiology and pathophysiology of Type I and Type II Diabetes Criteria for Diagnosis

2. Describe the significance of findings from laboratory and diagnostic testing in caring for the client with diabetes Blood glucose monitoring Urine testing for ketones Glycosylated hemoglobin

3. Discuss the medical/nursing management of the client with diabetes Nutrition Exercise Medications Care during illness and surgery

Lewis, et al (7th ed.)Ch. 49

Silvestri (4th ed.)Ch. 33, pp. 387-390 Ch. 44, pp. 553-560

Silvestri (4th ed.)Ch. 44, pp. 558, Box 44-20


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DIABETES (CLASS #2)

Topic Objectives Assignment/CommentsMedications

Acute Complications

Collaborative Care Nursing Management

1. Identify the action, therapeutic effect, and nursing implications for the use of: Insulin Oral hypoglycemic agents

2. Identify steps/measures for safe administration of diabetic medications.

3. Identify the s/s of diabetic ketoacidosis (DKA).

4. Interpret ABG results r/t DKA.

5. Discuss assessment and nursing interventions for a client with diabetes in an acute care facility


Silvestri (4th ed.)Ch. 45, pp. 553-555

Lewis, et al (7th ed.)Ch. 17, pp. 334-337 (Alterations in Acid-Base Balance and Clinical Manifestations)

Silvestri (4th ed.)Ch. 44, pp. 556-557 (Acute Complications of Diabetes Mellitus)

Doenges (11th ed.)“Fluid Volume, Deficient”, pp. 320-327“Tissue Perfusion, Ineffective”, pp. 705-714

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DIABETES (CLASS #3)

Topic Objectives Assignment/CommentsLong Term ComplicationsHealth Promotion

Teaching Plan

Management

1. Discuss health promotion activities to prevent the long term complication of diabetes Macrovascular Microvascular Nephropathy Neuropathy

2. Develop an age appropriate teaching plan for management of diabetes including learning needs, readiness to learn & documentation.

3. Describe the psychosocial needs of a client newly diagnosed with Diabetes Mellitus

Adjustment to life with a chronic disease Developmental needs of children with diabetes

4. Identify community resources available to meet the needs of clients with diabetes


Doenges (11th ed.)“Deficient Knowledge” regarding disease process/treatment and individual care needs, pp. 433-437

Potter & Perry (7th ed.)Ch. 11, pp. 138-140Review Erikson’s developmental stages and Piaget’s Cognitive developmental stages

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CANCER I

Topic Objectives Assignment/CommentsIntroduction to Cancer Concepts

1. Describe the biology of cancer.

2. Compare and contrast benign and malignant neoplasms.

3. Explain how a diagnosis is made and the importance of the various classification systems related to diagnosis and outcome.

4. Describe prevalence, incidence, survival rates and mortality rates of common cancers in the US.

5. Describe the role of the nurse in prevention and/or early detection of cancer.

6. Discuss the psychological responses and coping mechanisms related to a diagnosis of cancer.

7. Differentiate between treatment modalities and the ethical role of the nurse while clients are making care choices.

8. Describe nursing management for clients undergoing cancer treatment. Patient and environmental safety Potential side effects or complications

Expect to use vocabulary in class activitySilvestri (4th ed.)Ch. 42, p. 496 (vocabulary)

Bring markers, colored pencils, crayons for drawing (crayons available in WW)

Silvestri (4th ed.)Ch. 42, pp. 498-521

Doenges (11th ed.)“Grieving” pp. 345-349


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RESPIRATORY I (CLASS #1)

Topics Objectives Assignment/CommentsAnatomy & Physiology

Assessment

Laboratory & diagnostic studies

Nursing Interventions

1. Discuss the anatomy and physiology (A & P) of the respiratory system in relation to care of the client with respiratory disorders. ventilation neural control of respiration differences between the child and adult respiratory systems effects of aging on the respiratory system.

2. Describe the nursing assessment for a client with a respiratory problem. history examination of the respiratory system

3. Describe the clinical manifestations of a client with respiratory dysfunction normal versus abnormal breath sounds assessment abnormalities and chest examination findings in common

pulmonary problems

4. Describe the nursing responsibilities for preparing and caring for the client receiving the following laboratory and diagnostic studies; also describe the significance of the results of the following laboratory and diagnostic studies: CBC (Complete Blood Count: Focus on RBC, Hgb, Hct, & platelets) ABGs (Arterial Blood Gases) Pulse oximetry Sputum studies Skin test for tuberculosis Radiographic studies Endoscopic examination Pulmonary Function Tests Exercise Testing


Pages 509-512 of assigned reading are a review of A & P. You are responsible for the material. Concepts that will be discussed in class require that you understand the A & P reviewed in these pages before coming to class. Please call Grace Hiner to make an appointment if you are having difficulty understanding the A & P.

Silvestri (4rd ed.)pp. 364 (Tuberculosis & Mantoux Test)

Graded Assignment:Video on reserve in library:“Performing Respiratory Assessment” by Springhouse (2000) Written assignment due at the beginning of Respiratory Class #1 at 0900 (3 points): Briefly (one to two paragraphs) describe one main point that you learned from watching this video. Assignment must be typed with the title, “Write-up for Respiratory Assessment Video”. Please be sure that student name


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and instructor name are at the top of the page.


Topics Objectives Assignment/CommentsDisorders of the Upper Respiratory system

Assessment and Management of the client with disorders of the Upper Respiratory System

Pharmacology

1. Review the structures of the upper respiratory system differences between child and adult effects of aging on the upper respiratory tract

2. Discuss considerations in the care of the pediatric client with disorders of the upper respiratory system

3. Describe the pathophysiology (etiology, pathogenesis, and clinical manifestations) nursing interventions, and client learning needs of upper airway disorders. Nasal Fracture Expistaxis Sinusitis Otitis Media Tonsillitis Allergic Rhinitis, Acute Viral Rhinitis Influenza; H1N1 SARS; West Nile Virus Acute Pharyngitis Peritonsillar Abscess Obstructive Sleep Apnea (OSA) Epiglotitis LTB (laryngotracheo-bronchitis)—Croup Laryngeal cancer

4. Identify the action, therapeutic effects, drug interactions and nursing implications of medications used to treat upper respiratory problems.

nose drops/nasal steroidsantihistamines decongestantsexpectorants & mucolytic agents


Silvestri, (4rd ed.)pp. 357-360

Review fall lecture (NURS 100) PowerPoint slides covering Sympathetic Nervous System and Parasympathetic Nervous System from Intro to Pharmacology & Medication Administration Class #1. Review the terms: sympathomimetic, adrenergic, anticholinergic, parasympathomimetic, muscurinic, and cholinergic.

Doenges (11th ed.)Review the following nursing diagnoses1. Ineffective Airway Clearance2. Ineffective Breathing Pattern

Bring Doenges (11th ed) Nursing


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antitussivesalternative therapies: Echinacea, zinc, ascorbic acid (vitamin C)

Pocket Guide : Diagnoses, Interventions & Rationales to class.


Topics Objectives Assignment/CommentsCare of the Client with a Tracheostomy: Nursing Interventions

Disorders of the Lower Respiratory System

Nursing Interventions

1. Describe nursing interventions to maintain or restore health for the client with a tracheostomy Assessment Suctioning: Complications (Hypoxia, Trauma, Infection, Vagal Stimulation) Swallowing; Nutrition Communication; Psychosocial considerations

2. Describe the etiology, pathogenesis, clinical manifestations, and nursing management of the client with: Acute Bronchitis; Bronchiolitis (Respiratory Syncytial Virus- RSV) Pneumonia Atelectasis Lung cancer

3. Describe nursing precautions and interventions in caring for the client with a respiratory infection Transmission based guidelines and best practices for drug resistant

infections (Isolation Precautions) Laboratory assessment: CBC—focus on WBC & differential;

Culture, Gram stain, & Sensitivity

4. Describe the action, therapeutic effects, side effects and nursing implications of medications used for the treatment of infections. Antipyretics Antimicrobial therapy

5. Develop a plan for providing information about continuing with antibiotic therapy

Lewis, et al (7th ed.)pp. 543-550 (Tracheostomy)

Lewis, et al (7th ed.)pp. 561-569 (Acute Bronchitis & Pneumonia)pp. 578-585 (Lung cancer)

Silvestri (4rd ed.)pp. 360-362 (Bronchitis, RSV, Pneumonia)

Potter & Perry (7th ed.)pp. 661-667 (Isolation Precautions)


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after discharge

6. Describe the nursing responsibilities in relation to the use of oxygen therapy, including the assessment for complications. Goals of oxygen therapy Hazards and complications of oxygen therapy Types of oxygen delivery systems

Lewis, et al (7th ed.)pp. 640-643 (O2 therapy)

Bring Davis Drug Guide(11th ed.) to class


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Topic Objectives Assignment/CommentsObstructive Pulmonary Diseases:Asthma

Pharmacology

COPD

Health Maintenance

Cystic Fibrosis

1. Discuss the etiology, pathophysiology, clinical manifestations, and nursing management of the client with asthma. Triggers Peak flow monitoring

2. Describe the actions, therapeutic effects, and nursing implications of pharmacological therapies used to treat and prevent asthma attacks. Bronchodilators (short and long acting) Corticosteroids Methylxanthines Mast Cell Stabilizers (Cromolyn Sodium) Leukotrienne Modifiers

3. Discuss risk factors, etiology, pathophysiology, clinical manifestations and nursing management for the client with Chronic Obstructive Pulmonary Diseases (COPD). Chronic Bronchitis Emphysema

4. Describe the actions, therapeutic effects, and nursing implications of pharmacological therapies used to manage COPD

5. Discuss risk factors , etiology, pathogenesis, clinical manifestations and nursing management for the client with Cystic Fibrosis

Supplemental Reading Assignment on Peak Flow Meter—in NURS 101 syllabus

Lewis, et al (7th ed.)Ch. 29: pp. 607-634; 646-659

Silvestri (4rd ed.)pp. 362-367 (Asthma and Cystic Fibrosis)

Review the following lung volume terms (See Respiratory Class #1 lecture notes and Lewis, 7th ed, p. 531)

1. Peak Expiratory Flow Rate (PEFR)

2. Forced Vital Capacity (FVC)3. Forced Expiratory Volume

(FEV)4. Residual Volume (RV)

Doenges (11th ed.)Review the nursing diagnosis “Impaired Gas Exchange”


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RESPIRATORY SUPPLEMENTAL REFERENCE

Original Article:http://www.mayoclinic.com/health/asthma/AS00022

Asthma: Use a peak flow meter to gain control

A peak flow meter is a simple, hand-held device that measures how efficiently you can move air out of your lungs. Peak flow readings can warn you of an impending asthma attack hours — or even days — before you experience any signs or symptoms. With time on your side, you can adjust your asthma medication and take other steps to help prevent an attack.

One day at a time

A peak flow meter allows you to objectively measure day-to-day variations in your breathing. When your asthma is under control, your airways are open and you can force more air into the peak flow meter. But when your airways are inflamed and constricted, you can't blow as hard into the meter — making your peak flow rate lower.

Your doctor may recommend using a peak flow meter at least once a day — typically before taking your asthma medication in the morning. Use the peak flow meter at the same time every day, and record your readings in an asthma diary. These readings will help you and your doctor:

Determine the severity of your asthma Evaluate the effectiveness of your current treatment Determine when to add or stop certain medications Recognize an asthma attack before signs or symptoms appear Decide when to seek emergency care

Using your peak flow meter

Peak flow meters are available over-the-counter. Better yet, they're easy to use.

Move the marker to the bottom of the numbered scale, and connect the mouthpiece to the peak flow meter. Stand up. Take a deep breath, filling your lungs completely. Place your lips tightly around the mouthpiece. Blow as hard and as fast as you can with a single breath. Note the final position of the marker. This is your peak flow rate. Blow into the peak flow meter two more times. Record the highest reading of the three in your asthma diary.

For the most accurate readings, it's important to keep your peak flow meter clean. Follow the manufacturer's instructions.


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http://www.mayoclinic.com/health/asthma/AS00022

Determining your personal best

Your "personal best" peak flow rate is the highest peak flow rate you can reach over a two- to three-week period when you feel good and have no asthma symptoms. This flow rate serves as a benchmark in your daily self-management plan. Because everyone's asthma is different, your personal best will be unique to you.

Your doctor will help you determine your personal best. Typically, you'll take readings twice a day for two weeks when you're not having symptoms. Ignoring any outliers, the highest consistent reading during the trial period is your personal best.

Organizing your peak flow zones

Your doctor will use your personal best peak flow rate to organize peak flow zones: green (stable), yellow (caution) and red (alert). If your peak flow readings fall too far below your personal best, you'll need to take action to prevent or minimize an asthma attack.

Green zone. Your peak flow rates are 80 percent to 100 percent of your personal best, an indication that your asthma is under good control. You probably have no asthma signs or symptoms. Take your preventive medications as usual. If you consistently stay within the green zone, your doctor may recommend reducing your asthma medication.

Yellow zone. Your peak flow rates are 50 percent to 80 percent of your personal best, an indication that your asthma is getting worse. You may have signs and symptoms such as coughing, wheezing or chest tightness. You may need to increase or change your asthma medications.

Red zone. Your peak flow rates are less than 50 percent of your personal best, an indication of a medical emergency. You may have severe coughing, wheezing and shortness of breath. Stop whatever you're doing and use a bronchodilator or other medication to open your airways. Your asthma action plan will help you decide whether to call your doctor, take an oral corticosteroid or seek emergency care.

Taking control

Take charge of your treatment — and your life. Identify the things that trigger your asthma symptoms or make them worse. Meet with your doctor periodically to review your asthma action plan and revise it as needed. Show your doctor how you're using your peak flow meter, just to make sure you're doing it correctly.

Your lifestyle matters, too. Eat a healthy diet. Exercise regularly, with your doctor's OK. Don't smoke. Get enough sleep. Taking good care of yourself can help you handle life with asthma.

© 1998-2007 Mayo Foundation for Medical Education and Research (MFMER). All rights reserved. A single copy of these materials may be reprinted for noncommercial personal use only. "Mayo," "Mayo Clinic," "MayoClinic.com," "EmbodyHealth," "Reliable tools for healthier lives," "Enhance your life," and the triple-shield Mayo Clinic logo are trademarks of Mayo Foundation for Medical Education and Research.


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INTEGUMENTARY

Topic Objectives Assignment/CommentsAnatomy & Physiology

Assessment/Documentation

Pharmacology

Learning Needs

Health Promotion

1. Discuss the anatomy and physiology of the skin in relation to care of the client with integumentary disorders.

2. Describe assessments to identify integumentary dysfunction and documentation of assessment findings:

History & physical examination Clinical manifestations & types of lesions Diagnostic procedures

3. Describe the risk factors, etiology, and clinical manifestations of the major skin disorders:

Infections (Bacterial, fungal, viral) Inflammations (Dermatitis) Eruptions/Allergic reactions

Structural Disorders Infestations, bites, stings

4. Describe the actions, therapeutic effect and nursing implications for medications used to treat integumentary problems

Oral and parental medications Topical medications Baths

5. Discuss the nursing responsibility in care of the client undergoing: Ultraviolet radiation Dermatologic surgical procedures

6. Discuss nursing interventions and common learning needs for the client and family with skin disorders.

7. Discuss health promotion measures to prevent integumentary system disorders in children, adults, and older adults.

Lewis et al (7th ed.)Ch. 23 and 24, pp 449-489

Doenges (11th ed.)Review the nursing diagnoses“Body Image Disturbance” “Impaired Skin Integrity”


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CENTER OBJECTIVES


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MUSCULOSKELETAL (CLASS #1)

Topic Objectives Assignment/CommentsAnatomy & Physiology

Assessment

Sports Injuries

Management of Clients with Fractures

1. Review the anatomy and physiology of the musculoskeletal system in relation to care of the client with disorders in the musculoskeletal system.

2. Describe nursing assessment related to musculoskeletal function: Health interview/client history Physical assessment/examination Significant diagnostic procedures Changes in function across the life span

3. Discuss cause of soft tissue injuries and usual management Strains/sprains Dislocations/subluxations Injuries to ligaments and tendons

4. Describe “R.I.C.E.” therapy for soft tissue injury

5. Describe clinical manifestations of fractures and identify the stages of healing

6. Discuss the nursing management of a client with a fracture Reduction Immobilization Casts/ Cast Care Traction External/Internal Fixation

7. Describe assessments and nursing interventions for common complications of fractures Compartment Syndrome Avascular necrosis Osteomyelitis Venous Thrombosis Fat Embolism

Lewis, et al (7th ed.)Ch. 62, pp. 1614-1621, 1623-1628

Lewis, et al (7th ed.)Chap. 62, Table 62-5, p. 1623

Leifer (5th ed.)pp. 549-551; 563-564

Lewis, et al (7th ed.)Ch. 62, p. 1628 (Arthroscopy)Ch. 63, pp. 1629-1651

Leifer (5th ed.)Nursing Tip, p. 552

Lewis, et al (7th ed.)Chap. 63, pp. 1635-1651

Leifer (5th ed.)Nursing Tip, pp. 553, 555, NCP 24-1, p. 558-559



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Topic Objectives Assignment/CommentsPathophysiology:Arthritis

Medications

Pathophysiology:Connective Tissue Disorders

1. Compare and contrast the etiology, pathophysiology, clinical manifestations, diagnostic studies and medical management for clients with Arthritis Osteoarthritis Rheumatoid Arthritis Gout

2. Describe the actions and nursing implications of common medications used in the treatment of connective tissue diseases Salicylates Non-steroidal anti-inflammatory drugs (NSAIDS) Non opioid/opioid analgesics Corticosteroids Disease modifying antirheumatic drugs

o Methotrexateo Gold saltso Anti-malarial drugs (Plaquinel ®)

Biologic Therapy Specific anti-gout medications

o Colchicineo Benemid ®o Zyloprim ®

3. Compare and contrast the etiology, pathophysiology, clinical manifestations, diagnostic studies and medical management for clients with connective tissue disorders Systemic Lupus Erythematosus Soft tissue rheumatic syndrome

o Fibromyalgia

Lewis, et al (7th ed.)Ch. 65, pp. 1693-1711, 1715-1716Table 65-6, p. 1704

Liefer, (5th ed.)Chap 24, pp. 561-562

Lewis, et al (7th ed.)Ch. 65, pp. 1716


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Topic Objectives Assignment/CommentsAmputation

Orthopedic surgery

Congenital Anomalies

Metabolic bone disease

1. Discuss the physiologic, psychosocial and health restoration needs of a client with an amputation

2. Discuss nursing interventions for the client experiencing orthopedic surgery on the joints Hip pinning (ORIF) Total hip arthroplasty (replacement) Total knee arthroplasty (replacement)

3. Discuss the manifestations of Ewing’s and osteogenic sarcoma

4. Discuss nursing care for clients with disorders of the foot: Bunion Hammertoe Morton’s neuroma

5. Describe the clinical manifestations, nursing assessment for and treatment of common congenital anomalies Dysplasia of the hip Talipes equinovarus (clubfoot)

6. Compare and contrast the etiology, pathophysiology and medical management of metabolic bone diseases Osteomalacia Paget’s Disease Osteoporosis


Doenges (11th ed.)“Disturbed Body Image”

Lewis, et al (7th ed.)Ch. 63, p. 1662-1666

Lewis, et al (7th ed.)Ch. 64, pp. 1668-1672Leifer, Chap. 24, p.561


Liefer, (5th ed.)Ch. 14, pp. 328-332



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Health promotion

Medications

7. Describe health promotion measures to reduce the incidence and progression of osteoporosis Nutrition Exercise Medications

8. Describe the actions, therapeutic effects and nursing implications for the medications used in the treatment of osteoporosis Calcium Supplementation Estrogen Replacement Calcitonin Bisphosphonates (Fosamax ®) Estrogen receptor Modulators (Evista ®) Human parathyroid hormone (Forteo ®)


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MEN’S HEALTH

Topic Objectives Assignment/CommentsAnatomy and Physiology: Male Reproductive System

Male Reproductive Problems

1. Describe anatomy and physiology of the male reproductive system

2. Identify psychological and emotional implications related to disorders/dysfunction of the male reproductive system

3. Describe historical data, physical examination procedures used to diagnose dysfunction of the male reproductive system.

4. Describe health promotion/maintenance measures for males across the life span.

5. Discuss the laboratory and diagnostic test findings used in diagnosing dysfunction of the male reproductive system

6. Discuss pathophysiology, clinical manifestations, and collaborative care of benign prostatatic hypertrophy (BPH)

7. Discuss nursing management of clients with infection/inflammation of the male reproductive system.

8. Briefly discuss cancers of the male reproductive system

9. Discuss nursing management of problems related to male sexual function/dysfunction

10. Discuss nursing care for clients with common problems affecting the penis, scrotum, and testes Hydrocele Scrotal trauma Priapism Cryptorchism Phimosis

11. Formulate a nursing plan for the post-surgical client following male reproductive surgery.

Lewis, et al (7th ed.)pp. 1154-1187 (review elimination, tests)

Lewis, et al (7th ed.)pp. 1339-1340; pp. 347-1348 (male reproductive system) and other content related to male reproductive system

Lewis, et al (7th ed.)pp. 1414-1438 (Male reproductive problems)


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NURS 196 - Walla Walla Community College · Web viewA continuation of the principles of...

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