Fall 2019 Course Syllabus
Course: VNSG-2410- Section: 01
Nursing in Health and Illness III 		LSCPA Logo Image
Instructor Information
Instructor Andrea Reyes
E-mailreyesam1@lamarpa.edu
Phone(409) 984-6356
Office
Location:
Hours:MT 0800-1500, WRF 0630-1500 AT CLINICAL SITE
Department
Allied Health
Chair:Shirley MacNeill
E-mail:macneisb@lamarpa.edu
Phone:(409) 984-6365

If you have a grievance, complaint, or concern about this course that has not been resolved through discussion with the Instructor, please consult the Department Chair.
Course Information
Description Continuation of Nursing in Health and Illness II. Further study of medical-surgical health problems of the patient including concepts such as mental illness. Incorporates knowledge necessary to make the transition from student to graduate vocational nurse.
Prerequisites Introduction to the general principles of growth and development, primary health care needs of the client across the lifespan and therapeutic interventions.
VNSG 1400 & 1409 Nursing in Health and Illness I & II,
VNSG 1234 Pediatrics                            
VNSG 1261 & 1462 Clinical LVN Nursing    
To graduate from the VN program, it is required that you must complete either BCIS (1305) or Introduction to Computers (ITSC 1401). Students must have a minimum grade of C or better in every course that applies to the Vocational Nursing Certificate plan to graduate.
VNSG 1463 Clinical        
Learning Outcomes In accordance with the mission of LSC-PA, VNSG 2410 Nursing in Health and Illness III assists the student to develop the particular skills, knowledge, and attitudes necessary for success as a vocational nurse. Upon successful completion of the course, the student should be able to:    
1.    Compare and contrast normal physiology of body systems to pathologic variations in the patient with common medical-surgical health problems. (PSLO Alpha; PSLO 2)) Measured by: reading-based discussions; exams based on readings; clinical case studies
2.    Compare and contrast diagnostic evaluation and treatment of the patient with common medical-surgical health problems. (PSLO Alpha; PSLO 2) Measured by: reading-based discussions; exams; clinical case studies
3.    Incorporate nutrition, drug therapy, and nursing interventions in safely implementing plans of care to meet the needs of the patient experiencing common medical-surgical health problems. (PSLO Alpha; PSLO 1; PSLO 2; PSLO 3) Measured by: reading-based scenarios; care plan activities; case studies; case studies; clinical simulations
4.    Utilize the nursing process in safely caring for the patient with common medical-surgical health problems. (PSLO Alpha’ PSLO 2; PSLO 4) Measured by: care plan activities; class and clinical discussion; case studies based on readings
5.    Identify mental illness, treatment of common abnormal patterns of behavior, and related nursing interventions. (PSLO Alpha; PSLO 3) Measured by: exams based on readings; class discussions; clinical interactions; case studies
6.    Demonstrate competency in medication administration and dosage calculations.(PSLO 1; PSLO 3) Measured by: medication competency exam; observed medication administration in skills lab and clinical; discussions
7.    Describe the underlying principles of selected nursing skills using principles of safety and asepsis. (PSLO Alpha; PSLO 1; PSLO 3) Measured by: discussions; based on readings; skills check-offs; clinical simulations; clinical rotation interactions
8.    Demonstrate satisfactory performance of selected nursing skills using evidenced-based principles of safety and asepsis. (PSLO Alpha; PSLO 1; PSLO 3; PSLO 4) Measured by: skills check-offs; clinical simulations; clinical rotation interactions; discussions and clinical application of current practice in nursing based on online and in-class readings
9.    Utilize learned skills and knowledge for transition from student to graduate vocational nurse. (PSLO Alpha; PSLO 1; PSLO 2; PSLO 3; PSLO 4) Measured by: standardized and unit exams based on readings and discussions; clinical skills check-offs in lab and clinical setting; patient, family and healthcare team interactions; clinical observations and evaluations; case studies
10.    Demonstrate an understanding of the legal, ethical, and professional responsibilities inherent in the role of the vocational nurse. (PSLO Alpha; PSLO 1; PSLO 3; PSLO 4) Measured by: exams over comprehension of nurse practice act, current literature and class discussions; interactions in clinical setting
11. Identify priorities of care according to the patient’s condition. (PSLO 1; PSLO 2; PSLO 3; PSLO 4) Measured by: class and clinical case study discussions; prioritization exercises and exam objectives; care plan activities; simulations
Core Objectives Reading: Demonstrates the ability to analyze and interpret a variety of printed materials.
Writing: Produces clear, correct, and coherent prose adapted to purpose, occasion, and audience.
Speaking: Communicates orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience.
Listening: Demonstrates the ability to analyze and interpret various forms of spoken language.
Critical Thinking 1: Applies qualitative and/or quantitative skills analytically and creatively to subject matter.
Critical Thinking 2: Demonstrates the ability to evaluate arguments and construct alternative strategies.
Computer Literacy 1: Uses computer-based technology to communicate, solve problems, and acquire information.
Computer Literacy 2: Demonstrates an understanding of the limits, problems, and possibilities associated with the use of technology.
Intercultural Competence 1: Demonstrates awareness of similarities and differences between cultural groups.
Intercultural Competence 2: Demonstrates the ability to recognize global interconnectedness.
Intercultural Competence 3: Demonstrates a general knowledge of cultural evolution.
Program Student Learning Outcomes Upon completion of the Vocational Nursing Program graduates will, under the supervision of a professional licensed nurse and/or licensed physician, function in non-complex settings and should be able to:
PSLO Alpha: Reading Skills – Demonstrates comprehension of content-area reading materials.
PSLO 1.     Function within the legal, ethical and regulatory standards of the nursing
profession.
PSLO 2.     Use a systematic problem-solving process in the care of multiple patients
who have predictable health care needs to provide safe, individualized, goal
directed nursing care.
PSLO 3.     Adopt an approach to nursing practice that promotes safety for patients,
significant others, self, and members of the healthcare team.
PSLO 4.     Cooperate with members of the interdisciplinary health care team to
provide optimum, evidence-based, safe, care to patients.
Textbooks deWitt, C. (2017). Medical-surgical Nursing Concepts and Practice (3rd ed.). St. Louis: Saunders Elsevier.
Morrison-Valfre (2017) Foundations of Mental Health Care (6th ed.). St. Louis: Mosby.
deWit, C. (2018). Fundamental Concepts and Skills for Nursing (5th ed.). St Louis: Saunders Elsevier.
Swift River Online Learning as scheduled

NCLEX® PN Pass Point: Please note: No other NCLEX® PN Review will be accepted. You must use the NCLEX® PN Pass Point access code provided to you for this class.
Pass Point access code for Fall 2019 VNSG 2410 class: 64345D95
Online HESI Case Studies: Complete PN Collection (2 Year Version)
HESI staff. (2018). HESI Comprehensive Review PN Exam (5th Ed.). St. Louis:
Elsevier.
Silvestri, L. A. (2016). Saunders Comprehensive Review NCLEX-PN (6th Ed.). St.
Louis: Elsevier
deWitt, S., & Kumagai, C. (2017). Student Learning Guide Medical Surgical Nursing (2nd Ed.). St. Louis: Saunders Elsevier.
Lecture Topics
Outline		 Week 1: Review 2410 Syllabus/Objectives, Central Line Lecture, Central Line Practice, Central Line Check-off, Respiratory
Week 2: Trach Care and Suction Lecture, BON Paperwork, Trach Practice, Trach Check- off, Fundamental Exam,
Week 3: Documentation, Nursing process, Case Study Review
Week 4: 2410 Exam I
Week 5: Cardiac Lecture #1, Computer Assignments
Week 6: Neurology Lecture #1, Cardiac #2
Week 7: Neurology Lecture #2
Week 8: 2410 Exam II
Week 9: Jurisprudence/TPAPN
Week 10: Mental Health Lecture #1
Week 11: Mental Health Lecture #2
Week 12: Mental Health Lecture #3
Week 13: 2410 Exam III, Renal Lecture #1, Computer Assignments, 2410 Practice REACH HESI Exam
Week 14: Renal Lecture #2, Eye & Ear
Week 15: Hematology Lecture, 2410 Exam IV
Week 16: 2410 Reach Final Exam
Schedule subject to change at the discretion of the Program Coordinator
Major Assignments
Schedule
Date: 09/16/19 Exam I Time: 0800
Date: 10/14/19 Exam II Time: 0800
Date: 11/18/19 Exam III Time: 0800
Date: 12/04/19 Exam IV Time: 0800
Date: 12/09/19 Reach Final exam Time: 1200
Pass Point assignments are due on an ongoing basis as scheduled.
Final Exam Date December 9, 2019 - 12:00 PM   Through  December 9, 2019 - 3:00 PM
Grading Scale 90-100 = A 80-89 = B 75-79 = C 74-60 = D 59 or Below = F
Determination of
Final Grade		 1.    Examinations are based on course objectives.
2.    Course content from the pre-requisite courses will be included on exams as appropriate.
3.    ALL unit exams MUST be taken.
4.    Students are strongly encouraged to take exams as scheduled. No questions may be asked during the exam. No hat or hoodies may be worn during exams. No hats/caps/hoodies/smart watches/personal possessions other than keys, earbuds, and a pencil may be brought in to the exam.
5.    A specified amount of time will be set for testing. Test times for exams will be set up for 80 seconds per question. At the end of the allotted time, the computer will not record any further answers.
6.    Students who arrive after the exam starts, but before it ends may take the exam without penalty, however, they will not be allowed additional time. If a student must miss an exam, s/he must contact the instructor prior to the exam or within twenty-four (24) hours of the exam. A “no-call/no-show” for an exam will result in a grade of “0”.
7.    Test grades will not be available for a minimum of 24 hours post-test.
8.    If a student scores less than a 75 on a unit examination, the student is highly recommended to make an appointment with an instructor within one week after the exam. At that time the student will review the examination and, with the assistance of the instructor, identify strategies to improve performance on subsequent examinations.
9.    Evaluation of Examinations: After each exam, the faculty uses psychometric principles to evaluate the examination. Items missed by 50% or more of the class are reviewed. If an item is found to be flawed, the faculty may give credit for more than one answer or nullify the item. That is, if a student answered the item as originally keyed, the student will retain the credit for the item. If a student’s answer differs from the one originally keyed, the student is credited for the nullified item. In other words, everyone gets credit for the item and no one loses credit.
10.    Any challenge to exam questions must be presented on provided form within 48 hours of the review of the exam. Disputed exam items must be submitted by the student along with proposed answer supported by documentation from the current textbook, handouts, and/or lecture reference material.
11.    The Reach HESI exam is given as the final exam for VNSG 2410. A student must have a 74.5 average on the 4 unit exams in order to take final exam. All unit exams must be taken. Completion of the Reach HESI Exam with a prediction score of 900 or greater indicates that the student has a high probability of passing the NCLEX-PN.
The following method will be used to determine each student’s grade in the
course: Exam I     15% Grade
Exam II    15% Grade
Exam III    15% Grade
Exam IV     15% Grade
Computer, Classroom Assignments 5% Grade
= 65% of Grade
REACH conversion score (VNSG 2410 Final) = 35% of Grade

A minimum average of 75%, independent of all other requirements, is necessary to pass the course.

Course Policies
Instructor Policies I will not discuss your grades over the phone or by email. If you want to discuss your grades, you must come to my office, in person.
Attendance Policy Research has shown a cause and effect relationship between attendance and college success. Policies for this course are described below:

1. Because poor attendance is a leading reason for termination from a job in all
areas of employment, attendance at all scheduled classes is expected.
2. A student who is absent from course activities for more than three (3) days
without notification to the faculty may be dropped from the program by the Program Director.
3. Late arrival to class is disruptive. Students who consistently arrive after the
beginning of the class (2 or more times) will be counseled and a plan of
corrective action determined. Class will begin promptly at the scheduled time.
Students who arrive fifteen (15) minutes after the beginning of class should
not enter the classroom and should wait until break to enter.
4. It is the student’s responsibility to notify the instructor of any absence. If the
student is unable to contact the instructor(s), the student should call 409-984-
6356 or 1-800-477-5872 ext. 6356. The student should also email the faculty or
call the faculty office and leave a voicemail.
5. It is the student’s responsibility to submit a completed ‘student excuse form’
upon return to class following an absence, tardy, or leaving class early. Failure
to do so will result in a declaration of ‘no call, no show’ and may result in the
student being dismissed from the program.
6. Lab jackets are to be worn at all times while in the skills lab.
7. Simulation/Computer Lab Assignments are mandatory. Failure to attend will
result in Additional assignments.

Academic Honesty Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSC-PA policies (Section IX, subsection A, in the Faculty Handbook) for consequences of academic dishonesty.
Facility Policies
  1. No food or tobacco products are allowed in the classroom.

  2. Only students enrolled in the course are allowed in the classroom, except by special instructor permission.

  3. Use of electronic devices is prohibited.
Important Information
ADA Considerations The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the the Office for Disability Services Coordinator, Room 231, in the Madison Monroe Building. The phone number is (409) 984-6241.
MyLamarPA Be sure to check your campus E-mail and Course Homepage using MyLamarPA campus web portal (My.LamarPA.edu). When you've logged in, click the email icon in the upper right-hand corner to check email, or click on the "My Courses" tab to get to your Course Homepage. Click the link to your course and review the information presented. It is important that you check your email and Course Homepage regularly. You can also access your grades, transcripts, and determine who your academic advisor is by using MyLamarPA.
Other COURSE OBJECTIVES
Unit Topics and Objectives
1. Topic: Strategies used by the Vocational Nurse in understanding the responsibilities of 2410 Syllabus.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Understand the grading system for 2410 – 60% exams and 40% Reach HESI final exam.
b.    All unit exams must be taken. Understand that a 75 average on the 4 unit exams is required to be eligible to take the Reach HESI final exam.
c.    Acknowledge the requirement to take the Reach HESI final exam if eligible
d.    Understand that an optional Reach Exam may be taken at student’s expense on 7/13/16 for practice only, no grade will be given.
{Differentiated Essential Competencies (DEC) I-A,B II-A,B,C,D,E,G,H III-A,B,C,D,E,F IV A,B,C,D,E,F,G}

2. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who require the insertion and maintenance of a central venous access device.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Explain terms related to the care of a central venous access device.
b.    Discuss the rationale for a central venous access device.
c.    Identify the impact on adult patients in having a central venous access device.
d.    Explain the procedure in safely caring for a central venous access device to the patient and family.
e.    Select the appropriate equipment necessary to safely care for a patient who has a central venous access device.
f.    Distinguish the vocational nurses responsibilities associated with the care and maintenance of a central venous access device.
g.    Interpret a patient’s responses to care provided for a central venous access device.
h.    Report and document the results of care provided to a patient who has a central venous access device.
{DEC I-A-D, II-A-H, III-A-F, IV-A-F}

3. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who have health problems of the respiratory system.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Explain the anatomy and physiology of the respiratory system.
b.    Outline the incidence and etiology of respiratory disorders in adult patients.
c.    Summarize the pathophysiology and clinical manifestations of disorders affecting the respiratory system in adult patients.
d.    Differentiate the medical and nursing management of respiratory disorders in adult patients.
e.    Relate the psychosocial impact of respiratory disease in adult patients and their families.
f.    Utilize the nursing process in providing safe care for patients who have respiratory disorders.
g.    Identify goals for discharge planning/rehabilitation of adult patients who have a disorder of the respiratory system.
h.    Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have disorders of the respiratory system.
{DEC I-A, B, II-A-H, III-A-F, IV

4. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who have disorders of the cardiovascular system.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Explain the anatomy and physiology of the cardiovascular system.
b.    Outline the incidence and etiology of cardiovascular disorders in adult patients.
c.    Summarize the pathophysiology and clinical manifestations of disorders affecting the cardiovascular system in adult patients.
d.    Differentiate the medical and nursing management of cardiovascular disorders in adult patients.
e.    Relate the psychosocial impact of cardiovascular disease on adult patients and their families.
f.    Utilize the nursing process in providing safe care for patients who have cardiovascular disorders.
g.    Identify goals for discharge planning/rehabilitation of adult patients who have disorder of the cardiovascular system.
h.    Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have disorders of the cardiovascular system.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

5. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who have disorders of the neurological system.
Objectives: Upon completion of this learning experience, the student should be able to:
Explain the anatomy and physiology of the neurological system.
Outline the incidence and etiology of neurological disorders in adult patients.
Summarize the pathophysiology and clinical manifestations of disorders affecting the neurological system in adult patients.
Differentiate the medical and nursing management of neurological disorders in adult patients.
Explain the psychosocial impact of neurological disease on adult patients and their families.
Utilize the nursing process in providing safe care for patients who have disorders of the neurological system.
Identify goals for discharge planning/rehabilitation of adult patients who have a disorder of the neurological system.
Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have disorders of the neurological system.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

6. Topic: Strategies used by the Vocational Nurse in preparing for transition into the Role of a Graduate
Vocational Nurse in regards to scope of practice.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Differentiate the roles and functions of the Texas Board of Nursing (BON) from those of nursing and health care specialty organizations.
b.    Discuss the Nursing Practice Act (NPA) and BON rules as they apply to LVNs and RNs in Texas.
c.    Describe components and tools that may assist a nurse in determining the scope
of practice in any given circumstance.
d.    Relate how unethical/unprofessional behaviors of a nurse violate the BON rules and disciplinary sanction policies.
e.    Compare and contrast the differences in purpose and process between Incident Based Peer Review (Rule 217.19) and Safe Harbor Peer Review (Rule 217.20).
f.    Identify the purpose of the Jurisprudence exam and its use in the licensure of
nurses in the state of Texas.
g.    Discuss the guidelines associated with graduate vocational and graduate nurses and newly license nurses; and with nurses who are transitioning.
h.    Analyze the Interpretive Guideline for LVN Scope of Practice under rule 217.11.
{DEC I-A-D, II-A-H, III-A-F, IV-A-F}

7. Topic: Strategies used by the Vocational Nurse in participating and advocating for fellow colleagues
who are involved with the Texas Assistance Program for Nurses (TPAPN) program.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Identify the purpose of the TPAPN program.
b.    Explain the requirements for participation in the program.
c.    Describe the expectations for successful completion of the program.
d.    Identify consequences of failure to comply with program requirements.
e.     Discuss intemperate use of drugs or alcohol and mental illness and how these conditions relate to a nurses’ fitness to practice.
f.     Analyze the nurses’ responsibility when taking prescription medications for chronic pain while on duty.
g.    Discuss the course of action when a nurse, who is under the influence of alcohol or drugs or is chemically dependent, is admitted as a patient.    
h.    Identify when it is appropriate to refer nurses to the (TPAPN).
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

8. Topic: Strategies used by the Vocational Nurse in practicing nursing under the legal guidelines set
forth by the Board of Nurse Examiners.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Compare and contrast the Nursing Practice Act (NPA) and the rules and     regulations.
b.    Discuss the legislature’s role in the NPA and when changes may occur.    
c.    Discuss the enforcement of the NPA
d.    Differentiate the roles and functions of the Board of Nursing’s (BON) from those of nursing and healthcare specialty associations.
e.    Discuss the BON’s authority with rules and regulations and when changes may occur.
f.    Discuss the behaviors that are bars to licensure.
g.    Discuss when a license may become inactive and when an inactive license may be reactivated.
h.    Summarize the renewal process.
i.    Describe the mandatory continuing education requirements for renewing a nursing license.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

9. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who are receiving treatment for mental health disorders.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Explain the structures, processes and functions of the brain.
b.    Distinguish the neurobiological research and theories which are the basis for psychopharmacologic treatment of anxiety disorders.
c.    Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have anxiety disorders
d.    Discuss the nurse’s role in educating patients and families about current
neurobiological theories and medication management.
e.    Analyze the special needs of patients who have anxiety disorders.
{DEC I-A, B, D, II-A-H, III-A, B, C, D, F}

10. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who have mood disorders.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Describe biological and psychosocial theories about the etiology of mood disorders.
b.    Compare and contrast the DSM-IV groupings of depressive disorders and bipolar disorders
c.    Summarize the epidemiology and life course of depressive and bipolar disorders in adult patients.
d.    Utilize the nursing process in providing care for patients who have mood disorders.
e.    Describe interventions used by nurses and other mental health professionals for patients who have mood disorders.
f.    Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have mood disorders.
g.    Examine how personal feelings, thoughts, and reactions to patients who have mood disorders may affect the therapeutic relationship and management of patient care.
{DEC I-A, B, D, II-A-H, III-A, B, C, D, F

11. Topic: Strategies used by the Vocational Nurse in caring for patients and families of those who have experienced the effects of suicide.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Examine and discuss the scope of suicide by age, gender, ethnicity, socioeconomic status, and familial factors.
b.    Compare and contrast biologic, psychological, and sociologic theories regarding the etiology of suicide.
c.    Distinguish between suicidal ideation, gesture, threat, attempt, and successful suicide, and key elements of assessment of suicide risk.
d.    Describe the responsibilities of mental health professionals in protecting patients from self-harm.
e.    Utilize the nursing process and participate in providing safe care for a patient who has depression and suicidal tendencies.
f.    Discuss the education of the role of parents and significant adults in observing self-destructive clues in youth and in offering guidance and assistance.
{DEC I-A-D, II-A-H, III-A-F, IV-A-F}

12. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who have anxiety and other related disorders.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Describe anxiety as a response to stress.
b.    Explain the levels of anxiety and the behavioral changes related to each level.
c.    Discuss the use of defense mechanisms by people who have anxiety disorders.
d.    Compare and contrast the DSM-IV groupings of anxiety and other related disorders.
e.    Summarize the epidemiology and life course of anxiety and other related disorders in adult patients.
f.    Utilize the nursing process in providing safe care for patients who have anxiety and other related disorders.
g.    Describe interventions used by nurses and other mental health professionals for patients who have anxiety and other related disorders.
h.    Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have anxiety and other related disorders.
i.    Examine how personal feelings, thoughts, and reactions to patients who have anxiety disorders may affect the therapeutic relationship and management of patient care.
{DEC I-A-D, II-A-H, III-A-F, IV-A-F}
13. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
backgrounds who have substance-related disorders.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Identify the major concepts relative to substance abuse.
b.    Compare and contrast the etiologic factors relative to substance abuse.
c.    Describe the effects of alcohol and other drugs on biologic, psychosocial, cultural, cognitive, and spiritual dimensions of patients across the life span.
d.    Identify community resources used in rehabilitating patients who have substance-related disorders.
e.    Discuss disease-related concepts specific to patients who have substance abuse and addiction disorders.
f.    Describe the current treatment modalities and use of the nursing process in managing the care of patients who have substance-related disorders.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

14. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who are Survivors of family violence.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Discuss theories that attempt to explain the cause of violence.
b.    Describe examples of abuse within the family and for each age group throughout
the life cycle.
c.    Explain the cycle of violence.
d.    Identify special assessments for suspected victims of violence.
e.     Discuss conditions that discourage a battered woman from leaving her violent
situation.
f.    Compare and Contrast signs/symptoms of child and elderly abuse and neglect.
g.    Compare the child physical offender with the child sexual offender.
h.    Utilize the nursing process in helping patients recover from the threat of violence
that exists in their lives.
i.    Describe the common characteristics of victims of family violence.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

15. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic backgrounds who have schizophrenia or other psychotic disorders.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Explain the various theories and models that evolved over the years to describe the schizophrenic disorders.
b.    Discuss the various assessment tools and data currently available for medical and nursing diagnoses of the schizophrenias.
c.    Participate in the application of the nursing process to patients experiencing the
negative and positive symptoms of schizophrenia.
d.    Differentiate the nursing responsibilities in the care of patients who have schizophrenia from those of other disciplines, and compare and contrast the approaches.
e.    Discuss community resources available for patients who have schizophrenia and
their families.
f.    Discuss the course of illness, symptomatology, and nursing interventions for the
subtypes of schizophrenia and other closely related disorders.
g.    Describe the major differences between typical and atypical antipsychotic
medications and their effects on the symptoms of schizophrenia.
h.    Evaluate the effectiveness of the various treatment modalities.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

16. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic backgrounds who have personality disorders.
Objectives:     Upon completion of this learning experience, the student should be able to:
a.    Differentiate between personality traits and personality disorders
b.    Discuss the biologic contributions to personality disorders.
c.    Discuss goals and interventions that the Registered Nurse may use in planning care for the different personality disorders including collaborative treatment modalities and outcome criteria relevant to the patient’s diagnosis
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

17. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who experience delirium, dementia, Alzheimer’s and other cognitive disorders.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Describe the various theories of the nature and development of Alzheimer’s disease and the rationale of the most currently accepted
theories.
b.    Describe the pathophysiologic changes in the brain related to Alzheimer’s
disease.
c.    Classify the progressive symptoms of Alzheimer’s disease into three stages (onset/mild, middle/moderate, terminal/severe).
d.    Compare the different types of dementia (reversible/irreversible).
e.    Discuss therapeutic activities for patients experiencing dementia.
f.    Summarize the use of cognitive assessment tools and other diagnostic procedures in identifying neurologic deficits, emotional status, and physical manifestations in adult patients who have cognitive disorders.
g.    Utilize the nursing process in providing safe care for patients who have cognitive
disorders.
    {DEC I-A-D, II-A-H, III-A-F, IV-A-G}

18. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
backgrounds who have renal and urologic disorders.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Explain the anatomy and physiology of the urinary system.
b.    Outline the incidence and etiology of renal and urologic disorders in adult patients.
c.    Summarize the pathophysiology and clinical manifestations of disorders affecting the renal and urologic system in adult patients.
d.    Differentiate the medical and nursing management of renal and urologic disorders in adult patients.
e.    Relate the psychosocial impact of renal and urologic disease on adult patients and their families.
f.    Utilize the nursing process in providing safe care for patients who have disorders of the renal and urologic systems.
g.    Identify goals for discharge planning/rehabilitation of adult patients who have a disorder of the renal and urologic system.
h.    Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have disorders of the renal and urologic system.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

19. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic backgrounds who have disorders of the eye or ear.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Explain the anatomy and physiology of the respiratory system.
b.    Outline the incidence and etiology of disorders of the eye or ear in adult patients.
c.    Summarize the pathophysiology and clinical manifestations of disorders affecting the eye or ear in adult patients.
d.    Differentiate the medical and nursing management of disorders of the eye or ear in adult patients.
e.    Relate the psychosocial impact of disorders of the eye or ear on adult patients and their families.
f.    Identify goals for discharge planning/rehabilitation of adult patients who have a disorder of the eye or ear.
g.    Utilize the nursing process in providing safe care for patients who have disorders of the eye or ear.
h.    Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have disorders of the eye or ear.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}
20. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have disorders involving the lymphatic and hematopoietic Systems.
Objectives: Upon completion of this learning experience, the student should be able to:
a.     Explain the anatomy and physiology of the, lymphatic system.
b.    Describe the body’s innate immune response
c.    Discuss the role of the lymphatic system in the immune response
d.    Summarize the pathophysiology and clinical manifestations of disorders affecting lymphatic, and hematopoietic systems in adult patients.
e.    Differentiate the medical and nursing management of peripheral vascular, lymphatic, and hematopoietic disorders in adult patients.
f.    Relate the psychosocial impact of peripheral vascular, lymphatic, and hematopoietic disease on adult patients and their families.
g.    Utilize the nursing process in providing safe care for patients who have disorders of the lymphatic systems.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}


Reviewed and revised: August, 2019
HB 2504 This syllabus is part of LSC-PA's efforts to comply with Texas House Bill 2504.