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Texas Concept-Based Curriculum

KILGORE COLLEGE

Associate Degree Nursing

RNSG 1128 – Introduction the Health Care Concepts

Fall 2017

Course Description: An introduction to concept-based learning with emphasis on selected

pathophysiological concepts with nursing applications. Concepts include acid-base balance, fluid

and electrolytes, immunity, gas exchange, perfusion, metabolism, coping and tissue integrity.

Content includes applicable DEC competencies. Prerequisite: BIOL 2401, BIOL 2402, CHEM 1406

and acceptance into the Associate Degree Nursing Program. Co-requisite: RNSG 1125

(Professional Nursing Concepts 1), RNSG 1430 (Health Care Concepts 1), RNSG 1216

(Professional Nursing Competencies), and RNSG 1161 (Clinical 1). Successful completion of all

level courses is required for progression. (5138010014).

Course Credit: (1-1-0) Lecture hours: 1

Prerequisites: BIOL 2401, BIOL 2402, CHEM 1406 and acceptance into the Associate Degree

Nursing Program.

Co-requisite: RNSG 1125 (Professional Nursing Concepts 1), RNSG 1430 (Health Care Concepts1

lecture/lab), RNSG 1216 (Professional Nursing Competencies), and RNSG 1161 (Clinical 1).

Successful completion of all level courses is required for progression.

Instructor: Julia Schneider, MSN, RN

Office: HSC G27

Phone: 903.983.8686

E-mail: [email protected]

Office hours: posted on door

List of Instructors which might use this syllabus:

Julie Blundell, MSN, RN

Krystal Bridwell, MSN, RN

Mariane Hastie, MSN, RN

Dawn Bahr, MSN, RN

Jackie Hobbs, MSN, RN

Wendy Hicks, BSN, RN

Course Rationale: An introduction to concept-based learning in a first level class in the

nursing program. This course teaches the student to begin utilizing critical thinking skills. Looking

at selected pathophysiological concepts with nursing applications.

mailto:[email protected]

RNSG 1128 Introduction to Nursing Concepts

Educational Materials:

Required Textbooks:

Ackley, B. J. & Ladwig, G. B. (2017). Nursing Diagnosis Handbook a Guide to Planning Care

(11th ed.). St. Louis: Mosby. (E-book, online resources)

Burchum, J. R., & Rosenthal, L. D. (2016).Lehne’s Pharmacology for Nursing Care (9th ed.). St. Louis: Saunders. (with Sherpath, you should have gotten this book in pharmacology)

Elsevier (2016). Nursing Concepts Online Course. St. Louis: Mosby.

Elsevier. Clinical Nursing Skills & Techniques, Nursing Skills Online Course.

Elsevier (2015). Sherpath for Pharmacology (Burcham’s Version), 9th ed.

Gahart, B. L. & Nazareno, A. R. (2017). 2017 Intravenous Medications (33rd ed.).St. Louis:

Mosby. (E-book)

Giddens, J. F. (2017). Concepts for Nursing Practice (2nd ed.). St. Louis: Mosby. (E-book,

online resources)

Ignatavicius, D. D. & Workman, M. L. (2016). Medical-Surgical Nursing: Patient-Centered

Collaborative Care (8th ed.). St. Louis: Elsevier. (E-book, online resources)

Jarvis, C. (2016). Physical Examination & Health Assessment (7th ed.). St. Louis: Saunders.

(E-book, online resources)

Mosby’s Dictionary of Medicine, Nursing, & Health Professions. (9th ed.). St. Louis: Mosby.

(this resource is in your “nursing clinical key resource that is in your vital resources”; if

you want a print edition this is the book we recommend)

Mulholland, J. L. & Turner, S. (2011). The Nurse, The Math, The Meds (2nd ed.). Mosby. (print)

Pagana & Pagana. (2013). Mosby’s Diagnostic & Laboratory Test Reference (11th ed.). St. Louis:

Mosby. (E-book)

Perry, A. G., & Potter, P. A. (2014). Clinical Nursing Skills & Techniques (8th ed.). St. Louis:

Mosby. (E-book, online resources)

Skidmore-Roth, L. (2017). Mosby’s Nursing Drug Guide for Nursing Students (12th ed.). St. Louis:

Mosby (E-book)


Yoost, B. L. & Crawford L. R. (2016). Fundamentals of Nursing (1st ed.). St. Louis: Mosby.

(E-book, online resources), with study guide (print copy)

Yoost, B. L. & Crawford L. R. (2016). Clinical companion for Fundamentals of Nursing (1st ed.).

St. Louis: Mosby. (print copy)

Yoost, B. L. & Crawford L. R. (2016). Adaptive Quizzing.

Nurse Practice Act, Nursing Peer Review, Nurse Licensure Compact. Texas Occupations Code

and Statutes Regulating the Practice of Nursing (effective September 2013). Austin: Texas

Board of Nursing. (available through the Texas Board of Nursing; www.bon.texas.gov)

RN Skills Kit 1.

Recommended Textbooks:

Huttel, R. & Colgrove, K. (2014). Pharmacology Success (2nd ed.). Philadelphia: Davis.

Nugent, P. & Vitale, B. A. (2011). Test Success, Test-Taking Techniques for Beginning Nursing

Students (6th ed.) Philadelphia: Davis.

Nugent, P. & Vitale, B. A. (2014). Fundamentals Success (3rd.) Philadelphia: Davis.

(All books should be the most current edition available)

Student Learning Outcomes:

After completion of the program, students will be able to:

Provide a safe and effective care environment for their patients, through appropriate

management of patient care and promotion of safety and infection control.

Provide for patient’s psychosocial integrity.

Provide for patient’s physiological integrity through basic care and comfort,

pharmacological and parenteral therapies, reduction of risk potential, and physiological

adaptation.

Provide for patient health promotion and maintenance.

Provide care for patient’s utilizing the nursing process, including assessment, analysis,

planning, implementation, and evaluation.

Provide patient care utilizing critical thinking to prioritize, set goals, apply knowledge with

inferential and interpretive reasoning, and predict or evaluate outcomes.

http://www.bon.texas.gov/


Evaluation: The grading system in RNSG 1128 is composed of course exams, class quizzes, and a

comprehensive final exam.

a. Grades consist but not limited to:

Course exams

o Students will be required to work on 1,500 practice “NCLEX style” questions or

more throughout the semester. At least 100 questions will be due each week

before class/exam, on Monday. These practice HESI/exam quizzes (EAQ) are

not optional, 5 points will be deducted from an exam grade if the entire question

assignment is not completed by the date they are due.

Comprehensive Final Exam

Class Quiz Average (each week there will a class quiz over the concept covered in class)

b. Grade calculations for courses RNSG 1125, RNSG 1128, RNSG 1430:

a. RNSG 1125 – Exam #1 = 3.3%

Exam #2 = 3.3%

Class Quizzes = 3.3% Total = 10%

b. RNSG 1125 – Final Exam = 10% Total = 10%

c. RNSG 1128 – Exam #1 = 3.3%

Exam #2 = 3.3%

Class Quizzes = 3.3% Total = 10%

d. RNSG 1128 – Final Exam = 10% Total = 10%

e. RNSG 1430 – Exam #1 = 4%

Exam #2 = 4%

Exam #3 = 4%

Lab grade = 4%

Class Quizzes = 4% Total = 20%

f. RNSG 1430 – Final Exam = 20% Total = 20%

g. HESI#1 conversion score = 20% Total = 20%

h. Total for RNSG 1128, 1125 and 1430 Total = 100%

c. The student will receive the same grade for RNSG 1125, 1128 and 1430.

d. The student is expected to participate in:

a. In-class activities

b. Group work

c. Presentations

d. Reports/papers using correct APA format

e. Simulation and other lab activities


Math Calculation/Pharmacology Policy:

The safe administration of medications is one of the primary objectives of the A.D.N. program.

Accurate mathematical computation and pharmacological knowledge are essential elements of safe

medication administration. Therefore, accuracy of mathematical computations/pharmacology will

be assessed before each clinical course with the mastery (competency) level increasing from simple

to complex during your course of study.

Level I through Level IV must successfully pass the math/medication exam with a score of 100%.

(Attempts for each Level is as follows: Level I – 5 attempts; Level II and Level III – 4 attempts;

and Level IV – 3 attempts).After each attempt, if the student is unsuccessful they must meet with their

Instructor and complete the assigned remediation/tutorials before the next math exam.

However, if the student does not pass the exam with a score of 100% on the final attempt, they will

be required to withdraw failing from ALL clinical and theory courses. The student will not be eligible

for readmission unless a recommended math course has been taken and passed, with a grade of “C”

or better. The student may then reapply to continue in the nursing program when space is available.

Scholastic Requirements:

Grades in each nursing course in the KC A.D.N. program will use the following standard with no

rounding:

A = 92 - 100

B = 82 - 91.9

C = 78 - 81.9

D = 60 - 77.9

F = 59.9 and below

Nursing Students must successfully pass both theory and concurrent clinical courses and achieve a

grade of “C” or better to pass each course. An unsatisfactory grade in either theory or clinical practice

will result in failure of the course, and both theory and clinical courses must be repeated. A student

must pass both courses with a grade of “C” or better.

Grade calculation:

Students must achieve 78% as the average of all exam grades in a course before grades on any

papers or extra work may be averaged in. There will be no rounding of grades.

Examinations:

A blueprint of each test/quiz, identifying the topics to be covered, will be provided prior to

each exam/quiz. Unless otherwise stated, the text will be considered as the authority.

Testing will be computerized. You need to look at the “rationales” at this time.

Each week there will be an exam. The four lecture courses will rotate testing on the same day

of the week depending on the schedule. RNSG 1125 or RNSG 1128 which will consist of

approximately 25-50 questions and RNSG 1430 or RNSG 1216 which will consist of

approximately 50-75 questions. You will have approximately 45 minutes to 1.5 hours to

complete both exams and review the “rationales” depending on the amount of questions on

the exam.


At the end of the semester there will be a comprehensive final for each course consisting of

approximately 100 questions.

If a student is unable to be present for a major exam, it is the student’s responsibility to contact

the instructor prior to the examination. A make-up exam will be given at a time determined

by the instructor. The highest grade a student may make on a make-up exam is 78%.

Students are expected to be on time for all testing; the classroom doors will be locked and no

one will be admitted late. Therefore the student will need to schedule time for a makeup exam

with the instructor and the maximum grade for the makeup exam will be 78%.

If a student wishes to review an exam, the student must email the lead instructor to make

arrangements to review the exam. The student has 48 hours to make those arrangements.

Posting of Grades:

Exams will be graded by the computer. The faculty that taught the concepts tested will review

the exam and analysis, the final grades for that exam will be posted on the course website as

soon as this task is completed.

Students will not come to the instructor’s office to seek grades as this will slow the recording

of grades.

Faculty and staff are not permitted to give out information regarding student grades/scores

over the telephone, or by e-mail.

Standardized Tests:

The A.D.N. program has chosen to participate in a Total Testing Program. Students pay a testing fee

each semester, and will take a standardized test at the completion of each level. The exams will be

given during the two weeks preceding final exams (as scheduling permits). The test score (% that

HESI correlates with your score) will be weighted at 20% of the level grade.

All students will have an individualized remediation plan to complete during the following semester

based on their HESI performance and scores. HESI remediation will be focused on success on the

NCLEX-RN, as well as, the HESI.

If the student is in 4th level and does not make 900 on the RN Exit Exam on the 1st attempt they must

provide proof of completion of an approved NCLEX Review course before repeating the RN Exit

Exam. A score of 900 or higher must be made on the 2nd RN Exit Exam in order for the Affidavit of

Graduation to be sent to the Texas Board of Nursing. If the student does not make 900 or higher on

the HESI Exit Exam with their two attempts, but has passed the 4th Level courses, the student will be

allowed to graduate. The student will have one (1) calendar year from graduation to pass the HESI

Exit Exam with a 900 or higher. The student’s Affidavit of Graduation will be sent to the Texas Board

of Nursing when the student passes the HESI Exit Exam.

Remediation Policy: A student, who has failed a lecture exam with a score less than 78, is required to meet with their lecture

Instructor prior to the next exam. After a 2nd exam score of less than 78, the student will also be referred

to a Nursing Department tutor and be required to meet at least once with them before the next exam.

Any student failing to follow this required remediation will not be eligible for re-entry into the program

in the event they fail a course.


Students who have failed a course, must complete RNSG 1293, Special Topics in Nursing, prior to being

eligible to re-enter the Nursing Program. At the 2nd course failure, students will be removed from the

program and will have the option to re-apply to the nursing program, as a first level student, after five (5)

years. After a 2nd failure, students may appeal to the Admission, Re-Admission and Progression

Committee for reinstatement by appearing before the committee, in person, with a formal request.

Acceptance is not guaranteed and may be conditional.

Kilgore College is dedicated to the students accepted to the ADN Program to promote their success.

Our Mission Statement is: The Kilgore College Associate Degree Nursing prepares students for

success in life and in nursing.

According to the Texas Board of Nursing, Differentiated Essential Competencies (DECs) a nurse is

responsible for being (excerpts from DECS’s):

I. Member of the Profession:

B. Assume responsibility and accountability for the quality of nursing care provided to

patients and their families by:

4. Continuing competency and professional development.

5. Self-evaluation, staff evaluation, and peer evaluation processes.

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

insight through reflections, self-analysis, self-care, and lifelong learning.

1. Participate in educational activities to maintain/improve competence, knowledge,

and skills.

3. Use self-evaluation, reflections, peer evaluation, and feedback to modify and

improve practice.

5. Demonstrate commitment to the value of lifelong learning.

The American Nurses Association Standards of Practice states that nurses are responsible for

(excerpts follow):

Standard 8. Education

The registered nurse attains knowledge and competency that reflects current nursing practice.

Standard 14. Professional Practice and Evaluation

The registered nursed evaluates her or his own nursing practice in relation to professional

practice standards and guidelines, relevant statues, rules and regulations.

The Kilgore College Associate Degree Nursing Student Handbook, in the Statement of Unsafe

Clinical Practice; states that a student is unsafe if the students:

3. Assumes inappropriate independence in action or decisions.

5. Fails to recognize own limitation, incompetence and/or legal responsibilities.

Based on these important expectations for the career of nursing, any student who does not contact

their lecture instructor within 48 hours concerning remediation, over any exam where they scored less

than 78, will be placed on Contract for Unprofessional Conduct. If a failure results from the continued

poor performance on lecture exams, the student will not be allowed to re-enter the Kilgore College

Associate Degree Nursing Program based on the unprofessional conduct demonstrated by the lack of

responsibility for their own education.


Accommodations:

It is the responsibility of the student, not the instructor, to seek special accommodations when needed.

If you need special accommodations for any reason, please contact the special populations’ counselor,

fill out the necessary forms and bring them to your instructor at the beginning of the semester.

Kilgore College Concealed Handgun Policy: (effective August 1, 2017)

Kilgore College is committed to providing a safe and secure living, learning and working

environment for all students, faculty, staff, and community visitors in a diverse campus community

setting. As provided by law, handgun license holders may carry concealed weapons on Kilgore

College campuses, except for a limited number of exclusion zones and certain necessary restrictions

as outlined in the accompanying procedures.

The open carrying of handguns is prohibited on campus.

Exclusion Zones: Areas where the carrying of a handgun by a license holder is prohibited. These

areas are to be indicated by signage in compliance with Penal Code 30.06(c)(3).

Exclusion Zones Handgun license holders are responsible for obeying all properly posted exclusion

zones. Exclusion zones will have signage that prohibits handguns and is compliant with Penal Code

30.06(c)(3). Kilgore College excludes concealed handguns in the following areas.

1. Exclusions Required by Other Entities. Areas for which state or federal law, licensing

requirements, or contracts require exclusion exclusively at the discretion of the state or federal

government, or in which handguns are prohibited by an accrediting authority. Refer to Appendix A

for a list of exclusion zones.

2. Patient Care Areas. Section 46.035(b)(4) of the Penal Code excludes hospitals licensed under

Chapter 241 of the Health and Safety Code. By analogy and extension, patient care areas will be

excluded, including hospitals, clinics, and mental health treatment areas. A “patient care area” is

restricted to patient care areas for which a formal record of treatment is maintained. Refer to

Appendix A for a list of exclusion zones.

Appendix A

FACILITY/PROGRAM/OFFICE AREA EXCLUDED TIMEFRAME

Health Science Center Entire Health Science

Center– all floors

PERMANENT

Kilgore College Police

Department

Entire KCPD office suite on

the Kilgore Campus

PERMANENT

Testing Testing Centers on the

Kilgore and Longview

campuses and/or anywhere

else on campus utilized as a

temporary testing center

PERMANENT: Full-time

Testing Centers.

TEMPORARY: During the

operation of temporary

testing centers


Please view the entire policy and Appendix A at:

https://www.kilgore.edu/sites/default/files/documents/file/KCPD/KC-Concealed-Carry-Policy.pdf

ADA Statement:

Kilgore College is committed to making reasonable accommodations to assist individuals with

disabilities in reaching their academic potential. If you choose to request accommodations for a

documented disability which may impact your performance, attendance, or grades in this course, you

must first register with the Office of Disability Services. Please note that classroom accommodations

cannot be provided prior to your instructor’s receipt of an accommodation letter from the Office of

Disability Services. For more information about accommodations, please contact the Disability

Services office on the second floor of the Devall Student Center: (903) 983-8206.

Academic Difficulties:

Kilgore College has Student Success Programs at both the Kilgore and Longview campus; i.e., The

Zone Tutoring Lab, TRIO, Student Support. They provide resources for decreasing test anxiety and

other academic difficulties. The ADN program has established a nursing tutorial program for

students. Both self and faculty referrals can be made. The earlier you seek help, the less stress you

will encounter and the better your prospects for being successful.

Students should plan on studying at least three hours outside of class for every hour spent in

class.

Withdrawal from a course:

If a Student chooses to withdraw from a course for personal reasons or due to failing a course, the

Student must go to the Registrar’s Office to withdraw themselves. Faculty will only withdraw

Students for administrative reasons. If a Student withdraws from a lecture course, the corresponding

clinical course must also be withdrawn from at the same time.

Attendance Policy:

Students are expected to attend both class and clinical. If a student is unable to attend an assigned

activity, they are required to call and report their absence as listed in each course syllabus. Absent

students are responsible for all announcements, assignments, and course content. Sleeping in class

will be counted as class time missed or as absence from class.

Lecture/Lab: See Kilgore College Catalog for the attendance policy that states that no more than

12.5% of the total hours of instruction in any term can be missed. Any lab time missed over 12.5%

will require make-up activities as designated by the lab instructor. Any lecture time missed over

12.5% will automatically give reason for the student to be dropped from the course. If you have any

questions about the policy, please ask your Instructor or the Director.

(You cannot miss any more than 2 hours of lecture).

https://www.kilgore.edu/sites/default/files/documents/file/KCPD/KC-Concealed-Carry-Policy.pdf


Make up Examinations:

Students are expected to take all tests as scheduled. If a student is unable to take a major exam at the

appointed time, he/she must notify the instructor of the absence prior to the scheduled exam time and

schedule a make-up time according to the individual course syllabus. However, the maximum grade

that the student may make on the exam is 78.

Quizzes will be given at the beginning of class or lab and the doors will be locked. Any student

who is absent or late to lab will not be allowed to make-up the missed quiz. There will be no

make-up quizzes. A missed quiz grade will be documented as a 0.

HESI Exams: Students are expected to take all tests as scheduled. The student will not be able to take the HESI

Exam at any other time than the scheduled day and time.

Policy for Testing and Telephones:

Students must turn their phones off and place them out on the indicated front desk or table

during testing.

If the phone is out on the indicated front desk, and not turned off and rings/vibrates, the first

offense will be a verbal warning and the second offense will result in a contract.

During ANY exam or HESI exam, if the phone rings on their person, it will be considered

cheating. The student will be dismissed from the exam and the exam will closed at that time.

The student will make a “0” on the exam.

Academic Integrity:

From the Kilgore College Catalog: “It is the responsibility of the students and the faculty to help

maintain scholastic integrity at the college by refusing to participate in or tolerate scholastic

dishonesty. Plagiarism and other forms of academic dishonesty undermine the very purpose of the

college and diminish the value of an education. Specific sanctions for academic dishonesty are

outlined in the Kilgore College Student Handbook available in the Office of the Vice President of

Student Development, located in the Devall Student Center”. Also available on the Kilgore College

Website.

Matters of Academic Dishonesty:

From the Kilgore College Student Handbook: “Academic dishonesty matters may first be considered

by the faculty member who may recommend penalties such as withdrawal from the course, failing

the course, reduction or changing of a grade in the course, a test, assignment, or in other academic

work; denial of a degree and/or performing additional academic work not required by other students

in the course. Acceptance of the faculty member’s recommended penalties by the student shall make

the penalties final and constitutes a waiver of further administrative procedures. If the student does

not accept the decision of the faculty member, he/she may have the case heard by the appropriate

department chair, dean and Vice President of Instruction for review. See Student Complaint,

Grievance and Appeal Procedure…… for specific appeal instructions. If the student is ultimately

found not to have been involved in academic dishonesty, the instructor shall not base his/her

evaluation of the student on the alleged but unproven dishonesty. If the student is ultimately found to

have violated matters of academic dishonesty, the appropriate disciplinary sanction shall be


implemented. Any student who believes that a grade has been inequitably awarded should refer to the

academic grade change procedures.” Also available on the Kilgore College Website.

For the Nursing Program, being in breach of the Academic Honesty Policy will include the following

but is not limited to:

1. Looking at another’s paper

2. Buying papers and exams

3. Illegally accessing a professor’s office

4. Procuring/buying a copy of the instructor’s test or test bank

5. Using cell phones, tablets, and other electronic equipment to find information or record test

questions for others

6. Writing notes on hat brims, skin, shoes, bottles, and other items

The Kilgore College Nursing faculty takes very seriously our obligation to graduate nurses who

embody the values, ethics, and standards of the nursing profession and those of Kilgore College. We

know that integrity as a student correlates with integrity as a nurse and that integrity is essential for

professional success. Academic honesty must be the foundation for academic success. In order to achieve this success for

our students and the ADN Program, the Standardized Exam vendor will use forensic data to analyze

exams. If an aberrancy is determined, the exam will be invalidated and a retest will be offered.

When taking the NCLEX Exam, candidates are required to not discuss the exam with anyone when

they depart the testing site. Therefore, while attending the ADN Nursing Program, students will

refrain from discussing exams taken in the program with students who have not taken the exam.

Discussion of the exam will be considered a breach of the Academic Honesty Policy.

In the absence of academic honesty it is impossible to assign accurate grades and to ensure that honest

students are not at a competitive disadvantage. Students share in the responsibility for maintaining

academic honesty. Students are to refrain from acts of academic dishonesty and notify instructors

and/or appropriate administrators about observed incidents of academic dishonesty.

Any student who is suspected of not following the rules of the Kilgore College Associate Degree

Nursing Program during a testing session could be asked to retake the exam.

We believe that you, the student, share our aspirations for academic integrity of the program and for

your success as a professional nurse.

A student will comply with the Kilgore College Associate Degree Nursing Academic Honesty Policy

to insure academic integrity at Kilgore College.

Civility Policy:

Per the Kilgore College Catalog, the college reserves the right to withdraw a student from one or more

classes if, in the judgment of the college officials, such action is deemed to be in the interest of the

student/and or the college. Examples of some reasons for administrative withdrawal are failure to

provide accurate information, excessive absences, or unacceptable student behavior.


The Civility Statement of the Kilgore College Catalog states that students are expected to assist in

maintaining a classroom environment that is conducive to learning. Inappropriate or disruptive

classroom behavior is prohibited in order to assure that everyone has the opportunity to gain from

time spent in class. Should a disruptive classroom incident occur, the faculty member in charge may

remove the student on either a temporary or permanent basis. Students have the right to appeal through

the appropriate channels.

Unprofessional conduct/unacceptable student behavior in this circumstance includes, but is not

limited to the following:

1. Threatening instructors, hospital staff, patients, or other students.

2. Slanderous accusations against faculty, Kilgore College, hospital staff, or other students.

3. Disruption of the classroom or clinical environment. (This includes use of electronic devices

during class or clinical such as texting, iPods, cell phone, and/or computer for other than

specified class activities, etc.)

4. Being disrespectful to instructors, hospital staff, patients, or other students (i.e. tone of voice,

rolling eyes, body language, arguing with instructor).

5. Demanding to discuss personal academic issues in a public forum.

6. Spreading of unfounded rumors.

Sexual Harassment Policy Statement:

Please refer to the Kilgore College Associate Degree Nursing Program Student Handbook and the

KC student handbook.

Alcohol/Intoxicating Substances Policy:

Please refer to the Kilgore College Associate Degree Nursing Program Student Handbook and the

KC Student Handbook.

Policy for Social Networking Sites:

Students in the ADN Program at Kilgore College are expected to adhere to the high standards of the

Nursing profession with regard to maintaining confidentiality. This not only includes guarding

patient confidentiality at a clinical site, but, also, in the classroom, at home and on-line.

The following guidelines for behavior involved with cell phone use, FACEBOOK, Twitter,

MySpace and any other social networking site.

Guidelines:

It is the students’ responsibility to keep their site appropriate and profiles clean.

Do not post threats or derogatory remarks about anyone associated with the ADN Program.

This includes fellow students, faculty, staff, college administration, clinical affiliates, and,

above all, patients. This is a violation of the Kilgore College Board policy and will be

reported to the police and disciplinary action, such as dismissal, is likely.

Posting photos of other students, faculty, staff, etc. without their permission is forbidden.

Taking photos of patients or clients, their body parts, or body fluids or exudates, is strictly

forbidden.


Cell phone use at the clinical site is strictly forbidden. If cell phones are discovered they will

be confiscated for the remainder of the class or clinical day.

Student Contract Policy:

Students may be placed on contract in any class, lab, or clinical setting.

A student’s final grade, in a course, will be lowered by a letter grade for each contract

issued.

Students who receive a second contract in a semester will be expelled from the program at

that time.

Students who receive a third contract will be expelled from the program at that time.

Students may apply for readmission to the program. The student will be required to appear

before the Admission/Readmission/Progression Committee.

Readmission will be reviewed on an individual basis.

Student Professional Code of Dress and Hygiene:

Please refer to the Kilgore College Associate Degree Nursing Program Student Handbook.

Please remember that as a student representing the KC A.D.N. program, you should be

professionally attired in either the khaki pants and official polo shirt or uniform when the

student is on campus as a nursing student in lecture and lab. Student Nurse Association T-

shirts will be allowed with scrub pants or khaki pants on lecture days only.

Whenever you are in “uniform”, you need to adhere to the Dress Code Policy whether on campus or

clinical.

** Kilgore Picture ID’s must be worn at all times when on campus and in the clinical

facility.**

Appearance in Lab or Skills Check-offs (or any other time you are on campus):

Khaki pants and the KCADN polo shirt, with the KC ADN patch, and with shoes that are

closed toe/closed heel and vinyl or leather, will be the official non-clinical hospital uniform.

White shirts (short sleeve, long sleeve or turtleneck) may be worn under the polo shirt. White

shirt tails should not hang below the polo shirt. Sweaters or jackets may be worn for

warmth on campus.

The KC ADN uniform is royal blue top, royal blue skirt or slacks, and shoes must be closed toe/closed

heel and vinyl or leather. The KC ADN patch is placed on the upper left chest above the students’

nametag. A waist length royal blue scrub jacket with the KC ADN patch on the upper left chest above

the nametag may be worn for warmth. Or a white shirt (short sleeve, long sleeve, or turtleneck) may

be worn under the uniform top. White shirt tails should not hang below the uniform top. Sweaters or

jackets may be worn for warmth on campus.

Please remember that as a student you are representing the KC ADN program.


Appearance in Lecture:

Student may wear the royal blue uniform or the polo shirt and khaki pants, following all dress code policies in the student handbook.

Student Nurse Association T-shirts with khaki pants or khaki capris or royal blue uniform

pants with shoes that are closed toe/closed heel and vinyl or leather.

Sweaters or jackets may be worn for warmth on campus.

Please remember that as a student you are representing the KC ADN program.

Drop Date:

The Drop Procedure per KC Catalog will be announced the first day of class.

DISCLAIMER:

Your instructor reserves the right to make modifications in content and schedule as necessary to

promote the best education possible within prevailing conditions affecting this course.

STUDENT LEARNING OUTCOMES FOR LEVEL 1:

(upon completion of this level the student will):

1. According to the Texas Board of Nursing Differentiated Essential Competencies for Associate

Degree Nursing (DECs) – the student will upon successful completion of this course be able to:

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.

Activities: text readings, class lecture, and discussion.

Assessment: exams – multiple choice, written assignments. (SCANS: 1, 2, 4, 5, 6, 7, 8) (PLO: 1-6) (IOM: 2-6)

B. Assume responsibility and accountability for the quality of nursing care provided to patients and

their families.

Activities: text readings, class lecture, and discussion; skills lab.

Assessment: exams – multiple choice, written assignments; skills lab competencies. (SCANS: 1-8) (PLO: 1-6) (IOM: 1-5)

C. Participate in activities that promote the development and practice of professional nursing.

Activities: text readings, class lecture, and discussion; student nurses association.

Assessment: exams – multiple choice, written assignments. (SCANS: 1-8) (PLO: 1-6) (IOM: 1-5)

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 Centered 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.

Activities: text readings, class lecture and critical decision making class, and discussion; skills lab.


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

and socially divers 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 of study.


Assessment: exams – multiple choice, written assignments; skills lab competencies. (SCANS: 1, 4-7) (PLO: 1-6) (IOM: 1-6)

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.


Assessment: exams – multiple choice, written assignments; skills lab competencies. (SCANS: 1-2, 4-7) (PLO: 1-6) (IOM: 1-6)

III. Patient Safety Advocate:

A. Demonstrate knowledge of the Texas Nursing Practice Act and 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.

Activities: text readings, class lecture and critical decision making class, and discussion.

Assessment: exams – multiple choice, written assignments. (SCANS: 1-8) (PLO: 1-6) (IOM: 1-6)

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



IV. Member of the Health Care Team:

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.




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

patient care.

Activities: text readings, class lecture and critical decision making class, and discussion.

Assessment: exams – multiple choice, written assignments, computer assignments. (SCANS: 1-8) (PLO: 1-6) (IOM: 1-6)

1. According to the Workforce Education Course Manual (WECM) – the student will upon

successful completion of this course be able to:

A. Apply concepts and principles necessary for the performance of professional nursing skills

across the lifespan.

Activities: text readings, class lecture, and discussion.

Assessment: exams – multiple choice, written assignments. (SCANS: ) (PLO:) (DECs: ) (IOM: )

B. Demonstrate competency/clinical reasoning in the performance of professional nursing skills.


Assessment: exams – multiple choice, written assignments; skills lab competencies. (SCANS: ) (PLO:) (DECs: ) (IOM: )

C. Demonstrate a complete head to toe and a focused health assessment.



D. Demonstrate safe medication administration.



2. General Student Learning Outcomes – the student will upon successful completion of

this course be able to:

A. Apply basic nursing knowledge, concepts and theory involved in evidence based nursing practice

for: patient safety, infection prevention and control, hygiene, activity and exercise, nutrition,

oxygenation, fluid, electrolyte, and acid-base balance, pain management, bowel and urinary

elimination, mobility and immobility, skin integrity and wound care, sensory alterations.


Assessment: exams – multiple choice, written assignments; skills lab competencies. (SCANS: 1- 8) (PLO: 1- 6) (DECs: I A, I B, I D, II B, II C, II D, II E, II G, II H, III A, III B, III c, III D, IV A, IV D) (IOM:

1-6)

SCANS MATRIX LEGEND (Competency References)

1 – Reading

2 - Writing


3 - Arithmetic or Mathematics

4 – Speaking and Listening

5 – Thinking Skills

6 – Personal Qualities

7 – Workplace Competencies

8 – Basic Use of Computers

PLO- Program Learning Outcomes in the Kilgore College Associate Degree Nursing Program

Student Handbook.

1. Provide a safe and effective care environment for their patients, through appropriate management of

patient care and promotion of safety and infection control.

2. Provide for patient’s psychosocial integrity.

3. Provide for patient’s physiological integrity through basic care and comfort, pharmacological

and parenteral therapies, reduction of risk potential and physiological adaptation.

4. Provide for patient health promotion and maintenance.

5. Provide care for patients utilizing the nursing process, including assessment, analysis, planning,

implementation and evaluation.

6. Provide patient care utilizing critical thinking to prioritize, set goals, apply knowledge with

inferential and interpretive reasoning and predict or evaluate outcomes.

IOM – Institute of Medicine Core Competencies

1. Patient Centered Care

2. Teamwork and Collaboration

3. Evidence-based Practice

4. Quality Improvement

5. Safety

6. Informatics

Class room Schedule: The class/exam schedule will be available on the website and handed out the

first day of class.


Course Objectives: Upon completion of this course the student will:

1. Utilize a systematic process to evaluate the human body response to selected health

problems referred to as concepts.

2. Apply pathophysiological and assessment data when planning and implementing nursing

actions.

Course Outline

Health Care Concepts - Biophysical

Acid Base Balance*

Fluid & Electrolyte Balance*

Gas Exchange*

Immunity*

Metabolism*

Perfusion*

Tissue Integrity*

Health Care Concepts – Psychosociocultural

Coping*

*only the concept analysis is covered – no exemplars

Concept – ACID BASE BALANCE

Concept Definition

Acid Base Balance is defined as the process of regulating the pH, bicarbonate concentration and

partial pressure of carbon dioxide of body fluids. (G)

Exemplars

None

Objectives

1. Explain the concept of Acid Base Balance (including definition, antecedents, and attributes).

2. Identify the normal adult values for arterial and mixed venous blood gases at sea level.

3. Describe the influence of the respiratory system on Acid Base Balance and respiratory

regulation of H+.

4. Describe how the kidneys regulate hydrogen and bicarbonate ion concentrations in the

blood.

5. Distinguish between acidosis and alkalosis resulting from respiratory and metabolic factors.

6. Identify hemostatic processes in the maintenance and correction of Acid Base Balance

7. Identify conditions which place an individual at risk for acid base imbalance.

8. Apply the nursing process (including collaborative interventions for correcting hypoxemia).

Assignments


Review the following from previous course(s)

Physiology of normal acid base regulation/homeostasis

Buffering systems: role of the respiratory and renal systems in maintenance of acid base

balance

Key definitions:

Acid – a substance that releases hydrogen ions (H+)

Base – a substance that takes up hydrogen ions (H+)

Bicarbonate (HCO3) - is the most important “base” in the body

pH – is the measurement of acidity, alkalinity in a solution, the negative logarithm of

hydrogen ion concentration, inverse relationship exists between hydrogen ion concentration

and pH

Prior to class

Review Anatomy & Physiology texts; disease processes related to acid base imbalances

View the internet site below for a fun, quick review of acid base balance

Review the Acid Base Balance Concept Analysis Diagram and explanation

Readings/Viewings

References

Giddens, J. F. (2017) Concepts for Nursing Practice. (2nd ed.). Philadelphia:

Saunders Elsevier. Chapter 9 Acid-Base Balance.

Yoost, B. L. (2016) Fundamentals of Nursing. (1st ed.) St. Louis: Elsevier. Chapter

39 Fluid, Electrolyte and Acid-Base Balance

Internet

Acid Base Balance http://www.youtube.com/watch?v=V2LuTdg5QFA

Acid-Base Tutorial Home Page http://www.acid-base.com/

ABG’s—It’s All in the Family http://realnurseed.com/abg.htm

The ABG Site http://www.the-abg-site.com/level1.htm

Mays, Doreen, Turn ABGs into child’s play. RN January 1995

Campana, Theresa, Assessing the anion gap. Nursing 2009 Critical Care, March

Concept - COPING

Concept Definition

Coping is an ever changing process involving both cognitive means and behavioral actions, in order

to manage internal or external situations that are perceived as difficult and/or beyond the

individual’s current resources.

Exemplars None

Objectives

1. Explain the concept of Coping (including definition, antecedents, and attributes).

2. Analyze conditions which place a patient at risk for ineffective/maladaptive Coping.

3. Identify when ineffective/maladaptive Coping (negative consequence) is developing or has

developed.

http://www.youtube.com/watch?v=V2LuTdg5QFA

http://www.acid-base.com/

http://realnurseed.com/abg.htm

http://www.the-abg-site.com/level1.htm


4. Apply the nursing process (including collaborative interventions) for individuals

experiencing ineffective/maladaptive Coping and to promote effective/adaptive Coping.

Assignments Prior to Class


From general Psychology Seyle’s General Adaption Syndrome (GAS)

Ego defense mechanisms

Review the Reading/Viewings section below

Review the Coping Concept Analysis Diagram with explanation

Readings

Giddens, J. F. (2017, p. 309 – 315). Concepts for Nursing Practice. Mosby Elsevier,

St. Louis, Missouri.

Yoost, B.L. (2016, p. 730 – 744). Fundamentals of Nursing. Mosby Elsevier, St.

Louis, Missouri.

Internet

General Adaptation Syndrome and Stress - http://www.youtube.com/watch?v=N5txl89dzv8

Nursing theories (2011) Retrieved from

http://www.currentnursing.com/nursing_theory/Selye%27s_stress_theory.html

Concept – FLUID AND ELECTROLYTE BALANCE

Concept Definition

Fluid and Electrolyte Balance is the process of regulating the extracellular fluid volume, body fluid

osmolality, and plasma concentrations of electrolytes.

Exemplars

None

Objectives

1. Explain the concept of Fluid and Electrolyte Balance (including definition, antecedents, and

attributes).

2. Analyze conditions which place a patient at risk for fluid and electrolyte imbalance.

3. Identify when fluid and electrolyte imbalance (negative consequence) is developing or has

developed.


experiencing fluid and electrolyte imbalance and to promote normal Fluid and Electrolyte

Balance.

Assignments

Review the following content from previous course(s)

Distribution and composition of body fluids (ICF, ECF, intravascular, and interstitial fluid

compartments)

Movement of body fluids (osmosis, diffusion, filtration, active transport)

Maintaining homeostasis (renal function, antidiuretic hormone, renin-angiotensin-

aldosterone system, atrial natriuretic factor)

http://www.youtube.com/watch?v=N5txl89dzv8

http://www.currentnursing.com/nursing_theory/Selye's_stress_theory.html




Review key concepts for electrolytes (cations and anions) and electrolyte concentrations in

body fluid compartments

Prior to class

View the internet sites listed below

Review the Fluid and Electrolyte Balance Concept Analysis Diagram with explanation

Readings/Viewings

Internet

Fluid and Electrolytes Part 1: http://www.youtube.com/watch?v=vvGyHBWcQQU

Fluid and Electrolytes Part 2: http://www.youtube.com/watch?v=G7lDP6ygGBE

Fluid and Electrolytes Part 3: http://www.youtube.com/watch?v=FmIEvP_KDLw

Fluid and Electrolytes Part 4: http://www.youtube.com/watch?v=QANBPawIPpQ

Fluid and Electrolytes Part 5: http://www.youtube.com/watch?v=zhqV9dFfS8Y

Concept- GAS EXCHANGE

Concept Definition

Gas Exchange is the process by which oxygen is transported to cells and carbon dioxide is

transported from cells.

Exemplars None

Unit Objectives

1. Explain the concept of Gas Exchange (including definition, antecedents, and attributes).

2. Analyze conditions which place a patient at risk for Gas Exchange imbalance.

3. Identify when Gas Exchange imbalance (negative consequence) is developing or has

developed through an understanding of signs and symptoms.


experiencing Gas Exchange imbalance. (4a, 4b, 4c, 4d) Assessment, planning,

interventions, & evaluation

Assignments


Review respiratory anatomy and physiology chapter(s)

Prior to class

Review the Gas Exchange - Concept Analysis Diagram with explanation

Readings/Viewings

• Read Giddens Nursing Concepts Online 16 GAS EXCHANGE (on-line pg. 160-172)

• Read Chapter 38 Yoost (pgs. 959 – 965) “Promoting Optimal Cardiopulmonary Function”

• Read Chapter 20 Yoost (pgs. 365-369) “Respiratory Assessment” & Table 20-7

References

Giddens, J. F. (2013) Concepts for Nursing Practice. (1st ed.). Philadelphia:

Saunders Elsevier. Chapter 16 Gas Exchange.

Yoost, B. L. (2016) Fundamentals of Nursing. (1st ed.) St. Louis: Elsevier. Chapter 38

Oxygenation and Tissue Perfusion and Chapter 20 Respiratory Assessment

http://www.youtube.com/watch?v=vvGyHBWcQQU

http://www.youtube.com/watch?v=G7lDP6ygGBE

http://www.youtube.com/watch?v=FmIEvP_KDLw

http://www.youtube.com/watch?v=QANBPawIPpQ

http://www.youtube.com/watch?v=zhqV9dFfS8Y


https://www.youtube.com/watch?v=WXOBJEXxNEo 3:08 Oxygen Transport

– https://www.youtube.com/watch?v=XTC3AKmtrcs 2:11 Bronchoscopy

– https://www.youtube.com/watch?v=IMifvHjAKbE 1:11 Chest Tube Placement

– https://www.youtube.com/watch?v=z0dCL4CHGSk 1:09 Thoracentesis Animation

– https://www.youtube.com/watch?v=noDxydboLrA 8:56 Thoracentesis

Concept – IMMUNITY

Concept Definition

Immunity is a physiologic process that provides an individual with protection or defense from

disease.

Exemplars

Exemplars for immunity will be introduced in this course but not studied in depth.

Objectives

1. Explain the concept of Immunity (including definition, antecedents, and attributes).

2. Describe the optimal human body immune response.

3. Identify the pathophysiology of suppressed or exaggerated immune responses.

4. Analyze conditions that place a patient at risk for suppressed or exaggerated immune

function, acute and chronic inflammation, or localized and systemic infection.

5. Discuss assessment data used for planning and implementing nursing care for individuals

experiencing health problems related to immunity.

Required Assignments before class:

1. Listen to and study immunity PowerPoint. You will have a quiz over the PowerPoint before class.

2. Read Fundamentals of Nursing. Yoost & Crawford, pgs. 488-489, 493-494, and 500

(immunization only).

3. Read Medline Plus articles on the immune response and autoimmune diseases.

4. Review immunity concept diagram.

5. Completion of immunity class preparation study guide. This assignment will be submitted at the

beginning of class.

Concept – METABOLISM

Concept Definition

Metabolism is the processes of biochemical reactions occurring in the body’s cells that are

necessary to produce energy, repair, and facilitate the growth of cells, and maintain life.

Exemplars

None

Objectives

5. Explain the concept of Metabolism (including definition, antecedents, and attributes).

6. Analyze conditions which place a patient at risk for metabolic imbalance.

7. Identify when a metabolic imbalance (negative consequence) is developing or has

developed.

8. Discuss (briefly) exemplars of common metabolic disorders.


experiencing a metabolic imbalance and to promote normal metabolic regulation.

https://www.youtube.com/watch?v=WXOBJEXxNEo

https://www.youtube.com/watch?v=XTC3AKmtrcs

https://www.youtube.com/watch?v=XTC3AKmtrcs

https://www.youtube.com/watch?v=IMifvHjAKbE

https://www.youtube.com/watch?v=z0dCL4CHGSk



https://www.youtube.com/watch?v=noDxydboLrA

https://www.youtube.com/watch?v=noDxydboLrA


Prior to class

View the internet sites below related to the anatomy of the endocrine system

Review the Metabolism Concept Analysis Diagram with explanation

Readings/Viewings:

Reference Material Giddens, J.F (2017). Concepts for nursing practice (2nd ed). Elsevier; Mosby.

Glucose Regulation (Concept 15) pgs. 134-142

Nutrition (Concept 16) pgs.145-154

Stress (Concept 31) pgs. 301-307

Reproduction (Concept 21) pgs.198-206

Internet:

Review this internet site prior to class.

Endocrine System Anatomy:

http://www.nlm.nih.gov/medlineplus/ency/anatomyvideos/000048.htm

Concept – PERFUSION

Concept Definition

Perfusion is the flow of blood through arteries and capillaries delivering nutrients and oxygen to

cells and removing cellular wastes. (G)

Exemplars

None

Objectives

1. Explain the concept of perfusion (including definition, antecedents, and attributes).

2. Analyze conditions which place a patient at risk for perfusion imbalance.

3. Identify when perfusion imbalance (negative consequence) is developing or has developed.


experiencing perfusion imbalance and to promote normal perfusion.

Assignments Review the following from previous course(s)

Anatomy and physiology regarding cardiovascular system including cardiac output and

vascular resistance/tone

Prior to class

View the internet sites below

Review readings below

Review the Perfusion – Concept Analysis Diagram with explanation on following pages

Readings/Viewings

References

Giddens, J. F. Concepts for Nursing Practice. (1st ed.). Philadelphia:

Saunders Elsevier. Chapter 15 Perfusion.

Yoost, B. L. (2016) Fundamentals of Nursing. (1st ed.) St. Louis: Elsevier. Chapter 38

Oxygenation and Tissue Perfusion And Chapter 20 Cardiac and Peripheral Vascular

Assessment (page 368-375)

http://www.nlm.nih.gov/medlineplus/ency/anatomyvideos/000048.htm


Internet:

3D animation of the heart: 1:35 https://www.youtube.com/watch?v=NF68qhyfcoM Circulation: 1:08 https://www.youtube.com/watch?v=PgI80Ue-AMo How the Heart Works 3D Video.flv 2:56 https://www.youtube.com/watch?v=oHMmtqKgs50 How blood flows thru the heart: 9:15 http://www.youtube.com/watch?v=VUtehbgbpRk

Cardiac cycle: 1:15 http://www.youtube.com/watch?v=rguztY8aqpk

Three minute assessment of CVS: 3:09 https://www.youtube.com/watch?v=SUJctgWQH84

Concept – TISSUE INTEGRITY

Concept Definition

Tissue Integrity is the ability of body tissues to regenerate and/or repair to maintain normal

physiological processes.

Exemplars

None

Objectives

10. Explain the concept of tissue integrity (including definition, antecedents, and attributes).

11. Analyze conditions which place a patient at risk for impaired tissue integrity.

12. Identify when Tissue Integrity imbalance (negative consequence) is developing or has

developed.


experiencing Tissue Integrity imbalance and to promote normal Tissue Integrity.

Assignments Review the following from previous course(s):

Anatomy and physiology of skin and tissue associated with the skin

Prior to class:

Read assigned chapter(s)

Review the Tissue Integrity Concept Analysis Diagram with explanation

Readings and Viewings

References:

Giddens, J. F. (2013) Concepts for Nursing Practice. (2nd ed.). Philadelphia:

Saunders Elsevier. Chapter Tissue Integrity

Jarvis, C. (2016) Pocket Companion Physical Examination & Health Assessment. (7th ed.).

Chapter 5, Skin, Hair and Nails.

Yoost, B. L. (2016) Fundamentals of Nursing. (1st ed.) St. Louis: Elsevier. Chapter 29 Skin

Integrity and Wound Care; Chapter 20 Health History and Physical Assessment (pg. 341-351;

Skin, Hair and Nails section)

https://www.youtube.com/watch?v=NF68qhyfcoM

https://www.youtube.com/watch?v=NF68qhyfcoM

https://www.youtube.com/watch?v=PgI80Ue-AMo



https://www.youtube.com/watch?v=oHMmtqKgs50

http://www.youtube.com/watch?v=VUtehbgbpRk

http://www.youtube.com/watch?v=rguztY8aqpk

https://www.youtube.com/watch?v=SUJctgWQH84


Acid Base Concept Diagram Nursing Care

Directed toward what contributes to a normal concept and is thereby related to all factors involved in

or with the concept. Not always needed to have a normal outcome.

Attributes

Defining characteristics of the concept

What property, quality, or data must be present for the concept to exist

Antecedents

What precedes the concept for it to exist

Events or incidents that must happen before the concept

Consequences

Untoward events or outcomes that occur due to malfunction within the concept

Positive events or outcomes that occur due to proper functioning within the concept

Interrelated Concept

Concepts which can affect change in the other

Concepts which work together to ensure a normal process

Concepts which if depleted or impaired can cause a negative consequence in the other

Sub-Concept

Critical components of major concept

Acid Base

Balance The process of

regulating the pH,

bicarbonate

concentration and partial pressure of

carbon dioxide of body

fluids. (G)

Nursing Care Primary, Secondary,

Tertiary

Antecedents Normal Respiratory and Renal Functions

Normal Digestion Functions

Absence of Nausea & Vomiting

or Diarrhea

Good Nutrition Krebs Cycle

Normal Anion Gap

Oxyhemoglobin Disassociation Curve

Attributes Respiratory Rate WNL Ph 7.35-7.45

Oxygen Saturation > 94%

PaO2: 85-100 PaCO2: 35-45 mmHg

EtCO2: 35-45 mmHg

Interrelated

Concepts

Elimination

Gas Exchange

Death

Fluid and

Electrolyte Balance

Sub -

Concepts

Compensatory

Mechanisms

Consequences

of Disruption

Physiologic Processes

of Acid Base Balance

Consequences

(Outcomes)

Tetany, Tingling of

Extremities, Seizures

Changes in

Level of Consciousness

Cellular

Destruction

Positive

Negative

Balanced Acid &

Base Production Normal Activity

for Age, Energy

Non-Labored

Respirations

Perfusion

Cardiac

Arrhythmias

Nutrition

Metabolism

Anxiety

Vomiting/Diarrhea


Explanation of the Analysis Diagram for Acid Base Balance Concept. The definition of the

concept is written in the middle (circle) of the diagram.

Nursing Care is printed slightly above the rest of the Concept Diagram because it

incorporates all aspects of the diagram prior to determining the care required. There are dotted

arrows going out from Nursing Care because nursing interventions are not always needed.

Before a concept exists certain entities must exist. These entities are called Antecedents (ante means

before). If these do not exist or are malfunctioning then the concept either does not exist or it does

not exist at its optimal level. As shown, the Antecedents for Acid Base Balance Concept are normal

respiratory and renal functions, normal digestion functions, absence of nausea and vomiting or

diarrhea, good nutrition, Krebs Cycle, normal anion gap, and oxyhemoglobin disassociation curve.

To determine the level of effectiveness, the nurse assesses patients for certain concept

Attributes. The assessment which would support optimum function for this concept would include

the Attributes of respiratory rate WNL, Ph 7.35-7.45, oxygen saturation > 94%,

PaO2: 85-100, PaCO2: 35-45 mmHg, and EtCO2: 35-45 mmHg. Depending on the quality of the

Attribute (assessment) findings, the patient may exhibit positive or negative consequences. Positive

Consequences for Acid Base Balance Concept might include non-labored respirations, balanced

acid & base production, and normal activity for age, and energy. Negative Consequences might

include changes in level of consciousness, anxiety, tetany, tingling of extremities, seizures, cardiac

arrhythmias, vomiting/diarrhea, and cellular destruction – death.

Interrelated Concepts are concepts which either affect or are affected by the Concept being

defined in the diagram. Therefore the arrow between Interrelated and the defined Concept goes both

ways. The Interrelated Concepts for the concept of Acid Base Balance might include

Fluid and Electrolyte Balance, Metabolism, Perfusion, Gas Exchange, Elimination, and/or

Nutrition.

Sub-Concepts are teaching points regarding the Concept being defined thus just a line is

printed between the Concept and Sub-Concepts. The need for Nursing Care is triggered by:

Compromised Antecedent(s), Decreased quality of Attribute(s), Negative Consequence(s), and/or a

potentially negative impact from an Interrelated Concept(s).

When a Negative Consequence occurs the nurse will re-evaluate the Antecedents with the

intent of identifying which Antecedent was compromised and then direct nursing interventions to

strengthen the weakened Antecedent. The intervention would be considered effective when the

Attribute(s) reaches optimal measurement and the outcomes are positive. Of course some will

always have compromised Antecedents and therefore the nursing care and Attributes would be

modified accordingly. Nursing Care would also take in consideration Interrelated Concepts to either

strengthen the positive affect or limit the negative.

Nursing interventions are not always needed. However, continual assessment to determine if

pro-active or follow-up interventions are required is ongoing.


Coping Concept Diagram Nursing Care



Attributes


What property, quality, or data must be present for the concept to exist Antecedents



Consequences







Sub-Concept


Coping An ever changing process

involving cognitive means and behavioral actions to

manage internal and/or

external situations that are

perceived as difficult

and/or beyond the

individual’s current resources.

Antecedents

Individual Perceptions

Life Experiences which

Lead to the Ability to Cognitively and

Emotionally Appraise

and Manage Internal or External Situations

Availability of Adequate

Resources and

Support Systems

Attributes

Calm Affect

Effective & Appropriate Communication

Ability to Perform ADLs

and IADLs as Needed Appropriate Use of

Available Resources

and Support Systems

Interrelated

Concepts

Diversity

Interpersonal Relationships

Sub -

Concepts

Addictive

Behaviors

Stress

Anxiety

Consequences

(Outcomes)

Depression

Stress Related

Illness

Unsuccessful

Relationships

Positive

Negative

Maintain

Employment

Cognition

Human Development

Functional

Ability

Mood and Affect

Lack of

Self Care

Successful

Relationship

Medication

Regimen Compliance

Able to

ask for Assistance

Able to Identify

Stressors

Increased

Absenteeism

from Work

Adaptability

Conflict

Resolution

Suicide


Tertiary

Safety

Lifespan

Responses


Explanation of the Analysis Diagram for Coping Concept. The definition of the concept is

written in the middle (circle) of the diagram.






not exist at its optimal level. As shown, the Antecedents for Coping Concept are

individual perceptions, life experiences which lead to the ability to cognitively and

emotionally appraise and manage internal or external situations, and availability of adequate

resources and support systems.



the Attributes of calm affect, effective and appropriate communication, ability to perform ADLs and

IADLs as needed and appropriate use of available resources and support systems. Depending on the

quality of the Attribute (assessment) findings, the patient may exhibit positive or negative

consequences. Positive Consequences for Coping Concept might include able to ask for assistance,

successful relationship, medication regimen compliance, maintain employment, and able to identify

stressors. Negative Consequences might include depression, suicide, stress related illness, lack of

self care, unsuccessful relationships, and increased absenteeism from work.



ways. The Interrelated Concepts for the concept of Coping might include Safety,

Human Development, Mood and Affect, Functional Ability, Cognition, Diversity, and Interpersonal

Relationships.















Fluid and Electrolyte Concept Diagram Nursing Care



Attributes


What property, quality, or data must be present for the concept to exist

Antecedents



Consequences







Sub-Concept


Fluid and

Electrolyte Balance The process of

regulating the extracellular fluid

volume, body fluid

osmolality, and plasma concentrations of

electrolytes.


Tertiary

Antecedents Fluid & Electrolyte Intake and Absorption

Normal Functioning of Renin-

Angiotensin Aldosterone System Sufficient Cardiac Output

Adrenal, Thyroid, Parathyroid,

Pituitary Glands Functioning Within Normal Limits

Regulation of Body Fluid

Compartments Through Osmosis,

Diffusion and Active Transport

Attributes Balanced Intake and Output

Potassium 3.5-5.0 mEq/L

Sodium 135-145 mEq/L Total Calcium 8.6-10.2 mg/dL

Magnesium 1.3-2.3 mg/dL

Phosphorus 2.5-4.5 mg/dL Serum Osmolality 280-300

mOsm/Kg

CVP 2 to 6 mm Hg

Interrelated

Concepts

Elimination

Gas

Exchange

Acid Base Balance

Sub -

Concepts

Regulation

Hypervolemia and Hypovolemia

Vulnerable demographics

Consequences

(Outcomes)

Retention of Fluid

Cardiac Arrhythmias

Positive

Negative

Clear Mentation Good Skin Turgor

Cardiac, Smooth

and Skeletal Muscle

Functioning WNL

Nutrition

Impaired Neuromuscular

Function

Cognition

Thermoregulation

Impaired Cerebral Function

Confusion Seizure

Coma

Tissue

Integrity

Vulnerable

Demographics

Imbalances

Perfusion


Explanation of the Analysis Diagram for Fluid and Electrolyte Balance Concept. The definition of

the concept is written in the middle (circle) of the diagram.






not exist at its optimal level. As shown, the Antecedents for Fluid and Electrolyte Concept are fluid

and electrolyte intake and absorption, normal functioning of renin-

angiotensin aldosterone system, sufficient cardiac output, adrenal-thyroid- parathyroid-

pituitary glands functioning within normal limits, and regulation of body fluid compartments

through osmosis, diffusion and active transport.



the Attributes of balanced intake and output, Potassium 3.5-5.0 mEq/L, Sodium 135-145 mEq/L,

Total Calcium 8.6-10.2 mg/dL, Magnesium 1.3-2.3 mg/dL, Phosphorus 2.5-4.5 mg/dL,

Serum Osmolality 280-300 mOsm/Kg, and CVP 2 to 6 mm Hg. Depending on the quality of the


Consequences for Fluid and Electrolyte Balance Concept might include cardiac, smooth and

skeletal muscle functioning WNL, clear mentation, and good skin turgor. Negative Consequences

might include retention of fluid, impaired neuromuscular function, cardiac arrhythmias, impaired

cerebral function, and confusion-seizure-coma. .



ways. The Interrelated Concepts for the concept of Fluid and Electrolyte Balance might include

Nutrition, Acid Base Balance, Tissue Integrity, Perfusion, Gas Exchange, Elimination, Cognition,

and Thermoregulation. .















Gas Exchange Concept Diagram Nursing Care



Attributes





Consequences







Sub-Concept


Gas Exchange The process by

which oxygen is

transported to cells and carbon dioxide is transported from

cells. (G)


Tertiary

Antecedents Adequate Functioning of Respiratory System

Adequate Perfusion

Adequate Neurologic Function

Adequate Cardiovascular

Function Efficient Cellular Metabolism

Attributes Respiratory Rate WNL

Ph 7.35-7.45

Oxygen Saturation > 94% PaO2: 85-100

PaCO2: 35-45 mmHg

EtCO2: 35-45 mmHg Age Appropriate Level of

Consciousness

Race-Appropriate Skin Color

Interrelated

Concepts

Perfusion

Acid Base

Balance

V/Q Mismatch

Mobility

Sub -

Concepts

Circulation

Oxygen Carrying

Capacity

Inhalation and Exhalation

Consequences

(Outcomes)

Respiratory Compromise

Respiratory Distress Respiratory Failure

Altered Oxygen Carrying

Capacity Hypoxemia, Altered Mental Status

(Belligerent), Anoxia Positive

Negative

Age Appropriate Mobility

Capillary Refill < 2 sec

Eupnea

Coping

Nutrition

Age Appropriate Response to

Environment


Explanation of the Analysis Diagram for Gas Exchance Concept. The definition of the concept is







not exist at its optimal level. As shown, the Antecedents for Gas Exchange Concept

are adequate functioning of respiratory system, adequate perfusion, adequate neurologic function,

adequate cardiovascular function, and efficient cellular metabolism.



the Attributes of respiratory rate WNL, ph 7.35-7.45, Oxygen Saturation > 94%,

PaO2: 85-100, PaCO2: 35-45 mmHg, EtCO2: 35-45 mmHg, age appropriate level of consciousness,

and race-appropriate skin color. Depending on the quality of the Attribute (assessment) findings, the

patient may exhibit positive or negative consequences. Positive Consequences for Gas Exchange

Concept might include eupnea, age appropriate mobility, capillary refill < 2seconds, and age

appropriate response to environment. Negative Consequences might include respiratory

compromise, respiratory distress - respiratory failure, altered oxygen carrying capacity hypoxemia,

altered mental status (belligerent), anoxia, and V/Q mismatch.



ways. The Interrelated Concepts for the concept of Gas Exchange might include Mobility, Coping,

Acid Base Balance, Perfusion, and Nutrition. .















Immunity Concept Diagram Nursing Care



Attributes





Consequences







Sub-Concept


IMMUNITY A physiologic

process that provides

an individual with protection or defense

from disease.


Tertiary

Antecedents Intact Non-Specific Defenses or

Barriers

Functional Lymphatic System Optimal Innate Immune Response

Functional Inflammatory

Response Appropriate Adaptive (Acquired)

Immune Response—Active and

Passive

Attributes Lab--normal WBC and

Differential Counts Negative Bacterial and Viral

Cultures

Soft, Non-Tender Lymph Nodes Recognition of Self

Recognition of Foreign Proteins

Interrelated

Concepts

Nutrition

Comfort

Allergic, Cytotoxic or

Autoimmune Reaction

Tissue Integrity

Sub -

Concepts

Immune Response

Infectious Response

Inflammatory Response

Consequences

(Outcomes)

Cancer

Infection-Localized or

Systemic

Exaggerated

Immune Response

Positive Negative

Protects From Invasion of Microorganisms and Other

Antigens

Recognizes and Removes Cell Mutations that have

Demonstrated Abnormal Cell Growth and Development

Replaces Damaged

Tissue and Cells with

Repaired or Functional Tissue (i.e., healing)

functional

Cellular

Regulation

Immune Suppression

Chronic

Inflammatory

Response

Coping

Mobilit

y

Thermoregulation

Functional

Ability

Immune Deficiency


Explanation of the Analysis Diagram for Immunity Concept. The definition of the concept is







not exist at its optimal level. As shown, the Antecedents for Immunity Concept are

intact non-specific defenses or barriers, functional lymphatic system, optimal innate immune

response, functional inflammatory response, and appropriate adaptive (acquired) immune

response—active and passive.



the Attributes of lab--normal WBC and differential counts, negative bacterial and viral

cultures, soft non-tender lymph nodes, recognition of self, and recognition of foreign proteins

Depending on the quality of the Attribute (assessment) findings, the patient may exhibit positive or

negative consequences. Positive Consequences for Immunity Concept might include replaces

damaged tissue and cells with repaired or functional tissue (i.e., healing), recognizes and removes

cell mutations that have demonstrated abnormal cell growth and development, and protects from

invasion of microorganisms and other antigens. Negative Consequences might include Infection-

localized or systemic, cancer, immune suppression, immune deficiency, chronic inflammatory

response, and allergic, cytotoxic or autoimmune reaction.



ways. The Interrelated Concepts for the concept of Immunity might include Comfort,

Mobility, Tissue Integrity, Coping, Nutrition, Cellular Regulation, Functional Ability, and

Thermoregulation.















Metabolism Concept Diagram Nursing Care



Attributes





Consequences







Sub-Concept


Metabolism The processes of

biochemical reactions

occurring in the body’s

cells that are necessary

to produce energy,

repair, and facilitate

the growth of cells, and

maintain life.


Tertiary

Antecedents Ingestion of Nutrients Normal Growth and

Development

Cells and Organs to Synthesize and Secrete

Hormones

Hormone Target Cells Organ Perfusion

Normal Immune Response

Adaptive response to stress

Attributes Blood Glucose Homeostasis

Fluid and Electrolyte

Balance Normal Physiological

Response to Stress

Maintain Body Energy Requirements

Normal metabolic rate

Interrelated

Concepts


Balance

Coping

Nutrition

Sub –

Concepts

Deviations From

Normal

Hormonal

(Endocrine)

Regulation

Consequences

(Outcomes)

Hyperglycemia/

Hypoglycemia

Ascites

Hypertension/

Hypotension

Positive

Negative

Normal

Thermoregulation Adequate

Hydration Status

Euglycemi

a

Mobility

Muscle Weakness

Edema

Perfusion

Normotensive

Nutrient Utilization

Reproduction


Explanation of the Analysis Diagram for Metabolism Concept. The definition of the concept is







not exist at its optimal level. As shown, the Antecedents for Metabolism Concept are ingestion of

nutrients, normal growth and development, cells and organs to

synthesize and secrete hormones, hormone target cells, organ perfusion, and normal immune

response.



the Attributes of blood glucose homeostasis, fluid and electrolyte balance, normal physiological

response to stress, and maintain body energy requirements. Depending on the quality of the


Consequences for Metabolism Concept might include normotensive, euglycemia, normal

thermoregulation and adequate hydration status. Negative Consequences might include edema,

ascites, muscle weakness, hyperglycemia/hypoglycemia, and hypertension/hypotension.



ways. The Interrelated Concepts for the concept of Metabolism might include Nutrition, Mobility,

Coping, Perfusion, Reproduction, and Fluid and Electrolyte Balance.















Perfusion Concept Diagram Nursing Care



Attributes





Consequences







Sub-Concept


Perfusion The flow of blood

through arteries and

capillaries delivering nutrients and oxygen

to cells and removing

cellular wastes.


Tertiary

Antecedents Functioning Cardio-

Pulmonary System

Adequate Fluid Volume Free from Clots and

Atherosclerotic Blocks

Attributes Blood Pressure WNL

Capillary refill (< 2 sec) Pulses WNL

Mean Arterial Pressure

WNL

Interrelated

Concepts

Clotting Gas Exchange

Loss of Fine

Tactile Sensation

Tissue Integrity

Sub -

Concepts

Vascular Tone

Pump Performance

Volume

Consequences

(Outcomes)

Decreased Organ

Function

Fainting

Confusion

Ischemic

Pain

Positive Negative

Appropriate

Organ Function

Warmth

Oriented


Balance

Tissue Necrosis

Death

Compartment

Syndrome

Elimination

Intracranial Regulation

Mobility

Reproduction


Explanation of the Analysis Diagram for Perfusion Concept. The definition of the concept is







not exist at its optimal level. As shown, the Antecedents for Perfusion Concept are

functioning cardiopulmonary system, adequate fluid volume, and free from clots and

atherosclerotic blocks.



the Attributes of blood pressure WNL, capillary refill (< 2sec), pulses WNL, and mean arterial

pressure WNL. Depending on the quality of the Attribute (assessment) findings, the patient may

exhibit positive or negative consequences. Positive Consequences for Perfusion

Concept might include oriented, appropriate organ function, and warmth. Negative Consequences

might include fainting, confusion, loss of fine tactile sensation, compartment syndrome, decreased

organ function leading to death, and ischemic pain leading to tissue necrosis.



ways. The Interrelated Concepts for the concept of Perfusion might include Mobility,

Clotting, Elimination, Gas Exchange, Tissue Integrity, Reproduction, Fluid and Electrolyte Balance,

and Intracranial Regulation.















Tissue Integrity Concept Diagram Nursing Care



Attributes





Consequences







Sub-Concept


Tissue Integrity The ability of body

tissues to regenerate

and/or repair to maintain normal

physiological

processes. (P)


Tertiary

Antecedents Good Nutrition

Lack of External

Trauma Adequate Perfusion

Limited Pressure on Site

Affected by Life Cycle (Birth to Death)

Attributes Integument - Structurally

Intact and Functioning

Normal Healing Process

Interrelated

Concepts

Mobility

Nutrition

Perfusion

Sub -

Concepts

3 Stages of Wound

Healing

Self-Care Behaviors

Primary

Prevention

Consequences

(Outcomes)

Infection

Pain

Loss of Fluid

Loss of

Electrolytes

Positive

Negative

Adaptation to Environment

(Sweating)

Protection from

Injury/Trauma

Protection

From Infection

Elimination

Altered Body Image

Decubiti

Sensory Perception

Fluid and Electrolyte Balance

Immunity

Thermoregulation


Explanation of the Analysis Diagram for Tissue Integrity Concept. The definition of the concept is







not exist at its optimal level. As shown, the Antecedents for Tissue Integrity Concept

are good nutrition, lack of external trauma, adequate perfusion, limited pressure on site, and

affected by life cycle (birth to death).



the Attributes of integument - structurally intact and functioning, and normal healing process.

Depending on the quality of the Attribute (assessment) findings, the patient may exhibit positive or

negative consequences. Positive Consequences for Tissue Integrity Concept might

include protection from infection, adaptation to environment (sweating), and protection from

injury/trauma. Negative Consequences might include pain, infection, decubiti, altered body image,

and loss of fluid and electrolytes. .



ways. The Interrelated Concepts for the concept of Perfusion might include Immunity, Sensory

Perception, Mobility, Perfusion, Elimination, Nutrition, and Thermoregulation.















Level 1 Exam Schedule Fall 2017

All exams Thursday 0800 – 0900; (unless you have testing accommodations then the

exam starts at 0730)

Except a few exams at the end of the semester, the course Finals and HESI exam will

be on other days and times, please review the schedule (specific times will be posted

towards the end of the semester).

Week #3

September 14

*Math Test #1

Week #4

September 21

RNSG 1216 #1

Basic Skills – Nutrition, Hygiene, Handwashing/PPE, Elimination, Vital Signs, MS

Assessment

*Math Test #2 (if needed) (time TBA)

Week #5

September 28

RNSG 1128 #1

Schneider – Coping,

Hobbs – Immunity,

Schneider – Tissue Integrity


Week #6

October 5

RNSG 1430 #1

Schneider – Mobility,

Bridwell – Sensory Perception, Functional Ability


Week #7

October 12

RNSG 1125 #1

Davidson –Team work/Collaboration, Professionalism,

Lewis – Safety,

Bridwell – Communication,

Bridwell – Health Information Technology



Week #8

October 19

RNSG 1216 #2

Specimen Collection, Neuro Assessment, Respiratory Assessment, Skin Assessment,

Cardiac Assessment, GI/GU Assessment, Intake/Output, Shift Assessment, IM

(deltoid, ventrogluteal & vastus lateralis) subQ injections, PO meds

Week #9

October 26

NO EXAM

Week #10

November 2

RNSG 1430 #2

Schneider – Diversity,

Hobbs – Nutrition, Elimination, Comfort

*Math – IV Calculations #1 quiz in lab

Week #11

November 9

RNSG 1125 #2

Davidson – Clinical Judgement, Health Promotion, Ethical/Legal,

Lewis – Patient Centered Care,

Bridwell – EBP, Patient Education


Week #12

November 16

NO EXAM


Week #13

November 20 (Monday)

RNSG 1128 #2

Blundell – Fluid & Electrolytes, Acid Base,

Hastie – Gas Exchange, Perfusion,

Bridwell - Metabolism



November 23

THANKSGIVING BREAK

Week #14

November 27 (Monday)

RNSG 1430 #3

Schneider – Tissue Integrity,

Schneider – Thermoregulation,

Bridwell – Sleep,

Hobbs – Human Development

November 30

RNSG 1216 #3

Sterile field/gloves, Foley cath skills, IV skills/meds, NT suctioning, NG skills/meds

Week #15

HESI (M) 12/4 (time TBA)

RNSG 1125 Final (W) 12/6 (time TBA)

RNSG 1430 Final (F) 12/8 (time TBA)

Week #16

RNSG 1128 Final (M) 12/11 (time TBA)

RNSG 1216 Final (W) 12/13 (time TBA)


Level 1 schedule Fall 2017

MON

0830 -

1200

MON

1230 -

1400

MON

1400 -

1530

TUES

0800-1600

WED

0800-1600

TUES/WED

/SAT

Clinical

0630-1530

SIM lab

(Tues,

Wed)

0900-1400

THURS TEST

0800-0900

CLASS

0930-1600

WK

HCC 1430

Intro 1128 PNC 1125

Skills 1216 Skills

1216

Clinical/Sim

Lab (1161)

HCC 1430

Lab

1 8/28

Orientation

(all

students)

8/28

RNSG

1128

Coping

Julia

8/28

RNSG

1125

Safety

Wendy

8/29

Orientation

(all students)

8/30

Orientation

(all

students)

TUES/WED

8/31

RNSG 1216

Basic Skills

(Elimination)

Jackie

9/1

CPR if needed

Math Review

David

RNSG

1216

Basic Skills

(Nutrition)

Jackie

RNSG 1216

Basic Skills

(Immunity &

Safety – HW

& PPE)

Julia

RNSG

1216

Basic Skills

(Comfort –

Hygiene)

*skills lab

*med

notebook

*And

practice

skills

Krystal

*Skills

practice (HW

& PPE)

*Pharm/Patho

Lab

*Sherpath

*HESI &

exam prep

(EAQ)

2 HW

& P

PP

E

9/4

HOLIDAY

SCHOOL

CLOSED

9/4

HOLIDAY

SCHOOL

CLOSED

9/4

HOLIDAY

SCHOOL

CLOSED

9/5

(divide

students)

Clinical

group – orientation/to

ur Krystal

Lab group –

HW & PPE

check off (in

skills lab)

SIM lab

orientation

9/6

(divide

students)

Clinical

group – orientation/

tour

Krystal

Lab group

– HW &

PPE check

off (in

skills lab)

TUES/WED

Tour Nursing

Home

Facility (2h)

9/7

Math Review

David

RNSG 1216

Start – Basic

Skills MS

Assessment,

(MPT, ROM,

restraints)

Julia

*Skills

Practice (VS)

9/8

RNSG 1128 Introduction to Nursing Concepts then (divide

students)

*glucometers

*scavenger

hunt

SIM lab

*EAQ;

learning

modules VS

Julia/Terri/St

arla

All students @ 1100?

Basic Skills

(Gas

Exchange,

Perfusion &

Thermoregula

tion) (VS)

Krystal/Starla

SIM lab

orientation

then

(divide

students)

*glucomete

rs

*scavenger

hunt

SIM lab

*EAQ;

learning

modules

VS

Julia/Terri/

Starla

All

students @

1100?

Basic Skills

(Gas

Exchange,

Perfusion

&

Thermoreg

ulation)

(VS)

Krystal/Sta

rla

*Pharm/Patho

Lab

*HESI &

exam prep

(EAQ)

Julia/Krystal/

Starla/Wendy

3

9/11

Mobility

Julia

9/11

Immunity

Jackie

9/11

Communic

ation

Krystal

9/12

Start - Med

Safety

(PO meds &

topical)

Cont.

Basic Skills

MS

Assessment,

cont. (MPT,

ROM,

restraints)

9/13

Start - Med

Safety

(PO meds

& topical)

Cont.

Basic Skills

MS

Assessment

, cont.

(MPT,

ROM,

restraints)

TUES/WED

Total clinical

hours (6h)

LTC

(4hrs)

SIM(2hrs)

“Little Room

of Errors”

and post

conference

9/14

Math Exam

#1

Communicati

on Lab

*Skills

Practice (VS;

MPT/ROM)

*Pharm/Patho

Lab

*HESI &

exam prep

(EAQ)

Julia/Krystal/

Starla/Wendy

9/15

RNSG 1128 Introduction to Nursing Concepts 4 V

S

9/18

Sensory

Perception

Krystal

9/18

Tissue

Integrity

Julia

9/18

Health

Informatio

n

Technolog

y

Krystal

9/19

Med Safety

(PO meds &

topical)

Functional

Ability

Assessment

(vision &

hearing

screenings)

Cranial

Nerves/Neuro

Assessment

9/20

Med Safety

(PO meds

& topical)

Functional

Ability

Assessment

(vision &

hearing

screenings)

Cranial

Nerves/Ne

uro

Assessment

TUES/WED

Total clinical

hours (6h)

LTC

(4h)

Post

conference

Tour Other

Nursing

Home

Facility (2h)

9/21

RNSG 1216

Exam #1 –

nutrition,

glucometer,

hygiene,

HW/PPE,

Elimination,

VS, MS

Assessment

Math Exam

#2

(if needed)

*Skills

Practice (PO

meds; Neuro)

*Pharm/Patho

Lab

*HESI &

exam prep

(EAQ)

Julia/Krystal/

Starla/Wendy

9/22

SIM lab

orientation

activities

(students

divided into 3

groups and

assigned either

Sept. 22, 29 or

Oct. 13

0900 – 1200)

5 PO

Med

s

9/25

Functional

Ability

Krystal

9/25

F&E

Julie

9/25

Teamwork/

Collaborati

on

Dayna

9/26

Med Safety

(IM-Deltoid)

Skin/Respirat

ory

Assessment

Gas

Exchange

(Oxygenation

)

SIM Lab

9/27

Med Safety

(IM-

Deltoid)

Skin/Respir

atory

Assessment

Gas

Exchange

(Oxygenati

on)

SIM Lab

TUES/WED

Total clinical

hours (4h)

LTC

(4h)

9/28

RNSG 1128

Exam #1 –

coping,

immunity,

tissue integrity

Math Exam

#3

(if needed)

RNSG 1128

F&E; cont.

Julie

*Skills

Practice (IM-

Deltoid;

Resp/Skin)

*Pharm/Patho

Lab

9/29

SIM lab

orientation

activities

(students

divided into 3

groups and

assigned either

Sept. 22, 29 or

Oct. 13 0900 –

1200)

RNSG 1128 Introduction to Nursing Concepts *HESI &

exam prep

Julia/Krystal/

Starla/Wendy

6 IM (D

eltoid

)

10/2

Diversity

Julia

10/2

RNSG

1216

Specimen

Collection

10/2

Professiona

lism

Dayna

10/3

Med Safety

(Subq)

Insulin

Cardiac

Assessment

(fetal heart

tones

SIM Lab

10/4

Med Safety

(Subq)

Insulin

Cardiac

Assessment

(fetal heart

tones

SIM Lab

TUES/WED

Total clinical

hours (6h)

LTC

(4h)

Tour hospital

facility (2h)

10/5

RNSG 1430

Exam #1 –

mobility,

sensory

perception,

functional

ability

Math Exam

#4

(if needed)

RNSG 1216

Specimen

Collection

(cont. if

needed)

*Skills

Practice

(Subq;

Cardiac)

*Pharm/Patho

Lab

*HESI &

exam prep

Julia/Krystal/

Starla/Wendy

10/6

RNSG 1125

Clinical

Judgement

Dayna

(0900 – 1200)

7 Su

bq

10/9

Nutrition

Jackie

10/9

Acid Base

Julie

10/9

Ethical/Leg

al

Dayna

10/10

Med Safety

(IM-

Ventrogluteal

& Vastus

Lateralis)

GI/GU

assessment

F&E

(intake/output

)

10/11

Med Safety

(IM-

Ventroglut

eal &

Vastus

Lateralis)

GI/GU

assessment

TUES/WED

SIM (6hrs)

Carl Rogers

WED/SAT

HOSP

(7hrs)

10/12

RNSG 1125

#1

Teamwork/

Collaboration,

Professionalis

m, Safety,

Communicati

on, HIT

Math Exam

#5

(if needed)

10/13

SIM lab

orientation

activities

(students

divided into 3

groups and

assigned either

Sept. 22, 29 or

Oct. 13 0900 –

1200)

RNSG 1128 Introduction to Nursing Concepts F&E

(intake/out

put)

RNSG 1128

F&E; cont.

Julie

*Skills

Practice (IM-

VG/VL;

GI/GU)

*Pharm/Patho

Lab

*HESI &

exam prep

Julia/Krystal/

Starla/Wendy

8 IM (V

G &

VL

)

10/16

Elimination

Jackie

10/16

*Skills

Practice

*Pharm/Pat

ho Lab

*HESI &

exam prep

Julia/Kryst

al/

Starla/Davi

d

10/16

Patient

Centered

Care

Wendy

10/17

Med Safety

(intradermal)

Shift

Assessment

10/18

Med Safety

(intraderma

l)

Shift

Assessment

TUES/WED

SIM (6hrs)

Carl Rogers

WED/SAT

HOSP

(7hrs)

10/19

RNSG 1216

#2

Specimen

Collection,

All of the

Assessments,

All of the

medication

Administratio

n

*Skills

Practice (Shift

Assessment)

*Pharm/Patho

Lab

*HESI &

exam prep

Julia/Krystal/

Starla/Wendy

10/20

9 Sh

ift Assessm

ent

10/23

Comfort

Jackie

10/23

Gas

Exchange

Mariane

10/23

Health

Promotion

Dayna

10/24

Sterile

field/gloves

Elimination

(Foley)

10/25

Sterile

field/gloves

Elimination

(Foley)

TUES/WED

SIM (6hrs)

Carl Rogers

WED/SAT

HOSP

(7hrs)

10/26

NO EXAM

*Skills

Practice

(sterile gloves;

foley cath)

*Pharm/Patho

Lab

*HESI &

exam prep

Julia/Krystal/

Starla/Wendy

10/27

RNSG 1128 Introduction to Nursing Concepts 1

0

Fo

ley

10/30

Tissue

Integrity

Julia

10/30

Gas

Exchange

Mariane

10/30

Evidenced

Based

Practice

Krystal

10/31

Gas

Exchange

(NT

suctioning)

11/1

Gas

Exchange

(NT

suctioning)

TUES/WED

SIM(6hrs)

Wallace

Peterson

WED/SAT

HOSP

(7hrs)

11/2

RNSG 1430

#2 Diversity,

Nutrition,

Elimination,

Comfort

Math (IV

calculations)

Class #1

*Skills

Practice (NT

suctioning)

*Pharm/Patho

Lab

*HESI &

exam prep

Julia/Krystal/

Starla/Wendy

11/3

1

1

11/6

Thermo-

regulation

Julia

11/6

Perfusion

Mariane

11/6

Patient

Education

Krystal

11/7

F&E

(IV insertion

/removal)

Med Safety

(IVP/IVPB)

11/8

F&E

(IV

insertion

/removal)

Med Safety

(IVP/IVPB

)

TUES/WED

SIM(6hrs)

Wallace

Peterson

WED/SAT

HOSP

(7hrs)

11/9

RNSG 1125

#2

Clinical

Judgement,

Health

Promotion,

Ethical/Legal,

Patient

Centered

Care, EBP,

Patient

Education

Math (IV

calculations)

Class #2

*Skills

Practice (IV

skills)

*Pharm/Patho

Lab

*HESI &

exam prep

Julia/Krystal/

Starla/Wendy

11/10

RNSG 1128 Introduction to Nursing Concepts 1

2

11/13

Human

Developme

nt

Jackie

11/13

Perfusion

Mariane

11/13

Metabolis

m Krystal

11/14

F&E

(IV insertion

/removal)

Med Safety

(IVP/IVPB)

11/15

F&E

(IV

insertion

/removal)

Med Safety

(IVP/IVPB

)

TUES/WED

SIM(6hrs)

Wallace

Peterson

WED/SAT

HOSP

(7hrs)

11/16

NO EXAM

*Skills

Practice (IV

skills)

*Pharm/Patho

Lab

*HESI &

exam prep

Julia/Krystal/

Starla/Wendy

11/17

1

3

11/20

RNSG

1128 #2

F&E, Acid

Base, Gas

Exchange,

Perfusion,

Metabolis

m

RNSG

1430 class

Sleep

Krystal

11/20 11/20

Nutrition

(NG

insertion

/removal;

tube meds)

11/21

Nutrition

(NG insertion

/removal;

tube meds)

11/22

THANKS

GIVING

BREAK

11/23

THANKSGI

VING

BREAK

11/24

THANKSGIVI

NG BREAK

1

4

11/27

RNSG

1430 #3 Tissue

Integrity,

Thermoreg

ulation,

Sleep,

Human

Developme

nt

11/27 11/27 11/28

Nutrition

(NG insertion

/removal;

tube meds)

11/29

Nutrition

(NG

insertion

/removal;

tube meds)

Clinical

group

Situational

Assessment

(Mon, Tues,

Wed, Thurs-

maybe)

Makeup

clinicals

(if needed)

11/30

RNSG 1216

#3 Sterile

field/

gloves,

Foley cath

skills, IV

skills/meds,

NT

suctioning,

NG

skills/meds

*Pharm/Patho

Lab

*HESI &

exam prep

Julia/Krystal/

Starla/Wendy

12/1

1

5

12/4

HESI

Final

Clinical

12/4 12/4 12/5 12/6

RNSG

1125 Final

12/7 12/8

RNSG 1430

Final

RNSG 1128 Introduction to Nursing Concepts Evaluations

?

Final

Clinical

Evaluations

?

1

6

12/11

RNSG

1128 Final

12/11 12/11 12/12 12/13

RNSG

1216 Final

12/14 12/15

Graduation/

pinning

Revised July 28, 2017

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