nur 1020 fundamentals of nursing ieveresthenderson.webs.com/cohort iv/nur 1020 fundamentals...

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Copyright © 2012Corinthian Colleges, Inc. All rights reserved. SYL NUR 1022 Fund Nurs I Syl and Crs Outline 2012-3-16

NUR 1020 Fundamentals of Nursing I

Instructor

Name:

Sandra Abrams RN,MSN,FNP-BC Campus Phone:

(702) 567-1920

Course

Section: NUR 1022 Email Address:

[email protected]

Office Hours: Wednesday 1:00pm-3:00pm Theory Hours: 2 per week Wednesday

8am-10am

RM 104/106

Credit Hours: 3 Lab Hours:

2 per week Tuesday

8am-10am

and

11am –1pm

Prerequisites

Co-requisites:

BSL1085, DSC 2080L, Mat 1033,

SLS 1110

Nur 1140

Last Date Reviewed: 10/01/12

Course Description:

This course, the student is introduced to the art and science of nursing; the philosophy and the conceptual

framework of the Everest nursing program. Students are also introduced to core components of Associate

Degree Nursing with a focus on professionalism, assessment and communication. The nursing process is

introduced as a tool to assist students to utilize critical thinking in formulating nursing decisions. In the Nursing

Skills Lab, students will learn how to conduct a basic health interview and physical examination with clients in

preparation for clinical experiences in Fundamentals II. Characteristics of the individual, which include human

development, common health problems, human needs, cultural diversity and considerations, are introduced.

Students will practice basic nursing adult client care in simulated scenarios. This course provides the basic

platform of knowledge, skills and caring upon which subsequent nursing courses are built.

Grades and understanding course content are dependent upon consistent study and attendance. Students

are expected to designate an average of 108+ hours for out-of-class study and assignments for this course.

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Course Outcomes:

A. Nursing Process

1. Describe the components of the Everest nursing conceptual framework and how it will relate to nursing

practice.

2. Utilize the nursing process as a framework for caring for simulated clients and scenarios in the Nursing

Skills Lab.

3. Define how the nursing process is used as a tool to assist nurses to start to use critical thinking in their

nursing decisions.

B. Critical Thinking

1. Correlate knowledge learned from natural sciences courses, technology and humanities as a foundation

for decision making for providing basic nursing care to clients.

2. Begin to identify critical thinking techniques and decision-making processes in simulated scenarios.

C. Communication

1. Start to identify the technical and legal aspects of documentation and how communication is used in the

nurse-client relationship.

2. Practice communication and collaboration methods used between members of the health care team in

practiced scenarios.

3. Recognize basic, effective communication skills and apply to social and classroom interactions.

D. Health Promotion

1. Relate social, cultural, ethnic, spiritual and economic factors that impact health care beliefs of

adult/geriatric clients and their families.

2. Discuss activities that will promote health for clients and families throughout the lifespan.

E. Professional Role

1. Recognize the influence of history in the role of today’s nurses.

2. Identify the levels of care provided in various health care settings.

3. List legal and ethical roles of student nurses

4. Discuss the role and function of the Texas Board of Nursing.

5. Describe how the nurse exhibits actions and interactions congruent with the ANA Nursing Code of

Ethics and the Texas Nurse Practice Act.

6. Describe how the nurse exhibits knowledge, skill and attitude in the utilization of the Quality and Safety

Education for Nurses (QSEN)

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Course Resources:

Carpenito-Moyet, L. (2010). Handbook of Nursing Diagnoses. (13th

ed). Philadelphia, PA: Wolters Kluwer.

Carpenito-Moyet, L. (2010). Nursing Diagnoses Application to Clinical Practice. (13th

ed). Philadelphia, PA:

Wolters Kluwer.

Taylor, C & Lillis, C. (2008). Fundamentals of Nursing Text. (7th

ed).

Philadelphia: Lippincott Williams & Wilkins.

Taylor, C. & Lillis, C. (2008). Skills Checklist for Fundamentals of Nursing. (7th

ed)


Taylor, C. & Lillis, C. (2008). Study Guide for Fundamentals of Nursing. (7th

ed).


Taylor, C & Lillis, C. (2008). Taylor’s Clinical Nursing Skills. (3rd

ed).


Taylor, C & Lillis, C. (2008). Taylor’s Video Guide to Clinical Nursing Skills. (2nd

ed).


Weber, J & Kelley. (2010). Health Assessment in Nursing. (4th

ed). Philadelphia, PA: Wolters Kluwer.

Weber, J & Kelley. (2010). Lab Manual to Accompany Health Assessment in Nursing. (4th

ed). Philadelphia,

PA: Wolters Kluwer.

Texts Recommended:

Andrews, M. & Boyle, J. (2007). Transcultural concepts in nursing. (5th

ed.) Philadelphia: Lippincott, Williams

& Wilkins.

Eliopoulos, C. (2010). Gerontological Nursing. (7th

ed). Philadelphia: Wolters Kluwer Health/Lippincott

Williams & Wilkins.

Required Software: included with text

Library and Online Resources:

Evolve Learning System

Students will be evaluated throughout the program using Evolve Learning System Online. This program

allows students to master nursing exams in a simulated NLCEX question and answer environment and

also sharpens reading comprehension and critical thinking skills.

Website: https://evolve.elsevier.com Technical Support: 1-800-401-9962

APA Style

Papers that you write in your program of study must follow the guidelines set by the American Psychological

Association (APA) 6th

edition. (1 inch margins, title page, references page, correct in-text citations, and correct

reference page citations.)

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Teaching

Strategy

This course is divided into two components, classroom didactic and laboratory. The

teaching strategy is developed from a curriculum designed to use various teaching

methods, and support different student learning styles. The curriculum presents activities

that support the course description, the course outcomes, and the course higher reasoning

skills. These include critical and analytical thinking, communication, and problem solving.

The curriculum approach takes advantage of various instructional materials, tools, and

applications to be used in an interactive and engaging learning environment. This course

will combine lecture with power points presentations, laboratory, case studies, group

exercises, group presentations, discussion and problem solving. SMART boards® are used

to enhance teaching and learning by utilizing technology resources and multimedia

applications in the classroom.

Course

Evaluation

and

Grading

A score of 76% or greater must be

achieved on the final examination and

overall course grade in order to progress

in the program.

Grading Scale

Letter

Grade

Point

Scale Interpretation

A 92-100 Superior

B 84-91 Above average;

good

C 76-83 Average; standard

D 68-75 Below standard

F 67 or

below Failing

Grade Categories Weight

Content Exams (4) 48%

Professionalism* 10%

Writing

Assignments 10%

Skills Lab Final 10%

Pre-HESI Exam 2%

Theory Final

Exam 20%

Total 100%

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*Professionalism includes:

attending all designated class meetings

arriving for class on time and not leaving early (unless prior arrangements have been made with

instructor)

being prepared for class (home work assignments completed and ready to turn in at start of class,

reading assignment completed)

complying with uniform dress code for classroom attendance

prepared to participate in classroom activities and discussions

cell phones off and put away

respectful and responsible behavior in classroom and lab settings

Student Success Program attendance is required until the results of the first examination are known.

Students who do not score 84% or above on the exam are required to continue in the program.

Attendance for Class: Students are expected to attend all designated class meetings. It is mandatory for all

students to attend the Student Success Program until the first exam is given then any student not achieving at

least 84% must continue to attend. Refer to the Student Handbook for the policies.

Academic Dishonesty within the Nursing Department:

Everest College Nursing Department expects every student to engage in all scholastic pursuits in a manner that is beyond

reproach. Students are required to maintain complete honesty and integrity in the classroom and/or laboratory. Any

student found guilty of dishonesty in scholastic work is subject to disciplinary action.

A. Academic dishonesty includes, but is not limited to, cheating on scholastic work, plagiarism and collusion.

B. Cheating on scholastic work includes:

Copying from another student’s test paper or other scholastic work.

Using, during a test, materials or equipment not authorized by the person administering the test.

Collaborating, without authority, with another student during an examination or in the preparation of scholastic

work.

Knowingly using, buying, selling, stealing, transporting or soliciting, in whole or in part, the contents of an un-

administered test.

Soliciting, bribing or coercing an instructor or student grader to alter the score or grade achieved on a test or other

scholastic work.

Substituting for another student, or permitting another student to substitute for one-self, to take a test or prepare

other academic work or laboratory assignments/experiments.

Soliciting, bribing or coercing another person to obtain an un-administered test/examination or information about

an un-administered test/examination.

Using thoughts, words, or expressions of other’s works, including web-based information, as one’s own

(plagiarism).

All student conduct will support academic honesty. Any student who violates any of the criteria under A or B above

will receive an “F” or zero grade for that specific occurrence. Academic Dishonesty constitutes unprofessional

conduct and lack of good professional character. Any student participating in any form of academic dishonesty will

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be scheduled to see the Campus Nursing Director and may be dismissed from the program. The department goal is that

each student completes his or her own work in order to master the skills needed to deliver safe, competent nursing care.

This syllabus is a representation of the course content, organization and evaluation processes. The

Campus Nursing Director and faculty teaching this course reserve the right to reasonably alter the

sequences of activities, evaluation and assignment dates. Every effort will be made to inform class

members in advance of such changes. Students are responsible for following the syllabus and any

changes instituted by the faculty.

Date of Last Review: October 2012

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Course Outline and Assignments

WEEK ONE 10-17-12

Instructional

Objectives

In Class-

Learning

Activities

Activities to be

completed prior to

class 10-17-12

Total Hours Assessment Activities

1. Describe each level of Maslow’s hierarchy

of basic human needs.

2. Describe nursing interventions to promote

and maintain the health of an individual

and as a member of the family and the

community.

3. Summarize the role of the nurse in

promoting health and preventing illness.

4. Compare and contrast factors that affect

vital signs.

5.Explain the physiologic processes

involved in the homeostatic regulation of

vital signs.

6.Verbalize normal ranges for vital signs and

O2 saturation.

(A1, A2, A3. B1, B2, C1, C2, C3, D1, D2, E1,

E2, E3, E4, E5)*reflects course ob

THEORY:

Overview of

Handbooks,

Syllabi and

Course

Maslow’s

Hierarchy of

Needs

Health & Illness

Health of the

Individual,

Family and

Community

Vital Signs and

O2 saturation

READING:

Fundamentals of

Nursing (Taylor):

Ch 1, 2, 3, 4, 24

Study Guide for

Fundamentals of

Nursing (Taylor):

Ch 1, 2, 3, 4, 24

Clinical Nursing Skills

A Nursing Process

Approach (Taylor):

Ch:1

Skill 1-1; 1-4; 1-5;

1-6; 1-7

Health Assessment in

Nursing (Weber):

Ch :7, 33,34

HOMEWORK*:

Fundamentals of

Nursing (Taylor):

Critical Thinking

Questions:

Ch 24:

question 2

Reading:

2 hours

Study Guides:

3 hours

Critical Thinking

Exercises:

3 hours

Study for Exam 1:

2 hours

Prep for lab: 1 hour

Critical Thinking Exercises-Taylor

Book

Taylor Study Guide: Practicing

for NCLEX and all corresponding

chapters

Content will be on Exam 1

Lab Activities

8


*Please type out

answers. Double space,

one page only. Due at

beginning of class 10-

17-12.

WEEK TWO 10-24-12

Instructional

Objectives

In Class Topic and

Learning

Activities

Out of Class Activities Total Hours Assessment Activities

1. Discuss the role of critical thinking in

nursing.

2, Describe the nursing process and one of the

steps involved: assessment.

3. Discuss the assessment of the respiratory

system.

4. Describe differences that influence the

care of the patient with respiratory problems.

5. Identify factors that affect respiratory

function.

7. Describe nursing strategies to promote

adequate respiratory functioning and identify

the rationale.

(A1, A2, A3. B1, B2, C1, C2, C3, D1, D2, E1,

E2, E3, E4, E5)*

* Reflects course objectives

THEORY:

Critical Thinking

Skills

The Nursing

Process:

Assessment

Respiratory System:

Oxygenation

READING:

Fundamentals of Nursing

(Taylor):

Ch: 11, 12, 39

Study Guide for


(Taylor):

Ch: 11, 12, 39

Clinical Nursing Skills A

Nursing Process

Approach (Taylor):

Ch:2

Skill 2-5


Nursing (Weber):

Ch: 1, 2, 3, 4, 5, 18

Hole’s Essentials of

Human Anatomy &

Physiology :

Ch :16

Reading:

2.5 hours

Critical Thinking:

3.5 hours

Study Guides:

3.5 hours

Study for Exam 1:

2 hours

Taylors: Corresponding

Chapters in Critical Thinking sections

Taylor Study Guide: Practicing for NCLEX

and all corresponding chapters

Weber-Corresponding study guide chapters


Lab Activities

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HOMEWORK*:


(Taylor)

Developing Critical

Thinking Skills:

Ch 39:

question 2 (pg 1410)

*Please type out

answers

Double space, one

page only. Due at

beginning of

class 10-24-12.

WEEK THREE 10-31-12

In Class Topic and

Learning

Activities


1. Define nursing diagnosis.

2. Differentiate between the nursing

diagnosis and medical diagnosis.

3. Describe the benefits and limitations of

nursing diagnosis.

4. Discuss the assessment. of the cardio-

vascular system.

5. Discuss the assessment of the peripheral

vascular system.


THEORY:

Nursing Process:

Diagnosis

Cardiac:

Normal heart sounds

Arterial and venous

systems

READING:


(Taylor):

Ch:13

Study Guide for


(Taylor):

Ch:13


Nursing Process Approach

(Taylor):

Ch: 2

Skill 2-6

Reading:

4 hours

Critical Thinking

assignments:

4 hours

Study Guide

Assignments:

4 hours

Study for Exam

1:

2-3 hours

Taylors: Corresponding chapters

Critical Thinking sections


for NCLEX and all

corresponding chapters

Weber-Corresponding study guide

Chapters


Lab Activities

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Adequate cardio-vascular and peripheral

vascular functioning and identify the

rationale.


Nursing (Weber):

Ch: 20, 21

Hole’s Essentials of Human

Anatomy & Physiology :

Ch: 13

Nursing Diagnosis:

Application to Clinical

Practice (Carpenito):

Ch: 2, 3

HOMEWORK*:

Study Guide for


(Taylor)

Ch 13:

Critical Thinking Questions:

question 1 (pg 71)

(Please complete this

assignment individually).

*Please type out answers.

Double space, one page

only. Due at

beginning of class

10-31-12.

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WEEK FOUR 11-7-12

Instructional

Objectives

In Class Topic and

Learning

Activities


1. Describe the purpose and benefits of

outcome identification and planning.

2. Describe the principle function of the

nervous system and the sensory receptors.

3. Identify factors that affect neurological and

sensory

receptor function.


Adequate neurologic and sensory receptor

function.

5. Determine the physiological responses to

pain.

6. Outline the classifications of pain.

7.Identify factors that may affect an

individual’s pain experience.

8. Describe the four conditions that must be met

in each sensory experience.

9. Identify etiologies and perceptual, cognitive

and emotional responses to sensory

deprivation and sensory overload.

(A1, A2, A3. B1, B2, C1, C2, C3, D1, D2, E1,

E2,E3, E4, E5)*

* Reflects course objective

THEORY:

EXAM 1

(covers content

from week 1, 2, 3)

Nursing Process:

Outcome

identification and

planning.

Neuro:

Cranial Nerves

Level of

consciousness

Motor function

Sensory function

Pain assessment

READING:


(Taylor):

Ch: 14, 25 (pgs 605-610),, 35,

44

Study Guide for

Fundamentals of Nursing:

(Taylor):

Ch : 14, 35, 44



(Taylor):

Ch: 2

Skill 2-8

Ch :10

Skill 10-1


Nursing (Weber):

Ch: 27


Anatomy & Physiology:

Ch: 10

Reading:

3 hours

Critical Thinking

assignments:

3 hours

Study Guide

Assignments:

3 hours

Study for Exam

2:

2 hours





chapters


Lab Activities

12


WEEK FIVE 11-14-12

Instructional

Objectives

In Class Topic and

Learning

Activities


1. Describe the purpose and benefits of

outcome identification and planning.

2. Briefly review the A & P of urinary system

3. Identify variables that influence urination.

4. Assess urinary elimination, using

Appropriate interview questions and

physical assessment skills.

5. Describe nursing interventions that can be

used to manage urinary incontinence

effectively.

6. Discuss nursing interventions that can

prevent the development of UTI’s.

(A1, A2, A3. B1, B2, C1, C2, C3, D1, D2, E3,

E4, E5)*

* Reflects course objective

THEORY:

Nursing Process:

Outcome

identification and

planning.

GU system:

female

catheterization

male catheterization


(Taylor):

Ch :14, 37

Study Guide for


(Taylor):

Ch :14, 37

Clinical Nursing Skills: A


(Taylor):

Ch: 12

Skill 12-6; 12-7; 12-8

Ch :18

Skill 18-7; 18-8


Anatomy & Physiology :

Ch: 10

HOMEWORK*:


(Taylor)

Developing Critical Thinking

Skills:

Ch :37

question 2 (pg 1291)

Reading:

2.5 hours

Critical Thinking

assignments:

3 hours

Study Guide

Assignments:

3 hours

Study for Exam

2:

2 hours





chapters



Lab Activities

13


Study Guide for


(Taylor): Critical Thinking

Questions:

Ch:37

question 1- C (pg 78)


Double space, one page only.

Due at beginning of class 11-

14-12.

WEEK SIX 11-21-12

Instructional

Objectives

In Class Topic and

Learning

Activities


1. Discuss the six rights for administering

medications.

2. Discus the proper procedure for administering

oral medications.

3. Discuss the proper procedure for

administering Sub q medications.

4. Discuss the proper procedure for

administering IM medications.

5. Discuss the proper procedure for instilling eye

drop medications.

6. Discuss the proper procedure for instilling ear

drop medications.

THEORY


(Taylor):

Ch: 29

Study Guide for


(Taylor)

Ch: 29



(Taylor)

Ch: 5 Skill 5-1; 5-3; 5-4; 5-5;

5-6; 5-7; 5-16; 5-17; 5-20

HOMEWORK*:


TOTAL HOURS

Reading:

2 Hours

Critical Thinking

assignments:

3 hours

Study Guide

Assignments:

3 hours

Study for Exam

3:

2 hours

ACTIVITY Assessment

Taylors: Corresponding chapters Critical Thinking sections

Taylor Study Guide: Practicing for NCLEX and all



Lab Activities:

Skills Sets as listed; Physical Exam and Assessment


14


(Taylor)


Skills:

Ch: 29

question 2

Study Guide for


(Taylor)


Skills:

Ch 29

question 1-a (pg 177)

*Please type out

answers

Double space, one

page only. Due at

beginning of

class 11-21-12.

15


WEEK SEVEN 11-28-12

Instructional

Objectives

In Class Topic and

Learning

Activities


1. Briefly review the A & P of the pancreas

2.Identify variables that influence blood

sugar levels

3.Describe nursing interventions that can be

used to manage diabetes including

administration of medications.

4.Differeniate between hypo and

hyperglycemia

5.Discuss nursing interventions that can help

prevent complications.

6. Describe the differences between Type I

and Type II Diabetes

7. Identify possible complications from

Diabetes

8. State the different agents used to treat

Diabetes

(A1, A2, A3. B1, B2, C1, C2, C3, D1, D2, E3, E4,

E5)*


Theory:

Diabetes Overview

Testing blood Sugar

including HgA1C

Administration of

Insulin

Signs & Symptoms of

hypo and

hyperglycemia.

READING:



(Taylor):

Ch: 5

Skill 5-4; 5-5; 5-7


Anatomy & Physiology: Ch: 11.9

Reading:

2 Hours

Critical Thinking

assignments:

3 hours

Study Guide

Assignments:

3 hours

Study for Exam

3:

2 hours






Lab Activities

16


WEEK EIGHT 12-5-12

Instructional

Objectives

In Class Topic and

Learning

Activities


1. Identify risk factors for poor nutritional status.

2. .Briefly review the A & P of GI system

3. Identify variables that influence elimination.

4. Assess bowel elimination, using appropriate

interview questions and physical assessment

skills.

5. Describe nursing interventions that can be

used to manage constipation and diarrhea

effectively.

6. Discuss nursing interventions that can prevent the

development constipation and diarrhea.

Theory:

EXAM 3

(covers content from

weeks 6, 7)

Nutrition

Bowel Elimination

Cleansing enemas

Ostomy care


(Taylor):

Ch: 36

Study Guide for

Fundamentals of

Nursing: (Taylor):

Ch 36



(Taylor) : Ch 11

Skill 11-1 and 11-5

Ch 13

Skill 13-1 thru 13-7


Anatomy & Physiology: Ch: 22, 25

Reading:

3 Hours

Critical Thinking

assignments:

3 hours

Study Guide

Assignments:

3 hours

Study for Exam

3:

2 hours





Lab Activities-Skills

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WEEK NINE 12-12-12

Instructional

Objectives

In Class Topic and

Learning

Activities


1. List advantages of having standard classification

of nursing interventions and outcomes.

2. Review the principles muscular-skeletal A and P.

3. Identify factors that affect mobility.

4. Describe nursing strategies to improve mobility.

5. Use proper body mechanics at all times.

6. Describe how to safely handle clients and

movement techniques when positioning, moving,

lifting and ambulating clients.

7. Identify patients at risk for injuries.

8. Identify alternatives to restraints.

(A1, A2, A3. B1, B2, C1, C2, C3, D1, D2, E3, E4,

E5)*


Theory: Nursing Process:

Nursing interventions

and outcomes.

Muscular-Skeletal:

Using assistive

devices

Restraints

Fall Prevention

READING:


(Taylor):

Ch: 15, 26, 33

Study Guide for


(Taylor):

Ch: 15, 26, 33



(Taylor):

Ch: 3

Skills 3-1; 3-2; 3-3; 3-4

Ch: 9

Skills 9-8; 9-9


Nursing (Weber):

Ch: 26


Anatomy & Physiology: Ch: 7; 8

Homework:


(Taylor):

Developing Critical thinking

Skill Ch 15:

Reading:

2.5 Hours

Critical Thinking

assignments:

3 hours

Study Guide

Assignments:

3 hours

Study for Exam

3:

2 hours






18


Question 4


Double space, one page

only. Due at beginning of

class 12-12-12.

WEEK TEN 12-19-12

Instructional

Objectives

In Class Topic and

Learning

Activities


1. Describe evaluation, its purpose, and its

relation to the other steps in the nursing

process.

2. Describe the nursing assessment of hair,

skin, and nails.

3. Review head to toe assessment.

(A1, A2, A3. B1, B2, C1, C2, C3, D1, D2, E3, E4,

E5)*


Theory:

EXAM 4

(covers content from

week 8, 9)

The Nursing Process:

Evaluation

Health Assessment:

Hair

Skin

Nails

Demonstrate head to

toe assessment.

READING:


(Taylor):

Ch: 16, 25 (pgs 571-576)

Study Guide for


(Taylor):

Ch: 16



(Taylor):

Ch: 2

Skills: 2-3


Nursing (Weber):

Ch: 13


Anatomy & Physiology: Ch: 6 (pgs 116-124)

Reading:

2 Hours

Study guide




19


WEEK ELEVEN 1-2-13

Instructional

Objectives

In Class Topic and

Learning

Activities


PRE-HESI EXAM

(A1, A2, A3, B1, B2,C1, C2, C3, D1, D2, E1, E2,

E3, E4, E5)*

*Course Objectives

STUDY for PRE-HESI

EXAM

Reading:

1 Hour

Study Guide :

2 hours

Practice for check

off:

4 Hours

Study for

final exam:

6 hours


Content will be on Final Exam, including all previous content

as well.

20


WEEK TWELVE 1-9-13

Instructional

Objectives

In Class Topic and

Learning

Activities


Final Comprehensive

Exam

Study for Final Exam

History and Physical

6-8 Hours Final Exam

Lab-Skills Check Off

21


EVEREST COLLEGE

SCHOOL OF NURSING

ACKNOWLEDGEMENT OF RECEIPT OF

NUR 1022 FUNDAMENTALS OF NURSING I SYLLABUS

I have received the 1022 Fundamentals of Nursing I syllabus which includes the grading policy, weekly readings, assignments, quiz, test schedule, etc. The

grading policy was reviewed and I was given the opportunity to ask questions regarding the grading policy, and other items in the syllabus.

My signature below acknowledges that I understand the syllabus, expected requirements, and the Student Success Program (SSP) Policy.

Student Name (Print) Date

Student Signature

This form will be maintained in the student’s file throughout the nursing program.

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