Nursing 501B 121405cw - Los Angeles Southwest College · Discuss appropriate documentation for...

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Los Angeles Community College District

COURSE OUTLINE (Replaces PNCR and Course Outline)

SECTION I: BASIC COURSE INFORMATION

1. COLLEGE: LOS ANGELES SOUTHWEST 2. SUBJECT (DISCIPLINE) NAME1 (40 characters, no abbreviations): NURSING 3. COURSE NUMBER: NURSING 501 B

4. COURSE TITLE: Fundamentals of Nursing

5. UNITS: 4.5

6. CATALOG COURSE DESCRIPTION -- Provide a description of the course, including an overview of the topics covered:

This course introduces concepts and skills needed to provide nursing care to adult clients. The Nursing Process and Orem’s Self-Care Deficit theory and Maslow’s theory is utilized as the framework in discussing selected topics of fluid and electrolytes, diabetes, musculoskeletal trauma, surgeries, common therapies, infection control, preoperative, intraoperative, postoperative care, and skills in administering medications. The concepts of aging, loss, patient teaching, culture, human sexuality, nutrition and principles of communication will be integrated into the course.

7. CLASS SCHEDULE COURSE DESCRIPTION -- Provide a brief description of the course, including an overview of the

topics covered: This course introduces concepts in fluid and electrolytes, diabetes, musculoskeletal trauma, surgies, and common therapies, infection control, preoperative, inoperative, postoperative care, and skills in administering medications.

8. COLLEGE APPROVAL DATE: 9. UPDATES (check all applicable boxes):

Content Last Update: 9/2004 Objectives Last Update: College Specific Course Attributes/Data Elements Last Update: Districtwide Course Attributes/Data Elements Last Update: Other (describe) Last Update:

10. CLASS HOURS:

Hours per week (based on 18 weeks) Total Hours per term (hrs per week x 18) Units Lecture: 2 36 2

1 Underlined course attributes are the same for the course throughout the LACCD; all other course attributes are college specific.

College:LASC Course Subject: NURSING Course Number: NURSING 501 B Academic Year: 2005-2006

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Lab/activity (w/ homework): Lab/activity (w/o homework): 7.5 135 2.5 Total: 9.5 171 4.5

Note: The Carnegie Rule and Title 5, section 55002 sets forth the following minimum standards: 1 unit = 1 hour lecture per week,

2 hours homework per week; OR 2 hours per week of lab with homework; OR 3 hours of lab per week without homework. The hours per week are based on a standard 18-week calendar. Lecture also includes discussion and/or demonstration hours, laboratory includes activity and/or studio hours.

11. PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION, and LIMITATION

ON ENROLLMENT

Note: The LACCD’s Policy on Prerequisites, Corequisites and Advisories requires that the curriculum committee take a separate action verifying that a course’s prerequisite, corequisite or advisory is an “appropriate and rational measure of a student’s readiness to enter the course or program” and that the prerequisite, corequisite or advisory meets the level of scrutiny delineated in the policy.

ENTRY SKILLS FOR COURSES WITH PREREQUISITES/COREQUISITES/ADVISORIES: 1. Perform beginning levels of physical assessment in nursing practice. 2. Demonstrate beginning mastery of clinical skills. 3. Relate basic theoretical principles of nursing to the development of a care plan on assigned patients. 4. Maintain medical asepsis to prevent contamination and spread of infection for protection of clients, self, and

others. 5. Calculate drug dosages. 6. Present the rationale for using problem solving to conduct nursing assessments as a systematic approach to

nursing practice. 7. Utilize Orem’s Self-Care Deficit Bursing Theory and the Nursing Process as the conceptual framework to

discuss the assessment, planning, implementation, and evaluation of nursing care. 8. Describe physical and psychosocial health concerns and related interventions of older adults.

Prerequisites: Yes (If yes, complete information below)

Subject Number Course Title Units Validation Approval Date (for official use

only) Admission to the

Nursing Program

_ Nursing 501A Introduction to Nursing

4.5

_ _

Corequisite: None (If yes, complete information below)


only)


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_ _ _

Advisories: None (If yes, complete information below)


only)

_ _ _

12. OTHER LIMITATIONS ON ENROLLMENT (see Title 5, section 58106 and Board Rule 6803 for policy on allowable

limitations. Other appropriate statutory or regulatory requirements may also apply): None


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SECTION II: COURSE CONTENT AND OBJECTIVES

1. COURSE CONTENT AND OBJECTIVES:

COURSE CONTENT AND SCOPE –Lecture: If applicable, outline the topics included in the lecture portion of the course (Outline reflects course description, all topics covered in class).

Hours per topic

COURSE OBJECTIVES - Lecture (If applicable): upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)

Module 1: Pharmacology 1. Pharmacological concepts 2. Legislation – Standards 3. Pharmacokinetics as the basis of

medication actions 4. Types of Medication actions 5. Medication interactions 6. Routes of administration 7. Five (5) Rights of administration 8. Nursing Process as it relates to medication

administration.

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Upon successful completion of this course, the student will be able to: 1. Discuss the nurses’ role and responsibilities

with medication administration 2. Acquire knowledge of the standards and

controls for medications, including major federal laws

3. Locate drug information from both official and unofficial sources

4. Describe the physiological mechanisms of drug actions and interactions on the adult and elderly client.

5. Recognize factors that influence drug absorption, distribution, and excretion of various types of drug preparations, including peak, serum and half-life.

6. Identify and assess: a. Dosage (toxic, lethal) b. Synergism c. Antagonism d. Adverse reaction e. Cumulative f. Tolerance g. Dependence h. Potentiation i. Idiosyncratic reaction j. Side effect

7. Name common classifications of drugs and define the main action with each class

8. Match specific drug from a given list as to generic/trade names

9. Select the nursing implications ans responsibilities for each of the classes of drugs

10. Differentiate the types of drug order, e.g., Stat, Routine, PRN, V.O., T.O., Standing orders, Sliding Scale Insulin

11. Correctly calculate drug medication dose, if needed converting from one measurement system to another using a medication order

12. List sources of medication errors and precautions to prevent errors

13. Formulate nursing diagnoses using Orem’s S-CDTN to assess knowing deficits and care for


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Module 2: Care of the Surgical Patient

1. Perioperative care a. Preoperative assessment and

teaching b. Preopcheck list

2. Intraoperative a. Sterile Technique b. Techniques in the operating room c. Role of personnel in the OR

3. Post-operative Care a. Assess client in post-anesthesia

room b. Post-op exercises c. Pain management d. Dressings to wounds e. Infection control f. Apply hot & cold g. Care for wound drains

4. Infectious Disorders a. AIDS, HIV b. Transmission c. Isolation Technique d. Hanta Virus e. West Nile Virus f. Nursing care

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clients with medication problems and substance abuse.

14. De aware of diverse cultural backgrounds in medication administrations

15. Identify all forms of medications 16. Explain the six (6) rights of medication

administration 17. Correctly prepare and administer

subcutaneous, intramuscular and intradermal and all oral and topical meds. Prepare and give medication per NG tube or G tube

18. Documents all drugs correctly 19. Identify chemical abuse and their physiological

and psychological effects 20. Identify the nurses’ role in caring for the family

of a substance abuser.

1. Define key terms and prefixes and suffixes regarding surgical procedures

2. Apply knowledge obtained in anatomy, physiology and microbiology as it relates to the client with perioperative experience

3. Assess surgical clients in regard to: a. Physical assessment b. Diagnostic evaluation (lab, x-ray,

procedures, vital signs) c. Self-care agency d. Basic conditioning factors e. Developmental self-care requisites f. Therapeutic/collaborative management

(Pharmacology, dietary, surgical procedure, radiology, treatment alternatives)

g. Ambulatory surgery 4. Formulate nursing diagnoses, including

knowledge deficits that are appropriate for clients having a surgical procedure (pre-op, intra-op, post-op)

5. Design a care plan utilizing the appropriate nursing system for clients’ having surgery from diverse cultural background

6. Perform nursing interventions based on theoretical rationale for clients having surgery

7. Complete documentation for assessment and nursing management of clients during their surgical experience

8. Develop appropriate community based nursing interventions for the surgical client

9. Re-evaluate clients’ capacity for self-care agency and revise the plan of care as appropriate

10. Identify factors that increase surgical risks, including common health problems of the


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g. Safety i. Prevent spread ii. Isolation technique

Module 3: Fluid and Electrolytes Fluid & Electrolytes

1. Physiology of Fluid and Electrolyte balance 2. Imbalances of fluid 3. Electrolyte imbalances 4. Acid-Base/beginning ABG interpretation 5. IV Therapy 6. ABG interpretation 7. Nursing care of each client

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elderly 11. Identify legal and ethical considerations

related to the operative permit and informed consent

12. Identify the role of the following as it relates safety:

a. Anesthesiologist b. Scrub Nurse c. Circulating Nurse

13. Describe pain management of the adult and elderly surgical client

14. Describe and provide interventions for post-opertaive complications

1. Apply the knowledge obtained in

Anatomy/Physiology and Microbiology as it related to client acrossd the life span with fluid and electrolyte problems/needs

2. Describe the assessment of a client with fluid and electrolyte disorders

a. Physical assessment b. Diagnostic evaluation (labs, x-

rays, procedures) c. Self-care agency d. Developmental self-care requisite e. Basic conditioning factors f. Therapeutic/collaborative

management (pharmacology, dietary, surgical, etc.)

3. Identify the type of nursing system required by the client

4. Identify nursing diagnoses that apply to the client with fluid and electrolyte disorders

5. Discuss nursing interventions including rationale and nursing management that can be utilized in the acute, sub-acute, or homebased setting of clients with a fluid and electrolye disorder

6. Develop appropriate community based nursing interventions for preventing and managing a fluid and electrolyte disorder

7. Develop a plan of care utilizing Orem’s Self-Care Theory and the Nursing Process for a client with fluid and electrolye disorders

8. Discuss appropriate documentation for assessment and nursing management of a client with fluid and electrolyte disorders

9. Evaluate the plan of care and revise as appropriate

10. Identify regulatory mechanisms that control the pH of the body

11. Describe the processes involved in acid-base balance


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SUBMODULAR TOPIC: Intraveneous Therapy

12. Measure and record fluid intake and output accurately

1. Apply the knowledge obtained in Anatomy,

Physiology, and Microbiology as it relates to clients across the life span receiving intravenous therapy

2. Describe the assessment of a client receiving intraveneous therapy

a. Dosage calculation b. Physical assessment c. Diagnostic evaluation (labs, x-

rays, procedures) d. Self-care agency e. Basic conditioning factors f. Developmental self-care requisite

3. Identify the type of nursing system required by the client

4. Identify nursing diagnoses that apply to the client receiving intraveneous therapy

5. Discuss nursing interventions including rationale and nursing management that can be utilized in the acute, sub-acute, or home-based setting of the client receiving intraveneous therapy

6. Develop appropriate community based nursing interventions for preventing and managing client problems associated with intraveneous therapy

7. Develop a plan of care utilizing Orem’s Self-Care Theory and the Nursing Process for a client with intraveneous therapy across the life span

8. Discuss appropriate documentation for assessment and nursing management of a client with intraveneous therapy

9. Evaluate the plan of care and revise as appropriate

10. Discuss the purpose and procedure for initiation and maintenance of intraveneous therapy

11. Discuss the complications of intraveneous therapy

12. Identify appropriate vein to use for IV infusion

1. Apply the normal anatomy and physiology of the musculoskeletal system as a basis for assessment and care of the client with trauma of the musculoskeletal system:

a. Hip Arthroplasty b. Knee replacement c. Various types of fractures d. Herniated disk disease


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Module 4: Musculoskeletal Trauma Musculoskeletal Trauma 1. Fractures and complications 2. Compartment syndrome 3. Soft tissues injuries 4. Carpal tunnel syndrome 5. Traction amputation 6. Hip and knee arthroplasty 7. Cast care 8. Mobility considerations 9. herniated disc

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e. Soft tissue injuries i. Sprain ii. Strain iii. Contusion

f. Paralysis g. Amputation

2. Discuss differences in assessment findings in the elderly; historical data and clinical manifestations

3. Identify common diagnostic procedures/tests and the clinical significance and nursing implication for clients:

a. Myelogram b. Arthography c. Arthtocentesis d. Untrasound e. CT Scan/MRI f. Bone Density Scan g. X-ray h. Arthrodesis i. EMG

4. Identify the following procedures and the care of the client who has:

a. ORIF b. Closed reduction c. Joint Arthtoplasty d. Laminectomy e. Soinal fusion

5. Demonstrate proficiency and independence in application of the nursing process and Orem’s S-CDTN to manage care for clients in a varity of settings

6. Utilize Maslow’s Hiearchy of Needs to determine priority

7. Discuss effects of medication used for the treatment of musculoskeletal disorders including ways to protect and provide safety with the elderly clients using poly-pharmacy

8. Discuss self-concept, body image, and self esteem when the client has musculoskeletal dysfunction

1. Assess clients with diabetes mellitus in regards

to: a) Physical Assessment b) Diagnostic evaluation (laboratory, history,

procedures) c) Self-care agency d) Developmental self-care requisites e) Therapeutic/collaborative management

(pharmacology, dietary, treatment alternatives)

2. Compare and contrast the etiology,


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MODULE 5: Diabetes Mellitus Diabetes Mellitus 1. Incidence 2. Cause 3. Type 1,2, gestational, and during induces 4. Medication administration 5. American Diabetes Diet 6. Complications 7. Nursing Care

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pathophysiology, clinical manifestations, complications, and treatment of patients with Type I, Type II, and gestational anmd drug induced diabetes mellitus

3. Discuss the core components of diabetic teaching: nutritional management, exercise, pharmacologic therapy (insulin or oral hypoglycemic aents) self-monitoring of blood glucose, and education

4. State the purpose and implications of glycoslated hemoglobin (hemoglobin AIC)

5. Describe the self-management options for a patient with diabetes to employ during “sick days”

6. Describe the major macrovascular, microvascular, and neuropathic complications of diabetes and the self-care behaviors important in the prevention of each

7. Compare and contrast the clinical manifestations and treatment of patients with diabetic ketoacidosis (DKA), hyperosmolar nonketotie syndrome (HHNK), and hypoglycemia

8. Describe the unique manifestations of diabetes 9. Describe the Symogi and Daurn phenomenon 10. Identify the barriers to learning and self-care

that may be encounteres in the older adult with diabetes

11. Formulate nursing diagnoses that are appropriate for clients with diabetes mellitus using Orem’s S-CDTN

12. perform nursing interventions based on theory and its complications

13. Complete documentation for assessment and nursing management of clients with diabetes

1. Acquire knowledge of urinary and stoll

elimination. Review anatomy and physiology and factors associated with eliminative processes and excrements

2. Identify medications used in medical therapies for elimination and know nursing care for their administration

3. Identify five(5) alterations of urination: retention, lower urinary tract infection, incontinence, enuresis, and disuria

4. perform insertion of the in and out catheter and the retention catheter while performing nursing care to prevent infection

5. Perform care of the urinary drainage bag 6. identify factors that may cause electrolyte

imbalances as it relates to bowel and urine elimination


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Submodular Topic: Elimination Processes and Excrements

7. Teach bowel and bladder training as needed 8. Identify diagnostic measures used to assess

urinary and bowel abnormalities 9. Be able to assess psychological/cultural factors

in eliminations 10. Identify the relationship of food, medications,

activity, pain,a nd water in bowel elimination 11. list common elimination problems: diarrhea,

constipation, fecal impactions 12. Identify the nursing care of urinary and bowel

diversion

STUDENT LEARNING OUTCOMES As a result of this learning experience, a student can:

1. Identify the NCLEX RN exam test plan structure.

2. Identify the body of knowledge from nursing, medical, biological, physical, and behavioral sciences in planning healthcare needs of individuals.

3. Apply Orem’s Self-Care Theory as a theoretical basis for the assessment, diagnosis, planning, implementation and evaluation of client care that is provided.

4. Describe the individual’s developmental stage, and the person being and integral part of a cultural group, a family, and a community.

5. Assist the client in different healthcare settings to develop and use self-care agency, to move toward optimum levels of wellness.

6. Apply therapeutic communication based on the knowledge and techniques of interpersonal communication

7. Measure and record fluid and output accurately

8. Practice performing skills accurately with minimal cueing from the supervising instructor

9. Correctly calculate medication dosages, converting from one measurement system to another as needed

10. Select relevant nursing implications and responsibilities associated with selected classifications of drugs.


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Total lecture hours* 36

COURSE CONTENT AND SCOPE -- Laboratory: If applicable, outline the topics included in the laboratory portion of the course (Outline reflects course description, all topics covered in class).

Hours per topic

COURSE OBJECTIVES - Laboratory (If applicable): Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)2

ROLE AS A PROVIDER OF CARE Module 1: Module 2:

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1. Administer medication (p.o., IM, SQ, topical, inhalation) to assigned clients with 100% accuracy a) Check doctor orders, lab and other data

(b/p, A.P., P, T, etc.) before administering medications

b) Calculate medication dosage accurately before administration of the drug

c) Identify correctly the expected physiological action of the medication especially for the elderly client

d) Use the “6 Rights” in administering medications

2. Document chart medications a) Chart correct time, date, route and sites for

IM medications 3. Evaluate the effectiveness of the medications

a) Evaluate the clients for effectiveness of the medications especially PRN medications for pain, temp., ets.

4. Review urine toxicology reports

1. Conduct psychosocial and physical assessment of assigned preoperative clients (both adult and older adult)

2. Assess the pre-operative status of assigned clients for nutritional status, fluid and electrolyte balance, elimination, and oxygenation status

3. Identify nursing diagnoses and develop a nursing care plan related to pre and post operative care of an adult and an older adult

4. Teach clients deep breathing, coughing, turning, and extremity exercises

5. Fill out the pre-operative checklist 6. Perform a baseline bursing assessment of a

client returning from the PAR 7. Perform a dry sterile dressing, wet to dry

dressing, and care for drain sites 8. Apply hot and cold treatment moist and dry,

bandages and binders 9. Obtain a culture from a wound 10. Identify and properly care for the following

drains: Hemovac, Penrose, Jackson=Pratt 11. Assess the client’s pain: verbal nad non-verbal

2 In general “activity” courses or portions of courses are classified a “laboratory.”


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Module 3: Module 4:

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clues. Plan and implement for pain relief 12. Provide 6 hours of nursing care for an older

adult during the pre-operative, intra-operative, and post-operative hospital experience

1. Assess and record intake and output accurately 2. Calculate IV drip rates 3. Assess physical and behavioral aspects to

identify fluid and electrolyte and acid-base imbalances

4. Identify common intraveneous solution 5. Perform the necessary skills to prepare for and

initiate an IV 6. Perform blood glucose monitoring as needed for

Parenteral nutrition infusion 7. Start an IV using the IV simulator 8. Record IV fluids on appropriate forms 9. Perform a Heparin/saline flush on an IV access

device.

1. Access capillary refill at appropriate times 2. Safe crutch walking 2, 3, 4 point gait with the

use of a cane 3. Apply an Ace Wrap using proper principles of

circulation 4. Traction precautions 5. Assessments of musculoskeletal system for

deficits 6. Teach isometric, isotonic and ROM exercises 7. Provide cast care, including the use of slings 8. Provide care of clients using immobilization

devices 9. Evaluate the significance and notify the

physician if the following tests are abnormal: a. Alkaline Phosphatase b. Urinalysis c. Uric Acid d. Electrolytes e. Creatine f. Phosphorus

1. Identification of insulin products, syringe and needle

2. Prepare a chart of insulin action times indicating periods of hypo/hyperglycemia (see Spencer pg. 680-694). Know onset, peak, and duration of insulin

3. See demonstration of insulin preparation and administration per procedure

4. Practice insulin preparation and administration on mannequins

5. Discuss formation of 1800 calorie ADA diet prescription, including 60% of CHO, 20 %


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Module 5:

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Proteins, 20% Fats, high fiber 6. Select a 1800 calorie ADA diet for yourself to

eat tomorrow 7. Discuss an exercise program appropriate for

diabetics with low/medium/high levels of activities. Consider blood glucose levels in our instruction

8. See demonstrations of FSBS (Finger Stick Blood Sugar) procedure

9. Role play client/nurse for diabetic teaching of: a. Self-administration of insulin b. Foot care c. Diet selection d. Exercise program e. General information about diabetes.

STUDENT LEARNING OUTCOMES As a result of this learning experience, a student can: 1. Correctly calculate drug medication dose. 2. Correctly prepare and administer subcutaneous intramuscular and intradermal and oral and topical medications. 3. Recognize possible complications of IV therapy. 4. Recognize potential hazards for elderly clients with muscular skeletal dysfunctions. 5. Describe pain management of the elderly surgical client. 6. Describe measures taken to prevent complications of diabetes. 7. Describe the unique manifestations of diabetes. 8. Recognize diabetes mellitus as a health deviation in significant numbers of elderly clients.

Total lab hours* 135

*Total lecture and laboratory hours (which includes the final examination) must equal totals on page 1.

Bloom’s Taxonomy

SIMPLE SKILLS <<------------------------------->> COMPLEX SKILLS Critical Thinking

Knowledge

define repeat record list recall name relate underline

Comprehension

translate restate discuss describe recognize explain express identify locate report review

Application

interpret apply employ use demonstrate dramatize practice illustrate operate schedule shop

Analysis

distinguish analyze differentiate appraise calculate experiment test compare contrast criticize diagram

Synthesis compose plan propose design formulate arrange assemble collect construct create set up organize

Evaluation judge appraise evaluate rate compare value revise score select choose assess estimate


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tell

sketch

inspect debate inventory question relate solve examine categorize

prepare

measure

2. REQUIRED TEXTS:

Provide a representative list of textbooks and other required reading; include author, title and date of publication:

1. Lewis, Heitkemper, Dirksen Textbook of Medical-Surgical Nursing Assessment and Management of Clinical Problems Mosby Latest 2. Lewis, Heitkemper, Dirksen Study Guide for Medical-Surgical Nursing Assessment and Management of Clinical Problems Mosby Latest 3. Dudek, Susan G. Nutrition Essentials For Nursing Practice Lippincott Latest 4. Morris, Deborah Calculate with Confidence Mosby Latest 5. Carpenito, Lynda Nursing Diagnosis Lippincott Latest 6. Potter & Perry Clinical Nursing Skills and Techniques Mosby Latest 7. Potter & Perry Fundamentals of Nursing Mosby Latest 8. Potter & Perry Fundamentals of Nursing Study Guide Mosby Latest 9. Eisenhower, Spencer & Nichols Clinical Pharmacology and Nursing And Nursing Management Lippincott Latest 10. Tabers Cyclopedic Medical Dictionary F.A. Davis Latest OR 11. Mosby’s Medical & Nursing Dictionary Mosby Latest 12. Cavanaugh, Bonita M. Nurses Manual of Laboratory & Diagnostic Tests F.A. Davis Latest 13. Alfaro, Rosalinda Applying Nursing and Nursing Process Lippincott Latest 14. Balzer-Riley Communication in Nursing Mosby 5th Edition 15. Ebersole, P., Hess, P., Touchy, T., and Jett, K. (2005) Gerontological Nursing and Healthy Aging. (2nd ed.). St Louis: Mosby, Inc.

3. SUPPLEMENTARY READINGS:

Reading assignments may include, but are not limited to the following:


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4. WRITING ASSIGNMENTS: Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Writing assignments in this course may include, but are not limited to the following:

5. REPRESENTATIVE OUTSIDE ASSIGNMENTS:

Out of class assignments may include, but are not limited to the following:

6. REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING:

Title 5, section 55002(a) requires that a degree applicable course have a level of rigor that includes “critical thinking and the understanding and application of concepts determined by the curriculum committee to be at college level”. Critical thinking may include, but is not limited to analysis, synthesis, and evaluation. Provide examples of assignments that demonstrate critical thinking.

FORMULATION OF NURSING DIAGNOSES UTILIZING CRITICAL THINKING

7. METHODS OF EVALUATION: Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Methods of evaluation may include, but are not limited to the following (please note that evaluation should measure the outcomes detailed “Course Objectives” at the beginning of Section II):

MIDTERM & FINAL EXAMS CONSTRUCTION OF NURSING DIAGNOSES & NURSING CARE PLANS

8. METHODS OF INSTRUCTION: Methods of instruction may include, but are not limited to the following:

Lecture Discussion Laboratory Activity Field Experience Independent Study Other (explain)

9. SUPPLIES: List of supplies the student must provide. BLANK COPIES OF NURSING CARE PLANS

10. COMPUTER COMPETENCY:

If applicable, explain how computer competency is included in the course.


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CRITICAL THINKING COMPUTER PROGRAM AVAILABLE IN LEARNING CENTER 11. INFORMATION COMPETENCY:

If applicable, explain how information competency is included in the course.

CRITICAL THINKING COMPUTER PROGRAM AVAILABLE IN LEARNING CENTER 12. DIVERSITY:

If applicable, explain how diversity (e.g., cultural, gender, etc.) is included in the course.

CULTURAL ASPECTS ARE AN INTEGRAL PART OF CLIENT NURSING CARE (REFER TO OBJECTIVES) 13. SCANS COMPETENCIES (required for all courses with vocational TOP Codes; recommended for all courses):

SCANS (Secretary’s Commission on Necessary Skills) are skills the Department of Labor identified, in consultation with business and industry leaders, which reflect the skills necessary for success in the workplace. Check the appropriate boxes to indicate the areas where students will develop the following skills (please note that all SCANS competencies do not apply to all courses):

RESOURCES

Managing Time: Selecting relevant goal-related activities, ranks them in order of importance, allocating time to

activities, and understanding, preparing and following schedules.

Managing Money: Using or preparing budgets, including making cost and revenue forecasts; keeping detailed records to track budget performance, and making appropriate adjustments.

Managing Material and Facility Resources: Acquiring, storing, allocating, and distributing materials, supplies,

parts, equipment, space or final products in order to make the best use of them.

INTERPERSONAL

Participating as Member of a Team: Working cooperatively with others and contributing to group’s efforts with ideas, suggestions and effort.

Teaching Others New Skills: Helping others learn needed knowledge and skills.

Exercising Leadership: Communicating thoughts, feelings, and ideas to justify a position, encouraging,

persuading, convincing or otherwise motivating an individual or group, including responsibly challenging existing procedures, policies or authority.

Negotiating: Working toward agreement that may involve exchanging specific resources or resolving divergent

interests.

Working with Cultural Diversity: Working well with men and women and with people from a variety of ethnic, social, or educational backgrounds.

INFORMATION

Acquiring and Evaluating Information: Identifying a need for data, obtaining the data from existing sources or creating them, and evaluating their relevance and accuracy.

Organizing and Maintaining Information: Organizing, processing and maintaining written or computerized

records and other forms of information in a systematic fashion.

Interpreting and Communicating Information: Selecting and analyzing information and communicating the results of others, using oral, written, graphic, pictorial, or multimedia methods.


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Using Computers to Process Information: Employing computers to acquire, organize, analyze and communicate information.

SYSTEMS

Understanding Systems: Knowing how social, organizational and technological systems work and operating effectively with them.

Monitoring and Correcting Performance: Distinguishing trends, predicting impacts of actions on system

operations, diagnosing deviations in the functioning of a system/organization, and taking necessary steps to correct performance.

Improving or Designs Systems: Making suggestions to modify existing systems in order to improve the quality

of products or services and developing new or alternative systems.

TECHNOLOGY

Selecting Technology: Judging which sets of procedures, tools or machines, including computers and their programs, will produce the desired results.

Applying Technology to Tasks: Understanding overall intent and proper procedures for setting up and

operating machines, including computers and their reprogramming systems.

Maintaining and Troubleshooting Equipment: Preventing, identifying, or solving problems with equipment, including computers and other technologies.


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Section III: RELATIONSHIP TO COLLEGE PROGRAMS 1. THIS COURSE WILL BE AN APPROVED REQUIREMENT3 FOR AN APPROVED ASSOCIATE DEGREE OR

CERTIFICATE PROGRAM: Yes

If yes, the course will be a Not applicable portion of the “approved program” listed on the State Chancellor’s Inventory of Approved Programs (approved programs can be found on the State Chancellor’s Office website at http://misweb.cccco.edu/esed/webproginv/prod/invmenu.htm). Note: In order for a course to be approved as a requirement for an associate degree or certificate program, the program must be listed on the State Chancellor’s Office Inventory of Approved Programs AND the course must be listed in the college catalog as either a requirement or an elective for the program. If course is not part of an approved program at the college adopting the course, it will be considered to be a “stand-alone” course, and is subject to the State Chancellor’s approval criteria and the college must complete and submit the Chancellor’s Office “APPLICATION FOR APPROVAL OF CREDIT” form. Certain courses are granted “blanket approval" by the State Chancellor’s Office and do not require approval. See the Chancellor’s Office Program and Course Approval Handbook for details. LACCD Skills Certificates are not State approved programs listed on the Chancellor’s Office Inventory of Approved Programs.

2. GENERAL EDUCATION REQUIREMENTS FOR THE ASSOCIATE DEGREE STATUS:

Area requested: none Approval date: If applicable, provide an explanation of how the course meets the General Education parameters for one of the five general education areas – Natural Sciences, Social and Behavioral Sciences, Humanities, Language and Rationality, Health and Physical Education -- contained in Board Rule 6201.14 -General Education Requirements http://marlin.laccd.edu/district/BoardRules_AdmRegs/boardrules.htm

2nd Area requested: none Approval date: If applicable, provide an explanation of how the course meets General Education parameters for an additional general education area – Natural Sciences, Social and Behavioral Sciences, Humanities, Language and Rationality, Health and Physical Education -- contained in Board Rule 6201.14 -General Education Requirements http://marlin.laccd.edu/district/BoardRules_AdmRegs/boardrules.htm


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Section IV: ARTICULATION INFORMATION

(Complete in consultation with College Articulation Officer) 1. TRANSFER STATUS:

University of California:

UC approval date:

California State University:

College approval date:

2. GENERAL EDUCATION FOR TRANSFER:

IGETC Certification:

Area requested: none

Date requested: IGETC approval date: If applicable, provide an explanation of how the course meets the appropriate General Education parameters, as defined in IGETC Certification Guidelines.

CSU Certification: Area requested: none

Date requested: CSU approval date: If applicable, provide an explanation of how the course meets the appropriate General Education parameters, as defined in CSU Certification Guidelines.

2nd Area requested: none

Date requested: IGETC approval date: If applicable, provide an explanation of how the course meets the appropriate General Education parameters, as defined in IGETC Certification Guidelines.

2nd Area requested: none Date requested: CSU approval date:

If applicable, provide an explanation of how the course meets the appropriate General Education parameters, as defined in CSU Certification Guidelines.

3. MAJOR REQUIREMENT FOR TRANSFER – Will this course be articulated to meet lower division major requirements? NO

CAN NUMBER: CAN SEQUENCE NUMBER: CAN Approval -- Date requested: Date approved:


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Section V: SUPPLEMENTAL COURSE INFORMATION 1. DEPARTMENT/DIVISION NAME: NURSING

2. DEPARTMENT/DIVISON CODE: 5

3. SUBJECT CODE -- 3 characters, assigned by District Office: 673

4. SUBJECT ABBREVIATION -- 7 characters, assigned by District Office: REGNRSG

5. SPC CODE -- 3 characters, assigned by District Office:

6. ABBREVIATION FOR TRANSCRIPTS -- 20 characters, assigned by District Office:

7. DEGREE CREDIT: Degree Applicable

8. CREDIT/NO CREDIT GRADING: No 9. REPETITIONS -- Number of times course may be repeated for credit (three maximum): 0

How does the repetition of this course meet Title 5, section 58161 requirements? A course may be repeatable when, “course content differs each time it is offered, and that the student who repeats it is gaining an expanded educational experience for one of the following reasons: (A) Skills or proficiencies are enhanced by supervised repetition and practice within class periods; or (B) Active participatory experience in individual study or group assignments is the basic means by which learning objectives are obtained.”

10. PRIOR TO TRANSFERABLE LEVEL – This course attribute applies to English, writing, ESL, reading and mathematics courses ONLY. If applicable, indicate how many levels below the transferable level this course should be placed:

Not applicable

11. CREDIT BASIC SKILLS -- Title 5, section 55502(d) defines basic skills as “courses in reading, writing, computation, and English as a Second Language, which are designated as non-degree credit courses pursuant to Title 5, section 55002(b)."

No If yes, course must be non-degree applicable

12. CROSS REFERENCE -- Is this course listed as equivalent in content to existing College/District courses in another discipline?

No If yes, list courses: (documentation of cross-discipline agreement must be provided)

13. COURSE SPECIFICALLY DESIGNED FOR STUDENTS WITH DISABILITIES -- Title 5, section 56029 allows a course to be repeatble when continuing success of the students with disabililties is dependent on additional repetitions of a specific class. Is this course designated as an “approved special class” for students with disabilities?

No

If yes, provide an explanation of how this course meets the requirements of Title 5, section 56029.


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14. COOPERATIVE EDUCATION STATUS -- Title 5, section 55252 allows for two types of Cooperative Education: 1) General Work Experience Education -- i.e., supervised employment, which is intended to assist students in acquiring desirable work habits, attitudes and career awareness, which need not be related to the students' educational goals; or 2) Occupational Work Experience Education -- i.e., supervised employment, extending classroom based occupational learning at an on-the-job learning station, which is related to the students' educational or occupational goal. Is this course part of the college’s approved cooperative work experience education program, according to?

No

15. COURSE CLASSIFICATION: Liberal Arts and Sciences

Note: A course’s Classification, TOP Code and SAM code must be aligned – e.g., Courses with an “Occupational” Course Classification must have an “Occupational” TOP Code and a SAM Code of A, B, C, or D; courses that do not have an “Occupational” Course Classification cannot have an Occupational TOP Code and must have an “E” SAM Code.

16. TOP CODE – (6 digits XXXX.XX) 1203.00

Course content should match discipline description in Taxonomy of Programs found at www.cccco.edu/cccco/esed/curric/curriculum.htm.

17. SAM CODE (Student Accountability Model)

A – Apprenticeship

SAM Codes (see CCC Chancellor’s Office Student Accountability Model Operations Manual, 1984) should be assigned as follows:

Priority "A" – Apprenticeship: Courses designed for an indentured apprentice must have the approval of the State of California, Department of Industrial Relations Department, Division of Apprenticeship Standards. Priority "B" – Advanced Occupational: Courses taken by students in the advanced stages of their occupational programs. Courses should be offered in one specific occupational area only. Priority letter “B” should be assigned sparingly; in most cases, no more than two courses in any one program should be labeled “B.” “B”-level courses must have Priority “C” prerequisites in the same program area. Priority "C" – Clearly Occupational: Courses generally taken by students in the middle stages of their programs should have a difficulty level sufficient to detract "drop-ins." Courses may be offered in several occupational programs within a broad area. The "C" priority, however, should also be used for courses within a specific program area when the criteria for "B" classification are not met. A "C"-level course should provide the student with entry-level job skills. Priority "D" -- Possibly Occupational: "D" courses are those taken by students in the beginning stages of their occupational programs. The "D" priority can also be used for service (or survey) courses for other occupational programs. Priority "E" -- Non-occupational.


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SECTION VI: APPROVAL STATUS

1. APPROVAL STATUS:

New Course Board Approval Date: Effective Semester: Addition of Existing District Course College Approval Date: Effective Semester: Course Change* College Approval Date: Outline Update College Approval Date:

* Changes to a course require the completion of a “Course Change Request" form and approval by the Curriculum Committee. In

some cases districtwide approval is also required; see, Administrative Regulation E-65, section 3(c) for details.

SECTION VII: APPROVAL INFORMATION FOR NEW OR ADDED COURSES

(Cmplete in consultation with Department Chair and the appropriate Aademic Aministrator) N/A—EXISTING COURSE

1. IF THIS IS A NEW COURSE, INDICATE HOW THE COLLEGE PLANS TO MEET THE EXPENSE OF THIS

COURSE:

By additional funds. Describe:

By deleting courses from the college catalog and course database. List specific courses to be deleted:

By deleting sections of existing courses: List courses and number of sections to be deleted:

First year: Second year: Third year:

By rotating sections of existing courses. List courses and number of sections to be rotated, as well as the semesters in which they will be offered:

2. IMPACT -- Will this course directly impact other course offerings and/or associate degree or certificate programs on campus?

No (If yes, briefly explain how)

3. METHOD OF SUPPORT -- Indicate how the college plans to support the proposed course: Additional staff- List additional staff needed:

Classroom- List classroom type needed:

Equipment- List new equipment needed and indicate funding source for any new equipment:


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Supplies- List supplies and indicate dollar value:

Library/Learning Resources- List Library and Learning Resources needed, including the cost and funding source for needed resources:


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LOS ANGELES COMMUNITY COLLEGE DISTRICT COURSE STANDARDS AND CRITERIA

Subject: Nursing Number: 501B Course Title: Fundamentals of Nursing B

Using the Official Course Outline, please determine whether or not the above listed credit course meets the following standards and criteria required in Title V, Part VI of the California Administrative Code, and which has been designated as

appropriate to the Associate Degree. Place a (X) in the appropriate box.

CRITERIA AND STANDARDS RATING CRITERION Section 55002 MET NOT MET

Is recommended by the responsible college officials, and the academic senate or other appropriate faculty body as meeting the requirements of this subsection and has been approved by the local district governing board as a course meeting the needs of the students for admission.

X

Is taught by a credentialed instructor in the discipline. X

Is offered as described in an outline in official college files. That the outline shall specify the unit value, scope, objectives, content in terms of a specific body of knowledge, appropriate reading and writing assignments, outside of class assignments, instructional methodology and methods of evaluation for determining whether the stated objectives have been met by students.

X

Is taught in accordance with a set of instructional objectives common to all students.

X

Provides for measurement of students performance in terms of the stated course objectives and culminates in a formal recorded grade based upon uniform standards in accordance with Section 55578 of Title 5, which is permanently recorded as an evaluation of student performance; bases grades on demonstrated proficiency in subject matter determined by multiple measurement for evaluation; and has examinations, including essays and/or, where appropriate, uses appropriate symbol systems and/or skills demonstrations by students.

X

Grants units of credit based upon a specified relationship between the number of lecture and/or laboratory hours or performance criteria specified in the course outline; and requires a minimum of three hours of work per week including class time for each unit of credit, prorated for short-term, lab and activity courses.

X

Treats subject matter with a scope and intensity which requires students to study independently outside of class time.

X

Requires, when appropriate, entrance skills and consequent prerequisites for the course before students are enrolled

X

Requires the ability to think critically and to understand and apply concepts in order to participate in the course.

X

Requires learning skills and a vocabulary appropriate for a college course. X

Requires the use of college level educational materials. X


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CONTENT REVIEW FOR PREREQUISITE VALIDATION

Target Course & Number, Title: Nursing 501B, Fundamentals of Nursing (Course to which pre/corequisite/advisory applies)

Prerequisite: Course & Number, Title Nursing 501A Corequisite: Advisory: Assessment

A. Target Course Entry Skills: Course & Number, Title Nursing 501 B, Fundamentals of Nursing

(For prerequisites/corequisites, list specific skills and/or knowledge necessary for students to succeed in the target class. For advisories, list skills/knowledge which will enrich or deepen the student's knowledge obtained from the course but without which the student may still succeed in the course. Attach additional sheet if necessary. NUMBER EACH SKILL.)

1. Perform beginning levels of physical assessment in nursing practice. 2. Demonstrate beginning mastery of clinical skills. 3. Relate basic theoretical principles of nursing to the development of a care plan on assigned patients. 4. Maintain medical asepsis to prevent contamination and spread of infection for protection of clients, self,

and others. 5. Calculate drug dosages. 6. Present the rationale for using problem solving to conduct nursing assessments as a systematic approach

to nursing practice. 7. Utilize Orem’s Self-Care Deficit Nursing Theory and the Nursing Process as the conceptual framework to

discuss the assessment, planning, implementation, and evaluation of nursing care. 8. Describe physical and psychosocial health concerns and related nursing interventions of older adults.

B. Exit Skills Provided By Prerequisite/Corequisite/Advisory Course or Assessment: Course & Number, Title

(List specific skills and/or knowledge that are the outcome of the prerequisite/corequisite/advisory course or assessment. For courses already in the curriculum, these should be present in the course objectives in the course outline. Attach additional sheet if necessary. NUMBER EACH SKILL.)

1. Objectives from prerequisite class—list all of them as they are approved..

1. Briefly summarize definitions and philosophies of professional nursing. 2. Relate basic theoretical principles.

3. Demonstrate beginning mastery of clinical skills related to oxygenation, cardiac perfusion, comfort, hygiene, safety, medical asepsis, body mechanics, client activity and exercise, rest, sleep, nutrition, stress, death and dying and loss. 4. Obtain health related information and demonstrate principles of beginning levels of physical assessment in nursing practice. 5. Identify psychosocial and cultural variables that affect stressors and affect client’s level of health, wellness and the ability to resist stressors. 6. Utilize Orem’s Nursing Theory and the Nursing Process as the conceptual framework to discuss the assessment, planning, implementation, and evaluation of the nursing care. 7. Present the rationale for using problem solving to conduct nursing assessment as a systematic approach to nursing practice. 8. Assess client’s ability to perform self-care requisites and identified deficits to begin to develop a teaching plan. 9. Maintain medical asepsis to prevent contamination and spread of infection for protection of clients, self and others. 10. Identify and employ the skills required as a provider of client care. 11. Evaluate client directed goals and their effectiveness.

Check

Applicable

Box


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12. Analyze ethical issues often confronted with hospitalized clients. 13. Examine geriatric myths 14. Discuss nurses’ attitudes toward older adults. 15. Discuss biological and psychosocial theories of aging. 16. State and discuss developmental tasks of the older adult. 17. Describe physiological changes of aging. 18. Describe cognitive changes of dementia and delirium found in some older adults. 19. Describe common causes of dementia and delirium. 20. Discuss psychosocial changes of retirement, social isolation, sexuality, housing, and death, to which older adults must adjust. 21. Discuss physical and psychosocial health concerns of older adults and related nursing interventions. 22. Describe community-based and institutional health care services available to older adults. 23. Formulate a plan of care and interventions for an older adult with selected nursing diagnoses. 24. Express metric measures correctly using rules of the metric system 25. State common equivalents in the metric systems 26. Convert measures within the metric system 27. State the common apothecaries’ equivalent 28. State the common household equivalents. 29. State specific rules that relate to the household system. 30. Identify symbols and measures in the apothecaries’ system 31. Identify measure in the household system. 32. Convert a unit of measure to its equivalent within the same system. 33. Convert approximate equivalents between the metric, apothecaries, and household systems of measure. 34. Convert between units Celsius and Fahrenheit temperature. 35. Convert between units of length; inches, centimeters, and millimeters 36. Convert between units of weight: pounds and kilograms 37. State a ratio-proportion to solve a given dose calculation problem


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CONTENT REVIEW SKILLS MATRIX FOR PREREQUISITE VALIDATION*

*Validation requires at least one match of each entry skill with any exit skill(s).

NURSING 501B Fundamentals of Nursing

Entering Skills of Target Course

21. X X 24. Was validation achieved? ___ YES or ___ NO Comments: (Include justification for assessments, health and safety, or non-course prerequisites) PARTICIPANTS IN CONTENT REVIEW: (Signatories should include instructors for both exit and entering skills courses.) Name: Norma Carter Title: Department Chair Initial: NC Date: 12/20/05 Name: ___________________________ Title: _________________________Initial: _______Date: ______ Name: ___________________________ Title: _________________________Initial: _______Date: ______ CERTIFIED BY: Norma Carter 12/05/05 Initiator Date Norma Carter 12/05/05 Department Chairperson Date Linda Larson-Singer 12/20/05 Curriculum Chairperson Date

1

2

3

4

5

6

7

8

9

1

2

3

X X

4

5

6 X

X

X

7

X

8

9

NU

RSI

NG

501

A:

Fu

ndam

enta

ls o

f Nur

sing

Exit

Skill

s of

Pre

requ

isite

Cou

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CERTIFICATION AND RECOMMENDATION

This course meets Title 5 requirements for Associate Degree applicable college credit towards an Associate

of Arts Degree. This course meets Title 5 requirements but does not satisfy the requirements for an Associate Degree

applicable course.

We certify that the information and answers above properly represent this course.

Norma Carter

11/21/05 Originator

Norma Carter

Date

11/21/05 Department/Cluster Chairperson

Linda Larson Singer

Date

12/20/05 Articulation Officer

Shelley Werts

Date

12/20/05 Librarian

Earnestine Thomas-Robertson

Date

12/20/05 Dean (if applicable)

Linda Larson-Singer

Date

12/20/05 Curriculum Committee Chairperson

Reggie Morris

Date

12/20/05 Academic Senate President

Leige Henderson

Date

12/20/05 Vice President, Academic Affairs

Audre Levy

Date

12/21/05 College President Date

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