2014 concepts iv syllabusuam-web2.uamont.edu/.../nurs452vconceptsinnursingcareiv.pdf1 university of...

UNIVERSITY OF ARKANSAS AT MONTICELLO

SCHOOL OF NURSING

NURS 452V CONCEPTS IN NURSING CARE IV

SPRING 2014

i

TABLE OF CONTENTS

Faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Course Title. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Credit Hours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Class Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Course Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Course Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Prerequisites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Co-Requisites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Required Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Recommended Textbooks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Student Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Special Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Students with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Attendance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Student Conduct Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Academic Dishonesty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Cell Phone Usage Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Disclaimer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Test and Evaluations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Grading Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Grade Report Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Grading Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Methods of Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Course Outline/Calendar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Special Dates of Concern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Content Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Class Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

ii

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

A Saunders Assignment Guidelines and Directions . . . . . . . . . . . . . . . . . . . . . . . . . 41

B EBPS Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

C Clinical Evaluation Tool (CET). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

D Clinical Guidelines for Specific Weeks/Areas. . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

E Data Collection Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

F Clinical Journal Grading Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

G Nursing Care Plan Grading Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

H Erickson’s Developmental Stages and Tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

I Presentation Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

J Process Recording Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

K Teaching Plan Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

L Course Calendar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

1

UNIVERSITY OF ARKANSAS AT MONTICELLO School of Nursing

NURS 452V Concepts in Nursing Care IV

Instructor: Jacque Bryant, MSN/ED, RN, Coordinator Sorrels Hall 119 Cell: 870-305-4223 Office: 870-460-1469 [email protected]

Office Hours: Monday 8:30 – 3:30, Tuesday – Class, Wednesday & Thursday Clinicals, Friday 9:00 – 12:00 by appointment only

Instructor: Sharon Walters, MSN, RN Sorrels Hall 115 Cell: 818-1232 Office: 870-460-1368 [email protected]

Office hours: Monday 8:30 – 3:30, Tuesday – Class, Wednesday & Thursday Clinicals, Friday 9:00 – 12:00 by appointment only

Course Title and Credit Hours: NURS 452V Concepts in Nursing Care IV Eleven (11) semester hours: 6 hours lecture, 15 hours laboratory Time: Class: Tuesday, 9:00 A.M. – 12:00 P.M. and 1:00 P.M. – 4:00 P.M. Clinical: Wednesday and Thursday: 6:30 A.M. – 2:30 P.M.

Course Description: Application of the nursing process to individuals, families, and communities. The focus is client adaptation within physiological and self-concept modes. See Clinical Evaluation Tool (CET) for clinical objectives. Course Requirements:

1. Class participation based on assigned preparation. 2. Meet all course and clinical objectives. 3. Completion of all assignments submitted on the date specified. If assignments are not

completed by the specified deadline, 0 points will be awarded, but the student must submit the assignment. Failure to submit the assignment will result in failure to meet course objectives and course requirements; Thus, resulting in failure of the course.

4. Participation in all scheduled activities. 5. Adhere to all policies and procedures in the School of Nursing BSN Student

Handbook.

2

6. Conferences with clinical instructor as indicated.

Prerequisites: NURS 444V – Concepts in Nursing Care III NURS 4153 – Community Health Nursing Co-requisite: NURS 4504 – Leadership and Management in Professional Nursing Required Textbooks Abrams, A. (2010). Clinical drug therapy: Rationales for nursing practice (9th ed.). Philadelphia:

Lippincott. Curren, A. & Munday, L. (2010). Dimensional analysis for meds. San Diego: W.I. Publications. Deglin, J., & Vallerand, A. (2009). Davis’s drug guide for nurses (11th ed.) Philadelphia: F.A.

Davis. Gayhart, (2010). Intravenous medications (26th ed.). St. Louis: Mosby. Hockenberry, (2011). Wong’s nursing care of infants and children (9th ed.). St. Louis: Mosby. Kee, J. (2010). Laboratory and diagnostic tests with nursing implications (8th ed.). Norwalk,

CT: Appleton & Lange. Kozier, B., Erb, G., Berman, A., & Snyder, S. (2008). Fundamentals of nursing: Concepts,

process, and practice (8th ed.). New Jersey: Prentice Hall. Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., Bucher, L., & Camera, I. M. (2011). Medical-

surgical nursing: Assessment and management of clinical problems (8th ed.). St. Louis, MO: Elsevier Mosby.

Silvestri, Linda A. (2008). Comprehensive review for NCLEX-RN (5th ed.). Philadelphia: W. B.

Saunders Company Thomas, C. (ed.). (2009). Taber’s cyclopedic medical dictionary (21th ed.). Philadelphia: Davis. UAM School of Nursing Student Handbook. (2011). Unpublished.

3

Kneisl, C.R. & Trigoboff, E. (2013). Contemporary psychiatric-mental health nursing (3rd ed.). Upper Saddle River, New Jersey: Pearson.

Recommended Textbooks

American Psychological Association. (2010). Publication of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association. Seidel, H., Ball, J., Dains, J. H., & Benedict, G. (2011). Mosby’s guide to physical examination

(7th ed.). St. Louis: Mosby. Roy, C., & Andrews, H. (2009). The Roy adaptation model. Norwalk, CT: Appleton & Lange. Student Learning Outcomes Upon completion of this course, the student will be able to:

1. utilize the nursing process to provide therapeutic nursing interventions to promote, maintain, and restore the health of culturally and ethnically diverse individuals, families, and communities throughout the lifespan;

2. formulate judgments using a problem solving process that is goal directed, ethical, and based on standards of professional nursing practice for individuals, families, and communities;

3. demonstrate effective communication and collaboration with individuals, families,

and communities, and members of the health care team to provide and improve delivery of health care in a variety of settings;

4. apply nursing research findings related to oxygenation, neurologic, and personal self needs when planning client care;

5. apply leadership and management skills to provide cost-effective, quality health care to individuals, families, and communities in a variety of health care settings;

6. apply teaching learning principles in educating individuals, families, and communities to promote, maintain, and restore health;

7. demonstrate caring of the client by promoting an atmosphere of mutual respect and trust in a collaborative environment while providing hope, support and compassion to assist in the achievement of desired outcomes;

4

8. effectively validate activities associated with client care through written recordings

that reflects quality and accountability in the provision of that care; and

9. demonstrate critical thinking in the delegation and prioritization of care in given client care situations throughout the lifespan.

Special Policies

Fire and Hazard Safety Instructions:

In the event of fire, proceed to the nearest exit door and leave the building immediately. If the fire is contained in a room, close the door to that room if possible before leaving. If upstairs, immediately go downstairs and exit the building. Fire extinguishers are available for use in the hallways, upstairs, and downstairs if the fire can be easily contained.

In the event of a tornado, proceed to the hallway and remain there until the danger has passed. Mobile phones may be helpful to call outside to determine when danger has passed.

In the event of threat or bodily injury from another individual, remain as calm as possible. Attempt to get to the nearest phone and call for assistance. For Campus Security, call 460-1083 or 460-1053. For local police, call 911. The nearest phone for campus use is behind the Babin Business Center. Students with Disabilities It is the policy of the University of Arkansas at Monticello to accommodate individuals with disabilities pursuant to federal law and the University’s commitment to equal educational opportunities. It is the responsibility of the student to inform the instructor of any necessary accommodations at the beginning of the course. Any student requiring accommodations should contact the Office of Special Student Services located in Harris Hall Room 120; phone 870 460-1026; TDD 870 460-1626; Fax 870 460-1926. Attendance Regular and prompt attendance is professional behavior and is expected of all students. Students are responsible for notifying the instructor prior to each class of the intent to be absent or tardy. Students who are tardy or absent may be counseled by the faculty and documentation will be placed in the student’s file. Refer to the BSN Nursing Student Handbook for policies on attendance. Student Conduct Statement Students at the University of Arkansas at Monticello are expected to conduct themselves appropriately, keeping in mind that they are subject to the laws of the community and standards

5

of society. The student must not conduct him/herself in a manner that disrupts the academic community or breaches the freedom of other students to progress academically. Academic Dishonesty

1. Cheating: Students shall not give, receive, offer, or solicit information on examinations, quizzes, etc. This includes but is not limited to the following classes of dishonesty:

a. Copying from another student’s paper; b. Use during an examination of prepared materials, notes, or texts other than those

specifically permitted by the instructor; c. Collaboration with another student during an examination; d. Buying, selling, stealing, soliciting, or transmitting an examination or any

material purported to be the unreleased contents of coming examinations or the use of any such material;

e. Substituting for another person during an examination or allowing such substitutions for himself/herself.

2. Collusion: Collusion is defined as obtaining from another party, without specific approval in advance by the instructor, assistance in the production of work offered for credit to the extent that the work reflects the ideas of the party consulted rather than those of the person whose name in on the work submitted.

3. Duplicity: Duplicity is defined as offering for credit identical or substantially unchanged work in two or more courses, without specific advanced approval of the instructors involved.

4. Plagiarism: Plagiarism is defined as adopting and reproducing as one’s own, to appropriate to one’s use, and to incorporate in one’s own work without acknowledgement the ideas or passages from the writings or works of others.

For any instance of academic dishonesty that is discovered by the faculty, whether the dishonesty is found to be cheating, collusion, duplicity, or plagiarism, the result for the student(s) involved may include receiving a grade of zero for the assignment, a hearing before the Professional Standards Review Committee, and/or dismissal from the program. Cell Phone Usage Policy The following policy is intended to define acceptable classroom behavior with regard to cell phones, pagers, MP3 players, and similar electronic devices in order to preserve academic integrity and ensure that students have optimum environmental conditions for effective learning.

As a member of the learning community, each student has a responsibility to other students who are members of the community. The use by students of cell phones, pagers, MP3 players, or similar electronic devices during scheduled classes is prohibited. All such devices must be turned off or put in a silent mode and cannot be visible during class. At the discretion of the instructor, exception to this policy is possible in special circumstances. Cell phones may not be answered or utilized for text messages, instant messages, games, Facebook, MySpace, and other uses in a

6

classroom. All MP3 players must be turned off prior to entering the classroom. Both ear buds and/or ear phones must be removed from ears. If you decide to ignore the policy, you will be asked to leave and may be counted absent.

In testing situations, use of cell phones or similar communication devices may lead also to a charge of academic dishonesty and additional sanctions under the Academic Dishonesty Policy. Disclaimer: Care has been taken to ensure the information contained within the syllabus is accurate and complete, at the time of distribution; however, due to constraining events and/or circumstances which may necessitate change, the School of Nursing reserves the right to amend any information contained within this syllabus. Students will be informed in a timely manner of any changes made. Tests and Evaluations:

1. Written examinations (Points possible may vary with each exam). 2. Clinical journal required for assigned clinical experiences. 3. Nursing Care Plan (See Appendices for Guidelines), 4. EBPS (four; one each related to oxygenation (cardiovascular and respiratory),

neurologic, and self-concept’s personal self due on specified date; see Course Calendar), and one satisfactory process recording (See Appendices for Guidelines).

5. Miscellaneous and class assignments. 6. Clinical evaluation conferences. Self-evaluation required at final clinical conference.

Grading Policy:

Satisfactory completion of course requirements: To pass the course, a 74% must be achieved when all examination scores are averaged. Additionally, satisfactory scores must be achieved on all graded written work. Clinical component of the course is evaluated by the clinical instructor and course coordinator and must be satisfactorily completed prior to progression. Achievement of 74% of total possible points is required to pass the theory component of the course. The course grade will be calculated as follows:

Unit Exams 75% Final Comprehensive Exam 20% Miscellaneous 5% Total 100%

Additionally, students are required to score 85% on a drug dosage calculation examination prior to completion of this course. The Drug Dosage Calculation Examination may be repeated only once. If a student is unsuccessful on the second exam, an Incomplete (I) will be given for the course grade. After the semester is over, the exam may be repeated at a time designated by the School of Nursing (SON) Dean. Grade Report Policy

7

UAM will no longer mail grade reports to all students. You may access your grades through Campus Connect on the UAM homepage, http://www.uamont.edu/. To have your grades mailed to you, complete the grade request form available in the Registrar’s Office in Monticello or the Student Services offices in Crossett and McGehee. Grading Scale:

A = 90 – 100 B = 80 – 89 C = 74 – 79 D = 65 – 73 F = Less than 65

Methods of Instruction:

Laboratory experiences Reading assignments Small group projects Videos Lecture & discussion Computer assisted instruction (CAI) Process recordings Clinical journals Field trip

Course Calendar: See Appendix K, p. 82 Special Dates of Concern: See Course Calendar (Appendix K, p. 82)

8

Content Outline

I. Course Overview

II. Mission, Philosophy, and Organizing Framework A. Modes B. Needs C. Nursing process D. Standards of practice E. Ethical and legal considerations F. Research

III. Critical Care

A. Cultural Care B. Prioritizing Care C. Delegation

IV. Physiological Mode

A. Oxygenation – cardiovascular 1. Overview 2. Conduction system

a. Electrical conductivity b. Electrocardiogram configuration c. Dysrhythmias d. Pacemakers

3. Cardiovascular disorders throughout the lifespan a. Coronary heart disease

1. Arteriosclerosis 2. Angina pectoris 3. Myocardial infarction 4. Lab and diagnostic tests

a. Cardiac catheterization b. Coronary angiography c. Coronary CT d. Exercise electrocardiography e. Cardiac enzymes f. Triglycerides g. Cholesterol h. Lipoproteins i. Echocardiography j. MRI

5. Nonpharmacological interventions 6. Surgery

a. Percutaneous transluminal angioplasty b. Endarterectomy c. Bypass graft

9

d. Stent placement b. Congestive heart failure

1. Lab and diagnostic tests a. b-Type natriuretic peptide (BNP) b. Cardiac catheterization c. Echocardiogram

2. Pharmacological agents a. Ace Inhibitors b. Beta Blockers c. Diuretics d. Morphine e. Positive Inotropes f. Vasodilators 3. Cardiac transplantation

c. Hemodynamic stability 1. Central venous pressure 2. Intra-arterial pressure 3. Pulmonary artery pressure

d. Hypertension 1. Pharmacological agents

a. Antihypertensives e. Vascular disorders 1. Peripheral arterial disease 2. Aneurysms 3. Acute arterial ischemic disorders 3. Buerger’s disease 4. Raynaud’s phenomenon i. Venous Disorders

1. Venous thrombosis 2. Venous thromboembolism 3. Varicose veins 4. Chronic venous insufficiency 5. Lab and diagnostic tests

a. D-dimer b. Venous scanning

f. Inflammatory Disorders 1. Endocarditis 2. Myocarditis 3. Pericarditis

g. Valvular Disorders 1. Mitral stenosis 2. Aortic stenosis 3. Tricuspid stenosis 4. Pulmonic stenosis 5. Rheumatic heart disease 6. Surgery

10

a. Valve replacement b. Mitral commissurotomy c. Balloon valvuloplasty

h. Cardiomyopathies 1. Congestive 2. Hypertrophic 3. Restrictive 4. Surgery

j. Congenital heart disease 5. Defects with increased pulmonary blood flow

a. Atrial septal defect b. Ventricular septal defect c. Atrioventricular canal defect d. Patent ductus arteriosus

6. Obstructive defects a. Coarctation of the aorta b. Aortic stenosis c. Pulmonic stenosis

7. Defects with decreased pulmonary blood flow a. Tetralogy of Fallot b. Tricuspid atresia

8. Mixed defects a. Transposition of the great arteries/vessels b. Total anomalous pulmonary venous connection c. Truncus arteriosus d. Hypoplastic left heart syndrome

9. Perioperative care

B. Oxygenation – respiratory 1. Overview

a. Lab and diagnostic tests 1. Arterial blood gases 2. Sputum analysis 3. Bronchoscopy 4. Thoracentesis 5. Pulmonary function 6. Biopsy

2. Respiratory disorders throughout the lifespan a. Lower respiratory tract disorders

1. Lung abscess 2. Lung cancer 3. Pleural effusion 4. Empyema 5. Sarcoidosis 6. Pulmonary edema 7. Pulmonary embolism

11

8. Pulmonary hypertension b. Chest Trauma

1. Rib fractures 2. Pneumothorax 3. Flail chest

c. Surgery 1. Thoracotomy 2. Pulmonary resection 3. Pneumonectomy

d. Obstructive pulmonary disorders 1. Chronic bronchitis 2. Emphysema 3. Bronchiectasis

e. Pharmacological agents 1. Bronchodilators

f. Respiratory failure g. Adult respiratory distress syndrome

1. Multisystem Organ Failure h. Airway management

1. Airway management a. Oxygen delivery b. Mechanical ventilation c. ABG’s d. Acid/Base

C. Neurologic 1. Overview 2. Neurological disorders throughout the lifespan

a. Infection 1. Guillain-Barre’ syndrome 2. Lab and diagnostic tests

a. Cerebrospinal fluid analysis b. Myelogram c. Pneumoencephalogram d. Ventriculogram e. Biopsy

b. Degenerative 1. Alzheimer’s disease 2. Parkinson’s 3. Amyotrophic lateral sclerosis 4. Multiple sclerosis 5. Myasthenia gravis 6. Huntington’s chorea 7. Pharmacological agents

a. Parkinsonian drugs c. Tumors d. Head injury

12

e. Spinal cord injury f. Headaches g. Seizures

1. Pharmacological agents a. Anticonvulsants

h. Brain attack i. Neuropathies

1. Trigeminal neuralgia 2. Bell’s palsy

j. Surgery

V. Self-Concept Mode A. Personal self

1. Overview B. Psychic disorders throughout the lifespan

1. Mood a. Major depressive episode b. Major depressive disorder c. Dysthymic disorder d. Seasonal affective disorder e. Bipolar disorder f. Postpartum mood episode g. Lab and diagnostic tests

1. Lithium levels h. Pharmacological agents

1. Antidepressants 2. MAO inhibitors 3. Lithium

i. Nonpharmacological interventions 1. Electroconvulsive therapy

2. Thought a. Schizophrenia b. Pharmacological agents

1. Antipsychotics c. Nonpharmacological interventions

3. Anxiety a. Somatoform b. Conversion c. Dissociative d. Panic e. Phobias f. Obsessive-compulsive g. Post-traumatic stress h. Generalized anxiety i. Pharmacological agents

1. Anxiolytic medications

13

j. Nonpharmacological interventions 4. Personality

a. Odd or eccentric 1. Paranoid 2. Schizoid 3. Schizotypal

b. Dramatic, emotional, or erratic 1. Antisocial 2. Borderline 3. Histrionic 4. Narcissistic

c. Anxious and fearful 1. Avoidant 2. Dependent 3. Obsessive-compulsive 4. Passive aggressive

d. Nonpharmacological interventions

C. Age-associated psychic disorders throughout the lifespan 1. Geriatrics

a. Dementia b. Depression c. Nonpharmacological interventions

1. Life review 2. Reminiscence

14

Classes 1 & 2: Course Overview: Overview of Mission, Philosophy, and Organizing Framework; Critical Care & Overview of the Cardiovascular System

Objectives: Upon completion of these classes, the student will be able to:

1. indicate an understanding of the requirements in the course syllabus and UAM School of Nursing BSN Student Handbook;

2. explain the School of Nursing’s Mission, Philosophy and Organizing Framework; 3. relate oxygenation, neurologic, and personal self according to the Roy Adaptation

Model; 4. relate the nursing process to oxygenation, neurologic and personal self; 5. utilize legal and ethical principles to provide care to critically ill clients; 6. demonstrate caring of the client by promoting an atmosphere of mutual respect and

trust in a collaborative environment while providing hope, support and compassion to assist in the achievement of desired outcomes;

7. choose effective cost-effective, quality health care to individuals and families in a critical care setting;

8. choose effective leadership and management interventions to delegate or prioritize care as well as to provide cost-effective, quality health care to individuals and families in a critical care setting;

9. explain the normal anatomy and physiology of the cardiovascular system; 10. analyze assessment findings of the cardiac system; 11. compare and contrast changes in the cardiovascular system throughout the lifespan; 12. explain the pathophysiology of common cardiovascular system disorders; and 13. explain laboratory and diagnostic findings related to the cardiovascular system

Preparation: Lewis: Ch. 32 and pp.1681-1685 Roy: As indicated School of Nursing BSN Student Handbook: Philosophy and Organizing Framework (review)

Assignment: Saunders Comprehensive Review NCLEX-RN Examination Companion CD Quiz: Critical Care (10 Questions) Quiz: Adult Health: Cardiovascular (10 Questions)

Quiz: Alternate Format: Audio (10 Questions)

15

Classes 3 & 4: Physiological Mode; Oxygenation: Cardiovascular System; Conduction System of the Heart & Pacemakers

Objectives: Upon completion of these classes, the student will be able to:

1. explain the normal conduction system of the heart in relation to electrocardiogram (EKG) configuration;

2. interpret EKG rhythm strips, including rate, rhythm, P wave, PR interval, QRS, and T waves;

3. collaborate with peers to evaluate EKG rhythm strips, identifying the site of origin of impulse, including SA node, atrium, AV junctional and ventricle;

4. compare and contrast specific arrhythmias, including sinus arrhythmias, atrial arrhythmias, junctional arrhythmias, and ventricle arrhythmias and identify the incidence of each;

5. identify the common medical diagnostic measures and management, and utilize the nursing process to provide therapeutic nursing interventions (including rationale) for clients with common cardiac arrhythmias to promote need integrity throughout the lifespan;

6. analyze laboratory and diagnostic test findings for clients with conduction disorders; 7. utilize the nursing process in the administration of cardiovascular drugs in given

situations; 8. explain the use of a pacemaker to maintain cardiac output; 9. compare and contrast types and routes used for cardiac pacing; and 10. utilize appropriate teaching/learning principles to develop a teaching plan for a client

with a permanent pacemaker.

Preparation: Abrams: Ch. 47 & 49 Hockenberry: 1398-1401 Lewis: Ch 36 CD ROM: Essentials of Cardiac Rhythm Recognition

Assignment: Saunders Comprehensive Review NCLEX-RN Examination Companion CD Quiz: Critical Care (10 Questions) Quiz: Adult Health: Cardiovascular (10 Questions) Lab & Diagnostics:

Electrocardiography Holter Monitoring Electrolytes **************************Continued on Next Page*******************************

16

Pharmacology: Classifications Medications Beta Blockers Metoprolol, Lidocaine Calcium Channel Blockers Diltiazem, Verapamil Potassium Channel Blockers Amiodarone Sodium Channel Blockers Dilantin, Lidocaine, Rythmol Miscellaneous Rx/ Ca Chloride, K+Chloride, Digoxin Unclassified Adenosine, Mag Sulfate, Sodium Bicarbonate

17

Class 5: Physiological Mode; Oxygenation: Coronary Artery Disease (CAD) & Myocardial Infarction (MI) Objectives: Upon completion of this class, the student will be able to:

1. explain the pathophysiology of coronary artery disease and myocardial infarction; 2. analyze laboratory and diagnostic test findings for clients with CAD or MI; 3. utilize the nursing process to provide prioritized, therapeutic nursing interventions

(including rationale) for clients with CAD/MI to promote need integrity throughout the lifespan in given situations;

4. utilize the nursing process in the administration of cardiovascular drugs in given situations;

5. determine common surgical interventions for clients with CAD; 6. identify community resources for referral of a client who has experienced an MI; 7. generate a research question for a client with an MI; 8. devise a discharge teaching plan for a client with angina; 9. utilize cultural, ethical and legal principles when caring for clients with an MI; and 10. implement measures to provide a safe, effective care environment for a client with

angina or an MI;

Preparation: Abrams: Ch. 50, 54 & 55 Lewis: Ch 34 Hockenberry: pp. 1394-98 Kee: As indicated

Assignment: Saunders Comprehensive Review NCLEX-RN Examination Companion CD Quiz: Critical Care (10 Questions) Quiz: Adult Health: Cardiovascular (10 Questions)

Quiz: Alternate Format: Figure/Chart (10 Questions) Lab and Diagnostics:

Coronary Angiography CXR Cardiac Enzymes Coronary CT C - reactive protein EKG Stress Testing ECHO Creatinine

18

**************************Continued on Next Page******************************* Pharmacology: Classifications Medications Adjunctive Antianginal Drugs Morphine Anticoagulants Coumadin, Heparin, Lovenox Antilipemics Crestor, Lipitor, Lescol, Niacin, Zetia, Zocor Antiplatelets Aspirin, Pletal, Plavix Beta Blockers Metoprolol, Nadolol, Propranolol Calcium Channel Blockers Amlodipine, Diltiazem, Nifedipine, Verapamil Nitrates Isosorbide Mononitrate, Nitroglycerine Thrombolytics Alteplase, Streptokinase, Tenecteplase

Computer lab independent study CD-ROM: Essentials of Cardiac Rhythms Review

END OF CONTENT FOR EXAM I

19

Class 6: EXAM I

Class 7: Physiological Mode; Oxygenation: Congestive Heart Failure Objectives: Upon completion of this class, the student will be able to:

1. explain the pathophysiology of congestive heart failure (CHF); 2. analyze laboratory and diagnostic test findings for clients with CHF; 3. utilize the nursing process to provide prioritized, therapeutic nursing interventions

(including rationale) for clients with CHF to promote need integrity throughout the lifespan, in given situations;

4. explain the need for and identify the normal values of central venous pressure (CVP) monitoring, intra-arterial pressure monitoring and pulmonary artery pressure monitoring;

5. utilize cultural, ethical and legal principles when caring for clients with CHF; 6. implement the nursing process in the administration of drugs used in the treatment of

CHF; 7. discuss indications and contraindications for cardiac transplantation; 8. identify current research related to nursing care for a client with CHF and utilize

findings when planning client care when appropriate; 9. collaborate with peers to devise a discharge teaching plan for a client with CHF; 10. utilize effective leadership and management measures to encourage cost-effective,

quality health care to individuals with CHF; and 11. implement measures to provide a safe, effective care environment for a client with

CHF. Preparation:

Abrams: Ch. 48 & 53 Lewis: Chapter 35 & pp. 1685-98 Kee: As indicated

Lab & Diagnostics:

Arterial blood gasses (ABG’s) Creatnine (Cr) Echocardiogram B-type natriuretic peptide (BNP) Cardiac Catheterization Electrocardiogram (EKG)

Blood urea nitrogen (BUN) Chest x-ray (CXR) Hemodynamic Monitoring Medications:

Classifications Medications Ace Inhibitors Captopril, Enalapril, Lisinopril Diuretics Furosemide, HCTZ, Spironolactone Inotropes Digoxin Human B-Type Natriuretic Peptide Natrecor Phosphodiesterase Inhibitors Milrinone

20

Class 8: Physiological Mode; Oxygenation: Inflammatory & Structural Disorders Objectives: Upon completion of this class, the student will be able to:

1. explain the pathophysiology of inflammatory/structural heart diseases; 2. analyze laboratory and diagnostic test findings for clients with valvular/inflammatory

disease; 3. utilize the nursing process to provide prioritized, therapeutic nursing interventions

(including rationale) for clients with inflammatory/structural heart disease to promote need integrity throughout the lifespan, including mitral, aortic, tricuspid and pulmonic stenosis, and rheumatic heart disease, endocarditis, myocarditis, pericarditis, congestive, hypertrophic and restrictive cardiomyopathies;

4. utilize cultural, ethical, and legal principles when caring for clients with inflammatory/structural heart disease, in given situations;

5. utilize effective teaching/learning principles to devise a discharge teaching plan for a client who has had heart surgery;

6. identify community resources for referral clients who have had heart surgery; 7. implement measures to provide a safe, effective care environment for a client with

inflammatory/structural heart disease; and 8. utilize effective leadership and management skills to provide cost-effective, quality

health care to clients with inflammatory/structural heart disease; Preparation:

Abrams: Ch. 48 (review) & 54 (review) Hockenberry: pp. 1382-86 & 1402-04 Kee: As indicated Lewis: Chapter 37

Assignment: Saunders Comprehensive Review NCLEX-RN Examination Companion CD Quiz: Alternate Item Format: Multiple Response (10 Questions) Quiz: Adult Health: Cardiovascular (10 Questions)

Quiz: Alternate Format: Priority order (ordered response) (10 Questions) Lab & Diagnostics:

Cardiac Cath ECG Hemodynamic Monitoring CXR Echocardiogram Stress Testing

Pharmacology:

Classifications Medications Antiplatelets Aspirin, Dipyridamole, Anticoagulants Coumadin, Heparin, Lovenox Inotropes Digoxin Nitrates Nitroglycerine Ace Inhibitors Beta Blockers

21

Class 9: Physiological Mode; Oxygenation: Hypertension and Vascular Disorders

Objectives: Upon completion of this class, the student will be able to:

1. explain the pathophysiology of hypertension and vascular disorders; 2. analyze laboratory and diagnostic test findings for clients with hypertension or vascular

disorders; 3. utilize the nursing process to provide prioritized, therapeutic nursing interventions

(including rationale) for clients with hypertension and vascular disorders including peripheral arterial disease, aneurysm, Buerger’s disease and Raynaud’s phenomenon, venous disorders and DVT to promote need integrity throughout the lifespan, in given situations;

4. utilize the nursing process in the administration of medications for hypertension or vascular disorders;

5. utilize cultural, ethical and legal principles when caring for clients with hypertension or vascular disorders;

6. critique a current research study related to hypertension or vascular disorders and apply findings when planning client care when appropriate;

7. utilize effective teaching/learning principles to devise a discharge teaching plan for a client with hypertension or vascular disorders;

8. collaborate with other health team members to identify leadership and management interventions to promote cost-effective, quality health care for individuals with hypertension or vascular disorders; and

9. implement measures to provide a safe, effective care environment for a client with hypertension or vascular disorders;

Preparation: Abrams: Ch. 52 Hockenberry: pp. 1390-94 Kee: As indicated Lewis: Chapters 33 & 38 Lab & Diagnostics: D - Dimer Pharmacology: Classifications Medications Ace Inhibitors Captopril, Enalapril, Lisinopril Angiotensin II Receptor Antagonists Losartan, Olmesartan Anticoagulants Coumadin, Heparin, Lovenox, Beta Blockers Atenolol, Metoprolol, Nadelol, Propranolol Calcium Channel Blockers Amlodipine, Diltiazem, Nifedipine, Verapamil Diuretics Lasix

Vasodilators Hydralazine, Sodium Nitroprusside

22

Class10: Physiological Mode; Oxygenation: Congenital Heart Disease Objectives: Upon completion of this class, the student will be able to:

1. explain the pathophysiology of common congenital heart diseases (CHD) and identify the incidence of each;

2. analyze laboratory and diagnostic test findings for clients with CHD; 3. utilize the nursing process to provide prioritized, therapeutic nursing interventions

(including rationale) for clients with CHD to promote need integrity throughout the lifespan, including defects with increased pulmonary blood flow, obstructive defects, decreased pulmonary blood flow and mixed defects;

4. implement cultural, ethical and legal principles when caring for clients with heart disease;

5. identify community resources for referral of clients with CHD; 6. implement the nursing process in the administration of common cardiovascular drugs

used in the treatment of CHD; 7. implement nursing measures to provide a safe, effective care environment for a client

with CHD; and 8. utilize effective leadership and management principles to provide cost-effective, quality

health care to clients with CHD; Preparation

Hockenberry: 1341-82 Kee: As indicated

Assignment: Saunders Comprehensive Review NCLEX-RN Examination Companion CD Exam: Adult Health: Cardiovascular (100 Questions) Quiz: Child Health: Eye/Ear/Throat/Respiratory/Cardiovascular (10 Questions)

Quiz: Alternate Format: Video (5 Questions) Lab & Diagnostics

ABG’s Cardiac Catheterization Electrocardiogram CXR Echocardiogram

Medications

Indocin Morphine Sulfate Digoxin Prostaglandin E1 Lasix

End of content for Exam II

23

Class 11: EXAM II Class 12: Physiological Mode; Oxygenation: Overview & Lower Respiratory Tract Disorders


1. explain the anatomy and physiology of the respiratory system; 2. explain the pathophysiology of common lower respiratory tract disorders including,

lung abscess, lung cancer, pleural effusion, empyema, sarcoidosis, pulmonary edema, pulmonary embolism, pulmonary hypertension and chest trauma including pneumothorax, rib fractures, and flail chest;

3. explain laboratory and diagnostic findings for clients with lower respiratory tract disorders;

4. utilize the nursing process to provide prioritized, therapeutic nursing interventions (including rationale) for clients with lower respiratory tract disorders to promote need integrity throughout the life span;

5. implement the nursing process in the administration of common drugs used in the treatment of lower respiratory tract disorders;

6. discuss appropriate nursing care of a client receiving chest surgery or lung transplantation; and

7. implement measures to provide a safe, effective care environment for a client with a lower respiratory tract disorder.

Preparation:

Abrams: Ch. 43 Kee: As indicated

Lewis: Ch 26 & 28 (pp. 558-83) Lab & Diagnostics ABG’s CXR CT

24

Class 13: Physiological Mode; Oxygenation: Obstructive Pulmonary Disorders Objectives: Upon completion of this class, the student will be able to:

1. explain the pathophysiology of chronic bronchitis, emphysema and bronchiectasis; 2. analyze laboratory and diagnostic test findings for clients with chronic bronchitis,

emphysema and bronchiectasis, 3. identify the incidence and common medical diagnostic measures and management, and

utilize the nursing process to provide prioritized, therapeutic nursing interventions (including rationale) for clients with chronic bronchitis, emphysema and bronchiectasis, to promote need integrity throughout the lifespan, in given situations;

4. critique a current research article related to care of a client with obstructive pulmonary disorders;

5. utilize cultural, ethical and legal principles when caring for clients with obstructive pulmonary disorders;

6. utilize the nursing process in the administration of medications related to clients with obstructive pulmonary disorders; and

7. implement measures to provide a safe, effective care environment for clients with obstructive pulmonary disorders.

Preparation:

Abrams: Ch23 (pp. 360-71) & Ch 44 Kee: As indicated

Lewis: 610- 31 & 635-38

Lab & Diagnostics ABG’s Hemodynamic Monitoring V/Q Scan CXR Pulmonary Function Tests

Medications

Advair DuoNeb Theophylline Albuterol Ipatropium Combivent Metaproterenol

25

Class 14: Physiological Mode; Oxygenation: Respiratory Failure and Acute Respiratory Distress Syndrome Objectives: Upon completion of this class, the student will be able to:

1. explain the pathophysiology of respiratory failure (RF) and acute respiratory distress syndrome (ARDS);

2. analyze laboratory and diagnostic test findings for clients with RF or ARDS; 3. utilize the nursing process to provide prioritized, therapeutic nursing interventions

(including rationale) for clients with RF or ARDS to promote need integrity throughout the lifespan, in given situations;

4. critique a current research article related to care of a client with RF or ARDS; 5. utilize cultural, ethical and legal principles when caring for clients with RF or ARDS; 6. utilize the nursing process in the administration of medications related to clients with

RF or ARDS; 7. implement measures to provide a safe, effective care environment for clients with RF or

ARDS; 8. explain the pathophysiology of systemic inflammatory response syndrome (SIRS) and

multisystem organ dysfunction syndrome (MODS) and identify the incidence; and 9. identify common medical diagnostic measures and management and utilize the nursing

process to provide prioritized, therapeutic nursing interventions (including rationale) for clients with SIRS & MODS to promote need integrity throughout the lifespan.

Preparation: Abrams: & Ch. 51 (review)

Hockenberry: pp. 1208-10 & 1257-58 Kee: As indicated

Lewis: Chapter 67 (pp. 1739-43) & Ch 68 Assignment: Saunders Comprehensive Review NCLEX-RN Examination Companion CD Exam: Adult Health: Respiratory (100 Questions) Exam: Child Health: Eye/Ear/Throat/Respiratory/Cardiovascular (60 Questions)

Quiz: Alternate Format: Video (5 Questions) Medications: Dobutamine Dopamine Epinephrine Milrinone Levophed Neo-Synephrine Lab & Diagnostics

ABG’s Hemodynamic Monitoring V/Q Scan CXR Pulmonary Function Tests

26

Class 15: Physiological Mode; Oxygenation: Airway Management Objectives: Upon completion of this class, the student will be able to:

1. determine the indications for use of various common types of oxygen delivery devices and artificial airways;

2. determine the indications for use of various common types of mechanical ventilation; 3. explain the indication for endotracheal intubation and the nurses’ responsibility during

intubation; 4. identify the registered nurses role and therapeutic nursing interventions for clients

receiving mechanical ventilation; 5. utilize the nursing process in the administration of medications related to the use of

mechanical ventilation; 6. implement measures to provide a safe, effective care environment for clients requiring

mechanical ventilation; 7. utilize the nursing process when assessing clients with acid-base imbalances including

arterial blood gases (ABGs) and when formulating prioritized, therapeutic nursing interventions (including rationale) for clients in respiratory acidosis and/or alkalosis and metabolic acidosis and/or alkalosis, in given situations, throughout the lifespan; and

8. critique a current research article related to care of a client requiring mechanical ventilation and apply findings when planning client care when appropriate.

Preparation:

Hockenberry: pp. 1292-1294, 1301-1303, 1349-1352 Kee: As indicated

Kozier: Ch. 50 Lewis: Ch 17 (pp. 320-324) & Ch 66 (pp. 1698-1713) http://www.corexcel.com/courses/ventilation.management.htm Recommended Preparation:

http://www.corexcel.com/courses/Vent_Web_Handout.pdf http://www.ccmtutorials.com/rs/mv/index.htm

Lab & Diagnostics ABG’s CXR CT Medications

Nimbex Propofol, (Diprivan) Succinylcholine Morphine Versed

End of content for Exam III Class 16: Exam III

27

Class 17: Physiological Mode; Neurologic: The Nervous System Objectives: Upon completion of this class, the student will be able to:

1. explain the adaptation needs relevant to neurologic function according to the Roy Adaptation Model;

2. explain the anatomy and physiology of the central and peripheral nervous system; 3. determine common neurological changes associated with aging; 4. demonstrate effective neurological evaluation and assessment of clients throughout the

lifespan; 5. utilize standards of practice to plan care of a client with a neurological disorder; 6. critique a current research article related to neurologic care and utilize findings when

planning client care when appropriate; and 7. apply information in assigned video instruction to provide quality nursing care in given

situations. Preparation:

Lewis: Ch. 56 Hockenberry: Ch. 37 Roy: Ch. 12

28

Class 18: Physiological Mode; Neurologic: Central Nervous Systems (CNS) Disorders Objectives: Upon completion of these classes, the student will be able to:

1. explain the pathophysiology of multiple sclerosis (MS), Parkinson’s syndrome, Alzheimer’s disease, Huntington’s chorea and amyotrophic lateral sclerosis (ALS) and identify the incidence of each;

2. identify common medical diagnostic measures and management and utilize the nursing process to provide prioritized, therapeutic nursing interventions (including rationale) for clients with MS, Parkinson’s, ALS, Alzheimer’s disease, or Huntington’s chorea to promote need integrity throughout the lifespan in given situations;

3. evaluate laboratory and diagnostic test findings for clients with MS, Parkinson’s, Alzheimer’s, Huntington’s chorea or ALS in given situations;

4. utilize cultural, ethical and legal principles when caring for a client with MS, Parkinson’s, Alzheimer’s disease, Huntington’s chorea or ALS;

5. implement the nursing process in the administration of medications used in the treatment of CNS disorders;

6. compile a list of community resources for referral clients with MS, Parkinson’s, Alzheimer’s disease, Huntington’s chorea and/or ALS;

7. critique a current research article related to the care of a client with Alzheimer’s disease and apply findings when planning client care when appropriate;

8. collaborate with health team members to devise a discharge teaching plan for a client with newly diagnosed Parkinson’s disease;

9. evaluate the biopsychosocial impact Alzheimer’s disease has on the family unit; 10. utilize effective leadership and management promote cost-effective, quality health care

to individuals, families, and communities for clients with CNS disorders; 11. implement measures to provide a safe, effective care environment for a client with CNS

disorders; 12. implement nursing strategies that help ensure culturally sensitive nursing care for a

client with Alzheimer’s disease; 13. communicate therapeutically and compassionately with the client, family and other

health care team members regarding end-of-life issues; and 14. apply assigned video information to plan quality nursing care to clients with

Alzheimer’s disease.

Preparation: Abrams: Ch. 12, 19, & 20 Lewis: p. 1501-1510, 1514-1516, Chapter 60 Hockenberry: Ch. 37 (review) Kee: pp. 647-654 Kneisl: Ch. 14

***************************Continued on Next Page******************************

29

Assignment: Saunders Comprehensive Review NCLEX-RN Examination Companion CD Quiz: Alternate Item Format: Multiple Response (10 Questions) Quiz: Adult Health: Neurological (10 Questions) Quiz: Child Health: Neurological/Musculoskeletal (10 Questions) Medications:

Levodopa Remeron Carbidopa Aricept Amantadine Cognex Bromocriptine Exelon Cogentin Reminyl Artane Sinemet Ropinirole Mirapex Namenda Clonazepam Haldol

30

Class 19: Physiological Mode; Neurologic: CNS Disorders, Head Injury, Spinal Cord Injury


1. explain the pathophysiology of head injury, brain injury, brain tumors and spinal cord injury (SCI) and determine the incidence of each;

2. identify common medical diagnostic measures and management and utilize the nursing process to provide prioritized, therapeutic nursing interventions (including rationale) for clients with a head injury and/or SCI to promote need integrity throughout the lifespan, in given situations;

3. analyze laboratory and diagnostic test findings for clients with head injury and/or a SCI, in given situations;

4. utilize cultural, ethical and legal principles when caring for clients with a head injury and/or a SCI;

5. identify community resources for referral clients with a head injury and/or a SCI; 6. choose a current research article relevant to care of a client with a SCI and implement

findings when planning client care when appropriate; 7. determine effective leadership and management measure to promote cost-effective,

quality health care to individuals, families, and communities for clients with a SCI; 8. implement measures to provide a safe, effective care environment for clients with head

injury and/or SCI; 9. implement nursing strategies that help ensure culturally sensitive nursing care for a

client with a head injury and/or SCI; and 10. apply information on assigned videos and CAI to plan quality nursing care to clients

with brain and spinal cord injuries throughout the life span. Preparation:

Lewis: Ch. 57, pp. 1546-1565 Hockenberry: Ch. 37 (review) Kee: pp. 647-654 (review)

31

Class 20: Physiological Mode; Neurologic: Headaches, Brain Attacks (CVA), Seizures Objectives: Upon completion of this class, the student will be able to:

1. compare and contrast the various common types of headaches; 2. explain the pathophysiology of headaches, brain attacks, intracranial aneurysm, and

seizures and identify the incidence of each; 3. identify common medical diagnostic measures and management and utilize the nursing

process to provide prioritized, therapeutic nursing interventions (including rationale) for clients with migraine headaches, brain attacks, intracranial aneurysms, and seizures to promote need integrity throughout the lifespan in given situations;

4. explain the rationale for lifestyle changes recommended for the prevention of a brain attack;

5. analyze laboratory and diagnostic test findings for clients with migraine headaches, brain attacks and seizures, in given situations;

6. utilize the nursing process in the administration of medications used in the treatment of migraine headaches, brain attacks and seizures;

7. utilize cultural, ethical and legal principles when caring for clients with migraine headaches, brain attacks and seizures;

8. identify community resources that may be beneficial for refusal of clients with migraine headaches, brain attacks and seizures;

9. implement measures to provide a safe, effective care environment for clients with migraine headaches, brain attacks and seizures;

10. implement nursing strategies that help ensure culturally sensitive nursing care for a client with a brain attack and seizures;

11. critique on recent research article related to headaches, seizures and a brain attack; and 12. utilize information from assigned CAI to plan quality nursing care for a client with an

intracranial aneurysm in given situations. Preparation:

Abrams: Ch. 11 Lewis: Ch. 58, pp. 1485-1500, Hockenberry: Ch. 37 (review) Kee: pp. 647-654 (review)

Assignment: Saunders Comprehensive Review NCLEX-RN Examination Companion CD Quiz: Alternate Item Format: Multiple Response (10 Questions) Quiz: Adult Health: Neurological (10 Questions) Quiz: Child Health: Neurological/Musculoskeletal (10 Questions) Medications:

Carbamazepine Clonazepam Diazepam Phenytoin Levetiracetam Lorazepam Oxcarbazepine Phenobarbital Valproic Acid Sumatriptan Dihydroergotamine Rizatriptan

Tissue Plasminogen Activator (TPA)

32

Class 21: Physiological Mode; Neurologic: Peripheral and Cranial Nerve Disorders Objectives: Upon completion of this class, the student will be able to:

1. explain the pathophysiology of Guillain-Barre’ syndrome (GB), myasthenia gravis (MG), peripheral and cranial nerve disorders (Trigeminal Neuralgia & Bell’ss Palsy) and identify the incidence of each;

2. identify common medical diagnostic measures and management and utilize the nursing process to provide prioritized, therapeutic nursing interventions (including rationale) for a client with GB, MG, peripheral or cranial nerve disorders to promote need integrity throughout the lifespan, in given situations;

3. evaluate laboratory and diagnostic test findings for clients with GB, MG, peripheral and/or cranial nerve disorders, in given client situations;

4. utilize the nursing process in the administration of common medications used in the treatment of MS, peripheral and cranial nerve disorders;

5. utilize cultural, ethical, and legal principles when caring for clients with MG, GB, peripheral and cranial nerve disorders;

6. collaborate with health team members to utilize community resources for clients with GB;

7. devise a teaching plan for a client with Bell’s palsy; 8. develop a research question for a client with GB or MG; 9. implement nursing measures to provide a safe, effective care environment for a client

with GB; 10. utilize nursing strategies that help ensure culturally sensitive nursing care for a client

with peripheral and cranial nerve disorders; and 11. utilize information from assigned CAI to plan quality nursing care for a client with

Guillain-Barre’ Syndrome or myasthenia gravis in given situations. Preparation:

Abrams: Ch. 19, 23 Lewis: pp. 1510-1514, 1538-1544 Hockenberry: Ch. 40 Kee: pp. 647-654 (review)

Assignment: Saunders Comprehensive Review NCLEX-RN Examination Companion CD Exam: Adult Health: Neurological (100 Questions) Exam: Child Health: Neurological/Musculoskeletal (68 Questions) Medications:

Pyridostigmine Cyclosporine Azathioprine End of content for Exam IV

33

Class 22: Exam IV

Class 23: Self-Concept Mode; Personal Self: Mental Health Overview Objectives: Upon completion of this class, the student will be able to:

1. select common past and present attitudes toward individuals with mental illness; 2. identify common treatments to which mentally ill persons have been exposed from

ancient times to the present, and differentiate between roles and functions of mental health care team members;

3. utilize the standards of practice for psychiatric nursing when planning client care in given situations;

4. compare and contrast voluntary and involuntary institutional admission for clients with a mental illness;

5. utilize assessment data specifically relevant for an individual with a mental illness; 6. identify genetic factors that may be influential in the development of some forms of

mental illness; 7. select cultural factors that influence an individual’s mental health; 8. identify the incidence of mental illness; 9. recognize manifestations of mental illness, in given client situations, and select and

prioritize the type of mental health treatments that have been found to be helpful; 10. identify legal and ethical principles related that to psychiatric mental health client care; 11. identify community resources for referral of clients with mental illness; 12. explain the use of DSM-IV as diagnostic criteria for mental illness; and 13. apply information in assigned video instruction to administer quality nursing care to

clients in given situations. Preparation:

Roy: Ch. 14 Kneisl: Ch. 1, 4, 6, 7, 8, 10, 11, 12, pp. 24-25, 32-35, -13 U. S. Department of health and Human Services. (2013). Health people 2020: Topics and objectives. Retrieved from: http://www.healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicId=28

34

Class 24: Self-Concept Mode; Personal Self: Mood Disorders Objectives: Upon completion of this class, the student will be able to:

1. explain the relationships of mood disorders to self-concept; 2. identify the incidence of mood disorders; 3. identify common medical diagnostic measures and management, and utilize the nursing

process to provide prioritized, therapeutic nursing interventions (including rationale) for clients with a mood disorder to promote need integrity throughout the lifespan in given situations;

4. utilize the nursing process in the administration of antidepressant medications used in the treatment of depression;

5. develop a discharge teaching plan for a client who is taking lithium carbonate; 6. utilize cultural, ethical and legal principles when caring for a client with a mood

disorder; 7. collaborate with peers to develop therapeutic nursing interventions for a client with a

bipolar disorder; 8. implement nursing measures to provide a safe, effective care environment for a client

who is depressed; 9. critique a research article related to care of a client with depression and implement

findings when planning client care when appropriate; 10. implement nursing strategies that help ensure culturally sensitive nursing care for a

client with a mood disorder; and 11. apply information in assigned CAIs to plan quality nursing care of clients in given

situations. Preparation:

Abrams: Ch. 10 Kneisl: Ch. 17

Assignment: Saunders Comprehensive Review NCLEX-RN Examination Companion CD Quiz: Alternate Item Format: Multiple Response (10 Questions) Quiz: Mental Health (10 Questions) Medications:

Amitriptyline Citalopram Escitalopram Fluoxetine Paroxetine Sertraline Duloxetine Phenelzine Bupropion Mirtazapine Trazodone Lithium Olanzapine Quetiapine Risperidone Carbamazepine Lamotrigine Valproic Acid

35

Class 25: Self-Concept Mode; Personal Self: Thought Disorders Objectives: Upon completion of this class, the student will be able to:

1. identify the incidence, symptoms and behaviors related to the diagnosis of schizophrenia;

2. identify common medical diagnostic measures and management and utilize the nursing to provide prioritized, therapeutic nursing interventions (including rationale) for clients with a thought disorder to promote need integrity throughout the lifespan, in given situations;

3. utilize the nursing process to administer antipsychotic medications for the treatment of thought disorders, in given situations;

4. evaluate laboratory and diagnostic test findings related to the care of a client with a thought disorder, in given situations;

5. utilize cultural, ethical and legal principles when caring for a client with a thought disorder;

6. identify community resources for referral of clients with schizophrenia; 7. identify current research related to schizophrenia and utilize findings to plan client care

when appropriate; 8. devise a teaching plan for a client who is taking Thorazine; 9. implement measures to provide a safe, effective care environment for a client with

schizophrenia; 10. implement nursing strategies that help ensure culturally sensitive nursing care for a

client with schizophrenia; and 11. utilize the information in assigned video and CAI to plan safe psychotropic drug

administration to clients in given situations.

Preparation: Abrams: Ch. 9 Kneisl: Ch. 16

Medications: Chlorpromazine Prochloperazine

36

Class 26: Self-Concept Mode; Personal Self: Anxiety Disorders and Personality Disorders Objectives: Upon completion of this class, the student will be able to:

1. evaluate the impact of common personality disorders and common anxiety disorders on relationships with family, friends and caretakers;

2. identify the incidence, common medical diagnostic measures and management and utilize the nursing process to provide prioritized, therapeutic nursing interventions (including rationale) for clients with an anxiety or personality disorder to promote need integrity throughout the lifespan, in given situations;

3. identify common pharmacological agents used in the treatment of anxiety disorders and explain nursing responsibilities associated with the agent’s administration;

4. utilize cultural, ethical and legal principles when caring for a client with an anxiety disorder or a personality disorder;

5. devise a teaching plan for a client who has a panic disorder; 6. implement measures to provide a safe, effective care environment for a client with a

panic disorder; 7. implement nursing strategies that help ensure culturally sensitive nursing care for a

client with an anxiety disorder; and 8. apply the information in assigned CAI to plan quality nursing interventions for clients

with anxiety. Preparation:

Abrams: Ch. 8 Kneisl: Ch. 18 & 22

Assignment: Saunders Comprehensive Review NCLEX-RN Examination Companion CD Quiz: Alternate Item Format: Multiple Response (10 Questions) Quiz: Mental Health (10 Questions) Medications:

Alprazolam Chlordiazepoxide Clonazepam Diazepam Lorazepam Midazolam Temazepam Triazolam Buspirone Escitalopram Hydroxyzine Paroxetine Sertraline Venlafaxine Ramelteon Zaleplon

37

Class 27: Self-Concept Mode; Personal Self: Substance Abuse Objectives: Upon completion of this class, the student will be able to:

1. differentiate between substance abuse and substance dependence; 2. compare and contrast physical and psychological addiction throughout the lifespan; 3. apply the nursing process when caring for clients with addictive behaviors, and include

families and communities; 4. compare and contrast addictive behaviors of clients with various substance of abuse

problems; 5. identify the incidence, medical diagnostic measures and management, and utilize the

nursing process to provide prioritized, therapeutic nursing interventions (including rationale) for clients with chemical dependency to promote need integrity throughout the lifespan, in given situations;

6. identify community resources for referral of clients with a chemical dependence; 7. devise a teaching plan for the family of a client who is chemically-dependent on

cocaine; 8. implement measures to provide a safe, cost-effective care environment for a client who

is chemically-dependent; and 9. implement nursing strategies that help ensure culturally sensitive nursing care for a

client who is chemically-dependent. Preparation:

Abrams: Ch. 14 Hockenberry: pp. 899-910 Kneisl: Ch. 15

U.S. Department of Health and Human Services. Healthy people 2010: Summary report. Boston: Jones & Bartlett. (On reserve in library) U.S. Department of Health and Human Services. Healthy children 2010: National health promotion and disease prevention objectives related to mothers, infants, children, adolescents, and youth. Boston: Jones & Bartlett. (On reserve in Library)

Medications:

Bupropion Chlordizepoxide Clonidine Haloperidol Lorazepam Methadone Naloxone Flumazenil Varenicline

38

Class 28: Self-Concept Mode; Personal Self: Lifespan (Childhood) Objectives: Upon completion of this class, the student will be able to:

1. explain the pathophysiology of Down’s syndrome, autism, attention-deficit hyperactivity disorder (ADHD), and oppositional defiant disorder and cite the incidence of each;

2. identify common medical diagnostic measures and management, and utilize the nursing process to provide prioritized, therapeutic nursing interventions (including rationale) for a child with a developmental disability in a family to promote need integrity throughout the lifespan, in given situations;

3. utilize cultural, ethical and legal principles when caring for a child who has a developmental disability;

4. identify community resources for referral of pediatric clients with a developmental disability;

5. identify current research related to care of a client who has a developmental disability and utilize findings when planning client care when appropriate;

6. devise a teaching plan for a family with a child who has a developmental disability; 7. clarify the scope of practice of the nurse generalist and define the role of the nurse

when utilizing standards of care outlined by the ANA in the Standards of Nursing Practice for Early Intervention Services and the Care of Children and Adolescents with Special Health and Developmental Needs;

8. implement prioritized, measures to provide a safe, effective care environment for a client who has a developmental disability; and

9. implement nursing strategies that help ensure culturally sensitive nursing care for a client with a developmental disability.

Preparation:

Hockenberry: pp. 796-801, 999-1004, 1018-1022 Kneisl: Ch. 25 Roy: Chapter 14 A2412 Child Abuse: Prevention, Detection and Management (Review from NURS 332V concepts in Nursing Care II)

Assignment: Saunders Comprehensive Review NCLEX-RN Examination Companion CD Exam: Fundamental Skills: Developmental Stages (83 Questions) Exam: Mental Health (100 Questions) Medications:

Methylphenidate Dextroamphetamine-amphetamine Atomoxetine

39

Class 29: Self-Concept Mode; Personal Self: Lifespan (Older Adult & Adolescence) Objectives: Upon completion of this class, the student will be able to:

1. explain the nursing assessment and therapeutic interventions including rationale for older adult clients with depression or dementia;

2. identify the incidence, common medical diagnostic measures and management, and utilize the nursing process to provide prioritized, therapeutic nursing interventions (including rationale) for a client who is suicidal or has an eating disorder to promote need integrity throughout the lifespan;

3. utilize cultural, ethical and legal principles when caring for an adolescent or adult who is suicidal;

4. implement measures to provide a safe, effective care environment for a client who is suicidal;

5. identify current research related to the care of a client who is suicidal and implement findings when planning client care when appropriate;

6. devise a teaching plan for a client with the eating disorder of bulimia; 7. utilize nursing strategies that help ensure culturally sensitive nursing care for a client

with an eating disorder in given situations; and 8. identify community resources for referral of adolescent clients who have eating

disorders. Preparation:

Hockenberry: Ch. 21 Kneisl: Chapters 26 & 27

End of content for Exam V Class 30: Exam V

40

Appendices

41

Appendix A

Saunders’ Assignment Guidelines and Directions

42

The class assignments are found on the Saunders Comprehensive Review for the NCLEX-RN Examination CD located in the back of the book. Prior to beginning the assignments the program should be updated. Ensure the computer being used is attached to a printer. The quizzes are 10 questions and the examinations are 100 questions unless otherwise specified.. Ensure the quizzes and exams are the appropriate number of questions. If not, the program must be updated. The score you make on the quizzes and exams will count as your grade. Use this as a study tool: Review the quiz and/or exam you take as well as the rationales.

For critical care, adult health, child health, mental health, or fundamental skills content quizzes, follow these steps:

Step 1: Select Mode…choose quiz

Step 2: Select Category…choose content area

Step 3: Select Subcategories: Choose the content assigned (See class objectives/assignments)

Step 4: Select “begin session”

For critical care, adult health, child health, mental health, or fundamental skills content exams, follow these steps:

Step 1: Select Mode…choose exam

Step 2: Select Category…choose content area

Step 3: Select Subcategories: Choose the content assigned (See class objectives/assignments)


For alternate format quizzes, follow these steps:

Step 1: Select Mode…choose exam

Step 2: Select Category…choose alternate format items

Step 3: Select Subcategories: Choose multiple response


At the end of each exam, select “end-tally.” Once you have completed the quiz/exam, select the date on the left of the screen, and print the exam results. You will turn this in by the due date.

43

Appendix B

EBPS Guidelines and Grading Criteria

44

University of Arkansas at Monticello School of Nursing

Evidence-Based Practice Summary (EBPS) Guidelines NURS 452V Concepts in Nursing Care IV

Purpose: EBPS are designed to assist the student in formulating judgments needed to use

clinical data as a basis for professional practice.

Objectives:

Upon completion of the assigned number of EBPS, the student will be able to:

1. select nursing research articles related to specific needs;

2. summarize research articles related to specific needs; and,

3. demonstrate effective written communication.

Directions:

1. Submit EBPS related to specific needs.

2. Select an article based on current nursing research (≤ 5 years; nursing journals published

in U.S. only).

3. Include bibliographic information, typed in APA format, at the top of 8 ½” x 11” paper,

with a summary of the article (approximately 120 words). The summary should contain

the purpose, design (type of study), population, findings (statistical significance),

conclusions, and recommendations. State how this research can be or will be used to

bring change in nursing practice. The summary should not be taken directly from the

abstract of the article.

4. Submit a copy of the research article with the EBPS.

5. Submit all EBPS on date specified. See Course Calendar.

6. Submit a copy of the Evaluation Criteria with each EBPS.

45


Evidence Based Practice Summary (EBPS) NURS 452V Concepts in Nursing Care IV

Student:__________________________________________ Evaluation Criteria: Points Poss.

Points Earned

(2) _____ 1. Submitted legible EBPS with appropriate spelling and grammar, in APA format on 8 ½” x 11” paper with a copy of the article.

(5) _____ 2. Summarized article, including purpose, design, (type of study), population, findings (statistical significance), and conclusions.

(3) _____ 3. Analyzed findings and describes how they can or will be used to bring about change in nursing practice.

10 Points possible Comments: _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Faculty: _________________________________Date: _____________Score: _____________

46

Appendix C

Clinical Evaluation Tool

47

UNIVERSITY OF ARKANSAS AT MONTICELLO SCHOOL OF NURSING Clinical Evaluation Tool

The student is evaluated weekly on clinical performance, the Nursing Care Plan and attendance. Students are expected to show consistent improvement in meeting the criteria throughout the semester demonstrating progression of learning. The criterion for clinical performance is: Met (M = 2 points) Consistently and safely initiates or performs specified clinical components independently or with minimal prompting. Progressing (P =1 point) Initiates and performs defined clinical performance behaviors safely but inconsistently and requires prompting. Unmet (U = 0 points) Unable to perform defined clinical performance behaviors independently without omissions and requires repeated prompting. Nontherapeutic care is observed. Not Applicable (NA) No opportunity for student to demonstrate behavior or instructor to observe student performance. *All criteria are considered critical components for passing clinical. A pattern of unsatisfactory clinical performance on any component will be formally addressed and may result in clinical failure. The student is to submit a copy of this evaluation at the end of each clinical experience with required paperwork. The clinical instructor will review the completed evaluation with the student when returning paperwork. The student is responsible for keeping all evaluations in the required clinical folder for all twelve weeks. They will be placed in your permanent file at the end of the semester. Attendance: All clinical experiences are important and cannot be made up. Students are expected to notify the clinical instructor if absent or tardy per the UAM Student Nurse Handbook. The criterion for attendance is: Present (P) Absent (A) = 0% for the clinical day in performance behavior

48

CLINICAL SITE

PERFORMANCE BEHAVIOR 1 2 3 4 5 6 7 8 9 10 11 12

PROVIDER ROLE

Demonstrates application of nursing care plan to clinical practice

Uses basic problem solving skills to identify problems and seeks assistance with problem solving.

Demonstrates caring behaviors towards the client, significant others and health care team members.

Provides safe, cost-effective and quality client care environment by performing nursing care competently in diverse settings.

Reports and documents client information accurately.

Demonstrates understanding of and correctly administers documents and evaluates effects of assigned client’s medications and treatments.

Understands and verbalizes accurately rationales behind client care guidelines and procedures.

Performs accurate and complete physical assessment and focused assessment on Clinical Day 1and 2.

COORDINATOR ROLE

Assists OHTMs in teaching information to clients and significant others.

Communicates effectively with the client, family, instructor, peers and OHTMs.

Able to manage personal time/actions to work effectively in diverse client care settings.

Demonstrates professional behavior and attitude with client family, OHTMs, instructors and peers.

49

PERFORMANCE BEHAVIOR

1

2

3

4

5

6

7

8

9

10

11

12

PROFESSIONAL ROLE

Demonstrates preparation for clinical by verbalizing pathophysiology, medications and plan of care during clinical experience.

Receives feedback/criticism from evaluation in an assertive, positive manner.

Follows UAM Student Handbook related to clinical attire, equipment, and attendance.

ATTENDANCE: (P) or (A)

PERFORMANCE

TOTAL PERFORMANCE POINTS POSSIBLE (Up to 30 points possible)

CLINICAL JOURNAL GRADE (100 points possible) (5 Journals = 2 critical care, 1 management, ASH, ACH)

NURSING CARE PLAN (100 points possible)

TOTAL POINTS (Performance +Journal+NCP)

TOTAL POSSIBLE POINT (up to 230 points possible)

AVERAGE (%)

50

FACULTY AND STUDENT COMMENTS

Objective #, Clinical #, Comments, and Faculty Initials

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

51

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________



_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

52

_____________________________________________________________________________________________________________________

53



_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

54

Student Signature Faculty Signature Clinical Week 1. 1. ___________________________________ 2. 2. ______________________________________ 3. 3. ____________________________________ 4. 4. ______________________________________ Status: Clinical Grade Average __________ Progressing satisfactorily toward meeting objectives __________ Is not progressing satisfactorily toward meeting objectives (See recommendations) 5. 5. ____________________________________ 6. 6. _____________________________________ 7. 7. _______________________________________ 8. 8. _____________________________________ Status: Clinical Grade Average_____________ Progressing satisfactorily toward meeting objectives ________ Is not progressing satisfactorily toward meeting objectives (See recommendations)

55

Student Signature Faculty Signature 9. 9. ___________________________________ 10. 10. ______________________________________ 11. 11. ____________________________________ 12. 12. ______________________________________ Final Evaluation Final Score _______________ Pass ___ _ Fail _ __ _ ___________________________ Student Signature Faculty Signature ____________________________ Date Date

56

UNIVERSITY OF ARKANSAS at MONTICELLO School of Nursing

Final Self-Evaluation

Instructions: For each of the behaviors listed below, circle the appropriate number using the following key: 5 = Excellent, 4 = Above Average, 3 = Average, 2 = Below Average, 1 = Poor Complete and return it to your clinical instructor during your final clinical evaluation conference. At the completion of this course: A. I would rate my assessment skills as ____ B. I would rate my ability to prioritize client problems as ____

C. I would rate my ability to formulate appropriate nursing diagnoses for clients as ____ D. I believe that my ability to write nursing interventions is ____ F. I would rate my ability to give safe and effective care to clients as ____ G. I believe that my ability to document and report findings about my client is ____ H. I would rate my ability to teach clients as ____ I. I would rate my ability to evaluate outcomes of therapeutic nursing interventions as ____ J. I would rate my ability to coordinate effective organized care in the clinical area as

K. I would rate my ability to communicate with staff, students and instructors as ____ L. I would rate my ability to provide cost effective care as ____ M. I would rate my use of critical thinking as ____ N. I would rate my professionalism as ____ Overall Rating: (an average of all ratings) ____ Comments: ____________________________________________________________________ ______________________________________________________________________________ Faculty: _____________ ________ Student: ___ __ _____________________

57

Appendix D

Clinical Guidelines for Specific Weeks/Areas

58


NURS 452V CONCEPTS IN NURSING CARE IV CLINICAL GUIDELINES

1. Bring to clinical: Stethoscope, B/P cuff, 2 black ink pens, & scissors. 2. Chart only in black ink (unless otherwise specified), and use 24 hr. clock (military time). 3. Staple evaluation form together & submit all written work in a folder. 4. Do not come to clinical if ill or hazardous to drive. Follow School of Nursing Policy. 5. Must follow School of Nursing guidelines regarding dress code. 6. Must have one satisfactory process recording (start early). 7. 6:30 Wednesday and Thursday meet at designated area for assignments and report. 8. After report, check MARs, make rounds on clients, perform initial assessment and

document according to agency policy. 9. May leave floor at designated times after completing all documentation and responsibilities

on your clients and reporting off to charge nurse. 10. Post conference at designated times. Must verbally state clinical objectives and discuss

how met. 11. Students are responsible for location and utilization of agency policy & procedure

manual, standardized NCPs, discharge forms & procedures, admission forms & procedures, etc.

12. Answer the phones, but no verbal or telephone orders by nursing students. 13. Be familiar with routine documentation. Charting is per computer at most agencies. Chart

relevant information, including initial assessment on separate paper to show instructor. As opportunity arises - transcribe physician orders.

14. For lunch and breaks, arrange times with primary nurse. Don’t take lunch or

breaks at a busy time. You are allotted 30 minutes for lunch and one 15 minute break.

59


NURS 452 CONCEPTS IN NURSING CARE IV MANAGER ROLE

As the manager, you will be in charge of a clinical group, and a group of 6 - 10 clients. Your duties will include:

1. Assignments: 3 to 5 students will be providing direct client care, you are to review

clients’ status and make assignments to fellow students according to level of care each

client will require. Post at Nurse’s station and present a list of the clients selected to

instructor, using the Student Assignments form.

2. Direct students in the care of a group of clients.

3. Assessment of all clients with documentation.

4. Initiate and update the NCP on each client’s chart.

5. Make rounds with doctors and transcribe orders when possible.

6. Receive and provide shift report on your assigned clients.

7. Collaborate with the agency charge nurse in the planning, prioritization, and delegation of

nursing care.

8. Participate in staff education and quality assurance surveys when available.

9. Address management objectives in clinical journal.

60


NURS 452V Concepts in Nursing Care IV CLINICAL JOURNAL GUIDELINES

Purpose: The experiential learning journal is a communication tool designed to enhance critical thinking. In addition, the journal provides a medium for validating experiential learning and for organizing and expressing feelings, thoughts, values and/or attitudes regarding the clinical experience. Objectives: Upon completion of the clinical journal, the student will be able to: 1. correlate clinical objectives to the clinical experience; 2. identify the three roles of the baccalaureate prepared nurse; and 3. describe how these roles are interrelated in professional practice in caring for clients. Directions: 1. Submit in a folder, typed (preferably) or on loose leaf paper, legible in ink on one side of paper only. Use appropriate spelling, grammar, and APA format as indicated. Journals are to be retained for possible inclusion in your portfolio. 2. Submit a copy of the Evaluation Criteria and Clinical Evaluation Tool with your journal. 3. Journals required:

Due no later than the Monday following the clinical at 1:00 P.M.

Critical Care Journals = 2 journals Manager Journal = 1 journal Arkansas State Hospital Journal = 1 journal Arkansas Children’s Hospital Journal = 1 journal

Total = 5 Journals

If journals are submitted late, 50% will be deducted from final score. Students in a hospital clinical in critical care must inform the clinical instructor of the intent to submit a journal during that clinical experience. Journals in the critical care areas may NOT be written on similar client prototypes. Each student in the hospital setting will verbalize the journal criteria weekly. Students may be required to submit a written journal at the instructor’s discretion.

61

Appendix E

Data Collection Tool

63

Nutritional Assessment Respiratory Assessment Musculoskeletal Assessment

Usual Wt: ________

Amt Gained:_____ or Lost: _____ Time:______

Describe Oral Mucosa: __________________________

Diet Orderd: __________________________________

Eating Habits:_________________________________

History: Chewing difficulties Nausea Vomiting

Diarrhea Dysphagia

Feeding Tube Type:_____________________________

Feeding Tube Location:__________________________

Other:

Any Dyspnea /SOB? No Yes ________

Client have a Cough? No Yes

Yes? Productive Nonproductive

Sputum: None Clear Tan Rusty

Green Bloody Yellow

Resp Pattern: Regular Irregular Shallow

Deep Labored

Lung Sounds: Clear Crackles Wheeze

other: ____________________________

Oxygen: No Yes Liter flow or % __________

Any muscle Swelling, tenderness, erythema: No Yes

Yes? Describe ____________________________________

Muscle weakness: No Yes

__________________________ Skeletal deformities: No

Yes _______________________ Amputee: No Yes

Location ______________________ Mobility:

Ambulatory Unassisted Needs Assistance

Crutches Cane Walker Wheelchair

Cast/Brace: No Yes Location ___________________

Traction: No Yes Describe if yes:

__________________ Able to perform ADLS: Yes No Neurological Assessment SPO2 % _________________

Alert and oriented to person, place & time: Yes No

No, describe:___________________________________

PERRLA: Yes No

______________________________

Hand grips equal bilat: Yes No ___________________

O2 mode: NC mask venturi mask NRB

trach

O2 with humidification: No Yes

Updrafts: type and freq _________________

Chest tube: No Yes _____________________

No? Needs assistance: __________________________

Active ROM all extremities: Yes No

No? Describe ________________________________

Other:

Vision: Normal Impaired Glasses Contacts Blind Yes? Describe drainage: ______________ Genitourinary Assessment

Hearing: Normal Hard of hearing Uses hearing aids

History of confusion: No Yes

_____________________

CN intact: No Yes ______________________________

ICP: __________________________________________

Other:

CPAP: No Yes __________________________

Spirometer use: No Yes

Yes? Frequency _____________________

Vent: Yes No

Mode: SIMV CMV PRVC CPAP Nebulizer

Rate: ____________

Able to void without difficulty: Yes No

No? Describe:

_____________________________________

Bladder habits: Urgency Frequency Nocturia

Dysuria Incontinence Leakage

Urine characteristics: without sediment cloudy

Cardiovascular Assessment PSV______________ odorous clear yellow orange red

Peripheral pulses palpable: RA LA RL LL

NO? Describe __________________________________

Rhythm: Regular Irregular Murmur

If murmur: Type: ________________ JVD: No Yes

Telemetry: No Yes Reading _____________________

PEEP ______________

FIO2 ______________

TV ________________

Hour Trend display: 3 6 12 24

Other:

Other ___________________________

Ostomy/Tubes/Devices/Foley : No Yes

Yes? Describe

_____________________________________ Dialysis

Access: No Yes Location if yes: __________

Cap Refill: RUE ____ LUE ____ RLE ____ LLE ____ Psychosocial Assessment Describe dialysis tx orders: _________________________

Edema: No Yes Location:______________________

Pacemaker: Temporary Permanent Defibrillator

Behavior: Cooperative Calm Crying

Anxious Depressed

Penile/Vaginal discharge: No Yes __________________

Other:

Drains/Tubes: No Yes Location_________________ Eye Contact _____________________ Communication Assessment

Venus access: No Yes Location _________________

Condition of venous site: _________________________

Ted Hose: No Yes Type: Thigh Calf

IV Fluids/Meds Infusing___________________________

SCD: No Yes

Other:

Reports feeling: Helpless Hopeless

Powerless Suicidal

Alcohol: No Yes Describe _____________

Tobacco: No Yes Describe _______________

Drugs: No Yes Describe _________________

Dev stage: _________________________________

Can client communicate needs? Yes No

No? Described: __________________________________

Any complaints of Pain/Discomfort: No Yes

Yes? Describe: ______________________________

How is the pain controlled? _________________________

Pain Score on scale 0�10 ________________

Gastrointestinal Assessment Response when upset _______________________ Sleep: Hours _________ Naps _________

Abdomen: Soft Firm Distended Firm

BS: Present Absent Hypoactive Hyperactive

Describe BS: __________________________________

Tolerates diet without n/v? Yes No

History of: Constipation Diarrhea

History of Incontinent bowel: Yes No

Usual bowel habits: ____________________________

Ostomy/Tubes/Devices: No Yes Location:________

Other:________________________________________

How does pt cope: __________________________

Educational Level: ___________________________

Does pt live alone? Yes No

No? Who lives with: _________________________

Level of Self Esteem: Low WNL High

Learning Needs: _____________________________

Other:_____________________________________

__________________________________________

__________________________________________

Aids used: No Yes Describe: ____________________

Insomnia: No Yes Describe: _____________________

Rested on waking: Yes No Describe: _______________

Dysfunctional family interaction: No Yes

Yes? Describe: __________________________________

Plans R/T post hospitalization: ______________________

Occupation: _____________________________________

Secondary roles: __________________________________

Tertiary roles: ____________________________________

Economic Concerns: No Yes ______________________

Additional Information:

66

Appendix F

Clinical Journal Grading Rubrics

67


NURS 452V Concepts in Nursing Care IV Clinical Journal Grading Criteria (Critical Care)

Student Clinical Week # Site ________ Evaluation Criteria:

Pts Poss.

Pts Earned

(85) _____ 1. Described how clinical objectives were met. May document in the narrative form to read like a case study, rather than writing under specific headings:

(5) ____ A. Provided a brief client history and pathophysiology of admitting

medical diagnoses.

(25) ____ B. Discussed client’s assessment, lab, medication, therapeutic diet relating to the 9 physiological needs in the physiologic mode.

(5) ____ C. Discussed client behaviors related to coping, developmental stage

and tasks, and role function, interdependence, and self-concept modes.

(20) ____ D. Implemented the nursing process to describe the plan of care for

clients with cardiovascular, oxygenation and/or neurologic disorders and, in addition, all needs in the physiologic mode. Included prioritized therapeutic nursing interventions that promote a safe, effective care environment and promote, maintain, and/or restore health.

(5) ____ E. Applied teaching/learning principles to implement teaching for assigned clients.

(5) ____ F. Discussed proper use of specialized equipment and skills performed.

(5) ____ G. Collaborated in interdisciplinary planning with OHTM.

(5) ____ H. Applied Standards of Professional Performance and Code for Nurses in caring for assigned clients. (Address 2 criteria from each).

(5) ____ I. Applied knowledge of ethical, legal, and cultural issues.

(5) ____ J. Assessed the need for supportive community resources.

68

(5) _____ 2. Discussed how each of the three roles of the baccalaureate prepared nurse

were implemented in caring for specific client prototypes.

(5) _____ 3. Analyzed feelings, thoughts, values and/or attitudes about the clinical experience, including a self-evaluation of personal strengths and weaknesses.

(5) _____ 4. Submitted legible journal as directed, on time, with appropriate spelling, grammar, and APA format as indicated.

Total: _____ (100 points possible) Comments: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Faculty: _______________________________ Date: ______________ Score: _________

69

University of Arkansas-Monticello School of Nursing

NURS 452V Concepts in Nursing Care IV Clinical Journal Grading Criteria (Arkansas State Hospital)

Student: _______________________________ Clinical Week # _________ Site ___________ Evaluation Criteria Points Possible:

(85)

_____

1. Described how clinical objectives were met:

(45)

_____

A. Discussed two clients observed. Include pathophysiology, client behaviors

(verbal and nonverbal), medical treatment (surgical, medication and side effects, etc.), nursing diagnoses, nursing interventions, evaluation, and client/family teaching.

(10)

_____

B. Utilized therapeutic communication techniques to interact with a

variety of clients with mental disorders.

(10)

_____

C. Evaluated the impact of family and peers on the client’s behavior.

(10)

_____

D. Examined class content and evaluated relevance to selected clients.

(10)

_____

E. Participated in a group and identified each member’s role.

(5)

_____

2. Explained how each of the three roles of the baccalaureate prepared nurse were implemented when in caring for specific client prototypes

(5)

_____

3. Analyzed feelings, thoughts, values and/or attitudes about the clinical

experience, including a self-evaluation of personal strengths and weaknesses

(5)

_____

4. Submitted legible journal as directed, on time, with appropriate spelling, grammar and APA format as indicated

Total: _____ (100 points possible) Comments: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Faculty: Score: ______ __ _____ Date:

70


NURS 452V Concepts in Nursing Care IV Clinical Journal Grading Criteria (Management)

Student ____________________ Clinical Week # ______________ Site _______________ Evaluation Criteria Points Possible:

(75) _____ 1. Described how clinical objectives were met:

(10) _____ A. Analyzed client prototypes and made selections for peer assignments.

(10) _____ B. Implemented initial assessment and designated skills for a group of clients.

(10) _____ C. Demonstrated appropriate documentation.

(10) _____ D. Collaborated and organized OHTMs to provide safe, effective care for a group of clients.

(15) _____ E. Delegated and supervised others to implement a prioritized plan of care for a group of clients.

(10) _____ F. Related leadership and management theories to coordinate effective organized care to a group of clients.

(10) _____ G. Analyzed legal, ethical and cultural issues related to providing care to a group of clients.

(10) _____ 2. Discussed how each of the three roles of the baccalaureate prepared nurse were implemented in caring for specific client prototypes.


(5) _____ 4. Submitted legible journal as directed, on time, with appropriate spelling, grammar and APA format as indicated.

Total: _____ (100 points possible) Comments_____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Faculty: ___________________ Date: ___________________ Score: _______________

71


NURS 452V Concepts in Nursing Care IV Clinical Journal Grading Criteria (Arkansas Children’s Hospital)

Student ____________________ Clinical Week # ______________ Site _______________ Evaluation Criteria Points Possible: (85) _____ 1. Described how clinical objectives were met:

(40) _____ A. Discussed two clients observed. Include pathophysiology, client

behaviors (verbal and nonverbal), medical treatment (surgical, medication, etc.), nursing diagnoses, nursing interventions, evaluation, and client/family teaching.

(15) _____ B. Utilized therapeutic communication techniques to interact with a variety of clients and families.

(15) _____ C. Evaluated the impact of family and peers on the client’s behavior.

(15) _____ D. Examined class content and evaluated relevance to selected clients.

(5) _____ 2. Explained how each of the three roles of the baccalaureate prepared nurse

were implemented in caring for specific client prototypes.


(5)

_____

4. Submitted legible journal as directed, on time, with appropriate spelling,

grammar and APA format as indicated. Total: _____ (100 points possible)

Comments_____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Faculty: ___________________ Date: ___________________ Score: _______________

72

Appendix G

Nursing Care Plan Grading Rubric

73

Nursing Care Plan (NCP) Grading Rubric

(Concepts IV)

Percentage Possible

Percentage Earned

Assessment 40% Includes pertinent data related to the nursing diagnosis Objective data reflects actual client status and is accurate, trended, and complete

Subjective data reflects current client status Assesses the client according to physical, developmental cultural,

spiritual, and psychosocial needs

Diagnosis 5% Appropriate Supported by assessment data NANDA approved PES format Prioritized based on client’s needs

Planning: Goal Statement 5% Client oriented Contains measurable criteria Contains target date and time Corresponds to nursing diagnosis Realistic

Implementation: Interventions 40% Individualized Assists client to meet goals Identified if interventions promote, maintain, or restore health (P, M, R)

Rationale supports intervention Labeled by type of nursing order (independent, dependent, or collaborative) (I, D, C)

Prioritized Differentiate between on-going and priority assessments

Evaluation of Goals 5% Evaluates if goals are met, partially met, or unmet Indicates revision in plan of care if goals unmet

Presentation of NCP 5% Neat and legible, No errors in spelling, grammar, or punctuation, accurate use of medical terminology

Total Points

74

Appendix H

Erickson’s Developmental Stages and Tasks

75

Erickson’s Developmental Stages and Tasks INFANCY (BIRTH TO 18 MONTHS) TRUST VS. MISTRUST Establishing oneself as a very dependent being Beginning the establishment of self-awareness Developing a feeling for affection Becoming aware of the alive as against the inanimate, and the familiar as against the unfamiliar Developing rudimentary social interaction Beginning to adjust to the expectations of others Adjusting to adult feeding demands Adjusting to adult cleanliness demands Adjusting to adult attitudes toward genital manipulation Developing eye-hand coordination Establishing satisfactory rhythms of rest and activity Exploring the physical world Developing preverbal communication Developing verbal communication Forming rudimentary concepts EARLY CHILDHOOD (18 MONTHS TO 3 YEARS-TODDLERS) AUTONOMY VS. SHAME AND DOUBT Achieving physiologic stability Learning to become physically independent while remaining emotionally dependent Expanding verbal communication Learning to control the elimination of body wastes Learning to coordinate large muscles and small muscles LATE CHILDHOOD (3 TO 5 YEARS - PRESCHOOL) INITIATIVE VS. GUILT Learning sex differences and developing sex modesty Learning to give affection and to share affection Beginning to interact with age-mates Relating to emotionally to parents, siblings, and others Learning to identify with male and female adult roles Learning simple concepts about the social and physical world Learning to distinguish right and wrong, being obedient, and developing a conscience

76

SCHOOLAGE (6 TO 12 YEARS) INDUSTRY VS INFERIORITY Building a wholesome attitude toward oneself Developing and refining skills in the use of small muscles Learning to form friendships with peers Learning to give as much love as one receives Learning appropriate behaviors for the masculine and feminine role and identifying with contemporaries of the same sex Learning to use language to exchange ideas or to influence listeners Learning more rules and developing a beginning sense of values, inner moral control, and respect for moral rules ADOLESCENCE (12 TO 20 YEARS) IDENTITY VS ROLE CONFUSION Accepting changing body size, shape, and function in relation to others and understanding the meaning of sexual and physical maturity Achieving a socially accepted and satisfying masculine or feminine role and recognizing the distinctions and similarities in each Achieving new and more adult relationships with peers of both sexes Selecting and preparing for an occupation and economic independence Developing a workable set of values, ideals, and standards as a guide for behavior YOUNG ADULTHOOD (20-40 YEARS) INTIMACY VS ISOLATION Select a life partner Choose an occupation or career Establish independence from parents and financial self-sufficiency Establish intimate relationships Establish a social network Form a personal philosophy and ethical structure MIDDLE ADULTHOOD (40-65 YEARS) GENERATIVITY VS STAGNATION Accepting the changes of middle age Investing a new generation Adjusting to the needs of aging parents Reevaluating life=s goals and accomplishments MATURITY OR LATE ADULTHOOD (65 YEARS TO DEATH) INTEGRITY VS DESPAIR Accepting diminishing abilities and limitations Adjusting to retirement Adjusting to reorganized life patterns Accepting loss and death with serenity

77

Appendix I

Presentation Guidelines and Evaluation Criteria

78


PRESENTATION GUIDELINES

Purpose: Presentations allow the student to use critical thinking skills in the preparation and presentation of content and demonstrate effective communication skills. Objectives: Upon completion of the oral presentation, the student will be able to: 1. organize, prepare, and present assigned content professionally;

2. use audiovisuals effectively;

3. submit a written report that is scholarly prepared; and

4. effectively function as a member of a group.

Directions: 1. Identify a learning need for assigned audience.

2. Each group is to submit a typed content outline no later than one week before the

presentation.

3. Present the content in a professional manner adhering to time requirements. All members

of the group are to participate in the presentation.

4. A minimum of three audiovisual aids are to be used in the presentation.

5. Submit a report of the content presented that is scholarly prepared and based on a

minimum of three resources other than the required textbooks. Required textbooks may

also be used.

6. Participate in group process as a means for achieving mutual goals.

Evaluation:

A grade for the group will be given and all members of the group will receive the same grade.

Submit the oral presentation Evaluation Criteria when the topic is presented.

79


Presentation

Student: _____________________________Topic: _____________________ Date: _________ Evaluation Criteria Points Poss.

Points Earned

(10) _____ 1. Outline typed and submitted a minimum of one week before presentation. Presentation followed outline.

(30) _____ 2. Presentation creative, organized, used a variety of teaching methods

(lecture, discussion, role play, etc.) and was effectively presented.

(30) _____ 3. Content demonstrated thorough knowledge of subject and adhered to objectives.

(20) _____ 4. Audiovisuals - A minimum of three were used. Were clear, legible,

and strengthened the presentation.

(10) _____ 5. Written report - scholarly prepared and included a minimum of three references other than required textbooks. Report followed the presentation.

Peer Evaluation (10) _____ 6. Worked collaboratively and cooperatively with group members to

complete the presentation.

(10) _____ 7. Participated in the preparation and presentation of the topic.

100 Total Points Comments: _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Faculty: ____________________________ Date: ______________ Score: _______

80

Appendix J

Process Recording Guidelines and Evaluation Criteria

81


Process Recording Guidelines Purpose: The process recording provides the student the opportunity to demonstrate the use of therapeutic communication. It is a formal method of evaluating nurse/client interactions by developing insight into these behaviors. Objectives: Upon completion of the process recording, the student will be able to:

1. Recognize an appropriate setting and environment for a therapeutic interaction; 2. Identify client and student behaviors which reflect effective and ineffective behaviors; 3. Analyze own responses and determine if therapeutic or nontherapeutic; 4. Identify an alternative response if the response was nontherapeutic; 5. Interact therapeutically to enable clients to more effectively achieve their goals; and 6. Document closure of interaction.

Directions:

1. Describe and analyze an interaction with a client, including a verbatim account of your own and the client's communications.

2. Review the Communication Techniques and Process Recording Guidelines from NURS 311V Concepts in Nursing Care I.

3. Use the approved format for documentation of the process recording. 4. Submit legible Process Recording with appropriate spelling and grammar. 5. Submit a copy of the Evaluation Criteria with the process recording. 6. Process Recordings are due no later than the Monday following the interaction.

82


Process Recordings Student: Clinical Week # ____Site _________ Evaluation Criteria: Process recordings are evaluated as satisfactory (Scores 40 and above) or unsatisfactory (Scores below 40) based on meeting the following criteria: (15) _____ 1. Selected a therapeutic interaction with a client.

(05) _____ 2. The clinical setting was evaluated for appropriateness. The physical

positioning of client & nurse during the interaction was documented. Environmental factors which may have affected the process were identified.

(10) _____ 3. Documented a brief history, an actual verbal interchange, the client's non-

verbal behaviors, and closure of the interaction.

(10) _____ 4. Identified own non-verbal behaviors, thoughts and feelings related to the interaction.

(10) _____ 5. Demonstrated knowledge of therapeutic communication process and

identified responses as therapeutic or non-therapeutic, and a more effective therapeutic was identified when appropriate.

(50)

Comments: ___________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Faculty: __________________________ Date:_________ Evaluation:_____________________ 10/4/11

83

University of Arkansas-Monticello School of Nursing Process Recording

Process Recording Number: Student: Client initials: ________ Date of interaction: Length of interaction: __________________________ Clinical setting:________ _________________ Setting: _____________________________________

Client Behavior

Nurse Behavior

Analysis

84

Appendix K

Teaching Plan Guidelines and Evaluation Criteria

85


TEACHING PLAN GUIDELINES

Purpose: The teaching plan provides an opportunity for the student to develop clinical judgments and related skills to educate individuals concerning the promotion, maintenance and restoration of health. Objectives: Upon completion of the teaching plan, the student will be able to:

1. Identify appropriate learning needs of a client;

2. Recognize teaching/learning principles and developmental learning needs in developing a teaching plan;

3. Implement the teaching plan using various teaching and learning strategies; and

4. Evaluate learning outcomes. Directions:

1. Identify a learning need based on assessment data of a hospital client. Validate with instructor.

2. Use the UAM School of Nursing Teaching/Learning Principles and the Developmental Learning Needs to develop a teaching plan.

3. Implement and evaluate the outcomes of the teaching process. Instructor must review teaching plan before it is implemented.

4. Submit in a folder, legibly, in ink on one side of paper only. Appropriate spelling and grammar is expected.

5. Submit a copy of the Evaluation Criteria with the teaching plan in the clinical area.

6. Teaching plans are due with the Clinical Journal.

86


Teaching Plan Student: Clinical Week # Site ______________ Evaluation Criteria Points possible: (10) ___ 1. Identified appropriate client learning needs. (20) ___ 2. Teaching plan was correct, complete, organized, and used a variety of teaching/ learning strategies and audio visuals. (10) ___ 3. Used teaching/learning principles and developmental learning needs to guide the teaching session. (05) ___ 4. Evaluation of the teaching session was measurable, realistic and related to the goal.

(05) 5. Submitted legible teaching plan as directed with appropriate spelling and grammar. 50 (total points) Comments: Faculty: Date: ___________ Score: _________

87


TEACHING PLAN

Subjective Data

Objective Data Need Nursing Diagnosis Nursing Interventions Rationale

- Physical Environment

- Physical Status

- Age

-Motivation

- Anxiety

- Communication Skills

- Senses

- Education

- Previous Experience

- Knowledge of condition

- Developmental Learning

Needs

- Physical Environment

- Physical Status

- Age

- Motivation

- Anxiety

- Communication Skills

- Senses

- Education

- Previous Experience

- Knowledge of

condition

- Developmental Learning Needs

Comm ------(Problem)-----

Related to Lack of knowledge ---

STG:

1) Physical environment 2) Timing 3) Teaching (Includes content, methods, and means of validating pt=s learning 1. Tell pt. teaching topic 2. Tell pt. in detail 3. Summarize 4. Validate (STG) 5. Praise

- Teaching/Learning principles

AND

Rationales for Content

88

Appendix L

Course Calendar

89

University of Arkansas-Monticello School of Nursing

NURS 452V Concepts in Nursing Care IV

JANUARY 2014 Monday Tuesday Wednesday Thursday Friday

6

Schedule Changes

7

Open Registration

8Class 1: Overview; Mission,

Philosophy & Organizing Framework;

Class 2: Critical Care & Intro

to Cardiovascular System 9:00 – 3:30

1st day of Classes

9

Class 3 & 4: Overview; Cardiovascular System;

Conduction System of the Heart & Pacemakers

9:00 – 3:30

10

Last day to register or add

classes

13

Leadership & Management (L & M)

Class 1: Course Overview

1:00 – 4:00 P.M.

14

Class 5: Coronary Heart Disease & Myocardial

Infarction

Computer lab independent study CD-ROM: Essentials of

Cardiac Rhythms Review

End of Content for Exam I

15

16

Class 6: EXAM I

Class 7:

Congestive Heart Failure

17

20

MLK Holiday

21Class 8:

Valvular/Inflammatory Disorders

Class 9: Hypertension and Vascular

Disorders 4 EBP Summaries Due

22

CLINICAL 1

23

CLINICAL 1

24

27 L & M Class 2:

Clinical Preceptor Forms & Contract Due; Personal Clinical Objectives &

Calendar Due . . . 1:00 – 4:00 P.M.

28Class 10:

Congenital Heart Defects

End of Content for Exam II

29

CLINICAL 2

30

CLINICAL 2

31

90

FEBRUARY 2014

Monday Tuesday Wednesday Thursday Friday 3

L & M Class 3: EXAM I

1:00 – 4:00 P.M.

4Class 11: Exam II

Class 12: Lower Respiratory

Tract Disorders

5

CLINICAL 3

6

CLINICAL 3

7

BSN Sharing Day

(Faculty)

10 Class 13: Airway

Management 9:00 – 12:00

L & M Class 4:

1:00 – 4:00 P.M.

Change Paper and Ethical Dilemma Topic Due

11Class 14: Acute Pulmonary

Disorders

Class 15: Multisystem Organ Failure

End of Content for EXAM

III

12

CLINICAL 4

13

CLINICAL 4

14

17 L & M Class 5:

1:00 – 4:00 P.M.

18Class 16: Exam III

Class 17: The Nervous

System

19

CLINICAL 5

20

CLINICAL 5

21

Deadline to apply for August and December

graduation

24

L & M Class 6: 1:00 – 4:00 P.M.

Senior Pictures 9:00 – 11:00

25Class 18: Central Nervous

System (CNS) Disorders

Class 19: CNS Disorders, Head Injury, Spinal Cord

Injury

26

CLINICAL 6

27

CLINICAL 6

28

91

MARCH 2014

Monday Tuesday Wednesday Thursday Friday 3

L & M Class 7:

EXAM II

1:00 – 4:00 P.M.

4

Class 20: Headaches, Seizures & CVA

5

CLINICAL 7

6

CLINICAL 7

7

10

L & M Class 8: 1:00 – 4:00 P.M.

11Class 21: Peripheral &

Cranial Nerve Disorders

End of Content for Exam IV

12

CLINICAL 8

13

CLINICAL 8

14

17

MATH EXAM 9:00 – 12:00

L & M Class 9:

1:00 – 4:00 P.M.

18

CLINICAL 9 Disaster Planning

19

CLINICAL 9 Wellness Fair

Last day to drop a class or withdraw from the term

20

Class 22: Exam IV

Class 23: Mental Health Overview, Theory

& Practice

Presentation Outline Due

21

24

25

SPRING

26

27

BREAK

28

31

L & M Class 10: EXAM III

1:00 – 4:00 P.M.

92

APRIL 2014

1

Class 24: Mood Disorders

Class 25: Thought Disorders

2

CLINICAL 10

Career Fair

3

CLINICAL 10

4

7 L & M Class 11:

Ethical Dilemma & Staff Planning Presentations

1:00 – 4:00 P.M.

Preregistration for summer & fall begins

8

Class 26: Anxiety & Personality Disorders

Class 27: Substance Abuse

9

CLINICAL 11

10

CLINICAL 11

11

14 L & M Class 12:

Ethical Dilemma & Staff Planning Presentations

1:00 – 4:00 P.M.

15Class 28: Childhood

Disorders

Class 29: Adolescent & Older Adult Disorders

End of Content for Exam V

16

CLINICAL 12

17

CLINICAL 12

18

All presentations must be complete

Preregistration for summer

& fall ends

21 Concepts IV Class 30:

EXAM V 9:00 – 12:00

L & M Class 13:

Portfolio and Change Paper due

22

L & M Class 14: FINAL EXAM

23 24 25

Concepts IV 9:00 Final Exam

Course & Faculty

Evaluations

28

HESI – 9:00 AM

29

NCLEX Review

Last day of classes

30

NCLEX Review

93

MAY 2014

1

NCLEX Review

2

NCLEX Review

5

HESI – RETAKES 9:00 A.M.

6 7

Recognition Ceremony Practice

8

Graduation Practice

GRADUATE RECOGNITION

CEREMONY 6:00 P.M

9

Commencement

2014 concepts iv syllabusuam-web2.uamont.edu/.../nurs452vconceptsinnursingcareiv.pdf1 university of...

Documents