ns1p1 theory and clinical workbook fall 13 07-12-13_clee

8/19/2019 NS1p1 Theory and Clinical Workbook FALL 13 07-12-13_CLee

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Provider of Care

Caring Critical Thinking Confidentiality Nutrition Self-Care Concepts Relationship Centered Pharmacology Client Advocacy

Bio-Psycho-Socio-Cultural-Spiritual-Client Needs Throughout Life Cycle

Family Nursing Assessment Community

Health Client Illness

Preventive Nursing Measures Restorative

Empower Toward Self-Care

Increase Health, Adaptation, Death/Dying

Member Within NursingDiscipline

Values: Caring, Integrity,

Ethical Practices, Diversity,

Education, Service, Quality

Ethical/Legal Considerations

Nursing Standards of Practice

Self-Evaluation

Professional Behavior

Community Based Nursing

Practice in Diverse Settings Teaching/Life-Long Learning

Peer Review/Governance

Critical Competencies

Safety, Technical Skills

Nursing Process

Communication

Organization/Prioritization

Responsibility/Accountability

Manager of Care

Delegation

Collaboration

Management/Leadership

Collegiality

Continuity of Care

Technology

Moorpark College Associate Degree Nursing

Organizing Framework

Beginner

Proficient

Practitioner

Student


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Table of Contents PageOrganizing Framework 2

Course Description, Outcomes, Objectives 5-9

Required Text and Media 9-10Grading System, Advancement Policy 10-11

Volunteer Requirement 11

Student Resources 11-12

Students with Disabilities 12

Resolution of Student’s Problems 12

Instructor Contact 12

Absences, Smoking, Academic Integrity 12-13

ATI, Surveys 13

Course Calendar 14Module 1: Foundations of Nursing 15

Module 2: Legal/Ethical Issues, Nursing Process 16

Module 3: Integumentary/Musculoskeletal 17-18

Module 4: Gastrointestinal System 19

Module 5: Genitourinary System 20

Module 6: Respiratory System 21

Module 7: Cardiovascular System 22

Module 8: Neurological System 23

Appendix A: Final Group Project Rubric 24

Powerpoint slides Module 1-8 25+

NS1P1 CLINICAL WORKBOOK

Course Description, Objectives, Outcomes 27-30

Required Texts and Media 30-32

Grading Criteria 32-33

Unsafe Practice (UPA), Late Assignments, Absences 33

Math Homework 34

Week 1-2 information 35

Week 1-2 Clinical Skills Checklist 36Module 1 Info and Required Reading 37

Module 1 Worksheets 38-40

Week 1 and Module 1 Grading Sheets, part 1 and 2 41-42

Module 2 Legal/Ethical: Info & Required Reading 43

Module 2 Worksheet 44

Week 2 and Module 2 Grading Sheets, part 1 and 2 45-46

Hospital Orientation Info 47

FALL 13

NS1P1 THEORY WORKBOOK


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Hospital Orientation Grading Sheet 48

Module 3 Skin/Musculoskeletal: Info & Required Reading 49-50


Module 3 Grading Sheet 52

Module 4 GI: Info and Required Reading 53

Module 4 Worksheets 54-55


Module 5 GU: Info and Required reading 57



Module 6 Respiratory: Info and Required reading 61-62



Module 7 Cardiovascular: Info & Required Reading 65-66



Module 8 Neuro: Info and Required Reading 69


APPENDIX B 71

Plagiarism /Advance Directive Assignment 72-74

Reflective Journaling Assignment 75

Video Project & Grading Rubric 76-77

Erikson Psycho-Social Development Chart 78

Orem’s Self Care Theory 79

NS1 p1 Nursing Care Study: Guidelines 80-82

Nursing Care Study: Grading Rubric 83-84

Nursing Care Study: Client Assessment Form 85-89

Medical Record Request Form 90

Medication Proficiency Pre-test for NS1p2 91

Stress Management Tips 92

National Patient Safety Goals 93

Intake and Output Guide 94

Maslow’s Hierarchy of Needs 95

NS1 Head to Toe Physical Assessment check list 96Suggested Clinical Organization Tools 97-98


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Nursing Science 1 Part 1

I. Number of Course: NS1 Part 1 NS: M01

II. Hours: 4 hours of lecture each Monday x 8 weeks

III. Catalog Description of Course:

Part 1: Provides the theoretical concepts of patient-centered, evidence-based fundamentalnursing care of adult and geriatric patients using the nursing process related to health promotion and self-care deviations in common and emerging healthcare settings. Presents the

foundations of nursing practice and the nursing process, legal and ethical frameworks,diversity, head-to-toe assessment and documentation addressing all body systems for the adultand geriatric client, theoretical concepts of skills associated with activites of daily living,

maintenance of a safe environment, and growth and nutrition.

IV. Prerequisites: Admission to Nursing Program and completion of Nursing Program

prerequisites Co-requisite: Nursing Science 1L Part 1.Recommended concurrent enrollment: Nursing Science 11

V. Course Outcomes: Students who complete NS1 will acquire the knowledge and theoretical

concepts of the five critical competencies of safety/technical skills, nursing process,communication, responsibility/accountability, and organization/prioritization skills. These

competencies are essential to the function of the registered nurse in the direct care of patients withcommon, acute, and chronic disorders/conditions in the adult/geriatric population in common andemerging healthcare settings. The focus is on foundations of nursing practice and the nursing

process, the legal framework for nursing practice, cultural and spiritual diversity, comprehensivehead-to-toe physical assessment and documentation addressing all body systems for the adult and

geriatric client, theoretical concepts of skills associated with activities of daily living, maintenanceof a safe environment, growth and nutrition, concepts of care pertaining to medicationadministration, the perioperative period, comfort, pain, diabetes mellitus, and care of patients with

basic health-deviations of the cardiovascular system and health-deviations of the musculoskeletalsystem.

VI. Course Objectives: Upon successful completion of the semester-long NS M01 course, the

student will be able to:

1. Safety/Technical Skills:- describe caring, safe, technically competent patient-centered fundamental and beginningmedical-surgical primary nursing care for patients with common, acute and chronic health

and self-care needs of adult and geriatrics in common and emerging healthcare settings.- focus on comprehensive head-to-toe physical assessment and documentation addressing all

body systems for the adult and geriatric client, activities of daily living, growth and nutrition,

and medication administration.

2. Critical Thinking and Clinical Reasoning:- discuss implementation of fundamental and beginning medical-surgical clinical decision

making with assistance, utilizing the nursing process applied to diverse adult and geriatricindividuals and support systems and communities.- focus on the foundations of nursing practice and the nursing process, cultural/spiritual

diversity, the perioperative period, comfort and pain, diabetes mellitus, and care of patientswith basic health-deviations of the cardiovascular system and health-deviations of the

musculoskeletal system.


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3. Communication:- identify patient-centered and interdisciplinary relationships characterized by caring andinclusive communications utilizing confidentiality through principles of verbal, nonverbal,

and electronic communication systems in common and emerging healthcare settings.- focus on the legal framework for nursing practice, cultural and spiritual diversity,documentation addressing all body systems for the adult and geriatric client, and maintenance

of a safe environment.

4. Responsibility and Accountability:- discuss ethical and legal standards of nursing practice.- focus on the foundations and the legal framework of nursing practice.

5. Organization and Prioritization:- identify advanced beginner skills in providing care for a group of patients with definedhealth deviations interacting with interdisciplinary health care team members in a collegial

manner with assistance.

VII. Level I Terminal Objectives: The following are the Level I Critical Competencies of the

Moorpark College ADN program:

A. Provider of Care

Demonstrate caring and implement the nursing process by providing competent nursing care toindividuals across the life span and across a variety of clinical settings, who require assistance to

maintain or restore their optimum states of health and self-care or support to die with dignity.

1.0 Nursing Science 1 students will provide caring, competent primary nursing care to 1-2clients with common, acute and chronic health and self-care needs across the life span and

practice settings, including preventive, acute, rehabilitation and ambulatory.1.1 Comprehend and demonstrate basic methods of maintaining clients’ universal requisites,

comfort and safety. Demonstrate effective use of technology and standardized practices,including the National Patient Safety Goals that support safety and quality (QSEN).

1.2 Correctly indicate and begin to apply principles of administration and monitoring of

prescribed medical regimens and nursing procedures with direct supervision.1.3 Recall and demonstrate accurate preparation and administration of meds (Oral, buccal,

sublingual, enteral, rectal, vaginal, nasal, inhaled, topical, transdermal, intradermal, SQ, IM,otic, ophthalmic.) and monitor maintenance IV therapy with direct supervision, in areasonable time frame, with accurate math skills, knowledge of client, medications, and

correct administration technique.1.4 Recognize inconsistencies in prescribed nursing and medical regimen and knows when to

seek assistance.1.5 Distinguish and begin to apply when to act as the client advocate in incorporating the client

in decisions regarding plan of care.

2.0 Implement clinical decision making with assistance, utilizing the nursing process applied todiverse individuals and support systems.

2.1 Assessment

1. Systematically collect data, eliciting patient’s values, cultural preference, and needs(QSEN).

2. Identify information to contribute to a data base.2.2 Diagnosis

Critical Competency #1 Safety/Technical Skills

Critical Com etenc #2: Critical Thinkin and Clinical Reasonin


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1. Recognize actual or potential self care demands/deficits2. Comprehend client data to select a Nursing Diagnosis on the basis of beginning

analysis and interpretation of data. 2.3 Planning

1. Indicate client centered goals. Demonstrate shared decision-making in setting goals based on patient’s values and evidenced base practice (QSEN).

2. Use rudimentary application of assessment information to establish priorities3. Explain and prepare an individualized Care Plan with interventions that follow

established nursing protocols and criteria for evaluation.

2.4 ImplementationWholly/Partially Compensatory Nursing Actions

1. Practices standard precautions.2. Select implementation of plan of care according to priority goals and begin to

recognize the need to adjust priorities as changes occur.3. With moderate direction, initiate nursing interventions in response to client’s self -

care needs and/or deficits to maintain physical and emotional comfort (QSEN). 4. Provide patient-centered care with sensitivity and respect for the diversity of human

experience (QSEN).

2.5 Use current technology to enhance client care.Educative/Supportive Nursing Actions1. Assess for an environment conducive to restoration and maintenance of client’s

ability to meet self-care requirements.2. Teach health care to individual and groups.

a. Identify evident situations in which clients need information or support tomaintain or regain health.

b. Implement an appropriate teaching plan specific to the client’s level ofdevelopment, knowledge, culture, and learning needs.

c. Support/reinforce teaching of health care professionals.d. Perform rudimentary evaluation of effectiveness of client learning.e. Provide for continuing care and express how to support the client’s right to die

with dignity.

3. Evaluationa. Recognize the effects of nursing interventions on the status of the client.

b. With moderate supervision, participate with client, significant others and teammembers in evaluating client’s progress toward goals.

c. With moderate guidance, revise plan as needed.

3.0 Provide relationships characterized by caring and inclusive communications.3.1 Maintain confidentiality.

3.2 Utilize principles of verbal/non-verbal communication to assess self, client and supportsystem with assistance.3.3 Express appropriate communication skills to communicate with clients of all developmental

ages, support systems, and interdisciplinary team members.3.4 Establish functional relationship and promote effective relationships. Recognize boundaries

of therapeutic relationship, with clarifications of student’s role and accountabilities underconditions of potential overlap in team member functioning (QSEN).

1. Distinguish and demonstrate caring, nonjudgmental and sensitive behavior in providing care and interpersonal relationships with moderate assistance

2. Promote psychological safety in interpersonal relationships with moderate assistance

Critical Com etenc #3: Communication


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3. Practice implementation of timely and effective conflict resolution with assistance.3.5 Effectively communicate and document client behaviors and response to interventions and

plan of care.

B.

Manager of Care Demonstrate advanced beginner skills in providing care for a group of clients with definedhealth deviations

4.0 Practice within the ethical and legal framework of nursing.

4.1 Demonstrates caring, integrity, ethical practice, diversity, education, community service, andquality of care.

1. Recall principle of ethics to begin to recognize, explore and seek assistance related toethical dilemmas in practice.

4.2 Foster advanced beginner standards of nursing practice.1. Participate in peer review and governance through observation and discussion.

4.3 Demonstrate professional behavior through appropriate attendance, appropriategrooming/uniform dress, and without alcohol or substance abuse.

C.

Member within the discipline of nursingDemonstrates ethical standards of nursing practice

5.1 Establish priorities for 1 – 2 clients’ common, low to moderate acuity needs; adapts priorities to changing situations5.2 Organizes and effectively manages 1- 2 clients with common, low to moderate acuity needs ina timely manner5.3 Interact with interdisciplinary health care team members in a collegial manner with

assistance.1. With assistance, interface appropriately with other resources to provide continuity of

care. 2. Identify channels of communication to begin to utilize them to accomplish goalsrelated to care delivery.3. Collaborate with team members when situation encountered is beyond the student’sknowledge and experience.

VIII. Workplace Preparation: The course will address the following SCANS competency areas:

1. Resources: the students will

Have access to faculty, textbook, library, technical-skills lab, acute and ambulatory care settings and other

college students. The students will demonstrate ability to set goals for nursing care and to allocate time tocomplete those goals. They will plan and allocate resources through understanding structure and function

in cost effective methods of clinical practice.

2. Interpersonal: the students will

Be required to communicate with faculty, peers, clients, and other health care professionals. The students

will work in groups in problem-solving scenarios.

3. Information: the students will

Use computers and a variety of information resources to learn or review skills which prepares them toassess, organize, analyze, evaluate, and communicate information, including documenting and creating a

plan of care.

Critical Competency #4: Responsibility and Accountability

Critical Competency #5: Organization and Prioritization


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4. Systems: the students will

Demonstrate understanding of organizational, social, and informatics systems within a healthcare setting.

They will analyze systems to identify root causes of failures and areas for improvement.

5. Technology: the students will

Work with a variety of technologies within a healthcare setting, including electronic medical records,

computers, point-of-care testing equipment, and biomedical machinery. They will maintain equipment properly, identify malfunctions and remove the item from service.

The course also addresses the SCANS skills and personal qualities:

1. Basic Skills: the students will

Review, learn and perform the procedures listed on skills checklist. They will read policy and procedures,write, perform arithmetic and medication calculations, and effectively communicate patient informationamongst the interdisciplinary team.

2. Thinking Skills: the students will

Demonstrate critical thinking in formulating and carrying out a plan of care by thinking creatively,

knowing how to seek information, making decisions based on evidence, solving potential or actual self-

care problems, and utilizing clinical reasoning.

3. Personal Qualities: the students will

Utilize the Nursing Professional Code of Ethics while interacting with others. They will demonstrateresponsibility, accountability, cultural sensitivity, respect others and develop individual responsibility,

self-management, self-awareness, and integrity.

IX. Required Texts:

A. Available for pur chase at M oorpark Col lege Bookstore :

1. Beginning Nursing Science: NS1 Theory & Clinical Workbook Fall 2013

2. Moorpark College Department of Nursing Student Handbook Fall 20133. Moorpark College ADN Clinical Portfolio Fall 20134. Clinical Nursing Skills Checklist

5. Moorpark College Nursing Program Daily Journal form

B. Available at Moorpark College bookstores or suppliers:

6. 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:Mosby.

7. Study guide for Med-Surg Nursing Textbook Lewis & Heitkemper (2011)

8. Altman, G.B. (2009). Fundamental & advanced nursing skills (3rd ed). Clifton Park, NY:Delmar.

9. Ellis, J & Hartley, C. (2008). Nursing in Today's World (9th ed). Philadelphia, PA: LippincottWilliams, & Wilkins.

10. Buchholz, S. (2011). Henke’s med -math, dosage calculation, preparation, and administration

(7th ed.). Philadelphia, PA: Lippincott Williams, & Wilkins.


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11. Jarvis, C. (2011). Pocket companion: Physical examination & health assessment (6th ed.). St.Louis, MO: Saunders.

12. Doenges, M., Moorhouse, M.F. & Murr, A.C. (2010) Nurse’s pocket guide: Diagnoses,

interventions and rationales (10th ed.). Philadelphia, PA: F.A.Davis. (Or any nursingdiagnosis/care planning book of your choice)

13. California Nursing Practice Act. Read On-line version athttp://www.rn.ca.gov/regulations/bpc.shtml#2725

14. Professional Guide to Laboratory &Diagnostic Tests, and Nursing Drug Guide

* For Drug handbook and Diagnostic tests: Electronic PDA version for nurses is available.

To download these programs you need to have a smart phone or other PDA. Some sites are:Pepid.com. skyscape.com, www.unboundmedicine.com. Free sites are available such as

Nursingcenter.com, Medline.com, and epocrates.com.

C. Recommended Texts:

1. All in One Care Planning Resources. Latest edition, Swearingen-Elsevier.2. Fundamental of Success: Test taking strategies. Latest edition Davis.

D. Other required materials:1. Computer access for D2L and E-mail address (Computers are available in the library for

students without access, e-mail address will be provided upon request).2. Scantron forms 882-E for all exams.3. A simple, 4-function basic calculator (No graphing, scientific, or other advanced functions)

E.

Nursing Skills Lab (NS11) Each student is encouraged (not required) to concurrently registerfor NS 11. This is an instructor/staff-assisted, independent study, in the skills lab. The lab timewill be earned by practicing technical skills as well as critical thinking and test taking skills.

X.

Grading System 90 – 100% = A80 – 89% = B

74.5 – 79% = C

74.4 % or below = F Non-Mastery

A. Exams: There will be two 100 point exams and two 50 point exams based on the NCLEX-RNformat. This followed by the cumulative final, worth 100 points.

There will be a Medication Proficiency Exam given during NS1 Part Two. This will be gradedon a Pass/Fail basis; a score of 90% or better is requir ed for passing thi s exam and continuingwith the theory and clinical experi ence of the nursing program. Students will have three

opportunities to pass the exam.

B. Assignments and Projects There will be a Final Group project worth 10 points. Refer to thecourse calendar for due date.

C. Quizzes, Bonus Points, and Extra Credit Points Theory course quizzes and extra credit points are at the discretion of the instructor for participation in class, on-line discussion, or on

exams.

Bonus points are earned whether the student is passing the exam or the course or not.

http://www.unboundmedicine.com/http://www.unboundmedicine.com/http://www.unboundmedicine.com/http://www.unboundmedicine.com/


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Extra Credit Points: A student who meets the performance standard set for designated classroomactivities may earn extra credit points. These extra credit points are added to the total pointsearned in the class ONLY if the student has already achieved 74.5% or better in the course.

IX. ADVANCEMENT POLICY: NS1 student must master the course with greater than or equal to74.5% in both Part 1 and Part 2. The student must master both clinical and theory in NS1p1 to progress to

NS1p2. The final grade for NS 1 will be the average of combined percentage of Part 1 and Part 2.

X. VOLUNTEER REQUIREMENT: Moorpark College nursing students are MANDATED tocontribute at least 5 hours to approved volunteer activities while in the nursing program. All activities

listed on the volunteer activity board in the skills lab are pre-approved and qualify for this requirement.Please provide a copy of your volunteer activity to your NS4p2 instructor for your student file.

There is extra credit available for volunteering during the nursing program; one hour generally is equal toone extra credit point. There is a maximum of 10 extra credit volunteer points possible (NS1 is limited to

5 extra credits) that can be added toward your final theory grade each semester. Extra credit points will

not be added to failing grades.

XI. Student Resources

A. D2L: Desire2Learn Login

1. Login to MyVCCCD.

2. Click the My Courses icon in the upper right corner of the screen.3. Click on the name of the course you wish to enter. If the course uses Desire2Learn, you will bedirected to Desire2Learn.

Desire 2 Learn: There are multiple resources on our class Desire 2 Learn homepage. Class

announcements and e-mails will be delivered through Desire 2 Learn. You are responsible tocheck this site often for updates. Web-based review (such as a chat room) may occur the week

before the scheduled exams. Chat time will be determined through discussion between theinstructor and class. Chats will be archived for accessibility to those who will be unable to take

part.

B. Peer Tutoring: Free Peer tutoring by senior nursing students is available in class during the

Monday lunch hour and by appointment as needed. Contact nursing professor Dalila Sankaran

([email protected]) or view the class D2L page for more information.

C. Remediation: If a student does not pass an exam, (s) he will receive a progress report and arerequired to turn in documentation of completing the assigned Nurse Logic tutorial in ATI. The

progress report encourages student to contact peer tutors, faculty, and the learning center forassistance in academic coursework.

D. Writing Center and Learning Center: The Moorpark College has a Writing Centerlocated in the Library for assistance in writing skills. Students are encouraged to call 378-1400 X1696 for information. The Learning Center, Math Center, and Writing Center, located in Library322, will provide tutorial services and supplemental instruction based on course goals. When

using these tutorial services, students need to state their instructor’s name for tracking andreporting purposes. Students will also need to provide their student ID numbers when receiving

http://my.vcccd.edu/mailto:[email protected]:[email protected]:[email protected]:[email protected]://my.vcccd.edu/


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tutorial services. For further information call The Learning Center (805) 378-1556 or the

Writing Center (805) 378-1400 ext 1696.

XII. Students with Disabilities: Students with disabilities, whether physical, learning, or

psychological, who believe that they may need accommodations in this class, are encouraged to

contact the ACCESS office as soon as possible to ensure that such accommodations areimplemented in a timely fashion. Authorization from the ACCESS office, based on verification ofdisability, is required before any accommodation can be made. The phone number for ACCESSis (805) 378-1461. ACCESS is located in the first floor of the LMC building. I f you have a

documented disabili ty, you must provide your instructor wi th the veri fi cation paperwork on the

first day of class.

XIII. Policy on Internet posting of assignments

Any nursing course assignments including photographs, videos, and group projects, associated

with Moorpark College may only be posted on the internet with the prior written consent of thefaculty and participants. You are prohibited from sharing information regarding patients,

clinical site experiences, or other HIPAA protected information verbally, in writing or on theinternet, including social networking websites.

XIV.

Resolution to student problems. Nursing students are encouraged to seek assistance andclarification from the instructor. Do resolve conflict at the lowest level possible following thenursing department structure's Chain of Command. See Moorpark College Online Student

Handbook at: Moorparkcollege.edu and Nursing Student's Handbooks for a list of your rightsand responsibilities.

A. Clinical Instructor: Your instructor's first initial, then last name @vcccd.edu

B. Theory Instructor: Christina Lee, RN, MSN e-mail: [email protected]

C. Assistant to the Coordinator: Dalila Sankaran, RN, MSN e-mail: [email protected]

D.

Health Sciences Coordinator: Carol Higashida, RN, MSN, CNS [email protected] E.

Dean of Life and Health Sciences: Kim Hoffmans, RN, Ed.D [email protected]

IV. Instructor Information: Christina Lee, RN, MSN Office Location: HSC 125 (Enter through the HS department office)

Phone: (805) 378-1400 x 1829

Cell phone: (818) 383 – 6794 emergencies only

Email: [email protected] (preferred)

Desire 2 Learn

Office Hours Second 8 Weeks Part II (excluding holidays): Must make appointmentsMonday Tuesday Wednesday Thursday Friday

1145 – 1245

1500 – 1600 if nofaculty meeting

XV. Excused absences and Make-up exams: Only students with an excused absence may make-up an exam with the approval of the instructor.Student must notify the instructor prior to the absence, and give required documentation of proofthat the absence met the Moorpark College excused absence criteria (i.e. medical, legal, religious,

mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://localhost/var/www/apps/conversion/tmp/scratch_5/[email protected]://localhost/var/www/apps/conversion/tmp/scratch_5/[email protected]://localhost/var/www/apps/conversion/tmp/scratch_5/[email protected]:[email protected]:[email protected]:[email protected]


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see Moorpark College student handbook). Attendance is crucial to the successful learning of classmaterials. In an 8 weeks course, students missing more than 1/9th of class hours (example: 3.5hours lecture and 2 clinical days) may be dropped from the course regardless of grade.

XVI. Moorpark College Smoking PolicyIn the interest of the health and welfare of students, employees and the public, smoking is not

permitted anywhere on the Moorpark College Campus, except in designated smoking areas in the parking lots. The Student Health Center can help with smoking cessation.

XVII. Academic IntegrityPlagiarism and other types of unprofessional or unethical conduct will be strictly addressed

according to the Moorpark College Student Policy as well as the Moorpark College Student Nurses Handbook. Student will receive a score of “0” for the assignment or exam in question.

XVIII. Dropping classIt remains the responsibility of the student to drop courses via the Moorpark College website or in

person at the administration office by the appropriate deadline.

XIX. Required ATI assessments

There will be a mandatory non-graded on-line ATI cumulative practice assessment exam to betaken near the end of NS 1 Part 2. These tests are required every 8 weeks thereafter during the

nursing program. The student is required to score at or above 75% on the NS1 – NS2 tests priorto NS3 part II, and on the NS3 – NS4 tests prior to graduation. This is designed to prepare the

student for the NCLEX-RN exam following completion of the program.

An incomplete for NS M01 will be issued to students that do not submit results of the mandatoryonline ATI practice assessment when required during NS1 part 2. An incomplete in NS M01means the student is not allowed to progress in the nursing program until the incomplete isresolved as described in the Moorpark College Catalog.

XX. Surveys

At the end of every 8 weeks class students are required to complete an surveys of the theorycourse, clinical instructor, and clinical site. The data collected during these course evaluationsare very important in analyzing the effectiveness of the nursing program and seeing where

adjustments and improvements need to be made.

Course evaluations are completed in two forms; on a campus-generated scantron, and using theinternet. For the online surveys (same D2L link and password), print out the signature page, signand print your name and turn in to the theory instructor. Students that do not turn in evidence

of completing the online course evaluations will be issued an Incomplete at the end of the

semester.

An incomplete in a nursing course means the student is not allowed to progress in the nursing

program until the incomplete is resolved as described in the Moorpark College Catalog. Failureto resolve the Incomplete in a timely manner may cause the student to not be able to start the nextcourse in the nursing program, and would need to apply to return to the nursing program as an

advanced placement student. Admission as an advanced placement student is not guaranteed.

XXI. CaveatThe enclosed schedule and procedures are subject to change in the event of extenuating

circumstances. Every effort will be made to inform the student in advance of any anticipatedchanges as they arise.


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NS 1 PART 1 CLASS CALENDAR FALL 2013Schedule subject to change due to unforeseen circumstances

Date Theory Exams Skills Lab/Clin Assignments due in

addition to Module

assignments

8/14/ 2013

HS 103

09-12 Orientation

12-1 Lunch

2-4: ATI Critical

Thinking testing

Week 1 8/19 Module 1&2: Intro

to Nursing, Legal/

Ethical, Nsg

Process, ADLs

Turn in Entr ance

sur vey signatur e

page to Christina

All groups in Skills Lab

both days.

ADL’s and Module 1

Bring Clinical portfol

and copies of health

records, CPR, MC

registration

Week 2 8/26 Module 3

Skin/Musculo-

skeletal. Safety,

Body MechanicsModule 4 GI

All groups in Skills Lab

both days.

ADL’s and Module 2

Plagiarism and

Advanced Directive

assignment due

Week 3 09/02 HOLIDAY

LABOR DAY

No theory class

Tuesday = Hospital

Orientation for all

clinicals. Times TBA

on D2L. Full uniform

with MC photo ID.

Module 3

Skin/Musculoskeletal

Week 4

09/09 Module 4 GI

Module 5 GU

Exam 1: 09-10

Modules 1 & 2

Module 4 GI

Week 5 09/16 Module 5 GU

Module 6 Resp

EXAM 2: 9-10

Mod 3&4

Module 5 GU Mid Term Eval. Grad

Week 6 09/23 Module 6 Resp

Module 7 Cardio

Module 6, 7 Resp and

Cardio

Care Plan due 2nd day

of clinical

Week 7 09/30 Module 7 Cardio

Module 8 Neuro

EXAM 3A:

09-9:45 Mod 5&6

Module 8 Neuro

Week 8 10/07 Module 8 Neuro

Class presentations

10-1450

Exam 3B

09-9:45 Mod 7&8

Skills Review

3/20 Clinical Evals,

times TBA

Turn in survey

signature pages to

theory instructor

Week 9 10/14 Final Exam 09-11 Cumulative Final

Mod 1-8

NS1p2 starts

01-03 pm


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MODULE 1 Foundations of Nursing

I. Introduction: This module introduces concepts necessary to provide the student with the foundations for

nursing practice. The focus is on the emergence of nursing as a profession, nursing theories with anemphasis on the Orem Self-Care Model, communication skills, patient teaching, head-to-toe assessmentof the older adult patient, and review of Erickson’s stages of development.

II. Required reading

Basic Concepts, Critical Thinking, Health Education Medical Surgical Textbook (Lewis): Chapter 1, 2, 3, 4

Foundations of Nursing Practice

Nursing In Today's World (Ellis): Chapter 4 p.146-165

Orem’s theory: See Appendix A in this workbook p. 24

Assessment: Physical Assessment pocket companion (Jarvis): Chapters 1,2,3,4

III. Required Audiovisuals (Will be viewed on Skills Lab day)

Your Legal Duty: Reporting Elder and Dependent Adult Abuse, HIPPA

Recommended Audiovisuals: (Avail able in the Skill s Lab)

Code Grey Restraints: The last resort

Tuberculosis: Prevention and practices for health care workers Website: ATI Nurse Logic, BRN and ANA (see class Web links on our homepage)

IV. Learning Objectives: Mastery of content will enable the student to:

1. Describe briefly the history of nursing and what lead to its emergence as a profession.

2. Describe the contributions of Florence Nightingale and Dorothy Orem’s Theory

3. Discuss the definition of nursing according to the American Nurses Association.

4. Describe the techniques for assisting with Activities of Daily Living, keeping the patient safe andcomfortable.

5. Apply Erickson's developmental theories to varied client populations.

6. Define the role of client advocate as it related to nursing.

7. Discuss the role that caring plays in building a nurse-patient relationship.

8. Identify cultural sensitive nursing assessment and interventions

9. Describe basic elements of therapeutic communication techniques

10. Describe teaching implications related to adult learning principles

11. Identify physical, psychological, and socio-cultural characteristics that affect client care and teaching.

12. Describe strategies that facilitate elderly adult's learning abilities

13. Describe the five steps of the nursing process and give examples of behavior performed by the nursein each step.

14. Describe the key part of a Nursing Diagnosis using NANDA (North American Nursing DiagnosesAssociation) approved list.

15. Develop nursing diagnoses for selected case studies and write measurable goals.

16. Describe the purpose of the National Patient Safety Goals, SBAR, QSEN, NLNAC, BRN and HealthCare Reform

17. Apply concepts of evidenced based practice to nursing.


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MODULE 2: Legal/Ethical Issues, and the Nursing Process

I. Introduction

This module presents application of the nursing process to the nursing care of adult clients withself-care deficits. The development of nursing diagnoses and nursing process, planning, nursing

interventions, and evaluations will be the focus of this module. Emphasis will be on the development ofcritical thinking skills. In addition, focus will be placed on legal and ethical issues of nursing care of the

older adult, including clinical etiquette and advanced directives and the patient advocate role of the nurseas well as end of life care.

II. Required ReadingMedical-Surgical Textbook (Lewis): Chapter 5, 11, Appendix B p 1793

Nursing in Today's World: Chapter 8: p 292-303, 306-325 and Chapter 9: p 335-348,California Nursing Practice Act. On-line version at http://www.rn/ca/gov.

III. Required Audiovisuals. Required AV will be viewed during NS1p1 Skills Lab Class“The Nursing Process and Critical Thinking”

“Head to Toe Assessment” “Infection Control”

Recommended Audiovisuals: (Available in the Skill s Lab)“Transcultural Perspectives in Nursing," "Therapeutic Communication," ATI,

Websites: http://nursingworld.org/ethics/chcode.htm , QSEN.org, JointCommission.org, NLN.org

IV. Learning Objectives: Mastery of content will enable the student to:

1. Describe the basic focus of the domain of Nursing

2. Describe how safety, quality, and evidence-based practice can be improved using the Quality andSafety Education for Nurses (QSEN) competencies, the National League of Nursing (NLN) and The JointCommission standards.

3. Apply professional standards to the student in a nursing program.

4. Discuss RN nursing licensure process in California and reasons for license revocation.5. Identify nursing student’s liability in the clinical setting, and ethical responsibilities outside the clinicalsetting.

6. Define veracity, autonomy, fidelity, justice, beneficence, and non-malficence.

7. Define Torts, Negligence, Malpractice, Informed Consent, and Confidentiality.

8. Identify nursing legal responsibilities as defined in practice acts and standards of care.

9. Cite the nurse’s role and responsibilities in the signing of informed consents, witnessing wills andadvanced directives.

10. Describe strategies for successfully communicating with a person who speaks a foreign language thatthe nurse does not understand.

11. Identify physiologic aspect of culture and ethnicity that may affect a person's health

12. Define ethical conduct for nurses as defined by the American Nurses Association.

13. Identify the nurse’s role in the nursing process when helping clients with hygiene, activities of daily

living, impaired mobility, illness, loss, grief, or death.

14. Explain the purpose, components, and techniques related to a patient history and physical

examination.

15. Accurately assess vital signs, pain, and identify normal and abnormal parameters.

http://www.rn/ca/govhttp://www.rn/ca/govhttp://www.rn/ca/govhttp://nursingworld.org/ethics/chcode.htmhttp://nursingworld.org/ethics/chcode.htmhttp://nursingworld.org/ethics/chcode.htmhttp://www.rn/ca/gov


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MODULE 3: Integumentary/Musculoskeletal System

I. Introduction

This module presents theoretical nursing concepts and assessment skills needed to care forclients with self-care deficits related to the integumentary and musculoskeletal systems. There will be a

focus on the old adult, medical and surgical asepsis, and environmental safety, in various environments.There will also be an emphasis on physiology of movement and factors that affect body alignment and

mobility and alterations in these systems in the form of ulcers. This module will also include a review of basic infection control and isolation precautions.

II. Required ReadingMedical-Surgical Textbook (Lewis): Chapter 13,23, 62, & Fractures: p. 1596-1602, Infection in

Older Adults: p. 240-241,Physical Assessment Jarvis: Chapters 5 & 15

III. Required Audiovisuals

Video: Nursing Management of Wounds

Recommended Videos in the Skills Lab: Patient Movement Safety Device Application,

Preventing falls in the Geriatric Client

Recommended web site: ATI skills module, www.ahrq.gov, www.cdc.gov,

www.niams.nih.gov, CDC guidelines: http://evolve.elsevier.com/Lewis/med-surg-E-table 15-7.

IV. Learning Objectives: Mastery of content in this module will enable the student to:

Integumentary:

1. Define key terms and nursing diagnosis in the textbook chapter (bold lettering).

2. Describe Standard Precautions and principles of Infection Control.

3. Recall the structures and functions of the skin, variations of age and culture.

4. Describe the elements to be included in the assessment of the hair, skin and nails

5. Identify and describe primary and secondary skin lesions and their pattern and distribution

6. Discuss the nursing assessment of skin integrity and wound healing.

7. Describe the differences among wounds healing by primary, secondary, and tertiary intention.

8. Describe factors that promote wound healing.

9. Describe factors that delay wound healing, and common complications of wound healing.

10. Discuss the incidence, prevalence, types, stages and risk factors for pressure ulcers.

11. Identify nursing interventions indicated for the patient with a pressure ulcer

12. Discuss common skin tests and procedures used in diagnosing skin and related disorders.

Musculoskeletal

1. Describe the basic structure and function of the musculoskeletal system.2. Discuss the techniques of musculoskeletal physical assessment.

3. Discuss the technique of assessing muscle strengths, joint range of motion.

4. Identify changes in physiological and psychosocial function associated with mobility and immobility.

5. Formulate nursing diagnoses and care plans for impaired body alignment and mobility.

6. Describe essential techniques when helping a client to move up in bed, reposition a client, assisting aclient to a sitting position, and transferring a client from a bed to a chair or from a bed to a stretcher.

7. Describe active/passive range of motion.

8. Describe essential techniques when helping a client to safely use crutches, walker, w/c.

http://www.ahrq.gov/http://www.ahrq.gov/http://www.ahrq.gov/http://www.cdc.gov/http://www.cdc.gov/http://www.cdc.gov/http://www.niams.nih.gov/http://www.niams.nih.gov/http://www.niams.nih.gov/http://www.cdc.gov/http://www.ahrq.gov/


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9. Review the purpose and techniques of applying warm and cold compresses.

10. Discuss how to assess for Deep Vein Thrombosis; and how to prevent and treat this complication of

immobility and trauma.

11. Recall content and concepts presented in previous prerequisite courses (Anatomy & Physiology andMicrobiology) and identify the following terms:

macule excoriation pallor nosocomial exudate

papule scar ecchymosis exogenous paresis

nodule keloid petechiae sanguineous paralysis

wheal fissure vitiligo purulent cachexic

vesicle turgor edema antiseptic contact isolation

pustule erythema alopecia antibacterial contracture

ulcer cyanosis lesion serous abduction/adduct

crust flushing serosanguinous jaundice flexion/extension

kyphosis joint flaccid crepitus circumduction scoliosis ligament rotation supination pronation

lordosis tendon paresthesia inversion eversion


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MODULE 4: Gastrointestinal System

Introduction GI

This module presents a basic review of the anatomy and physiology of the gastrointestinalsystem. The focus is on how to perform a systematic physical assessment of this system. The basic

techniques of examination will be discussed. There will also be discussion of the self-care deficits relatedto maintenance of nutrition and bowel elimination. This module will also address assessment of adult

clients with alterations in nutrition.

II. Required Reading:

Medical-Surgical Textbook (Lewis): Chapters 39, 40

Physical Assess (Jarvis): Chapters 14 & 19

III. Required Audiovisuals"Bates visual guide for Physical Exam: Abdomen""Enteral Therapy: Nursing Implications"

Recommended Audiovisuals: Nasogastric/Enteral feeding/Salem Sump, Review GI system and

skil ls on ATI

Web resources: www.gastro.org, digestive.niddk.nih.gov

IV. Learning Objectives. Mastery of this content will enable the student to:

1. Define key terms and nursing diagnosis.

2. Describe clients who are at risk for nutritional deficits.

3. Describe the procedure for initiating and maintaining tube feedings.

4. Describe the methods to avoid complications of tube feedings.

5. Describe the methods to avoid complications of parenteral nutrition.

6. Identify the organs and function of the gastrointestinal system, including the alimentary canal and

accessory.7. Discuss important health history components that provide information about GI system status.

8. Describe the appropriate techniques used in an abdominal assessment on an adult and elderly client.

9. Differentiate between normal and abnormal findings detected on physical assessment of the GI system.

10. Describe the physiologic, socio-cultural and psychological factors affecting nutrition and elimination.

11. Cite measures that may help to stimulate appetite in the hospitalized client.

12. Describe the following diets and the population of clients served: regular , clear, soft, renal,

dysphagia, 2gm sodium & low fat, and carbohydrate consistent.

13. Cite nursing measures which promote regular bowel habits.

14. Discuss various nursing measures related to the care of the ostomy patient.

15. Describe the purpose, significance of results, and nursing responsibilities related to commondiagnostic studies of the GI system.

http://www.gastro.org/http://www.gastro.org/http://www.gastro.org/


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MODULE 5: Genitourinary System

I. Introduction

This module presents a basic review of the anatomy and physiology of the genitourinary system.The focus is on how to perform a systematic physical assessment of this system. The basic techniques of

examination will be discussed. There will be an emphasis on the self-care deficits related to maintenanceof bladder elimination.

II. Required Reading:

Medical-Surgical Textbook (Lewis): Chapter 45, & Urinary incontinence and catheters p. 1151-1154

Physical Assessment (Jarvis): Chapters 17 & 18

III. Required Audiovisuals:"Urethral Catherization: Fluid Balance assessment, maintenance, intervention""Basic Clinical Skills: Urethral Catherization"

Web resources: www.niddk.nih.gov, www.nafac.org, www.auanet.org, ATItesting.com review

GU system and nursing skills. ATI: review GU related skills.

Reference: Lewis: Appendix C, Lab values p. 1795-1802

IV. Learning Objectives. Mastery of this content will enable the student to:

1. Define key terms and nursing diagnosis.

2. Describe the anatomic location and functions of the kidneys, ureters, bladder, and urethra.

3. Discuss the main functions of the kidneys and their basic functional units.

4. Describe the techniques of assessment of the genitourinary system: Inspection, Palpation, Percussion,and Auscultation.

5. Describe normal vs. abnormal assessment findings.

6. Explain the process of urinary catheterization and how to prevent complications.

7. Identify self-care needs of the patient with alterations in the urinary system.

8. Describe normal urine characteristics: amount, color, clarity, specific gravity.

9. Cite nursing measures to promote normal voiding habits

10. Describe the diagnostic studies used to determine upper and lower urinary tract function and nursingimplications

11. Describe alterations in the genitourinary system associated with normal aging

12. Differentiate among the different type of urinary incontinence and nursing interventions required.

13. Describe the signs and symptoms and causative factors of electrolyte imbalance

14. Cite nursing assessment and interventions for Alteration in Fluid volume

15. Describe nursing interventions for Fluid volume deficits and Fluid volume excess

16. Describe nursing responsibility for: Intake/Output, collecting a clean catch urine specimen, sterileurine specimen, 24 hour urine creatinine clearance, continuous bladder irrigation, and interpreting anormal urinalysis.

http://www.niddk.nih.gov/http://www.niddk.nih.gov/http://www.nafac.org/http://www.nafac.org/http://www.nafac.org/http://www.auanet.org/http://www.auanet.org/http://www.auanet.org/http://www.auanet.org/http://www.nafac.org/http://www.niddk.nih.gov/


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Module 6: Respiratory System

I. Introduction

This module presents a basic review of the anatomy and physiology of the respiratory system as a basis for the discussion of nursing assessment of the respiratory system. Gerontologic differences in

assessment findings related to changes of aging are discussed.

II. Required ReadingMedical-Surgical Textbook (Lewis): Chapter 26, pages 567-568, Table 26-7, 26-10.Respiratory Therapy p. 1752- 1754

Physical Assessment: Chapter 11

III. Required AudiovisualsBates’ Visual Guide to Physical Examination: Thorax and Lungs

Respiratory Signs & Symptoms

Web Resources: Recommended sites for Heart & Lung sounds: www.med.ucla.edu/wilkes/intro Heart and Lung sounds audio also available in Skills Lab.

ATI review respiratory assessment and related skills.

VI. Learning Objectives: Master of content in this module will enable the student to:

1. Identify key terms and nursing diagnosis

2. Identify the structures and functions of the upper and lower respiratory tract.

3. Identify anatomical processes involved in ventilation, perfusion, and exchange of respiratory gases.

4. Describe the process that initiates and controls inspiration and expiration.

5. Identify variations in respiratory patterns.

6. Discuss the method for lung assessment and auscultation of lung sounds.

7. Describe the different modalities for providing supplemental oxygen.

8. Identify nursing diagnoses related to alteration in respiratory status.

9. Describe the impact of a client’s level of health, age, lifestyle, and environment on tissue oxygenation.

10. Identify and describe clinical outcomes of hyperventilation, hypoventilation, and hypoxemia.

11. Identify nursing care interventions in the primary care, acute care, and restorative and continuing caresettings that promote oxygenation.

12. Describe the purpose, significance of results, and nursing responsibilities related to commonrespiratory diagnostic tests and thoracentesis.

http://www.med.ucla.edu/wilkes/introhttp://www.med.ucla.edu/wilkes/introhttp://www.med.ucla.edu/wilkes/introhttp://www.med.ucla.edu/wilkes/intro


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MODULE 7: Cardiovascular System

I. Introduction

This module presents a basic review of anatomy and physiology of the cardiovascular system.The focus is on the essential components of the physical assessment of this system. There will be an

emphasis on the self-care deficits related to maintenance of perfusion and circulation. Focus will be onthe nursing care of the older adult with cardiovascular self-care deficits.

II. Required Reading

Medical-Surgical Textbook (Lewis): Chapter 32, Chap 34: p 761-766, 810-811

Jarvis: Chapters 12 & 13

III. Required Audiovisuals

"Coronary Artery Disease and Angina Pectoris” "Bates Visual Guide to Physical Exam: Neck Vessels and Heart" DVD

“Bates Visual Guide to Physical Exam Vol 5: Peripheral Vascular System" DVD

Web site: www.med.ucla.edu/wilkes/intro, www.americanheart.org, www.nia.nih.gov. ATI pertaining to cardiovascular system assessment.

IV. Learning Objectives. Mastery of content in this module will enable the student to:1. Recall the structure and function of the cardiopulmonary system.

2. Identify anatomical processes of cardiac output, myocardial blood flow, and coronary arterycirculation.

3. Diagram the electrical conduction system of the heart.

4. Define pre-load, contractility, afterload and how it affects cardiac output

5. Define blood pressure and the mechanisms involved in its regulation

6. Define postural (orthostatic) hypotension.

7. Describe auscultatory findings of the cardiovascular system.

8. Describe the impact of a client’s level of health, age, lifestyle, and environment on tissue oxygenation.

9. Describe Metabolic Syndrome as a risk factor for cardiovascular disease

10. Describe nursing measures to promote cardiovascular health

11. Identify and describe assessment findings as a result of disturbances in conduction, altered cardiacoutput, and impaired tissue perfusion.

12. Discuss the clinical indications, patient preparation, and other related nursing implications for

common tests and procedures used to assess cardiovascular function and diagnose cardiovascular

diseases.13. Identify nursing diagnoses related to alteration in cardiovascular status.

14. Discuss the laboratory tests to assess cardiovascular status, lipid profiles, troponin, CK enzymes, C-reactive protein, hemoglobin and hematocrit.

15. Describe the basic pathophysiology and signs and symptoms of hypertension, angina, and congestiveheart failure.

http://www.med.ucla.edu/wilkes/introhttp://www.med.ucla.edu/wilkes/introhttp://www.americanheart.org/http://www.americanheart.org/http://www.americanheart.org/http://www.nia.nih.gov/http://www.nia.nih.gov/http://www.nia.nih.gov/http://www.nia.nih.gov/http://www.americanheart.org/http://www.med.ucla.edu/wilkes/intro


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Module 8: Neurological System

I. Introduction

This module presents a basic review of the anatomy and physiology of the neurological system.

The focus is on the systematic physical assessment of the neurological system. Focus will be on the basichuman needs of sleep as well as the nursing care of clients with sensory alterations, stress, and Pain. The

effects of aging will be presented as it applies to abnormalities in this system. The nursing process isemphasized in meeting the self-care deficits.

II. Required Reading

Medical Surgical (Lewis) Chapter 9, 10: p134-136, Chapter 56, and p. 1434: table 57-5

Physical Assessment: Jarvis Chapter 16

III. Required Audiovisuals:

Neurologic Signs and SymptomsRespiratory Suctioning part 1: Introduction & the upper airway

Recommended Audiovisual: Chronic Pain Assessment

Web Resources: www.braintrauma.org., www.epilepsyfoundation.org .

IV. Learning Objectives: Master of content in this module will enable the student to:

1. Define key terms, nursing diagnosis.

2. Describe the structures and functions of the central and peripheral nervous system

3. Discuss normal physical findings in a young and middle-age adult compared with an older adult.

4. Compare the functions of the sympathetic and parasympathetic nervous system

5. Identify the function of each of the 12 cranial nerves and describe one assessment technique for each.

6. Cite interview questions that provide information about the status of the client’s nervous system,mental status, and level of consciousness.

7. Describe nursing responsibilities related to common neurological diagnostic tests.

8. Describe the Glasgow Coma score

9. Describe three tests of cerebellar function.

10. Compare the characteristics of rest and sleep for adult and older clients.

11. List nursing interventions helpful in the treatment of insomnia and related lifestyle changes necessary

in order to carry out those interventions.

12. Discuss ways to maintain a safe environment for clients with sensory deficits.13. Identify nursing diagnoses related to neurological deficits.

14. Assess pain.

14. Discuss methods for the evaluation of stress and sleep.

http://www.braintrauma.org/http://www.braintrauma.org/http://www.epilepsyfoundation.org/http://www.epilepsyfoundation.org/http://www.epilepsyfoundation.org/http://www.epilepsyfoundation.org/http://www.braintrauma.org/


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Appendix A

FINAL GROUP PROJECT GRADING RUBRIC

Your final project for this class is a group research project. Your group of 6-7 students will select a topicfrom the list provided. The group will research the topic and prepare a 10 minutes presentation to theclass sharing what you have learned on the final week of class. Each member is not only solelyresponsible for these areas, but also fairly divides up the work. Everyone needs to speak during the

presentation.

Circle your topic

Topic: National Patient Safety Goals, QSEN, Preventing Malpractice,

Documentation, Nutrition, Infection Control

Give Rubric and hands out to Instructor at start of Presentation. Bring a memory stick toclass prior to the presentation. Maximum

score

Grou

score

Presentation: Present your findings in a brief 10 minutes report to the class. Give the

class a good overview of what you have learned and it is your opportunity to share yourknowledge with your classmates. Your group will be graded on delivery andcompleteness of information.

4 points

Visual: Accompany your presentation with 2 original piece of artwork that will serve asa visual aid to your presentation. This can be your choice of a collage of images, a

PowerPoint (max 5 slides), artifacts etc.4 points

Write Up/Hands out: E-mail to the students and instructor a 2-3 pages summary ofyour topic by the Saturday before the presentation. Keep it thorough but brief, just the

basic "crib sheet" on the topic to help students review for the final. Cite your

references.

If a student failed to participate in the preparation of this assignment, the group will turnin a confidential note to the instructor. ATTENTION: Students who do not participatein the preparation of this assignment or who have an unexcused absence on the

presentation day will receive a ZERO for the FINAL PROJECT.

2 points

Group Members: 1. ________________ 2. _________________3._____

4._______________5.__________________6.________________7._______________


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PowerPoint

Slides

Slides current as of 06/30/13.

These Power Point slides are subject to change in

arrangement and with possible alteration of the content

prior to the scheduled lecture date.

You must expect to need to take notes during lecture.


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Moorpark College

Beginning Nursing Science

NS1 Part I

Clinical

Christina Lee RN, MSN

Fall 2013


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NS1L Part 1

I. Number of Course: NS1L Part 1 NS M01L

II. Hours: 14 hours clinical laboratory weekly for 8 weeks.

III. Description Title: Beginning Nursing Science Laboratory

IV. Catalog Description of Course:

Part 1: Applies fundamental, patient-centered, evidence-based nursing care to simulated patients inthe skills lab setting and one selected adult/geriatric patient in extended, rehabilitation, or acute care

settings using the nursing process related to health promotion and self-care deviations. The focuses ison practice and demonstration of communication, physical assessment, activity of daily living,

identification of actual and potential health deviations, and documentation of the nursing process.

V. Prerequisites: Admission to Moorpark College ADN Program.

VI. Course Objectives: Measured by Point System in Clinical Portfolio.

Safety/Technical Skills:

- provide caring, safe, technically competent fundamental and beginning medical-surgical patient-centered primary nursing care to 1-2 patients with common, acute and chronic health and self-

care needs of adult and geriatrics in common and emerging healthcare settings.- assist the patient with activities of daily living, provide safe medication administration and IVmaintenance, and identify actual and potential health deviations.

Critical Thinking and Clinical Reasoning:

- implement fundamental and beginning medical-surgical clinical decision making withassistance, utilizing the nursing process applied to diverse adult and geriatric individuals andsupport systems.

- develop a plan of care for diabetes mellitus, basic health deviations of the cardiovascularsystem, and health deviations of the musculoskeletal system.

- provide patient centered care during the perioperative period including pain management.

Communication:- identify patient-centered and interdisciplinary relationships characterized by caring andinclusive communications utilizing confidentiality through principles of verbal, nonverbal, and

electronic communication systems in common and emerging healthcare settings.

Responsibility and Accountability:- demonstrate ethical and legal standards of nursing practice.

Organization and Prioritization:- demonstrate advanced beginner skills in providing care for a group of patients with defined

health deviations interacting with interdisciplinary health care team members in a collegialmanner with assistance.

VII. Level I Terminal Objectives: The following are the Level I Critical Competencies of the

Moorpark College ADN program:

A. Provider of Care


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Demonstrate caring and implement the nursing process by providing competent nursing care toindividuals across the life span and across a variety of clinical settings, who require assistance tomaintain or restore their optimum states of health and self-care or support to die with dignity.

1.0 Nursing Science 1 students will provide caring, competent primary nursing care to 1-2clients with common, acute and chronic health and self-care needs across the life span and

practice settings, including preventive, acute, rehabilitation and ambulatory.1.1 Comprehend and demonstrate basic methods of maintaining clients’ universal requisites,

comfort and safety. Demonstrate effective use of technology and standardized practices,

including the National Patient Safety Goals that support safety and quality (QSEN). 1.2 Correctly indicate and begin to apply principles of administration and monitoring of

prescribed medical regimens and nursing procedures with direct supervision.1.3 Recall and demonstrate accurate preparation and administration of meds (Oral, buccal,

sublingual, enteral, rectal, vaginal, nasal, inhaled, topical, transdermal, intradermal, SQ, IM,

otic, ophthalmic.) and monitor maintenance IV therapy with direct supervision, in areasonable time frame, with accurate math skills, knowledge of client, medications, and

correct administration technique.1.4 Recognize inconsistencies in prescribed nursing and medical regimen and knows when to

seek assistance.1.5 Distinguish and begin to apply when to act as the client advocate in incorporating the client

in decisions regarding plan of care.

2.0 Implement clinical decision making with assistance, utilizing the nursing process applied todiverse individuals and support systems.

2.1 Assessment3. Systematically collect data, eliciting patient’s values, cultural preference, and needs

(QSEN). 4. Identify information to contribute to a data base.

2.2 Diagnosis3. Recognize actual or potential self care demands/deficits4. Comprehend client data to select a Nursing Diagnosis on the basis of beginning

analysis and interpretation of data. 2.3 Planning

4. Indicate client centered goals. Demonstrate shared decision-making in setting goals based on patient’s values and evidenced base practice (QSEN).

5. Use rudimentary application of assessment information to establish priorities6. Explain and prepare an individualized Care Plan with interventions that follow

established nursing protocols and criteria for evaluation.

2.4 ImplementationWholly/Partially Compensatory Nursing Actions

5. Practices standard precautions.6. Select implementation of plan of care according to priority goals and begin to

recognize the need to adjust priorities as changes occur.7. With moderate direction, initiate nursing interventions in response to client’s self -

care needs and/or deficits to maintain physical and emotional comfort (QSEN).

8. Provide patient-centered care with sensitivity and respect for the diversity of humanexperience (QSEN).

2.6 Use current technology to enhance client care.Educative/Supportive Nursing Actions

Critical Competency #1 Safety/Technical Skills

Critical Com etenc #2: Critical Thinkin and Clinical Reasonin


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4. Assess for an environment conducive to restoration and maintenance of client’sability to meet self-care requirements.

5. Teach health care to individual and groups.f. Identify evident situations in which clients need information or support to

maintain or regain health.g. Implement an appropriate teaching plan specific to the client’s level of

development, knowledge, culture, and learning needs.

h. Support/reinforce teaching of health care professionals.i. Perform rudimentary evaluation of effectiveness of client learning.

j. Provide for continuing care and express how to support the client’s right to diewith dignity.

6. Evaluationd. Recognize the effects of nursing interventions on the status of the client.e. With moderate supervision, participate with client, significant others and team

members in evaluating client’s progress toward goals.

f. With moderate guidance, revise plan as needed.

3.0 Provide relationships characterized by caring and inclusive communications.3.1 Maintain confidentiality.

3.2 Utilize principles of verbal/non-verbal communication to assess self, client and supportsystem with assistance.3.3 Express appropriate communication skills to communicate with clients of all developmental

ages, support systems, and interdisciplinary team members.

3.4 Establish functional relationship and promote effective relationships. Recognize boundariesof therapeutic relationship, with clarifications of student’s role and accountabilities underconditions of potential overlap in team member functioning (QSEN).

4. Distinguish and demonstrate caring, nonjudgmental and sensitive behavior in providing care and interpersonal relationships with moderate assistance

5. Promote psychological safety in interpersonal relationships with moderate assistance

6. Practice implementation of timely and effective conflict resolution with assistance.3.5 Effectively communicate and document client behaviors and response to interventions and

plan of care.

D.

Manager of Care Demonstrate advanced beginner skills in providing care for a group of clients with definedhealth deviations

4.0 Practice within the ethical and legal framework of nursing.

4.1 Demonstrates caring, integrity, ethical practice, diversity, education, community service, and

quality of care.1. Recall principle of ethics to begin to recognize, explore and seek assistance related to

ethical dilemmas in practice.4.2 Foster advanced beginner standards of nursing practice.

1. Participate in peer review and governance through observation and discussion.

4.3 Demonstrate professional behavior through appropriate attendance, appropriategrooming/uniform dress, and without alcohol or substance abuse.

E.

Member within the discipline of nursing

Demonstrates ethical standards of nursing practice

Critical Com etenc #3: Communication

Critical Competency #4: Responsibility and Accountability


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5.1 Establish priorities for 1 – 2 clients’ common, low to moderate acuity needs; adapts priorities to changing situations

5.2 Organizes and effectively manages 1- 2 clients with common, low to moderate acuity needs ina timely manner5.3 Interact with interdisciplinary health care team members in a collegial manner with

assistance.1. With assistance, interface appropriately with other resources to provide continuity of

care.2. Identify channels of communication to begin to utilize them to accomplish goalsrelated to care delivery.3. Collaborate with team members when situation encountered is beyond the student’sknowledge and experience.

VIII.

Workplace Preparation: The course will address the following SCANS competency areas:

A. Resources: the students will have access to faculty, textbook, library, technical-skills lab, acuteand ambulatory care settings and other college students. The students will demonstrate ability to set

goals for nursing care and to allocate time to complete those goals. They will plan and allocateresources through understanding structure and function in cost effective methods of clinical practice.

B. Interpersonal: the students will be required to communicate with faculty, peers, clients, andother health care professionals. The students will work in groups in problem-solving scenarios.

C. Information: the students will use computers and a variety of information resources to learn orreview skills which prepares them to assess, organize, analyze, evaluate, and communicateinformation, including documenting and creating a plan of care.

D. Systems: the students will demonstrate understanding of organizational, social, and informatics

systems within a healthcare setting. They will analyze systems to identify root causes of failures andareas for improvement.

F. Technology: the students will work with a variety of technologies within a healthcare setting,including electronic medical records, computers, point-of-care testing equipment, and biomedical

machinery. They will maintain equipment properly, identify malfunctions and remove the item fromservice.

The course also addresses the SCANS skills and personal qualities:

A. Basic Skills: the students will review, learn and perform the procedures listed on skills checklist.

They will read policy and procedures, write, perform arithmetic and medication calculations, andeffectively communicate patient information amongst the interdisciplinary team.

B. Thinking Skills: the students will demonstrate critical thinking in formulating and carrying out a

plan of care by thinking creatively, knowing how to seek information, making decisions based onevidence, solving potential or actual self-care problems, and utilizing clinical reasoning.

C. Personal Qualities: the students will utilize the Nursing Professional Code of Ethics whileinteracting with others. They will demonstrate responsibility and accountability. Respect others anddevelop individual responsibility, self-management, self-esteem, and integrity.

IX. Instructional Media:

A. Available for pur chase at M oorpark Col lege Bookstore :

Critical Competency #5: Organization and Prioritization


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1. Beginning Nursing Science: NS1 Theory & Clinical Workbook Fall 20132. Moorpark College Department of Nursing Student Handbook Fall 20133. Moorpark College ADN Clinical Portfolio Fall 2013

4. Clinical Nursing Skills Checklist5. Moorpark College Nursing Program Daily Journal form

B. Available at Moorpark College bookstores or suppliers:

6. 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:Mosby.

7. Study guide for Med-Surg Nursing Textbook Lewis & Heitkemper (2011)

8. Altman, G.B. (2009). Fundamental & advanced nursing skills (3rd ed). Clifton Park, NY:

Delmar.

9. Ellis, J & Hartley, C. (2008). Nursing in Today's World (9th ed). Philadelphia, PA: LippincottWilliams, & Wilkins.

10. Buchholz, S. (2011). Henke’s med -math, dosage calculation, preparation, and administration(7th ed.). Philadelphia, PA: Lippincott Williams, & Wilkins.

11. Jarvis, C. (2011) Pocket companion: Physical examination & health assessment (6th ed.). St.

Louis, MO: Saunders.

12. Doenges, M., Moorhouse, M.F. & Murr, A.C. (2010) Nurse’s pocket guide: Diagnoses,interventions and rationales (10th ed.). Philadelphia, PA: F.A.Davis. (Or any nursingdiagnosis/care planning book of your choice)

13. California Nursing Practice Act. Read On-line version at

http://www.rn.ca.gov/regulations/bpc.shtml#2725

14. Professional Guide to Laboratory &Diagnostic Tests, and Nursing Drug Guide

* For Drug handbook and Diagnostic tests: Electronic PDA version for nurses is available.

To download these programs you need to have a smart phone or other PDA. Some sites are:Pepid.com. skyscape.com, www.unboundmedicine.com. Free sites are available such as

Nursingcenter.com, Medline.com, and epocrates.com.

F. Recommended Texts:

1. All in One Care Planning Resources. Latest edition, Swearingen-Elsevier.2. Fundamental of Success: Test taking strategies. Latest edition Davis.

G. Other required materials:1. Computer access for D2L and E-mail address (Computers are available in the library for

students without access, e-mail address will be provided upon request).

2. Others: As specified and assigneda) Audio-visual aids: videos available.

b) Reading assignments in professional magazines.c) Computer assisted instructions (CAI) as available.

http://www.unboundmedicine.com/http://www.unboundmedicine.com/http://www.unboundmedicine.com/http://www.unboundmedicine.com/


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d) All students will be required to participate for a video assignment. Bring a blankDVD. A video recorder will be available for use in the skills lab, or the student may

bring his or her own recorder.e) Nurse Pack: Paid for with your registration fees. Distributed in the skills lab.f) A stethoscope, preferably a dual-headed one.g) Watch with a second handh) Moorpark College nursing student uniform and Student photo ID badgei) A plastic folder to submit your clinical portfolio, skills checklist, and all completed

assignments to your instructor every Hospital day at post conference.

H. Nursing Skills Lab (NS11)

Each student is strongly encouraged (not required) to register for NS 11 concurrently. This is an

instructor-assisted independent study in the skills lab. The lab time will be used for practicingtechnical skills as well as critical thinking and test taking skills.

X. Clinical Grading Criteria for NS1 part 1

90 - 100% = A80 - 89% = B

75 - 79% = C74.5% GPA) for each of the five critical elements following the final grade in

NS1L Part I to meet the course objectives and continue in the program. In addition, mastery (>74.5%) of

NS1L Part II is also required. Concurrent grade of >74.5% in Nursing Science 1 Part 1 Theory andsubsequently in Part II is required to progress to the next nursing level.

I. Technical Skills A. Procedures and participation in skills lab 20 points possible per Skills Lab day

II. Critical Thinking/Clinical Reasoning:A. Application of the Nursing Process: Students can receive points/process for each scheduled

day of patient care. Students will be assigned to a patient each Hospital clinical day.1. Assessment 10 points possible per hospital day2. Planning 10 points possible per hospital day3. Implementation 10 points possible per hospital day4. Evaluation 10 points possible per hospital day

B. Nursing Care Study - 100 points See rubric and guidelines in Appendix.C. Plagiarism/Advanced Directive Assignment - 40 points See guidelines in AppendixD. Video Project- 25 points See rubric and guidelines in Appendix.

III. Communication:

A. Documentation1. The student can earn 10 points per Hospital clinical day for complete and accurate

documentation.

B. Interpersonal Relations1. The student can earn 10 points per hospital clinical day for preparing and conducting

a complete and concise report of the patient’s status to the staf f nurse.a. Provide accurate and complete information.

b. Communicate in a professional and respectful manner.c. Maintain patient confidentialityd. Report in an organized manner.


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2. Daily Journala. The student can earn 10 points per hospital clinical day for maintaining,

completing, and handing in the journal thoroughly, neatly, and on time.

b. Failure to turn in the daily journal on time results in a loss of 2 points perlate clinical day from the earned score.

IV. Responsibility and Accountability:A. Self-Direction and Nursing Judgment

1. The student can earn 10 points per Hospital clinical day for the following behaviors:a. No absences or tardies. b. Meets all Moorpark college Nursing Program and hospital policies

ensuring safe and ethical conductc. Demonstrates ethical, professional behavior and assumes responsibility

for own actions.d. Demonstrates good judgment regarding patient safety, staff safety, and

personal safety.e. Turn in all required assignments, clinical portfolio on time.

V. Organization and Prioritization:A. Manage Patient Assignment

1. The student can 10 earn points for each day of patient care for organizational skills.Points will be reduced for the following behaviors:

a. Plan, organizes, and manage total patient care for 1 - 2 clients withselected self-care deficits with direct supervision.

b. Demonstrate prioritization of individual patient needs.

c. Complete client care assignment and journal on time.

VI. Performance Improvement Report (PIR) and Unsafe Practice Act (UPA)

A. Each student should read the complete descriptions of Performance Improvement/UnsafePractice (UPA) included in the clinical portfolio before entering the clinical area.

B. A UPA will be given to any student whose nursing behavior (knowledge, skills, & attitude)may cause harm to a client and it has been identified as such by the clinical instructor.

1% grade reduction will occur for each UPA. For repetitive incidents occurring in thesame critical element, an increasing reduction of 2%, then 3%, then 5% will beincurred.

C. Some examples of UPA are: Leaving the patient in a bed on high position, failure tomaintain confidentiality, patient abandonment, not notifying instructor and staff nurse of a

change in the patient's condition or abnormal vital signs, horse-playing, not following safety procedures in transferring, medications, infection control etc.

VII. Late Assignments

Deduction of 2 points per day for the Daily Journal. For the Nursing Care Plan: 5% per day deduction will be incurred. Any assignment turned in after 5 days will not be accepted and

will be given a ZERO

VIII. Absences

The Board of Registered Nursing requires students to have certain amounts of clinical duringtheir nursing education. Refer to the Student Handbook for details regarding clinical absences.

IX. Self-Evaluation:


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It is the student’s responsibility to self evaluate and fill in the grade sheet in the clinical portfolio for each clinical day. There are numbers listed in the first column indicating the maximumnumber of points possible. Daily clinical points are based on the scale listed on the grading sheet,which is based off of Patricia Benner’s Novice to Expert theory. The instructor may alter the

points that the student has self - assigned if deemed necessary. The instructor’s score is the

off icial grade.

X. Clinical Evaluation Day:All students will be scheduled for evaluations on the mandatory clinical evaluation day. If the

student must miss his/her evaluation due to an approved excuse with documentation, then theevaluation may be rescheduled after the evaluation day.

XI. Dropping a class:When it is necessary to drop from a class at Moorpark College, it is the responsibility of the

student to drop the class via the Moorpark College website or in person at the Registration office.

Math Homework

Text: Henke’s Medication Math, 7th

ed.

Topic Pages Learning Activities EvaluationChapter 2: Metric Page 46 Do Proficiency

Test 1 p. 46

Self Review

Chapter 4: Calculation ofOral Medications

p. 108 Do ProficiencyTest 3 p. 108

Turn in to instructorwith GU module

Chapter 5: Calculation ofliquids

p. 131 - 138 Do Self-Test 1 p. 138 Turn in to Instructorwith Resp/Cardio

module

Chapter 6: Calculation of

IV drip rates

Chapter 8: Dosage based onmg/kg

199 – 209,

296 - 304

NS1 part 2 Med Proficiency

pre-testTurn in with Neuro

module

Medication Calculation Rounding Rules : See D2L Homepage


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Week 1 - 2: Basic Skills and Introduction to Nursing

I. Introduction:

Assisting in or performing activities of daily living is a critical role of the registered nurse. Skills

pertaining to hygiene, nutrition, elimination, safety, infection control, activity, and comfort will beintroduced, practiced, and evaluated prior to entering the clinical area to provide patient care.

Professionalism, responsibility, and preparation for clinical will be discussed and evaluated.

II. Learning Activities: The student is responsible for:

1.

Successfully logging on to Desire 2 Learn (D2)

2. Completing the Nursing Student Entrance Survey on our class’ D2L page homepage. Goto the link. Password is: health. Submit the signed signature page to your lecture instructor.

3. Viewing the instructor-selected basic skills videos from the Skills Lab library

4.

Practicing the prescribed basic skills to competency.

5.

Turning in all required certificates, physical, immunizations, and other clearances to thehealth sciences office.

6. Participating in review of clinical portfolio and discussion of self-evaluation and Progress

Appraisal Reports

7. Bringing the clinical portfolio and this workbook to all skills lab/clinical days.

III. Clinical Performance Objectives: 1.

Provide caring, safe, technically competent fundamental patient-centered primary nursingcare to 1-2 patients with common, acute and chronic health and self-care needs of simulatedadult and geriatric patients in

ns1p1 theory and clinical workbook fall 13 07-12-13_clee

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