rnsg: 1341 common concepts in adult health nursing

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Division of Health Sciences

Associate Degree Nursing Department

https://www.hccs.edu/programs/areas-of-study/health-sciences/licensed-vocational-nursing-lvn/

RNSG: 1341 Common Concepts in Adult Health Nursing

Spring 2020 | 16 Weeks (1/21/2020-5/17/2020)

In-Person | Coleman Room TBA/ Days/Times: Tuesdays 8-10 and 11-1

CRN #s: 15464, 15603, 15604, 18587 3.0 Credit Hr / 48 Contact Hrs -16 Weeks

:

Instructor Contact Information

Course Level – Intermediate

Type of Instruction: Face-to-Face

Instructor: Brenda McDaniel, PhD., RN-C

Office: 713–718-7494 Cell: (713) 530-2411 Email: [email protected]

Office: Suite 312, Room 309

Office hours: Wednesdays 1-4 pm

Instructor: Deanna Rix, RN, MSN

Office: 713–718-7447 Email: [email protected]

Office: Suite 312, Room # 310

Office hours: Wednesdays 1-4 pm

Please feel free to contact us concerning any problems that you are experiencing in this course. Your performance in our class is very important to us. We are available to hear any concerns you may have or and just to discuss course topics.

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Instructor’s Preferred Method of Contact My email:

We will respond to emails within 24 hours Monday through Friday; We will reply to weekend messages on Monday mornings.

What’s Exciting About This Course

This course is the study of basic integration of the role of the professional nurse as a provider of patient-centered care, patient safety advocate, member of the health care team, and member of the profession. It is the study of the selected concepts of caring for

adult patients and families with medical-surgical health care needs related to body systems, emphasizing knowledge, judgement, skills, and professional values within a

legal/ethical framework. What is exciting about this course is that we will use a new computer program called

Sherpath to assist with your learning. The lessons in this program are designed to follow the textbook. This program is also designed to increase interactivity between the student

and the content. There are multiple ways the student can quiz themselves, with adaptive and nonadaptive quizzing, to improve understanding, especially before exams.

Our Personal Welcome

Welcome to the class! We are delighted that you are in this course. We will present the information in the most exciting way we know, so that you can grasp the concepts and apply

them now and hopefully throughout your life. As you read and wrestle with new ideas and facts that may challenge you, we are available to

support you. The fastest way to reach me is by my HCC email. The best way to really discuss issues is in person and we are available during posted office hours to tackle your

questions. Our goal is for you to walk out of this course with a better understanding of the material. So please visit either of us or contact us by email whenever you have a question.

PLEASE READ AND REFER TO THE PROGRAM HANDBOOK. IT IS THE OFFICIAL

DOCUMENT FOR ALL PROGRAM DECISIONS.

Prerequisites and/or Co-Requisites

Pre-requisites: RNSG 1413 Foundation for Nursing Practice RNSG 1360 Clinical Nursing Foundations

RNSG 1201 Pharmacology RNSG 1105 Nursing Skills I

Co-requisites: RNSG 2360 Clinical Nursing-Adult I

RNSG 2201 Care of Children and Families RNSG 2261 Clinical Nursing-Pediatrics

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Students must pass all Level courses before progressing to the

next level.

. Please carefully read and consider the repeater policy in the HCCS Student Handbook.

Canvas Learning Management System We will use Canvas (https://eagleonline.hccs.edu) to supplement in-class assignments,

exams, and activities.

Please check Canvas daily for updates and announcements.

HCCS Open Lab locations may be used to access the Internet and Canvas. USE FIREFOX OR CHROME AS THE INTERNET BROWSER.

HCC Online Information and Policies Here is the link to information about HCC Online classes including the required Online Orientation for all fully online classes: http://www.hccs.edu/online/

Scoring Rubrics, Sample Assignments, etc. Look in Canvas for the scoring rubrics for assignments, samples of class assignments, and

other information to assist you in the course. https://eagleonline.hccs.edu/login/ldap

Instructional Materials

Required:

Sherpath for Medical-Surgical Nursing (Lewis Version), 11th Edition Access Code by Elsevier | Jan 1, 2017

5.0 out of 5 stars 1

Printed Access Code

Currently unavailable.

http://www.hccs.edu/resources-for/current-students/student-handbook/

https://eagleonline.hccs.edu/

https://www.mozilla.org/en-US/firefox/new/

https://www.google.com/chrome/browser/desktop/index.html

http://www.hccs.edu/online/

https://eagleonline.hccs.edu/login/ldap

https://www.amazon.com/Sherpath-Medical-Surgical-Nursing-Version-Access/dp/032348302X/ref=sr_1_2?keywords=sherpath+for+medical+surgical+nursing+lewis&qid=1579124383&s=books&sr=1-2



javascript:void(0)

https://www.amazon.com/Sherpath-Medical-Surgical-Nursing-Version-Access/dp/032348302X/ref=sr_1_2?keywords=sherpath+for+medical+surgical+nursing+lewis&qid=1579124383&s=books&sr=1-2#customerReviews



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ISBN-13: 978-0323551496

ISBN-10: 0323551491

Why is ISBN important?

Both of these products are part of a larger package that contains HESI standardized exams that are

used as Final exams at the end of the semester. If you are in the nursing program you should

purchase the large bundle which contains the Sherpath computer program, the Lewis ebook, and the

HESI exams. The large bundle costs approximately $700 per semester. The bundle also includes a

Nursing Review and other materials to get you through the NCLEX.

Order your book here: HCC Bookstore West Loop

Temporary Free Access to E-Book

N/A

Other Instructional Resources

Power Points, handouts, and additional resources will be in the Sherpath or Canvas courses.

Some resources may also be given to you in class.

Publisher’s Digital Workbook N/A

Tutoring

HCC provides free, confidential, and convenient academic support, including writing critiques, to HCC students in an online environment and on campus. Tutoring is provided by HCC personnel in order to ensure that it is contextual and appropriate. Visit the HCC Tutoring

Services website for services provided.

Libraries

The HCC Library System consists of 9 libraries and 6 Electronic Resource Centers (ERCs) that are inviting places to study and collaborate on projects. Librarians are available both at the

libraries and online to show you how to locate and use the resources you need. The libraries maintain a large selection of electronic resources as well as collections of books, magazines,

newspapers, and audiovisual materials. The portal to all libraries’ resources and services is the HCCS library web page at http://library.hccs.edu.

javascript:void(0)

https://hccs.bncollege.com/webapp/wcs/stores/servlet/BNCBHomePage?storeId=19561&catalogId=10001&langId=-1

http://www.hccs.edu/resources-for/current-students/tutoring/

http://www.hccs.edu/resources-for/current-students/tutoring/

http://library.hccs.edu/

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Supplementary Instruction

Supplemental Instruction is an academic enrichment and support program that uses peer-

assisted study sessions to improve student retention and success in historically difficult courses. Peer Support is provided by students who have already succeeded in completion of the specified course, and who earned a grade of A or B. Find details at

http://www.hccs.edu/resources-for/current-students/supplemental-instruction/.

Course Overview

This course provides a large amount of the information needed for students to pass the NCLEX and to

become exceptional caregivers in today’s evolving health care environment. Up-to-date information is

provided, related to the latest trends, hot topics, and clinical developments in Medical-Surgical

Nursing. Various patient care scenario help the student focus on key topics and patient safety. The

institution of the Sherpath computer program provides digital teaching and learning technology that

was designed specifically for health care education. Both the text and the computer program provide

content including an overview of Anatomy and Physiology, health assessment, clinical manifestations,

diagnostic studies, collaborative care and related responsibilities emphasizing the importance of

patient care in different settings for the management for multiple commonly encountered disorders

and diseases.

Core Curriculum Objectives (CCOs)

This course satisfies the requirements in the HCCS core curriculum. The HCCS Associate Degree Nursing faculty have specified that the course address the following core objectives:

Critical Thinking: Students will demonstrate the ability to engage in inquiry and analysis, evaluation and synthesis of information, and creative thinking by completing

a written assignment such as a book report, research paper, or essay. Communication Skills: Students will demonstrate effective development,

interpretation and expression of ideas through written, oral, and visual communication

by completing a written assignment such as a book report, research paper, or essay. Quantitative and Empirical Literacy: Students will demonstrate the ability to draw

conclusions based on the systematic analysis of topics using observation, experiment, and/or numerical skills by completing textbook reading assignments, completing assignments, and answering questions on quizzes and exams that pertain to Course

Student Learning Outcome #2 below. Social Responsibility: Students will demonstrate cultural self-awareness,

intercultural competency, civil knowledge, and the ability to engage effectively in regional, national, and global communities by completing textbook reading assignments, completing assignments, and answering questions on quizzes and exams

that pertain to Course Student Learning Outcome #4 below.

COMPETENCIES

Multiple competencies from multiple regulatory agencies will be acquired and

demonstrated at multiple levels of learning during your ADN program.

Differentiated Essential Competencies (DECs)

I - ABD

http://www.hccs.edu/resources-for/current-students/supplemental-instruction/

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II - ABCDEFGH

III - ABCDE

IV - ABCDEFG

The Texas Board of Nursing has determined that the following competencies must be acquired:

I. Member of the Profession

A. Function within the nurse’s legal scope of practice and in accordance with the policies and

procedures of the employing health care institution or practice setting.

B. Assume responsibility and accountability for the quality of patient care to patients and their

families.

D. Demonstrate responsibility for continued competence in nursing practice, and develop insight

through reflection, self-analysis, self-care, and lifelong learning.

II. Provider of Patient Care

A. Use clinical reasoning and knowledge based on the associate degree nursing program of study

and evidence-based practice outcomes as a basis for decision making in nursing practice.

B. Determine the physical and mental health status, needs, and preferences of culturally,

ethnically, and socially diverse patients and their families based upon interpretation of

comprehensive health assessment findings-compared with evidence-based health data derived

from the associate degree nursing program.

C. Analyze assessment data to identify problems, formulate goals/outcomes, and develop plans of

care for patients and their families using information from evidence-based practice in

collaboration with patients, their families, and the interdisciplinary health care team.

D. Provide safe, compassionate, comprehensive nursing care to patients and their families

through a broad array of health care services.

E. Implement the plan of care for patients and their families within legal, ethical, and regulatory

parameters and in consideration of disease prevention, wellness, and promotion of healthy

lifestyles.

F. Evaluate and report patient outcomes and responses to therapeutic interventions in

comparison to benchmarks from evidence-based practice, and plan follow-up nursing care.

G. Develop, implement, and evaluate teaching plans for patients and their families to address

health promotion, maintenance, and restoration.

H. Coordinate human, information, and material resources in providing care for patients and their

families.

III. Patient Safety Advocate

A. Demonstrate knowledge of the Texas Board of Nursing Rules that emphasize safety, as well as

all federal, state, and local government, and accreditation organization, safety requirements

and standards.

B. Implement measures to promote quality and a safe environment for patients, self, and others.

C. Formulate goals and outcomes using evidence-based data to prevent patient risks.

D. Obtain instruction, supervision, or training as needed when implementing nursing procedures

or practices.

E. Comply with mandatory reporting requirements of the Texas Nurse Practice Act.

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IV. Member of the Health Care Team

A. Coordinate, collaborate, and communicate with patients, their families, and the

interdisciplinary health care team to plan, deliver, and evaluate patient.

B. Serve as a health care advocate in monitoring and promoting quality and access to health care

for patients and their families.

C. Refer patients and their families to resources that facilitate continuity of care; health

promotion, maintenance, and restoration; and ensure confidentiality.

D. Communicate and collaborate in a timely manner with members of the interdisciplinary health

care team to promote and maintain the optimal health status of patients and their families.

E. Communicate and manage information using technology to support decision-making to

improve patient care.

F. Assign and/or delegate nursing care to other members of the health care team based upon an

analysis of patient or unit need.

G. Supervise nursing care provided by others for whom the nurse is responsible by using

evidence-based nursing practice.

QSEN Competencies

Using the institute of Medicine (2003) competencies for nursing, QSEN faculty have defined prelicensure and graduate quality and safety competencies for nursing and proposed targets for the knowledge, skills, and attitudes to develop in nursing pre-licensure programs for each competency as follows:

• Patient centered care

• Teamwork and Collaboration

• Evidence Based Practice

• Quality improvement

• Safety

• Informatics • Patient Centered Care - Recognize the patient or designee as the source of control and full

partner in providing compassionate and coordinated care based on respect for patient’s

preferences, values, and needs.

• Teamwork and Collaboration - Function effectively within nursing and interprofessional

teams, fostering open communication, mutual respect, and shared decision making to achieve

quality patient care.

• Evidence Based Practice - Integrate best current evidence with clinical expertise and

patient/family preferences and values for delivery of optimal health care.

• Quality Improvement - Use data to monitor the outcomes of care processes and use

improvement methods to design and test changes to continuously improve the quality and

safety of health care systems.

• Safety - Minimize risk of harm to patients and providers through both system effectiveness

and individual performance.

• Informatics - Use information and technology to communicate, manage knowledge, mitigate

error, and support decision making.

QSEN pursues strategies to build will and develop effective teaching approaches to assure that future graduates develop competencies in patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics. About QSEN, Copyright 2014, CWRU http://qsen.org/competencies/

http://qsen.org/competencies/

http://qsen.org/competencies/

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NCLEX-RN TEST PLAN

The NCLEX Test Plan provides a concise summary of the content and scope of the exam.

The Test Plan also serves as a guide for topic selection, exam development, and candidate

preparation.

Client Needs Percentage of Items From Each

Category/subcategory

Safe and Effective Care Environment

Management of Care 17-23%

Safety and Infection Control 9-15%

Health Promotion and Maintenance 6-12%

Psychosocial Integrity 6-12%

Physiological Integrity

Basic Care and Comfort 6-12%

Pharmacological and Parenteral

Therapies

12-18%

Reduction of Risk Potential 9-15%

Physiological Adaptation 11-17%

Course Calendar

Course Calendar (Also Available via Canvas Online) review is during the first day. Changes are sometimes necessary and will be announced in class and/or via Canvas Online if necessary.

Program Student Learning Outcomes (PSLOs)

Upon graduation, you will be able to: 1. Communicate effectively with patients, families, and members of the health-care team

2. Utilize a systematic problem-solving approach in caring for patients with selected and selected needs 3. Demonstrate appropriate entry-level Associate Degree Nursing Program didactic competencies to pass the NCLEX-RN licensure exam

4. Demonstrate safe entry-level nursing practice as defined by the four roles of the Differentiated Essential Competencies (DECs) for graduates of Texas Nursing Programs. Course Student Learning Outcomes:

Upon the completion of this course the student will be able to: 1. Explain the roles of the professional nurse in caring for adult patients and their

families.

2. Utilize critical thinking skills and a systematic problem-solving process in providing

care for adult patients and families with selected health care needs

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Learning Objectives:

1.1 Determine the physical and mental health status, needs, and preferences of culturally, ethnically, and socially diverse patients and their families based upon

interpretation of comprehensive health assessment findings-compared with evidence-based health data derived from the associate degree nursing programs.

1.2 Implement the plan of care for patients and their families within legal, ethical, and regulatory parameters and in consideration of disease prevention, wellness, and promotion of healthy lifestyle.

1.3 Participate in activities that promote the development and practice of professional

nursing.

1.4 Coordinate, human, information, and material resources in providing care for patients

and their families.

1.5 Coordinate, collaborate, and communicate with patients, their families, and the

interdisciplinary health care teams to plan, deliver, and evaluate patient.

2.1 Analyze assessment data to identify problems, formulate goals/outcomes, and

develop plans of care for patients and their families using information from evidence-based practice in collaboration with patients, their families, and the interdisciplinary

health care team.

2.2 Develop, implement, and evaluate teaching plans for patients and their families to

address health promotion, maintenance, and restoration.

2.3 Formulate goals and outcomes using evidence-based data to prevent patient risks.

2.4 Evaluate and report patient outcomes and responses to therapeutic interventions in comparison to benchmarks from evidence-based practice, and plan follow-up nursing

care.

Expect to spend at least twice as many hours per week outside of class as you do in class studying the course content. Additional time will be required for written assignments. The assignments provided will help you use your study hours wisely. Successful completion of this

course requires a combination of the following: Reading the textbook

Attending class in person and/or online Completing assignments Participating in class activities

There is no shortcut for success in this course; it requires reading (and probably re-reading) and studying the material using the course objectives as a guide.

Instructor and Student Responsibilities

As your Instructor, it is my responsibility to: Provide the grading scale and detailed grading formula explaining how student grades

are to be derived.

Facilitate an effective learning environment through learner-centered instructional techniques.

Provide a description of any special projects or assignments. Inform students of policies such as attendance, withdrawal, tardiness, and making up

assignments.

Provide the course outline and class calendar that will include a description of any special projects or assignments.

Arrange to meet with individual students before and after class as required.

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As a student, it is your responsibility to:

Attend class in person and/or online. Participate actively by reviewing course material, interacting with classmates, and

responding promptly in your communication with us. Read and comprehend the textbook. Complete the required assignments and exams.

Ask for help when there is a question or problem. Keep copies of all paperwork, including this syllabus, handouts, and all assignments.

Attain a raw score of at least 75% to pass the course. Be aware of and comply with academic honesty policies in HCCS Student Handbook.

Assignments, Exams, and Activities

Written Assignment

If there are any applicable written assignments, they will be announced in class.

Exams

There are: 5 (five) unit exams consisting of 50 questions each. There is a final exam consisting of 100 questions.

In-Class Activities If there are any applicable activities and/or assignments, they will be announced in class.

Final Exam

All students will be required to take a comprehensive standardized HESI final exam consisting of 50 questions. There are no make-up exams for the final exam.

Grading Formula

The grades for this theory class are weighted accordingly:

Exams (5) 75% Quizzes 5%

Participation 5% HESI 15% ___________________

100%

Incomplete Policy: In order to receive a grade of Incomplete (“I”), a student must have completed at least 85%

of the work in the course. In all cases, the instructor reserves the right to decline a student’s request to receive a grade of Incomplete.


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HCC Grading Scale for Associate Degree Nursing

Student Grade Sheet. It is the responsibility of the student to record his/her grades for

personal records. The professor is not obligated to give the student the exam grade once

they have been distributed to the class.

Grading

90-100: A 80-89: B 75-79: C

70-74: D 60-69: F

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Course Calendar

Date

Tuesdays

Content

Reading Assignment,

Lewis 11th ed.

Ch

#

Faculty Exam

Ques

%

1 1/28/2020 Concepts in

Nursing

Practice

Fluids & Electrolytes Ch 16

Pre- and Post-Op Ch 17, 19

Inflammation/Healing Ch 11

Wooten

2

2/4/2020

Math

Competency

Exam # 1

Integumentary System Ch 22, 23

Sensory (Eye and Ear) Ch 20, 21

Rix

3

2/11/20

Math

Competency

Exam # 2

EXAM 1 Ch 11, 16, 17, 19, 20, 21, 22, 23,

8

6/ch

15

4

2/18/20

Math

Competency

Exam # 3

Endocrine (Diabetes) Ch 47, 48, 49

Immune/Infection Ch 13, 14

McDaniel

5 2/25/20 Gastrointestinal System Ch 38, 41, 42, 43 Rix

6 3/3/20

EXAM 2 Ch 13, 14, 38, 41, 42, 43, 47, 48,

49

9 5/ch 15

7 3/10/20 Respiratory System Ch 25, 26, 27, 28 Wooten

8

3/17/20

Spring Break Reproductive System Ch 50, 51, 53, 54

Reading Assignment and Exam

Rix

9

3/24/20

EXAM 3 Ch 25, 26, 27, 28, 50, 51, 53, 54

8

6/ch

15

10 3/31/20 Cardiovascular System Ch 31, 32, 33, 34, 35 McDaniel

11 4/7/20 Cardiovascular System Ch 36, 37

Renal System Ch 44, 45, 46

McDaniel

12 4/14/20

EXAM 4 Ch 31, 32, 33, 34, 35, 36, 37, 44,

45, 46

10 5/ch 15

13 4/21/20 Movement & Coordination Ch 55, 56, 57, 58 Wooten

14 4/28/20 Movement & Coordination Ch 61, 62, 63 Wooten

15 5/5/2020 EXAM 5 Ch 55, 56, 57, 58, 61, 62, 63 7 7/ch 15

16 Monday

5/11/2020

Comprehensive HESI Final Exam 15

Monday, January 20, 2020 Martin Luther King, Jr. Observance Tuesday, January 21, 2020 16-week classes begin Monday, February 3, 2020 Reg 16-wk Official Day of Record

Monday, February 17, 2020 Presidents Day Week of 3/16/2020 Spring Break Monday, April 6, 2020 Reg 16-wk Last Day to Withdraw

Friday, April 10 Spring Holiday Sunday, May 17, 2020 Semester Ends

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Syllabus Modifications The instructor reserves the right to modify the syllabus at any time during the semester and will promptly notify students in writing, typically by e-mail, of any such changes.

Instructor’s Practices and Procedures

Missed Assignments There are no make-up assignments or in-class quizzes. Written assignments are collected once during

class. If your paper is not in the ones collected in class, you will get a zero. No exceptions.

Examinations

Examinations are usually administered by computer, hereafter referred to as Online Testing.

In certain situations, testing may be done by Scantron All students must follow the guidelines

for Online Testing in the Associate Degree Nursing Program.

Students must:

Enter the last four digits/numbers of the student ID to sign on to the scheduled test.

Log on to the examination ONE time only during the scheduled examination as directed

by the instructor.

Use the designated examination name and password only during the scheduled testing

session.

Attend the scheduled examination review for each course. Exams will not be reviewed

again online after the scheduled examination review UNLESS remediation is done.

A student must not attempt to log on the computer for a review using any examination

name/password except the one specified for review by the instructor. **

Direct any question to the instructor or proctor only. Remain seated and raise your

hand for assistance.

Focus only on the monitor for the computer on which you are testing. Any student the

instructor/proctor observes looking on any other monitor, or attempting to exchange

information (giving or receiving) with another student, will be immediately dismissed

from the testing room and a grade of zero "O" will be assigned and receive a negative

incident report. Student will not be allowed to re-take the test.

Student must avoid participating in any form of "Scholastic Dishonesty".

On the day of the scheduled examination, leave all books, backpacks, and roller carts,

cell phones, tablets or other communication devices in an assigned classroom or

locker. Do not bring these items to the computer lab or testing area. Any students with

a cell phone, tablet or other communication device will be asked to leave the computer

lab or testing area, receive a zero (0) for the exam and a negative incident report.

During testing all students are required to put their ID badge in a box at the podium or

on the privacy screen at the computer facing away from the computer. Students are

also required to remove jewelry including earrings, necklaces, bracelets, rings (except

wedding sets), and watches. They are to be left in a locker or put in a box at the

podium. No jackets, hoodies, or sweaters are to be worn during an exam. A student

may wear a uniform warm-up jacket or lab coat. Jackets, hoodies, sweaters or coats

must be left in a locker or at the front of the computer lab/room.

Avoid consuming a large volume of fluids before exam.

Locate and use restroom before entering the computer lab testing area.

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Any student leaving the testing area without the proctor's permission will not be

allowed to re-enter the testing area. Grade will be voided or calculated on number of

questions completed.

If a student arrives last for an exam they will have the remaining time/minutes in which

to take the exam.

Do not enter the computer lab/testing area prior to the examination time. Remain in

the student lounge area. Do not enter the lab/area until you are instructed to do so by

the instructor/proctor.

Exams are FORWARD ONLY. You will not be allowed to go back.

Upon completion of exam, you must leave/exit the computer lab/testing area.(Do not

stop at open lab area). Do not sit at any computer or use any computer for any reason.

There will be no rounding of exam grades. Rounding is done only on the final course

grade.

Grades will not be shown on the computer after the exam. Professors must do a

statistical analysis before grades are given. Grades may be posted on Canvas (or the

current Learning Management System). Remember grades on Canvas may not be

weighted according to your syllabus and may not be 100% accurate. You can refer to

the weighting scale in the syllabus and calculate your course grade.

*ONE time ONLY log-in for review is allowed. ** Thirty (30) minutes will be allowed for review. No pens, pencils, paper, etc. will be allowed

during review. If there are questions regarding the exam during review, the student must make an appointment to meet with the Instructor.

Make-Up Exam Policy: Again, a student may miss only one exam per the directions above. If a second exam is

missed there will be no make-up exam and a grade of zero (0) will be given. If a student will be absent from an exam they must notify the professor BEFORE the exam time via phone call

AND email. Failure to do so will result in a zero (0) for the exam. A student may make up ONE EXAM ONLY providing they notify the professor according to the previous statement and

provide an official authorized documentation (examples of documentation: doctor's release, hospital release, court summons, traffic ticket, immigration meeting etc). This documentation must be presented to the professor or Dr. Williams (1) before the exam that will be missed or

(2) the next day after the missed exam date and BEFORE the makeup exam is given. The makeup exam must be taken 72 hours post missed exam and 5% will be deducted from the

grade. If the makeup exam is taken over 72 hours but within 1 week of the missed exam 10% will be deducted from the grade. If the makeup exam is not taken within 1 week a grade of zero (0) will be given.

If a student in the class misses an exam the class will not review the exam until the student

takes the makeup exam. Also, no exam grades will be posted until the student that missed the exam makes it up. The final exam must be taken at the scheduled time and date. There is no makeup exam for final exams. Final exams are not reviewed. If a student fails to take

the final exam a grade of zero will be given.

Failing A Unit Examination

The failing of unit exams or receiving a grade of zero will require the student to seek and

attend tutorial assistance from the designated instructor, or tutorial services. The student

must present written confirmation of tutorial attendance before the next scheduled exam. If

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student does not present confirmation of attending a tutorial, they will not be permitted to

take the exam and a grade of zero will be given.

Student Grade Sheet. It is the responsibility of the student to record his/her grades for

personal records. The professor is not obligated to give the student the exam grade once

they have been distributed to the class.

Academic Integrity

Scholastic Dishonesty will result in a referral to the Dean of Student Services. See the link below for details.

Here’s the link to the HCC information about academic integrity (Scholastic Dishonesty and Violation of Academic Scholastic Dishonesty and Grievance):

http://www.hccs.edu/about-hcc/procedures/student-rights-policies--procedures/student-procedures/

Students:

Will be subject to dismissal by the Dean of Nursing for violations of the code of

conduct as outlined in the Houston Community College Student Handbook.

Will be subject to and recommended for withdrawal/dismissal from the program for

unsafe clinical practice and student code of conduct as written in the program

handbook.

Please see Student Code of Conduct.

Students are responsible for reading and adhering to the information presented in the HCCS

Student Handbook and HCCS Catalog, available online at w\Vw.hccs.edu/students. In addition to the HCCS policies regarding student conduct, while acting in the capacity as a

health science student, safe patient care and ethical and professional behavior are essential.

Scholastic Dishonesty. In accordance with HCCS policies regarding Scholastic

dishonesty, students are responsible for conducting themselves with honor and integrity in

fulfilling course requirements. "Scholastic Dishonesty" includes, but is not limited to, cheating

on a test, plagiarism, and collusion.

*"Cheating" on a test includes:

Copying from another student's test paper (computer);

Using or possessing pertinent subject matter materials during a test that are not

authorized by the person giving the test;

Collaborating with another student during a test without authority;

Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part

the contents of an un-administered test;

Bribing another person to obtain a test that is to be administered.

*"Plagiarism" means the appropriation of another's work and the unacknowledged

incorporation of that work in one's own written work offered for credit.

*"Collusion" means the unauthorized collaboration with another person in preparing written

work offered for credit.



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PROFESSIONAL BEHAVIOR/CLASSROOM ETIQUETTE

1. Students are to remain quiet during class time. Should a student need to ask a

question or communicate with the instructor, the student is to raise their hand.

2. Students should refrain from interrupting when someone is speaking.

3. Any student disrupting the class is to leave the classroom at the discretion of the

instructor.

4. In consideration of others and of safety, no children allowed in the classroom.

Frequently, the content presented in the classroom may be inappropriate for children.

Please be aware that children are distracting to other students trying to take notes or

exams.

5. Students must abide by the appropriate standards of conduct identified in the Student

Handbook, including language and professional behavior.

6. All cell phones and pagers are to be turned off or placed on vibrate during class time.

ATTENDANCE

Absences are set at 12.5% of the total class hours. It is the responsibility of the

student to remain current with their attendance. Absences in excess of 12.5% of the total class hours may result in administrative withdrawal from the course.

Student Conduct Please refer to the Program Handbook for Student Conduct. As a student you are responsible

for adhering to proper conduct in the classroom and clinical settings..

Instructor’s Course-Specific Information (As Needed)

Electronic Devices

Turn-off all personal communication devices (cell phones/camera phones, pagers, I-

phone, MP3 players, I-pods and laptop computers.) prior to the start of class

Make a personal telephone call only when it is an emergency. In such an instance, a

pay telephone is to be used or instructor notified. No cell phones are allowed in the

clinical/patient area or the assigned clinical facility.

Program Information

Texas Board of Nursing has granted full approval status to the Associate Degree Nursing

program (TBN, 333 Guadalupe, Suite 3-460, Austin, Texas 78701, (512)305-7400.

HCC Policies Here’s the link to the HCC Student Handbook http://www.hccs.edu/resources-for/current-students/student-handbook/ In it you will find information about the following:

Academic Information Academic Support



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17

Attendance, Repeating Courses, and Withdrawal Career Planning and Job Search

Childcare disAbility Support Services

Electronic Devices Equal Educational Opportunity Financial Aid TV (FATV)

General Student Complaints Grade of FX

Incomplete Grades International Student Services Health Awareness

Libraries/Bookstore Police Services & Campus Safety

Student Life at HCC Student Rights and Responsibilities Student Services

Testing Transfer Planning

Veteran Services

EGLS3 The EGLS3 (Evaluation for Greater Learning Student Survey System) will be available for most courses near the end of the term until finals start. This brief survey will give invaluable information to your faculty about their teaching. Results are anonymous and will be available

to faculty and division chairs after the end of the term. EGLS3 surveys are only available for the Fall and Spring semesters. EGLS3 surveys are not offered during the Summer semester

due to logistical constraints. http://www.hccs.edu/resources-for/current-students/egls3-evaluate-your-professors/

Campus Carry Link Here’s the link to the HCC information about Campus Carry: http://www.hccs.edu/departments/police/campus-carry/

HCC Email Policy When communicating via email, HCC requires students to communicate only through the HCC

email system to protect your privacy. If you have not activated your HCC student email account, you can go to HCC Eagle ID and activate it now. You may also use Canvas Inbox to communicate.

Housing and Food Assistance for Students

Any student who faces challenges securing their foods or housing and believes this may affect their performance in the course is urged to contact the Dean of Students at their college for support. Furthermore, please notify the professor if you are comfortable in doing

so. This will enable HCC to provide any resources that HCC may possess.

http://www.hccs.edu/resources-for/current-students/egls3-evaluate-your-professors/

http://www.hccs.edu/resources-for/current-students/egls3-evaluate-your-professors/

http://www.hccs.edu/departments/police/campus-carry/

http://www.hccs.edu/resources-for/current-students/student-e-maileagle-id/

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Office of Institutional Equity Use the link below to access the HCC Office of Institutional Equity, Inclusion, and

Engagement (http://www.hccs.edu/departments/institutional-equity/)

disAbility Services HCC strives to make all learning experiences as accessible as possible. If you anticipate or

experience academic barriers based on your disability (including long and short term conditions, mental health, chronic or temporary medical conditions), please meet with a

campus Abilities Counselor as soon as possible in order to establish reasonable accommodations. Reasonable accommodations are established through an interactive

process between you, your instructor(s) and Ability Services. It is the policy and practice of HCC to create inclusive and accessible learning environments consistent with federal and state law. For more information, please go to http://www.hccs.edu/support-

services/disability-services/

Title IX Houston Community College is committed to cultivating an environment free from inappropriate conduct of a sexual or gender-based nature including sex discrimination, sexual assault, sexual harassment, and sexual violence. Sex discrimination includes all forms of

sexual and gender-based misconduct and violates an individual’s fundamental rights and personal dignity. Title IX prohibits discrimination on the basis of sex-including pregnancy and

parental status in educational programs and activities. If you require an accommodation due to pregnancy please contact an Abilities Services Counselor. The Director of EEO/Compliance is designated as the Title IX Coordinator and Section 504 Coordinator. All inquiries

concerning HCC policies, compliance with applicable laws, statutes, and regulations (such as Title VI, Title IX, and Section 504), and complaints may be directed to:

David Cross Director EEO/Compliance

Office of Institutional Equity & Diversity 3100 Main (713) 718-8271

Houston, TX 77266-7517 or [email protected] http://www.hccs.edu/departments/institutional-equity/title-ix-know-your-rights/

Office of the Dean of StudentsContact the office of the Dean of Students to seek assistance in determining the correct complaint procedure to follow or to identify the appropriate academic dean or supervisor for

informal resolution of complaints.

https://www.hccs.edu/about-hcc/procedures/student-rights-policies--procedures/student-complaints/speak-with-the-dean-of-students/

Department Chair Contact InformationDr. Tyrone Sharp, Suite 326, Room 329.

http://www.hccs.edu/departments/institutional-equity/

http://www.hccs.edu/support-services/disability-services/

http://www.hccs.edu/support-services/disability-services/

mailto:[email protected]

http://www.hccs.edu/departments/institutional-equity/title-ix-know-your-rights/



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SELECTED CONCEPTS OF ADULT HEALTH

COURSE OUTLINE (Alphabetized)

1. Nursing role in management of adult clients with selected alterations of Cardiovascular

function.

2. Nursing role in management of adult clients with selected alterations of Endocrine

function (Diabetes Mellitus).

3. Nursing role in management of adult clients with selected alterations of

Gastrointestinal function.

4. Nursing role in management of adult clients with selected alterations of Hematological

function.

5. Nursing role in management of adult clients with selected alterations of Immunologic

function.

6. Nursing role in management of adult clients with selected alterations of function related

to Infections.


Inflammation/Healing function.


Integumentary function.


Musculoskeletal function.

10. Nursing role in management of adult clients with selected alterations of Neurological

function.


Renal/Urological function.

12. Nursing role in management of adult clients with selected alterations of Reproductive

function.

13. Nursing role in management of adult clients with selected alterations of Sensorineural

(Ear) function.

14. Nursing role in management of adult clients with selected alterations of Sensorineural

(Eye) function.

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UNIT LEARNING OUTCOMES AND RELATED CONTENT

Nursing role in management of clients with selected problems/alterations in

Reproductive Function

Learning Outcomes:

At the completion of the class learning activities, the student will be able to:

1. Integrate knowledge of the anatomy and physiology as it relates to clients with selected

reproductive problems.

2. Describe the pathophysiology and clinical manifestations of selected reproductive

problems.

3. Discuss the various areas of assessment used in clients with selected reproductive

problems.

4. Describe therapeutic interventions used regarding health promotion, maintenance, and

restoration/ rehabilitation related to selected reproductive problems

5. Formulate a plan of care using critical thinking for clients and families with selected

reproductive problems in collaboration with other health care professionals.

6. Apply principles of teaching/learning to clients and families with selected reproductive

problems.

7. Describe safe nursing practice within legal/ethical parameters when caring for clients with

selected reproductive problems.

8. Apply age-related concepts in the management of clients with selected reproductive

problems.

9. Discuss components of effective community-based nursing care of clients with selected

problems.

10. Evaluate clients' and their families' outcomes and responses to therapeutic interventions.

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Reproductive Function

Chapter(s) Content

50 Female Reproductive Problems- Review

51 Breast Disorders

Fibrocystic Changes

Gynecomastia in Men

52 Sexually Transmitted Infections (STI’s)

Chlamydia

Gonorrhea

Trichomoniasis

Genital Herpes

Genital Warts

Syphilis

53 Female Reproductive Problems

Dysmenorrhea

Menopause

Pelvic Inflammatory Disease (PID)

Endometriosis

Leiomyomas (Fibroids)

54 Male Reproductive Problems

BPH

TURP

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the Immunological/Infection Function

Learning Outcomes:

At the completion of the class learning activities the student will be able to:

1. Incorporate knowledge of the anatomy and physiology as it relates to clients with

\infection problems.

2. Describe the pathophysiology and clinical manifestations of immunologic/infection

problems.

3. Discuss the various areas of assessment used in clients with immunologic\infection

problems.

4. Formulate a plan of care using critical thinking for clients and families with

immunologic\infection problems in collaboration with other health care professionals.

5. Apply principles of teaching/learning to clients and families with immunologic\infection

problems.

6. Describe safe nursing practice within legal/ethical parameters when caring for clients

with immunologic\infection problems.

7. Discuss components of effective community-based nursing care of clients with

immunologic\infection problems.

8. Evaluate clients' and their families' outcomes and responses to therapeutic

interventions.

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Nursing role in management of clients with selected problems/alterations in the

Immunological/Infection Function

Reading Assignment: Lewis, et al, (2017). Medical-Surgical Nursing, 10th Ed.

Chapter(s) Content

13 Normal and Altered Immune Response

Immunocompetence

Allergic contact Dermatitis

Hypersensitivity Reactions

Types of Immunity

Anaphylaxis

Latex Allergies

Organ Transplantation

Immunosuppressive Therapy

14 Human Immunodeficiency Virus Infection

64 Rheumatoid Arthritis Pg. 1530

Systemic Lupus Erythematosus Pg.1538

Chronic Fatigue Syndrome Pg. 1548

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Nursing role in management of clients with selected problems/alterations in Oxygenation

Function

Learning Outcomes:


1. Integrate knowledge of anatomy and physiology as it relates to clients with selected

upper and lower oxygenation problems.

2. Describe the pathophysiology and clinical manifestations of selected upper and lower

oxygenation problems.

3. Discuss the various areas of assessment used in clients with oxygenation problems.


restoration/ rehabilitation related to selected oxygenation problems.


oxygenation problems in collaboration with other health care professionals.

6. Apply principles of teaching/learning to clients and families with selected oxygenation

problems.


selected oxygenation problems.

8. Apply age-related concepts in the management of clients with selected oxygenation

problems.


oxygenation problems.


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Oxygenation Function


Chapter Content

25 Anatomic and Physiologic Overview

Diagnostic Evaluation

Sleep Apnea (Chp. 7; pg. 97)

26 Upper Respiratory Problems

Acute Viral Rhinitis

Sinusitis

Influenza

Epistaxis

Airway Obstruction/Tracheostomy

Laryngeal Polyps

*Note: Head and Neck Cancer will be covered in Medical-Surgical II.

27 Lower Respiratory Problems

Acute Bronchitis

Types of Pneumonia (PNE)

Pertussis

Tuberculosis (TB)

Pleural Effusion

Pleurisy

Atelectasis

Pulmonary Edema

Pulmonary Embolism

Pulmonary Arterial Hypertension

Cor Pulmonale

28 Asthma

Chronic Obstructive Pulmonary Disease (COPD)

Bronchiectasis

Cystic Fibrosis

*Note: Lung Cancer will be covered in Medical-Surgical II.

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Nursing role in management of clients with alterations of

Sensorineural\Eye Function

Learning Outcomes:


1. Incorporate knowledge of anatomy and physiology as it relates to clients with selected

sensorineural\eye problems.

2. Describe the pathophysiology and clinical manifestations of selected sensorineural\eye

problems.

3. Discuss the various areas of assessment used in clients with selected sensorineural/eye

problems.

4. Identify therapeutic interventions used regarding health promotion, maintenance and

restoration/ rehabilitation related to selected sensorineural/eye problems.

5. Develop a plan of care using critical thinking for clients and families with selected

sensorineural\eye problems, in collaboration with other health care professionals.

6. Apply principles of teaching/ learning to clients and families with selected sensorineural\eye

problems.


selected sensorineural\eye problems.

8. Apply age-related concepts in the management of clients with selected sensorineural\eye

problems.


Sensorineural\eye problems

10. Evaluate the clients' and their families‟ outcomes and responses to therapeutic interventions.

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Nursing role in management of clients with alterations of

Sensorineural\Eye Function


Chapter Content

20 Anatomy and Physiologic of the Eye

Assessment of Visual System

Gerontological Considerations Diagnostic Studies

21 Refractive Errors

Myopia

Hyperopia

Presbyopia

Astigmatism

Impaired Vision

Inflammation and Infection

Hordeolum

Conjunctivitis

Keratitis

Strabismus

Dry Eye Disorders

Corneal Disorders

Intraocular Disorders

Cataracts

Retinal Detachment

Retinopathy

Age-Related Macular Degeneration

Glaucoma

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Nursing role in management of clients with selected problems/alterations in Hematological

Function

Learning Outcomes:



hematological problems.

2. Describe the pathophysiology and clinical manifestations of selected hematological

problems.

3. Discuss the various areas of assessment used in clients with selected hematological

problems.


restoration/ rehabilitation related to selected hematological problems.


hematological problems, in collaboration with other health care professionals.

6. Apply principles of teaching/learning to clients and families with selected hematological

problems.


selected hematological problems.

8. Apply age-related concepts in the management of clients with selected hematological

problems.


hematological problems.

10. Evaluate clients' and their families' outcomes and responses to therapeutic interventions

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Hematological Function


Chapter Content

29 (Review) Assessment of Hematologic System

Gerontologic Considerations

Assessment Abnormalities (Table 29-5)

Diagnostic Studies of Hematologic System (Table 29-3, Table 29-6,7,9,10)

30 Hematologic Problems

Anemias

Iron-Deficiency Anemia

Aplastic Anemia

Blood Loss

Sickle Cell Anemia Disease

Acquired Hemolytic Anemia

Polycythemia

Thrombocytopenia

Bleeding Disorders

Hemophilia

Disseminated Intravascular Coagulation (DIC)

Neutropenia

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Cardiovascular Function

Learning Outcomes:


1. Integrate knowledge of the anatomy and physiology as it relates to clients with

selected cardiovascular problems.

2. Describe the pathophysiology and clinical manifestations of selected cardiovascular

problems.

3. Discuss the various areas of assessment used in clients with selected cardiovascular

problems.


restoration/ rehabilitation related to selected cardiovascular problems.


cardiovascular problems, in collaboration with other health care professionals.

6. Apply principles of teaching/learning to clients and families with selected cardiovascular

problems.


selected cardiovascular problems.

8. Apply age-related concepts in the management of clients with selected cardiovascular

problems.


problems.


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Cardiovascular Function


Chapter Content

31 Cardiovascular System (Review)

Anatomy and Physiology of the Cardiac System

Assessment of the Cardiovascular System

Diagnostic Studies

32 Hypertension and Gerontologic Considerations

33 Coronary Artery Disease

Acute Coronary Syndrome

Risk Factors/Health Promotion


Chronic Stable Angina and Unstable Angina

Nursing Management of Angina

Cardiac Catheterization

36 Inflammatory Disorders of the Heart

Infective Endocarditis

Pericarditis

Valvular Heart Disease

Mitral Valve Prolapse

Mitral Stenosis

Mitral Insufficiency

Aortic Stenosis

Aortic Insufficiency

Cardiomyopathy

37 Vascular Disorders

Peripheral Artery Disease

Raynaud’s phenomenon

Phlebitis

Superficial Venous Thrombosis

Deep Vein Thrombosis

Varicose Veins

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Integumentary\Inflammation/Wound Function

Learning Outcomes:


1. Integrate knowledge of the anatomy and physiology as it relates to clients with selected skin

problems.

2. Describe the pathophysiology and clinical manifestations of selected skin problems.

3. Discuss the various areas of assessment used in clients with skin problems.


restoration/ rehabilitation related to selected skin problems.

5. Formulate a plan of care using critical thinking for clients and families with selected skin

problems, in collaboration with other health care professionals.

6. Apply principles of teaching/learning to clients and families with selected reproductive

problems.


selected skin problems.

8 Apply age-related concepts in the management of clients with selected skin problems.

9. Discuss components of effective community-based nursing care of clients with selected skin

problems.


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Inflammation/Healing Function


Chapter Content

11 Inflammation and Wound Healing (Review)

The Inflammatory Response

Types of Inflammation Healing Process

Wound Classification

Complications of Healing

Pressure Ulcers


22 Assessment of Integumentary System (Review)

23 Integumentary Problems (Tables 23-5, 6, 7, 8,9,10)

Selected Bacterial Infections of the Skin

Impetigo

Selected Viral Infections of the Skin

Herpes Simplex Virus 1 and 2

Herpes Zoster (Shingles)

Plantar Warts

Selected Fungal Infections of the Skin

Candidiasis

Tinea Corporis

Tinea Cruris

Tinea Pedis

Tinea Unguium (Onychomycosis)

Selected infestations and Insect Bites

Bees and Wasps

Bedbugs

Pediculosis (Head, Body, Pubic Lice)

Scabies

Ticks

Selected Allergic Conditions of the Skin

Allergic Contact Dermatitis

Urticaria

Cellulitis

Drug Reaction

Selected Benign Conditions of the Skin

Acne Vulgaris

Nevi (Moles)

Psoriasis

Seborrheic Keratosis

Acrochordons (Skin Tags)

Lipoma

Lentigo

Collaborative Care of Dermatologic Problems

Nursing Management of Dermatologic Problems

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Sensorineural\Ear Function

Learning Outcomes:



sensorineural\ear problems.

2. Describe the pathophysiology and clinical manifestations of selected sensorineural\ear

problems/

3. Discuss the various areas of assessment used in clients with selected sensorineural/ear

problems.

4. Identify therapeutic interventions used regarding health promotion, maintenance and

restoration/ rehabilitation related to selected sensorineural/ear problems.


sensorineural\eye problems, in collaboration with other health ear professionals.

6. Apply principles of teaching/ learning to clients and families with selected sensorineural\ear

problems.


selected sensorineural\ear problems.

8. Apply age-related concepts in the management of clients with selected sensorineural\ear

problems.


Sensorineural\ear problems.

10. Evaluate the clients' and their families‟ outcomes and responses to therapeutic interventions.

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Sensorineural\Ear Function


Chapter Content

20 (Review) Anatomy and Physiologic of the Ear (Pg. 360)

Assessment of Auditory System (Pg. 361) Gerontological Considerations (Pg. 361)

Diagnostic Studies (Pg. 364)

21 Ocular Manifestations (Auditory Problems) Pg. 383

External Otitis

Otitis Media

Otosclerosis

Inner Ear Problems Méniére’s

Disease

Benign Paroxysmal Positional Vertigo

Hearing Loss and Deafness


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Gastrointestinal Function

Learning Outcomes:



gastrointestinal problems.

2. Describe the pathophysiology and clinical manifestations of selected gastrointestinal

problems.

3. Discuss the various areas of assessment used in clients with selected gastrointestinal

problems.


restoration/ rehabilitation related to selected gastrointestinal problems.


gastrointestinal problems, in collaboration with other health care professionals.

6. Apply principles of teaching/learning to clients and families with selected gastrointestinal

problems.


selected gastrointestinal problems.

8. Apply age-related concepts in the management of clients with selected gastrointestinal

problems.


problems.


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Gastrointestinal Function


Chapter Content

38 (Review) Assessment of Gastrointestinal System

Assessment of GI System

Diagnostic\Radiologic Studies


40 Obesity (Table 40-10)

Bariatric Surgical Therapy

Gastric Sleeve

Gastric Banding

Intragastric Balloons

Metabolic Syndrome

41 Upper Gastrointestinal Problems

Nausea/Vomiting

Esophageal Disorders

GERD

Hiatal Hernia

Esophageal Diverticula

Esophageal Varices

Disorders of Stomach and Upper Small Intestine

Acute Gastritis

Chronic Gastritis

Peptic Ulcer Disease (PUD)

Upper GI Bleed

Food Poisoning

42 Lower Gastrointestinal Problems

Diarrhea

Constipation

Acute Abdominal Pain

Peritonitis

Appendicitis

Gastroenteritis

Inflammatory Bowel Disease (IBD)

Intestinal Obstruction

Fistulas

Diverticulosis and Diverticulitis

Hernias (Types)

Celiac Disease

Hemorrhoids

*Note: Cancers, Liver, Biliary Tract, and Pancreas information will be covered in Medical-Surgical II.

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Renal/Urologic Function

Learning Outcomes:


1. Integrate knowledge of the anatomy and physiology as it relates to clients with selected renal

and urological problems.

2. Describe the pathophysiology and clinical manifestations of selected renal and urological

problems.

3. Discuss the various areas of assessment used in clients with selected renal and urological

problems.


restoration/ rehabilitation related to selected renal and urological problems.

5. Formulate a plan of care using critical thinking for clients and families with selected renal

and urological problems, in collaboration with other health care professionals.

6. Apply principles of teaching/learning to clients and families with selected renal and

urological problems.


selected renal and urological problems.

8. Apply age-related concepts in the management of clients with selected renal and urological

problems.


urological problems.


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Renal/Urologic Function


Chapter Content

16 Fluid, Electrolyte, and Acid-Base Imbalances

Electrolyte Composition of Fluid Compartments

Hydrostatic Pressure

Fluid Shifts

Fluid Spacing

Renal Regulation

Fluid Volume Imbalances

Alterations in Acid-Base Balance

Respiratory Acidosis

Respiratory Alkalosis

Metabolic Acidosis

Metabolic Alkalosis

Mixed Acid-Base Disorders

Blood Gas Values

Assessment of Fluid, Electrolyte, and Acid-Base

Imbalances

44 Assessment of Urinary System

Diagnostic Studies of Urinary System

45 Renal and Urologic Problems

Urinary Tract Infection (UTI)

Acute Pyelonephritis

Chronic Pyelonephritis

Urethritis

Interstitial Cystitis

Glomerulonephritis

Nephrotic Syndrome

Urinary Tract Calculi

Lithotripsy

Polycystic Kidney Disease

Urinary Diversion

Urinary incontinence

Urinary retention

46 Acute Kidney Surgery

Chronic Kidney Disease

End Stage Renal Disease (ESRD)

Dialysis

Kidney Transplantation

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Nursing role in management of clients with selected problems or alterations in the

Endocrine Function

Learning Outcomes:


1. Incorporate knowledge of anatomy and physiology as it relates to clients with diabetes

mellitus.

2. Describe the pathophysiology and clinical manifestations of diabetes mellitus.

3 Discuss the various areas of assessment used in clients with diabetes mellitus.

4. Identify therapeutic interventions used regarding health promotion, maintenance, and

restoration/rehabilitation related to diabetes mellitus.

5. Develop a plan of care using critical thinking for clients and families with diabetes mellitus, in

collaboration with other health care professionals.

6. Apply principles of teaching/learning to clients and families with diabetes mellitus.


diabetes mellitus.

8. Apply age-related concepts in the management of clients with diabetes mellitus.

9. Discuss components of effective community-based nursing care of clients with diabetes

mellitus.

10. Evaluate the clients' and their families‟outcomes and responses to therapeutic interventions.

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Endocrine/Diabetes Mellitus Function


Chapter Content

48 Diabetes Mellitus (DM)

Classifications of Diabetes Mellitus

Assessment and Diagnostic Findings

Nursing Role in the Management of clients with DM

Acute and Chronic Complications

Cultural practices and strategies for health promotion/maintenance

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Nursing role in management of clients with selected Alterations of the

Neurological Function

Learning Outcomes:



neurological problems

2. Describe the pathophysiology and clinical manifestations of selected neurological problems.

3 Discuss the various areas of assessment used in clients with selected neurological problems.

4. Identify therapeutic interventions used regarding health promotion, maintenance, and

restoration/rehabilitation related to selected neurological problems.


neurological problems, in collaboration with other health care professionals.

6. Apply principles of teaching /learning to clients and families with selected neurological

problems.

12.7 Describe safe nursing practice within legal/ethical parameters when caring for clients

with selected neurological problems.

8. Apply age-related concepts in the management of clients with selected neurological

problems.


neurological problems.

10. Evaluate the clients' and their families‟ outcomes and responses to therapeutic

interventions.

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Nursing role in management of clients with selected Alterations of the

Neurological Function


Chapter Content

55 Anatomy Pathophysiology of Nervous System

Assessment of the Nervous System

Diagnostic Studies

56 Inflammatory Conditions of the Brain:

Brain Abscess

Meningitis

Bacterial

Viral

Encephalitis

57 Stroke / Cerebral Vascular Accident

Types of Strokes Ischemic Stroke

Embolic Stroke Hemorrhagic Stroke

Subarachnoid Hemorrhage

Diagnostic Studies

Gerontologic Considerations Nursing

Management of Stroke

58 Chronic Neurologic Problems:

Headaches:

Types of Headaches

Seizure

Epilepsy

Multiple Sclerosis

Myasthenia Gravis

Parkinson’s disease

Amyotrophic Lateral Sclerosis

Huntington’s disease

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Nursing role in management of clients with selected problems/alterations of the

Musculoskeletal Function

Learning Outcomes:



musculoskeletal problems.

2. Describe the pathophysiology and clinical manifestations of selected musculoskeletal

problems.

3. Discuss the various areas of assessment used in clients with selected musculoskeletal

problems.


restoration/rehabilitation related to selected musculoskeletal problems.


musculoskeletal problems, in collaboration with other health care professionals.

6. Apply principles of teaching learning to clients and families with selected musculoskeletal

problems.


selected musculoskeletal problems.

8. Apply age-related concepts in the management of clients with selected musculoskeletal

problems.


musculoskeletal problems.


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Nursing role in management of clients with selected problems/alterations of the

Musculoskeletal Function


Chapter Content

61 Anatomy and Physiology of the Musculoskeletal System

History and physical assessment

Diagnostic Studies

62 Musculoskeletal Trauma and Orthopedic Surgery

Sprains/Strains

Dislocation/ Subluxation

Carpal Tunnel Syndrome

Rotator Cuff Injury

Meniscus Injury

Bursitis Fractures:

Types of Fractures (Fx)

(Humerus/Pelvis/Tibia/Vertebral)

Traction

Casts

Internal/External Fixation

Neurovascular Assessment

Complications of Fxs

Types of Joint Surgeries


63 Osteomyelitis

Muscular Dystrophy

Low Back Pain

Osteomalacia

Osteoporosis

Paget’s disease

64 Arthritis

Osteoarthritis (OA)

Rheumatoid Arthritis (RA)

Gout

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Nursing role in management of clients who will have surgical procedures.

Learning Outcomes:

At the completion of the lecture, the student will be able to:

1. Distinguish the common purposes and settings of surgery.

2. Apply knowledge of the purpose and components of a preoperative nursing assessment.

3. Interpret the significance of data related to the preoperative patient’s health status and

operative risk.

4. Analyze the components of the patient’s informed consent for surgery.

5. Examine the nursing role in the physical, psychological, and educational preparation of the

surgical patient.

6. Prioritize the nursing responsibilities related to day-of-surgery preparation for the surgical

patient.

7. Discern the purposes and types of common preoperative medications.

8. Apply knowledge of the special considerations of preoperative preparation for the older adult

surgical patient.

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UNIT LEARNING OBJECTIVES AND RELATED CONTENT

Nursing role in management of clients who have had surgical procedures.

Learning Outcomes:


1. Prioritize nursing responsibilities related to managing patients in the post anesthesia care unit

(PACU).

2. Prioritize nursing responsibilities to maintain patient safety and prevent postoperative

complications in the PACU and clinical unit.

3. Apply data from the initial nursing assessment to the management of the patient after transfer

from the PACU to the clinical unit.

4. Select nursing interventions to manage potential problems during the postoperative period.

5. Distinguish discharge criteria from Phase I and Phase II post-anesthesia care.

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UNIT LEARNING OBJECTIVES AND RELATED CONTENT

Nursing role in management of clients who have fluid, electrolyte, and acid-base balances.

Learning Outcomes:


1. Describe the composition of the major fluid compartments.

2. Define processes involved in regulating the movement of water and electrolytes between the

body fluid compartments.

3. Describe the etiology, laboratory diagnostic findings, clinical manifestations, and nursing and

interprofessional management of the following disorders:

a. Extracellular fluid volume imbalances: fluid volume deficit and fluid volume excess.

b. Sodium imbalances: hypernatremia and hyponatremia.

c. Potassium imbalances: hyperkalemia and hypokalemia.

d. Magnesium imbalances: hypermagnesemia and hypomagnesemia.

e. Calcium imbalances: hypercalcemia and hypocalcemia.

f. Phosphate imbalances: hyperphosphatemia and hypophosphatemia.

4. Identify the processes involved in maintaining acid-base balance.

5. Discuss the etiology, diagnostic findings, clinical manifestations, and nursing and

interprofessional management of the following acid-base imbalances:

Metabolic acidosis, metabolic acidosis, respiratory acidosis, respiratory alkalosis.

6. Describe the composition of and indications for common IV fluid solutions.

7. Discuss the types and nursing management of commonly used central venous access devices.

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Immune Function

Learning Outcomes:

1 Describe the components and functions of the immune system.

2 Distinguish among the 4 types of hypersensitivity reactions in terms of immunologic

mechanisms and resulting alterations.

3 Outline the clinical manifestations and emergency management of a systemic anaphylactic

reaction. *** Covered in MSII?

4 Describe the assessment and interprofessional care of a patient with chronic allergies.

5 Describe the etiologic factors, clinical manifestations, and treatment modalities of autoimmune

diseases.

6 Identify the types and side effects of immunosuppressive therapy.

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13 Normal Immune Response

Altered Immune Response.

Allergic Disorders

Immunotherapy

Latex Allergies

14 Types of Pathogens

Emerging Infections

Health-Care Associated Infections


Human Immunodeficiency Virus Infection

Diagnostic Studies

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HOUSTON COMMUNITY COLLEGE SYSTEM

RNSG 1341: SELECTED CONCEPTS OF ADULT HEALTH

COURSE EXPECTATIONS CONTRACTUAL AGREEMENT

I, ______________________________have read the syllabus and fully understand the expectations

of me as a student in this course.

I am aware that the course syllabus and the Houston Community College A.D.N. Student

Handbook are on the course website and that I am accountable for following the policies and

procedures discussed.

I agree to avoid academic dishonesty by neither giving nor receiving any information about test

content in this course and I will not sign the roll for any other student.

I agree that my failure to submit this signed agreement will be considered a breach of contract and I

may be administratively dropped.

I have been given an opportunity to ask and have my questions answered.

I do not have any unanswered questions regarding the syllabus.

My signature below signifies my willingness to comply with the course requirements.

________________________________________

SIGNATURE

________________________________________ PRINTED NAME

________________________________________ DATE

rnsg: 1341 common concepts in adult health nursing

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